School of Education

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Faculty use of writing assignments: Exploring classroom teaching practices
(Professional & Organizational Development Conference, 2013-11-08) Cole, E. R.; Gonyea, R. M.; Ahonen, C.
As evidenced by their steadily growing investment in writing-across-the-curriculum programs, institutions recognize how writing can increase student engagement and learning. This session explores how faculty members use writing assignments in their teaching and how this compares across academic disciplines and institutional characteristics. Special sets of questions appended to both the Faculty Survey of Student Engagement (FSSE) and the National Survey of Student Engagement (NSSE) point to ways faculty members can design effective writing tasks. Participants will discuss how interactive writing processes, meaning-constructing writing tasks, and clear expectations improve students' success in learning. Implications for faculty developers are also presented.
The who, what, and where of learning strategies
(Association for the Study of Higher Education Annual Conference, 2014-11-21) Miller, A. L.; Lambert, A. D.; Ahonen, C.
This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore whether there is congruence for academic disciplines in the student use and faculty encouragement of learning strategies. OLS regression models also suggest demographic and environmental predictors of student learning strategies.