How science teacher educators reconceptualize writing within their curriculum

A self-study

Authors

DOI:

https://doi.org/10.32674/k5311b90

Keywords:

self-study, teacher preparation, writing across the curriculum

Abstract

In this self-study, faculty in a UTeach model teacher preparation program engaged in the process of purposefully designing writing assignments and experiences for preservice teachers majoring in science disciplines. Following an iterative curriculum design process, we designed, tested, and redesigned curricular interventions to improve AUTeach students’ experience so that writing is used effectively to learn, reflect, and develop stronger identities as teachers and scientists. This study involved self-reflection as well as scaffolding writing assignments across all program courses. Authors are in the process of implementing the new writing curriculum and anticipate building a robust dataset through an analysis of student writing artifacts to demonstrate the impact of writing across the curriculum in STEM teacher preparation.

Author Biographies

  • Stephanie Shepherd, Department of Geosciences, Auburn University, USA

    Stephanie L. Shepherd, PhD, is an Associate Chair and Associate Professor in the Department of Geosciences and the founding Co-Director of AUTeach for the College of Science and Mathematics at Auburn University. Email: slshepherd@auburn.edu

  • Christine G. Schnittka, Department of Curriculum and Teaching, Auburn University, USA

    Christine G. Schnittka, PhD, recently retired as the Emily R. and Gerald S. Leischuck Professor for Critical Needs in Education and Professor of Science Education and the founding Co-Director of AUTeach for the College of Education at Auburn University.

  • Matthew J. McVay, Department of Curriculum and Teaching, Auburn University, USA

    Matthew J. McVay is a PhD student in the Department of Curriculum and Teaching and a Master Teacher in the AUTeach Program at Auburn University. He is also the current Co-Director of AUTeach for the College of Education at Auburn University.

  • Christopher R. Basgier, University Writing, Auburn University, USA

    Christopher R. Basgier, PhD, is the Director of University Writing at Auburn University.

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Published

2025-09-13

Issue

Vol. 16 (2025): American Journal of STEM Education

Section

Evidence-Based Innovations in STEM Teacher Preparation

How to Cite

Shepherd, S., Schnittka, C. G., McVay, M. J., & Basgier, C. R. (2025). How science teacher educators reconceptualize writing within their curriculum: A self-study. American Journal of STEM Education, 16, 1-14. https://doi.org/10.32674/k5311b90