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Camfield1* and Kirkwood M. Land2  \n1Director of University Writing programs, University of the Pacific, 3601 Pacific Ave., Stockton, CA 95211 2University of the Pacific, 3601 Pacific Ave., Stockton, CA 95211  \n*Corresponding Author: [ecamfield@pacific.edu](ecamfield@pacific.edu)  \nAbstract: In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence.  \nKey Words: traditional science pedagogy, high-impact practices, writing in the disciplines, student engagement, faculty development.  \nINTRODUCTION  \nCentral to the study of evolutionary biology is the premise of adaptation for survival. However, some biology faculty have not recognized the changing environment in higher education and adjusted their teaching practices to be more suited to the needs of today’s students. Traditional STEM teaching methods rely heavily on lectures, large classes, and multiple-choice exams. In some cases, the faculty member serves as the content expert and acts as agatekeeper,“weeding-out” students deemed unfit to handle the course material. In this way, the burden of learning can rest heavily on the students’ shoulders; the teacher may bear little responsibility for optimizing student success. Traditional pedagogical approaches promote a competitive culture that permeates STEM fields, signaling to “many potential students that they do not fit in…or are not welcome”(Baldwin, 2009, p. 11) .  \nScience pedagogy literature identifies some of the potential harms associated with this culture. According to Hannauer and Bauerle (2102), perhaps most notable is students’ failure to persist in college science classes at a national rate over 50% . Reasons for this range from lack of preparation to lack of engagement caused by perceptions ofthe courses as impersonal and irrelevant. With nearly one-third of undergraduates enrolled in a STEM major, with biological sciences the most popular field (Chen, 2013), steps should be taken to right the wrongs. Moreover, the increasing accountability pressure on  \ncolleges and universities for outcomes-based competency (Cowan, 2013; DOE, 2015) might mandate such reforms.  \nSTEM fields are looked to for solutions to some of society’s most pressing problems, but identifying these solutions “requires attracting and retaining new generations of creative and versatile scientists who are well prepared to participate in fast-paced, information-rich, collaborative forms of science”(Hanauer & Bauerle, 2012, par. 2) . This new generation of scientists must be drawn from a “broad and diverse talent pool of students who are interested in science”(ibid) . Therefore, concern over the STEM attrition crisis has led to the launch of numerous initiatives. Amongst plans for improving student retention rates is reform of the classroom experience. Programs increasingly look for strategies to better support and engage students in their learning. Not surprisingly, a frequent suggestion is for science faculty to include more writing in their cours","cbCaicGPbNvyYTlx","https://ap.wps.com/l/cbCaicGPbNvyYTlx","pdf",90856,"English","# Abstract\n# Introduction\n## Traditional STEM teaching and its limitations\n## STEM attrition and the need for reform\n## Writing as a high-impact practice in science\n# Inherited Practice: How Science Faculty Learn to Teach","[{\"question\":\"What problem does the article focus on in undergraduate biology courses?\",\"answer\":\"The article focuses on decreasing student attrition rates and increasing active learning by reforming biology pedagogy.\"},{\"question\":\"How does the study explain faculty progression from traditional teaching to more engaging practice?\",\"answer\":\"It describes how faculty initially learn to teach by modeling pedagogy from their own undergraduate programs, and what support may be needed to break out of traditional molds.\"},{\"question\":\"What role does writing play according to the article?\",\"answer\":\"The article argues that writing promotes active learning and deepens thinking, while also empowering students by giving space to digest material, ask questions, and express perspectives.\"},{\"question\":\"How are engagement effects assessed in the study?\",\"answer\":\"The study demonstrates impact through assessment results from student surveys, reflective writing, and focus group interview data.\"}]","The Evolution of Student Engagement - Writing Improves Teaching in Introductory Biology Courses | PDF",1792079641,18]