Table of Content
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Front Matter
Introduction, Heather M. Falconer
DOI: 10.37514/ATD-B.2024.2364.1.3
Section 1. Disrupting the Status Quo
Student Vignette, Dhatri Badri
DOI: 10.37514/ATD-B.2024.2364.2.01
Student Vignette, Riya Sharma
DOI: 10.37514/ATD-B.2024.2364.2.02
STEM Writing as Disruption: Views from First Year Writing, Jameta Nicole Barlow and Kylie E. Quave
DOI: 10.37514/ATD-B.2024.2364.2.03
The Inclusive Potential of Teaching the History of (White Mainstream) English as the International Language of Science, Elizabeth Blomstedt
DOI: 10.37514/ATD-B.2024.2364.2.04
“Science has always been about asking questions”: Critical Science Literacy in STEM Writing, Megan Callow and Holly Shelton
DOI: 10.37514/ATD-B.2024.2364.2.05
Integrating Social Justice Data and Scaffolded Writing with Universal Design Principles Into Introductory Statistics, Laura Kyser Callis
DOI: 10.37514/ATD-B.2024.2364.2.06
A Curriculum Exploring Arab and Muslim Science: Opening Space for Other Epistemologies of Science, Alicia Bitler and Ebtissam Oraby
DOI: 10.37514/ATD-B.2024.2364.2.07
Creating Assignments that Put Programmatic Inclusion and Diversity Work into Practice, Justiss Wilder Burry, Carolyn Gubala, Jessica Griffith, Tanya Zarlengo, and Lisa Melonçon
DOI: 10.37514/ATD-B.2024.2364.2.08
Section 2. Challenging Orientations to Instruction and Assessment
Student Vignette, Madison Brown
DOI: 10.37514/ATD-B.2024.2364.2.09
Student Vignette, Madeline Dougherty
DOI: 10.37514/ATD-B.2024.2364.2.10
Promoting Inclusion through Participation in and Construction of Engineering Judgments, Rachel C. Riedner, Royce A. Francis, and Marie C. Paretti
DOI: 10.37514/ATD-B.2024.2364.2.11
Engineering an Inclusive Integrated Writing Course, Jennifer C. Mallette
DOI: 10.37514/ATD-B.2024.2364.2.12
Putting Science in Black and White: Intensive Technical Writing Through Non-disposable Assignments as a Path for Decolonizing STEM, Sally B. Seraphin
DOI: 10.37514/ATD-B.2024.2364.2.13
Exploring Ungrading in a Biochemistry Laboratory Course, Jennifer Newell-Caito
DOI: 10.37514/ATD-B.2024.2364.2.14
A Call to Action for More Inclusive STEM, Janelle M. Johnson, Kimberlee Bourelle, Adrian Clifton, Mary Coleman, Parker Edingfield, Amanda Myers, Madeline Onstott, Joseph Schneiderwind, and Katie Weaver
DOI: 10.37514/ATD-B.2024.2364.2.15
Teaching Neuroethics in a Time of Crisis: Lessons in Liberatory Pedagogy, Ann E. Fink
DOI: 10.37514/ATD-B.2024.2364.2.16
Conclusion: Lessons from the Front Lines, LaKeisha McClary and Heather Falconer
DOI: 10.37514/ATD-B.2024.2364.3.1
Contributors
About the Editors
Heather M. Falconer is Assistant Professor of Professional and Technical Writing and faculty member of the Maine Center for Research in STEM Education at the University of Maine, Orono. Her research has appeared in journals such as Written Communication, The WAC Journal, and the Journal of Hispanic Higher Education, as well as in multiple edited collections. Her book, Masking Inequality with Good Intentions, is available through the Practices & Possibilities series at The WAC Clearinghouse.
LaKeisha McClary is Assistant Professor of Chemistry at The George Washington University where she teaches Introductory Quantitative Analysis Laboratory, a writing-in-the-disciplines course for chemistry majors and minors that fulfills a graduation requirement. She received the 2020 WID Award for Best Assignment Design for the design-it-yourself project that is the hallmark of the course. In addition to teaching the laboratory, she also teaches general chemistry, organic chemistry, and a writing course for chemistry majors engaged in semesters-long undergraduate research. She served as the Co-Chair of the Diversity, Equity, and Inclusion Committee of the Association for Writing Across the Curriculum and is a member of the American Chemical Society. Her research exploring chemistry students’ thinking and reasoning has appeared in International Journal of Science Education, Journal of Research in Science Teaching, and Journal of Chemical Education.
Across the Disciplines Books
Series Editor: Michael A. Pemberton, Georgia Southern University
Series Associate Editor: Kathryn Northcut, Missouri University of Science and Technology
This book is available in whole and in part in Adobe’s Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2024 Heather M. Falconer, LaKeisha McClary, and the authors of individual chapters in this collection. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 322 pages, with notes, illustrations, and bibliographies. This book will be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.
Encompassing a diversity of STEM education contexts, this edited collection offers instructional strategies and assignments for creating equitable, inclusive classrooms. With a focus on writing instruction, each chapter presents ways to create space for individuals and voices historically marginalized in STEM disciplines. Contributions move beyond typical disciplinary writing and content instruction and instead focus on work that is intentionally, sometimes subtly, disrupting the assumptions of STEM writing, communication, and knowledge-making. Contributors consider how we can create a sense of belonging for students from groups that have historically been kept out of these disciplines, how faculty can consciously create space for student voices to be heard, and how to do so with an eye toward the discursive practices of STEM disciplines. The chapters in Inclusive STEM offer specific cases—classroom- or research-based contexts—that describe their intents and goals, the interventions they enacted, how students responded, and the unexpected elements that presented themselves. These chapters also reveal the ugly bits: sharing lessons learned and errors made. The collection targets educators who teach disciplinary content, as well as writing in STEM.