Do Authentic Writing Environments in Nursing (AWE in Nursing) improve student learning outcomes?
Melissa Horning, Anne Chevalier McKechnie, Barbara Beacham, Laura Kirk, Patrick Dean, and Ryan Schneider, School of Nursing
See resulting publication: Horning, M.L., Schneider, R., Beacham, B., McKechnie, A.C., Kirk, L., Emery, D., & Lindquist, R. (2019, September 5). Appreciation of the research–practice link: Authentic learning environments for writing-intensive nursing courses. Nursing Education Perspectives. doi: 10.1097/01.NEP.0000000000000568 (pdf)
"It's Going to be Otherized": Doctoral Students of Color and Questions of Writerly Voice
Noro Andriamanalina and Jasmine Kar Tang, Office for Diversity in Graduate Education
See resulting publication: Tang, J.K., & Andriamanalina, N. (2016). "Rhonda left early to go to Black Lives Matter": Programmatic support for graduate writers of color. WPA: Writing Program Administration, 39(2), 10–16. (pdf)
Supporting Metadiscourse in Ideational Writing
Bodong Chen and Cassandra Scharber, Curriculum & Instruction
Understanding the Collaborative Construction of an Urban High School Writing Center: Sustainability, Interdisciplinarity, and Connected Learning
Cynthia Lewis, Stephanie Rollag Yoon, and Erin Stutelberg, Curriculum & Instruction
See resulting publication: Rollag Yoon, S., and Stutelberg, S. (2018). Rose's writing: The generative power of affect in a high school writing center. WLN: A Journal of Writing Center Scholarship, 42(9–10), 18–25. (pdf)
Writing Crime: Student Perceptions of Crime
Joshua Page, Sociology, and Mary Jo Wiatrak-Uhlenkott, Writing Studies
Evaluating Interactive Diagramming as a Mode of Writing in the Social Sciences
Valentine Cadieux, Sociology and Geography; Demetri Debe, History; and Ruth Styles, Geography
Developing Writing Skills in French: On Campus and Study Abroad
Heidi Soneson, Learning Abroad Center, and LeeAnne Godfrey, Curriculum & Instruction
See resulting publication in Foreign Language Annals 47, no 1 (2014): 48–65, “Change in French Second Language Writing in Study Abroad and Domestic Contexts.” (abstract | pdf)
Does Our WEC Work? Measuring the Efficacy of an Interdisciplinary Writing-Enriched Curriculum
Marcia D. Nichols, S. Rebecca Bamford, Robert L. Dunbar, and Xavier Prat-Resina, Center for Learning Innovation, University of Minnesota–Rochester
Composition Ecology: Writing Our Way out of Crisis
Mark Pedelty, Journalism
Beyond Print: Writing About Talking
Amy Sheldon, Communication Studies
Designers and Artists Write: Revealing Writing’s Presence in the Creative Process
Virajita Singh, Center for Sustainable Building Research
Writing for the Community: Investigating Student Attitudes Toward Writing in the Social Sciences
Teresa Gowan and Abigail Hagel, Sociology
Integrating Writing and Computer Graphics to Improve Technical Communication Across Disciplines
Daniel Keefe and David Schroeder, Computer Science
See and contribute content to the resulting wiki, Writing in Computer Science.
Articulate Bodies: Writing Instruction in a Performance-Based Curriculum
Margaret Werry, Theatre Arts & Dance
See resulting publication in Theatre Topics 21, no. 2 (2011): 185-197, "Articulate Bodies: Writing Instruction in a Performance-Based Curriculum." (pdf)
Bridge Students Talk Back: Analyzing the Writing Component of the Summer Bridge Program
Pat Bruch and Thomas Reynolds, Writing Studies
Developmental Reflective Writing for Community Engagement Scholars
Laurel Hirt and Laura Dammer Hess, Community Service-Learning Center
Digital Writing in a Doctoral Level Pharmacotherapy Course for Physical Therapy Students
Amy Pittenger, Pharmacy, Office of CyberLearning and Outreach
See resulting publication in Distance Education 33, no 1 (2012): 61–80, “Leveraging Learning Technologies for Collaborative Writing in an Online Pharmacotherapy Course.” (abstract | pdf)
User-Generated Writing: Remixing the Composition Syllabus
Tisha Turk, English, University of Minnesota–Morris
Teaching Discipline-Specific Writing to Horticulture Students Using an Online Module
Eric Watkins and Matthew Clark, Horticultural Science
Integrating Critical Thinking in Pharmacy Student Writing Assignments Using the University’s e-Portfolio System
Kristin Janke, Pharmacy, Office of Educational Development
Factors that Influence the Efficacy of Student-to-Student Peer Reviews of Scientific Writing
Mark Stellmack, Psychology, and Yasmine Konheim-Kalkstein, Educational Psychology
Best Practices in Teaching Writing in Engineering: A Synthesis & Forum Analysis
David Beard, Composition, University of Minnesota–Duluth
Reading and Writing in Global History: Curriculum Development of History 1019
Thomas Wolfe and Magnus Helgason, History
Writing to End Homelessness in the Twin Cities
Thomas Fisher and Virajita Singh, Architecture
Blogging with Rubrics: Helping Students Increase the Quality of Their Writing Through Critical Thinking
Jennifer King, Soil, Water, and Climate
Teaching Technical Communication to Engineering Students: Improving Skills through Role-Play
Charles Clanton and Jenni Swenson, Biosystems and Agricultural Engineering
Refining Lab Report Writing across the Horticultural Curriculum
Emily Hoover, Marjorie Ross, and Neil Anderson, Horticultural Science
The Impact of Case-Based Writing Assignments and Instructor Feedback on Course Outcomes in Veterinary Clinical Pathology
Leslie Sharkey, Veterinary Population Medicine
See resulting publication in The Journal of Veterinary Medical Education Online 34(4): 423 (2007), “The Evolution of a Course in Veterinary Clinical Pathology: The Application of Case-Based Writing Assignments to Focus on Skill Development and Facilitation of Learning” (pdf)
College Writing Placement Study: Assessing Student Writing Skills/Instructional Needs
Janet Erickson, Brad Deane, Jennie Joiner, and Argie Manolis, English
Life Histories as the Focus on Writing in Somali and Other Immigrant Communities
Dan Detzner, Family Social Science, and Robin Murie, Commanding English Program, General College
Relations Between the Writing Intensive Faculty and Freshman Composition
Donald Ross, English
Writing Across the Curriculum: Where Does Horticultural Science Fit In?
Emily Hoover, Neil Anderson, and Jeff Gillman, Horticultural Science
See associated technical report, Writing Across the Curriculum: Where Does Horticultural Science Fit in? (2002) (pdf)
See resulting publication in HortTechnology 14(4): 621 (2004), "Writing Across the Curriculum: Where Does Horticultural Science Fit In?" (abstract | pdf)
African American Read-In
Ezra Hyland, General College
Analysis of Voices from the Gaps
Toni A.H. McNaron, English; and Carol Miller, American Studies
See associated technical report, Not Just Junk on the Web: How Online Writing Assignments May Benefit Student Writing (2003) (pdf)
Writing Culture in the French Foreign-Language Classroom
Daniel Brewer and Catherine Pulling, French and Italian
Direct vs Translated Writing Processes: Implications for Assessment
Andrew Cohen, English as a Second Language
See associated technical report, Direct vs. Translated Writing: What Students Do and the Strategies They Use (2000) (pdf)
See resulting publication in The Modern Language Journal 85.2 (2001): 169–188. "Research on Direct versus Translated Writing: Students' Strategies and Their Results" (pdf)
Welfare and Higher Education: Written and Video Autoethnographies Featuring Student Parents Who Are on Public Assistance
Terry Collins, Academic Affairs & Curriculum, General College; Melissa Blum, English; and Holly Ingersoll, Coordinator, Student Parent MFIP Program
See associated video, Sanctioning Education: The Lives of College Student Parents on TANF (2000) (small) (large)
History Department Web-Intensive Section for World History (History 1012)
Ann Waltner, History
Developing a Comprehensive Undergraduate Writing Curriculum in Geography
Richard Skaggs and Connie Weil, Geography
Analytic Social Science Essays in the General College's Developmental Curriculum
Thomas Brothen and Cathrine Wambach, General College
Assessing the Importance of Writing in the Design Profession
Barbara Martinson, Design, Housing, & Apparel
Voices from the Gaps, Minority Women Writers: An Interactive Web Site
Toni McNaron, English; Carol Miller, American Studies, American Indian Studies
An African-Centered Approach to Composition: Freedom Through Culturally Relevant Literacy Instruction
Elaine Richardson, General College
Ebonics/African American Language and Literacy Conference: The Real Deal
Elaine Richardson and Ezra Hyland, General College
Writing to Learn and Writing to Communicate in the Apparel Curriculum
Kim Johnson, Design, Housing, and Apparel
The Development of Writing Intensive Undergraduate Courses in Cultural Studies and Comparative Literature (CSCL)
Richard Leppert and Gary Thomas, Cultural Studies and Comparative Literature
Cross-Cultural Collaborative Writing
Ann Hill Duin, Rhetoric; Ray Archie, Department of Language and Interaction Studies, University of Western Sydney
Writing for Computer Science Students
Maria Gini, Computer Science
A Writing Program for Mechanical Engineering
Will Durfee, Virgil Marple, and Warren Ibele, Mechanical Engineering
Writing and Editing Short Essays on Topics in Human Physiology
Murray Jensen, General College
Developing Undergraduate Writing-Emphasis Curriculum in the Interdisciplinary Setting of American Studies: AmSt 1001–03
Carol Miller and Lary May, American Studies
Creating a Portfolio System to Improve Upper Division Writing in UMD's CLA
Steve Adams, Linda Miller-Cleary, and Greta Gaard, English, UMD
Improving CSCI 5702: Introduction to Database Theory
John Carlis, Computer Science
Writing About Scientific Topics in Entry-Level Anatomy and Physiology
Murray Jensen and Kimerly Wilcox, General College
Insights from Editing in a Second Language: Using Verbal Report to Examine the Editing Practices of Southeast Asian Students
Robin Murie and Andrew Cohen, General College
Altering the World with the Written Word
Byron Schneider and Jerome Stein, Youth Policy Education Program, Humphrey Institute
Writing in the Language of Molecular Biologists
Martin Blumenfeld, Genetics and Cell Biology
CSCI 5702: Introduction to Database Theory
John Carlis and Joe Maguire, Computer Science
Writing to Learn and Writing to Communicate in the School of Nursing Undergraduate Program
Laura Duckett, Nursing
Using Intensive Writing-to-Learn Activities in the Foreign Language Classroom
Kaaren Grimstad, Scandinavian Languages and Literature; and Ray Wakefield, Department of German and Dutch
See associated technical reports, Using Writing-to-Learn Activities in the Foreign Language Classroom (1996) (pdf), and Writing Theory and Practice in the Second Language Classroom: An Annotated Bibliography (1994) (pdf)
Writing to Learn in DHA 1101
Denise Guerin, Design, Housing, and Apparel
Facilitating the Use of Expressive Writing in the Plant Science Classroom: A How-to Manual
Emily Hoover and Doug Foulk, Horticultural Science
See associated technical report, Incorporating Expressive Writing into the Classroom (1996) (abstract | pdf)
See resulting publication in HortTechnology 3 (3): 356 (1993), "Using Expressive Writing to Improve Horticultural Education" (abstract | pdf)
Examining the Writing That Special Educators Do to Improve the Writing Skills of Preservice Special Educators
Clayton Keller, Joan Karp, and Mary Linda Sather, Child and Family Development
Writing on Multicultural Subjects in Philosophy
Douglas Lewis and Anne Phibbs, Philosophy
Peer Tutoring and a Campus-Wide Writing Center
Archibald Leyasmeyer, Beverly Atkinson, and Christine Gordon, English
The Use of Full-Text Bibliographic Data Bases in Research: Implications for Undergraduate Writing Instructors
Donald Ross, English
Writing and the Cooperative Classroom
Byron Schneider and Jerome Stein, Youth Policy Education Program, Humphrey Institute
Using Intensive Writing to Learn as a Means of Reducing Limitations on Learning in Large Classes
Ruth Thomas, Vocational and Technical Education
See associated technical report, Using Intensive Writing-to-Learn as a Means of Reducing Limitations on Learning in Large Classes (1997) (abstract | pdf)
NRES Problem Solving: Discovering, Analyzing, Writing and Presenting—Making the Process Work
Terence Cooper and Dorothy Anderson, Soil Science
Decision Cases for Writing Across the Curriculum
Ann Hill Duin, Rhetoric, and Steve Simmons, Agronomy
See associated monograph, Decision Cases for Writing Across the Curriculum (1996) (abstract | pdf)
Assessing the Effectiveness of Journal Writing in an Undergraduate Statistics Course
Joan Garfield, General College
Evaluating Students' Ability to Integrate Written and Visual Communication
Philip Gershmel and Catherine Lockwood, Geography
See associated technical report, Evaluating Students' Ability to Integrate Written and Visual Communication (1996) (abstract | pdf)
Improving the Quality of Writing of Computer Science Students
Maria Gini and Thomas Nurkkala, Computer Science
See associated technical report, An Assessment of the Writing of Undergraduate Computer Science Students (2002) (pdf)
Understanding about Mathematics
Laura Coffin Koch, General College
Improving Academic Writing of English Majors at the University of Minnesota
Archibald Leyasmeyer, Beverly Atkinson, and Christine Gordon, English
See associated technical report, The Challenge of Cooking for Chefs: Writing in the English Major (2001) (pdf)
Writing as a Way of Knowing in a Cross-Disciplinary Classroom
P. T. Magee, Biological Sciences, and Carol Miller, General College and American Indian Studies
See associated technical report, Writing as a Way of Knowing in a Cross-Disciplinary Classroom (1996) (abstract | pdf)
Writing Across the Department: E Pluribus Unum
Susan Mantell, K. Dooley, D. Frohrib, T. Kuehn, D. Pui, and Andreas Schramm, Mechanical Engineering
Intensive Writing as a Teaching Instrument: A Research Project in Political Science
Eli Pringle, Social and Behavioral Sciences, General College
In the Shadows of Disciplinary Writing
Geoffrey Sirc and Shawn Gillen, Arts, Communication and Philosophy Division, General College
The Facilitation of Interdisciplinary Learning Through Writing-Intensive Instruction
Ellen Stekert and Pam Olano, English
Linking Theory and Practice in Speech-Language Pathology
Jennifer Windsor, Communication Disorders
See associated technical report, Linking Theory and Practice Through Writing (1996) (pdf)
The Effect of Conceptual Translation on the Quality of Undergraduate Writing
Stuart Albert, Strategic Management and Organization
Integrated Communication Instruction: A Cross-Curricular Research Proposal
Michael Bennett, Rhetoric
Writing in the Public-Service Sector: Creating and Managing a Supportive Writing Environment
Robin Brown and Joe Moses, Composition and English
Writing About Music
Michael Cherlin, Music
An Annotated Bibliography on the Uses of Writing in Service-Learning and Internship Courses
Terence Collins and Linda Adler Kassner, General College
See associated technical report, Writing in Service Learning Courses (1994) (pdf)
Assessing the Quality of Writing of Computer Science Students
Maria Gini and Thomas Nurkkala, Computer Science
Utilizing Directed Informal Writing to Improve Horticultural Education
Emily Hoover and Doug Foulk, Horticultural Science
Writing-to-Learn in Anatomy and Physiology
Julie Liss and Stephanie Hanson, Communication Disorders
See associated technical report, Writing to Learn in Anatomy and Physiology of the Speech and Hearing Mechanisms (2003) (pdf)
Writing as a Communicative Event: Writing in Academia vs Industry
David Pui and Andreas Schramm, Mechanical Engineering
An Analysis of the Factors Influencing Raters' Judgements of ESL Students' Writing
Diane Tedick, Communication and Instruction
A Study of Writing in an Individualized, Interdisciplinary, and Writing-Intensive Baccalaureate Degree Program
Kent Warren, Archibald Leyasmeyer, and Sally Nereson, Program for Individualized Learning
See associated technical report, Outside the Lines but on the Page: Perspectives on Writing in an Individualized, Writing-Intensive Baccalaureate Degree Program (1994) (pdf)
Multicultural Education and Writing: A Study of Composition Programs, Curriculum and Teacher Change
Lisa Albrecht, General College
An Investigation of the Importance of Domain-Specific Knowledge for Writing Proficiency
William Bart, Curriculum and Instruction
See associated technical report, An Investigation of the Importance of Domain Specific Knowledge for Writing Proficiency (2003) (pdf)
Writing to Learn Mathematics: An Annotated Bibliography
Aparna Ganguli, General College
See associated technical report, Writing to Learn Mathematics: An Annotated Bibliography (1994) (pdf)
Tutoring via Telecommunications: A Project Report for CISW
Michael Graves and Ann Hill Duin, Rhetoric
See associated technical report, Tutoring via Telecommunications (1997) (pdf)
Effects of Race, Class, and Gender on Writing
Rose Brewer, Afro-American & African Studies
The Writing of Southeast Asian-American Students in Secondary Schools and at the University
Bruce Downing, Susan Gillette, Robin Murie, and Elaine Tarone, Linguistics/ESL
The Effectiveness of the Independent Auditor's Report in Communicating the Limitations of an Audit
Gordon Duke, Carlson School of Accounting
Differences in Writing Style Among Three News Media
Irving Fang, Journalism and Mass Communications
See associated monograph, Writing Style Differences in Newspaper, Radio, and Television News (1998) (abstract | pdf)
Factors Affecting the Writing of Undergraduate Psychology Majors
P.W. Fox and Gail Peterson, Psychology
The Nature of Student Writing at the University of Minnesota in Selective Program Units
Harlan Hanson, Curriculum and Instruction
The Effects of Sustained Writing on Students' Abilities in Scientific Inquiry
Michael Loupe, Dentistry, and Chris Anson, English
Writing in the Design Disciplines
Roger Martin, Landscape Architecture
See associated monograph, Writing in the Design Disciplines (1995) (abstract | pdf)
Points of Overlap: Minority Achievement Issues and Composition Theory and Practice at the University of Minnesota
Carol Miller, General College
See associated technical reports, Students of Color in the Writing Classroom: An Annotated Bibliography (1992) (pdf) and What Students Can Tell Us about the Multicultural Classroom (1992) (pdf)
Alumni Survey: Work-Releated Writing and Composition
Jerry Rinehart, Carlson School of Management
Reading Writing Across the Curriculum
Harvey Sarles and Kathleen Brady, Comparative Literature
Writing and the Visual Arts: An Analysis of Critical Writing and Its Impact on the Student of the Visual Arts
Tom Rose, Studio Arts
Informal Writing as a Learning Tool in Comprehensive History Survey Courses
James Tracy, History
See associated technical report, Informal Writing in Comprehensive History Survey Courses (2003) (pdf)