“As You're Writing, You Have these Epiphanies”

Abstract

This study draws on the perceptions and experiences of upper-division students enrolled in writing-intensive (WI) classes in their majors at a large state university. During extended interviews, students reported confidence in dealing with the writing requirements of their majors and predicted success in future job-related writing situations. The primary bases for this confidence are their experiences with a significant number of WI assignments and their ability to engage a variety of resources and use the knowledge thereby obtained. Students particularly valued research-related writing assignments in the major as opportunities for professional skills development and identity building. The authors discuss findings as they relate to the ideologies of writing across the curriculum and writing in the disciplines. The authors argue for greater attention to students' readiness to make connections across assignments, courses, and disciplines; they also suggest greater attention to a field's inquiry methods and strategies for solving problems.

Integrating High-Impact Practices (HIPs) In Medical Curriculum At Northern Border University: Strengths, Challenges, and Examples

“…Some high-impact strategies are purposefully incorporated into the overarching goals, learning objectives, and curricular competencies for undergraduate degree programs, while others just simply fit in. Nevertheless, careful effort across the phases of curriculum design, course delivery, and program administration is required to maximize the benefits of HIPs for medical students [ 18 - 19 ].…”

ePortfolios in Australian Universities

“…Moreover, we know from research (e.g. Hilgers & Stitt Bergh, 1999;Robinson & Burton, 2010) that when students understand that their work has a future and that what they are learning can provide a pathway to that future, they are better motivated, and in some cases, the quality of the work itself improves. What is also needed for learning to fl ourish, as is made plain here, is refl ection.…”

Analyzing the News: Teaching Critical Thinking Skills in a Writing Intensive Social Problems Course

“…In doing so, they come to realize which parts of the material they understand and which parts they do not yet grasp. Through writing, students must engage the material, struggle with it, and make sense of it (Britton et al 1975;Hilgers, Hussey, and Stitt-Bergh 1999;Stock 2001;Weinberg 1993). As Stock explains, students "think and write their way toward understanding" (p. 100).…”