Using Expressive Writing to Keep Students Grounded and Engaged in Science Courses

Share this posting on social media!

Contact Info:

While taking an Ethnic Studies class at San Francisco State University, student Khanh Tran realized something was missing from his STEM courses: personal reflection. So Tran, along with his classmate Imani Davis and chemistry professor Alegra Eroy Reveles, developed a project called SEEP (Self-Empowering Expressive Purpose) to incorporate expressive writing into STEM courses, and encourage students to reflect upon their personal experiences. Early test runs showed that students saw gains in cognitive processing from journaling in the classroom, and the project now has around 320 student participants. A March 8th article in KQED News highlighted SEEP, which is funded through SF BUILD, and featured several student voices. Read more here.

The Diversity Program Consortium Coordination and Evaluation Center at UCLA is supported by Office of the Director of the National Institutes of Health / National Institutes of General Medical Sciences under award number U54GM119024.
Need Assistance? Please contact our support team: .