Teaching College-Level Disciplinary Literacy: Strategies and Practices in STEM and Professional Studies

by Juanita C. But

Overview

This volume foregrounds the disciplinary literacy approach to college teaching and learning with in-depth discussions of theory and research, as well as extensive classroom illustrations. Built upon the current work of READ (Reading Effectively Across the Disciplines), a disciplinary literacy program at New York City College of Technology, it presents a broad collection of methodologies, strategies, and best practices with discipline-specific considerations. It offers an overview of the program informed by evidence-based research and practices in college disciplinary learning, describing how its unique model addresses the literacy needs of students in STEM and professional studies. Chapter authors, including administrators, literacy specialists, and content experts discuss program design, professional development, and assessments. They also outline strategies to foster disciplinary literacy pedagogy and college success in five content areas, including Accounting, Architecture, Biology, Electromechanical Engineering, and Mathematics.

Product Details

ISBN-13:	9783030398033
Publisher:	Springer International Publishing
Publication date:	04/28/2020
Edition description:	1st ed. 2020
Pages:	232
Product dimensions:	5.83(w) x 8.27(h) x (d)

About the Author

Juanita C. But is Associate Professor of English and Reading Coordinator at New York City College of Technology, City University of New York, USA. She is also the principal developer of the Reading Effectively Across the Disciplines (READ) program.

Table of Contents

1. READ: A Strategy-Based Approach to Developing Disciplinary Literacy.- 2. Professional Development: Disciplinary Literacy Instruction.- 3. Assessment: A Tool for Improving Disciplinary Learning.- 4. Literacy Strategies and Instructional Modalities in Introductory Accounting.- 5. Teaching a Broad Discipline: The Critical Role of Text Based Learning in an Architectural Education.- 6. Biology in Biology: Enhancing Science Education with Creative Writing.- 7. Engineering Technology: Engaging Disciplinary Thinking and Doing.- 8. Mathematical Literacy and Critical Thinking.

What People are Saying About This

From the Publisher

“This book is at the center of the debate about what it means to be an educator of disciplinary knowledge. Focusing on Architecture and other disciplines, Teaching College-Level Disciplinary Literacy engages the unity of knowledge and the specificities of its production in the humanities, the sciences, technology, and the visual arts. It is essential for all who are teaching, aspire to teach, or simply wish to better understand the art of education.”
—Michael Lykoudis, Professor of Architecture and Francis and Kathleen Rooney Dean, School of Architecture, University of Notre Dame, USA

“Critical thinking and academic literacy are global learning goals across the academy. There are many challenges to accomplishing these goals, such as the level of preparation of the student, the density of the course materials, the pressure to ‘cover’ the content as well as the instructor’s level of pedagogical development in the strategies and methods for how toachieve these goals. One challenge not frequently acknowledged, but vital for successful learning in STEM, is the idea of introducing students to the specific and specialized ways of reading, thinking and understanding within each academic discipline. Each discipline has evolved its own ways of communicating, its own literacy and text. Students need to quickly switch their learning strategies from literature courses to social science courses to science courses. To do this switching effectively, students need guidance as they encounter the various styles of literacy and communication in the collection of courses in the curriculum. This volume deftly blends the foundational educational theories of disciplinary learning with practical and impactful strategies for effective teaching over a spectrum of disciplines. This is a ‘must-have’ book for faculty looking to improve student learning through addressing the unique ‘literacy’ of their disciplines.”
—Monica A. Devanas, Directorof Teaching Evaluation and Faculty Development, Center for Teaching Advancement and Assessment Research, Rutgers University, USA