Theses and Dissertations

Date of Award


Document Type


Degree Name

Master of Arts (MA)


Interdisciplinary Studies

First Advisor

Dr. Randall Monty

Second Advisor

Dr. Minhee Eom

Third Advisor

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.


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