{"id":402352,"date":"2019-10-18T10:36:53","date_gmt":"2019-10-18T14:36:53","guid":{"rendered":"http:\/\/www.rochester.edu\/newscenter\/?p=402352"},"modified":"2023-06-29T14:29:49","modified_gmt":"2023-06-29T18:29:49","slug":"katherine-schaefer-a-scientist-who-found-the-write-stuff-402352","status":"publish","type":"post","link":"https:\/\/www.rochester.edu\/newscenter\/katherine-schaefer-a-scientist-who-found-the-write-stuff-402352\/","title":{"rendered":"Katherine Schaefer: A scientist who found the \u2018write\u2019 stuff"},"content":{"rendered":"

Katherine Schaefer<\/a> spent eight years as an RNA biochemist and 13 more as an immunologist. Along the way, she became increasingly interested in what she calls a scientist\u2019s \u201cbread and butter\u201d\u2014the art of writing.<\/p>\n

\u201cI\u2019d like to offer my readers a refund on my first couple of papers,\u201d she says with a laugh. \u201cThe science was great, the writing not so much. I didn\u2019t really know what I was doing.\u201d<\/p>\n

So when she was offered an adjunct position by the Writing, Speaking, and Argument Program<\/a> in 2009, she jumped at the chance and spent a year teaching first-year composition while keeping her position as an assistant professor in the Department of Gastroenterology and Hepatology<\/a> at the Medical Center.<\/p>\n

\n

What Students Are Saying<\/strong><\/h3>\n

\u201cProfessor Schaefer was one of the most helpful and supportive instructors I had at Rochester. I wasn\u2019t a strong writer when I began college. I remember sitting in her office telling her what I wanted to write about while she created a flow chart on the whiteboard. I now create flow charts for every paper I write.\u201d<\/p>\n

\u2014Alexandra Born \u201915<\/em><\/strong>, structural biology and biochemistry PhD candidate, University of Colorado Denver\u2013Anschutz Medical Campus<\/p>\n

\u201cProfessor Schaefer continuously encouraged me to push my boundaries and work toward my goals, whether it be a better version of my resume or an eloquent reason why I want to go to medical school. She was also always available to help me in any way, even after I wasn\u2019t her student anymore.\u201d<\/p>\n

\u2014Yoonjung Choi \u201919<\/em><\/strong><\/p>\n

\u201cAn important aspect of her interactions with students is her ability to provide just the right amount of structure, yet allow the student some independence. For our final research paper, she gave us the opportunity to research any health inequity of our choice. Having this liberty allowed me to share something I was very passionate about.\u201d<\/p>\n

\u2014Tishana Foster \u201921<\/em><\/strong><\/p>\n<\/div>\n

\u201cI don\u2019t think I slept much that year, but it allowed me to make the decision with open eyes,\u201d Schaefer says. \u201cWhen they offered me a full-time position here in 2010, I transferred. And I\u2019ve thoroughly enjoyed it.\u201d<\/p>\n

Now as an associate professor of instruction, Schaefer teaches introductory composition, upper-level writing in biology, and courses on genre theory and application, while also supporting writing instruction in the majors. She cites four issues that intrigue her:<\/p>\n

    \n
  • How do the needs of scientists\u2014to develop questions, execute research, and communicate results\u2014influence how they write?<\/li>\n
  • How does the changing landscape of science influence the way scientists promote their work?<\/li>\n
  • How do different scientific fields adapt basic science writing to their needs? For example, how (and why) do an RNA biochemist and an immunologist write differently?<\/li>\n
  • How can emerging scientists understand writing as a series of choices that let them best develop and present their work?<\/li>\n<\/ul>\n

    \u201cScientists have to convey how they came up with their questions and really convey what they did in a convincing way that\u2019s going to make the reader go, \u2018Yeah, they did their research right. They did all the controls,\u2019\u201d she says. \u201cThat\u2019s the theme of all of my teaching and all of my research these days.\u201d<\/p>\n

    The goal of the Writing, Speaking, and Argument Program is to familiarize students with key principles and strategies for becoming successful communicators. \u201cWe\u2019re involved in helping students investigate what it means to communicate effectively in whatever scenarios they want to communicate in,\u201d Schaefer says.<\/p>\n

    \u201cI was always the one mentoring the undergraduates and helping everyone write their papers,\u201d she says.<\/p>\n

    Schaefer says her \u201clecture-based\u201d teaching was dry and didn\u2019t place an emphasis on student feedback. That changed when she joined the Writing, Speaking, and Argument Program, and it resulted from her role as a student, not a teacher.<\/p>\n

    \u201cI took a pedagogy course, and it\u2019s amazing what I learned about teaching,\u201d she says. \u201cI had people in my own program watching me teach and providing feedback, and it changed my entire philosophy. I learned that every student is different, and 99.9 percent of my teaching philosophy now is about finding out where students are and what they need, without making assumptions about what they know. I\u2019ve realized that the most important thing going on in a classroom isn\u2019t necessarily what I say.\u201d<\/p>\n

    When Schaefer left the Medical Center, she worried that the switch meant she was no longer a biologist. Her friend and colleague, associate professor of biology Cheeptip Benyajati, assured her she was. \u201cShe continued to tell me that until I believed it, and it really made a difference. You spend 30 years in one profession and then do something else, it\u2019s just going to cause insecurity.\u201d<\/p>\n

    Her security comes from her students and their writing.<\/p>\n

    \u201cIt\u2019s amazing what I learn just from reading my students\u2019 papers,\u201d she says. \u201cThe world is a richer place because I\u2019m seeing it through so many people\u2019s eyes.\u201d<\/p>\n

    Winning a Goergen Award for Excellence in Undergraduate Teaching is extra special because of her career change.<\/p>\n

    \u201cMy department head was willing to take a chance on this weird scientist who dropped in her office and said, \u2018Hi, I\u2019d like to teach writing,\u2019\u2019\u2019 Schaefer says. \u201cThere\u2019s just a community here\u2014sharing, teaching, and learning from each other. And I see this award as holding up the value of that.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

    \u201cIt\u2019s amazing what I learn just from reading my students\u2019 papers,\u201d says Katherine Schaefer, an associate professor of instruction in the Writing, Speaking, and Argument Program.<\/p>\n","protected":false},"author":672,"featured_media":402992,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9],"tags":[26572,486,33872,31812],"class_list":["post-402352","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-campus-community","tag-arts-sciences-and-engineering","tag-awards","tag-goergen-award-for-excellence-in-undergraduate-teaching","tag-writing-speaking-and-argument-program"],"acf":[],"yoast_head":"\nKatherine Schaefer: A scientist who found the \u2018write\u2019 stuff<\/title>\n<meta name=\"description\" content=\"Associate Professor of Instruction Katherine Schaefer is one of the recipients of the 2019 Goergen Award 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