Writing-to-Learn is known to support deep conceptual learning and yet it is not widely adopted in courses at the college level. This presentation will begin by explaining the theoretical basis for writing-to-learn as well as the current state of the field. Then we will describe M-Write, a cross-disciplinary writing-to-learn program at the University of Michigan. After these preliminaries, we will describe two studies that were conducted in large, foundational U-M classes using MWrite. The first study was aimed at understanding how writing can both elicit and remediate student-held misconceptions in introductory biology. The second study examined the cognitive complexity of student argumentative writing in general chemistry to better understand the relationship between student writing moves and learning.

The second hour will include a panel of U-M faculty who have used MWrite in their classrooms. This will give audience members opportunities to hear about the daily experiences of implementation and ask questions. Faculty who will participate are:
Laura Olsen: M-Write in Biology 174: Introduction to Cell and Molecular Biology
Mitchell Dudley: M-Write in Economics 101: Principles of Economics 1
Brenda Gunderson: M-Write in Statistics 250: Introduction to Statistics and Data Analysis

Lunch provided