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Organizational Response to a University Writing Initiative: Writing in the Disciplines (WID) in an Interdisciplinary Department
The authors use an institutional theory framework to examine the impact of a newly adopted university-wide Writing in the Disciplines (WID) initiative in courses offered by three undergraduate programs housed in an ...
Lessons from the Field: Moving from Data to Action
From its launch more than a decade ago, the National Survey of Student Engagement (NSSE) was more than just a new survey. NSSE represented a campaign to focus the attention of higher education leaders, faculty, staff, ...
How Writing Contributes to Learning: New Findings from a National Study and Their Local Application
Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W., Paine, C., Blake, L. P., Weaver, S. (2017). How writing contributes to learning: New findings from a national study and their local ...
Writing for Publication: Faculty Development Initiative Using Social Learning Theory
Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing’s culture of scholarship, a ...
Reflecting on the Past, Reconstructing the Future: Faculty Members’ Threshold Concepts for Teaching Writing in the Disciplines
A growing body of scholarship in writing studies has started exploring threshold concepts for writing, providing a synoptic view of the transformations students undergo as they learn about writing. However, the field has ...
Trouble and transformation in higher education: Identifying threshold concepts through faculty narratives about teaching writing
The theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this ...