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dc.contributor.author Cole, E. R.
dc.contributor.author Gonyea, R. M.
dc.contributor.author Ahonen, C.
dc.date.accessioned 2019-09-16T20:12:45Z
dc.date.available 2019-09-16T20:12:45Z
dc.date.issued 2013-11-08
dc.identifier.uri http://hdl.handle.net/2022/23903
dc.description Presentation at the 2013 POD Conference in Pittsburgh, Pennsylvania. en
dc.description.abstract 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. en
dc.language.iso en en
dc.publisher Professional & Organizational Development Conference en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Faculty use of writing assignments: Exploring classroom teaching practices en
dc.type Presentation en


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