Encouraging Civic Engagement through Extended Community Writing Projects: Rewriting the Curriculum

ERIC Educational Resources Information Center

Simmons, Michele

2010-01-01

Developing community writing projects that effectively benefit students, the community, and the goals of the writing program is a tricky task. Drawing from recent scholarship and the author's own challenges with integrating meaningful civic engagement into the professional writing classes at her university, she examines limitations of single…

Applying Rhetorical Genre Studies to a Stand-Alone Online Professional Writing Course

ERIC Educational Resources Information Center

Adams, Heather Brook; Jenkins, Patricia

2015-01-01

This program profile explains and illustrates a pedagogical application of Rhetorical Genre Studies (RGS) to a one-semester, upper-division online Professional Writing course. We explain our use of a heuristic, which we liken to "night-vision goggles," that enables students to systematically analyze field data that they gather from a…

Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively

ERIC Educational Resources Information Center

Haas, Eric; Goldman, Julie; Faltis, Christian

2018-01-01

Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge. The Writing Reform and Innovation for Teaching Excellence (WRITE) program uses six high-leverage writing practices and develops teacher capacity through professional learning activities anchored in the group grading of…

Sheri Anstedt | NREL

Science.gov Websites

discovered her passion for science writing in 2010 when working as a subcontractor for the Bureau of Land Management's Joint Fire Science Program. Before she discovered science writing, she worked as a marketing English with a Professional Writing Emphasis, Carroll University

What Pauline Doesn't Know: Using Guided Fiction Writing to Educate Health Professionals about Cultural Competence.

PubMed

Saffran, Lise

2017-01-07

Research linking reading literary fiction to empathy supports health humanities programs in which reflective writing accompanies close readings of texts, both to explore principles of storytelling (narrative arc and concrete language) and to promote an examination of biases in care. Little attention has been paid to the possible contribution of guided fiction-writing in health humanities curricula toward enhancing cultural competence among health professionals, both clinical and community-based. Through an analysis of the short story "Pie Dance" by Molly Giles, juxtaposed with descriptions of specific writing exercises, this paper explains how the demands of writing fiction promote cultural competency.

Caldwell Community College and Technical Institute QEP: Writing across the Curriculum Professional Development Program

ERIC Educational Resources Information Center

Hampson, Margaret P.

2009-01-01

As part of its Southern Association of Colleges and Schools (SACS) reaffirmation process, Caldwell Community College (CCC) and Technical Institute's (TI) Quality Enhancement Plan (QEP), entitled "Enhancing Writing--Write On!" demonstrates the need to improve student writing through multifaceted interventions. The goals of CCC's and TI's…

Getting on the Conference Program and Writing a Practical Article: Templates for Success

ERIC Educational Resources Information Center

Jalongo, Mary Renck

2013-01-01

For many early childhood professionals, their initial foray into writing for publication consists of preparing a conference proposal for a workshop/training type of session and producing a manuscript suitable for publication as a practical article in a professional journal. The primary purpose of the article is to provide authors with templates,…

Technical writing in the radiologic technology curriculum.

PubMed

Bell, R

1979-01-01

Although courses in technical writing are no longer suggested in the Curriculum Guide for Programs in Radiologic Technology, the writer believes that writing is essential to the growth of the profession and development of the professional. Emphasis is placed on some of the benefits that accrue to students who are exposed to technical writing as part of their technology curriculum.

Teaching Argumentative Writing to Teachers and Students: Effects of Professional Development

ERIC Educational Resources Information Center

Howell, Emily; Hunt-Barron, Sarah; Kaminski, Rebecca; Sanders, Rachel

2018-01-01

This multiple-case study design with embedded units of analysis examined a two-year professional development (PD) program in which two rural districts received at least 90 hours of PD. This PD was provided through an Investing in Innovation (i3) grant that the United States Department of Education awarded to the National Writing Project. Two of…

Get Started and Write: Advice for New Faculty

ERIC Educational Resources Information Center

Smith, M. Cecil

2017-01-01

This paper describes several strategies for organizing, collaborating on, persisting in, and funding professional writing activities that can benefit new tenure track faculty members. Establishing and maintaining a regular program of academic writing is essential to a successful career in higher education, but initiating and maintaining a program…

Etiquette for medical students' email communication with faculty members: a single-institution study.

PubMed

Kim, Do-Hwan; Yoon, Hyun Bae; Yoo, Dong-Mi; Lee, Sang-Min; Jung, Hee-Yeon; Kim, Seog Ju; Shin, Jwa-Seop; Lee, Seunghee; Yim, Jae-Joon

2016-04-27

Email is widely used as a means of communication between faculty members and students in medical education because of its practical and educational advantages. However, because of the distinctive nature of medical education, students' inappropriate email etiquette may adversely affect their learning as well as faculty members' perception of them. Little data on medical students' competency in professional email writing is available; therefore, this study explored the strengths and weaknesses of medical students' email etiquette and factors that contribute to professional email writing. A total of 210 emails from four faculty members at Seoul National University College of Medicine were collected. An evaluation criteria and a scoring rubric were developed based on the various email-writing guidelines. The rubric comprised 10 items, including nine items for evaluation related to the email components and one item for the assessment of global impression of politeness. Three evaluators independently assessed all emails according to the criteria. Students were identified as being 61.0% male and 52.8% were in the undergraduate-entry program. The sum of each component score was 62.21 out of 100 and the mean value for global impression was 2.6 out of 4. The results demonstrated that students' email etiquettes remained low-to-mediocre for most criteria, except for readability and honorifics. Three criteria, salutation (r=0.668), closing (r=0.653), and sign-off (r=0.646), showed a strong positive correlation with the global impression of politeness. Whether a student entered a graduate-entry program or an undergraduate-entry program significantly contributed to professional email writing after other variables were controlled. Although students in the graduate-entry program demonstrated a relatively superior level of email etiquette, the majority of medical students did not write emails professionally. Educating all medical students in email etiquette may well contribute to the improvement of student-faculty relationships as well as their email writing.

Information Literacy: A Story of Collaboration and Cooperation between the Writing Program Coordinator and Colleagues 2003-2010

ERIC Educational Resources Information Center

Corso, Gail S.; Weiss, Sandra; McGregor, Tiffany

2010-01-01

This narrative describes collaboration among librarians, writing program coordinator, and professors on an information literacy task force. Their attempts to infuse the University's curriculum with information literacy are described. Authors define the term, explain its history with three professional organizations, and describe processes for…

A Program Evaluation of a Summer Research Training Institute for American Indian and Alaska Native Health Professionals

ERIC Educational Resources Information Center

Zaback, Tosha; Becker, Thomas M.; Dignan, Mark B.; Lambert, William E.

2010-01-01

In this article, the authors describe a unique summer program to train American Indian/Alaska Native (AI/AN) health professionals in a variety of health research-related skills, including epidemiology, data management, statistical analysis, program evaluation, cost-benefit analysis, community-based participatory research, grant writing, and…

Planning Professional Learning

ERIC Educational Resources Information Center

Guskey, Thomas R.

2014-01-01

Why does professional learning for educators have such a mixed history? Why is it so hard to find solid research evidence of professional development programs that actually improve student learning outcomes? Part of the answer, writes Thomas R. Guskey, is that professional learning experiences for educators are rarely well planned. Consequently,…

Becoming a Professional Nudist: Writing with One's Students.

ERIC Educational Resources Information Center

Boswell, Bill; And Others

1995-01-01

Uses the provocative metaphor of becoming a nudist to illustrate that teachers should write, and share their writing, with their students. Describes a program in which student teachers spent six weeks in class and seven weeks in student teaching and were required to keep journals in which they reflected on what they had learned. (PA)

A Model for Professional Education in the 21st Century: Integrating Humanities and Engineering through Writing.

ERIC Educational Resources Information Center

Olds, Barbara M.; Miller, Ronald L.

The "HumEn" (Humanities/Engineering Integration) program developed at the Colorado School of Mines integrates humanities and engineering through reading and writing. Through integrative reading and writing engineering students are led to make appropriate connections between the humanities and their technical work, connections that will…

COED Transactions, Vol. IX, No. 10 & No. 11, October/November 1977. Teaching Professional Use of the Computer While Teaching the Major. Computer Applications in Design Instruction.

ERIC Educational Resources Information Center

Marcovitz, Alan B., Ed.

Presented are two papers on computer applications in engineering education coursework. The first paper suggests that since most engineering graduates use only "canned programs" and rarely write their own programs, educational emphasis should include model building and the use of existing software as well as program writing. The second paper deals…

Nationally Validated On the Way to SUCCESS in Reading and Writing with EPSF Program Development and Evaluation Goals and Studies. Summary. Submitted to ERIC in 1995.

ERIC Educational Resources Information Center

Betz, Phyllis

On the Way to SUCCESS in Reading and Writing with Early Prevention of School Failure (EPSF) is a program targeting children (4-9 years) in danger of academic failure and their families. Major components of the program are age- and individual-appropriate development learning activities, professional development, curricula aligned with initial and…

"Everybody Wants Somebody to Hear Their Story": High School Students Writing Screenplays

ERIC Educational Resources Information Center

Bedard, Carol; Fuhrken, Charles

2010-01-01

Writing a screenplay was an assignment that was part of Storytelling Through Film, a program sponsored by the Austin Film Festival, a professional film organization. In six weeks, students in creative writing and English classes first learned about the genre of screenwriting and then wrote original screenplays. The curriculum was a collaborative…

When Worlds Collide: Negotiating between Academic and Professional Discourse in a Graduate Social Work Program.

ERIC Educational Resources Information Center

Koncel, Mary A.; Carney, Debra

This paper describes a writing program designed for graduate students at the Smith College School for Social Work, and also a research project undertaken to identify and analyze the distinctive writing needs of this graduate school population. A major finding was that, although faculty understand the importance of argument and identify it as the…

Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program

ERIC Educational Resources Information Center

Houston, Cynthia R.

2016-01-01

Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…

Technical Writing across the Curriculum: Epics.

ERIC Educational Resources Information Center

Olds, Barbara M.

Noting that technically competent graduates of professional schools need additional skills to function effectively in an increasingly complex and global society, this paper describes an innovative program in technical writing developed for undergraduate engineering students at the Colorado School of Mines. The paper first provides background…

Professionalism--a required CLS/CLT curricular component.

PubMed

Latshaw, Sandra; Honeycutt, Karen

2010-01-01

Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course. Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided. University of Nebraska Medical Center (UNMC) CLS Program in Omaha. After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.

Technical Writing Needs Assessment.

ERIC Educational Resources Information Center

Oakland Community Coll., Farmington, MI. Office of Institutional Planning and Analysis.

In fall 1991, a study was conducted by Oakland Community College (OCC) to evaluate the need for a proposed Technical Writing program. General information was gathered from a literature review, Michigan Occupational Information System data, interviews with professionals in the field, and a 1987 needs assessment conducted by Washtenaw Community…

A History of Professional Writing Instruction in American Colleges: Years of Acceptance, Growth, and Doubt. SMU Studies in Composition and Rhetoric Series.

ERIC Educational Resources Information Center

Adams, Katherine H.

In addition to providing a chronicle of the history of college writing programs in America, this book recognizes their common beginnings, their respective strengths, and the collaboration necessary to train students to be effective writers. The book examines the common roots of courses in creative writing, journalism, technical and business…

Professional Writing in the English Classroom: Professional Writing--What You Already Know

ERIC Educational Resources Information Center

Bush, Jonathan; Zuidema, Leah

2010-01-01

This article presents the first installment of "Professional Writing in the English Classroom." The authors begin by answering the obvious question: What is professional writing? It isn't remedial writing, and it involves much more than writing memos, business letters, and resumes (although it certainly includes those genres). Professional writing…

The Balanced Literacy Diet.

ERIC Educational Resources Information Center

Willows, Dale

2002-01-01

Describes professional development program in Ontario school district to improve student reading and writing skills. Program used food-pyramid concepts to help teacher learn to provide a balanced and flexible approach to literacy instruction based on student needs. (PKP)

A House Divided: On the Future of Creative Writing

ERIC Educational Resources Information Center

Andrews, Kimberly

2009-01-01

In this essay, the author argues that the current superficial reading practices in creative writing programs are serving not only to marginalize the discipline from the larger body of English studies, but also to stifle the creative, intellectual, and professional progress of its students. Reading for creative writers must be viewed as a critical…

"Our Door Is Always Open": Aligning Literacy Learning Practices in Writing Programs and Residential Learning Communities

ERIC Educational Resources Information Center

Voss, Julia

2016-01-01

Writing studies has considered college students' literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students' literacy development across disciplines and university activity systems in which they're simultaneously involved to…

It's Money! Real-World Grant Experience through a Student-Run, Peer-Reviewed Program

PubMed Central

Dumanis, Sonya B.; Ullrich, Lauren; Washington, Patricia M.; Forcelli, Patrick A.

2013-01-01

Grantsmanship is an integral component of surviving and thriving in academic science, especially in the current funding climate. Therefore, any additional opportunities to write, read, and review grants during graduate school may have lasting benefits on one's career. We present here our experience with a small, student-run grant program at Georgetown University Medical Center. Founded in 2010, this program has several goals: 1) to give graduate students an opportunity to conduct small, independent research projects; 2) to encourage graduate students to write grants early and often; and 3) to give graduate students an opportunity to review grants. In the 3 yr since the program's start, 28 applications have been submitted, 13 of which were funded for a total of $40,000. From funded grants, students have produced abstracts and manuscripts, generated data to support subsequent grant proposals, and made new professional contacts with collaborators. Above and beyond financial support, this program provided both applicants and reviewers an opportunity to improve their writing skills, professional development, and understanding of the grants process, as reflected in the outcome measures presented. With a small commitment of time and funding, other institutions could implement a program like this to the benefit of their graduate students. PMID:24006391

Professional Writing Retreat Handbook: A How-To Manual for Replicating the NWP Professional Writing Retreat Model

ERIC Educational Resources Information Center

Check, Joseph; Fox, Tom; O'Shaughnessy, Kathleen; Tateishi, Carol

2007-01-01

The National Writing Project designed the Professional Writing Retreats to support writing by teacher-leaders for audiences of scholars, practitioners, policymakers, and other members of the public who have an interest in education. These writing retreats focus on writing about the profession of teaching, giving teachers a chance to write about…

Making Practice Visible through Writing for Professional Publication

ERIC Educational Resources Information Center

Roberts, Sherron Killingsworth

2016-01-01

Why should educators and service professionals bother writing for professional publication? Experienced editor, Sherron Roberts says writing for professional publication allows educators to share their work and make their practice visible. Any educator is quite capable of writing for a professional publication. This article is intended to show…

Computer Applications in Professional Writing: Systems that Analyze and Describe Natural Language.

ERIC Educational Resources Information Center

O'Brien, Frank

Two varieties of user-friendly computer systems that deal with natural language are now available, providing either at-the-monitor stylistic and grammatic correction of keyed-in writing or a sorting, selecting, and generating of statistical data for any written or spoken document. The editor programs, such as "The Writer's Workbench"…

Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12

ERIC Educational Resources Information Center

Olson, Carol Booth; Matuchniak, Tina; Chung, Huy Q.; Stumpf, Rachel; Farkas, George

2017-01-01

This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban,…

The Challenge of Writing for Publication: Implications for Teaching-Learning Nursing.

PubMed

Yancey, Nan Russell

2016-10-01

Disseminating new scientific knowledge through publication is critical for any discipline, including nursing. The challenge for nurse faculty is preparing emerging nurses with the skills, enthusiasm, and disposition to fully assume professional roles as nurse scientists and scholars, including that of author. Exploring how students learn to write for publication and barriers to writing for publication, recommendations are offered for teaching-learning as a guide to faculty in planning programs, developing curriculum, and identifying teaching-learning strategies. © The Author(s) 2016.

Righting writing: strategies for improving nursing student papers.

PubMed

Bickes, Joan T; Schim, Stephanie M

2010-01-01

The ability to clearly express complex ideas in writing is necessary for nurses in professional practice at all levels from novice to expert. The community health nursing course is specially designated as writing intensive to provide students with the experience of preparing a major scholarly paper. To address issues of poor paper quality and grade inflation we implemented a program including a writing workshop for faculty, a revision of the grading rubric, and a system of blind review for grading student papers. Changes resulted in a major shift in paper grades which more closely reflects the actual quality of the work.

On-the-job, real-time professional development for graduate students and early career scientists at the University of Hawaii

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Guannel, M.; Wood-Charlson, E.; Choy, A.; Wren, J.; Chang, C.; Alegado, R.; Leon Soon, S.; Needham, H.; Wiener, C.

2015-12-01

Here we present an overview of inter-related programs designed to promote leadership and professional development among graduate students and early career scientists. In a very short time, these young scientists have developed into an impressive cohort of leaders. Proposal Writing. The EDventures model combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by program alumni to NSF, 50% were funded. (Wood Charlson & Bruno, in press; cmore.soest.hawaii.edu/education/edventures.htm)Mentoring. The C-MORE Scholars and SOEST Maile Mentoring Bridgeprograms give graduate students the opportunity to serve as research mentors and non-research mentors, respectively, to undergraduates. Both programs aim to develop a "majority-minority" scientist network, where Native Hawaiians and other underrepresented students receive professional development training and personal support through one-on-one mentoring relationships (Gibson and Bruno, 2012; http://cmore.soest.hawaii.edu/scholars; http://maile.soest.hawaii.edu).Outreach & Science Communication. Ocean FEST (Families Exploring Science Together), Ocean TECH (Technology Explores Career Horizons) and the Kapiolani Community College summer bridge program provide opportunities for graduate students and post-docs to design and deliver outreach activities, lead field trips, communicate their research, and organize events (Wiener et al, 2011, Bruno & Wren, 2014; http://oceanfest.soest.hawaii.edu; http://oceantech.soest.hawaii.edu)Professional Development Course. In this career-focused graduate seminar, students and post-docs explore a range of career paths, identify and build skills, prepare application materials, and develop a class project around their professional development interests (Guannel et al, 2014).

Leveraging Resources: How an STC Chapter Can Support Education in Its Community and Professional Development for Its Members.

ERIC Educational Resources Information Center

Lippincott, Gail; Voss, Dan

2001-01-01

Describes six initiatives pursued by the Orlando Chapter of the Society for Technical Communication, intended to advance education and professional development. Discusses developing procedures and avenues of communication; instituting a scholarship program; conducting a high school writing competition; providing instructional support to secondary…

Intersections: A Professional Development Project in Multicultural and Global Education, Asian and Asian American Studies.

ERIC Educational Resources Information Center

Swartz, Leslie, Ed.; Warner, Linda, Ed.; Grossman, David L., Ed.

This publication presents a sampling of the writings of participants in the Intersections Project, a professional development program to bridge gap between multicultural and global education for urban schools that involved four participating entities, each with a local project that focused on Asia and Asian Americans. The project was specifically…

Teaching Professional Writing to American Students in a Study Abroad Program

ERIC Educational Resources Information Center

Andrews, Deborah C.; Henze, Brent

2009-01-01

Studying abroad enhances the intercultural competencies of American students, but that enhancement strategy may be seen as an obstacle to those in business and technical fields who follow a tight curriculum and work to cover expenses. To meet their needs, U.S. professional communication faculty are designing short courses that can be delivered…

A New Twist on an Old Theme.

ERIC Educational Resources Information Center

Marchetti, Honey

A work-study student assistant was employed at the Carnegie Mellon University Engineering and Science Library to help prepare documentation for a new library program. The student, a junior professional writing major, used the Apple Macintosh microcomputer to design a brochure, billing worksheet, and spreadsheet for the new program. On completion…

Identity Development in TAs and Tutors: From Preparation to Practice

ERIC Educational Resources Information Center

Bright, Alison Sarah

2010-01-01

This study examines how graduate teaching assistants of composition and peer and professional tutors of writing develop their identities as teacher and tutors in preparation programs. Research in teacher education programs indicates that when preparatory sessions highlight the concept of teacher identity in the preparation of K-12 teacher…

Career Education Program for the Talented.

ERIC Educational Resources Information Center

Allegheny Intermediate Unit, Pittsburgh, PA.

The curriculum packet lists objectives and activities used in a career education program in which talented students in grades 4-9 interacted with practicing professionals in six arts areas (art, creative writing, dance, drama, media, and music). Information is presented according to session sequence, and includes descriptions of such aspects as…

Inviting the "Outsiders" In: Local Efforts to Improve Adjunct Working Conditions

ERIC Educational Resources Information Center

Schreyer, Jessica

2012-01-01

An adjunct turned writing program administrator reflects on her professional journey and describes efforts to improve the teaching environment amongst composition faculty--primarily part-time--within her department. Based on a local program review, a pilot faculty relations plan was implemented that addressed two major areas: offering more…

Professional Writing in the English Classroom: Professional Collaborative Writing--Teaching, Writing, and Learning--Together.

ERIC Educational Resources Information Center

Bush, Jonathan; Zuidema, Leah

2013-01-01

In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…

Working with Urban, African American Fathers: The Importance of Service Provision, Joining, Accountability, the Father-Child Relationship, and Couples Work

ERIC Educational Resources Information Center

Greif, Geoffrey L.; Jones, Joseph T., Jr.; Worthy, James; White, Eddie; Davis, Will; Pitchford, Edward

2011-01-01

Urban, African American fathers have been a difficult population for social workers and other helping professionals to effectively serve. This article, based on interviews with front-line African American service professionals at a father-focused program, who also participated in writing this article, provides information about and suggestions for…

Reconnecting with Your Passion: An Action Research Study Exploring Humanities and Professional Nursing

ERIC Educational Resources Information Center

Snyder, Melissa J.

2012-01-01

The purpose of this action research study was two-fold. The first purpose was to examine the process of how nurses engaged in a professional development program that drew upon reading and creative writing related to their lives and work as nurses. Secondly, this study examined the nurses' perspectives on how their involvement in the process…

Senior Citizens and Junior Writers--A Center for Exchange: Retired Professionals as Writing Laboratory Tutors for Students Enrolled in Upper-Level Pre-Professional University Writing Courses.

ERIC Educational Resources Information Center

Kleimann, Susan; Meyers, G. Douglas

The writing center at a Maryland university prepares third-year students for nonacademic, preprofessional writing by using retired professionals as tutors. These tutors are trained by discussing readings centered around the Aristotelean schema of ethos, logos, and pathos and the more recent conception of writing as a problem-solving process. The…

Improving Achievement Via Essay Exams.

ERIC Educational Resources Information Center

Milton, Ohmer

1979-01-01

The benefits of using essay tests rather than objective tests in professional education programs are discussed. Essay tests offer practice in writing, creativity and formal communications. Guidelines for using and scoring a sample essay test in biology are presented. (BH)

Mentoring Clinical Nurses to Write for Publication: Strategies for Success.

PubMed

Oman, Kathleen S; Mancuso, Mary P; Ceballos, Kirtley; Makic, MaryBeth Flynn; Fink, Regina M

2016-05-01

: Clinical nurses often find writing a challenge, but it's important to disseminate clinical practice initiatives that result in notable patient outcomes. Nurses have a responsibility to share what they do to improve patient care. The increased emphasis on the development and evaluation of evidence-based practice has made it necessary for nurses to share best practices that are associated with improved patient outcomes. We developed a six-month Writing for Publication workshop series designed to teach clinical nurses about the writing process and mentor them through the stages of preparing a manuscript to submit for publication. This successful program helped novice nurse authors become published professionals and had a great impact on our organization.

Communications Specialist | Center for Cancer Research

Cancer.gov

Be part of our mission to support research against cancer. We have an exciting opportunity for a talented communicator to join our team and be part of the effort to find cures for cancer. We are looking for a creative, team-oriented communications professional, with strong writing skills to publicize our research advances, employment and training opportunities and clinical trials program. Work involves production of a monthly internal newsletter with circulation of 3,000, writing and editing a variety of stories, such as features on patients, and developing content for communications tactics. Must have a Bachelor’s degree in Communications, Biosciences and/or related field; Master’s degree or equivalent professional experience preferred. Full time position, business hours.

Collaborative Hierarchy.

ERIC Educational Resources Information Center

Maris, Mariann

The University of Wisconsin-Milwaukee writing program is collaborative, not divisionary, as some, such as Jeanne Gunner, have suggested. Three terms are useful in understanding the relationships and ethics governing operations at Wisconsin-Milwaukee: (1) authority and collaboration; (2) hierarchical difference; (3) professional respect.…

Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

PubMed Central

von Isenburg, Megan; Lee, Linda S.; Oermann, Marilyn H.

2017-01-01

Background Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators’ academy could offer support. Case Presentation To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional “boot camp” consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program. Conclusions Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing. PMID:28377681

Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions.

PubMed

von Isenburg, Megan; Lee, Linda S; Oermann, Marilyn H

2017-04-01

Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators' academy could offer support. To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional "boot camp" consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program. Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing.

Autobiographical Writing in the Technical Writing Course

ERIC Educational Resources Information Center

Gellis, Mark

2011-01-01

Professionals in the workplace are rarely asked to write autobiographical essays. Such essays, however, are an excellent tool for helping students explore their growth as professionals. This article explores the use of such essays in a technical writing class.

Writing for professional publication. Part 2: Subject matter.

PubMed

Fowler, John

Motivation is the first step in writing for professional publication: the next question is, what should you write about? Whatever your area of practice or level of experience, your writing will be suitable for one of the wealth of journals covering all aspects of healthcare and nursing. In this second part of a series of articles, John Fowler, an experienced nursing lecturer and author, presents some tips and suggestions to inspire you as you take your first steps on the road to writing for professional publication.

Texas' Goal--Better Estate Planning

ERIC Educational Resources Information Center

Prater, Tom E.; McElyea, Eugene M.

1971-01-01

Describes Texas's program for organizing, publicizing and running workshops which teach farm and ranch owners the fair value of their land and estates. The courses emphasize all practical pointers needed to write effective wills. Professionals in the various relevant fields lecture voluntarily. (PD)

Doing Academic Writing in Education: Connecting the Personal and the Professional

ERIC Educational Resources Information Center

Richards, Janet C.; Miller, Sharon K.

2005-01-01

This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…

Readability and writing style analysis of selected allied health professional journals.

PubMed

Hedl, J J; Glazer-Waldman, H R; Parker, H J; Hopkins, K M

1991-01-01

Using US Department of Defense text sampling procedures, nine allied health journals were analyzed for readability and selected writing style indices via Right Writer, a commercial software program. Two indices of readability were computed for each journal as were several indices of writing style. The computed readability ranged from 13.0 to 15.4, depending upon the journal in question. Two journals showed the highest levels of readability (15.4) compared to the other seven journals. The writing style analyses indicated generally normal ranges for the descriptive and jargon indices, but seven journals showed below recommended strength indices. Sentence structure analyses indicated a need to reduce sentence structure complexity. Implications for journal editors and authors are discussed.

A facilitated peer mentoring program for junior faculty to promote professional development and peer networking.

PubMed

Fleming, Geoffrey M; Simmons, Jill H; Xu, Meng; Gesell, Sabina B; Brown, Rebekah F; Cutrer, William B; Gigante, Joseph; Cooper, William O

2015-06-01

To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.

How Professional Writing Pedagogy and University-Workplace Partnerships Can Shape the Mentoring of Workplace Writing

ERIC Educational Resources Information Center

Kohn, Liberty

2015-01-01

This article analyzes literature on university-workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the…

Teaching the Proposal in the Professional Writing Course.

ERIC Educational Resources Information Center

Wahlstrom, Ralph

2002-01-01

Outlines a professional writing course based on a proposal format that ties the classroom to the student's world. Suggests teaching document forms such as memos, letters, and reports in the context of a comprehensive proposal format. Argues that the proposal can serve as the basis and motivation for an introductory professional writing course. (SG)

Writing for professional publication. Part 4: Supporting your statements.

PubMed

Fowler, John

Motivation, appropriate content and making good use of the author guidelines were topics covered in the first three articles of this series of writing for professional publication. In this fourth part, John Fowler, an experienced nursing lecturer and author, discusses the importance of avoiding unsupported statements in writing for professional publications.

Bridging the Gap: Contextualizing Professional Ethics in Collaborative Writing Projects

ERIC Educational Resources Information Center

Rice, J. A.

2007-01-01

Many business and technical writing students find classroom discussions of professional ethics interesting and enjoyable. However, when trying to incorporate the content of discussions directly into their writing practices, they often experience difficulties linking ethical concepts to writing process. This article discusses how instructors can…

Write Proposals. Module CG B-2 of Category B--Supporting. Competency-Based Career Guidance Modules.

ERIC Educational Resources Information Center

Gustafson, Richard A.

This module is intended to help guidance personnel in a variety of educational and agency settings plan and develop successful proposals to assist in financing the improvement of existing or future career guidance programs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and…

A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing.

ERIC Educational Resources Information Center

Flowerdew, Lynne

2003-01-01

Reports on research describing similarities and differences between expert and novice writing in the problem-solution pattern, a frequent rhetorical pattern of technical academic writing. A corpus of undergraduate student writing and one containing professional writing consisted of 80 and 60 recommendation reports, respectively, with each corpus…

Use of SMART Learning Objectives to Introduce Continuing Professional Development Into the Pharmacy Curriculum

PubMed Central

Khandoobhai, Anand; Leadon, Kim

2012-01-01

Objective. To determine whether a 2-year continuing professional development (CPD) training program improved first-year (P1) and second-year (P2) pharmacy students’ ability to write SMART (specific, measurable, achievable, relevant, and timed) learning objectives. Design. First-year students completed live or online CPD training, including creating portfolios and writing SMART objectives prior to their summer introductory pharmacy practice experience (IPPE). In year 2, P1 and P2 students were included. SMART learning objectives were graded and analyzed. Assessment. On several objectives, the 2011 P1 students (n = 130) scored higher than did the P2 cohort (n = 105). In 2011, P2 students outscored their own performance in 2010. In 2011, P1 students who had been trained in online modules performed the same as did live-session trainees with respect to SMART objectives. Conclusion. With focused online or live training, students are capable of incorporating principles of CPD by writing SMART learning objectives. PMID:22611277

Authentic Astronomy Research Experiences for Teachers: the NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, L.; NITARP Team

2011-12-01

Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come out to visit Caltech for 3-4 days and get started on their project in earnest. They return home and continue to work through the Fall, finish their research, and write their AAS abstracts and posters in preparation for the winter AAS. The educators plus up to two students per teacher then attend the AAS and present their results. Each team presents one science poster and at least one education poster. The science posters are intermingled in science sessions, and must "hold their own" next to other professional astronomer posters. Each teacher finally serves as NASA/NITARP ambassadors in their community, giving at least 12 hours' worth of professional development. Since the original Spitzer program in 2004, news coverage associated with any of these projects has reached more than 6 million people, largely in home-town newspapers from the teachers' cities. More than 200 presentations have been given, reaching over 14,000 people. More than 120 students have traveled for NITARP, and more than 1200 students have used real astronomical data through this program. Almost 60 educators have been trained in real research. Nearly 50 science or education posters have been presented. Four refereed journal articles (in major astronomical journals) have come out of work associated with these teams.

Career Education: A Lifelong Process

ERIC Educational Resources Information Center

Fuller, Jack W., Ed.; Whealon, Terry O., Ed.

Intended for use by students, professional career counselors, and teachers, this book contains a selection of writings by many notable authorities and practitioners of career education in the United States. Its fifty-four articles present background information, philosophical and practical problems, programs suitable for adaptation, and the…

Exploring Service Logic in ESL

ERIC Educational Resources Information Center

Walker, John

2013-01-01

ESL is both a professional educational service and, particularly in post-compulsory contexts, a commercial activity. The effective management of ESL programs can secure quality outcomes for practitioners and students. Nevertheless, writings on ESL management do not figure prominently in the literature. In particular, the association between…

Professional Writing in the English Classroom: Literature-Based Professional Writing: An Oxymoron Whose Time Has Come

ERIC Educational Resources Information Center

Newhouse, Kelley R.; Propper, Michele L.; Riedel, Ruth M.; Teitelzweig, Barbara S.

2012-01-01

An oxymoron is a simple contradiction, a juxtaposition of two inharmonious terms, such as "fiend angelical" in Shakespeare's "Romeo and Juliet." At first glance, literature and professional writing seem to be polar opposites; however, when one views them together, one can see unique, often interesting possibilities that add…

An Examination of Oregon Writing Project Teachers: A Qualitative Study of Professional Development Experiences

ERIC Educational Resources Information Center

Obery, Angela D.

2012-01-01

This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects of the…

Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL program increased the implementation of inquiry-oriented strategies and it strengthened teacher inquiry-based science teaching in the classroom even though no increases were found in student test scores.

Oklahoma's Marshall Plan: Combining Professional Development and Summer Writing Camps in Low-Income Elementary Schools. National Writing Project at Work. Volume 1, Number 8

ERIC Educational Resources Information Center

Simmons, Eileen

2004-01-01

Eileen Simmons, a veteran teacher-consultant from the Oklahoma State University Writing Project, describes collaboration among writing project teacher-consultants and site-based teachers to plan professional development before, during, and after a summer writing camp for students at their school. This model, which has been adapted in a variety of…

Reflections on the Pedagogical Imports of Western Practices for Professionalizing ESL/ EFL Writing and Writing-Teacher Education

ERIC Educational Resources Information Center

Zhang, Lawrence Jun

2016-01-01

The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/ EFL writing and ESL/EFL…

Professional Writers Teaching Professional Writing: Transcending the Borders between Professional Writers and Academic Scholars, Harmonizing Throught and Reality: A Text Arguing for Teaching Sentences First, Last, and Foremost.

ERIC Educational Resources Information Center

Beene, LynnDianne

Good writing is good sentences. It is a simple truth that many in the business of teaching writing have strayed from. Good writing is a first sentence that makes a reader want to read the second sentence, a second sentence that makes a reader want to read the third, and so on. Erika Lindemann suggests that certain types of sentence instruction can…

An Interview With Chapman Conference Chair Venkat Lakshmi

NASA Astrophysics Data System (ADS)

McCarter-Joseph, Tricia

2013-07-01

AGU's Chapman Conference program has been facilitating small collaborative meetings on topical and specialized subjects for more than 35 years. These meetings allow for debate and an exploration of possible solutions to scientific problems, while providing a professional networking opportunity for younger scientists. Venkat Lakshmi, professor of hydrology, climate, and water resources and former chair of the Department of Earth and Ocean Sciences at the University of South Carolina, was selected in January as the Chapman Conference program chair through 2015. Lakshmi, a former Eos editor, recalls with enthusiasm organizing a 2012 Chapman Conference in Hawaii: the proposal writing, the grant writing, soliciting presenters, and gathering scientific material. He is now using his experience organizing meetings and mentoring students at his university to help advance the Chapman program. Eos spoke with him about his new role and his vision for the program.

Using Simulation to Teach Project Management in the Professional Writing Classroom

ERIC Educational Resources Information Center

Krause, Tim

2010-01-01

It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

Writing for professional publication. Part 5: creating interest.

PubMed

Fowler, John

The first four parts of this series on writing for professional publication focused on the research and preparation required before beginning to write a potential article. In this fifth part of the series, John Fowler, an experienced nursing lecturer and author, explores the final step in preparation for writing: that of creating interest.

My Changed Body: Background, development and acceptability of a self-compassion based writing activity for female survivors of breast cancer.

PubMed

Przezdziecki, Astrid; Alcorso, Jessica; Sherman, Kerry A

2016-05-01

To assess consumer and health professional user acceptability of a web-based self-compassion writing activity to minimize psychological distress related to the negative impact of breast cancer on body image. "My Changed Body" is a web-based writing activity that combines expressive writing with a self-compassionate approach that focuses on cancer-related adverse body image alterations. Breast cancer survivors (n=15) and health professionals (n=20) provided feedback via a survey regarding the appearance, organization and content of the website and writing activity. Both breast cancer survivors and health professionals rated the website highly in terms of design, layout and content. Participants commented positively on the website's clear wording, appealing design and ease of navigation. Suggestions for improving the website included simplifying the instructions for the writing activity and allowing participants' writing to be saved. Results from both breast cancer survivors and health professionals suggest a moderate to high level of user acceptability and positive ratings for the overall impression of the website. Self-compassion based writing interventions can be translated to a web-based self-administered activity for body image difficulties after breast cancer treatment in a format that is acceptable to consumers and health professionals. Copyright © 2016. Published by Elsevier Ireland Ltd.

Resolving writer's block.

PubMed Central

Huston, P.

1998-01-01

PROBLEM BEING ADDRESSED: Writer's block, or a distinctly uncomfortable inability to write, can interfere with professional productivity. OBJECTIVE OF PROGRAM: To identify writer's block and to outline suggestions for its early diagnosis, treatment, and prevention. MAIN COMPONENTS OF PROGRAM: Once the diagnosis has been established, a stepwise approach to care is recommended. Mild blockage can be resolved by evaluating and revising expectations, conducting a task analysis, and giving oneself positive feedback. Moderate blockage can be addressed by creative exercises, such as brainstorming and role-playing. Recalcitrant blockage can be resolved with therapy. Writer's block can be prevented by taking opportunities to write at the beginning of projects, working with a supportive group of people, and cultivating an ongoing interest in writing. CONCLUSIONS: Writer's block is a highly treatable condition. A systematic approach can help to alleviate anxiety, build confidence, and give people the information they need to work productively. PMID:9481467

Is Professional Writing Taught as a Service Course or as a Liberal Arts Course? Report on a National Survey.

ERIC Educational Resources Information Center

Jacobi, Martin J.; Lovitt, Carl R.

A survey investigated whether changes in the curricular status of professional writing have produced concomitant changes in pedagogy. The study examined whether there are more professional writing teachers teaching as they traditionally have or whether teachers are now rethinking their approaches to the subject. A survey instrument was completed…

Crafting an Argument in Steps: A Writing Process Model for Graduate and Professional Students with LD

ERIC Educational Resources Information Center

Kallestinova, Elena

2017-01-01

The paper discusses argument pedagogy for graduate and professional students with learning disabilities (LD) in the context of academic writing. To understand the nature and types of writing problems that graduate and professional students with LD experience, the author presents results of a university-wide survey with the students who did and did…

Preparing Students for the Environmental Workforce

ERIC Educational Resources Information Center

Velez, Lil Fox; Wolfson, Jane L.

2010-01-01

One of the challenges of designing curricula in environmental programs is finding ways to cover the social, scientific, and communication content needed by professionals in the field. The authors describe a sequence of writing, critical thinking, and civic engagement experiences during the junior and senior years. Students practice communicating…

Changing Persepectives from Individual to Organizational Learning

ERIC Educational Resources Information Center

Forman, David C.

2004-01-01

Most training and educational professionals have focused their efforts on inculcating learning within individuals rather than within organizations. This is understandable, writes Forman, because so much needs to be accomplished to improve the efficacy of schools and corporate training programs. The notion of organizational learning has been…

Improving Writing Instruction through Professional Development and Professional Learning Communities (PLC'S): A Case Study of Six Teachers at A Middle School

ERIC Educational Resources Information Center

Marculitis, Terri

2017-01-01

Writing skills are crucial for student success in school. Students are assessed on their ability to write well using both lower (grammar, sentence structure) and higher (writing to respond to literature, demonstrate understanding of a topic) order skills. Writing is also important beyond the classrooms, as many jobs require the use of strong…

Creative writing and dementia care: 'making it real'.

PubMed

Bailey, Catherine; Jones, Romi; Tiplady, Sue; Quinn, Isabel; Wilcockson, Jane; Clarke, Amanda

2016-12-01

Health professionals continue to seek ways to promote positive communication and self-worth when supporting people living with dementia. The value of creative writing techniques as part of reflective practice in nursing and caring for older people with dementia needs further exploration. To introduce creative writing techniques to health professionals as part of dementia-related reflective practice. A local experienced author facilitated creative writing workshops with nine preregistration nursing students (general and mental health), one family carer and five care professionals working with people with dementia. The student nurses reported that the creative writing exercises felt more 'real' than the reflective practice models they had used in their academic and practical studies. Workshop participants also reported they had learnt some creative writing techniques to reduce work-related stress and anxiety. They also saw the impact of writing activities with people living with dementia, which can enable creativity and 'alleviate the common symptoms of depression and anxiety'. Creative writing techniques can support insightful, reflective dementia focused practice. Creative writing, as a tool in reflective practice, may enable health professionals and family carers to become confident and creative partners in older people's care. The added value, time and investment needed to introduce creative writing need to be articulated and acknowledged from within supervision and staffing teams. © 2016 John Wiley & Sons Ltd.

Signature Pedagogy in California State University Educational Doctorates

ERIC Educational Resources Information Center

Slater, Charles; Brown-Welty, Sharon; Cohn, Kathleen; Rodriguez, Jesus

2009-01-01

The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

A Matter of Principals

ERIC Educational Resources Information Center

Fletcher, Geoffrey H.

2009-01-01

Scott McLeod says the great sin in the way professional development is provided in this country is one of omission. On his blog, McLeod, an associate professor in the Department of Educational Leadership and Policy Studies at Iowa State University and the coordinator of the department's Educational Administration Program, writes, "Most of our…

Your Guide to Effective Publications: A Handbook for Campus Publications Professionals.

ERIC Educational Resources Information Center

Arden, Kelvin J.; Whalen, William J.

Advice is provided for carrying out an effective college or university publications and periodicals program. Topics covered include: organizing the publications office; editing and writing techniques; art and design; using photos and photographers; and buying composition and printing. The handbook provides information on standards for designing…

Team-Based Learning in the Humanities Classroom: "Women's Environmental Writing" as a Case Study

ERIC Educational Resources Information Center

Harde, Roxanne

2015-01-01

This essay presents the adaptation of Team-Based Learning (TBL) for a course that uses ecofeminist approaches to environmental literature. Developed originally for use in professional programs, TBL's cornerstones are permanent learning teams, preparation, application, and timely assessment (Michaelsen, Knight, & Fink, 2002). I wanted my…

Simplifying the writing process for the novice writer.

PubMed

Redmond, Mary Connie

2002-10-01

Nurses take responsibility for reading information to update their professional knowledge and to meet relicensure requirements. However, nurses are less enthusiastic about writing for professional publication. This article explores the reluctance of nurses to write, the reasons why writing for publication is important to the nursing profession, the importance of mentoring to potential writers, and basic information about simplifying the writing process for novice writers. Copyright 2002 by American Society of PeriAnesthesia Nurses.

Social work in health care: do practitioners' writings suggest an applied social science?

PubMed

Rehr, H; Rosenberg, G; Showers, N; Blumenfield, S

1998-01-01

There are two sources of literature in social work-one from academics and the other from practitioners. Each group is driven by different motivations to write. Academics seek a 'scientific rationality' for the field, while practitioners assume practical and intuitive reasoning, experience aligned with theory, and the 'art of practice' to guide them. It has been said that practitioners do not write and that 'faculty' are the trustees of the knowledge base of the profession, and are responsible for its promulgation via publication. Practitioners, however, do write about their practice and their programs, and analyze both, but publish much of their work in non-social work media. Their work tends not to be referenced by academic writers. One department's social workers' publications are described. We learn, from their practice writings, what concerns clinicians. Theirs is case-based learning, theoretically supported, in which the organization of services calls for their participation in multi-professional decision-making. There is the growing realization among social workers that practice wisdom and scientific technologies need to be reassessed together to find ways to enhance social work services. Clinicians' knowledge can lead to continuing refinement of practice and enhanced institutional services. If practitioners' writings can be assessed, they may lead to a written practice knowledge base, subject to timely change. Academic and practitioner separateness hampers progress in the field. They need each other, and a shared professional literature. There is beginning indication they are getting together.

Writing for professional publication. Part 12: summary of the series.

PubMed

Fowler, John

The previous articles in this series have explored the practical issues of writing for professional publication. In this final article, John Fowler, an experienced nursing lecturer and author, summarises the series and presents an overview of the practicalities of writing for publication.

Writing for professional publication. Part 6: writing the abstract.

PubMed

Fowler, John

How to get your work published is the essence of this series on writing for professional publication. The first four articles focused on the preparation required before you start writing a potential article, and the previous article examined the importance of creating interest in the reader's mind. In this sixth part of the series, John Fowler, an experienced nursing lecturer and author, discusses the importance of writing the abstract. It examines the content to include and also the importance of writing it in a way which encourages others to read the full article.

Key Writing Challenges of Practice-Based Doctorates

ERIC Educational Resources Information Center

San Miguel, Caroline; Nelson, Cynthia D.

2007-01-01

Building on the increasing interest within English for Academic Purposes (EAP) in postgraduate literacy development, this article examines the complexities of writing research at the academic/professional interface. It analyses two literature reviews by professional doctorate students at an Australian university who were writing research in their…

Lessons of Inscription: Tutor Training and the "Professional Conversation."

ERIC Educational Resources Information Center

Vandenberg, Peter

1999-01-01

Considers the evolution of writing-tutor pedagogies, from the job-specific training of tutorial-centered "practical" manuals to the professionalizing approach that establishes awareness of the specialized discourse of writing-center scholarship. Suggests that the latter approach also writes tutors into the field's most painful and…

Writing Together: Gender's Effect on Collaboration.

ERIC Educational Resources Information Center

Rehling, Louise

1996-01-01

Analyzes the behaviors of over 60 student groups in professional writing classes. Finds gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. Suggests new perspectives on the role of gender for collaborative groups in professional writing classrooms. (PA)

Critical Autobiography in the Professional Doctorate: Improving Students' Writing through the Device of Literature

ERIC Educational Resources Information Center

Eastman, Christine; Maguire, Kate

2016-01-01

This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically and…

Looking for "Resistance" in All the Wrong Places.

ERIC Educational Resources Information Center

Herndl, Carl G.

Recent rhetorical research in professional writing raises the issue of the absence of discussion of "resistance" in professional and nonacademic writing research. A study of a biologist working at the White Sands Missile Range in New Mexico suggests that ideological "resistance" occurs even in the realm of technical writing.…

Putting Writing Research into Practice: Applications for Teacher Professional Development

ERIC Educational Resources Information Center

Troia, Gary A., Ed.; Shankland, Rebecca K., Ed.; Heintz, Anne, Ed.

2010-01-01

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent…

Through Classroom Walls: A Collaborative Public Relations Education for Creating Integrated, Digital Media Campaigns

ERIC Educational Resources Information Center

Geyer-Semple, Victoria

2012-01-01

Public relations (PR) educators and professionals often encounter strife of managing the need of teaching research, writing and critical thinking skills in the classroom. In addition, educators are also tending to the needs of implementing current industry trends into the undergraduate curriculum. In today's undergraduate PR programs significant…

WPA as Rhetor: Scholarly Production and the Difference a Discipline Makes

ERIC Educational Resources Information Center

Dew, Debra Frank

2009-01-01

This article defines applied rhetorical work as integral to the intellectual work of writing program administration and asks our professional organizations to classify it as such within our position statements. With a specific case, it offers a generative framework for representing and assessing the work's scholarly commons for professional…

An academic writing needs assessment of English-as-a-second-language clinical investigators.

PubMed

Wang, Min-Fen; Bakken, Lori L

2004-01-01

Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects. The purpose of this project was to assess the learning needs of ESL clinical investigators regarding academic writing for English scholarly publication. A qualitative evaluation approach was used to examine the gap between the current and desired proficiency level for the academic writing of ESL clinical investigators. We considered the perspectives of seven ESL clinical investigators plus three mentors and three writing instructors. Semi-structured questions were asked. Field notes were organized using a field-work recording system. They were analyzed using the constant comparative method. ESL clinical investigators do not accurately perceive their writing deficiencies. They have little knowledge of criteria for academic writing and they are influenced by their prior English learning experiences in their home culture, which engender passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. Four basic steps are recommended to guide program planners in developing ESL writing activities for professional learning: (1) recognize discrepancies, (2) establish clear standards and performance criteria for scholarly writing, (3) develop individual plans, and (4) organize long-term writing assistance.

Writing Well as an Essential Skill for Professionals in Parks, Recreation, and Tourism: Why Do We Need It and How Do We Do It?

ERIC Educational Resources Information Center

Wells, Mary Sarah; Piatt, Jennifer A.; Paisley, Karen P.

2012-01-01

Although writing is an important skill for all professionals, many students in parks, recreation, and tourism do not see the relevance of learning and applying the skills of writing well in parks, recreation, and tourism courses. This article outlines the reasons good writing is beneficial for students and provides concrete guidelines for how they…

Laying the Foundation for Successful Non-Academic Writing: Professional Communication Principles in the K-5 Curricula of the McKinney Independent School District

ERIC Educational Resources Information Center

Trevino, Marlea

2009-01-01

Traditionally, K-5 students' writing has had a primarily academic aim--to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice--over the long period of time mastery requires--the non-academic writing skills they will be required to…

Development of medical writing in India: Past, present and future.

PubMed

Sharma, Suhasini

2017-01-01

Pharmaceutical medical writing has grown significantly in India in the last couple of decades. It includes preparing regulatory, safety, and publication documents as well as educational and communication material related to health and health-care products. Medical writing requires medical understanding, knowledge of drug development and the regulatory and safety domains, understanding of research methodologies, and awareness of relevant regulations and guidelines. It also requires the ability to analyze, interpret, and present biomedical scientific data in the required format and good writing skills. Medical writing is the fourth most commonly outsourced clinical development activity, and its global demand has steadily increased due to rising cost pressures on the pharmaceutical industry. India has the unique advantages of a large workforce of science graduates and medical professionals trained in English and lower costs, which make it a suitable destination for outsourcing medical writing services. However, the current share of India in global medical writing business is very small. This industry in India faces some real challenges, such as the lack of depth and breadth in domain expertise, inadequate technical writing skills, high attrition rates, and paucity of standardized training programs as well as quality assessment tools. Focusing our time, attention, and resources to address these challenges will help the Indian medical writing industry gain its rightful share in the global medical writing business.

Reading Computer Programs: Instructor’s Guide to Exercises

DTIC Science & Technology

1990-08-01

activities that underlie effective writing, many of which are similar to those underlying software development . The module draws on related work in a number...Instructor’s Guide and Exercises Abstract: The ability to read and understand a computer program is a criti- cal skill for the software developer , yet this...skill is seldom developed in any systematic way in the education or training of software professionals. These materials discuss the importance of

Improving Professional Development by Examining Teachers' Identities, Beliefs, and Practices in Writing Feedback

ERIC Educational Resources Information Center

Reyes, Lisa Darlene

2017-01-01

The unpreparedness of some regular classroom teachers of English Language Learners (ELLS) to provide appropriate writing feedback and receive improved professional development to combat low student progress have resulted in researcher debate about how and why teachers provide feedback. Some teachers have become frustrated with writing feedback as…

International Perspectives on Plagiarism and Considerations for Teaching International Trainees

PubMed Central

Heitman, Elizabeth; Litewka, Sergio

2010-01-01

In the increasingly global community of biomedical science and graduate science education, many US academic researchers work with international trainees whose views on scientific writing and plagiarism can be strikingly different from US norms. Although a growing number of countries and international professional organizations identify plagiarism as research misconduct, many international trainees come from research environments where plagiarism is ill-defined and even commonly practiced. Two research-ethics educators consider current perspectives on plagiarism around the world and contend that US research-training programs should focus on trainees’ scientific writing skills and acculturation, not simply on preventing plagiarism. PMID:21194646

Writing for professional publication. Part 1: Motivation.

PubMed

Fowler, Dr John

Writing for professional publication can be a daunting prospect, but, with a little effort and the right motivation, it can be a rewarding and career-enhancing experience. And the good news is, it's not as difficult as it may sound. In this first part of a series of articles on writing for professional publication, John Fowler, an experienced nursing lecturer and author, discusses perhaps the most important factor in seeing your work published: motivation. Forthcoming issues will explore different aspects of publication and include advice and practical tips.

Professional Development: A Skills Approach to a Writing Workshop

ERIC Educational Resources Information Center

Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

2014-01-01

In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

Practicing Professional Communication Principles by Creating Public Service Announcements

ERIC Educational Resources Information Center

Fredrick, Terri

2008-01-01

A primary goal of most introductory business and technical communication courses is to introduce students to the idea that the professional communication most of them will engage in is different from the writing they do for academic purposes. This overall idea covers several principles concerning professional writing. However, implementing active…

Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

USGS Publications Warehouse

Repine, T.E.; Hemler, D.A.; Behling, R.E.

2004-01-01

A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

Empowering Students to Write and Re-Write: Standards-Based Strategies for Middle and High School Teachers

ERIC Educational Resources Information Center

Combs, Warren E.

2009-01-01

In this book, the author provides teachers with detailed strategies and lesson plans, along with real student writing samples. He describes effective routines of formative self-assessment, and shows teachers how to form a professional learning team with their colleagues using the 6-session professional learning guide. Contents include: (1)…

Changing Academic Identities in Changing Academic Workplaces: Learning from Academics' Everyday Professional Writing Practices

ERIC Educational Resources Information Center

Lea, Mary R.; Stierer, Barry

2011-01-01

In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

Giving Our Students Professional Voice: Development and Implementation of a BSW Course on Writing for Agency Practice

ERIC Educational Resources Information Center

Thomas, Jeanne L.; Schuster, Elizabeth O.; Fuller, Alison R.

2016-01-01

In social work practice, writing is a tool for advocacy, communication with clients, and other professionals, and accountability. In virtually all practice settings, workers at every organizational level invest significant time and effort in writing. However, the social work education literature reveals little attention to teaching BSW students to…

Writing beyond Borders: Rethinking the Relationship between Composition Studies and Professional Writing

ERIC Educational Resources Information Center

Bay, Jennifer

2010-01-01

This essay attempts to forge connections between the fields of Composition Studies and professional writing. I argue that a stronger relationship would foster more sustainable ties in light of the corporate university and global capitalism. I point to three of what Dale Jacobs calls threshold spaces, sites where we can foster a culture of…

SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

ERIC Educational Resources Information Center

McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin

2014-01-01

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

42 CFR 50.304 - Life of the mother would be endangered.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Life of the mother would be endangered. 50.304... the Public Health Service § 50.304 Life of the mother would be endangered. Federal financial... writing to the program or project, that on the basis of his/her professional judgment, the life of the...

Women in Composition: Where Are We Going and How Do We Get There?

ERIC Educational Resources Information Center

Reagan, Sally Barr

A study examined the status of women in composition (focusing on writing program administration), how they achieved this status and at what costs. Twenty women who are considered leaders in the field answered questionnaires dealing with training and background, administrative duties, and the effects on their personal and professional lives.…

Examining Perspectives of Entry-Level Teacher Candidates: A Comparative Study

ERIC Educational Resources Information Center

Liu, Ping

2010-01-01

This study examines entry-level teacher candidates on career choice, professional goals and view on a teacher's role. The candidates were enrolled in two elementary teacher education programs in the People's Republic of China and the United States of America. A total of 66 participants responded in writing to three questions about why they decided…

From Inception to Reflection: Ohio's K-4 Content-Enriched Mandarin Chinese Curriculum

ERIC Educational Resources Information Center

Robinson, Deborah W.

2009-01-01

In 2006 the Ohio Department of Education (ODE) submitted and received a three-year Foreign Language Assistance Program grant from the U.S. Department of Education to write and pilot a K-4 content-enriched Mandarin curriculum and to build online professional development modules to support the curriculum. Once funded, ODE formed an advisory…

Literacy Look-Fors: An Observation Protocol to Guide K-6 Classroom Walkthroughs

ERIC Educational Resources Information Center

McEwan-Adkins, Elaine K.

2011-01-01

With all of the reform models, research-based programs, leadership training, and professional development focused on reading and writing, we certainly know more about literacy today than we ever have before. So why are schools still suffering with low literacy levels? The answer lies in ineffective and unbalanced literacy instruction. Through the…

Preparing Students to Write a Professional Philosophy of Recreation Paper

ERIC Educational Resources Information Center

Stevens, Cheryl; Schneider, Paige P.; Johnson, Corey W.

2012-01-01

This paper describes a process for guiding students through the writing of a Professional Philosophy of Recreation Paper and a one-page philosophy statement suitable for use in students' professional portfolios. The authors describe how the review of recreation education literature, scholarship on teaching and learning, and assessment of student…

Statewide and District Professional Development in Standards: Addressing Teacher Equity. Models of Inservice. National Writing Project at Work

ERIC Educational Resources Information Center

Koch, Richard; Roop, Laura; Setter, Gail

2006-01-01

The National Writing Project at Work (NWP) monograph series documents how the National Writing Project model is implemented and developed at local sites across the country. These monographs describe NWP work, which is often shared informally or in workshops. Richard Koch and Laura Roop present a model of standards-based professional development…

Features of a Post-Identitarian Pedagogy (with Reference to Postgraduate Student Writing and the Continuing Professional Development of Teachers)

ERIC Educational Resources Information Center

Done, Elizabeth; Knowler, Helen

2013-01-01

This article responds to Aitchson's observation that development of new pedagogic practices for teaching writing is inhibited by lack of research into how such pedagogies work in practice. The article refers to research into the introduction of a module, "Writing as Professional Development", on a part-time master's-level programme for…

Writing for professional publication. Part 7: structure and presentation.

PubMed

Fowler, John

How to get your work published is the essence of this series on writing for professional publication. The previous articles focused on the preparation required before you start writing your article, ways to create interest in the reader's mind, and the importance of writing a well-constructed abstract. In this article John Fowler, an experienced nursing lecturer and author, discusses the structure and presentation of a potential article and how this differs from an essay that may have been written as part of a university course.

Writing for professional publication. Part 8: targeting the right journal.

PubMed

Fowler, John

The previous articles in this series of writing for professional publication focused on the preparation you need to do before starting to write an article, the practicalities of writing the abstract, creating interest in the reader's mind, and how an article for publication differs from an academic essay. Recently we considered the importance of selecting the correct journal for submission. In this article, John Fowler, an experienced nursing lecturer and author, discusses how client case studies can be used within your article.

Writing for professional publication. Part 9: using client case studies.

PubMed

Fowler, John

The previous articles in this series of writing for professional publication focused on the preparation you need to do before starting to write an article, the practicalities of writing the abstract, creating interest in the reader's mind, and how an article for publication differs from an academic essay. Recently we considered the importance of selecting the correct journal for submission. In this article, John Fowler, an experienced nursing lecturer and author, discusses how client case studies can be used within your article.

Tips for scholarly writing in nursing.

PubMed

Dexter, P

2000-01-01

Professional nurses, and certainly those in academia and nursing service leadership positions, are experiencing an increasing need for writing skills. Among the most important skills required for scholarly writing are those relating to critical thinking. With this in mind, suggestions for scholarly writing in nursing are presented in this article, organized according to Paul's criteria for critical thinking: clarity, precision, specificity, accuracy, relevance, consistency, logicalness, depth, completeness, significance, fairness, and adequacy for purpose. Although becoming proficient in scholarly writing takes time and effort, the rewards in terms of career advancement, professional contributions, and personal satisfaction and enjoyment are considerable.

Geocognition Research: An International Discipline (Invited)

NASA Astrophysics Data System (ADS)

Libarkin, J.

2009-12-01

Geocognition and geoscience education research have experienced a dramatic increase in research productivity and graduate student training in the past decade. At this writing, over twelve U.S. graduate programs dedicated to geocognition and geoscience education research exist within geoscience departments, with numerous other programs housed within education. International research programs are experiencing similar increases in these research domains. This insurgence of graduate training opportunities is due in large part to several factors, including: An increased awareness of the importance of Earth Systems Science to public understanding of science, particularly in light of global concern about climate change; new funding opportunities for science education, cognitive science, and geoscience education research; and, engagement of a significant part of the geosciences and education communities in writing new standards for Earth Systems literacy. Existing research programs blend geoscience content knowledge with research expertise in education, cognitive science, psychology, sociology and related disciplines. Research projects reflect the diversity of interests in geoscience teaching and learning, from investigations of pedagogical impact and professional development to studies of fundamental geocognitive processes.

Towson University's Professional Science Master's Program in Applied Physics: The first 5 years

NASA Astrophysics Data System (ADS)

Kolagani, Rajeswari

It is a well-established fact that the scientific knowledge and skills acquired in the process of obtaining a degree in physics meet the needs of a variety of positions in multiple science and technology sectors. However, in addition to scientific competence, challenging careers often call for skills in advanced communication, leadership and team functions. The professional science master's degree, which has been nick-named as the `Science MBA', aims at providing science graduates an edge both in terms of employability and earning levels by imparting such skills. Our Professional Science Master's Program in Applied Physics is designed to develop these `plus' skills through multiple avenues. In addition to advanced courses in Applied Physics, the curriculum includes graduate courses in project management, business and technical writing, together with research and internship components. I will discuss our experience and lessons learned over the 5 years since the inception of the program in 2010. The author acknowledges support from the Elkins Professorship of the University System of Maryland.

Development of medical writing in India: Past, present and future

PubMed Central

Sharma, Suhasini

2017-01-01

Pharmaceutical medical writing has grown significantly in India in the last couple of decades. It includes preparing regulatory, safety, and publication documents as well as educational and communication material related to health and health-care products. Medical writing requires medical understanding, knowledge of drug development and the regulatory and safety domains, understanding of research methodologies, and awareness of relevant regulations and guidelines. It also requires the ability to analyze, interpret, and present biomedical scientific data in the required format and good writing skills. Medical writing is the fourth most commonly outsourced clinical development activity, and its global demand has steadily increased due to rising cost pressures on the pharmaceutical industry. India has the unique advantages of a large workforce of science graduates and medical professionals trained in English and lower costs, which make it a suitable destination for outsourcing medical writing services. However, the current share of India in global medical writing business is very small. This industry in India faces some real challenges, such as the lack of depth and breadth in domain expertise, inadequate technical writing skills, high attrition rates, and paucity of standardized training programs as well as quality assessment tools. Focusing our time, attention, and resources to address these challenges will help the Indian medical writing industry gain its rightful share in the global medical writing business. PMID:28194338

Undergraduate Writing Majors and the Rhetoric of Professionalism

ERIC Educational Resources Information Center

Weisser, Christian; Grobman, Laurie

2012-01-01

The authors draw on two surveys conducted in 2009-10 with graduates from the BA in Professional Writing at Penn State Berks, a branch campus of Penn State University. The surveys led the authors to understand a set of common attributes among our alumni (what they call a "rhetoric of professionalism") while at the same time problematizing…

SciJourn is magic: construction of a science journalism community of practice

NASA Astrophysics Data System (ADS)

Nicholas, Celeste R.

2017-06-01

This article is the first to describe the discoursal construction of an adolescent community of practice (CoP) in a non-school setting. CoPs can provide optimal learning environments. The adolescent community centered around science journalism and positioned itself dichotomously in relationship to school literacy practices. The analysis focuses on recordings from a panel-style research interview from an early implementation of the Science Literacy Through Science Journalism (SciJourn) project. Researchers trained high school students participating in a youth development program to write science news articles. Students engaged in the authentic practices of professional science journalists, received feedback from a professional editor, and submitted articles for publication. I used a fine-grained critical discourse analysis of genre, discourse, and style to analyze student responses about differences between writing in SciJourn and in school. Students described themselves as agentic in SciJourn and passive in school, using an academic writing discourse of deficit to describe schooling experiences. They affiliated with and defined a SciJourn CoP, constructing positive journalistic identities therein. Educators are encouraged to develop similar CoPs. The discursive features presented may be used to monitor the development of communities of practice in a variety of settings.

International perspectives on plagiarism and considerations for teaching international trainees.

PubMed

Heitman, Elizabeth; Litewka, Sergio

2011-01-01

In the increasingly global community of biomedical science and graduate science education, many US academic researchers work with international trainees whose views on scientific writing and plagiarism can be strikingly different from US norms. Although a growing number of countries and international professional organizations identify plagiarism as research misconduct, many international trainees come from research environments where plagiarism is ill-defined and even commonly practiced. Two research-ethics educators consider current perspectives on plagiarism around the world and contend that US research-training programs should focus on trainees' scientific writing skills and acculturation, not simply on preventing plagiarism. Copyright © 2011 Elsevier Inc. All rights reserved.

Engaging Teenagers in Astronomy Using the Lens of Next Generation Science Standards and Common Core State Standards (Abstract)

NASA Astrophysics Data System (ADS)

Gillette, S.; Wolf, D.; Harrison, J.

2017-12-01

(Abstract only) The Vanguard Double Star Workshop has been developed to teach eighth graders the technique of measuring position angle and separation of double stars. Through this program, the students follow in the footsteps of a professional scientist by researching the topic, performing the experiment, writing a scientific article, publishing a scientific article, and finally presenting the material to peers. An examination of current educational standards grounds this program in educational practice and philosophy.

Engaging Teenagers in Astronomy Using the Lens of Next Generation Science Standards and Common Core State Standards

NASA Astrophysics Data System (ADS)

Gillette, Sean; Wolf, Debbie; Harrison, Jeremiah

2017-06-01

The Vanguard Double Star Workshop has been developed to teach eighth graders the technique of measuring position angle and separation of double stars. Through this program, the students follow in the footsteps of a professional scientist by researching the topic, performing the experiment, writing a scientific article, publishing a scientific article, and finally presenting the material to peers. An examination of current educational standards grounds this program in educational practice and philosophy.

Transitioning from Students to Professionals: Using a Writing across the Curriculum Model to Scaffold Portfolio Development

ERIC Educational Resources Information Center

Elliott, Lori; Daily, Nancy Lee; Fredricks, Lori; Graham, Meadow Sherrill

2008-01-01

Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis,…

Professional Teacher Education Module Series. Develop Student Performance Objectives, Module B-2 of Category B--Instructional Planning.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This second in a series of six learning modules on instructional planning is designed to give secondary and postsecondary vocational teachers skill in writing student performance objectives which spell out for teachers, students, and prospective employers exactly what is expected of students in the program. It is also intended to give experience…

Co-Teaching to Support Early Adolescents' Writing Development in an Inclusive Summer Enrichment Program

ERIC Educational Resources Information Center

Chandler-Olcott, Kelly

2017-01-01

Co-teaching, defined by Friend and Cook (2013) as substantive instruction by two or more professionals of a diverse group of learners in a shared space, has long been a key feature of middle level instruction. This article reports on a four-year formative experiment (Reinking & Bradley, 2008) intended to generate insights to guide teachers'…

Project CRISS[R] (CReating Independence through Student-owned Strategies). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

Project CRISS[R] (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for 3rd- through 12th-grade students. The implementation of Project CRISS[R] does not require a change in the curriculum or materials being used in the classroom, but…

A Pedagogy of Critical and Cultural Empowerment: What We Talk about in Graduate Teaching Seminars.

ERIC Educational Resources Information Center

Smith, Philip E., II

For the past five years it has been an ongoing programmatic concern at the University of Pittsburgh to provide a location in the graduate curriculum for discussion of professional and pedagogical issues that relate directly to the teaching, writing, and research projects of the teaching assistants and teaching fellows. The program was constituted…

Teachers' Assessments of Professional Development Quality, Value, and Benefits: Results from Seven Annual Surveys of Participants in National Writing Project Summer Institutes

ERIC Educational Resources Information Center

Stokes, Laura; St. John, Mark

2008-01-01

The National Writing Project (NWP) is the nation's premier professional development network dedicated to improving the teaching of writing. The NWP network comprises nearly 200 local sites in all 50 states, Puerto Rico, and the Virgin Islands. This report presents the results of a seven-year survey study of teachers participating in NWP summer…

Interactive and Hands-on Methods for Professional Development of Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Pressley, S. N.; LeBeau, J. E.

2016-12-01

Professional development workshops for undergraduate research programs can range from communicating science (i.e. oral, technical writing, poster presentations), applying for fellowships and scholarships, applying to graduate school, and learning about careers, among others. Novel methods of presenting the information on the above topics can result in positive outcomes beyond the obvious of transferring knowledge. Examples of innovative methods to present professional development information include 1) An interactive session on how to write an abstract where students are given an opportunity to draft an abstract from a short technical article, followed by discussion amongst a group of peers, and comparison with the "published" abstract. 2) Using the Process Oriented Guided Inquiry Learning (POGIL) method to evaluate and critique a research poster. 3) Inviting "experts" such as a Fulbright scholar graduate student to present on applying for fellowships and scholarships. These innovative methods of delivery provide more hands-on activities that engage the students, and in some cases (abstract writing) provide practice for the student. The methods also require that students develop team work skills, communicate amongst their peers, and develop networks with their cohort. All of these are essential non-technical skills needed for success in any career. Feedback from students on these sessions are positive and most importantly, the students walk out of the session with a smile on their face saying how much fun it was. Evaluating the impact of these sessions is more challenging and under investigation currently.

Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction

ERIC Educational Resources Information Center

McQuitty, Vicki

2011-01-01

Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on Writing, 2006). However, there is currently little evidence about the knowledge teachers need to teach writing well, and it is therefore difficult for teacher…

Nurturing Interdisciplinary Competence in Academic Writing Classes: Two Taiwanese TESOL Professionals' Shared Journey

ERIC Educational Resources Information Center

Chen, Cheryl Wei-yu; Wang, Hung-chun

2016-01-01

This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…

What Desktop Publishing Can Teach Professional Writing Students about Publishing.

ERIC Educational Resources Information Center

Dobberstein, Michael

1992-01-01

Points out that desktop publishing is a metatechnology that allows professional writing students access to the production phase of publishing, giving students hands-on practice in preparing text for printing and in learning how that preparation affects the visual meaning of documents. (SR)

Effects of Coaching on Educators' and Preschoolers' Use of References to Print and Phonological Awareness during a Small-Group Craft/Writing Activity

ERIC Educational Resources Information Center

Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

Purpose: The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Method: Thirty-one educators and 4 children from each of their classrooms (N = 121)…

Exploring Our Horizons. National Conference on Alternative and External Degree Programs for Adults (12th, Evanston, Illinois, October 8-10, 1992).

ERIC Educational Resources Information Center

Alliance, an Association for Alternative Degree Programs.

This report of a workshop on various aspects of adult learning and education contains the following papers: "Take This Job And Shape It: Using Journal Writing to Enrich Your Professional Life" (David Shallenberger, Phyllis Walden); "Assessing Math Skills of Adult Learners" (Betty Hurley Lawrence); "Using Visual Arts for Cultural Analysis: Adult…

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

PubMed Central

Gill, Anne C.; Teal, Cayla R.; Morrison, Laura J.

2013-01-01

Abstract Background Medical education leaders have called for a curriculum that proactively teaches knowledge, skills, and attitudes required for professional practice and have identified professionalism as a competency domain for medical students. Exposure to palliative care (PC), an often deeply moving clinical experience, is an optimal trigger for rich student reflection, and students' reflective writings can be explored for professional attitudes. Objective Our aim was to evaluate the merit of using student reflective writing about a PC clinical experience to teach and assess professionalism. Methods After a PC patient visit, students wrote a brief reflective essay. We explored qualitatively if/how evidence of students' professionalism was reflected in their writing. Five essays were randomly chosen to develop a preliminary thematic structure, which then guided analysis of 30 additional, randomly chosen essays. Analysts coded transcripts independently, then collaboratively, developed thematic categories, and selected illustrative quotes for each theme and subtheme. Results Essays revealed content reflecting more rich information about students' progress toward achieving two professionalism competencies (demonstrating awareness of one's own perspectives and biases; demonstrating caring, compassion, empathy, and respect) than two others (displaying self-awareness of performance; recognizing and taking actions to correct deficiencies in one's own behavior, knowledge, and skill). Conclusions Professional attitudes were evident in all essays. The essays had limited use for formal summative assessment of professionalism competencies. However, given the increasing presence of PC clinical experiences at medical schools nationwide, we believe this assessment strategy for professionalism has merit and deserves further investigation. PMID:23937062

Mythbusting Medical Writing: Goodbye, Ghosts! Hello, Help!

PubMed

Hamilton, Cindy W; Gertel, Art; Jacobs, Adam; Marchington, Jackie; Weaver, Shelley; Woolley, Karen

To meet ethical and scientific obligations, authors should submit timely, high-quality manuscripts. Authors, however, can encounter ethical (e.g., authorship designation) and practical (e.g., time and resource limitations) challenges during manuscript preparation. Could professional medical writers-not ghostwriters-help authors address these challenges? This essay summarizes evidence countering three myths that may have hindered authors from considering the use of professional medical writers. Authors with sufficient time, writing expertise, and reporting guideline knowledge may meet their obligations without writing assistance. Unfortunately, not all authors are in this position. Decisions about writing support should be based on evidence, not myths.

Teaching the Writing Methods Course: A Multiple Case Study of Teachers' Professional Journeys, Teaching Contexts, Theoretical Frames, and Courses

ERIC Educational Resources Information Center

Sovis, Kristin A. K.

2014-01-01

This study, situated within the fields of English education and writing teacher education, illustrates not only "what" is happening in writing methods courses but why in its examination of writing methods courses and instructor influences. The writing methods course is identified by English educators and writing teacher educators as…

Writeaerobics: 40 Workshop Exercises To Improve Your Writing Teaching. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Thomason, Tommy

To teach writing well, teachers need three things: first, they have to understand writing itself, as well as writing pedagogy; second, they need to be writers themselves; and third, they need to know how to communicate their knowledge about writing effectively to their students. This book is based on the premise that writing ability--and teaching…

A Hermeneutic Phenomenological Study of the Experience of Teacher-Learners

ERIC Educational Resources Information Center

Bechtel, Patricia L.

2011-01-01

Teachers who choose to participate in professional development to acquire new instructional methods or enhance their content knowledge are teacher-learners. For this study, data consisted of the reflective writings of 19 secondary mathematics and science teacher-learners in an 11-month professional development project. These writings provided a…

Networking Pedagogies for Professional Writing Students

ERIC Educational Resources Information Center

Bay, Jennifer

2010-01-01

This essay proposes that in light of what has been called the "new economy," writing instructors need to rethink some of the pedagogical approaches and theories they use to professionalize their students. While at one time the concept of experiential or situated learning was useful for maximizing educational possibilities, everyone has moved into…

Teacher as Writer: Entering the Professional Conversation.

ERIC Educational Resources Information Center

Dahl, Karin L., Ed.

This book, featuring teacher writers from all levels of education, offers consciousness-raising stories of the teachers' first steps toward authorship, advice for all aspects of the Writing process, suggestions for conducting writing groups, and a wealth of insider information on how to develop quality articles for professional journals and get…

Scaffolding Collaborative Reflective Writing in a VET Curriculum

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2014-01-01

Learning journal writing is an effective tool to foster the development of reflective capacity in the context of Vocational Education and Training (VET) if conceived as a collection of descriptions and reflections on real professional experiences. Reporting professional situations in a learning journal outside the workplace in turn fosters the…

Gender Scripts in Professional Writing Textbooks.

ERIC Educational Resources Information Center

Carrell, David

1991-01-01

Examines sexual stereotypes in selected professional writing textbooks published from the 1930s to the 1950s. Maintains that these textbooks--portraying women as subservient, emotional, and frivolous, and men as decisive, logical, and strong--suggest that men are more suited for positions of authority, and have played an important role in…

Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity.

PubMed

Milburn, Trelani F; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-04-01

The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Thirty-one educators and 4 children from each of their classrooms (N = 121) were randomly assigned to an experimental group (21 hr of in-service workshops plus 5 coaching sessions) and a comparison group (workshops alone). The in-service workshops included instruction on how to talk about print and phonological awareness during a post-story craft/writing activity. All educators were video-recorded during a 15-min craft/writing activity with a small group of preschoolers at pretest and posttest. All videotapes were transcribed and coded for verbal references to print and phonological awareness by the educators and children. Although at posttest, there were no significant group differences in the educators' or the children's references to print as measured by rate per minute, both the educators and the children in the experimental group used a significantly higher rate per minute of references to phonological awareness relative to the comparison group. Professional development that included coaching with a speech-language pathologist enabled educators and children to engage in more phonological awareness talk during this activity.

A writing intensive introductory course for RN to BSN students.

PubMed

Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D

2014-01-01

This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.

Kids Writing Comic Books: Lessons from the Professionals.

ERIC Educational Resources Information Center

Chilcoat, George W.; And Others

1991-01-01

Provides tips for comic book writing that have been gathered from actual comic book authors and can be used in minilessons for writing workshops in the classroom. Focuses on five specific components of comic book writing: plot development, layout, drawing, narration, and the cover page. (MG)

Contextualize Technical Writing Assessment to Better Prepare Students for Workplace Writing: Student-Centered Assessment Instruments

ERIC Educational Resources Information Center

Yu, Han

2008-01-01

To teach students how to write for the workplace and other professional contexts, technical writing teachers often assign writing tasks that reflect real-life communication contexts, a teaching approach that is grounded in the field's contextualized understanding of genre. This article argues to fully embrace contextualized literacy and better…

Writing for Publication as a Tool in Teacher Development

ERIC Educational Resources Information Center

Rathert, Stefan; Okan, Zühal

2015-01-01

Writing is widely accepted as a tool in the personal and professional development of teachers. Among other forms of teacher writing, writing for publication is rather unusual as it requires courage to share ideas and unfavourable working conditions prevent teachers from finding time and space to write for publication in the first place. In this…

Using Written Narratives in Public Health Practice: A Creative Writing Perspective

PubMed Central

Kreuter, Matthew W.

2014-01-01

Narratives have become an increasingly common health communication tool in recent years. Vivid, engaging writing can help audiences identify with storytellers and understand health messages, but few public health practitioners are trained to create such stories. A transdisciplinary perspective, informed by both creative writing advice and evidence-based public health practices, can help public health professionals use stories more effectively in their work. This article provides techniques for creating written narratives that communicate health information for chronic disease prevention. We guide public health professionals through the process of soliciting, writing, and revising such stories, and we discuss challenges and potential solutions. PMID:24901794

A systematic writing program as a tool in the grief process: part 1.

PubMed

Furnes, Bodil; Dysvik, Elin

2010-12-06

The basic aim of this paper is to suggest a flexible and individualized writing program as a tool for use during the grief process of bereaved adults. An open, qualitative approach following distinct steps was taken to gain a broad perspective on the grief and writing processes, as a platform for the writing program. Following several systematic methodological steps, we arrived at suggestions for the initiation of a writing program and its structure and substance, with appropriate guidelines. We believe that open and expressive writing, including free writing and focused writing, may have beneficial effects on a person experiencing grief. These writing forms may be undertaken and systematized through a writing program, with participation in a grief writing group and with diary writing, to achieve optimal results. A structured writing program might be helpful in promoting thought activities and as a tool to increase the coherence and understanding of individuals in the grief process. Our suggested program may also be a valuable guide to future program development and research.

Using Cases in Graduate-Level Professional Writing Classes.

ERIC Educational Resources Information Center

Graves, Heather Brodie

1999-01-01

Discusses the incorporation of cases to help students understand the issues inherent in corporate communication. Finds that the cases significantly improve the quality of education gained by the students. Concludes that cases provide a variety of contexts and examples for professional writing that enlighten students as to the range of documents,…

Avoiding Professional Publication Panic: Advice to New Scholars Seeking to Publish in the Field of Early Childhood Education

ERIC Educational Resources Information Center

Hoot, James L.; Szente, Judit

2013-01-01

This article provides practical strategies for beginning scholars to assist in writing for professional publications. Specific strategies include awareness/understanding of publication requirements of institutions, types of manuscripts, creating time and space for writing, knowing publication outlets in the field, ethics/plagiarism, the manuscript…

Striking a Balance: The Speechwriting Educator's Perspective.

ERIC Educational Resources Information Center

Tarver, Jerry

The content of a good speech writing course includes an explanation of the function and impact of speech writers, an examination of speeches produced by professional writers, and a focus on the sharpening of students' writing skills. The content must also be balanced between the practical/professional and the abstract/academic aspects of the…

Gender Difference and Student Writing.

ERIC Educational Resources Information Center

Flynn, Elizabeth A.

An exploratory study examined gender differences in writing in the essays of five male and five female freshman composition students. The findings suggest parallels between the writing and speaking behaviors of men and women students and between student writing and the work of male and female professional writers. The male students made few…

Writing Self-Efficacy and Written Communication Skills

ERIC Educational Resources Information Center

Mascle, Deanna DeBrine

2013-01-01

Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…

Essentials of Basic Writing Pedagogy for Librarians

ERIC Educational Resources Information Center

King, Reabeka

2012-01-01

There is an ongoing paradigm shift in librarianship that prompts the application of pedagogy throughout our professional practice. In light of the special attention to basic writing development in community college curricula, this article provides an overview of basic writing pedagogy. It discusses the overall college-level writing and research…

Should Scientists Be Involved in Teaching Science Writing and If So, How?

ERIC Educational Resources Information Center

Goodell, Rae

Realizing the importance of writing skills in communicating with other professionals and in educating the public, scientists and scientific institutions have renewed their interest in the writing education of science students. Informal surveys show that technological and engineering schools are reinstituting writing requirements and staffing the…

Writing for Professional Publication: Three Road Signs for Writing Success

ERIC Educational Resources Information Center

Buttery, Thomas J.

2010-01-01

In the first edition of Writing for Publication: An Organizational Paradigm (Buttery, 2010), I recommend a model for organizing theoretical articles. The process includes seven components: title, introduction, outline/advanced organizer, headings, transitions, summary and references. This article will focus on the writing process. The strands of…

A Correlational Study of Special Education Teachers' Qualifications and Preferred Writing Instructional Strategy

ERIC Educational Resources Information Center

Holzhauer, Kim Elaine

2013-01-01

The purpose of the current quantitative correlational study was to investigate the relationship the qualifications of special education teachers and their preferred writing instruction method either formulaic or process writing. The study investigated the relationship between professional development in writing instruction, years of experience,…

Enhancing Undergraduate Students' Research and Writing

ERIC Educational Resources Information Center

Lumpkin, Angela

2015-01-01

Concern about the research and writing abilities of undergraduate students led to the development, implementation and enhancement of four sequential writing assignments in an introductory course. These writing assignments--which included a report on an interview of a professional in the field, a research paper on an aspirational career, a research…

Writing in the Professions: An Internship for Interdisciplinary Students

ERIC Educational Resources Information Center

Bourelle, Tiffany

2015-01-01

This article considers how professional writing courses can prepare students in various disciplines for the workforce. Specifically, I argue for Writing in the Disciplines (WID) internships where students learn to write documents relevant for their careers while participating in practical work experiences. In the WID internships I describe,…

Exploring Connections between Creative Thinking and Higher Attaining Writing

ERIC Educational Resources Information Center

Copping, Adrian

2018-01-01

This paper explores writing pedagogy in the primary classroom and connections between children thinking creatively and their achievement in writing. Initially 'continuing professional development' for teachers, I designed and facilitated a two-day writing workshop with a class of children around the theme of a Victorian murder mystery. This was…

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

PubMed Central

Shernoff, David J.; Sinha, Suparna; Bressler, Denise M.; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD. PMID:28670294

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

PubMed

Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD.

Uses and Benefits of Journal Writing.

ERIC Educational Resources Information Center

Hiemstra, Roger

2001-01-01

Describes various types of journals: learning journals, diaries, dream logs, autobiographies, spiritual journals, professional journals, interactive reading logs, theory logs, and electronic journals. Lists benefits of journal writing and ways to overcome writing blocks. (Contains 19 references.) (SK)

The Impact of an eHealth Portal on Health Care Professionals' Interaction with Patients: Qualitative Study.

PubMed

Das, Anita; Faxvaag, Arild; Svanæs, Dag

2015-11-24

People who undergo weight loss surgery require a comprehensive treatment program to achieve successful outcomes. eHealth solutions, such as secure online portals, create new opportunities for improved health care delivery and care, but depend on the organizational delivery systems and on the health care professionals providing it. So far, these have received limited attention and the overall adoption of eHealth solutions remains low. In this study, a secure eHealth portal was implemented in a bariatric surgery clinic and offered to their patients. During the study period of 6 months, 60 patients and 5 health care professionals had access. The portal included patient information, self-management tools, and communication features for online dialog with peers and health care providers at the bariatric surgery clinic. The aim of this study was to characterize and assess the impact of an eHealth portal on health care professionals' interaction with patients in bariatric surgery. This qualitative case study involved a field study consisting of contextual interviews at the clinic involving observing and speaking with personnel in their actual work environment. Semi-structured in-depth interviews were conducted with health care professionals who interacted with patients through the portal. Analysis of the collected material was done inductively using thematic analysis. The analysis revealed two main dimensions of using an eHealth portal in bariatric surgery: the transparency it represents and the responsibility that follows by providing it. The professionals reported the eHealth portal as (1) a source of information, (2) a gateway to approach and facilitate the patients, (3) a medium for irrevocable postings, (4) a channel that exposes responsibility and competence, and (5) a tool in the clinic. By providing an eHealth portal to patients in a bariatric surgery program, health care professionals can observe patients' writings and revelations thereby capturing patient challenges and acting and implementing measures. Interacting with patients through the portal can prevent dropouts and deterioration of patients' health. However, professionals report on organizational challenges and personal constraints related to communicating with patients in writing online. Further development of guidelines and education of health care professionals about how to handle, prioritize, communicate, and facilitate patients online is required in addition to increased attention to the organizational infrastructures and incentives for enabling such solutions in health care.

How to develop and write a case for technical writing

NASA Technical Reports Server (NTRS)

Couture, B.; Goldstein, J.

1981-01-01

Case of different sizes and shapes for teaching technical writing to engineers at Wayne State University have been developed. The case approach was adopted for some assignments because sophomores and juniors lacked technical expertise and professional knowledge of the engineering world. Cases were found to be good exercises, providing realistic practice in specific writing tasks or isolating particular skills in the composing process. A special kind of case which narrates the experiences of one technical person engaged in the problem-solving process in a professional rhetorical situation was developed. This type of long, realistic fiction is called a an "holistic" case. Rather than asking students to role-play a character, an holistic case realistically encompasses the whole of the technical writing process. It allows students to experience the total communication act in which the technical task and data are fully integrated into the rhetorical situation and gives an opportunity to perform in a realistic context, using skills and knowledge required in communication on the job. It is believed that the holistic case most fully exploits the advantages of the case method for students of professional communication.

The Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1996.

ERIC Educational Resources Information Center

Loofbourrow, Peggy Trump, Ed.; Peterson, Art, Ed.

1996-01-01

This publication is devoted to concerns surrounding the teaching and learning of writing, and offers resources and ideas for professionals, including articles, interviews with prominent members of the field, book reviews, and brief updates on research by the National Center for the Study of Writing and National Writing Project activities. Articles…

Professional Writing in the English Classroom: Beyond Language--The Grammar of Document Design

ERIC Educational Resources Information Center

Bush, Jonathan; Zuidema, Leah A.

2011-01-01

As teachers of writing, the authors know that choices matter: the more choices they can give their students, the better their writing will be--and the better writers they'll become. Many teachers design their courses as writing workshops, so that students make choices about the genres they compose in. They structure writing assignments so that…

Writing Pictures K-12: A Bridge to Writing Workshop. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Takenishi, Michelle; Takenishi, Hal

This book describes "Writing Pictures," a daily developmental writing exercise in which students visualize a moment in their life of their own choosing, sketch it quickly, and write four guided sentences in paragraph format about it. Beginning with level one, it takes students through the basic format, and, with time, students progress upward…

The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

NASA Astrophysics Data System (ADS)

Kravchuk, Deborah A.

With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

Interpreting values conflicts experienced by obstetrics-gynecology clerkship students using reflective writing.

PubMed

Cohn, Felicia G; Shapiro, Johanna; Lie, Désirée A; Boker, John; Stephens, Frances; Leung, Lee Ann

2009-05-01

To examine students' responses to reflective practice assignments used in medical ethics and professionalism education. The study goals include an examination of what reflective writing reveals about students' personal and professional values, identification of the narrative typologies students use to tell stories of ethical dilemmas, and a determination of the usefulness of reflective writing in informing ethics/professionalism curricula assessment and development. This study employed a mixed-methods design generating both descriptive data and interpretive analysis. Students' reflective writing assignments, guided by a series of six questions designed to elicit students' perceptions of moral conflicts they have encountered and their personal and professional ethical values, were collected from three successive cohorts of third-year medical students (n = 299) from July 2002 to January 2006 during an obstetrics-gynecology clerkship at the University of California, Irvine, School of Medicine. Content, thematic, and global narrative analyses of students' reflective writing were conducted, drawing on content analysis, grounded theory, and narrative methodologies. Values conflicts usually were patient centered (181; 60.5%) and student centered (172; 57.5%), without much regard for important contextual issues such as patients' socioeconomic status, insurance coverage, or culture. Common personal values included religious beliefs (82; 27.4%), respect (72; 24.1%), and the Golden Rule (66; 22.1%); frequent professional values were respect (72; 25.1%), beneficence (71; 23.7%), nonmaleficence (69; 23.1%), and autonomy (65; 21.7%). Whereas 35.5% (106) claimed to have addressed conflicts, 23.4% (70) said they did nothing. Restitution narratives (113; 37.8%) dominated. This analytic approach facilitated assessment of student values, conflict sources, and narrative types. Findings reveal aspects of the influence of the hidden curriculum and can inform strategies for effective implementation of bioethics/professionalism curricula.

Elders' Life Stories: Impact on the Next Generation of Health Professionals

PubMed Central

2013-01-01

The purpose of this study was to pilot an enhanced version of the “Share your Life Story” life review writing workshop. The enhanced version included the addition of an intergenerational exchange, based on the content of seniors' writings, with students planning careers in the health sciences. The researcher employed a mixed methods design. Preliminary results using descriptive analysis revealed an increase in positive images of aging and a decrease in negative images of aging among the five student participants. Qualitative results revealed six themes that illuminate the hows and whys of the quantitative results as well as additional program benefits. Feedback from students and seniors helped to refine the intergenerational protocol for a larger scale study. PMID:24027579

Using Professional Learning Communities to Advance Preservice Teachers' Understanding of Differentiation within Writing Instruction

ERIC Educational Resources Information Center

Kuehl, Rachelle

2018-01-01

The purpose of this study was to explore the use of Professional Learning Communities (PLCs) in preservice teacher education as a tool for learning about differentiation within writing instruction. Using online dialogue journals, preservice teachers communicated with elementary students about a shared text and met in ongoing PLC groups to examine…

Implementing a Digital Reading and Writing Workshop Model for Content Literacy Instruction in an Urban Elementary (K-8) School

ERIC Educational Resources Information Center

Ciampa, Katia

2016-01-01

This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole-school professional development…

Where Professional Writing Meets Social Change: The Grant Proposal as a Site of Hospitality

ERIC Educational Resources Information Center

Barrett, Kenna

2013-01-01

This essay builds upon prior attempts to foster linkages between the disciplines of Composition Studies and professional writing. I take up Jennifer Bay's suggestion that service learning is a site for connection and "hospitality" (in a Derridean sense) between these disciplines, advocating for and at the same time complicating Bay's proposal.…

Teaching CSD Graduate Students to Think Critically, Apply Evidence, and Write Professionally

ERIC Educational Resources Information Center

Grillo, Elizabeth U.; Koenig, Mareile A.; Gunter, Cheryl D.; Kim, Sojung

2015-01-01

The purpose of this study was to assess the effectiveness of teaching modules designed to enhance the use of critical thinking (CT), evidence-based practice (EBP), and professional writing (PW) skills by graduate students in communication sciences and disorders. Three single-session teaching modules were developed to highlight key features of CT,…

Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings

ERIC Educational Resources Information Center

Maxwell, Bruce; Schwimmer, Marina

2016-01-01

This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the…

The Role of Narrative Writing in Improving Professional Practice

ERIC Educational Resources Information Center

Attard, K.

2012-01-01

The use of narratives in the social sciences has drastically increased throughout recent decades. They are mainly used as a way of collecting data and as a way of promoting professional development. This article sheds light on how a practitioner-researcher engaged in narrative writing and how this helped in what is hereby termed a reflective…

Guide to Professional Radio & TV Newscasting.

ERIC Educational Resources Information Center

Siller, Robert C.

Written for those who want to get started in the field of broadcast journalism, this practical self-study guide discusses all the basic elements needed and shows how the professionals on both local and network levels prepare for a newscast. The content encompasses how a newsman writes his copy, how he "plays" his story, and how writing style is…

Understanding the processes of writing papers reflectively.

PubMed

Regmi, Krishna; Naidoo, Jennie

2013-07-01

This paper explores the writing of research papers using reflective frameworks. Reflective practice is integral to professional education and development. However, healthcare students, academics and practitioners have given limited attention to how to write reflectively. In addition, there are limited resources on the practical aspects of writing papers reflectively. The following major databases were searched: PubMed, Medline, King's Library, Excerpta Medica Database, Department of Health database, Cumulative Index to Nursing and Allied Health Literature. The searches were conducted using 'free text' and 'index' terms. Only relevant papers published in English were reviewed and scrutinised. Unpublished reports, internal publications, snowballing from the reference lists and personal contacts were also included in the search. This is a review paper that critiques the frameworks used for reflective practice. Writing papers reflectively is a complex task. Healthcare professionals and researchers need to understand the meaning of reflection and make appropriate use of reflective frameworks. Demystifying the process of reflectively writing papers will help professionals develop skills and competencies. IMPLICATION FOR RESEARCH/PRACTICE: This article provides a practical guide to reflection and how nursing and allied healthcare students, academics and practitioners can practise it. The paper identifies four generic stages in frameworks: description, assessment, evaluation and action, which are illustrated by annotated 'skeletal' examples. It is hoped that this will assist the process of reflective practice, writing and learning.

The Academy in the Age of Digital Labor

ERIC Educational Resources Information Center

Glaros, Michelle

2004-01-01

In this article, the author addresses a problem encountered in her own professional life as a teacher of writing in the context of computing, a teaching field often referred to as "computers and writing," "electronic writing," or "computer-assisted writing instruction." The problem she has observed has to do with teaching technology in a…

On Reviewing and Writing a Scholarly Article

ERIC Educational Resources Information Center

Bettis, Jerry L., Sr.

2012-01-01

This article provides guidelines for reviewing and writing scholarly articles for the professional who reads and writes them for his/her own work and/or for publication in scientific journals. It outlines the purpose and contents of each section of a research article and provides a checklist for reviewing and writing a research article. This…

Managers as Writers: A Metanalysis of Research in Context.

ERIC Educational Resources Information Center

Smeltzer, Larry R.; Thomas, Gail Fann

1994-01-01

Argues that managers write within a unique context, and, thus, much of what is known about writing in general or professional writing may not apply. Reviews the literature on managerial writing, finding a paucity of research and a heavy emphasis on survey methodology. Offers six general research questions for future research. (SR)

Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

ERIC Educational Resources Information Center

Chittum, Jessica R.; Bryant, Lauren H.

2014-01-01

Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

Writing in the Business Professions.

ERIC Educational Resources Information Center

Kogen, Myra, Ed.

Assessing the current state of writing instruction for the business world as well as promising developments of theory and practice in this expanding field, this book contains 14 articles by nationally known leaders in this teaching specialty. The first section of the book, looking at the writing process as it applies to professional writing,…

Role-Playing as Critical Thinking in the Technical Writing Classroom.

ERIC Educational Resources Information Center

Wilner, Arlene

Given the affective dimension of writing in the workplace, assignments based on casebook scenarios have definite advantages in a technical or professional writing course. An English professor surveyed faculty in the Schools of Business and Education at Rider College prior to revising a course in technical writing. A majority of faculty, when asked…

Writing Instruction in Elementary Classrooms: Why Teachers Engage or Do Not Engage Students in Writing

ERIC Educational Resources Information Center

Harward, Stan; Peterson, Nancy; Korth, Byran; Wimmer, Jennifer; Wilcox, Brad; Morrison, Timothy G.; Black, Sharon; Simmerman, Sue; Pierce, Linda

2014-01-01

This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and…

Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning

ERIC Educational Resources Information Center

De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk

2014-01-01

In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…

Applications of the Functional Writing Model in Technical and Professional Writing.

ERIC Educational Resources Information Center

Brostoff, Anita

The functional writing model is a method by which students learn to devise and organize a written argument. Salient features of functional writing include the organizing idea (a component that logically unifies a paragraph or sequence of paragraphs), the reader's frame of reference, forecasting (prediction of the sequence by which the organizing…

Reading the Writing in Radiology: 1923-2013.

PubMed

Scott, James A; Palmer, Edwin L; Connolly, Leonard P

2015-07-01

The style and tone of the writing in Radiology has changed over the years since its first publication in 1923. Many of the tonal changes have occurred transiently and likely in relation to political and professional issues in play at a particular time. Others represent more consistent trends in the evolution of the professional writing style. In this report, we analyze the tone of the editorial content from 1923 to 2013 in a historical context as well as progressive changes in readability parameters involving both editorial and technical content.

Insights into an Award-Winning Summer Internship Program: The First Six Years.

PubMed

Kashou, Anthony; Durairajanayagam, Damayanthi; Agarwal, Ashok

2016-04-01

Since its inception in 2008, the American Center for Reproductive Medicine's summer internship program in reproductive research and writing has trained 114 students from 23 states within the United States and 10 countries worldwide. Its fundamental goal is to inspire pre-medical and medical students to embrace a career as a physician-scientist. During this intensive course, established scientists and clinicians train interns in the essential principles and fundamental concepts of bench research and scientific writing. Over the first six years (2008~2013), interns have collectively published 98 research articles and performed 12 bench research projects on current and emerging topics in reproductive medicine. Interns have also developed and honed valuable soft skills including time management, communication and presentation skills, as well as life values, which all enhance personal and professional satisfaction. Program graduates are able to recognize the value of medical research and its potential to impact patient care and gain insight into their own career pathway. Between 2011 and 2014, the internship program was thrice awarded a Scholarship in Teaching Award by Case Western Reserve School of Medicine for its innovative teaching approach and positive impact on medical education and student careers. This report highlights the demographics, logistics, implementation, feedback, and results of the first six years of the American Center for Reproductive Medicine's summer internship program at Cleveland Clinic (Cleveland, OH, USA). This may be helpful to other research and academic institutions considering implementing a similar program. In addition, it creates awareness among potential physician-scientists of what the world of research has to offer in both scientific writing and bench research. Finally, it may stimulate further discussion regarding narrowing the gap between physicians and scientists and refinement of the current program.

Insights into an Award-Winning Summer Internship Program: The First Six Years

PubMed Central

Kashou, Anthony; Durairajanayagam, Damayanthi

2016-01-01

Since its inception in 2008, the American Center for Reproductive Medicine's summer internship program in reproductive research and writing has trained 114 students from 23 states within the United States and 10 countries worldwide. Its fundamental goal is to inspire pre-medical and medical students to embrace a career as a physician-scientist. During this intensive course, established scientists and clinicians train interns in the essential principles and fundamental concepts of bench research and scientific writing. Over the first six years (2008~2013), interns have collectively published 98 research articles and performed 12 bench research projects on current and emerging topics in reproductive medicine. Interns have also developed and honed valuable soft skills including time management, communication and presentation skills, as well as life values, which all enhance personal and professional satisfaction. Program graduates are able to recognize the value of medical research and its potential to impact patient care and gain insight into their own career pathway. Between 2011 and 2014, the internship program was thrice awarded a Scholarship in Teaching Award by Case Western Reserve School of Medicine for its innovative teaching approach and positive impact on medical education and student careers. This report highlights the demographics, logistics, implementation, feedback, and results of the first six years of the American Center for Reproductive Medicine's summer internship program at Cleveland Clinic (Cleveland, OH, USA). This may be helpful to other research and academic institutions considering implementing a similar program. In addition, it creates awareness among potential physician-scientists of what the world of research has to offer in both scientific writing and bench research. Finally, it may stimulate further discussion regarding narrowing the gap between physicians and scientists and refinement of the current program. PMID:27169124

More than words: applying the discipline of literary creative writing to the practice of reflective writing in health care education.

PubMed

Kerr, Lisa

2010-12-01

This paper examines definitions and uses of reflective and creative writing in health care education classrooms and professional development settings. A review of articles related to writing in health care reveals that when teaching narrative competence is the goal, creative writing may produce the best outcomes. Ultimately, the paper describes the importance of defining literary creative writing as a distinct form of writing and recommends scholars interested in using literary creative writing to teach narrative competence study pedagogy of the field.

Reader-Centered Technical Writing

NASA Astrophysics Data System (ADS)

Narayanan, M.

2012-12-01

Technical writing is an essential part of professional communication and in recent years it has shifted from a genre-based approach. Formerly, technical writing primarily focused on generating templates of documents and sometimes it was creating or reproducing traditional forms with minor modifications and updates. Now, technical writing looks at the situations surrounding the need to write. This involves deep thinking about the goals and objectives of the project on hand. Furthermore, one observes that it is very important for any participatory process to have the full support of management. This support needs to be well understood and believed by employees. Professional writing may be very persuasive in some cases. When presented in the appropriate context, technical writing can persuade a company to improve work conditions ensuring employee safety and timely production. However, one must recognize that lot of professional writing still continues to make use of reports and instruction manuals. Normally, technical and professional writing addresses four aspects. Objective: The need for generating a given professionally written technical document and the goals the document is expected to achieve and accomplish. Clientele: The clientele who will utilize the technical document. This may include the people in the organization. This may also include "unintended readers." Customers: The population that may be affected by the content of the technical document generated. This includes the stakeholders who will be influenced. Environment: The background in which the document is created. Also, the nature of the situation that warranted the generation of the document. Swiss Psychologist Jean Piaget's view of Learning focuses on three aspects. The author likes to extend Jean Piaget's ideas to students, who are asked to prepare and submit Reader-Centered Technical Writing reports and exercises. Assimilation: Writers may benefit specifically, by assimilating a new object into an old schema. This reinforces basic engineering and mathematical design concepts. Accommodation: Here, it may work in a different manner. Writers may have to accommodate an old schema to a new object. This helps engineers to focus more on applications. Adaptation: Assimilation and accommodation are the two sides of adaptation, Jean Piaget's term for what most of us would call learning. Mathematical design concepts generated by students should be suitable for creative engineering applications. References : Phillips, D. C. and Soltis, Jonas F. (2003) "Piagetian Structures and Psychological Constructivism," in Perspectives on Learning (4th edition). New York: Teachers College Press. Salvo, Michael J. (2001). Ethics of Engagement: User-Centered Design and Rhetorical Methodology. Technical Communication Quarterly Volume 10, Issue 3, 2001. pages 273-290. http://www.ship.edu/~cgboeree/piaget.html http://owl.english.purdue.edu/owl/resource/624/01/

A three-year reflective writing program as part of introductory pharmacy practice experiences.

PubMed

Nuffer, Wesley; Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J

2013-06-12

To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Reflective writing was integrated into 6 IPPE courses to develop students' lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor's opinions regarding the student's achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. A 3-year reflective writing program improved pharmacy students' reflection and reflective writing skills.

Professional Writing in the English Classroom: Let's Get Real--Using Usability to Connect Writers, Readers, and Texts

ERIC Educational Resources Information Center

Bush, Jonathan, Ed.; Zuidema, Leah, Ed.

2012-01-01

In professional writing, usability testing investigates how well users can find, understand, and use a document (Lannon). Usability testing involves gathering feedback from users, analyzing how successfully they used the document, and drawing on the test results to change or refine the design. From the authors' experiences as writers and teachers,…

Conflicting Views of Realistic Professionalism: Preservice Educators' Concerns Arising from Analysis of Themes in Their Reflective Writings

ERIC Educational Resources Information Center

Boyer, Wanda A. R.

2004-01-01

Current demands for professionalism from society are great, and future educators are concerned that they do not have the stamina and resources to fulfill their personal roles. This research examines 453 reflective writings of 151 preservice teachers, child and youth care providers, and counselors who, despite being asked to identify how their…

Pensive Professionalism: The Role of 'Required Reflection' on a Professional Doctorate

ERIC Educational Resources Information Center

Cunningham, Bryan

2018-01-01

This short paper examines the origins and nature of the reflective writing that is presently required on one part-taught doctorate in education (EdD) programme. It explores the various ways in which EdD candidates have engaged with self-reflection, using a number of extracts from writing submitted for formal assessments (including of the doctoral…

The Impact of "Writing Project" Professional Development on Teachers' Self-Efficacy as Writers and Teachers of Writing

ERIC Educational Resources Information Center

Locke, Terry; Whitehead, David; Dix, Stephanie

2013-01-01

This paper arises from a two-year project: "Teachers as writers: Transforming professional identity and classroom practice'" and draws on self-efficacy questionnaire data collected at the beginning and end of the project and interview data from five participating high-school teachers who were also co-researchers in the project.…

Guided Portfolio Writing as a Scaffold for Reflective Learning in In-Service Contexts: A Case Study

ERIC Educational Resources Information Center

Pires Pereira, Íris Susana; Cristo Parente, Maria Cristina; Vieira da Silva, Cristina

2016-01-01

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher's written portfolio, the construction of which was guided…

Changes in Teachers' Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases

ERIC Educational Resources Information Center

Teng, Lin Sophie

2016-01-01

A plethora of research has found that teachers' beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students' learning to write, there is a paucity of research on writing teachers' beliefs about…

Influences of Writing Project Involvement on the Professional Development of Teachers

ERIC Educational Resources Information Center

Holmes, Barbara Dondiego

2009-01-01

Writing is a powerful learning tool that allows students to connect critical thinking across the curriculum. Good writing skills are necessary for students to succeed in higher education and on the job. Teachers, however, are avoiding teaching writing, in part because it has not been included until recently in high stakes testing, and in part…

Composing for the Left Hand: Writing Activities for the Intermediate Grades.

ERIC Educational Resources Information Center

Blake, Robert W.

This paper cites descriptions, by professional writers, of two stages in the composing process that appear to correspond with the two modes of mental activity separately controlled by the hemispheres of the brain. The stage of writing a first draft involves unconscious, personal, irrational, intuitive writing which may be called "writing for the…

Singing in Science: Writing and Recording Student Lyrics to Express Learning

ERIC Educational Resources Information Center

Nelson, Sara D.; Norton-Meier, Lori

2009-01-01

This article explores the use of lyric writing in elementary science. It details an exploratory project in which elementary students and a professional musician collaborated to write and record lyrics at the conclusion of an inquiry-based science unit. What we found was that lyric writing when used as a summary reflection activity in science…

Ethnography as Method, Methodology, and "Deep Theorizing" Closing the Gap between Text and Context in Academic Writing Research

ERIC Educational Resources Information Center

Lillis, Theresa

2008-01-01

This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions…

Towards Reflective Writing Analytics: Rationale, Methodology and Preliminary Results

ERIC Educational Resources Information Center

Shum, Simon Buckingham; Sándor, Ágnes; Goldsmith, Rosalie; Bass, Randall; McWilliams, Mindy

2017-01-01

When used effectively, reflective writing tasks can deepen learners' understanding of key concepts, help them critically appraise their developing professional identity, and build qualities for lifelong learning. As such, reflective writing is attracting substantial interest from universities concerned with experiential learning, reflective…

A Writing Bookshelf (Professional Resources).

ERIC Educational Resources Information Center

Moore, Sharon Arthur; Moore, David W.

1990-01-01

Recommends 14 recently published books on writing. Groups the books in 6 categories: assessment, classroom publishing, foundations, insights from writers, classroom descriptions, and general information. (MG)

Teaching All Children To Write: A Little Comprehensive Guide. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Glazer, Susan Mandel

Noting that all children need to write often and without criticism, this book aims to be a comprehensive guide for teaching all children to write. It proposes that the art of reading is the art of writing, and that the more students read, the more easily they will be able to write. After a "prelude" by the author, the chapters are: (1) Children…

Development and outcomes of an online-onsite hybrid dental admissions enhancement pilot program.

PubMed

Hanson, Carrie L; Van Ness, Chris; Gadbury-Amyot, Cynthia C; Crain, Geralyn

2014-10-01

The University of Missouri-Kansas City (UMKC) School of Dentistry has piloted two years of an Admissions Enhancement Program (AEP) with students from underrepresented minority groups and/or economically disadvantaged areas of Missouri interested in applying to dental school. The AEP utilizes an innovative online-onsite hybrid format to elevate students' foundational knowledge in biology, chemistry, organic chemistry, and quantitative reasoning. The online component includes interaction with UMKC instructors using tablet technology and Wimba virtual classroom sessions. The onsite component engages students in academic and professional development, enrichment activities targeting skills training, experience in dental labs and clinics, and mentoring in preparing the dental school application, essay writing, and interviewing. Results to date indicate overall program satisfaction among AEP participants and a dental school acceptance rate of 73.7 percent (14/19 students). Participants reported the mock interviews and essay-writing portions contributed to their becoming competitive candidates for the admission process, and the online material enhanced their preparation for the Dental Admission Test (DAT). Pre- and post-AEP data show participant DAT Academic Average scores increased by two points. The school will continue to monitor program participants in subsequent years.

The political and economic impacts of writing across the curriculum in chemistry at the University of Missouri-St. Louis

NASA Astrophysics Data System (ADS)

Klein, William Dixon

Writing Across the Curriculum at most institutions is a web of local knowledges and techniques "situated" within the historical and immediate contexts of academic departments, disciplines, and disciplinary cultures. Because of political and economic tensions existing within colleges and universities, and within academic disciplines themselves, WAC can become a "contact zone," where individuals and institutional structures struggle for power, influence, and in some cases, survival. This dissertation uses the work of Anthony Giddens and Pierre Bourdieu to examine such a struggle as it occurred at the University of Missouri-St. Louis in the early 1980s. A WAC program was initiated there, but eventually failed as a result of political and economic influences. In the time since that failure, a growing emphasis on teaching and learning has helped create new potential for WAC at UMSL. Yet, to make it viable, WAC proponents there must recognize existing realities, attitudes, and conventions within each discipline or department, and develop new methods and approaches to writing and teaching that are relevant to that discipline or department. This examination then focuses on writing in chemistry to discover the realities, attitudes, and conventions used in teaching and learning writing at the undergraduate level. Standards for content acquisition are gathered from ACS accreditation requirements, and from a study of educators and practitioners from a variety of professions. A study of Chemistry students in an NSF-funded educational program suggests that science students may learn as much or more about disciplinary discourse from sources other than the traditional writing course. Interaction with the literature and with graduate students, professors, and professionals may teach students more about disciplinary discourse conventions than a composition-trained specialist might accomplish in a writing course. Still, the writing course can be useful. These findings suggest that writing can be woven into the chemistry curriculum in a number of ways. Interviews with UMSL faculty and administrators suggest new instantiations of WAC that might better thrive in today's political and economic environment. What takes shape might serve as a model for other institutions to follow.

"Making the Ordinary More Extraordinary": Exploring Creativity as a Health Promotion Practice Among Older Adults in a Community-Based Professionally Taught Arts Program.

PubMed

Cantu, Adelita G; Fleuriet, K Jill

2018-06-01

Document psychosocial and mental well-being outcomes across artistic mediums and classes of a community-based, professionally taught arts program for older adults. One hundred and thirty-eight students completed pre and post class surveys about expectations/experiences when creating art in four mediums (painting, drawing, mixed media, creative writing). In addition, 162 students composed one-paragraph biographical narratives describing their relationships to art and creative engagement. Text was coded for a priori and emergent themes to identify and explain well-being outcomes. Results of this new study supported and expanded our earlier model of improved psychosocial and mental well-being due to creative engagement: impact of class-cognitive focus and outcome of class-cognitive focus, happiness as component of mental and social well-being due to creative engagement, and robust sense of calmness during the creative process. Results suggest that professionally taught arts programming can contribute to well-being and may contribute to brain health through promoting an enhanced ability to focus. Holistic nursing treats creativity as healing, and results suggest that creative engagement should be a priority in therapeutic programming, and individual counseling for older adults to begin engaging in some form of art making suited to their abilities should be incorporated into nursing practice.

A new approach to mentoring for research careers: the National Research Mentoring Network.

PubMed

Sorkness, Christine A; Pfund, Christine; Ofili, Elizabeth O; Okuyemi, Kolawole S; Vishwanatha, Jamboor K; Zavala, Maria Elena; Pesavento, Theresa; Fernandez, Mary; Tissera, Anthony; Deveci, Alp; Javier, Damaris; Short, Alexis; Cooper, Paige; Jones, Harlan; Manson, Spero; Buchwald, Dedra; Eide, Kristin; Gouldy, Andrea; Kelly, Erin; Langford, Nicole; McGee, Richard; Steer, Clifford; Unold, Thad; Weber-Main, Anne Marie; Báez, Adriana; Stiles, Jonathan; Pemu, Priscilla; Thompson, Winston; Gwathmey, Judith; Lawson, Kimberly; Johnson, Japera; Hall, Meldra; Paulsen, Douglas; Fouad, Mona; Smith, Ann; Luna, Rafael; Wilson, Donald; Adelsberger, Greg; Simenson, Drew; Cook, Abby; Feliu-Mojer, Monica; Harwood, Eileen; Jones, Amy; Branchaw, Janet; Thomas, Stephen; Butz, Amanda; Byars-Winston, Angela; House, Stephanie; McDaniels, Melissa; Quinn, Sandra; Rogers, Jenna; Spencer, Kim; Utzerath, Emily; Duplicate Of Weber-Main; Womack, Veronica

2017-01-01

Effective mentorship is critical to the success of early stage investigators, and has been linked to enhanced mentee productivity, self-efficacy, and career satisfaction. The mission of the National Research Mentoring Network (NRMN) is to provide all trainees across the biomedical, behavioral, clinical, and social sciences with evidence-based mentorship and professional development programming that emphasizes the benefits and challenges of diversity, inclusivity, and culture within mentoring relationships, and more broadly the research workforce. The purpose of this paper is to describe the structure and activities of NRMN. NRMN serves as a national training hub for mentors and mentees striving to improve their relationships by better aligning expectations, promoting professional development, maintaining effective communication, addressing equity and inclusion, assessing understanding, fostering independence, and cultivating ethical behavior. Training is offered in-person at institutions, regional training, or national meetings, as well as via synchronous and asynchronous platforms; the growing training demand is being met by a cadre of NRMN Master Facilitators. NRMN offers career stage-focused coaching models for grant writing, and other professional development programs. NRMN partners with diverse stakeholders from the NIH-sponsored Diversity Program Consortium (DPC), as well as organizations outside the DPC to work synergistically towards common diversity goals. NRMN offers a virtual portal to the Network and all NRMN program offerings for mentees and mentors across career development stages. NRMNet provides access to a wide array of mentoring experiences and resources including MyNRMN, Guided Virtual Mentorship Program, news, training calendar, videos, and workshops. National scale and sustainability are being addressed by NRMN "Coaches-in-Training" offerings for more senior researchers to implement coaching models across the nation. "Shark Tanks" provide intensive review and coaching for early career health disparities investigators, focusing on grant writing for graduate students, postdoctoral trainees, and junior faculty. Partners from diverse perspectives are building the national capacity and sparking the institutional changes necessary to truly diversify and transform the biomedical research workforce. NRMN works to leverage resources towards the goals of sustainability, scalability, and expanded reach.

How to Give Professional Feedback

ERIC Educational Resources Information Center

Brookhart, Susan M.; Moss, Connie M.

2015-01-01

Professional learning "should be a joy," the authors write, "not an affliction." Feedback experts Brookhart and Moss show how professional feedback can best motivate educators to learn. Professional conversations should be dialogs between the teacher and the principal, and feedback should feed teacher professional learning…

Writing Effectively as Counseling Center Directors and Administrators: Lessons Learned from a 2-Minute Speech

ERIC Educational Resources Information Center

Sevig, Todd; Bogan, Yolanda; Dunkle, John; Gong-Guy, Elizabeth

2015-01-01

Administrative writing is a crucial skill needed for the counseling center professional to be able to transmit knowledge and values for the rest of the campus community. This article highlights both conceptual and technical aspects of effective writing.

Medical Writing Competency Model - Section 2: Knowledge, Skills, Abilities, and Behaviors.

PubMed

Clemow, David B; Wagner, Bertil; Marshallsay, Christopher; Benau, Dan; L'Heureux, Darryl; Brown, David H; Dasgupta, Devjani Ghosh; Girten, Eileen; Hubbard, Frank; Gawrylewski, Helle-Mai; Ebina, Hiroko; Stoltenborg, Janet; York, J P; Green, Kim; Wood, Linda Fossati; Toth, Lisa; Mihm, Michael; Katz, Nancy R; Vasconcelos, Nina-Maria; Sakiyama, Norihisa; Whitsell, Robin; Gopalakrishnan, Shobha; Bairnsfather, Susan; Wanderer, Tatyana; Schindler, Thomas M; Mikyas, Yeshi; Aoyama, Yumiko

2018-01-01

This article provides Section 2 of the 2017 Edition 2 Medical Writing Competency Model that describes the knowledge, skills, abilities, and behaviors that professional medical writers need in order to perform effectively within the life sciences industry. What a medical writer should know, what they should be able to do, and how they should use this knowledge and these skills to facilitate their primary work function is a focus. Regulatory, publication, and other scientific writing as well as management of writing activities are covered. The full Model also includes Section 1, which covers the core work functions and associated tasks and activities related to professional medical writing within the life sciences industry; Section 1 is included in a companion article. The Model was developed to aid medical writers and managers within the life sciences industry regarding medical writing hiring, training, expectation and goal setting, performance evaluation, career development, retention, and role value sharing to cross-functional partners.

Grant writing: Moving from generating ideas to applying to grants that matter.

PubMed

Nelson, David; Ruffalo, Leslie

2017-05-01

There is an extraordinary burden placed upon the healthcare system and people as a result of health disparities that exist within the United States. If there is going to be a concerted effort to develop innovative strategies to reduce health disparities, input from the community and behavioral scientists can and should be included in this approach and narrative. Grant writing provides one vehicle to express the narrative and to provide a means to fund research and programs within clinic-based and community settings. This paper describes a four-step inquiry process to guide healthcare professionals with varying degrees of clinical and scholarship interests through the grant writing process. They include: (1) Why write grants (motivations), (2) what is the area of focus? (Interests), (3) whom should be on the project? (partnerships), and (4) what needs to happen next to move the idea forward? (actions) The complexity of psychosocial issues means that behavioral science is well suited to develop both hypotheses-driven and phenomenological research to understand bio-psycho-social health issues. Grant writing does not need to be mysterious or daunting. It can provide a means to an end, not only to fund research but also as a means to an end of health disparities.

An advanced practice psychiatric nurse's guide to professional writing.

PubMed

Campanelli, Peter C; Feferman, Robert; Keane, Chris; Lieberman, Harvey J; Roberson, Deborah

2007-10-01

Many good ideas are not communicated to the community of mental health practitioners because advanced practice psychiatric nurses (APPNs) are not being well informed about writing for public dissemination. This study aims to support APPNs through the various stages of manuscript preparation so they can enlarge the scope of their written contributions to the mental health field. An appreciation for the skills, mechanics, and attitudes that support the authoring enterprise can result in APPNs enjoying the multiple benefits that accrue to those who write about their professional activities for clinical, administrative, advocacy, fund-raising, and other purposes.

Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students

PubMed Central

Weaver, Lindy; Holland, Terri

2014-01-01

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. PMID:25397764

A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

PubMed Central

Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

2013-01-01

Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811

Accomplished Story Telling: English Teachers Write about Their Professional Lives (The Standards for Teachers of English Language and Literacy in Australia Project)

ERIC Educational Resources Information Center

Doecke, Brenton

2004-01-01

This paper draws on research that has recently been conducted in Australia on the possibility of formulating professional standards for teachers of English in primary and secondary schools. English teachers around the country have played a vital role in the project, writing stories in an effort to capture "accomplished" English teaching,…

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

Bill Lang's contributions to acoustics at International Business Machines Corporation (IBM), signal processing, international standards, and professionalism in noise control engineering

NASA Astrophysics Data System (ADS)

Maling, George C.

2005-09-01

Bill Lang joined IBM in the late 1950s with a mandate from Thomas Watson Jr. himself to establish an acoustics program at IBM. Bill created the facilities in Poughkeepsie, developed the local program, and was the leader in having other IBM locations with development and manufacturing responsibilities construct facilities and hire staff under the Interdivisional Liaison Program. He also directed IBMs acoustics technology program. In the mid-1960s, he led an IEEE standards group in Audio and Electroacoustics, and, with the help of James Cooley, Peter Welch, and others, introduced the fast Fourier transform to the acoustics community. He was the convenor of ISO TC 43 SC1 WG6 that began writing the 3740 series of standards in the 1970s. It was his suggestion to promote professionalism in noise control engineering, and, through meetings with Leo Beranek and others, led the founding of INCE/USA in 1971. He was also a leader of the team that founded International INCE in 1974, and he served as president from 1988 until 1999.

Listening for the Squeaky Wheel: Designing Distance Writing Program Assessment

ERIC Educational Resources Information Center

Tucker, Virginia M.

2012-01-01

Distance writing programs still struggle with assessment strategies that can evaluate student writing as well as their ability to communicate about that writing with peers at a distance. This article uses Kim, Smith and Maeng's 2008 distance education program assessment scheme to evaluate a single distance writing program at Old Dominion…

The NASA/IPAC Teacher Archive Research Program (NITARP): Lessons Learned

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Gorjian, Varoujan; Squires, Gordon K.

2017-01-01

NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators’ experiences color their teaching for years to come, influencing hundreds of students per teacher. In support of other teams planning programs similar to NITARP, in this poster we present our top lessons learned from running NITARP for more than 10 years. Support is provided for NITARP by the NASA ADP program.

From course assignment paper to publishable manuscript.

PubMed

Rew, Lynn

2012-12-01

Both undergraduate and graduate nursing students are expected to write numerous papers in their educational programs; however, most of these papers are never published. Many students and faculty lack the skills needed to convert a course assignment paper to a publishable manuscript. The purpose of this article is to describe 10 steps that can transform a course assignment paper into a publishable manuscript. These steps include outlining, clarifying the topic, clearly stating the purpose, identifying an appropriate audience, revising with faculty's feedback, querying journal editors, revising to conform to journal's author guidelines, requesting and responding to peer feedback, and finally editing and proofreading prior to submitting the manuscript. Faculty members are encouraged to make writing assignments that students can then convert to publishable manuscripts. Such publications form an essential cornerstone of professional holistic nursing.

Nurses' perceptions of their professional growth on completion of two years of postgraduate education.

PubMed

Pelletier, D; Donoghue, J; Duffield, C; Adams, A

In a climate of diminishing financial resources in service industries such as health care and education, it is not surprising that a focus on measuring and ensuring appropriate outcomes is widespread. Graduate education has the potential to make a significant difference to the professional behaviour of graduates. Postgraduate nursing coursework programs have been developed and offered in such a climate, many now charging full course fees, which no doubt stimulates participants and employers to look for value for money in terms of outcomes. A ten year longitudinal study began in 1992 and was designed to determine the impact of postgraduate coursework nursing education on the careers and the professional and personal development of graduates. This paper reports graduates' perception of their personal and professional growth in terms of professional activities such as writing for publication, research, mentoring, and involvement in professional organisations at the completion of their university course. Respondents indicated the course had contributed to increased professional behaviours in all aspects and to a marked improvement in their clinical confidence. Improved self esteem and increased participation in professional activities reflects changing attitudes towards nursing work that have important implications for improved quality of patient care.

Structured Mentoring for Workforce Engagement and Professional Development in Public Health Settings.

PubMed

Dopson, Stephanie A; Griffey, Sue; Ghiya, Neelam; Laird, Susan; Cyphert, Aubrey; Iskander, John

2017-05-01

Mentoring is commonly used to facilitate professional growth and workforce development in a variety of settings. Organizations can use mentoring to help achieve broader personnel goals including leadership development and succession planning. While mentorship can be incorporated into training programs in public health, there are other examples of structured mentoring, with time commitments ranging from minutes to months or longer. Based on a review of the literature in public health and aggregated personal subject matter expertise of existing programs at the Centers for Disease Control and Prevention, we summarize selected mentoring models that vary primarily by time commitments and meeting frequency and identify specific work situations to which they may be applicable, primarily from the federal job experience point of view. We also suggest specific tasks that mentor-mentee pairs can undertake, including review of writing samples, practice interviews, and development of the mentee's social media presence. The mentor-mentee relationship should be viewed as a reciprocally beneficial one that can be a source of learning and personal growth for individuals at all levels of professional achievement and across the span of their careers.

Army Contract Writing System (ACWS)

DTIC Science & Technology

2016-03-01

2016 Major Automated Information System Annual Report Army Contract Writing System (ACWS) Defense Acquisition Management Information Retrieval...Program Information Program Name Army Contract Writing System (ACWS) DoD Component Army Responsible Office Program Manager References MAIS...UNCLASSIFIED 4 Program Description The Army Contract Writing System (ACWS) will be the Army’s single, next-generation, enterprise-wide contract writing

Professional medical writing support and the quality of randomised controlled trial reporting: a cross-sectional study

PubMed Central

Gattrell, William T; Hopewell, Sally; Young, Kate; Farrow, Paul; White, Richard; Winchester, Christopher C

2016-01-01

Objectives Authors may choose to work with professional medical writers when writing up their research for publication. We examined the relationship between medical writing support and the quality and timeliness of reporting of the results of randomised controlled trials (RCTs). Design Cross-sectional study. Study sample Primary reports of RCTs published in BioMed Central journals from 2000 to 16 July 2014, subdivided into those with medical writing support (n=110) and those without medical writing support (n=123). Main outcome measures Proportion of items that were completely reported from a predefined subset of the Consolidated Standards of Reporting Trials (CONSORT) checklist (12 items known to be commonly poorly reported), overall acceptance time (from manuscript submission to editorial acceptance) and quality of written English as assessed by peer reviewers. The effect of funding source and publication year was examined. Results The number of articles that completely reported at least 50% of the CONSORT items assessed was higher for those with declared medical writing support (39.1% (43/110 articles); 95% CI 29.9% to 48.9%) than for those without (21.1% (26/123 articles); 95% CI 14.3% to 29.4%). Articles with declared medical writing support were more likely than articles without such support to have acceptable written English (81.1% (43/53 articles); 95% CI 67.6% to 90.1% vs 47.9% (23/48 articles); 95% CI 33.5% to 62.7%). The median time of overall acceptance was longer for articles with declared medical writing support than for those without (167 days (IQR 114.5–231 days) vs 136 days (IQR 77–193 days)). Conclusions In this sample of open-access journals, declared professional medical writing support was associated with more complete reporting of clinical trial results and higher quality of written English. Medical writing support may play an important role in raising the quality of clinical trial reporting. PMID:26899254

The Impact of an eHealth Portal on Health Care Professionals’ Interaction with Patients: Qualitative Study

PubMed Central

Faxvaag, Arild; Svanæs, Dag

2015-01-01

Background People who undergo weight loss surgery require a comprehensive treatment program to achieve successful outcomes. eHealth solutions, such as secure online portals, create new opportunities for improved health care delivery and care, but depend on the organizational delivery systems and on the health care professionals providing it. So far, these have received limited attention and the overall adoption of eHealth solutions remains low. In this study, a secure eHealth portal was implemented in a bariatric surgery clinic and offered to their patients. During the study period of 6 months, 60 patients and 5 health care professionals had access. The portal included patient information, self-management tools, and communication features for online dialog with peers and health care providers at the bariatric surgery clinic. Objective The aim of this study was to characterize and assess the impact of an eHealth portal on health care professionals’ interaction with patients in bariatric surgery. Methods This qualitative case study involved a field study consisting of contextual interviews at the clinic involving observing and speaking with personnel in their actual work environment. Semi-structured in-depth interviews were conducted with health care professionals who interacted with patients through the portal. Analysis of the collected material was done inductively using thematic analysis. Results The analysis revealed two main dimensions of using an eHealth portal in bariatric surgery: the transparency it represents and the responsibility that follows by providing it. The professionals reported the eHealth portal as (1) a source of information, (2) a gateway to approach and facilitate the patients, (3) a medium for irrevocable postings, (4) a channel that exposes responsibility and competence, and (5) a tool in the clinic. Conclusions By providing an eHealth portal to patients in a bariatric surgery program, health care professionals can observe patients’ writings and revelations thereby capturing patient challenges and acting and implementing measures. Interacting with patients through the portal can prevent dropouts and deterioration of patients’ health. However, professionals report on organizational challenges and personal constraints related to communicating with patients in writing online. Further development of guidelines and education of health care professionals about how to handle, prioritize, communicate, and facilitate patients online is required in addition to increased attention to the organizational infrastructures and incentives for enabling such solutions in health care. PMID:26601678

Writing a Review Article: A Graduate Level Writing Class

ERIC Educational Resources Information Center

Ogunsolu, Omotola O.; Wang, Jamie C.; Hanson, Kenneth

2018-01-01

Despite the importance of scientific writing in a chemists' professional career, their development as scientific writers is often neglected in undergraduate and graduate curricula. Among the courses that do encourage students to generate written documents like proposals, lab reports, or essays, the scientific community rarely benefits from the…

Examining Collaborative Writing through the Lens of a Pentad

ERIC Educational Resources Information Center

Ballard, Glenda; Ballard, Marlena

2013-01-01

On two separate occasions, once in 2009 and again in 2010, Tom Buttery authored articles that appeared in the "SRATE Journal" which focused on the importance of writing for professional publication. In the first, "Organizational Paradigm," Buttery focused on the motivation for writing, organizing a manuscript, and conducting…

Beyond Checklists and Rubrics: Engaging Students in Authentic Conversations about Their Writing

ERIC Educational Resources Information Center

Dawson, Christine M.

2009-01-01

Authentic discussions about writing are the sorts of conversations that professional or experienced writers might have, where writers explore purpose, effect, clarity, and interpretation. These discussions help students develop "writing skills and strategies because students are able to work at progressively higher levels with the guidance and…

English 4090: Collaborative Writing at Work

ERIC Educational Resources Information Center

Sutton, Mark

2007-01-01

This article presents a course design of English 4090: Collaborative Writing at Work. The course is a senior-level elective designed to reinforce students' existing knowledge of professional writing and to teach students how to apply that knowledge effectively in collaborative contexts. Here, the author focuses on the Spring 2006 class and…

The High School Writing Center: Establishing and Maintaining One.

ERIC Educational Resources Information Center

Farrell, Pamela B., Ed.

Focusing on high school writing centers, this collection of essays discusses a variety of issues associated with the writing center, including the process of securing the principal's support, setting goals, working out physical arrangements, training tutors and professional staff, fostering student participation, and record keeping. Essays and…

Using a Business Framework to Teach Technical Writing to Nonscientists

ERIC Educational Resources Information Center

Devet, Bonnie

2005-01-01

Today, students other than biology, computer science, or physics majors are enrolling in technical writing. English and communication students, seeking lucrative careers as professional writers or editors, are increasingly signing up for the course. Lacking extensive scientific backgrounds, these students may have a difficult time writing about…

Adopt-a-Nonprofit: A Project in Persuasion and Collaboration.

ERIC Educational Resources Information Center

Spears, Lee A.

1996-01-01

Describes a project for professional writing classes that teaches effective persuasive writing, as teams of students research local nonprofit or campus service organizations, design projects to address their groups' main needs, and write solicitation letters for donations or volunteers. Discusses potential problems and how students benefit. (SR)

Responding to Emotion in Practice-Based Writing

ERIC Educational Resources Information Center

Rai, Lucy

2012-01-01

This paper will consider the significance of emotion in assessment through reflective or experiential writing in the context of professional practice-based learning. It is based on a 12 month study conducted with undergraduate social work students undertaking what are referred to as "reflective writing" assessments. This form of assessment is a…

Writing about Clients: Developing Composite Case Material and Its Rationale

ERIC Educational Resources Information Center

Duffy, Maureen

2010-01-01

Ethical guidelines of the 4 major professional associations representing counselors and psychotherapists are reviewed. To help clarify thinking about writing up clinical cases, 3 kinds of cases are described. The author concludes that the current guidelines for clinician authors in writing about clients for publication or presentation are…

Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students.

PubMed

Case-Smith, Jane; Weaver, Lindy; Holland, Terri

2014-01-01

This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. Copyright © 2014 by the American Occupational Therapy Association, Inc.

Orientations for the Teaching of Writing: A Legacy of the National Writing Project

ERIC Educational Resources Information Center

Whitney, Anne Elrod; Friedrich, Linda

2013-01-01

Background/Context: Founded in 1974 by James Gray and a group of teacher colleagues who came together as the Bay Area Writing Project in California, the National Writing Project is a professional development network that has spread from one site to 197 university-based sites across the U.S. After such a long period of time in operation, it becomes…

Professional Writing in the English Classroom: Are You a Writing Bully? Considerations for Teachers and Students

ERIC Educational Resources Information Center

Bush, Jonathan, Ed.; Zuidema, Leah, Ed.

2012-01-01

The problem of teacher bullying via writing is all too common--and that in many cases, those doing the bullying are unaware of how their communications are being perceived. In this article, the authors call attention to writing decisions that may affect whether or not readers understand communications as bullying. Their goal is to raise awareness…

Kirjoitetaan Kielista--Puhutaan Kielilla: Kielivalinnat Opettajien Elamakerroissa (Language Choices: Language Teachers Reflect on Their Professional Choices in a National Writing Contest).

ERIC Educational Resources Information Center

Kalaja, Paula; Dufva, Hannele; Nordman, Leena

This article focuses on the language choices that second language teachers have made in the course of their professional lives as constructed in life stories that they wrote for a national writing contest. The choices include those made by the teachers during their school years, upon entering college, and in the course of their careers. In the…

Introducing Professional Writing Skills to Future Naval Officers: An Adjunct to NPS Distance Learning

DTIC Science & Technology

2008-12-01

so it is unambiguous to the reader. Concepts such as bottom-line and high-impact writing will help officers make smart organizational and stylistic ... cognitive psychologists, professional naval writers, and business communication researchers. Also, we revealed in the literature review key terminology and...memory and Bever’s (1972) work on short- and long-term effect on sentence processing provides important information on cognitive information

The Stars Belong to Everyone: The rhetorical practices of astronomer and science writer Dr. Helen Sawyer Hogg (1905--1993)

NASA Astrophysics Data System (ADS)

Cahill, Maria J.

Astronomer and science writer Dr. Helen Sawyer Hogg (University of Toronto) reached a variety of audiences through different rhetorical forms. She communicated to her colleagues through her scholarly writings; she reached out to students and the public through her Toronto Star newspaper column entitled "With the Stars," which she authored for thirty years; she wrote The Stars Belong to Everyone , a book that speaks to a lay audience; she hosted a successful television series entitled Ideas ; and she delivered numerous speeches at scientific conferences, professional women's associations, school programs, libraries, and other venues. Adapting technical information for different audiences is at the heart of technical communication, and Sawyer Hogg's work exemplifies adaptation as she moves from writing for the scientific community (as in her articles on globular cluster research) to science writing for lay audiences (as in her newspaper column, book, and script for her television series). Initially she developed her sense of audience through a male perspective informed largely by her scholarly work with two men (Harlow Shapley and her husband, Frank Hogg) as well as the pervasive masculine culture of academic science. This dissertation situates Sawyer Hogg in what is slowly becoming a canon of technical communication scholarship on female scientists. Toward this end, I discuss how she rhetorically engaged two different audiences, one scholarly and one popular, how Sawyer Hogg translated male dominated scientific rhetoric to writing for the public, and how science writing helped her achieve her professional goals. Complementing the archival research in addressing the questions of this study, I employ social construction analysis (also known as the social perspective) for my research methodology. She was ahead of her time and embodied the social perspective years before its definition as a rhetorical concept. In short, my study illuminates one scientific woman's voice, thoughts, and work and the benefit of that knowledge to the field of Technical Communication.

Automated Writing Evaluation Program's Effect on Student Writing Achievement

ERIC Educational Resources Information Center

Holman, Lester Donnie

2011-01-01

In an ex post facto causal-comparative research design, this study investigated the effectiveness of Automated Writing Evaluation (AWE) programs on raising the student writing achievement. Tennessee Comprehensive Assessment Program (TCAP) writing achievement scores from the 2010 administration were utilized for this study. The independent variable…

Rhetorical Location and the Globalized, First-Year Writing Program

ERIC Educational Resources Information Center

Willard-Traub, Margaret K.

2017-01-01

The University of Michigan-Dearborn Writing Program and Writing Center serve an increasingly large number of recent immigrants, international students, and students who as children immigrated to the United States. The Writing Program and Writing Center have for a decade developed curriculum and support services geared specifically toward meeting…

Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

NASA Astrophysics Data System (ADS)

Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

2014-12-01

Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

The Relationship between Academic Writing Experience and Academic Publishing for Graduate Physics Students

ERIC Educational Resources Information Center

Hess, Steven Timothy Michael

2012-01-01

Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main…

Training for Triggers: Helping Writing Center Consultants Navigate Emotional Sessions

ERIC Educational Resources Information Center

Perry, Alison

2016-01-01

Labor performed by writing center consultants in sessions is inherently emotional. While writing center professionals can never alleviate fully the emotional demands placed on consultants during sessions, we can work to educate our staff about empathetic engagement with clients, and we can create structures and practices conducive to a supportive…

Embodied Learning and Creative Writing: An Action Research Study

ERIC Educational Resources Information Center

Tobin, Jennifer Ann

2012-01-01

This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative writers describe their writing process with particular attention to their perceptions of the role and…

Absolutely Write! Teaching the Craft Elements of Writing. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Thomason, Tommy; York, Carol

This book discusses basic craft elements of writing, illustrates from adult and children's literature what constitutes an engaging passage of description, and then illustrates how that craft can be taught in a workshop environment. In addition, this book includes involvement experiences that help teachers experience these craft elements. After an…

Effects of attributional retraining on writing performance and perceived competence of Taiwanese university nursing students.

PubMed

Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

2016-09-01

Attributional retraining (AR) has been applied in various professional fields. The application of AR in nursing education is rarely seen. This study explores the effects of AR on university nursing students' writing performance, perceived competence, and the relationship between writing performance and perceived competence using a blended platform of online and face-to-face approaches. A single-group experimental study was used. A total of 187 students participated in this study. The setting was the two-year vocational nursing course in a university. The Scale for Rating Composition Tasks and the Perceived Competence Scale were used before and after the AR intervention. The students' writing performance showed significant improvement after the intervention. AR had effectively influenced the students' perceived competence. The perceived competence of the students interacted with the writing performance improvements after the AR intervention. The AR intervention suggests an alternative teaching approach that can help enhance students' English writing performance as well as perceived competence. The AR programme may be applied in English language teaching and professional courses. Copyright © 2016 Elsevier Ltd. All rights reserved.

Developing Successful Writing Teachers: Outcomes of Professional Development Exploring Teachers' Perceptions of Themselves as Writers and Writing Teachers and Their Students' Attitudes and Abilities to Write across the Curriculum

ERIC Educational Resources Information Center

Bifuh-Ambe, Elizabeth

2013-01-01

Writing is a complex, recursive and difficult process that requires strategic decision-making across multiple domains (Graham, 2006; Pritchard & Honeycutt, 2006). Students are expected to use this process to communicate with a variety of audiences for a variety of purposes. Modelling and providing effective instruction is critical, especially…

Reflective Writing about the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention -- Can AI Help Scale Up?

ERIC Educational Resources Information Center

Beigman Klebanov, Beata; Burstein, Jill; Harackiewicz, Judith M.; Priniski, Stacy J.; Mulholland, Matthew

2017-01-01

The integration of subject matter learning with reading and writing skills takes place in multiple ways. Students learn to read, interpret, and write texts in the discipline-relevant genres. However, writing can be used not only for the purposes of practice in professional communication, but also as an opportunity to reflect on the learned…

The Status of the Writing Crisis: A Retrospective and Prospective Report on the 1980 Symposium on Literacy at the Center for the Study of Democratic Institutions.

ERIC Educational Resources Information Center

Blau, Sheridan

The presentations and discussion at the 1980 Symposium on the Writing Crisis held in Santa Barbara, California, yielded two different but complementary perspectives on the problems of writing and writing instruction--a political perspective and a professional one. From a political standpoint there was general agreememt that the notion of a…

A community of educators: professional development for graduate students within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.

Doctors writing outside the square.

PubMed

Hurley, Thomas H

2011-01-17

Publications written by doctors about subjects outside their professional activities are often widely read and may be more enduring than their technical publications. Dr Graeme Robertson, Sir Clive Fitts and Professor Richard Lovell were three doctors from Victoria who wrote with skill and artistry about subjects outside their professional work. Here I discuss these publications and the reasons these doctors came to write them, and offer some reasons for the enduring interest of these publications.

Effectiveness of an integrated handwriting program for first-grade students: a pilot study.

PubMed

Case-Smith, Jane; Holland, Terri; Bishop, Beth

2011-01-01

We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting-writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children's Handwriting Test, Minnesota Handwriting Assessment, and Woodcock-Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials.

Online Resources and Community Support for REU Leaders

NASA Astrophysics Data System (ADS)

Sloan, V.; Haacker, R.

2015-12-01

Creating and running undergraduate research programs is very time and resource intensive, and leaders work in relative isolation, managing every aspect of REU programs. This paper will give an update on new tools, resources, and support gathered from the geoscience REU community and made available through the SOARS Center for Undergraduate Research via the web, a listserv, and workshops. These include advice and tools on topics such as broadening participation, ethics and safety training, and communicating with mentors. The demand from the private sector for graduates to be more adaptable, adept at problem solving, and skilled at writing and presenting (Chronicle for Higher Education, 2012) increases the need for the REU community to provide professional development for students. As a result, we are also working to provide materials and webinars on teaching interns how to prepare talks and posters, how to write their internship experience into their résumé, and about graduate school and other non-academic career paths. REUs continue to successfully attract strong students into STEM fields, and the quality of these programs is enhanced by the generous sharing of insight and tools within the GEO REU community (ucar.scied.edu/soars/reu).

Learning from each other: results of a decade of close collaboration between scientists and educators at CMMAP

NASA Astrophysics Data System (ADS)

Denning, S.; Burt, M. A.; Jones, B.

2015-12-01

Since 2006, the Center for Multiscale Modeling of Atmospheric Processes (CMMAP) has sponsored a fertile collaboration among researchers in many fields, graduate and undergraduate student, K-12 teachers, science outreach professionals, and evaluators. This collaboration included groundbreaking work in climate modeling, ecology, political science, sociology, psychology, and English. At the undergraduate level, we engaged more than 80 faculty in 26 Departments at a major public university who now teach one another's content in dozens of classes. Hundreds of English Composition students learned about climate change while developing basic writing skills. We also worked very closely with public schools to develop and test curriculum enhancement kits for teaching standards-aligned climate science in K-12 classrooms and built a successful series of Professional Development workshops for teachers at three different grade levels. Nearly 200,000 students participated in these programs in public schools and millions of individuals around the world used our web-based tools. The success of this collaborative program is apparent in traditional metrics and assessments of content knowledge. Equally important, the sustained interaction with education professionals had a substantial impact on the climate scientists and faculty involved in the program, and on our graduate students. We outline some of the key elements that made CMMAP's program successful, and offer suggestions for other institutions seeking to enhance climate literacy.

Developing Standards of Professional Performance in Public Relations.

ERIC Educational Resources Information Center

Cameron, Glen T.; And Others

1996-01-01

Surveys 598 public relations professionals to assess the extent to which a professional standard exists for each of 24 elements of professional performance. Finds respondents believed ethical guidelines, accreditation, and writing/editing skills enjoy established standards, but that licensing, location of public relations on the organizational…

Development and implementation of a writing program to improve resident authorship rates.

PubMed

Clemmons, Amber Bradley; Hoge, Stephanie C; Cribb, Ashley; Manasco, Kalen B

2015-09-01

The development, implementation, and evaluation of a writing program with a formalized writing project as a component of postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) pharmacy residencies are described. The writing program at Georgia Regents Medical Center/University of Georgia College of Pharmacy, a collaborative and jointly funded program, was initiated in the 2010-11 residency year. The goals of the program are to teach residents to communicate effectively, apply leadership skills, employ project management skills, and provide medication- and practice- related education and training. The program combines both writing experiences and mentorship. At the beginning of the residency year, trainees are presented with opportunities to participate in both research projects and writing projects. Specifically, opportunities within the writing program include involvement in review articles, case reports, drug information rounds, book chapters, letters to the editor, and high-quality medication-use evaluations for potential publication. The writing project is highly encouraged, and completion of a manuscript to be submitted for publication is expected by graduation. Nine papers were published by 8 of 18 PGY1 and PGY2 residents in the four years before program implementation. A total of 23 publications were published by 18 (72%) of the 25 PGY1 and PGY2 residents in the four years after implementation of the writing program. Implementation of a formal writing program increased the overall publication rate of residents. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Educators as Authors: Teaching beyond the Classroom

ERIC Educational Resources Information Center

McLennan, Deanna Marie Pecaski

2013-01-01

This article discusses why educators might consider writing and submitting papers for consideration of publication in professional journals and magazines. A general overview of teachers' challenges to the writing process and corresponding responses is provided.

Writing an academic essay: a practical guide for nurses.

PubMed

Booth, Y

Writing academic essays can be a major hurdle and source of anxiety for many students. Fears and misconceptions relating to this kind of writing can be dispelled if the task is approached in a logical and systematic manner. This article outlines the key steps involved in successfully completing an essay and provides some practical tips to facilitate critical and analytical writing. These steps are: analysing the task; exploring the subject; planning the essay; writing the account; and revising the drafts. Although this process is challenging, academic writing is a means of developing both personally and professionally.

EFL Teachers' Attempts at Feedback Innovation in the Writing Classroom

ERIC Educational Resources Information Center

Lee, Icy; Mak, Pauline; Burns, Anne

2016-01-01

To date, research on feedback in second language (L2) writing has primarily focused on feedback per se, with little attention paid to the teachers' professional development with regard to feedback in writing. This study aims to explore the ways in which two secondary teachers in Hong Kong attempted to implement feedback innovation in their writing…

A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy

ERIC Educational Resources Information Center

Caplan, Nigel A.; Farling, Monica

2017-01-01

Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a…

The Gawdy Papers (1509-c. 1750) and the History of Professional Writing in England.

ERIC Educational Resources Information Center

Richardson, Malcolm

2003-01-01

Discusses the Gawdy Papers, a mostly unpublished collection of family papers in the British Library consisting of over 5000 documents that cover a large period in the history of modern business writing (1509-c. 1750). Notes that they are extremely helpful in formulating tentative theories about the history of business writing. (SG)

Increasing Student Interaction in Technical Writing Courses in Online Environments

ERIC Educational Resources Information Center

Virtue, Drew

2017-01-01

This article examines how the levels of student interaction change through the use of small groups and moderators in online writing courses. The study examines three technical and professional online writing courses: one course that employs small groups and group moderators and two courses that have no small groups or moderators. The results of…

Writing on Riding: The Value of Experiential Learning and Multidisciplinary Experience

ERIC Educational Resources Information Center

Ryan, Mollison

2017-01-01

Mollison Ryan served as the undergraduate intern for "About Campus" during the 2016-2017 academic year. She graduated from Virginia Tech in 2017 as a member of Phi Beta Kappa with a double major in Creative Writing and Professional and Technical Writing. She also holds a 2016 United States Equestrian Federation Horse of the Year title…

Management Consulting and Teaching: Lessons Learned Teaching Professionals to Control Tone in Writing

ERIC Educational Resources Information Center

Jameson, Daphne A.

2009-01-01

In working with business executives, engineers, and government officials to improve their writing, the author learned that it is much easier to teach clarity than tone. To achieve clarity, writers can follow concrete action steps: (1) organize the ideas; (2) write previews and summaries; (3) insert substantive headings; (4) use active verbs; and…

Writer to Writer: How To Conference Young Authors. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Thomason, Tommy

Written for the busy teacher, this book examines classroom writing conferences, one of the most talked about and least practiced strategies in the writing process classroom. Each brief chapter introduces a different facet of the writing conference or the philosophy and classroom practice that undergird it, and each chapter ends with a…

Collaborative Writing in Engineering: Perspectives from Research and Implications for Undergraduate Education

ERIC Educational Resources Information Center

Gimenez, J.; Thondhlana, J.

2012-01-01

In engineering, like in many other disciplines, collaborative writing (CW) has been identified as a central practice in both the academy and industry. A number of studies have shown that both students and professionals in this field write most discipline-specific genres collaboratively. Despite its centrality, CW in engineering is still an…

Outcomes of a scientific nonformal educational initiative for youth in Rio de Janeiro

NASA Astrophysics Data System (ADS)

Cabral Félix de Sousa, Isabela

2013-03-01

The aim of this research is to understand how former students view their professional and academic paths after taking part in a specific scientific nonformal educational initiative during high school. This program is called Vocational Scientific Program (Provoc) and is carried out in the Oswald Cruz Foundation (Fiocruz), Rio de Janeiro, Brazil. This institution has for over 100 years played a pioneer role in public health research in the country. This institution has many graduate programs and a high school dedicated to training students in health issues. Provoc was originated in this school and has been part of it for the last 25 years. Since its beginning, this program has been characterized by a significant predominance of women which relates to the female predominance of professionals in this institution working in the traditional areas of Fiocruz, which are Biology, Medicine, Public Health, Humanities and Social Sciences. This study was qualitative in nature and involved observations and 34 individual interviews, which followed a semi structured questionnaire, designed for this research. The results indicate that the majority of participants see their program participation experiences as an asset in their academic and professional careers. Many describe feeling empowered by presenting their work in seminars and a few by writing a research article. Many former students also testified to the establishment of social long lasting relationships in the research work environment. And finally, the interviews reveal a few moments and the factors involved in the selection of a profession by youth.

Technical Writing and Communication in a Senior-Level Seminar

NASA Astrophysics Data System (ADS)

Wallner, A. S.; Latosi-Sawin, Elizabeth

1999-10-01

To prepare chemistry majors for entry into graduate school and professional life, a senior-level seminar has been designed at Missouri Western State College that introduces students to scientific journals and aspects of professional communication. Students select topics, conduct research, report progress, write summaries for technical and nontechnical audiences, prepare abstracts, organize outlines, and present a formal research paper. At semester's end, each student delivers a 45-minute seminar to peers and departmental faculty, using easily learned presentation software. Faculty who would adopt this approach need to guide student research, emphasize purpose and audience, illustrate a synthesis of sources, support writing as a process, and help students overcome their fear of public speaking.

Shaping Professional Development to Promote the Diffusion of Instructional Expertise among Teachers

ERIC Educational Resources Information Center

Sun, Min; Penuel, William R.; Frank, Kenneth A.; Gallagher, H. Alix; Youngs, Peter

2013-01-01

This study examines how high-quality professional development can promote the diffusion of effective teaching strategies among teachers through collaboration. Drawing on longitudinal and sociometric data from a study of writing professional development in 39 schools, this study shows that teachers' participation in professional development is…

Early Career Teacher Professional Learning

ERIC Educational Resources Information Center

McCormack, Ann; Gore, Jennifer; Thomas, Kaye

2006-01-01

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in…

The Effect of Self-Regulation Writing Strategies and Gender on Writing Self-Efficacy and Persuasive Writing Achievement for Secondary Students

ERIC Educational Resources Information Center

Galbraith, Jessica

2014-01-01

This study investigated the impact of a self-regulation writing intervention program on the writing self-efficacy and persuasive writing achievement of ninth and tenth grade students. In addition, this study explored whether gender differences in writing may be addressed by the type of writing program that is implemented. Limited empirical studies…

Word Prediction Programs with Phonetic Spelling Support: Performance Comparisons and Impact on Journal Writing for Students with Writing Difficulties

ERIC Educational Resources Information Center

Evmenova, Anna S.; Graff, Heidi J.; Jerome, Marci Kinas; Behrmann, Michael M.

2010-01-01

This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month-long summer writing program. A changing conditions single-subject…

Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills

ERIC Educational Resources Information Center

Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon

2016-01-01

Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…

Professional medical writing support and the quality of randomised controlled trial reporting: a cross-sectional study.

PubMed

Gattrell, William T; Hopewell, Sally; Young, Kate; Farrow, Paul; White, Richard; Wager, Elizabeth; Winchester, Christopher C

2016-02-21

Authors may choose to work with professional medical writers when writing up their research for publication. We examined the relationship between medical writing support and the quality and timeliness of reporting of the results of randomised controlled trials (RCTs). Cross-sectional study. Primary reports of RCTs published in BioMed Central journals from 2000 to 16 July 2014, subdivided into those with medical writing support (n=110) and those without medical writing support (n=123). Proportion of items that were completely reported from a predefined subset of the Consolidated Standards of Reporting Trials (CONSORT) checklist (12 items known to be commonly poorly reported), overall acceptance time (from manuscript submission to editorial acceptance) and quality of written English as assessed by peer reviewers. The effect of funding source and publication year was examined. The number of articles that completely reported at least 50% of the CONSORT items assessed was higher for those with declared medical writing support (39.1% (43/110 articles); 95% CI 29.9% to 48.9%) than for those without (21.1% (26/123 articles); 95% CI 14.3% to 29.4%). Articles with declared medical writing support were more likely than articles without such support to have acceptable written English (81.1% (43/53 articles); 95% CI 67.6% to 90.1% vs 47.9% (23/48 articles); 95% CI 33.5% to 62.7%). The median time of overall acceptance was longer for articles with declared medical writing support than for those without (167 days (IQR 114.5-231 days) vs 136 days (IQR 77-193 days)). In this sample of open-access journals, declared professional medical writing support was associated with more complete reporting of clinical trial results and higher quality of written English. Medical writing support may play an important role in raising the quality of clinical trial reporting. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Writing reports for lawyers and courts.

PubMed

Reid, William H

2011-09-01

Psychiatrists and other mental health professionals are asked from time to time to provide reports that will be used in legal or administrative actions ("forensic" reports, expressing "opinions" beyond personal observations). This article provides general guidance and recommendations for forensic report writing, particularly when the writer has limited forensic experience. Forensic reports are quite different from ordinary clinical reports. Their appearance, purpose, context, format, vocabulary, and legal or administrative "rules" should be carefully considered by professionals who choose to write them. Conflict of interest dictates that most such reports not be written about one's own patients. Requests from complainants or litigants themselves, rather than from lawyers, judges, or agency/company officials, should usually be declined. Although most attorneys and others who ask for reports do so in good faith, some requests, especially last-minute or "rush" demands and those from complainants or litigants themselves, can encourage misguided or even unethical behavior. Clinicians who write forensic reports should adhere to a careful routine of completeness, honesty, and objectivity. They should decline cases in which they sense inappropriate pressure or ethical problems, and treat every report as a lasting and public example of their work, expertise, and professionalism.

ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard-of-Hearing Students, K-6

ERIC Educational Resources Information Center

Reed, Carolyn Mascia

2009-01-01

To be effective in providing a writing literacy program, regardless of communication approaches, educators should establish program-wide conditions that promote English writing literacy over time. The researcher's purpose for this study was to identify shared characteristics of writing intervention programs in three different communication school…

Facilitating Scholarly Writing in Academic Medicine

PubMed Central

Pololi, Linda; Knight, Sharon; Dunn, Kathleen

2004-01-01

Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up. PMID:14748862

A curricular approach to improve the information literacy and academic writing skills of part-time post-registration nursing students in Hong Kong.

PubMed

Tarrant, Marie; Dodgson, Joan E; Law, Beatrice V K K

2008-05-01

In today's environment of rapidly changing health care and information technology, nurses require a broad range of skills. One of the key skills required of all health professionals in this environment is information literacy. For registered nurses returning to a university setting to study for their baccalaureate degree, becoming information literate is one of many challenges they face. Also key to students' ability to use and communicate information in an appropriate and effective manner is their writing skills. This article describes a curricular intervention designed to develop and strengthen post-registration nurses' information literacy and academic writing competencies. An introductory information management module was developed and provided to three successive cohorts of students (n=159). Students were predominantly female (85.4%) with a mean age of 34.2 years (SD=6.8). Prior to commencing the program, students reported low information literacy and writing skills, especially in accessing and searching electronic databases and using referencing formats. The post-test evaluation of skills showed substantial and statistically significant increases in all assessed competencies. This intervention demonstrated that with structured but flexible learning activities early in the curriculum, post-registration nursing students can quickly become information literate.

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

ERIC Educational Resources Information Center

Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

British Students' Academic Writing: Can Academia Help Improve the Writing Skills of Tomorrow's Professionals?

ERIC Educational Resources Information Center

Sultan, Nabil

2013-01-01

The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…

Providing Writing and Language Support for Students Who Have English as a Second Language--A Pilot Study

ERIC Educational Resources Information Center

Heatley, Sue; Allibone, Lorraine; Ooms, Ann; Burke, Linda; Akroyd, Karen

2011-01-01

This paper reports on a pilot project which provided writing support for registered nurses undertaking Continuing Professional Development (CPD) and for pre-registration nursing students. Both groups of students have English as a second language (ESL). The aims of the project were to extend the scope of the available writing support within the…

Exploring Writing Workshop in the K-2 Classroom: Discovering Our Voices. Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Rickards, Debbie; Hawes, Shirl

This book is meant as a resource that can be used by experienced writing teachers as a practical reference when planning writing lessons. The book includes a sequence of instruction, lesson ideas, enrichment options, literature and poetry connections, student samples, and all the ready-to-use materials teachers need to implement the…

Exploring Engineering Instructors' Views about Writing and Online Tools to Support Communication in Engineering

ERIC Educational Resources Information Center

Howard, Sarah K.; Khosronejad, Maryam; Calvo, Rafael A.

2017-01-01

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students' preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support…

Increasing Research Productivity and Professional Development in Psychology With a Writing Retreat.

PubMed

Stanley, Ian H; Hom, Melanie A; Chu, Carol; Joiner, Thomas E

2017-09-01

Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

Writing a Professional Life on Facebook

ERIC Educational Resources Information Center

Briggs, Timothy J.

2013-01-01

This video presents one academic's experiences using Facebook in service of his professional life in order to contend that Facebook can be valuable to faculty as both a site for professional conversations and a social network that enables users to create and maintain social capital.

'A very valuable fusion of classes': British professional and volunteer nurses of the First World War.

PubMed

Hallett, Christine E

2014-06-01

Public perceptions of the work of nurses and VAD-volunteers in the First World War have been heavily influenced by a small number of VAD-writings. The work of trained, professional nurses in supporting and supervised the work of VADs has been largely overlooked. This paper examines several of the writings of both volunteers and professionals, and emphasises the overlooked supervisory, managerial and clinical work of trained nurses. In this centenary year of the First World War's opening months, the paper also explores the ways in which the British mass-media--notably the BBC--have chosen to cling to a romantic image of the untrained nurse, whilst at the same time acknowledging the significance of trained, professional nursing. Copyright © 2014 Elsevier Ltd. All rights reserved.

A Preliminary Rhetoric of Technical Copywriting.

ERIC Educational Resources Information Center

Henson, Leigh

1994-01-01

Discusses the rhetorical elements of technical copywriting, including its shared communicative aims with technical writing; authorship considerations such as ethics, education, and professionalism; and the concerns of promotional strategy, audience analysis, choice of media and materials, writing strategy, and style. (SR)

The Use of a Computer-Based Writing Program: Facilitation or Frustration?

ERIC Educational Resources Information Center

Chen, Chi-Fen Emily; Cheng, Wei-Yuan

2006-01-01

The invention of computer-based writing program has revolutionized the way of teaching second language writing. Embedded with artificial intelligence scoring engine, it can provide students with both immediate score and diagnostic feedback on their essays. In addition, some of such programs offer convenient writing and editing tools to facilitate…

The Cybernetic Writing Program.

ERIC Educational Resources Information Center

Lowe, Kelly Fisher

This paper looks at the role of a Writing Program Administrator, and applies the idea of a cybernetic system to the administration of the program. In this cybernetic model, the Writing Program Administrator (WPA) works as both a problem solver and problem causer, with the responsibility of keeping the program in proper balance. A cybernetic…

Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers

NASA Astrophysics Data System (ADS)

Sullivan-Watts, Barbara K.; Nowicki, Barbara L.; Shim, Minsuk K.; Young, Betty J.

2013-08-01

This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a "writing in science" program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.

Writing in Chemistry: An Effective Learning Tool

NASA Astrophysics Data System (ADS)

Kovac, Jeffrey; Sherwood, Donna W.

1999-10-01

Writing is both a powerful learning tool and an important professional skill for chemists. We have developed a systematic approach to the integration of writing into the chemistry curriculum, which is described in detail in Writing Across the Chemistry Curriculum: A Faculty Handbook, available from the authors in a preliminary edition. The approach has been tested in high-enrollment sections of general chemistry at the University of Tennessee, Knoxville, with considerable success. This paper describes both the general approach and the specific implementation in the classroom.

Cassini Scientist for a Day: Encouraging Science Research and Writing for Students on National and International Scales

NASA Astrophysics Data System (ADS)

Zimmerman Brachman, R.; Piazza, E.

2010-12-01

The Cassini Outreach Group for the Cassini mission to Saturn at NASA’s Jet Propulsion Laboratory runs an international essay contest called “Cassini Scientist for a Day.” Students write essays about Saturn and its rings and moons. The program has been run nine times, increasing in scope with each contest. Students in grades 5-12 gain skills in critical thinking, decision-making, researching, asking good questions, and communicating their ideas to scientists. Winners and their classes participate in teleconferencing question and answer sessions with Cassini scientists so students can ask questions to professional scientists. Videos of young Cassini scientists are included in the contest reference materials to provide role models for the students. Thousands of students in 27 countries on 6 continents have participated in the essay contest. Volunteers run the international contests outside of the United States, with their own rules, languages, and prizes.

Cassini Scientist for a Day: Encouraging Science Research and Writing for Students on National and International Scales

NASA Astrophysics Data System (ADS)

Zimmerman Brachman, R.; Wessen, A.; Piazza, E.

2011-10-01

The outreach team for the Cassini mission to Saturn at NASA's Jet Propulsion Laboratory (JPL) runs an international essay contest called "Cassini Scientist for a Day." Students write essays about Saturn and its rings and moons. The program has been run nine times, increasing in scope with each contest. Students in grades 5 to 12 (ages 10 to 18) gain skills in critical thinking, decision-making, researching, asking good questions, and communicating their ideas to scientists. Winners and their classes participate in teleconferencing question-and-answer sessions with Cassini scientists so students can ask questions to professional scientists. Videos of young Cassini scientists are included in the contest reference materials to provide role models for the students. Thousands of students in 50 countries on 6 continents have participated in the essay contest. Volunteers run the international contests outside of the United States, with their own rules, languages, and prizes.

Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program

ERIC Educational Resources Information Center

Gibbs, Yvonne Duncan

2012-01-01

Research on writing proficiency from elementary students through undergraduates is prevalent; however, few focused on students in graduate school. Few teacher education programs require specific coursework in writing for teacher certification. Yet, teacher educators express concern about teacher candidates' writing proficiencies. Writing may…

The Effects of Write Score Formative Assessment on Student Achievement

ERIC Educational Resources Information Center

Fox, Janice M.

2013-01-01

In an "ex post facto" causal-comparative research design, this study investigated the effectiveness of a formative writing assessment program, Write Score, on increasing student writing achievement. Tennessee Comprehensive Assessment Program (TCAP) reading language arts and writing scores from 2012 were utilized for this study. The…

Effectiveness of a co-taught handwriting program for first grade students.

PubMed

Case-Smith, Jane; Holland, Terri; White, Susan

2014-02-01

Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.

Interdisciplinary Teaching in a Water Educational Training Science Program: Its Impact on Science Concept Knowledge, Writing Performance, and Interest in Science and Writing of Elementary Students.

ERIC Educational Resources Information Center

Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

This paper presents a study investigating the effects of the Water Education Training (WET) program on students' performance in science. The WET Program is an after school program using an interdisciplinary approach which has three main objectives: improving science concept knowledge, writing performance, and attitudes toward science and writing.…

Writing in science: Influences of professional development on teachers' beliefs, practices, and student performance

NASA Astrophysics Data System (ADS)

Fulton, Lori

Science education reform calls for learners to be engaged in hand-on, minds-on activities related to science. As a part of this reform effort, learners are encouraged to use writing as a means of documenting their work and developing their understandings. This qualitative case study employed the Conceptual Change Perspective and Sociocultural Perspective to examine the impact on three elementary teachers' beliefs, practices, and student outcomes, as they relate to science notebooks, based on their participation in a professional study group. Data sources included teacher and student interviews, video of the study group meetings, video of classroom lessons, and student work in the form of science notebooks and pre- and posttests. Results show that the study group discussions focused on the science notebook as a tool, the teacher's role, the students' struggle to write, and the content of the notebook. Individual cases were developed and then a cross-case analysis was conducted. Results of this analysis suggest that the longer a teacher is involved in a study group, the greater the impact on her beliefs and practices, which resulted in students being able to define a purpose for the notebook, having a higher percentage of the parts of a conclusion within their notebooks, and demonstrating an understanding of the scientific content. Based on the analysis, a substantive theory on the development of insightful implementation of science notebooks was developed. This study has implications for both the elementary classroom and teacher education programs in helping teachers learn reform-based practices that facilitate student learning. Finally, suggestions for future research are considered.

Expanding the Classroom: Benefits of Field Classes for Interdisciplinary Courses.

NASA Astrophysics Data System (ADS)

Schwarzschild, A.

2014-12-01

Ecological Research stations are often used to house field trips and short courses for science classes. These facilities, however, can also provide unique benefits when used for interdisciplinary courses and Professional Development programs not directly tied to field research. Located near the southern tip of the Delmarva Peninsula, the University of Virginia's Anheuser-Busch Coastal Research Center (ABCRC) serves as the field station for the Virginia Coast Reserve Long Term Ecological Research Program (VCR-LTER). Along with hosting field trips and short course for subjects like Marine Biology, Aquatic Ecology and Coastal Geology, the ABCRC has recently hosted Professional Development programs for public school Art teachers and a Nature Writing class for college students. These interdisciplinary programs are part of the ABCRC's participation in the Ecological Reflections Program (http://www.ecologicalreflections.com/) sponsored by The National Science Foundation and the LTER Network, with a goal of tying VCR-LTER data with the Humanities to increase appreciation of coastal environments and the ecosystem services they provide. Participants in these interdisciplinary programs are exposed to cutting edge field research and immersed (often quite literally) in coastal environments while they practice their art forms. The resulting paintings, drawings, nature essays and short stories demonstrate the impacts exposure to natural environments can have on program participants and how these experiences may shape their future works. Public exhibitions and readings allow these experiences to be shared with a larger audience.

Professional Wisdom and Writing for Publication: Qualitative Interviews with Editors and Authors in Early Childhood Education

ERIC Educational Resources Information Center

Jalongo, Mary Renck

2013-01-01

College and university faculty members specializing in early childhood education face some unique challenges in scholarly writing. The purpose of this research was to use open-ended interviews as a way to gather the collective wisdom of a group of key informants about academic writing and publishing in the field. Twenty-two editors and/or authors,…

Introduction to Part 2 of a Symposium on Teachers as Leaders: Teachers Write Now: Collaborating, Writing, and Acting on Teacher Leadership

ERIC Educational Resources Information Center

Smulyan, Lisa

2016-01-01

This introduction to the second part of our Symposium on Teachers as Leaders examines the role of collaboration and writing as part of teacher leadership. The first part of the symposium described teacher leadership as a stance that values professionalism and the intellectual, political, and collaborative work of teaching. This introduction…

Administrative Problem-Solving for Writing Programs and Writing Centers: Scenarios in Effective Program Management.

ERIC Educational Resources Information Center

Myers-Breslin, Linda

Addressing the issues and problems faced by writing program administrators (WPAs) and writing center directors (WCDs), and how they can most effectively resolve the political, pedagogical, and financial questions that arise, this book presents essays from experienced WPAs and WCDs at a wide variety of institutions that offer scenarios and case…

The online use of Violence and Journey metaphors by patients with cancer, as compared with health professionals: a mixed methods study

PubMed Central

Semino, Elena; Demjén, Zsófia; Demmen, Jane; Koller, Veronika; Payne, Sheila; Hardie, Andrew; Rayson, Paul

2017-01-01

Objective To compare the frequencies with which patients with cancer and health professionals use Violence and Journey metaphors when writing online; and to investigate the use of these metaphors by patients with cancer, in view of critiques of war-related metaphors for cancer and the adoption of the notion of the ‘cancer journey’ in UK policy documents. Design Computer-assisted quantitative and qualitative study of two data sets totalling 753 302 words. Setting A UK-based online forum for patients with cancer (500 134 words) and a UK-based website for health professionals (253 168 words). Participants 56 patients with cancer writing online between 2007 and 2012; and 307 health professionals writing online between 2008 and 2013. Results Patients with cancer use both Violence metaphors and Journey metaphors approximately 1.5 times per 1000 words to describe their illness experience. In similar online writing, health professionals use each type of metaphor significantly less frequently. Patients’ Violence metaphors can express and reinforce negative feelings, but they can also be used in empowering ways. Journey metaphors can express and reinforce positive feelings, but can also be used in disempowering ways. Conclusions Violence metaphors are not by default negative and Journey metaphors are not by default a positive means of conceptualising cancer. A blanket rejection of Violence metaphors and an uncritical promotion of Journey metaphors would deprive patients of the positive functions of the former and ignore the potential pitfalls of the latter. Instead, greater awareness of the function (empowering or disempowering) of patients’ metaphor use can lead to more effective communication about the experience of cancer. PMID:25743439

Training racial and ethnic minority students for careers in public health sciences.

PubMed

Duffus, Wayne A; Trawick, Cynthia; Moonesinghe, Ramal; Tola, Jigsa; Truman, Benedict I; Dean, Hazel D

2014-11-01

A workforce that resembles the society it serves is likely to be more effective in improving health equity for racial and ethnic minorities in the U.S. Racial and ethnic minorities are underrepresented in the U.S. public health professions. Project Imhotep is operated by Morehouse College with funding and technical assistance from CDC. Imhotep trains racial and ethnic minority students for entry into graduate and professional training programs for careers in the public health sciences. The curriculum focuses on biostatistics, epidemiology, and occupational safety and health with practical training in statistical data analysis, scientific writing, and oral presentation skills. To describe the Imhotep program and highlight some of its outcomes. Data were collected every year by self-administered questionnaire or follow-up telephone and e-mail interviews of students who participated in Imhotep during 1982-2010 and were followed through December 2013. Findings demonstrated that 100% of the 481 trained students earned bachelor's degrees; 73.2% earned graduate degrees (53% earned master's degrees, 11.1% earned medical degrees, and 7.3% earned other doctoral degrees); and 60% entered public health careers. The Imhotep program has improved the representation of racial and ethnic minorities among public health professionals in the U.S. A diverse workforce involving Imhotep graduates could augment the pool of pubic health professionals who make strategic and tactical decisions around program design and resource allocation that impact health in the most affected communities. Published by Elsevier Inc.

Health Professionals' Views of Communication: Implications for Assessing Performance on a Health-Specific English Language Test

ERIC Educational Resources Information Center

Elder, Cathie; Pill, John; Woodward-Kron, Robyn; McNamara, Tim; Manias, Elizabeth; Webb, Gillian; McColl, Geoff

2012-01-01

The gap between linguistic and professional criteria is a widely acknowledged but unresolved issue in the teaching and assessment of languages for specific purposes (LSP). In the teaching of professional writing, language experts and workplace professionals have been characterized as living worlds apart with respect to their views of…

Besoins langagiers et pratiques d'ecriture (Language Needs and Writing Practice).

ERIC Educational Resources Information Center

Dabene, Michel

1977-01-01

A writing exercise consisting of a description of an automobile accident was carried out by two groups, one consisting of skilled workers, the other of professionals. The results were compared in terms of clarity, length, grammar, vocabulary, and tone. (AM)

International Society for Medical Publication Professionals (ISMPP) position statement: the role of the professional medical writer.

PubMed

Norris, Robert; Bowman, Aly; Fagan, Jean M; Gallagher, Eileen R; Geraci, Anna B; Gertel, Art; Hirsch, Laurence; Ross, Philip D; Stossel, Thomas P; Veitch, Keith; Woods, David

2007-08-01

The International Society for Medical Publication Professionals (ISMPP) is an independent, nonprofit professional association with members from the pharmaceutical, medical device, and biotechnology industries; publication planning and medical communications companies; academia; and medical journal staffs, including editors and publishers. ISMPP's mission is to support the educational needs of medical publication professionals by providing a forum to facilitate awareness and development of best practices in publication planning and implementation, and fostering consensus policies related to medical publishing. This position statement reflects our concern about the current climate of mistrust regarding the use of professional medical writers in the preparation of manuscripts. We acknowledge the skills and training of medical writing professionals and support their role in working with research teams to develop clear and concise manuscripts in a timely fashion. Further, we support complete and transparent disclosure of the role of the medical writer and the source of funding for the writing initiative in order to build awareness of, and trust in, the appropriate use of medical writing professionals. ISMPP endorses use of the contributorship model, which offers detailed information on the roles of all who participated in planning, conducting, developing, and publishing medical research. Further, we propose that this model be integrated into the standard operating procedures of the diverse organizations that comprise our membership because the responsibility for authorship disclosure is shared by sponsors, authors, study investigators, and medical writers. Finally, we commend the many organizations that have worked to increase recognition and understanding of the legitimate role of the medical writer, and are eager to work in concert with them to ensure the rigorous maintenance of all ethical standards for reporting the results of medical research.

44 CFR Appendix B to Part 62 - National Flood Insurance Program

Code of Federal Regulations, 2012 CFR

2012-10-01

... obtain a copy of “The Write Your Own Program Financial Control Plan Requirements and Procedures” by... Plan to Maintain Financial Control for Business Written Under the Write Your Own Program. (a) In general. Under the Write Your Own (WYO) Program, we (the Federal Insurance Administration (FIA), Federal...

The Activist WPA in Action: A Profile of the Firstyear Writing Program at Eastern Michigan University

ERIC Educational Resources Information Center

Irvin, L. Lennie

2009-01-01

This writing program profile examines the work of Dr. Linda Adler-Kassner and the ways in which she has redefined writing and the place of first-year writing at her university. The profile highlights Adler-Kassner's development of an "open systems" curriculum and her use of assessment for program visibility and continuous program…

From Hallucination to Fiction: The Invention of Meaning in Psychosis.

PubMed

Lippi, Silvia; Lehaire, Célia; Petit, Laetitia

2016-12-01

Taking their inspiration from a case history, the authors explore the effects of a writing workshop led by a professional writer for patients in a psychiatric hospital. This workshop allowed different modes of transference to unfold: transference to the analyst-therapist, transference to the writer who led the workshop, and transference to the other members of the group. The writing activity created conditions in which there could be a movement from hallucination to delusion-a delusion expressed in fiction through the act of writing. Psychotic patients "invent" a writing that remains unfinished and that relates to the experiences of persecution. Writing thus makes it possible for them to tolerate language, through its transformation into writing.

Supporting Creativity, Inclusion and Collaborative Multi-Professional Learning

ERIC Educational Resources Information Center

Davis, John M.

2013-01-01

This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and…

Three Types of Memory in Emergency Medical Services Communication

ERIC Educational Resources Information Center

Angeli, Elizabeth L.

2015-01-01

This article examines memory and distributed cognition involved in the writing practices of emergency medical services (EMS) professionals. Results from a 16-month study indicate that EMS professionals rely on distributed cognition and three kinds of memory: individual, collaborative, and professional. Distributed cognition and the three types of…

Teachers Talking about Writing Assessment: Valuable Professional Learning?

ERIC Educational Resources Information Center

Reid, Lesley

2007-01-01

This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing…

Eleanor McElwee and the Formation of IEEE PCS

ERIC Educational Resources Information Center

Malone, Edward A.

2015-01-01

This article examines the historical professional project that created the Institute of Radio Engineers' Professional Group on Engineering Writing an Speech (IRE PGEWS)--now called the Institute of Electrical and Electronics Engineers' Professional Communication Society (IEEE PCS)--and recounts the group's early history in detail. It also traces…

Preparing and Presenting Effective Research Posters

PubMed Central

Miller, Jane E

2007-01-01

Objectives Posters are a common way to present results of a statistical analysis, program evaluation, or other project at professional conferences. Often, researchers fail to recognize the unique nature of the format, which is a hybrid of a published paper and an oral presentation. This methods note demonstrates how to design research posters to convey study objectives, methods, findings, and implications effectively to varied professional audiences. Methods A review of existing literature on research communication and poster design is used to identify and demonstrate important considerations for poster content and layout. Guidelines on how to write about statistical methods, results, and statistical significance are illustrated with samples of ineffective writing annotated to point out weaknesses, accompanied by concrete examples and explanations of improved presentation. A comparison of the content and format of papers, speeches, and posters is also provided. Findings Each component of a research poster about a quantitative analysis should be adapted to the audience and format, with complex statistical results translated into simplified charts, tables, and bulleted text to convey findings as part of a clear, focused story line. Conclusions Effective research posters should be designed around two or three key findings with accompanying handouts and narrative description to supply additional technical detail and encourage dialog with poster viewers. PMID:17355594

Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design.

PubMed

Case-Smith, Jane; Holland, Terri; Lane, Alison; White, Susan

2012-01-01

We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program's aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) and the Woodcock-Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH-M legibility (η² = .74), speed (η²s = .52-.65), Writing Fluency (η² = .58), and Writing Samples (η² = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency. Copyright © 2012 by the American Occupational Therapy Association, Inc.

Writing for professional publication. Part 3: following journal guidelines.

PubMed

Fowler, John

Recognizing your motivation and identifying the content of your potential article are the first two steps in writing for publication. However, you will almost certainly receive a rejection letter if you do not plan and structure your article to meet the style of the specific journal you intend submitting to. In the third part of a series of articles, John Fowler, an experienced nursing lecturer and author, highlights the importance of downloading and reading carefully the author instructions which are found on the websites of nearly all professional journals.

Lessons from the Earth Science Women's Network (ESWN) Workshop "Defining Your Research Identity"

NASA Astrophysics Data System (ADS)

Kontak, R.; Kogan, M.; Adams, A. S.; DeBoer, A.; Hastings, M. G.; Holloway, T.; Laursen, S. L.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.

2011-12-01

The Earth Science Women's Network (ESWN) is an international network of and for early-career women geoscientists, including graduate students, postdocs, faculty, program managers, and government, non-government and industry researchers. The mission of ESWN since 2002 is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. With support from a National Science Foundation ADVANCE PAID grant, ESWN is meeting those goals through activities such as the workshop "Defining Your Research Identity." The overall goals of the 2011 ESWN Workshop were to help women at all career stages-but particularly early in their chosen track-to think through their personal, career and research goals, and to articulate these interests and goals in a way that reflects their professional strengths, both verbally and in writing. The focus of "Defining Your Research Identity" provided an opportunity for participants to walk away with a better sense of who they are, what they want, and how to achieve their goals by helping them identify the steps, resources and support needed. "Defining Your Research Identity," was selected as a workshop topic because the theme is relevant to all career stages. In particular, we set workshop goals of identifying personal strengths, defining a mission statement, networking with other ESWN members, and putting the newly-developed personal mission into action. Participants reported significant increases in personal motivation and support and encouragement from the network to pursue their goals, including research, writing, and applications for funding and programs.

Hiring a professional medical writer: is it equivalent to ghostwriting?

PubMed Central

Das, Natasha; Das, Saurendra

2014-01-01

Authors of articles published in medical journals are often busy researchers who cannot afford time devoted to writing. Though they are experts in their own therapeutic area, more often than not, researchers find it difficult to actually write and publish their research. Professional medical writers with their expertise in writing clear, concise, comprehensible, and coherent content are often a great support to researchers. Their contribution to the manuscript is usually focused on getting a manuscript ready for publication. They are not authors unless they make substantial contribution to the study according to the guidelines of the International Committee of Medical Journal Editors (ICMJE). However, medical writing is not the same as ghostwriting. Ghostwriting is unethical. Medical writers can be legitimate contributors to the medical manuscript. Several international guidelines including the ICMJE guidelines require authors to acknowledge the contribution of medical writers in the published article. Medical writers whose name is publicly associated with the article in turn make an extra effort to ensure that all applicable publication ethics and style guidelines are adhered to. This article discusses the current international guidelines about the acknowledgement of writing assistance. It also emphasizes on how acknowledging medical writing support can go a long way in curbing the menace of scientific misconduct including ghostwriting. PMID:24627711

Hiring a professional medical writer: is it equivalent to ghostwriting?

PubMed

Das, Natasha; Das, Saurendra

2014-01-01

Authors of articles published in medical journals are often busy researchers who cannot afford time devoted to writing. Though they are experts in their own therapeutic area, more often than not, researchers find it difficult to actually write and publish their research. Professional medical writers with their expertise in writing clear, concise, comprehensible, and coherent content are often a great support to researchers. Their contribution to the manuscript is usually focused on getting a manuscript ready for publication. They are not authors unless they make substantial contribution to the study according to the guidelines of the International Committee of Medical Journal Editors (ICMJE). However, medical writing is not the same as ghostwriting. Ghostwriting is unethical. Medical writers can be legitimate contributors to the medical manuscript. Several international guidelines including the ICMJE guidelines require authors to acknowledge the contribution of medical writers in the published article. Medical writers whose name is publicly associated with the article in turn make an extra effort to ensure that all applicable publication ethics and style guidelines are adhered to. This article discusses the current international guidelines about the acknowledgement of writing assistance. It also emphasizes on how acknowledging medical writing support can go a long way in curbing the menace of scientific misconduct including ghostwriting.

Children's Writing Processes when Using Computers: Insights Based on Combining Analyses of Product and Process

ERIC Educational Resources Information Center

Gnach, Aleksandra; Wiesner, Esther; Bertschi-Kaufmann, Andrea; Perrin, Daniel

2007-01-01

Children and young people are increasingly performing a variety of writing tasks using computers, with word processing programs thus becoming their natural writing environment. The development of keystroke logging programs enables us to track the process of writing, without changing the writing environment for the writers. In the myMoment schools…

What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

ERIC Educational Resources Information Center

Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

2016-01-01

This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

Teacher Inquiry: Living the Research in Everyday Practice.

ERIC Educational Resources Information Center

Clarke, Anthony, Ed.; Erickson, Gaalen, Ed.

This book includes 22 papers in three parts. After (1) "Teacher Inquiry: A Defining Feature of Professional Practice" (Anthony Clarke and Gaalen Erickson), Part 1, "Enacting Teacher Research in Practice Settings," includes (2) "Writing Matters: Exploring the Relationship between Writing Instruction and Assessment"…

A Mandatory Course in Scientific Writing for Undergraduate Medical Students

ERIC Educational Resources Information Center

Roland, Charles G.; Cox, Barbara G.

1976-01-01

Describes a course required for Mayo Medical School students that includes a self-instructional test on 15 common writing faults, a minithesis, and a clinical laboratory research project prepared as a paper submissible to a scientific journal and critiqued by professional editors. (JT)

How to Talk about Professional Communication: Metalanguage and Heuristic Power.

ERIC Educational Resources Information Center

Killingsworth, M. Jimmie

1989-01-01

Analyzes several examples of metalanguage from current literature on professional writing, applying three principles for evaluating metalanguage in industry and academe. Considers a potentially effective metalanguage based on simple grammatical expressions. (MM)

Research Experiences for Teachers: How professional development through directed research can revitalize your classroom teaching

NASA Astrophysics Data System (ADS)

Hynes, Shelly

2008-03-01

Research Experiences for Teachers (RET) is an NSF-funded program that provides high school teachers with the opportunity to do research at select institutions across the country in a wide variety of fields. I performed research at two institutions under this program; The National Radio Astronomy Observatory in Green Bank, WV in 2006 and Baylor University in Waco, TX in 2007. My work at NRAO utilized IDL programming to analyze the nonlinearities in the signal processing components of the GBT (Green Bank Telescope). My research at Baylor University required me to write a program in Mathematica to analyze the frequency of pulsation of variable white dwarfs, data that was taken at the Paul and Jane Meyer Observatory in Clifton, TX. I will explain how I have incorporated both research experiences into my courses and how each of these experiences has refocused my teaching.

'Ike Wai Professional Development Model for Students and Post-docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2016-12-01

'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more junior students. All mentors are trained and mentoring relationships are carefully monitored to allow for sharing of best practices and early detection of issues that could adversely impact retention.

Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

NASA Astrophysics Data System (ADS)

Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

2003-02-01

Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

In between mental evolution and unconscious memory: Lamarckism, Darwinism, and professionalism in late Victorian Britain.

PubMed

Turbil, Cristiano

2017-09-01

In 1884 Samuel Butler published a collection of essays entitled Remarks on George Romanes' Mental Evolution, where he attempted to show how Romanes' idea of mental evolution presented similarities with his theory of unconscious memory. By looking at Romanes' work through Butler's writing, this article will reevaluate some aspects of their works regarding the complex debate about memory, heredity, and instinct. This paper will explore the main differences and similarities between Romanes' science and Butler's writing on science both in terms of their ideas and contents. It will then look into their different professional relationships with Darwin and how this determined the professional and public reception of their theories. © 2017 Wiley Periodicals, Inc.

Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class

NASA Astrophysics Data System (ADS)

Ratay, Douglas L.; Schairer, Ashley; Garland, Catherine A.; Gomez-Martin, Cynthia

We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as "writing coaches" to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

Implementing a writing course in an online RN-BSN program.

PubMed

Stevens, Carol J; D'Angelo, Barbara; Rennell, Nathalie; Muzyka, Diann; Pannabecker, Virginia; Maid, Barry

2014-01-01

Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.

The Importance of Innovation: Diffusion Theory and Technological Progress in Writing Centers.

ERIC Educational Resources Information Center

Inman, James A.

2000-01-01

Suggests that all stakeholders should share a focus on "innovations," referring here simultaneously to technologies and their social, cultural, political, and historical contexts. Introduces a new perspective through which writing center professionals can approach collaborative relationships with other stakeholders in the move towards…

Navigating Their Careers

ERIC Educational Resources Information Center

Geller, Anne Ellen; Denny, Harry

2013-01-01

Upon arriving on their first day of work, new writing center professionals (WCPs) may be pleased to find they have inherited well-furnished tutorial spaces or established peer-tutoring courses. be welcomed by supportive, cross-disciplinary writing committees or invested deans. Those who start in their positions as their institutions' first…

Journalism: The Whole Story.

ERIC Educational Resources Information Center

Egan, Christine

Knowing what a journalist does and what opportunities are available to graduates in this field is necessary to anyone interested in a journalism career. This reprint discusses five major categories of journalism careers: writing and editing the news for print and electronic media, commercial and professional writing, advertising, public relations,…

Flipping to Teach the Conceptual Foundations of Successful Workplace Writing

ERIC Educational Resources Information Center

Campbell, Kim Sydow

2016-01-01

Flipping originated in science, technology, engineering, and mathematics fields, where didactic transmission of conceptual knowledge has been the standard pedagogy. Flipping has resulted in additional focus on procedural knowledge within class meetings. This article argues that business and professional writing pedagogy, which already focuses…

Teaching Grant Writing with Service Learning

ERIC Educational Resources Information Center

Griffith, James D.; Hart, Christian L.; Goodling, Morgan M.

2006-01-01

Grant writing experience can be a valuable asset for students completing masters-level degree programs across a variety of disciplines. A service learning grant writing project was incorporated in a multidisciplinary program evaluation course as part of a writing requirement. Twelve students served as "ghost writers" and wrote grant…

Method for programming a flash memory

DOEpatents

Brosky, Alexander R.; Locke, William N.; Maher, Conrado M.

2016-08-23

A method of programming a flash memory is described. The method includes partitioning a flash memory into a first group having a first level of write-protection, a second group having a second level of write-protection, and a third group having a third level of write-protection. The write-protection of the second and third groups is disabled using an installation adapter. The third group is programmed using a Software Installation Device.

Visible ink: A flexible and individually tailored writing intervention for cancer patients.

PubMed

Corner, Geoffrey W; Jhanwar, Sabrina M; Kelman, Judith; Pessin, Hayley; Stein, Emma; Breitbart, William

2015-04-01

Subjective reports on the effectiveness of and satisfaction with writing interventions in medical populations have indicated that they can have a profound impact on patients. Further, past research on these programs has demonstrated that they can lead to a number of different positive outcomes depending on the personal characteristics of the participating patients and the type of writing with which they are tasked. For this reason, a flexible and individually tailored writing intervention may be particularly effective for patients, molding its approach to their desires and backgrounds. This paper examines Visible Ink, a writing program for cancer patients at Memorial Sloan-Kettering Cancer Center (MSKCC) that follows this model. At Visible Ink's First Fall Writing Festival in November 2012, an optional survey was provided to all program participants in attendance, capturing both quantitative and qualitative information on patient experiences in the program. Twenty-nine surveys were completed. The program appears to have a variety of positive effects, including fostering personal growth and providing a positive distraction. Respondents reported that they write in a number of different genres on topics both related and not related to their illnesses, which supports the flexible model of the program. All respondents indicated that they would recommend the program to others, and satisfaction with the program's general approach (i.e., individualized work with a writing coach) was unanimous. A few areas for potential improvement were also identified, most of which involved expanding the services and events offered by the program. Despite the limitations of this survey (e.g., small sample size and low response rate), its results support the promise of the Visible Ink model and demonstrate participants' satisfaction with the program. Future research can more thoroughly examine Visible Ink's effectiveness, and additional resources could enable the program to expand.

Re-learning how to write: student successes and challenges in a targeted geoscience communication course

NASA Astrophysics Data System (ADS)

Elwood Madden, M.; Miller-Deboer, C.; Eodice, M.; Miller, J.; Johnson, J.; Rifenburg, M.

2013-12-01

Students in OU's Geology and Geophysics (G&G) program must complete either English Technical Writing or a major-specific Geowriting class as sophomores or juniors. We asked students in Geowriting and students in a G&G colloquium course (required for G&G scholarship students and an elective for others) to complete surveys reporting their writing experiences and attitudes, as well as write an abstract for a Scientific American story to assess writing skills at the beginning and end of the semester. Geowriting students had stronger writing skills and more positive attitudes towards writing at the beginning of the semester than their colloquium peers, suggesting that students who were already interested and skilled in writing were self-selecting into the class. During the semester, Geowriting focused on improving the clarity, organization, efficiency, and mechanics of student writing and discussed how science writing is similar in some ways (argument, sentence structure, etc.), but also different in many aspects (concise, forthright, repetitive, etc) from writing tactics taught in high school and some college composition courses. Colloquium students attended the weekly scientific talks, but did not write in the class; however, some students were enrolled in freshman-level composition courses and Technical Writing. End-of-semester surveys showed Geowriting students had a more positive change in attitude and expectations towards writing than their colloquium peers. However, one significant difference in attitude towards writing was indicated by negative feelings towards in-class writing, which may be a result of 'writing fatigue' within the Geowriting group. This writing fatigue could be explained by student end-of -semester cognitive overload. Through other measures, colloquium students showed a greater improvement in writing skills (concise, clear, organized, etc) compared to Geowriting students; however, Geowriting students maintained higher skill levels than the Colloquium group at the end of the semester. Geowriting students reported in self-assessments that they had 're-learned' how to write as geoscientists in the class and had developed new writing tactics that they could apply to writing projects in other science courses. Based on these reports, we assessed abstract samples to determine if students were employing commonly taught prose style techniques (catchy intro, final summary statement, etc.), which are not usually appropriate in abstracts. Results show that Geowriting students used fewer prose style techniques at the end of the semester, resulting in more professional abstracts, while Colloquium students used more prose style techniques compared to the initial sample, resulting in less appropriate writing for the genre. In other words, Colloquium students may have lacked an explicit introduction to the genre conventions of abstracts and thus relied on a familiar genre and its stylistic devices. These results highlight the effectiveness of science-specific writing instruction within the major to guide students into the norms of the geoscience discourse community and help students learn how to 'write like a geoscientist.' However, as an elective course, only students already interested and skilled in writing were affected.

Content of Future Economists' Professional Mobility in Researches of Foreign Scientists

ERIC Educational Resources Information Center

Chorna, Iryna

2017-01-01

The content of professional mobility of future economists in the writings of foreign scientists have been presented. The components of future economists' professional mobility formation have been considered. It has been established that the possession of a combination of these components enables future specialists to achieve a high level of…

International Handbook on the Continuing Professional Development of Teachers

ERIC Educational Resources Information Center

Day, Christopher; Sachs, Judyth

2005-01-01

This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: (1) A review of current CPD literature; (2)…

Creating an Intentional Web Presence: Strategies for Every Educational Technology Professional

ERIC Educational Resources Information Center

Lowenthal, Patrick R.; Dunlap, Joanna C.; Stitson, Patricia

2016-01-01

Educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of learning professional, need to be not only digitally literate--leading and assisting teachers and…

A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom

ERIC Educational Resources Information Center

Singleton, Meredith

2016-01-01

This dissertation study seeks to determine whether feedback in the online Technical and Professional Communication classroom impacts student performance. This dissertation proposes that online Technical and Professional Communication instructors consider adopt such a feedback methodology in order to engage students with writing practices that…

Author attitudes to professional medical writing support.

PubMed

Marchington, Jackie M; Burd, Gary P

2014-10-01

To understand academic/clinician authors' perceptions regarding the value of professional medical writers. An online survey of academic/clinician authors was conducted to understand the value of professional medical writer support in the development of publications (abstracts, posters and manuscripts). Responses were collected anonymously. The survey used a negative-to-positive, 6 point scale to evaluate respondents' opinions and experiences of working with professional medical writers, and multiple choice to indicate in which areas professional medical writers added value. Responses from 76/260 authors were received (Europe, n = 57; 75.0%; North America, n = 16; 21.1%; Asia-Pacific region, n = 3; 3.9%). The majority of respondents were either clinicians (n = 45; 59.2%) or academic researchers (n = 25; 32.9%). A total of 82.9% (63/76) of respondents felt that it was acceptable to receive professional medical writer assistance with their publications, and 84.0% (63/75) valued the assistance provided. The services most valued (>50 responses) were editing and journal styling, conformity with reporting guidelines (e.g. CONSORT) and manuscript submissions. Fewer respondents (25-49 responses) valued management of timelines and co-author reviews, scientific/technical writing assistance and expert guidance on authorship requirements/good publication practice. The least valued service was the scientific expertise of the professional medical writer (3 responses). Respondents to this survey were generally accepting of medical writing assistance and valued many aspects of the role, in particular editorial support. The survey was small, however, and potentially biased towards authors with experience of working with medical communication agencies. Although many medical writers come from a scientific background and have relevant expertise, this was not perceived as a value. It would be beneficial to educate authors and journal editors regarding medical writers' scientific expertise and role.

The Use of Computers to Aid the Teaching of Creative Writing.

ERIC Educational Resources Information Center

Sharples, Mike

1983-01-01

An analysis of the writing process is followed by a description of programs used in a computer-based creative writing scheme developed at Edinburgh University. An account of a project to study the program's effect on the creative writings of 11 year old pupils concludes the article. (EAO)

Writing for Learning: How to Achieve a Total College Commitment.

ERIC Educational Resources Information Center

Adams, Barbara; And Others

Various aspects of the writing across the curriculum program at Somerset County College (SCC) are discussed in these four presentations. Introductory comments by Myrna Smith trace the development of the writing across the curriculum program at SCC. Angela Bodino's presentation, "Writing as Learning Across the Curriculum", explores the…

The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

ERIC Educational Resources Information Center

Salem, Ashraf Atta M. S.

2013-01-01

The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

Teaching English in the World

ERIC Educational Resources Information Center

Lindblom, Kenneth

2004-01-01

English and writing teachers are often pressurized to return to the basics of grammar, despite the evidence that drilling grammar does not improve students' writing skills. A great disparity exists between public perception of effective education and the perception of professional educators, which is the main reason why parents and government…

Disruptive Technology: What Is It? How Can It Work for Professional Writing?

ERIC Educational Resources Information Center

Godwin, Mary

2010-01-01

Writing in 1995 for the "Harvard Business Review" audience of executive managers, Harvard business professor Clayton Christensen coined the term "disruptive technologies" to describe innovations that improve a product, service, or operation in ways wholly unanticipated by leaders of existing markets. Christensen's economic theory offers a launch…

Toward Graduate-Level Writing Instruction

ERIC Educational Resources Information Center

Micciche, Laura R.

2011-01-01

Critical writing is intertwined with performances of professional identity, voice, and persona--performances that can be studied and practiced. To that end, the author proposes that one intuitive place to locate such study and practice is in English graduate curricula. This essay calls for an explicit commitment to graduate-level writing…

Centering in on Professional Choices.

ERIC Educational Resources Information Center

Harris, Muriel

2001-01-01

Examines the author's involvement with writing centers as an example of how educators can look at the choices made within their areas of expertise to see why the choices attract them. Notes that in her case, the flexible, collaborative, individualized, non-evaluative, experimental, non-hierarchical, student-centered nature of writing centers is an…

A Two-Process Model of Paragraph Development.

ERIC Educational Resources Information Center

Woodson, Linda

Paragraph writing mediated by imagery is richer, more flexible, and more creative than that produced by the somewhat impoverished, predictable, one-process model usually taught in composition classes. Since the writing advice given students differs considerably from the practice of professional writers, students should be given exercises that not…

Is Media Literacy Passive or Active?

ERIC Educational Resources Information Center

Brooks, Zachary S.

2010-01-01

The ability to "read" and "write", i.e. literacy, was once considered a trade secret by the professional scribes who depended on it for job security. The ability to read and write is still the most commonly understood notion of literacy, but technological developments require that the definition of literacy be expanded and…

Supporting Teacher Metacognition about Formative Assessment in Online Writing Environments

ERIC Educational Resources Information Center

Woodard, Rebecca; Magnifico, Alecia Marie; McCarthey, Sarah

2013-01-01

Rubrics have become popular tools for assessing student writing both in classroom and standardized testing environments. Rubric construction and efficacy, however, is a topic that has been largely sidestepped in the literature and in teacher professional development. Composing an effective rubric--particularly for instructional or formative…

Writing business communications. Are nurse managers prepared?

PubMed

Spears, L A

1997-12-01

Based on interviews, this study indicates that writing business communications is a key task for nurse managers, affecting their professional success and power. However, most of the nurse managers interviewed felt they needed more education in business communications. Several ways of bringing this training to nursing students and practicing managers are suggested.

Audience, Style and Criticism

ERIC Educational Resources Information Center

Pimm, David; Sinclair, Nathalie

2009-01-01

The primary focus for this article involves aspects of professional mathematical writing and examines the possibility of a form of literary criticism in relation to it. By means of examples from contemporary style guides for academic articles in mathematics (AMS, MAA), as well as the writing of mathematicians (Hamilton, Dedekind) from earlier…

An Editor's Tips on Publishing in Library Literature

ERIC Educational Resources Information Center

Dew, Stephen H.

2005-01-01

Writing for professional library literature can be a challenging experience, especially for new writers and new librarians. This article reviews a variety of how-to-write publications intended for librarians--those books and articles that provide advice and inspiration to aspiring library writers on how to publish in library literature. Applying…

Research Paper Writing Strategies of Professional Japanese EFL Writers.

ERIC Educational Resources Information Center

Matsumoto, Kazuko

1995-01-01

Four Japanese university professors were interviewed on their strategies for writing a research paper in English as a Foreign Language (EFL). Results indicate that these writers use strategies similar to those used by skilled native English writers and proficient writers of English as a Second Language. (35 references) (Author/CK)

New Perspectives on the Technical Communication Internship: Professionalism in the Workplace

ERIC Educational Resources Information Center

Bourelle, Tiffany

2014-01-01

This article argues for developing linked courses in technical communication where the instructor facilitates a service-learning curriculum and then serves as faculty advisor within subsequent internships. In these linked courses, students write technical documents before moving into internships where they write similar documents. Specifically,…

Extra-Rhetorical Restraints on Writing in Accounting.

ERIC Educational Resources Information Center

Lund, Donna

Each discourse community teaches and uses a particular version of reality. In the field of accounting, the interpretation of reality is an objective one. Such an interpretation is a constraint on writing, as are accounting's reliance on exclusionary language, its need to meet legal and professional requirements, its adherence to stylistic and…

Writing as a Design Discipline: Exploring the Relationship between Composition and Programming.

ERIC Educational Resources Information Center

Walton, Richard E.; Balestri, Diane

1987-01-01

Examines similarities between composition and programming processes, and reviews two studies that linked instruction in computer programming and freshman composition to help students understand writing as a design discipline. Projects at the University of Montana and Bryn Mawr College which improved students' writing abilities are described. (LRW)

Creative writing in recovery from severe mental illness.

PubMed

King, Robert; Neilsen, Philip; White, Emma

2013-10-01

There is evidence that creative writing forms an important part of the recovery experience of people affected by severe mental illness. In this paper, we consider theoretical models that explain how creative writing might contribute to recovery, and we discuss the potential for creative writing in psychosocial rehabilitation. We argue that the rehabilitation benefits of creative writing might be optimized through focus on process and technique in writing, rather than content, and that consequently, the involvement of professional writers might be important. We describe a pilot workshop that deployed these principles and was well-received by participants. Finally, we make recommendations regarding the role of creative writing in psychosocial rehabilitation for people recovering from severe mental illness and suggest that the development of an evidence base regarding the effectiveness of creative writing is a priority. © 2012 The Authors; International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.

“Brevity is the Soul of Wit”: Use of a Stepwise Project to Teach Concise Scientific Writing

PubMed Central

Cyr, Nicole E.

2017-01-01

Skillful writing is essential for professionals in science and medicine. Consequently, many undergraduate institutions have adjusted their curriculum to include in-depth instruction and practice in writing for students majoring in the sciences. In neuroscience, students are often asked to write a laboratory report in the style of a primary scientific article or a term paper structured like a review article. Typically, students write section by section and build up to the final draft of a complete paper. In this way, students learn how to write a scientific paper. While learning to write such a paper is important, this is not the only type of written communication relevant to scientific careers. Here, I describe a stepwise writing project aimed to improve editing, succinctness, and the ability to synthesize the literature. Furthermore, I provide feedback from the students, and discuss the advantages and challenges of this project. PMID:29371841

Exploring Engineering instructors' views about writing and online tools to support communication in Engineering

NASA Astrophysics Data System (ADS)

Howard, Sarah K.; Khosronejad, Maryam; Calvo, Rafael A.

2017-11-01

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students' preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics' perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics' understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.

Reading/Writing and Mathematics Instruction. CIPP Planning/Evaluation Report 95-018. Focus on Program Evaluation.

ERIC Educational Resources Information Center

Des Moines Public Schools, IA. Dept. of Information Management.

The Chapter 1 reading, writing, and mathematics instruction programs of the Des Moines (Iowa) public schools were evaluated for the 1993-94 school year. These programs provided supplemental instruction for about 2,968 students in 1993-94 through six components: (1) schoolwide projects; (2) the Reading Recovery Program; (3) the Reading/Writing Lab…

[Development of a training program for Japanese dyslexic children and its short-term efficacy].

PubMed

Wakamiya, Eiji; Takeshita, Takashi; Nakanishi, Makoto; Mizuta, Mekumi; Kurimoto, Naoko; Okumura, Tomohito; Tamai, Hiroshi; Koeda, Tatsuya; Inagaki, Masumi

2013-07-01

The purpose of this study is to develop a computer training program of reading for the Japanese dyslexic children and to examine its short-term efficacy on their reading and writing abilities. Fifteen dyslexic children underwent two sets of training programs, one for single-hiragana and non-word reading, and the other for the reading of real words, in which each hiragana was followed by the correctly read sound. Subjects were required to use a given program for five minutes a day for three weeks, switching to the other program after a three-week interval. Four kinds of reading test and one writing test were done at the beginning and end of each program period. The averages reading speeds increased, and the single-hiragana reading error average was lower after the training. Hiragana-writing errors also decreased, even though no writing procedure was involved in the programs. The results indicate the usefulness of these training programs as an early intervention of reading and writing for the Japanese dyslexic children.

Multi-Draft Composing: An Iterative Model for Academic Argument Writing

ERIC Educational Resources Information Center

Eckstein, Grant; Chariton, Jessica; McCollum, Robb Mark

2011-01-01

Post-secondary writing teachers in composition and English as a second language (ESL) writing programs are likely familiar with multi-draft composing. Both composition and ESL writing programs share nearly identical multi-draft models despite the very unique and different cultures of each group. We argue that multi-draft composing as it is…

Programmatic Knowledge Management: Technology, Literacy, and Access in 21st-Century Writing Programs

ERIC Educational Resources Information Center

York, Eric James

2015-01-01

Growing out of research in Technical Communication, Composition Studies, and Writing Program Administration, the articles in this dissertation explicitly seek to address changes in the practices and products of writing and writing studies wrought by the so-called "digital revolution" in communication technology, which has been ongoing in…

Re-Modeling Basic Writing

ERIC Educational Resources Information Center

Rigolino, Rachel; Freel, Penny

2007-01-01

In 1996, the State University of New York at New Paltz developed the Supplemental Writing Workshop Program for its basic writing students in response to public pressure to discontinue the offering of so-called remedial writing courses at four-year institutions. Our primary purpose in this article is to describe the design of the SWW Program, which…

Secrets in the Thirdspace: The National Day on Writing as Campus Engagement

ERIC Educational Resources Information Center

Fedukovich, Casie J.

2016-01-01

This article presents the National Day on Writing (NDOW) as an annual opportunity for writing programs to create program-supported thirdspaces (Burns; Mauk; Soja) that allow first-year writing students a laboratory in which to practice their developing rhetorical skills. The author proposes a contracted view of Ann Feldman's definition of…

Writing for Television: Academic Potential Realized: From Course to Program to Major.

ERIC Educational Resources Information Center

Sedlak, Valerie F.

The new Writing for Television Program at Morgan State University (suggested by Warner Brothers at a summer seminar) has added new courses each semester: (1) basic 200-level courses in the "Fundamentals of Writing for Television" and "Introductory Script Writing"; (2) more specialized 300-level courses in "Episodic…

Building a Community of Writers for the 21st Century: A Compilation of the Teaching Demonstrations, Personal and Professional Writings, and Daily Activities of the Samford University Writing Project (July 6-August 6, 1992).

ERIC Educational Resources Information Center

Roberts, David H., Ed.; And Others

This compilation presents materials associated with the 5-week summer session of the Samford University Writing Project, 1992. The compilation begins with curriculum vitae of staff, teacher consultants, and guest speakers. The compilation also presents lists of group and committee members and daily logs written in by participants in a wide variety…

A Situative Perspective on Developing Writing Pedagogy in a Teacher Professional Learning Community

ERIC Educational Resources Information Center

Pella, Shannon

2011-01-01

The bulk of current research on teacher professional development is focused on teacher learning in the context of teacher professional learning communities (PLCs). In teacher PLCs, groups of teachers meet regularly to increase their own learning and the learning of their students. Teacher PLCs offer a learning model in which, "new ideas and…

Culture in a Writing Program: An Organizational Case Study

ERIC Educational Resources Information Center

Orton, Haley Elizabeth

2013-01-01

This study explored the perceptions of the staff and faculty of one writing program in a large western university, the University of California, Santa Barbara (UCSB). The Writing Program had experienced significant changes including budgetary reductions since 2008 as well as turnover in leadership. These changes have impacted the culture of the…

Critical Competitors. Evaluation of the Bay Area Writing Project. Technical Report.

ERIC Educational Resources Information Center

Thomas, Susan; Watson, Patti

Prepared as part of the evaluation of the Bay Area Writing Project (BAWP), this report compares BAWP to its "critical competitors" (other inservice teacher programs and programs for improving student writing). The BAWP model and ten other program descriptions are presented in identical descriptive formats. Three types of competitors are…

The 21st Century Writing Program: Collaboration for the Common Good

ERIC Educational Resources Information Center

Moberg, Eric

2010-01-01

The purpose of this report is to review the literature on theoretical frameworks, best practices, and conceptual models for the 21st century collegiate writing program. Methods include electronic database searches for recent and historical peer-reviewed scholarly literature on collegiate writing programs. The author analyzed over 65 sources from…

New Jersey City University's College of Education Writing Assessment Program: Profile of a Local Response to a Systemic Problem

ERIC Educational Resources Information Center

Fisch, Audrey

2017-01-01

This profile presents New Jersey City University's Writing Assessment Program from its creation in 2002 to its elimination in 2017. The program arose as an attempt to raise the writing skills of the diverse, first generation teacher certification candidates in the College of Education. Despite political missteps, the program gained greater…

Writing and Computing across the USM Chemistry Curriculum

NASA Astrophysics Data System (ADS)

Gordon, Nancy R.; Newton, Thomas A.; Rhodes, Gale; Ricci, John S.; Stebbins, Richard G.; Tracy, Henry J.

2001-01-01

The faculty of the University of Southern Maine believes the ability to communicate effectively is one of the most important skills required of successful chemists. To help students achieve that goal, the faculty has developed a Writing and Computer Program consisting of writing and computer assignments of gradually increasing sophistication for all our laboratory courses. The assignments build in complexity until, at the junior level, students are writing full journal-quality laboratory reports. Computer assignments also increase in difficulty as students attack more complicated subjects. We have found the program easy to initiate and our part-time faculty concurs as well. The Writing and Computing across the Curriculum Program also serves to unite the entire chemistry curriculum. We believe the program is helping to reverse what the USM chemistry faculty and other educators have found to be a steady deterioration in the writing skills of many of today's students.

The Effectiveness of the Creative Writing Instruction Program Based on Speaking Activities (CWIPSA)

ERIC Educational Resources Information Center

Bayat, Seher

2016-01-01

This study aims to develop a creative writing instruction program based on speaking activities and to investigate its effect on fourth-grade primary school students' creative writing achievements and writing attitudes. The experimental method based on the pre-test/post-test model was used in this research. The research was conducted with 42…

What Happens to the Writing Program Administrator When the Writing Requirements Go Away?

ERIC Educational Resources Information Center

Gradin, Sherrie

Sweeping reforms within general education have brought radical changes to traditional writing requirements at many institutions around the country, in some cases extending to the elimination of those requirements. At Portland State University (Oregon), writing is now to be the province of those teaching in the new general education program. Many…

Small Change, Big Difference: Heightening BSW Faculty Awareness to Elicit More Effective Student Writing

ERIC Educational Resources Information Center

Moor, Kelly S.; Jensen-Hart, Staci; Hooper, Richard I.

2012-01-01

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…

Getting "Writing Ready" at the University of Washington: Developing Metacognition at a Time of Academic Transition

ERIC Educational Resources Information Center

Zinchuk, Jennifer Eidum

2017-01-01

Within the field of Writing Studies, metacognition is rapidly being recognized as essential for the effective transfer of knowledge across contexts. This program profile describes a pre-college writing course at the University of Washington that builds metacognition, confidence, and fluency in writing. Through program evaluations, student surveys,…

Improving Scientific Voice in the Science Communication Center at UT Knoxville

ERIC Educational Resources Information Center

Hirst, Russel

2013-01-01

Many science students believe that scientific writing is most impressive (and most professionally acceptable) when impersonal, dense, complex, and packed with jargon. In particular, they have the idea that legitimate scientific writing must suppress the subjectivity of the human voice. But science students can mature into excellent writers whose…

Facilitating Real-Time Observation of, and Peer Discussion and Feedback about, Practice in Writing Classrooms

ERIC Educational Resources Information Center

Parr, Judy M.; Hawe, Eleanor

2017-01-01

This study investigates conditions designed to optimize learning where professionals utilize the expertise and support of one another. It describes a research--practice collaboration to enhance teacher knowledge and practice through peer observation of, and feedback about, classroom practice in writing. A collaboratively designed observation…

Training Fathers To Develop Reading and Writing Skills in Young Children with Disabilities.

ERIC Educational Resources Information Center

Ortiz, Robert W.; Stile, Stephen W.

The potential benefits of father participation in their children's reading and writing activities include improved literacy skills, increased bonding, and heightened self-esteem of both fathers and children. This paper identifies a training model for working with fathers--Project DADS. Using this model, early childhood professionals can foster…

Writing for Children: The Report of the Highlights Foundation Writers Workshop (Chautauqua, NY, 1998).

ERIC Educational Resources Information Center

Yoder, Carolyn, Ed.

The atmosphere of focused interaction during a summer conference dealing with professional writing for children is recalled in this publication. The publication reports the experiences of diverse writers-in-residence who spent their days at Lake Chautauqua sharing their love and passion for children's literature--guiding, nurturing, inquiring,…

Supporting Students' Assignment Writing: What Lecturers Do in a Master of Education Programme

ERIC Educational Resources Information Center

Li, Yongyan; Hu, Guangwei

2018-01-01

Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an…

Enhancing Learning in Clinical Placements: Reflective Practice, Self-Assessment, Rubrics and Scaffolding

ERIC Educational Resources Information Center

Stupans, Ieva; March, Geoff; Owen, Susanne M.

2013-01-01

Professional preparatory health programmes generally involve clinical placements with a focus on integration of theory into real life practice. Reflective writing is often included in the assessment requirements for clinical placement courses. However enabling students to engage in deeper levels of reflective writing in action, on action and for…

Facilitation and Assessment of Student Learning in Business Communication

ERIC Educational Resources Information Center

Mahin, Linda; Kruggel, Thomas G.

2006-01-01

Business and professional writing courses offer ideal contexts for incorporating service learning into the academic classroom. The focus of such courses on rhetorical analysis and language as social action provide a sound theoretical and practical ground for the application of writing and speaking skills to solve problems and effect change. In…

Appropriating Invention through Concept Maps in Writing for Multimedia and the Web

ERIC Educational Resources Information Center

Bacabac, Florence Elizabeth

2015-01-01

As an alternative approach to web preproduction, I propose the use of concept maps for invention of website projects in business and professional writing courses. This mapping device approximates our students' initial site plans since rough ideas are formed based on a substantial exploratory technique. Incorporated in various disciplines, the…

Exploring Atypical Verb+Noun Combinations in Learner Technical Writing

ERIC Educational Resources Information Center

Luzon Marco, Maria Jose

2011-01-01

Professional and academic discourse is characterised by a specific phraseology, which usually poses problems for students. This paper investigates atypical verb+noun collocations in a corpus of English technical writing of Spanish students. I focus on the type of verbs that most frequently occurred in these awkward or questionable combinations and…

How to Write a Professional Knockout Resume to Differentiate Yourself

ERIC Educational Resources Information Center

Akpan, Joseph; Notar, Charles E.

2012-01-01

One of the challenges facing recent graduates, or those looking for a new job, is writing an eye-catching resume that encapsulates and unveils their qualifications and accomplishments to potential employers. Several factors contribute to this challenge, such as the explosive rate of unemployment for recent graduates, increases in graduation rates,…

Breathing Words Slowly: Creative Writing and Counselor Self-Care--The Writing Workout

ERIC Educational Resources Information Center

Warren, Jane; Morgan, Michael M.; Morris, Lay-Nah Blue; Morris, Tanaya Moon

2010-01-01

Professional counselors work daily with compassion and connection, yet must also manage trauma and pain. Clients' stories of loneliness, fear, abuse, and anger frequently fill the landscape of a counselor's work. Counselors may experience burnout, compassion fatigue, and vicarious trauma by failing to recognize and adequately address the negative…

Real-World Reading and Writing through Project-Based Learning.

ERIC Educational Resources Information Center

Diffily, Deborah

Standards documents produced by professional educational organizations on the best ways to teach reading and writing have been synthesized by Zemelman, Daniels, and Hyde (1998). They recommend that teachers provide: more active learning in the classroom; more diverse roles for teachers; more emphasis on higher order thinking; more deep study of a…

Recent Practices in Teaching Writing: A Critical Examination of Junior and Senior High School Composition Textbooks.

ERIC Educational Resources Information Center

Koops, John Bernard

A review of research and literature in the teaching of writing suggests two divergent forces operating simultaneously. First, the conservative tradition perpetuates the national mania for correctness and reverence for standard English. Second, a wide range of theoretical approaches proliferates through professional journal articles and books. To…

What Do You Mean By That? The Art of Speaking and Writing Clearly.

ERIC Educational Resources Information Center

Ryckman, W. G.

Intended for professionals who wish to improve their confidence as well as their ability to speak and write clearly, this book contains practical information about effective communication. The first section of the book discusses the techniques of persuasive public speaking, including ways to break the ice, formal speeches, presentations, other…

How E-mail Can Give You Back Your Life.

ERIC Educational Resources Information Center

Monroe, Barbara

2003-01-01

Suggests the use of e-mail in the place of writing comments on individual papers. Notes the importance of using e-mail and the listserv in a student's writing experience. Considers some of the implications for professional benefit by exploring the relationship between online communication and oral discussion and between private and public…

Investigating Teacher Learning Using a Web-Based Writing Platform

ERIC Educational Resources Information Center

Yang, Shih-hsien

2018-01-01

Due to its complex nature and inherent unobservable features, teacher change within a specific context has rarely been investigated despite its importance as an issue in teacher professional development. To meet this challenge, the present study explored how teacher change was nurtured with the support of a web-based writing platform featuring…

NITARP Summative Evaluation Report: 2013 Class

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Burtnyk, Kim; Gorjian, Varoujan; Squires, Gordon K.; Nitarp Team

2015-01-01

NITARP, the NASA/IPAC Teacher Archive Research Program, provides educators with an authentic astronomical research experience. We partner small groups of educators with a mentor astronomer for a year-long original research project, during which the teams echo the entire research process: writing a proposal, conducting research, writing up and presenting the results at an AAS meeting. This program differs from other programs that we know of that get real astronomy data into the classroom: (a) Each team works on an original project. There are no canned labs! (b) Each team presents their results in AAS posters, in science sessions (not just outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work and not isolated; the participants are not "given a free pass" because they are teachers. (c) The 'product' of each project is the scientific result, not a curriculum packet. (d) While teachers directly include some students in their research, they also seek to bring aspects of their projects into the broader classroom learning environment to the benefit of all of their students. In 2012, we embarked on a summative evaluation of the 2013 NITARP class, whose intensive work ran from Jan 2013-Jan 2014. Our goals were to determine both the cognitive and affective impacts of NITARP on teacher participants, and also to ascertain the extent to which NITARP changes teaching styles, or desires to teach science differently. The results of this evaluation will be discussed in this poster as part of quantifying NASA Astrophysics E/PO Impact. The findings include the following. NITARP is an invaluable authentic research experience that clarifies for educators the true nature of scientific research. Examples of personal and professional growth were enthusiastically offered at every stage, starting as early as April, demonstrating the value of NITARP as a significant professional development experience. NITARP reinvigorated educators' love of learning and teaching. NITARP reminded educators of what it is like to be a learner struggling with difficult content, subsequently engendering empathy for students and improving teaching practice.

A Tutorial on Parallel and Concurrent Programming in Haskell

NASA Astrophysics Data System (ADS)

Peyton Jones, Simon; Singh, Satnam

This practical tutorial introduces the features available in Haskell for writing parallel and concurrent programs. We first describe how to write semi-explicit parallel programs by using annotations to express opportunities for parallelism and to help control the granularity of parallelism for effective execution on modern operating systems and processors. We then describe the mechanisms provided by Haskell for writing explicitly parallel programs with a focus on the use of software transactional memory to help share information between threads. Finally, we show how nested data parallelism can be used to write deterministically parallel programs which allows programmers to use rich data types in data parallel programs which are automatically transformed into flat data parallel versions for efficient execution on multi-core processors.

Astronomers Who Write Science Fiction: Using SF as a Form of Astronomy Outreach

NASA Astrophysics Data System (ADS)

Fraknoi, Andrew

2017-01-01

In a recent survey, I have identified 21 living professional astronomers who write science fiction, plus a yet uncounted number of physicists. Many of the science fiction stories by this group involve, as you might imagine, reasonable extrapolation from current scientific ideas and discoveries. These stories, some of which are available free on the Web or are collected in inexpensive anthologies, represented a method of astronomy outreach to which relatively little attention has been paid. I will list the authors identified in the survey and provide a representative list of their stories or novels, organized by astronomical topic. I will also discuss how written SF (and SF films based on ideas by scientists, such as Kip Thorne's "Interstellar") can be used in general education classes and public programs. Scientists do not need to cede the field to wizards, dragons, and zombies! (Note: The author is included in the list of 21, having published two short stories in two different anthologies recently.)

Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

ERIC Educational Resources Information Center

Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin

2017-01-01

"Investigating Disciplinary Literacy" provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related…

78 FR 66077 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-04

... Investigation Professional, Technical, and Administrative Positions.'' 2. Current OMB approval number: 3150-0033... 212, ``Qualifications Investigation, Professional, Technical, and Administrative Positions'' is used... writing or in electronic form will be made available for public inspection. Because your comments will not...

36 CFR 1202.42 - How are requests for access to medical records handled?

Code of Federal Regulations, 2012 CFR

2012-07-01

... writing a physician or mental health professional to whom you would like the records to be disclosed, and disclosure that otherwise would be made to you will instead be made to the designated physician or mental health professional. ...

36 CFR 1202.42 - How are requests for access to medical records handled?

Code of Federal Regulations, 2014 CFR

2014-07-01

... writing a physician or mental health professional to whom you would like the records to be disclosed, and disclosure that otherwise would be made to you will instead be made to the designated physician or mental health professional. ...

36 CFR 1202.42 - How are requests for access to medical records handled?

Code of Federal Regulations, 2010 CFR

2010-07-01

... writing a physician or mental health professional to whom you would like the records to be disclosed, and disclosure that otherwise would be made to you will instead be made to the designated physician or mental health professional. ...

36 CFR 1202.42 - How are requests for access to medical records handled?

Code of Federal Regulations, 2011 CFR

2011-07-01

... writing a physician or mental health professional to whom you would like the records to be disclosed, and disclosure that otherwise would be made to you will instead be made to the designated physician or mental health professional. ...

From empire to democracy: effects of social progress on Turkish writers.

PubMed

Oral, Günseli; Kaufman, James C; Sexton, Janel D

2004-05-01

What is the effect of a society's culture on the creative writers living there? Few cultures have had such a event as Ataturk's 1920 revolution that changed Turkey from a monarchy ruled by sultans into a republic. How would such a dramatic shift in a country's history be reflected in the accomplishments and characteristics of its writers? In this study, the authors investigated 948 eminent Turkish writers. Variables of gender, era, type of writing, education level, profession, and winning an award were all analyzed. The type of writing (fiction, poetry, plays, or nonfiction) and the era in which the writing was produced were both predictive of whether an author won a literary award. Before 1920, fiction writers received more awards than poets; after 1920, poets received more awards. In addition, professional writers were more likely to win awards than were professional politicians. Reasons for these findings are discussed with an emphasis on cultural and historical influences.

A Model for Program-Wide Assessment of the Effectiveness of Writing Instruction in Science Laboratory Courses

ERIC Educational Resources Information Center

Saitta, Erin K.; Zemliansky, Pavel; Turner, Anna

2015-01-01

The authors present a model for program-wide assessment of the effectiveness of writing instruction in a chemistry laboratory course. This model, which involves collaboration between faculty from chemistry, the Writing Across the Curriculum (WAC) program, and the Faculty Center for Teaching and Learning, is based on several theories and…

Teaching Students to Write across a Border: A Writing Curriculum for Inner-City College Access Programs

ERIC Educational Resources Information Center

Dobbs, Jennifer Kwon

2012-01-01

This article explores the development of the Summer Tools, Information, Motivation, and Education (SummerTIME) Writing Program, the only program of its kind in Los Angeles that conducts self-assessment. The author describes the geographical and political boundaries separating inner-city Los Angeles high school graduates from higher education,…

The Writing-in-Chicago Program of the Chicago Public Library. An Evaluation.

ERIC Educational Resources Information Center

Rayward, W. Boyd

An experimental writing program lasting three years and four months was held in the Chicago Public Library System, for which writers-in-residence, scholars-in- residence, and other program associates presented several series focusing on the city of Chicago. Emphasis during the first year centered on the literary/historical aspect of writing in and…

The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom

ERIC Educational Resources Information Center

Burke, Quinn

2012-01-01

Using the setting of a writing-workshop to facilitate a deliberate process to learn computer programming, this exploratory study investigates (a) where there is a natural overlap between programming and writing through the storytelling motif, and (b) to what extent existing language arts coursework and pedagogy can be leveraged to introduce this…

University Organizational Culture through Insider Eyes: A Case Study of a Writing Program

ERIC Educational Resources Information Center

Orton, Haley; Conley, Sharon

2016-01-01

Using a case study approach, the authors examined university administrator and instructor perspectives about a writing program's organizational culture. In so doing, members of the writing program were invited to participate in interviews over a three-year period. This qualitative case study suggests that examples of culture through a three-lens…

Closing the Loop: Strengthening Disciplinary Writing in an English BA Program

ERIC Educational Resources Information Center

Wilcox, Miranda

2017-01-01

This program profile narrates how the Department of English at Brigham Young University (BYU) reviewed and revised the disciplinary writing requirements in the English BA program between 2006 and 2015. The story begins in 2006 with the dual problems of recognizing the lack of development in student writing in the major and of responding to…

Diverse Lessons (Undergraduate Program at Texas A&M)

ERIC Educational Resources Information Center

Kerschbaum, Stephanie L.; Killingsworth, M. Jimmie

2007-01-01

The number of first-year writing and writing­-across-the-curriculum programs has been increasing at institutions across the United States, but a similar rise has not been seen in the growth of concentrations in rhetoric and writing as an undergraduate major or minor. In this program profile, the authors describe how the Discourse Studies faculty…

A Writing Program Your Kids Will Relish.

ERIC Educational Resources Information Center

Nichols, Jennifer

1981-01-01

Presents seven writing lessons for elementary students: choosing effective words; writing similes; writing paragraphs; writing descriptions; letter writing; comparing and contrasting; and understanding point of view. Some of the lessons have unusual themes, such as pizza, pickles, and hoboes. (SJL)

Do writing and storytelling skill influence assessment of reflective ability in medical students' written reflections?

PubMed

Aronson, Louise; Niehaus, Brian; DeVries, Charlie D; Siegel, Jennifer R; O'Sullivan, Patricia S

2010-10-01

Increasingly, students are asked to write reflections as part of their medical education, but some question the influence of other factors on the evaluation of these reflections. In this pilot study, the investigators determined whether scores from a validated rubric to measure reflective ability were affected by irrelevant variance resulting from writing or storytelling ability. Students in clerkships wrote reflections on professionalism. All were given identical prompts, with half receiving additional structured guidelines on reflection. Sixty reflections, 30 from each group, were randomly chosen and scored for reflection, writing, and storytelling by trained raters using validated rubrics. There was no correlation between reflection and either writing (r = 0.049, P = .35) or storytelling (r = 0.14, P = .13). The guidelines increased reflection, but not writing or storytelling scores. Reflection is a distinct construct unaffected by learners' writing or storytelling skills. These findings support reflective ability as a distinct skill.

Teaching Technical Writing and Editing -- In-House Programs That Work. Anthology Series No. 5.

ERIC Educational Resources Information Center

Shaw, James G., Ed.

The 12 articles in this publication provide indepth treatment of important aspects of in-house training programs for technical writing and editing. The articles deal with the following topics: the value of an in-house writing course, teaching in industry, developing an in-house writing course for engineers and scientists, a new approach to…

Black Muslim Girls Navigating Multiple Oppositional Binaries through Literacy and Letter Writing

ERIC Educational Resources Information Center

McArthur, Sherell A.; Muhammad, Gholnecsar E.

2017-01-01

Writing alongside 12 African American Muslim girls, we led a summer literacy program in an effort to understand how Black Muslim adolescent girls write about their identities and ideas. The 4-week literacy program was designed to engage and support Black Muslim girls, aged 12-17 years old, in reading, writing, and understanding the multiple…

Primer for Perception: A Manual Designed to Help Professionals, Para-Professionals and Volunteers Help Children "Learn to Learn".

ERIC Educational Resources Information Center

Goldzer, Beatrice F.

This manual for use by professionals, paraprofessionals, and tutors provides 10 multi-level, multi-purpose units for teaching children with reading, writing, or speech problems. The units were designed for use with preschool through sixth-grade students and consist of games, exercises, drills, evaluation, and suggestions for activities. The manual…

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

ERIC Educational Resources Information Center

Buschang, Rebecca Ellen

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

Writing Programs.

ERIC Educational Resources Information Center

Brown, Peggy Ann, Ed.

1984-01-01

Ways that colleges and universities provide opportunities for students to improve their writing are discussed in two essays and program descriptions. In "Reinventing the Rhetorical Tradition: Finding Ways to Revalue Writing," Patrick Hartwell and Greg Waters briefly describe activities at colleges that center around the rhetorical…

The Evolution of a Writing Program.

PubMed

White, Bonnie J; Lamson, Karen S

2017-07-01

Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.]. Copyright 2017, SLACK Incorporated.

Visible ink: A flexible and individually tailored writing intervention for cancer patients

PubMed Central

CORNER, GEOFFREY W.; JHANWAR, SABRINA M.; KELMAN, JUDITH; PESSIN, HAYLEY; STEIN, EMMA; BREITBART, WILLIAM

2017-01-01

Objectives Subjective reports on the effectiveness of and satisfaction with writing interventions in medical populations have indicated that they can have a profound impact on patients. Further, past research on these programs has demonstrated that they can lead to a number of different positive outcomes depending on the personal characteristics of the participating patients and the type of writing with which they are tasked. For this reason, a flexible and individually tailored writing intervention may be particularly effective for patients, molding its approach to their desires and backgrounds. This paper examines Visible Ink, a writing program for cancer patients at Memorial Sloan-Kettering Cancer Center (MSKCC) that follows this model. Methods At Visible Ink’s First Fall Writing Festival in November 2012, an optional survey was provided to all program participants in attendance, capturing both quantitative and qualitative information on patient experiences in the program. Twenty-nine surveys were completed. Results The program appears to have a variety of positive effects, including fostering personal growth and providing a positive distraction. Respondents reported that they write in a number of different genres on topics both related and not related to their illnesses, which supports the flexible model of the program. All respondents indicated that they would recommend the program to others, and satisfaction with the program’s general approach (i.e., individualized work with a writing coach) was unanimous. A few areas for potential improvement were also identified, most of which involved expanding the services and events offered by the program. Significance of results Despite the limitations of this survey (e.g., small sample size and low response rate), its results support the promise of the Visible Ink model and demonstrate participants’ satisfaction with the program. Future research can more thoroughly examine Visible Ink’s effectiveness, and additional resources could enable the program to expand. PMID:24138800

Preparing a Health Care White Paper: Providing Structure to the Writing Process.

PubMed

Rotarius, Timothy; Rotarius, Velmarie

2016-01-01

Health care leaders operate in a very complex and turbulent business environment. Both government regulations and market forces are very active in the industry. Thus, health care managers have many multifaceted and, sometimes, contradictory expectations placed upon them and their organizations. To ensure professional accountability, health care executives often join professional associations and strive for licenses and certifications that are intended to place the professional above the rest. One important avenue to achieve various licensing and certification accomplishments involves writing a white paper about a specific topic of interest to the industry and organization. Presented herein are structural processes that facilitate the creation and preparation of a health care white paper. Both conceptual and empirical structures of white papers are presented, with the similarities and the differences between conceptual and empirical papers highlighted.

36 CFR § 1202.42 - How are requests for access to medical records handled?

Code of Federal Regulations, 2013 CFR

2013-07-01

... writing a physician or mental health professional to whom you would like the records to be disclosed, and disclosure that otherwise would be made to you will instead be made to the designated physician or mental health professional. ...

Demystifying the Publication Process--A Structured Writing Program to Facilitate Dissemination of Teaching and Learning Scholarship

ERIC Educational Resources Information Center

Weaver, Debbi; Robbie, Diane; Radloff, Alex

2014-01-01

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the…

Meaningful Engagement of Organizational and Agency Partnerships to Enhance Diversity within the Earth System Science Community: A Case Study

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.; Powell, J. M.; Bailey, K. L.

2006-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative (MS PHD'S) was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. The MS PHD'S launched its pilot program in 2003 with twenty professional organizations, agencies and institutions as partners. Each year partnership alliances have grown. In the second year or programming, thirty-one partnering agencies/institutions supported involvement of MS PHD'S student participants and for 2005-2006, representatives from forty-five agencies and institutions have provided similar support and exposure to the third cohort of student participants. Nineteen scientists served as meeting mentors during the MS PHD'S pilot program in 2003. By the following year, twenty-two additional scientists partnered with MS PHD'S mentees. During 2005-2006, twenty-one new scientists served as program mentors. Thus far, the MS PHD'S program has successfully engaged sixty-two minority and non-minority scientists as mentors to MS PHD'S student participants. AGU, AMS, ASLO, ESA, TOS, NAS OSB and JOI continue to serve as MS PHD'S Society Partners and hosts for MS PHD'S student activities in conjunction with their meetings. Each of the five professional society partners provided assistance in identifying mentors, provided complimentary memberships and meeting registrations for MS PHD'S student participants. AGU, AMS, ASLO, JOI and TOS have sponsored more than 90 conference registration and travel awards for the purpose of student participants engaging in MS PHD'S Professional Development Program Phase 2 activities at their international meetings. How did MS PHD'S establish meaningful engagement of organizational and agency partnerships to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions (FAQ's) on the formation and sustenance of partnerships among principal investigators and evaluators and the impact of this partnership on writing proposals, implementing and evaluating program activities and outcomes.

Facilitating Grant Proposal Writing in Health Behaviors for University Faculty: A Descriptive Study

PubMed Central

Stein, L. A. R.; Clair, M.; Lebeau, R.; Prochaska, J. O.; Rossi, J. S.; Swift, J.

2015-01-01

Grant proposal writing in the behavioral sciences is important for fiscal reasons and scientific reasons at many universities. This report describes a grant proposal–writing seminar series provided to University faculty (N = 20) and explores factors facilitating and impeding writing. Summary statistics are provided for quantitative data. Free responses were sorted by independent raters into meaningful categories. As a consequence of the training, 45% planned to submit within 18 months; 80% of grant proposals targeted NIH. At 1-year follow-up, 40% actually submitted grants. Factors impeding grant proposal writing included competing professional demands; factors facilitating writing included regularly scheduled feedback on written proposal sections and access to expert collaborators. Obtaining grants generates financial resources, facilitates training experiences, and vastly contributes to the growth and dissemination of the knowledge base in an area. PMID:21444921

Writing Became a Chore Like the Laundry: The Realities of Using Journals To Encourage a Reflective Approach to Practice.

ERIC Educational Resources Information Center

Lewison, Mitzi

This action research study investigated a model of professional development designed to encourage elementary language arts teachers to adopt a more reflective approach to literacy instruction. The model consisted of monthly negotiated-topic study group sessions, theoretically-based reading, and dialogue journal writing. This paper focuses on the…

Lexical Bundles in the Academic Writing of Advanced Chinese EFL Learners

ERIC Educational Resources Information Center

Wei, Yaoyu; Lei, Lei

2011-01-01

The present study investigated the use of lexical bundles in the academic writing of advanced Chinese EFL learners. A corpus of doctoral dissertations by the learners and a corpus of published journal articles by professional writers were collected for the study. Four-word lexical bundles in the two corpora were identified and analysed. Results…

Trouble Funding Poets? Here's an Idea!

ERIC Educational Resources Information Center

McGown, Sue

2007-01-01

In this article, the author gives some ideas on how to find funding for author and poet visits. Author and poet visits are very important for children of all ages. Young children learn much from meeting real people who write professionally. Good speakers inspire students to write and communicate in an articulate manner while in school and later in…

Educational Foundations Best Writings (20th Century): Biblio-Historical Essay.

ERIC Educational Resources Information Center

Parker, Franklin

This paper lists and discusses, in historical progression, books and other writings that are considered to cover the major developments of education in the United States in the 20th century. The paper is intended to help professional educators to know better the great ideas, themes, and books that laid the foundations of education in the United…

Negotiating the Rub between Cultures: Teacher Talk and Sustained Shifts in Practice

ERIC Educational Resources Information Center

Meth, Jessica Matthews; Azano, Amy

2012-01-01

This article examines the outcomes of an eight-month professional development initiative, designed to support six Writing Project teachers' classroom inquiry projects, each focused on improving an aspect of student writing. We begin by introducing the genesis of these classroom research projects as well as the structure and content of the support…

Making the Case for Disciplinarity in Rhetoric, Composition, and Writing Studies: The Visibility Project

ERIC Educational Resources Information Center

Phelps, Louise Wetherbee; Ackerman, John M.

2010-01-01

In the Visibility Project, professional organizations have worked to gain recognition for the disciplinarity of writing and rhetoric studies through representation of the field in the information codes and databases of higher education. We report success in two important cases: recognition as an "emerging field" in the National Research Council's…

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Kilpatrick, Jennifer Renée; Saulsburry, Rachel; Dostal, Hannah M.; Wolbers, Kimberly A.; Graham, Steve

2014-01-01

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…

Writing for the Public: Teacher Editorializing as a Pathway to Professional Development

ERIC Educational Resources Information Center

Perrillo, Jonna

2010-01-01

Teacher-written editorial columns in local newspapers can challenge the broad, simplistic conceptions of the profession that have been encouraged by contemporary politics and that obscure the real work of teachers. The publication of such columns written by a diverse group of teachers in the West Texas Writing Project has proved an important tool…

An Essay in the Aid of Writing History: Fictions of Historiography

ERIC Educational Resources Information Center

Cohen, Sol

2004-01-01

In what follows I explore the question of fictionality in history writing. First, I venture into the unfamiliar genre of "ego-histoire" and make my own professional training in the tenets of positivist or realist historiography an object of theoretical reflection and critical analysis. Then as a way of dealing with the literary dimension of…

Preparing Students for Diverse Careers: Developing Career Literacy with Final-Year Writing Students

ERIC Educational Resources Information Center

Bennet, Dawn; Robertson, Rachel

2015-01-01

Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This paper reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry…

The Use of Technology in Group-Work: A Situational Analysis of Students' Reflective Writing

ERIC Educational Resources Information Center

McKinney, Pamela; Sen, Barbara

2016-01-01

Group work is a powerful constructivist pedagogy for facilitating students' personal and professional development, but it can be difficult for students to work together in an academic context. The assessed reflective writings of undergraduate students studying Information Management are used as data in this exploration of the group work situation…

An International Journal's Attempts to Address Inequalities in Academic Publishing: Developing a Writing for Publication Programme

ERIC Educational Resources Information Center

Lillis, Theresa; Magyar, Anna; Robinson-Pant, Anna

2010-01-01

Scholars around the world are under increasing pressure to publish in English, in Anglophone centre journals. At the same time, research on professional academic writing indicates that scholars from outside Anglophone centre contexts face considerable obstacles in getting their academic work published in such journals, relating to material and…

New Zealand Teachers Respond to the "National Writing Project" Experience

ERIC Educational Resources Information Center

Locke, Terry; Whitehead, David; Dix, Stephanie; Cawkwell, Gail

2011-01-01

This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

A Study of a Collaborative Instructional Project Informed by Systemic Functional Linguistic Theory: Report Writing in Elementary Grades

ERIC Educational Resources Information Center

Brisk, Maria Estela; Hodgson-Drysdale, Tracy; O'Connor, Cheryl

2011-01-01

This study examined the teaching of report writing in PreK-5 through the lens of systemic functional linguistics theory. Teachers were part of a university-public school collaboration that included professional development on teaching genres, text organization, and language features. Grounded in this knowledge, teachers explicitly taught report…

Crossing Boundaries: Co-Op Students Relearning to Write

ERIC Educational Resources Information Center

Brent, Doug

2012-01-01

This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests…

"The Text Opened My Eyes": A Book Club on Teaching Writing to ELLs

ERIC Educational Resources Information Center

Andrei, Elena; Ellerbe, Marcie; Cherner, Todd

2015-01-01

This qualitative study looked at a book club for US teachers in public schools focused on teaching writing to English language learners (ELLs). To guide the study, the central research questions were: (1) What are teachers' perceptions about a book club professional development experience?; and (2) How are teachers' views about second language…

Exploring the Inconsistent Labels and Definitions of Texts Used in Informational Reading and Writing

ERIC Educational Resources Information Center

Watkins, Naomi M.; Liang, Lauren Aimonette

2014-01-01

This article discusses the various labels and definitions given for texts used for informational reading and writing and the confusion caused by the inconsistency of terms. An EBSCO search on articles published from 2006 to 2011 in the three largest literacy-related professional organizations' journals produced a total of 59 articles.…

First, Get Their Attention: Getting Your Results Used. Professional File. Number 122, Fall 2011

ERIC Educational Resources Information Center

Leimer, Christina

2011-01-01

Fostering data-driven decision-making is not an easy task, nor is getting busy people's attention in this age of information overload. How we write about and disseminate our findings can help. Writing to the audience, timing, formatting, choice of medium, and connecting results to institutional goals and current, even controversial, issues are…

Writing across the Curriculum: The Program at Third College, University of California, San Diego.

ERIC Educational Resources Information Center

Kirsch, Gesa

1988-01-01

Describes a writing across the curriculum program at the University of California, San Diego. Reports on the program's design and administration, summarizes how students assess the program, and discusses administrative issues particular to the program. (MS)

The Development of a High School Poetry Writing Program from Selected Writings of Erik Erikson, Kenneth Koch, and Theodore Roethke.

ERIC Educational Resources Information Center

Jacobs, Albert Luck, Jr.

In this study, a program for teaching poetry writing in secondary schools is derived from Kenneth Koch's and Theodore Roethke's ideas, and from Erik Erikson's model of adolescent human processes. A review of related literature defines three major approaches to the teaching of poetry writing: models, activities, and models and activities combined.…

A New Approach to Teaching Business Writing: Writing across the Core--A Document Based Curriculum

ERIC Educational Resources Information Center

Hutchins, Teresa D.

2015-01-01

This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed,…

Facilitating emergent literacy: efficacy of a model that partners speech-language pathologists and educators.

PubMed

Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

2012-02-01

This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally occurring classroom interactions. Twenty educators were randomly assigned to experimental and control groups. Educators each recruited 3 to 4 children from their classrooms to participate. The experimental group participated in 18 hr of group training and 3 individual coaching sessions with a speech-language pathologist. The effects of intervention were examined in 30 min of videotaped interaction, including storybook reading and a post-story writing activity. At posttest, educators in the experimental group used a higher rate of utterances that included print/sound references and decontextualized language than the control group. Similarly, the children in the experimental group used a significantly higher rate of utterances that included print/sound references and decontextualized language compared to the control group. These findings suggest that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings. Future research is needed to determine the impact of this program on the children's long-term development of conventional literacy skills.

Ethics education in undergraduate pre-health programs. The contribution of undergraduate colleges and universities to the ethical and moral development of future doctors in the medical and dental professions.

PubMed

Erratt, Tamie D

2011-08-01

There are many barriers to ethics education of students attending medical and dental schools. The question is asked, "Should more attention be given to addressing students' ethics education during their undergraduate years of preparation for professional healthcare programs?" This qualitative study utilizes digitally recorded personal interviews with two undergraduate pre-healthcare students, one medical student, one recently matriculated dental student, one undergraduate pre-healthcare faculty member, three dental school faculty members, and three medical school faculty members. Interview participants discuss areas of personal knowledge and experience concerning: the admissions process and screening of potential medical/dental students for ethical traits and behaviors, influences on student ethical development, undergraduate pre-healthcare ethics training, and preferred college major for pre-healthcare students. The study concludes that undergraduate pre-healthcare programs should take the initiative to be proactive and deliberate in strengthening the positive influences on students. Strategies include: 1) humanities curricula to broaden perspectives and increase non-prejudice; 2) mentoring and modeling by older students, faculty, and community and professional volunteers; 3) ethical case study discussions in class or extracurricular activities; and 4) volunteer/service learning activities. Additionally, curriculum learning is enhanced by the use of reflection and writing, discussions, and media.

NITARP: Impact Assessment, 2005-2013

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Gorjian, V.; Brinkworth, C.; Squires, G. K.; Burtnyk, K.

2014-01-01

NITARP, the NASA/IPAC Training in Archival Research Program, gets educators involved in authentic astronomical research. We partner small groups of educators with a mentor professional astronomer for a year-long original research project. The educators incorporate the experience into their classrooms and share their experience with other teachers. The teams echo the entire research process, from writing a proposal, to doing the research, to writing up and presenting the results at an AAS meeting. The educators incorporate this experience into their classroom. This program differs from other programs that we know of that get real astronomy data into the classroom in that: (a) Each team works on an original, unique project. There are no canned labs here! (b) Each team presents their results in posters at the AAS, in science sessions (not just outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. (c) The 'product' of this project is the scientific result, not a curriculum packet. (d) Because the teachers work with students throughout this project, the teachers have already begun to adapt their project to fit in their classroom environment. This poster will describe the program, with highlights of an impact assessment survey conducted of NITARP alumni in June 2013. Including all forms of the project from 2004-2013, there have been 80 educator participants from 33 states; 40 of them responded to our survey. There have been 37 science and 42 education AAS posters presented by NITARP-affiliated educators and scientists (with 8 more expected to be presented at this meeting). There have been 5 refereed journal articles in professional astronomy research journals that directly involve NITARP teachers and scientists (Howell et al. 2006, Guieu et al. 2010, Howell et al. 2008, Rebull et al., 2011, 2013), and 2 more astronomy journal articles describing the software developed in conjunction with NITARP and its Spitzer (Laher et al. 2012ab). There is one more refereed article written by a NITARP alumni teacher for The Physics Teacher (Pereira et al. 2013).

The role of professional knowledge in case-based reasoning in practical ethics.

PubMed

Pinkus, Rosa Lynn; Gloeckner, Claire; Fortunato, Angela

2015-06-01

The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one's professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: (1) Experts in a research domain in bioengineering. (2) Novices in a research domain in bioengineering. (3) The non-research group--students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student's level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills.

Assessment of Student Professional Outcomes for Continuous Improvement

ERIC Educational Resources Information Center

Keshavarz, Mohsen; Baghdarnia, Mostafa

2013-01-01

This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final presentations, and technical report writing.…