© 2020

Teaching College-Level Disciplinary Literacy

Strategies and Practices in STEM and Professional Studies

  • Juanita C. But


  • First volume to address college-level disciplinary literacy in Professional Studies and STEM disciplines such as Accounting, Architecture, and Engineering Technology

  • Features the works and perspectives of administrators, faculty, and literacy researchers and specialists that offer a comprehensive overview of the structure and components of a successful disciplinary literacy program

  • Highlights the diverse literacy needs of students in acquiring content knowledge


Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Teaching College-Level Disciplinary Literacy

  3. Strategies and Practices in STEM and Professional Studies

    1. Front Matter
      Pages 77-77
    2. Robert Ostrom, Michael Gotesman, Juanita C. But
      Pages 147-166
    3. Ohbong Kwon, Chen Xu, Kenneth Markowitz, A. E. Dreyfuss
      Pages 167-196
    4. Estela Rojas, Nadia Benakli
      Pages 197-226
  4. Back Matter
    Pages 227-232

About this book


This volume foregrounds the disciplinary literacy approach to college teaching and learning with in-depth discussions of theory and research, as well as extensive classroom illustrations. Built upon the current work of READ (Reading Effectively Across the Disciplines), a disciplinary literacy program at New York City College of Technology, it presents a broad collection of methodologies, strategies, and best practices with discipline-specific considerations. It offers an overview of the program in relation to evidence-based research and practices in college disciplinary learning, describing how the unique model of the program addresses the literacy needs of students in STEM and professional studies. Chapter authors, including administrators, literacy specialists, and content experts discuss the program design, professional development, and assessments in READ. They also outline discipline-specific practices to foster disciplinary literacy pedagogy and college success in five content areas, including Accounting, Architecture, Biology, Electromechanical Engineering, and Mathematics.


READ program STEM disciplines College reading skills Teaching strategies pre-service teachers formative assessment Professional Studies

Editors and affiliations

  • Juanita C. But
    • 1
  1. 1.New York City College of TechnologyCity University of New YorkBrooklynUSA

About the editors

Juanita C. But is Associate Professor of English and Reading Coordinator at New York City College of Technology, City University of New York, USA. She is also the principal developer of the Reading Effectively Across the Disciplines (READ) program. 

Bibliographic information


“This book is at the center of the debate about what it means to be an educator of disciplinary knowledge.  Focusing on Architecture and other disciplines, Teaching College-Level Disciplinary Literacy engages the unity of knowledge and the specificities of its production in the humanities, the sciences, technology, and the visual arts. It is essential for all who are teaching, aspire to teach, or simply wish to better understand the art of education.”
Michael Lykoudis, Professor of Architecture and Francis and Kathleen Rooney Dean, School of Architecture, University of Notre Dame, USA

“Critical thinking and academic literacy are global learning goals across the academy. There are many challenges to accomplishing these goals, such as the level of preparation of the student, the density of the course materials, the pressure to ‘cover’ the content as well as the instructor’s level of pedagogical development in the strategies and methods for how to achieve these goals. One challenge not frequently acknowledged, but vital for successful learning in STEM, is the idea of introducing students to the specific and specialized ways of reading, thinking and understanding within each academic discipline. Each discipline has evolved its own ways of communicating, its own literacy and text. Students need to quickly switch their learning strategies from literature courses to social science courses to science courses. To do this switching effectively, students need guidance as they encounter the various styles of literacy and communication in the collection of courses in the curriculum. This volume deftly blends the foundational educational theories of disciplinary learning with practical and impactful strategies for effective teaching over a spectrum of disciplines. This is a ‘must-have’ book for faculty looking to improve student learning through addressing the unique ‘literacy’ of their disciplines.”
Monica A. Devanas, Director of Teaching Evaluation and Faculty Development, Center for Teaching Advancement and Assessment Research, Rutgers University, USA