Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership
In recent years, there has been an increasing need for all university students to receive help with learning to write. Consequently, there has been a shift away from a pure study skills approach towards embedding the teaching of writing into the mainstream curriculum. Embedded writing courses can be...
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Association for Learning Development in Higher Education (ALDinHE)
2010
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| Acceso en línea: | https://doaj.org/article/6e6c11f08337486dbe62cd9bac7018f7 |
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oai:doaj.org-article:6e6c11f08337486dbe62cd9bac7018f72021-11-29T14:04:30ZEmbedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership10.47408/jldhe.v0i2.431759-667Xhttps://doaj.org/article/6e6c11f08337486dbe62cd9bac7018f72010-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/43https://doaj.org/toc/1759-667XIn recent years, there has been an increasing need for all university students to receive help with learning to write. Consequently, there has been a shift away from a pure study skills approach towards embedding the teaching of writing into the mainstream curriculum. Embedded writing courses can be designed and delivered by various combinations of learning developer and subject specialist. Students view delivery by subject lecturers as more valuable, but subject specialist delivery may be challenging for those lecturers who feel it is outside their zone of expertise and consider writing as the province of learning developers. However, it is difficult for learning developers to contextualise such teaching in terms of subject values and expectations, and the shared knowledge of coursework assignments. By working through the different stages of teaching partnership, from cooperation to team teaching, both learning developer and subject specialist become empowered, facilitating the transition from teaching writing as a study skill to a fully embedded model. Robert Martin BlakeJacqueline PatesAssociation for Learning Development in Higher Education (ALDinHE)articlestudy skillsscientific writingacademic literaciesteaching partnershipsembedding.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 2 (2010) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
study skills scientific writing academic literacies teaching partnerships embedding. Theory and practice of education LB5-3640 |
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study skills scientific writing academic literacies teaching partnerships embedding. Theory and practice of education LB5-3640 Robert Martin Blake Jacqueline Pates Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
| description |
In recent years, there has been an increasing need for all university students to receive help with learning to write. Consequently, there has been a shift away from a pure study skills approach towards embedding the teaching of writing into the mainstream curriculum. Embedded writing courses can be designed and delivered by various combinations of learning developer and subject specialist. Students view delivery by subject lecturers as more valuable, but subject specialist delivery may be challenging for those lecturers who feel it is outside their zone of expertise and consider writing as the province of learning developers. However, it is difficult for learning developers to contextualise such teaching in terms of subject values and expectations, and the shared knowledge of coursework assignments. By working through the different stages of teaching partnership, from cooperation to team teaching, both learning developer and subject specialist become empowered, facilitating the transition from teaching writing as a study skill to a fully embedded model.
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| format |
article |
| author |
Robert Martin Blake Jacqueline Pates |
| author_facet |
Robert Martin Blake Jacqueline Pates |
| author_sort |
Robert Martin Blake |
| title |
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
| title_short |
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
| title_full |
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
| title_fullStr |
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
| title_full_unstemmed |
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
| title_sort |
embedding report writing workshops into an undergraduate environmental science module through a subject specialist and learning developer partnership |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2010 |
| url |
https://doaj.org/article/6e6c11f08337486dbe62cd9bac7018f7 |
| work_keys_str_mv |
AT robertmartinblake embeddingreportwritingworkshopsintoanundergraduateenvironmentalsciencemodulethroughasubjectspecialistandlearningdeveloperpartnership AT jacquelinepates embeddingreportwritingworkshopsintoanundergraduateenvironmentalsciencemodulethroughasubjectspecialistandlearningdeveloperpartnership |
| _version_ |
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