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Specifically, we provide a workshop on abstract writing, which is part of a mandatory series of workshops for students. As part of this workshop, we focus on when and how abstracts are used and review the 5 main components that make up an abstract i. Our project aim was to enhance learning outcomes for students in the Honors and Emerging Scholars Programs, as related to their student project carried out with a faculty mentor that results in a poster and abstract.
The two outcomes we focused on were abstract quality and student perceptions of conceptual understanding, utility and satisfaction with the workshop.
To improve abstract quality, we developed an assessment framework utilizing the standards that we communicated to our students as our own assessment rubric. Over the course of 3 semesters, we quantified and reviewed abstract quality, to inform improvements to the workshop. Given these data, we amended our workshops to increase the focus on conclusions and implications, and taught students techniques to help them develop these sections further.
Student perceptions were collected using a standard student survey. Students reported strong conceptual understanding after the workshop, and high satisfaction, though students felt less well-prepared to write an abstract in the future.
This is an area we can address to improve. What have we learned so far? Reviewing data from past semesters is useful for improving the workshop and student outcomes in following semesters.
Further, it would be useful to incorporate other measures of student progress and student perceptions, especially those that are validated. From the lower ratings of student preparedness to write their own abstract, we also learned that scaffolding the abstract workshop would be helpful, such as incorporating a second follow-up workshop later in the semester.
Further, to improve assessment, we could collect and rate abstracts both before and after the workshop, rather than only after workshop completion.
Come join us at Hostos this Friday to learn more about our approach and join in on a discussion. You will also have a chance to learn about projects led by other fellow CUNY faculty. We hope to see you there! Are you a student who attended our workshops?
Click here for presentations and handouts from our student workshops.Due to server problems when Hong Kong was hit by a super typhoon (Category 4 hurricane equivalent) in the last two days, the deadline for abstract submission to the 2 nd English Across the Curriculum (EAC) Conference is postponed until this Wednesday 19 September , midnight Hong Kong time.
Klucevsek, K. M., & Brungard, A. B. (). Information literacy in science writing: how students find, identify, and use scientific literature. International Journal of Science Education 38(17) Klucevsek, K. M. (). Transferring skills from classroom to professional writing: Student-faculty peer review as an extension of cognitive apprenticeship.
Home» Blogs» jaf's blog» International Writing Across the Curriculum Conference International Writing Across the Curriculum Conference Submitted by jaf on July 7, - Instructor of Writing Enriched Curriculum. Center for Writing and Rhetoric.
University of Mississippi. The Center for Writing and Rhetoric at the University of Mississippi invites applications for an Instructor of Writing Enriched Curriculum.
This is a non-tenure track, 12 . Including Halle Library, we have 11 locations or satellites across and off campus through which we offer writing support (Halle, College of Business, College of Health and Human Services, College of Arts and Sciences, Science Success Center, Biology, Psychology, Graduate School, Online, Jackson, and the Academic Projects Center).
Writing Across the Curriculum The ability to write well is fundamental to success in any profession. To help students develop strong writing skills, Oral Roberts University encourages the use of writing assignments in all courses and requires that writing standards be upheld in all disciplines.