Write-to-learn (WTL) assignments have been used in a variety of disciplines to encourage conceptual learning and critical thinking in undergraduate education. These assignments focus on facilitating rather than assessing learning. Conversely, write-to-communicate (WTC) assignments (e.g., lab reports and exams), often with the goal of assessing learning, are more commonly employed in foundation STEM courses. We developed a WTL assignment that focuses on promoting curiosity driven learning, critical thinking, and metacognition; skills that promote students’ scientific literacy through writing. We integrated theoretical frameworks for scientific literacy, that include the sub-constructs of third space, authenticity, and multiple discourse as well as science as a human endeavour, and metacognition and self-direction (1, 2) to develop this 3-part WTL assignment. In this assignment, students first select a topic of interest and write freely on their current understanding of the topic (Part 1). They then develop a research question based on their writing and seek answers to their question from published literature (Part 2). Finally, they reflect on their overall experience with the WTL process and propose further avenues of investigation for their research topic (Part 3). Student feedback suggests that they enjoyed the WTL process and their overall satisfaction with the structure of the assignment was high. As we continue to evolve the assignment based on student feedback, we are gratified that students reported high self-efficacy with regard to future writing as a result of participating in this assignment. We recommend use of this type of WTL assignment in large, introductory STEM courses, so as to facilitate rather than simply assess students’ learning.

Primary Image: Scientific literacy through writing. Schematic depicting a write-to-learn assignment format implemented in an introductory undergraduate biology course, along with corresponding science literacy constructs.

Write-to-learn (WTL) assignments have been used in a variety of disciplines to encourage conceptual learning and critical thinking in undergraduate education. These assignments focus on facilitating rather than assessing learning. Conversely, write-to-communicate (WTC) assignments (e.g., lab reports and exams), often with the goal of assessing learning, are more commonly employed in foundation STEM courses. We developed a WTL assignment that focuses on promoting curiosity driven learning, critical thinking, and metacognition; skills that promote students’ scientific literacy through writing. We integrated theoretical frameworks for scientific literacy, that include the sub-constructs of third space, authenticity, and multiple discourse as well as science as a human endeavour, and metacognition and self-direction (1, 2) to develop this 3-part WTL assignment. In this assignment, students first select a topic of interest and write freely on their current understanding of the topic (Part 1). They then develop a research question based on their writing and seek answers to their question from published literature (Part 2). Finally, they reflect on their overall experience with the WTL process and propose further avenues of investigation for their research topic (Part 3). Student feedback suggests that they enjoyed the WTL process and their overall satisfaction with the structure of the assignment was high. As we continue to evolve the assignment based on student feedback, we are gratified that students reported high self-efficacy with regard to future writing as a result of participating in this assignment. We recommend use of this type of WTL assignment in large, introductory STEM courses, so as to facilitate rather than simply assess students’ learning.

Primary Image: Scientific literacy through writing. Schematic depicting a write-to-learn assignment format implemented in an introductory undergraduate biology course, along with corresponding science literacy constructs.

Students can have difficulty recognizing examples of course concepts in the real-world. They particularly struggle with phenomena that are ambiguously defined, have mimics, or are hard to distinguish from other phenomena. Students can better explore and understand these phenomena in situ. Unfortunately, short class periods, students’ full schedules, and limited resources hinder classic fieldtrips. So, I created Walkabout, which gives students experiences observing and analyzing in situ phenomenon in the surrounding environment during class periods. Walkabout aligns with elements of active learning, experiential learning, and adventure education. In Walkabout, students learn about and discuss the key characteristics of a concept or phenomenon using pre-class readings, reading responses, and class discussion of classic examples. Then, students leave the learning space to walk outside, identify, and photograph examples of the phenomenon. They return to the classroom or online learning space having selected their best example, which they present to the class and engage in a discussion of how well it represents the phenomenon. This activity can be applied to any course topic that discusses real-world phenomena that are easily observable in the environment surrounding the learners but are difficult to identify or define. Instructors can use it with in-person or online classes, synchronously or asynchronously, and in high-tech, low-tech, and no-tech learning environments. Walkabout helps to scaffold student learning, allows students to practice applying difficult concepts, and creates a more inclusive learning environment. It energizes students, helps them learn from each other, and keeps them engaged and focused in a way they enjoy.

Primary Image: A picture of a student using a smartphone to take a photograph of nature.

Students learn about stream ecology on the island of Hawaii using data available through USGS and University of Hawaii websites and develop an understanding for potential stream changes due to predicted climate change.