College and university students in engineering majors are often required to take composition courses as part of their core curriculum. Yet, many engineering students would rather spend their writing requirements studying material they perceive as more relevant to their majors. Integrating content-based writing into first-year composition courses could help these students become more engaged in writing. Using the course-based research model of education (CRE/CURE), a composition instructor designed her Honors section of first-year composition to investigate how engineering course content could be integrated into the course curriculum. The students researched best practices in teaching writing at STEM universities, created an activity based on their findings, and tested each other's activities. This presentation, given by the faculty member and three of the students in the course, presents an overview of the course and its objectives followed by student narratives detailing their research, activity designs, results, and reflections. It concludes with overall takeaway points from the students' research and a discussion of the benefits and drawbacks of using the course-based research model for teaching writing to STEM students.
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