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Writing to learn is one of the very important pedagogical strategies in a variety of disciplines. This concept is not specifically addressed in the majority of engineering courses. Hence, university initiatives such as the Quality Enhancement Plan (QEP), emerging out of accreditation and institutional assessments, are focusing on infusing scholarship from other disciplines (in this case English) for the purpose of student learning improvement. Engineering and Science programs do include various courses in English Composition as the part of the curriculum; however, writing is not embedded in all discipline-specific courses at the upper-division level. The program outlined here focuses on the exploration of possible methods for engineering and science faculty to embed more writing assignments in their STEM courses so that undergraduate students can adequately transfer what they learned from English courses and apply it in their specific discipline once they attain higher proficiency (at the junior and senior level). The project presented in this paper included the creation of a Faculty Learning Community (FLC) composed of English, Engineering, and Science scholars, with the goal of developing writing assignments that enhance student learning while also building off of writing concepts students learn in introductory writing courses. This paper evaluates the effect of the FLC on student learning and on faculty professional development.

Developing a Faculty Learning Community to Support Writing across Different STEM Disciplines