1
|
Ives F, Kamalumpundi V, Wanjalla C, Benjamin JI, Neikirk K, Perales S, Kirabo A, Murray DD, Cooper A, Williams EM, Hinton A, Murray SA. Technology accountability groups: A novel form of technology learning and support for graduate students and faculty in STEM. J Cell Physiol 2024; 239:e31341. [PMID: 38888084 DOI: 10.1002/jcp.31341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2024] [Accepted: 06/05/2024] [Indexed: 06/20/2024]
Abstract
In academia, particularly in science, technology, engineering, and mathematics (STEM), writing accountability groups have emerged as an effective technique to enhance writing productivity by offering structure, increasing the commitment to write, and fostering social commitment. The rapid development of technology has introduced a new challenge across STEM fields: technostress, where individuals face heightened stress due to novel applications of technology. To address this, we introduce Technology Accountability Groups (TAGs), a novel form of community support for graduate students and faculty. TAGs are tailored to help individuals navigate technological innovations, alleviate technostress, acquire new skills, motivate, and connect with leaders in the field. This paper presents a framework for establishing, implementing, and sustaining TAGs in STEM.
Collapse
Affiliation(s)
- Feather Ives
- Molecular Imaging Center, University of California Berkeley, Berkeley, California, USA
| | | | - Celestine Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Jazmine I Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Sulema Perales
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Debra D Murray
- Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, Texas, USA
| | - Anthonya Cooper
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Edith M Williams
- Department of Public Health Sciences (SMD), University of Rochester, Rochester, New York, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| |
Collapse
|
2
|
Croghan IT, Kumar S, Dugani SB, Hurt RT, Raffals LE, Schletty AA, Schroeder DR, Gathje SR, Shah V. Writing Groups for Healthcare Professionals in Academic Medicine. J Prim Care Community Health 2024; 15:21501319241266102. [PMID: 39051662 PMCID: PMC11273704 DOI: 10.1177/21501319241266102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2024] [Revised: 06/11/2024] [Accepted: 06/13/2024] [Indexed: 07/27/2024] Open
Abstract
Within the Department of Medicine (DOM) in a large tertiary academic health care facility in midwestern United States, we have developed an educational offering that incorporates an academic writing program (AWP) blending the approaches of a writing accountability work group, a writing workshop, and didactic writing courses. The purpose of this AWP was to assist healthcare professionals (HCP) with their manuscript writing skills to enhance academic productivity. We report our evolving journey and experiences with this AWP. To date, it has been offered 3 times to 25 HCP over the course of 3 years. Among those responding to a post program follow up survey (N = 11), 8 (73%) indicated that they completed the project that they were working on during the AWP and went on to publish the manuscript (N = 5) or were in the process of submission (N = 2). Some indicated they has also gone on to present posters (N = 2) or were in the process of presenting posters (N = 2) or had received grants (N = 1) or were awaiting grant notice (N = 1). A number of attendees have continued to use and share the tools presented during the AWP. Based on input from attendees and increased requests for this AWP, this educational program has been deemed a success and expansion of this program is currently underway.
Collapse
|
3
|
Neikirk K, Barongan T, Shao B, Spencer EC, Kabugi K, Conley Z, Vang L, Vue M, Vang N, Garza-Lopez E, Crabtree A, Alexander S, Beasley HK, Marshall AG, Killion M, Stephens D, Owens B, Martinez D, Palavicino-Maggio CB, Jenkins F, Vang C, Morton DJ, Shuler H, Murray SA, Damo S, Vue Z, Hinton Jr A. A pilot study on our non-traditional, varied writing accountability group for historically excluded and underrepresented persons in STEMM. Heliyon 2023; 9:e22335. [PMID: 38144282 PMCID: PMC10746396 DOI: 10.1016/j.heliyon.2023.e22335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 11/06/2023] [Accepted: 11/09/2023] [Indexed: 12/26/2023] Open
Abstract
Underrepresented faculty have higher burnout rates and lower grant attainment rates when compared with their non-minority counterparts. Many in science, technology, engineering, mathematics, and medicine (STEMM) disciplines, including underrepresented individuals, often have difficulty dedicating time to the writing process, with trainees often being relegated to laboratory tasks in their training years, resulting in a lack of practice in academic writing. Notably, past studies have shown that grant attainment rates of underrepresented individuals are lower than their majority counterparts. Here, we sought to consider a mechanism targeted to underrepresented individuals, although applicable to everyone, to help overcome traditional barriers to writing in STEMM. The authors have hosted a writing accountability group (WAG) that uniquely provides a format focused on physical activity and different forms of writing to strengthen both career development and award/funding attainment. Our objectives were to evaluate this unique format, thus creating a resource for individuals and institutions to learn about WAGs and expand upon the framework to formulate their own WAG. To do this, we performed a small pilot study (n = 21) to investigate attitudes towards the WAG. We present the results of a survey conducted among underrepresented WAG participants, which spanned different career stages and was highly diverse demographically. Our results show that following attendance of our WAG, individuals did not note a significant change in scales pertaining to John Henryism (high-effort coping), resilience, sense of belonging, or grit. However, significant increases were noted in the self-perceived ability to handle stress, confidence in applying for awards, appreciation for mentoring, and satisfaction of WAGs. Taken together, the results of this study suggest that our unique WAG format can have some positive results as a career and writing development opportunity and may be able to support underrepresented individuals in attaining funding at higher education institutions.
Collapse
Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Taylor Barongan
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Elsie C. Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Teachers College, Columbia University, New York, NY, USA
| | - Kinutha Kabugi
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Zachary Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | | | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Heather K. Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Andrea G. Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mason Killion
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Dominique Stephens
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Beverly Owens
- Department of Chemistry, Cleveland Early College High School, Shelby, NC, USA
| | - Denise Martinez
- Office of Diversity, Equity, and Inclusion, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA, USA
| | | | - Felysha Jenkins
- Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN, USA
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Counseling Department, New Highlands University, Las Vegas, NM, USA
| | - Derrick J. Morton
- Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA, USA
- Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, PA, USA
| | - Steven Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Antentor Hinton Jr
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| |
Collapse
|
4
|
Weiss BD, Stillwater BJ, Aldulaimi S, Cunningham JK, Gachupin FC, Koleski J, Shirai Y, Denny L, Pettit JM, Freeman J. Writing Support Group for Medical School Faculty-A Simple Way to Do It. TEACHING AND LEARNING IN MEDICINE 2023; 35:601-608. [PMID: 35775615 DOI: 10.1080/10401334.2022.2092114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 06/10/2022] [Indexed: 06/15/2023]
Abstract
Problem: Writing for publication is a core activity for many medical school faculty, but faculty report numerous challenges to publication. To help address these challenges, some medical schools establish writing support programs, but those programs are often resource-intensive, involving didactic courses, accountability groups, formal mentorships, and even assistance from professional writers. Not all medical schools, however, provide resources for such programs, and many faculty members, especially clinicians, lack time needed to participate. Furthermore, success of these programs is typically judged by the total number of papers published. However, many clinicians would judge success as publication of the occasional papers they decide to write, not the total number of papers they or the group publish. With these issues in mind, we established a low-resource writing program focused on individual acceptance rates rather than total publications. Intervention: Our writing program is an informal group that meets monthly. Members bring their ideas for papers and drafts of papers, and other members provide critique and suggestions for improvement. Members then revise their papers to address that critique prior to journal submission. There are no formal or assigned mentors, courses, lectures, or writing assistants. Context: The program takes place in our family medicine department, in which faculty have various roles. Some group members are clinician-educators seeking to publish occasional clinical reviews or research articles; others are PhDs seeking to publish on aspects of their work. Impact: During the six years of the program, 86% of papers reviewed by the group were accepted for publication and 94% of those were accepted by the journal to which they were first submitted. Publication success rate of individual members averaged 79%. This exceeds the 30-40% acceptance rate for scholarly journals worldwide. Group members published an average of 5.2 papers per member, with some publishing as few as 2-3 papers and others as many as 10-11. Lessons Learned: An informal, low-resource writing program in medical school departments can help faculty reach their publication goals. We found that members were satisfied by having the group help them publish whatever number of papers they decided to write. The program's simple, informal approach fostered a culture of respectful and collegial interactions, in which members learned to depend on and accept critiques from colleagues. Finally, an unexpected benefit of our program resulted from membership of both clinicians and non-clinicians. This provided feedback from individuals with different perspectives, which enhanced development of manuscripts.
Collapse
Affiliation(s)
- Barry D Weiss
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Barbara J Stillwater
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Sommer Aldulaimi
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - James K Cunningham
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Francine C Gachupin
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Jerome Koleski
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Yumi Shirai
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - LeeAnne Denny
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Jessie M Pettit
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | - Joshua Freeman
- Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| |
Collapse
|
5
|
Intentional and unintentional benefits of minority writing accountability groups. Trends Microbiol 2022; 30:1015-1018. [PMID: 36030147 PMCID: PMC9561073 DOI: 10.1016/j.tim.2022.08.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 08/02/2022] [Accepted: 08/04/2022] [Indexed: 01/19/2023]
Abstract
A faculty position can be a balancing act. Many new faculty, particularly minorities, struggle due to a lack of mentorship. Writing accountability groups (WAGs) offer new faculty an opportunity to glean advice from mentors and improve their writing skills and enhance their career development in science, technology, engineering, and mathematics (STEM).
Collapse
|
6
|
Tucker Edmonds B, Tori AJ, Ribera AK, Allen MR, Dankoski ME, Rucker SY. Diversifying Faculty Leadership in Academic Medicine: The Program to Launch Underrepresented in Medicine Success (PLUS). ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1459-1466. [PMID: 35108234 DOI: 10.1097/acm.0000000000004611] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PLUS (Program to Launch Underrepresented in Medicine Success) is a 2-year cohort program at Indiana University School of Medicine providing professional development, funding and skills to produce scholarship, and a community to mitigate social and/or professional isolation for underrepresented in medicine (URiM) faculty. In year 1, scholars participate in leadership and professional development seminars and regular meetings with their mentor(s). They are assigned a PLUS Advisory Council advisor with whom they meet 2 to 3 times annually. In year 2, scholars participate in monthly seminars focused on research methods, writing productivity, and wellness. Additionally, scholars engage in a writing accountability group and practice reflective writing. Connections events, designed to combat isolation and cultivate community, occur monthly. At program completion, scholars complete a project resulting in a scholarly product for submission and dissemination in a peer-reviewed forum. To date, 3 cohorts, totaling 24 people, have participated: 20 (83%) Black, 4 (17%) Latinx; 12 (50%) females. Five scholars have completed the full program, whose pre- and postsurvey results are described. Program surveys demonstrate significant gains in scholars' confidence to secure leadership opportunities, connect with colleagues, and advocate for themselves and others. Scholars reported statistically significant increases in confidence to pursue leadership roles (t = -3.67, P = .02) and intent to submit their dossier for promotion (t = -6.50, P = .003). They were less likely to leave academic medicine (t = 2.75, P = .05) or pursue another academic appointment (t = 2.75, P = .05) after PLUS completion than at baseline. All scholars adequately met requirements for their third-year review (tenure track only), were promoted, or achieved tenure in less than 3 years since program completion. This article describes PLUS program objectives, evaluative components, and lessons learned during implementation, as a model to support URiM faculty at other institutions.
Collapse
Affiliation(s)
- Brownsyne Tucker Edmonds
- B. Tucker Edmonds is associate professor, Obstetrics and Gynecology and Clinical Pediatrics, and associate dean, Health Equity Research, Indiana University School of Medicine, and vice president and chief health equity officer, Indiana University Health, Indianapolis, Indiana; ORCID: https://orcid.org/0000-0003-0023-4440
| | - Alvaro J Tori
- A.J. Tori is associate dean, Diversity Affairs, and associate professor, Clinical Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana
| | - Amy K Ribera
- A.K. Ribera is director, Research and Evaluation for Faculty Affairs, Professional Development, and Diversity, and associate research professor, Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, Indiana
| | - Matthew R Allen
- M.R. Allen is assistant dean, Faculty Affairs, Professional Development, and Diversity, and professor, Anatomy, Cell Biology, and Physiology, Indiana University of School of Medicine, Indianapolis, Indiana
| | - Mary E Dankoski
- M.E. Dankoski is executive associate dean, Faculty Affairs, Professional Development, and Diversity, and Lester D. Bibler Professor of Family Medicine, Indiana University School of Medicine, Indianapolis, Indiana
| | - Sydney Y Rucker
- S.Y. Rucker is director, Diversity Initiatives for Faculty Affairs, Professional Development, and Diversity, Indiana University School of Medicine, Indianapolis, Indiana
| |
Collapse
|
7
|
Bourgault AM, Galura SJ, Kinchen EV, Peach BC. Faculty writing accountability groups: A protocol for traditional and virtual settings. J Prof Nurs 2022; 38:97-103. [PMID: 35042596 DOI: 10.1016/j.profnurs.2021.12.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Revised: 12/08/2021] [Accepted: 12/09/2021] [Indexed: 11/28/2022]
Abstract
Publishing is a measure of faculty performance, yet barriers often include getting started, time management, and difficulty finishing. Manuscript submissions also lack deadlines, which creates additional challenges. Writing accountability groups (WAGs) are associated with increased faculty writing productivity. The purpose of this paper is to provide an overview of WAGs, including the process, participants, writing productivity outcomes, benefits, challenges, and unintended consequences. To maintain our writing progress during the COVID-19 pandemic, we moved our WAG sessions to a virtual platform. Our WAG protocol (both face-to-face and virtual) is shared to help other faculty members or doctoral students implement writing accountability groups. We also advocate for hybrid WAG sessions to promote attendance. In addition to facilitation of scholarly writing and improved writing habits, our WAG created opportunities for scholarly communication and networking with colleagues.
Collapse
Affiliation(s)
- Annette M Bourgault
- University of Central Florida, College of Nursing, United States of America.
| | - Sandra J Galura
- University of Central Florida, College of Nursing, United States of America.
| | - Elizabeth V Kinchen
- University of Central Florida, College of Nursing, United States of America.
| | - Brian C Peach
- University of Central Florida, College of Nursing, United States of America.
| |
Collapse
|
8
|
Strategies to enhance the success of mid-career nurse scientists. Nurs Outlook 2021; 70:127-136. [PMID: 34625274 DOI: 10.1016/j.outlook.2021.06.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 05/28/2021] [Accepted: 06/12/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND The mid-career nurse scientist, defined as an associate professor with/without tenure, is often faced with a multitude of challenges and opportunities PURPOSE: This paper shares strategies to assist mid-career scientists as they juggle required career demands and navigate the mid-career phase in pursuit of the rank of full professor. METHOD A review of the literature was performed on mid-career nurse scientists. DISCUSSION A combination of increased research responsibilities, increased institutional teaching and service demands, and dwindling support can result in a sense of overwhelm and burnout. The mid-career nurse scientist must balance several balls in the air at one time to remain successful. CONCLUSION Strategies aligned with the Ecological Framework, focus on intrapersonal, interpersonal, institutional, organizational, and public policy domains to provide a wide scope of strategies that target the mid-career scientist and engage the larger nursing community.
Collapse
|
9
|
Mughal A, Wahlberg KJ, Li Z, Flyer JN, Olson NC, Cushman M. Impact of an institutional grant award on early career investigator applicants and peer reviewers. Res Pract Thromb Haemost 2021; 5:e12555. [PMID: 34263104 PMCID: PMC8268663 DOI: 10.1002/rth2.12555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Revised: 05/11/2021] [Accepted: 05/24/2021] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Obtaining research funding support is integral to a successful career in science. Training and practice in grant writing, as well as engagement in peer review of grant applications may help lead to successful research funding. However, there is little evidence on the impact of institutional programs on the career development of early career investigators (ECIs). OBJECTIVES Understand the impact of participation in an institutional research award program on the career development of ECIs. METHODS The Cardiovascular Research Institute of Vermont established an Early Career Research (ECR) award program in 2018. ECIs who participated as applicants or reviewers in the first 3 years of the program (2018-2020) were surveyed to understand the impact of the ECR award program on their grant writing and professional development. RESULTS Ninety-four percent of 17 applicants and 90% of 19 reviewers completed the survey. Ninety-two percent of funded and 75% of unfunded applicants, and 87% of reviewers reported that the program was beneficial to their professional development. Similarly, 85% of funded applicants, 75% of unfunded applicants, and 80% of reviewers reported improvement in their grant-writing skills. All respondents reported they would recommend the ECR award program to their peers. CONCLUSIONS This single-institution ECR award program had a positive impact on ECI's professional development and grant-writing skills and may lead to further extramural funding opportunities.
Collapse
Affiliation(s)
- Amreen Mughal
- Department of PharmacologyThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
| | - Kramer J. Wahlberg
- Department of MedicineThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
| | - Zhaojin Li
- Department of Neurological SciencesThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
| | - Jonathan N. Flyer
- Department of PediatricsThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
| | - Nels C. Olson
- Department of Pathology and Laboratory MedicineThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
| | - Mary Cushman
- Department of MedicineThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
- Department of Pathology and Laboratory MedicineThe Robert Larner, M.D. College of Medicine at The University of VermontBurlingtonVTUSA
| |
Collapse
|
10
|
Brown NR. Using structured writing communities to facilitate undergraduate research writing. COMMUNICATION TEACHER 2021; 35:320-328. [PMID: 34925521 PMCID: PMC8675937 DOI: 10.1080/17404622.2021.1889010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Accepted: 02/07/2021] [Indexed: 06/14/2023]
Abstract
UNLABELLED This article outlines a structured writing community activity originally created to assist communication majors complete their capstone projects. This activity draws upon the Writing Accountability Group (WAG) strategy that has been utilized to facilitate graduate student and early career faculty writing. The current article provides an overview of a semester-long activity that builds upon the WAG format by providing several avenues of additional support to help undergraduate students establish goals and make incremental progress on a specified project over the course of the semester or quarter session. Information regarding how to facilitate a structured writing community as well as potential assessments are provided. Strategies to help instructors overcome barriers to success are also outlined. COURSES Communication capstone, Communication theory, Research methods, or any other course that requires a high-stakes assignment. OBJECTIVES Students will (1) develop achievable, short-term goals related to project completion; (2) prioritize tasks associated with project completion; and subsequently (3) execute and submit a completed capstone project or senior thesis.
Collapse
Affiliation(s)
- Natasha R Brown
- Department of Communication, Indiana University Northwest, Gary, IN
| |
Collapse
|