Physics + Writing = Enhanced Learning ?

1 Teresa Larkin-Hein, American University, Department of Physics, 4400 Massachusetts Ave. NW, Washington, DC 20016 [email protected] 2 P. Kelly Joyner, American University, Department of Literature, 4400 Massachusetts Ave. NW, Washington, DC 20016 [email protected] Abstract — During the fall 2000 semester, a joint study was undertaken between the Physics and Literature Departments at American University. The study involved the linking of an introductory physics class for non-majors in the liberal arts with an introductory college writing class. One goal of the study was to provide more content-specific writing assignments within the college writing class by linking them to material being covered in the physics class. The writing assignments given in both classes formed the basis of the data collected during the study. The underlying questions involved the assessment of student learning in physics as well as in college writing. The primary research questions were: (1) could this course linkage serve to enhance student motivation to think more deeply and critically about the physics-specific content they were writing about in each class? (2) If so, could this enhanced motivation be linked to increased student understanding in physics? In this paper, highlights of the curricula developed for the linked classes will be provided along with a summary of the data collected. In addition, results related to the assessment of student learning in physics will be presented. This study should have broad-based applications for other educators within the domains of SMET education, particularly those interested in integrated curricula.