Writing: a unique strategy designed to bring current topics in science and engineering to non-majors

The paper reports on an ongoing research study designed to address the role of writing in terms of the assessment of student learning. The study to be described involves a new instructional technique for incorporating writing into the curriculum for non-majors. This technique was developed to bring science and engineering topics to the forefront in a new introductory physics course designed exclusively for non-majors at American University in Washington, DC. Participants in this study were enrolled in Physics for the New Millennium during the fall 1999 semester. Throughout the semester, students were exposed to all aspects of preparing a paper for publication including the submission of an abstract, the preparation of a draft of their their paper for a formal review, and finally, the preparation of a revised camera-ready copy for publication in the conference proceedings. Students were also required to present their final papers at the New Millennium Conference at the end of the fall 1999 semester. A summary of the curriculum devised for this writing technique is presented. In addition, links are made to the importance of making science and engineering topics accessible to non-majors through the active process of writing. Students' overall perceptions of this activity are also shared.

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