Student Perceptions of Scholarly Writing

O'Brien, Shirley P.; Marken, Dory M.; Petrey, Kelsey Bennett

doi:10.15453/2168-6408.1253

Cited by 4 publications

(6 citation statements)

References 25 publications

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“…Occupational therapists who are addressing a broad scope of practice and scholarship in the profession must explore, document, and assess the evidence of these practices. The scholarship of Teaching and Learning (SoTL) focuses on both the outcomes of teaching in the profession (O'Brien et al, 2016) or the methods by which occupational therapy educators meet the specified learning objectives related to the capstone project and experience (Hinojosa & Howe, 2016). In this issue, Mason et al (2020) discuss fieldwork educators' expectations of students' professional and technical skills.…”

Section: Exemplary Projects In Areas Of Emerging Practicementioning

confidence: 99%

Capstones: Voices from the Occupational Therapy Profession

Whitney¹,

McCormack²

2020

The Open Journal of Occupational Therapy

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Section: Exemplary Projects In Areas Of Emerging Practicementioning

confidence: 99%

Capstones: Voices from the Occupational Therapy Profession

Whitney¹,

McCormack²

2020

The Open Journal of Occupational Therapy

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“…2,3 Some suggest that students enter into programs having little experience with and confidence in scholarly writing, and many argue that these same students do not understand or value the impact strong writing skills can have on professional practice. 4,5 What is also evident is that gaps exist in expectations and outcomes between students and instructors. Furthermore, there exists a gap between the students' self-perceived competence with writing and their actual competence.…”

Section: Introductionmentioning

confidence: 99%

“…Many argue that not only do faculty and students not agree on what is meant by scholarly writing, but students also do not value it 2,3 . Some suggest that students enter into programs having little experience with and confidence in scholarly writing, and many argue that these same students do not understand or value the impact strong writing skills can have on professional practice 4,5 . What is also evident is that gaps exist in expectations and outcomes between students and instructors.…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of scientific writing in pharmacology: Student generation of collaborative rubrics to score a social pharmacology writing project

Enslein,

Kosack,

Wetzel

2023

Pharmacology Res & Perspec

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Scholarly writing is an important skill in all fields of study. Despite a strong focus on writing in many courses, faculty and students have disparate expectations related to scholarly writing. Herein, a classroom exercise is presented in which students were asked to develop a rubric that would be used to evaluate their summative writing assessment. Students were provided with a list of elements that commonly represent good scholarly writing, asked to define what effectively demonstrating these elements looks like, and asked to assign the weight that would be given to each element. The weights given to each element by students were compared to a faculty‐generated, departmental writing rubric. Students assigned significantly higher weights to ideas, and significantly lower weights to sentence fluency. Overall, students favored content over writing mechanics. A random selection of student papers was scored using both the departmental rubric and the student rubric, with about a half‐letter grade difference between the two groups, though the difference was not statistically significant. The outcomes suggest this exercise may be valuable in offering insight into student perceptions of scholarly writing and in furthering student engagement in the writing process.

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“…A work environment with an equivalent or higher educational background will arouse the interest, set standards and stimulate someone to write (Kopelman, Brief and Guzzo 1990). They can also communicate and exchange ideas, competencies, resources, share research assignments and find shared results (Ynalvez & Shrum 2010), and obtain feedback from fellow students (O'Brien et al 2016). The ability to conduct research and publish it widely is part of a meaningful experience that shows information competency.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Policy: How Scientific Publication Policy and Socio-Economics Status Affect Motivation and Types of Publication Among Graduate Students

Mustofa¹,

Riani²,

Wardani³

2019

International Journal of Educational Research Review

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Scientific publication policies have been implemented as an effort to increase the level of scientific publications. This is because the abundance of academia in Indonesia were not in line with the number of scientific publications, especially internationa l publications. Through policies made by the government in collaboration with universities/colleges that administer education units, it is expected that there will be an increase in scientific publications, especially at the international level. The policy has been going well with the increasing level of international scientific publications in the last 5 years, but not all are at the international level. The author analysed the effect of the scientific publication policy combined with socioeconomic status, as the exogenous variable, to find out the effect on scientific publications, as the endogenous variable. Motivation are used as the mediator between variables. Data were collected from 242 graduate students in Central Java Province, Indonesia, who had already submitted or published their articles. The data were analysed using a Structural Equation Modeling (SEM) application, SmartPLS 3. The results indicate that (1) perception of scientific publication policy has significant and positive effect on the motivation, but insignificant on types of publications, (2) socioeconomic status has significant and positive effects on the types of publication, both direct and indirect effects, and (3) motivation has a significant effect on the types of publication which can be used as a mediator that has a significant effect

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Student Perceptions of Scholarly Writing

Cited by 4 publications

References 25 publications

Capstones: Voices from the Occupational Therapy Profession

Capstones: Voices from the Occupational Therapy Profession

Student perceptions of scientific writing in pharmacology: Student generation of collaborative rubrics to score a social pharmacology writing project

The Impact of Policy: How Scientific Publication Policy and Socio-Economics Status Affect Motivation and Types of Publication Among Graduate Students

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