Theses and Dissertations
Investigating Faculty across the Disciplines Perceptions and Practices of Reflective Writing in Community Engaged Courses: A Comparative Study
Date of Award
Master of Arts (MA)
Dr. Randall Monty
Dr. Minhee Eom
Dr. Javier Cavazos
Recently, research in composition studies and Writing Across the Curriculum (WAC) has focused on understanding better how student reflective practices assist on their transfer of writing knowledge across contexts (Yancey et al., 2014; Taczak & Robertson, 2017, Lindenman et al., 2018). However, not much research has been done that investigates faculty beliefs and practices about reflective writing, how they use it to measure student outcomes and achievement in community engaged courses and the implications this might have for the transfer of knowledge and practice of writing. This study draws primarily on activity theory to better understand whether there is a difference in values, assumptions and practices regarding reflective writing between disciplinary faculty and writing faculty teaching service learning and community-engaged courses.
Hebbard, Marcela, "Investigating Faculty across the Disciplines Perceptions and Practices of Reflective Writing in Community Engaged Courses: A Comparative Study" (2018). Theses and Dissertations. 472.
Copyright 2018 Marcela Hebbard. All Rights Reserved.