First Year Writing Program
Success at Georgia Tech in using embedded librarians and artists in first-year composition (FYC) classes (English 1101/English 1102) has led to the development of an embedded astrobiologists program. The embedded scientists will bring their science and that of the larger astrobiology community to the undergraduate students in the course. In addition, four Brittain Postdoctoral Fellows will participate in the assessment of the program.
Andrea Krafft is Assistant Director of the Writing and Communication Program and a Marion L. Brittain Postdoctoral Fellow. Her research about the intersections between speculative fiction and post-World War II domesticity appears in Shirley Jackson: Influences and Confluences and in Critical Insights: Ray Bradbury. More recently, she has been exploring how science fiction informs the future of composition pedagogy and STEM education, which she presented about at the Council of Writing Program Administrators national conference. She has taught various classes about science fiction including Multimodal Mars (spring 2016), Discovering Dune (spring 2017), and, during fall 2017 and spring 2018, honors sections of English 1102 about the technological singularity and evolution, which each featured an embedded astrobiologist. She strives to create a classroom in which students become not only well-trained communicators but also conscientious participants in the ever-evolving world of scientific and technological innovation.
Marion L. Brittain Postdoctoral Fellow
Dr. Rebekah Fitzsimmons is a Marion L. Brittain Post-Doctoral Fellow in the Writing and Communication Program in the School of Language, Media, and Communication at the Georgia Institute of Technology. She has a PhD in English from the University of Florida and specializes in children’s and young adult literature studies. Her research and teaching interests include popular culture, speculative fiction, the process of canon formation, digital humanities, and bestseller lists.
George is an Embedded Scientist in the first year writing program.
In my courses, students explore a few of the many intersections between science, technology, rhetorical awareness, and humanities-guided inquiry. In particular, I am passionate about showing students the connections between work in STEM disciplines and effective communication. Students in my courses compose for "real," often public audiences. In one of my courses, for example, students developed a public-facing text to respond to the widespread assumption that "science" is synonymous with "objectivity" by identifying, defining, and analyzing a "value"--such as hope, truth, curiosity, or knowledge--common to two pieces of public science communication. By producing public-facing work that crosses disciplinary boundaries, students practice contributing their unique perspectives to a network of interdisciplinary voices, positions, and texts.
Katie Homar teaches in Writing and Communications Program as a Brittain Postdoctoral Fellow. She studies 19th century British Romantic literature and the period’s influence on many types of prose writing from essays to scientific writing and journalism. In addition to appreciating the energy and diverse perspectives that Georgia Tech students bring to writing classes, she enjoys the Brittain Fellowship program for the opportunities to highlight fruitful connections between the humanities and sciences, collaborate with faculty across the disciplines, and design composition courses with unique themes.
Kennda is an embedded scientist in the first year writing program.
The project will extend existing research—through student-faculty interaction and innovative teaching practices. Our project will investigate the results of embedding astrobiologists in writing and communication courses. For example, generative process, revision, and reflection are integral to writing and communication pedagogy. Astrobiologists will enhance these practices by introducing students to different approaches to creation and critique. Our goal is to demonstrate the feasibility and effectiveness of collaboration between scientists (in this case, astrobiologists) and faculty/students in the Writing and Communication Program (WCP). In their writing and communication classes, undergraduate students will interact with the astrobiologists to better understand course content through written, oral, visual, electronic, and nonverbal communication. Each astrobiologist will offer students a distinctive, hands-on perspective about approaches that are typical in science.
The dissemination of project results will include (1) a panel presentation to interested members of the Georgia Tech community by the participating astrobiologists and WCP faculty, (2) TECHStyle articles, (3) an offered CETL session, and (4) at least one peer-reviewed pedagogical article. Descriptions of the courses, including course syllabus, detailed assignments, and reflections—from both the WCP instructors and the astrobiologists—will be archived, so future instructors can build similar courses upon this foundation. 6 Collaboration between FYC instructors and astrobiologists will lead to new ideas regarding lesson plans, course organization, and classroom management. The collaboration will provide opportunities for new kinds of multimodal assignments and feedback for students from both WCP instructors and astrobiologists. Three factors will be used to assess the success of this project: changes in content knowledge, the communicative quality of student-produced artifacts, and attitudes about astrobiology and other sciences.
This project has significance for the Institute as a whole. With a successful pilot, this innovative teaching practice of embedded astrobiologists can be applied to a range of courses at Georgia Tech. It will facilitate collaboration among instructors, not only in writing and communication courses but also in other disciplines at Georgia Tech. This collaboration will also foster interdisciplinarity, critical thinking, and creativity/innovation in the students who take these courses.