supporting scholarly exchange about communication across the curriculum
Shared by Elizabeth Wardle on Jan 13, 2008. Last Updated on Jan 13, 2008.
Principal Investigator(s): Elizabeth Wardle
For More Information: ewardle@udayton.edu
Keywords: transfer, writing, longitudinal, undergraduate writing
Permission to Cite: Please contact the Principal Investigator(s)
Abstract/Summary: This project follows seven students over their four years at the University of Dayton. Each semester I collect everything students write and conduct and interview with each of them. At times we conduct focus groups and the students complete surveys.
Project Background: This project builds on a number of longitudinal studies to more directly address the issue of transfer.
Time Frame: 2004-2008
Research Question or Hypothesis: 1.What do students feel they learned and did in FYC? 2.What kinds of writing are students doing elsewhere? 3.How do students perceive that writing and what strategies do they use to complete it? 4.Do students perceive FYC as helping them with later writing assignments across the university?
General Research Approach: Qualitative
Participants and Setting: Seven undergraduate students at a private liberal arts university
Research Methods: Interviews, surveys, focus groups, textual analysis
Related Publications: Understanding “Transfer” from FYC: Preliminary Results of a Longitudinal Study. WPA, Forthcoming.
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