Well, as you can probably tell from the tone of my first comment in this thread, I think it's dumb and a big fat waste of time.
Of course, when I take the time to be more careful in my speech, I'd mean to say something a bit more nuanced.
I come from an early background in the sciences, and had to learn humanities. The arts still sorta baffle me, but for my attention they're the best game in town. I still read a lot of science literature, though, both fiction and not. I'm encouraged by the direction NWP has taken to ally with STEM efforts (and STEM $$$--Holla!) As a traditional ELA teacher, I see that writing, which has traditionally been held by English departments, could either erode and collect in other content areas, or diversify itself now through the efforts of writing instructors and curriculum planners. English as a unified discipline needs to accept the need to make itself more marketable, and Science and Math are areas that have the most potential for growth. There's a not-too-subtle attack on humanities in NC and the greater nation, founded on notions that they don't help with the world of work. It's a shame that language need prove itself as useful tool, but if it be so, work to engage science literacy as both science AND literacy is essential.
I totally dug on the fancy notebooks, as my geeky make four exhibited. I can't help but be selfish when I think about the use of such a thing--I think I learned a lot more about writing than I did about science--but this sort of integration is a great starting point. Tech in publishing has already turned my classroom upsidedown (for the better), and as long as I don't have to write manuals for blenders, I'm exited about the confluence of Stem and writing. Five years ago I'd have admonished the girl who knits through my lectures. After attending a few NWP events, where I saw folks at podiums knitting while presenting to knitters listening on the front row, it just seemed natural to let her keep on keeping on.