ENGL 318/JAMM 328 Purposes and Goals
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This course focuses on science writing and the rhetorical dimensions of scientific work and how it is communicated to various audiences. The goals are to analyze scientific texts and popular science writing, learn techniques for communicating complex information, and understand science literacy at both individual and community levels. Students will complete weekly analyses of science stories, four writing projects that include analyzing and popularizing a scientific article, writing a news release, making an infographic, and developing a communication plan for a science issue. Attendance, participation, and turning assignments in on time are required.
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Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docx
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
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1. This document outlines the schedule and assignments for Unit 5 of an English 208 class.
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ENGL 318/JAMM 328 Purposes and Goals
- 1. ENGL 318/JAMM 328 (Science Writing) Purposes and Goals
- 2. Instructor: Dr. Jodie Nicotra (Department of English) TA: Kenetta Nunn (PhD student, BCB)
- 4. Rather, we’ll be attempting to understand the rhetorical dimensions of both scientific work and popular “accommodations” of that work. And…what does “rhetorical” mean?
- 5. Rather, we’ll be attempting to understand the rhetorical dimensions of both scientific work and popular “accommodations” of that work. And…what does “rhetorical” mean? Basically: the understanding that all communication has purpose and shape, and changes according to its audience.
- 6. We’ll also be considering ideas of science literacy: literacy at the individual level as well as literacy at the community level.
- 7. Course Learning Outcomes (in plain English) At the end of this course, students should be able to do the following things: Rhetorically analyze scientific texts and popular science writing. Use a bag of tricks for communicate complex information. Be able to use the conventions of many kinds of science communication genres. Be able to write to audiences with varying levels of expertise. Understand science and science literacy as a community as well as an individual enterprise. Be able to analyze how scientific issues affect communities, and respond accordingly.
- 8. Course Policies (in brief) • Come to class (attendance is mandatory). • Be civil. • Turn off your phones and put away laptops for the most part. • Participate in draft workshops (these are mandatory, too). • Turn things in on time. • Don’t plagiarize.
- 9. Project Sequence: 1. Weekly analysis of science stories (semester-long) 2. Project 1: Comparative rhetorical analysis of a scientific article and its popularization. 3. Project 2: News release about work done by a UI scientist for the UI website. 4. Project 3: Infographic. 5. Project 4: Analyzing how a scientific issue affects a community, developing a communication plan, and producing two types of communication from the plan. 6. Final reflective memo.