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hi everybody the embedded scientists

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program which is funded by Georgia Tech

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strategic plan advisory group

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strengthens connections between the

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humanities and STEM disciplines for

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undergraduate students during fall 2017

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and spring 2018 respectively dr. Kendall

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Lynch is back there at dr. George Sarris

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gute were both embedded within first

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year composition and upper level

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technical communication courses which

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are taught by Tina Colvin

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Katie home are here myself Rebecca

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Fitzsimmons and Rebecca green all of

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whom are Mary and Albert and

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postdoctoral fellows in the writing and

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communication program everyone involved

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in this program shared a number of goals

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including but not limited to increasing

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students as knowledge of science

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communication particularly for

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non-specialist audiences exploring

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points of contact between the sciences

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and humanistic issues connecting

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concepts from historical and cultural

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texts to contemporary scientific

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research providing a holistic value to

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the class through the combined expertise

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of the co teachers and improving

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students this transfer of skills such as

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communication writing multi-modality and

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collaboration to the STEM disciplines

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the individual courses in this program

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varied in their approaches to these

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outcomes drawing on the research areas

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of the postdoctoral instructors and

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communication so some of the English

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1102 courses involved printers which

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considered how animals and our

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relationships with them affect the

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design and purposes of Technology the

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history and rhetoric of science writing

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for children which addresses scientific

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principles and children's literature

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from 1800s to the present the

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singularity which examined science

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fiction and science fact about

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accelerating changes involving

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artificial intelligence nanotechnology

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and biotechnology and evolutions which

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studied the changing face of humanity

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our responsibilities as creators and the

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development of other forms of life some

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of them hybrid some of them alien most

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of the monstrous or weird as pictured

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here so what remains of our presentation

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members of

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team will reflect on their experience in

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the project addressing the benefits of

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this pedagogical model for students as

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well as for postdoctoral teachers and

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researchers

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we'll begin with dr. Katie Hummer who

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will talk about her English 1102 course

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from fall 2017 hello my section of

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English 1102 was called remix in gothic

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contradictions and it focused on

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representations of science and classic

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19th century novels as a tale a

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fictional tale about the creation of

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life in the lab Mary Shelley's 1818

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Frankenstein of course played a major

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role in this class getting an

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astrobiologist perspective enriched our

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discussions of a novel that straddles

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gothic and science fiction genres

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Frankenstein not only has a long

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afterlife in monster movie adaptations

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but it's also evoke Tinh discussions

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about scientific developments from AI to

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medical ethics to genetic engineering in

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a class that also focused a lot on

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gothic tropes in pop culture

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Kenda highlighted this contemporary

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scientific angle through her

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conversations with students and in a

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presentation about synthetic biology she

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not only explained the ways scientists

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have been able to engineer DNA but also

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lets students to debate the ethics of

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these technologies Kenda's insights

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specifically contributed to the critical

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annotated essay project here's a little

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bit of background despite a plot that

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involves the creation of life Arctic

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exploration murder and mayhem

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Frankenstein is chock-full of archaic

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scientific philosophical and literary

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allusions that vex contemporary readers

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the goal of our project was for students

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to research these arcane references in

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just one passage of the novel and create

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hyperlinks to resources that explain

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those allusions students then wrote up

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their results as though creating a

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report for a book publisher that is they

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justified why they chose sources from

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scholarly articles to historic images of

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scientific apparatus to movie clips and

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applications of Shelley's novel in

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contemporary media coverage of science

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working with an astrobiologist

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emphasized the contemporary relevance of

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Frankenstein as kind of shared both her

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own research and that of colleagues

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working in the field of synthetic

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biology

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students explored how Frankenstein is

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used in contemporary representations of

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science and thought critically about how

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oversimplified understandings of this

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novel impact the public's understanding

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of science today our discussions also

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compared the ways more specialized

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commentators like literary critics and

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medical ethicists have also turned to

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Shelley's novel through combined

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expertise in the humanities and sciences

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students went beyond surface

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understandings of Frankenstein in turn

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they created a project that encourages

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deeper ways of engaging with an iconic

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novel it's pop culture after lives and

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contemporary media coverage of science

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and now I'm going to hand the mic over

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to Kenda to talk a bit about her

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experiences being an embedded scientist

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I'm gonna just keep it very short and

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sweet it was really a pleasure to first

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and foremost with across the embedded

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science program to see kind of the the

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modern reboot of what many of us back in

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of a sudden of us of a certain age of

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our you know first-year rhetoric course

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that in my time you had to just get

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through and in this case the Georgia

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Tech class truly is teaching these

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students how to communicate in a modern

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technological world and communicate

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across all different kind of formats and

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in particular learning how to

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communicate science at least in the

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sections that we were in so the katys

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class it was quite interesting and fun

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to be able to bring this gothic

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connection to modern science especially

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through the use of you know presenting

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synthetic biology and all of the

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advances that we've made especially with

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the craig Venter Institute Institute and

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it was really a joy to see how the

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students took that information and then

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synthesized it into some of their actual

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final products throughout the class so

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it was a great experience for me to see

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these students learning how to be

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science communicators and how to connect

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kind of more comic popular literature

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with the scientific context and being

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able to communicate them Thanks kinda so

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because one of my colleagues Becky green

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couldn't be here I'm gonna talk about

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her class in her place that many of the

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classes I described are English 1102

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first year composition classes but her

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course is an upper-level course for

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juniors and seniors

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LMC 3403 technical communication which

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is organized in her case around central

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concepts of sustainability and community

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engagement technical communication

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offers students a chance to expand their

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knowledge of effective communication

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practices like rhetorical awareness

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multimodal design process and research

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but also their converting complex ideas

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into jargon free prose which can easily

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be understood by lay audiences which is

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a key goal there throughout the semester

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students prepared a wide variety of

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deliverables of model workplace genres

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like proposal memos fliers and

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structural manuals oral presentations

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and reports the final project in her

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course is a team-based feasibility study

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or the team's is pictured here we're

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closely examining the GT campus for the

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course client which is the center serve

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learn sustain and they wanted to explore

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ways that campus can become even more

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sustainable examining the three e's of

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equity economics and the environment

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having George in that class as an

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embedded scientist dr. green says will

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help students to do three things it will

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help them to first think more about the

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importance of overall resource

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distribution as students explore

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sustainability using what they learned

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about George's research fields secondly

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students will learn more about

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peer-reviewed publication process and

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develop stronger researched

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bibliographies for their proposals and

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thirdly they'll learn more about the

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important tool at the portent ethical

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and social responsibilities that

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scientists and technical communicators

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have when they report their work to

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diverse audiences so at this stage

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dr. green says having Georgian class has

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been crucial to the development of good

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technical communication which is a

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process that involves the description of

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products and the steps involved in

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reaching that process George has been

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very useful during a presentation

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project advising students to be more

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rigorous in their research questions

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that they were asking he's also been

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encouraging all of them to think more

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about the ways that individual

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scientific literacies can impact our

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reading practices the ways that we view

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the world around us and the things that

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we expect cities and campuses to have in

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the future so George's unique

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perspective and his willingness to share

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his expertise as a scientist and

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communicator with students has proven

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very effective over the past few weeks

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and on that note I'm going to turn it

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over to George so he can talk about his

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experience for

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she just have to know they have all the

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same they came out of my brain at night

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past midnight so I would simply say that

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you know curiosity is an inherent human

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trait that starts when you're born and

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continues for you know together learning

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continues for as long as you feed it

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right the students that we teach are the

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ones that are learning are coming here

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to learn how to build the future their

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future and our future so my role is an

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embedded scientist I see it as a is to

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kind of provide him a model a

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cooperative model and to make sure that

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they can distinguish fiction from

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science and also to to make them see how

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to kill how to combine the scientific

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approach to achieving knowledge with the

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humanitarian art of communication that

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kind of knowledge in a way that they can

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communicate better more inspiring ways

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to the water to the wider society either

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to their products I did companies

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whatever they're going to create to

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their science if some of them they're

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gonna become scientists and in ways a

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bit better that are gonna help better

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shape our our future thanks George so we

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hope that hearing from various members

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of our team the others who couldn't be

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here their posters are on display so

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please look at them we hope we've

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provided you some insight into how we

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work to achieve our outcomes related to

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pedagogy interdisciplinary and science

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communication so far students have

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responded really positively to our

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program as eighty-three point three

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percent of our fall 2017 students said

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that they felt the class significantly

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connected the humanities with Sciences

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and our goal is to continue to build

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these connections between our

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disciplines through co.design courses

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and co-taught courses and we welcome

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your comments and questions about other

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ways that we can bridge the humanities

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and Sciences in the classroom because as

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dr. Lehmann reminded us in his plenary