• Corpus ID: 151731806

"Freeing Students to Do Their Best": Examining Writing in First-Year Seminars.

  title={"Freeing Students to Do Their Best": Examining Writing in First-Year Seminars.},
  author={Christopher J. Thaiss and Kara Moloney and Pearl Chaozon-Bauer},
  journal={Across the Disciplines},
First-Year Seminars (FYS) are among the high-impact practices described by AAC&U. We studied the long-standing First-Year Seminar Program at our public research university for the ways in which writing assignments—individualized for each seminar—help faculty and students achieve program objectives in critical and analytical thinking, the building of classroom community, and application of course themes to wider contexts. Data for our study came from existing survey results concerning student… 
Bringing Literature to Life: Strategies for Supporting Arab and American Student Success in a First-Year Foundations Course
First-year courses for entering university students are vital to supporting their success and fostering lasting connections between them and their academic environments. To that end, four First-Year
Low-Stakes Writing as a High-Impact Education Practice in MBA Classes
Studies examining writing as a High-Impact Education Practice (HIP) have focused primarily on writing in terms of major project assignments, thus directing attention away from the promising high
Lectura, escritura y oralidad en perfiles de egreso de educación superior: contrastes entre instituciones y carreras
The so-called knowledge societies are characterized by demands to participate in complex and dynamic forms of citizenship, administrative, and professional roles, which require expert writers and


Learning to Communicate in Science and Engineering: Case Studies from MIT
This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT, tracing the progress of seventeen students from diverse backgrounds in seven classes that span five departments.
A Taxonomy of Writing across the Curriculum Programs: Evolving to Serve Broader Agendas.
A number of scholars have written passionately and well about writing across the curriculum (WAC) as a pedagogical movement (e.g., Barbara Walvoord, Toby Fulwiler and Art Young, Elaine Maimon).
Who takes care of writing in Latin American and Spanish Universities
This chapter presents the Latin American and Spanish initiatives that are part of this volume. Before providing a general view of what is being done in regards to writing at Latin American and
Sharing writing : peer response groups in English classes
Many current books by and for people in our business encourage the use of peer response groups as a means of enhancing learning. Almost none, however, translates this potentially powerful idea into
Writing Without Teachers
In Writing Without Teachers, well-known advocate of innovative teaching methods Peter Elbow outlines a practical program for learning how to write. His approach is especially helpful to people who
'Big Picture People Rarely Become Historians': Genre Systems and the Contradictions of General Education
This study synthesizes Y. Engestrom’s version of cultural historical activity theory and North American genre systems theory to explore the problem of specialized discourses in activities that
Interviewing in Educational Research
This chapter is concerned ·with introducing open-ended interviews, in other words, interviews in which the intent is to understand informants on their own terms and how they make meaning of their own
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of
The State of WAC/WID in 2010: Methods and Results of the U.S. Survey of the International WAC/WID Mapping Project.
As writing across the curriculum (WAC) has matured and diversified as a concept and as an organizational structure in U.S. higher education, there has arisen a need for accurate, up-to-date
Theory in WAC : Where Have We Been , Where Are We Going ?
First, a rationale for this chapter: Why talk about "WAC theory"? After all, every chapter in this book deals with "theory" in some fashion since theory provides reasons, based in scholarship and