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1.
Small Change,Big Difference: Heightening BSW Faculty Awareness to Elicit More Effective Student Writing 总被引：1，自引：1，他引：0
Concerns about social work students' writing are well documented, but the cost of specialized writing programs leaves budget-stressed programs confronting a problem they may feel they have few means to address. However, a valuable resource is already available: faculty expertise in social work writing. The challenge is helping faculty realize their knowledge is not transparent to students; it must be taught, intentionally and explicitly, in undergraduate social work classrooms. Engaging faculty in a process of articulating their expectations will help them elicit more effective student writing and change their attitudes toward student writing from frustrated to excited and optimistic. 相似文献
2.
María de Lourdes Villarreal Hugo A. García 《Community College Journal of Research & Practice》2016,40(10):838-853
This Grounded Theory study utilized Self-determination Theory to analyze the interview results of 18 community college African American and Latino males. The goal was to learn what helped participants to succeed and persist in developmental and transfer-level writing courses despite the obstacles that they faced. Three major themes emerged: (a) Male students of color continued to take and complete English courses because they were determined to achieve their academic goals; (b) they sought assistance and guidance from their English professors, from the writing lab attached to the basic skills course and from the writing tutoring staff; and (c) when they felt overwhelmed and considered dropping their English classes, their determination to achieve their goals and the assistance they received from faculty and other writing staff ultimately kept them from doing so. Therefore, first, community colleges should encourage students’ ability to be autonomous. Second, they can help students develop a sense of relatedness by providing a better sense of belonging. Third, institutions should develop strong faculty networks within the college to increase student motivation and self-determination by providing mentoring opportunities. Finally, institutions should consider utilizing faculty and other institutional agents to help students by providing information regarding various student support services that may help address issues students may be encountering. 相似文献
3.
Cheryl Wei-yu Chen 《Asia Pacific Education Review》2010,11(2):151-158
This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers
and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester,
data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1)
The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related
peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness
of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions
for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions.
Possible future research directions as well as pedagogical implication are outlined to conclude the paper. 相似文献
4.
Theresa Ann Hyland 《Assessing Writing》2009,14(1):62-74
Current concerns about academic plagiarism in student writing assume qualitative and quantitative differences in the writing of students for whom English is a first language (EL1) and English is a second language (EL2), but lack precision in measuring those differences. I examined the citation practices of EL1 and EL2 students in a timed writing proficiency assessment essay by applying Web-Based Interactive ESL Text Evaluation System (WIETES) software to identify borrowed texts by classifying these references in 16 bounding and documenting categories on a Reading Reference Grid. Results showed few differences overall between EL1 and EL2 referencing practices, as all students shared three common weaknesses in citation practice: vague references, patchwriting and confusion of quotes and paraphrases. Moreover, all students seemed to go through four stages in their development of coherent citation practices, although no EL2 students functioned at the highest level of citation practice. Interviews with the students about their referencing practices indicated that both groups claimed ownership of ideas from the source materials which they expressed in their own words, and they cited correctly more often when they had prior knowledge of the topic of the reading. I conclude with a call to administrators of writing assessments to include judgements of bounding and documenting practices in analytic rating scales. 相似文献
5.
Reflective journals have become an increasingly popular tool used by numerous faculty across many disciplines in higher education. Previous research and narrative reports of journal writing have explored student perceptions of journal writing, but very little is understood about faculty perceptions. In this paper, we report on a study involving eight university faculty who teach courses with outdoor field components in the areas of outdoor recreation, experiential education, or outdoor education. We present the faculty member’s: (1) current practices of journal writing (types of journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale, quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed methods approach was used that included a 32‐item quantitative questionnaire and a focus group discussion. By and large, the faculty who participated in this study appreciated the pedagogical potential of journal writing. They were, however, cautious about certain aspects of the journaling process and offered numerous suggestions for improving the ‘journaling experience.’ This paper concludes with several recommendations for consideration by higher education faculty who use journal writing as an instructional technique. 相似文献
6.
This paper presents the results of a research project on the impact of word processing on faculty writing behaviour. A case study methodology was used to conduct the research. Data from 120 faculty members (N = 150) were collected through questionnaires and interviews. Final results indicate that faculty are increasingly adopting word processing for writing (69%) and are changing their writing behaviour in this process: they do more revisions, write most of their works online, use computer‐mediated communication to support their writing and use spelling checkers on a regular basis. The major Expected Benefit identified by respondents is the ease of text revision: this feature is the primary cause for the adoption of word processing among faculty. The major Expected Disadvantages are the amount of learning required at the time, both initially and on an on‐going basis, that is consumed. Unexpected Outcomes of word processing were also identified, such as more concern with page layout, reusing previously written text, and excessive writing. The existence of “personal side effects”, linked to the use of computers for word processing, calls for a flexible approach to the introduction of this technology. In particular, those who have not yet adopted the technology may be more likely to experience negative side effects. Therefore, the study concludes, rather than a bandwagon gathering momentum, a better analogy might be that of a train easing into the station, decreasing its speed to maximize comfort for the passengers. 相似文献
7.
Foreign-born women faculty work roles and productivity at research universities in the United States
Ketevan Mamiseishvili 《Higher Education》2010,60(2):139-156
Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women
faculty members’ work roles and productivity in the areas of teaching, research, and service in comparison with their US-born
counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty
members’ patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated
that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly
outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in
teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point
to further examine foreign-born women faculty socialization into faculty roles and their academic work culture. 相似文献
8.
This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N?=?67) answered the online survey Faculty identity and academic writing. A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were written exams in the teaching sphere of activity. Second, activities related to the research sphere, such as writing-related activities and participation in events were the least reported while evaluative activities were mentioned in all spheres. Third, faculty’s perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty’s perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty’s identity development. 相似文献
9.
10.
Open enrollment and walk-in advising at two-year colleges make placement assessment a continual, year-round process, effectively prohibiting the use of placement processes like entrance portfolios. On the grounds of expediency, many two-year institutions have turned to computerized editing tests such as COMPASS for placing entering students into writing courses, even though such tests do not directly measure writing. Forgoing placement assessment entirely through directed student self-placement, such as that described by Royer and Gilles, has also become an attractive alternative for some institutions. Beginning with the premise that assessment is a rhetorical act, the authors describe their reasons for resisting computer editing tests and suggest possible problems with using only directed student self-placement in open access institutions. They then describe a placement process, the Writer's Profile, which they developed. A sample student profile is presented to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation. The authors argue that the form of assessment chosen is important because as a rhetorical act assessment affects curriculum, pedagogy, faculty development, and even the surrounding community's expectations and perceptions of college writing. 相似文献
11.
Mary K. Chang Kavita Rao Maria L. Stewart Cynthia A. Farley Katherine Li 《Studying Teacher Education》2016,12(1):20-36
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the practices, and reflected on each other’s instructional methods in the contexts of their own experiences. The faculty members engaged in a self-study in order to understand how the collaborative nature of the learning community helped them to learn and use the new teaching practices. After participating in a series of workshops together, they shared written reflections about their experiences of employing the practices in their own classrooms. The findings of this study reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching. The authors describe how an informal faculty learning community can be an effective tool for faculty to research, learn, and analyze the learning of specific pedagogical practices. 相似文献
12.
We present some key findings of a four-year, two-phase writing assessment project at Central Michigan University: Phase One (2002), a survey of faculty members (n = 115) and subsequent focus groups (n = 14) and Phase Two (2005), an evaluation of two samples of student writing (n = 635 and 632). Major findings of Phase One reported here include the amounts and types of writing assigned by faculty members and their perceptions about the quality of their students’ writing. Phase Two revealed some surprising results about our students’ critical reading and writing abilities, confirmed the limitations of a timed-writing assessment methodology, and exposed an intriguing artifact of the data set. We reflect on the process of developing and conducting the assessment project, examine its strengths and weaknesses, and share our thoughts about the next phase of our assessment odyssey. 相似文献
13.
Adalet Baris Gunersel Nancy J. Simpson 《Assessment & Evaluation in Higher Education》2010,35(7):771-781
This paper presents a qualitative study conducted with faculty members who participated in a project funded by the National Science Foundation focusing on student development with Calibrated Peer Review (CPR)?, a web‐based tool created to promote writing and critical‐thinking skills. The purpose of the study was to gain an understanding of faculty members' thoughts and opinions about CPR. Interviews with 12 faculty members – six in biology, three in physics and three in mathematics – were audiotaped, transcribed and analysed. Findings revealed various aspects of instructors' experiences, thoughts and opinions regarding CPR. Findings provided information about how instructors used CPR, how CPR helped their teaching and enhanced students' critical‐thinking skills and writing skills, and positive and challenging aspects of CPR, as well as various observations and suggestions for others using CPR. 相似文献
14.
Robert Boice 《Research in higher education》1987,26(3):311-326
A review of the literature on released-time programs shows a trend away from uncritical acceptance. Emerging skepticism about released time from teaching or service stems from a lack of evidence supporting its usefulness and from the mixed messages it gives about the value of teaching. Four demonstrational experiments confirm that skepticism by showing that (1) verified assessments of normal work loads contradict faculty claims of being too busy for additional scholarship; (2) faculty given released time usually persist in old habits; (3) new faculty showed no obvious benefits of a typical released-time program; and (4) faculty in released-time programs verbalized real doubts about how to use extra time for meaningful scholarship. A fifth experiment suggests an alternative to traditional released-time programs: faculty who claimed too little time for regular scholarship learned to produce significant amounts of writing by finding time for brief, daily writing sessions. 相似文献
15.
Robert Boice 《高等教育研究与发展》1987,6(1):9-20
This paper abstracts an empirically based scheme for faculty development that helps faculty increase their productivity and satisfaction with scholarly writing. The step‐wise format focuses around workshops and office‐based contacts. Its steps include demystifying the writing process (e.g., belief that good writing is done in binges), generating momentum and ideas for writing (e.g., free writing), establishing self‐control in writing (e.g., contingencies), controlling mal‐adaptive self‐talk, and making writing more socially skilled. Faculty writers in this program have shown substantial increases in productivity and satisfaction over periods of at least two years. Success in implementing this program has borne little relationship to formal training or expertise of faculty developers as writers. 相似文献
16.
The authors investigated whether formalized gatekeeping procedures and program‐level characteristics influence the rates at which deficient trainees are graduated from counseling programs. One hundred eighteen faculty members reported that counselor educators face diverse pressures to avoid investigating potentially deficient students, including concerns about being sued and concerns about receiving compromised teaching evaluations. However, faculty members in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and faculty members in programs with more formalized gatekeeping procedures seemed to more effectively follow through with concerns they had about specific students. These findings support the implementation of both broad, program‐wide training standards and specific, formalized procedures to more effectively screen deficient trainees. 相似文献
17.
To improve students’ outcomes and retention rates, community colleges have implemented acceleration strategies which hasten the completion of educational requirements (Edgecombe, 2011). The objective of this study was to investigate the effects of an accelerated freshmen writing course on teachers’ curricular decisions and pedagogical practices at a large urban community college. We conducted semi-structured interviews with the 11 faculty members teaching different sections of this accelerated writing course. All interviews were audiotaped, transcribed, coded, and analyzed. Our findings reveal that while instructors embrace the structural changes that come with accelerated courses and demonstrate a new appreciation for struggling students in their traditional English 101 class, they report on significant challenges in teaching due to the students’ lack of academic and personal maturity, as well as a need to lower their expectations and simplify the curriculum. This research raises questions about the unintended positive and negative effects of accelerated courses on teaching. More qualitative research is needed that focuses on the teachers’ experiences and their capacity to help students benefit from an accelerated course. 相似文献
18.
An oft-cited maxim in higher education is that “faculty teach the way they were taught” because they receive little formal training in teaching before entering the classroom. However, little is known about the origins of faculty knowledge about teaching or the role their prior experiences play in the development of their teaching practices. In this exploratory study, we interviewed and observed 53 science, technology, engineering, and mathematics faculty at three research institutions. Using qualitative analysis methods (i.e., thematic and causal network analysis), we find that faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). In-depth analyses of two faculty members elaborate on the relationship between these varied types of prior experiences and how they interact with other factors including beliefs about teaching, instructional goals, and features of the organizational context to ultimately shape their classroom practice. The results suggest that instead of assuming that faculty lack any knowledge about teaching and learning, professional developers and policymakers should instead acknowledge and build upon their preexisting “craft” knowledge as professional teachers. Future research should focus on relationships between specific types of knowledge and teaching practice and how these varied experiences influence identity formation. 相似文献
19.
Velda McCune 《Higher Education》2004,47(3):257-282
Findings are presented from a small-scalelongitudinal study of first-year psychologystudents' learning. Three developmentalhierarchies were derived in the analysis of theinterview data, which described differentaspects of the variation in students' accountsof their conceptions of essay writing. Althoughthe findings did suggest that the students madesome development in their conceptions, itseemed that by the end of the study many ofthem were still unable to describe what wasexpected for their essays in a way which fullymapped onto their tutors' accounts. Theeffects of advice given to students about theiressay writing were also investigated. Studentswere given help that seemed relevant todeveloping their conceptions, but there waslittle evidence in the interviews that thismade an impact on their learning and studentsoften described minimal engagement with adviceand feedback. Two case studies are presented togive a more holistic perspective on thestudents' accounts of their essay writing.These cases suggest the limitations of simplecategorisations, as they emphasise the complexand idiosyncratic nature of students'development. 相似文献
20.
The present study describes the way one institution operationalized the notion of process-oriented writing assessment in its entry placement testing context. In an attempt to enhance how it assesses academic writing ability, a workshop-based essay test was proposed in place of the existing, traditional timed essay test. The study looked at how the tests from the two different approaches in writing assessment (product-oriented and process-oriented) affected examinees’ test performance by comparing both the textual quality of the test essays and the placement results. Content-area faculty evaluations of the examinees’ writing ability and the examinees’ view on the tests were also used in evaluating the quality of the tests. The results suggested that assessment methods have an impact on the examinees’ test performance. Even though further evidence is needed for a better understanding of the result, a traditional method of direct writing assessment seemed to put examinees at a disadvantage. The new test was implemented in the given research context and implications of writing assessment in general are discussed. 相似文献