Immersion teacher preparation and development therefore, is a critical step in the evolution of effective language immersion education globally. One such topic is that of language and content integration, a topic which is central to the process of understanding immersion teaching and learning. Despite the diverse and dynamic nature of immersion programs worldwide, the formulation of a coherent pedagogy of integrated language and content instruction remains a common pedagogical challenge. A deep understanding of the critical connection between language and content is one component of the particular immersion-specific knowledge base and pedagogical skill set required by the immersion teacher.
Specifically, we provide a workshop on abstract writing, which is part of a mandatory series of workshops for students. As part of this workshop, we focus on when and how abstracts are used and review the 5 main components that make up an abstract i.
Our project aim was to enhance learning outcomes for students in the Honors and Emerging Scholars Programs, as related to their student project carried out with a faculty mentor that results in a poster and abstract.
The two outcomes we focused on were abstract quality and student perceptions of conceptual understanding, utility and satisfaction with the workshop. To improve abstract quality, we developed an assessment framework utilizing the standards that we communicated to our students as our own assessment rubric.
Over the course of 3 semesters, we quantified and reviewed abstract quality, to inform improvements to the workshop. Given these data, we amended our workshops to increase the focus on conclusions and implications, and taught students techniques to help them develop these sections further.
Student perceptions were collected using a standard student survey.
Students reported strong conceptual understanding after the workshop, and high satisfaction, though students felt less well-prepared to write an abstract in the future. This is an area we can address to improve. What have we learned so far?
13th International Conference on Language, Education, and Innovation 30th January London, United Kingdom The ICLEI series returns to Europe this January with an event at The Cumberland, near Hyde Park, London featuring keynotes and . Jocelyn Reiss, Camelle Kinney, Emily Kiburz-Grimes, Susan Frack, Carol Flora, and Bailey Feit just got word that their panel presentation proposal for the International Writing Across the Curriculum Conference in Ann Arbor, Michigan has been accepted. They will present in June Lucy was a member of an ISSoTL International Collaborative Writing Group, has numerous papers published top-tier higher education journals, and was the recipient of three PhD scholarships. Chris Ostrowski is a PhD student in Educational Research (Learning Sciences), and since he has been a SoTL research assistant at the Taylor Institute.
Reviewing data from past semesters is useful for improving the workshop and student outcomes in following semesters. Further, it would be useful to incorporate other measures of student progress and student perceptions, especially those that are validated.
From the lower ratings of student preparedness to write their own abstract, we also learned that scaffolding the abstract workshop would be helpful, such as incorporating a second follow-up workshop later in the semester.
Further, to improve assessment, we could collect and rate abstracts both before and after the workshop, rather than only after workshop completion. Come join us at Hostos this Friday to learn more about our approach and join in on a discussion.
You will also have a chance to learn about projects led by other fellow CUNY faculty. We hope to see you there! Are you a student who attended our workshops? Click here for presentations and handouts from our student workshops.Klucevsek, K.
M., & Brungard, A. B. (). Information literacy in science writing: how students find, identify, and use scientific literature.
International Journal of Science Education 38(17) Klucevsek, K. M.
(). Transferring skills from classroom to professional writing: Student-faculty peer review as an extension of cognitive apprenticeship. 13th International Conference on Language, Education, and Innovation 30th January London, United Kingdom The ICLEI series returns to Europe this January with an event at The Cumberland, near Hyde Park, London featuring keynotes and .
Jocelyn Reiss, Camelle Kinney, Emily Kiburz-Grimes, Susan Frack, Carol Flora, and Bailey Feit just got word that their panel presentation proposal for the International Writing Across the Curriculum Conference in Ann Arbor, Michigan has been accepted.
They will present in June International Writing across the Curriculum Conference. Ann Arbor, MI (June ). “‘I left the writing behind’: Aphasia, ‘Good’ Writing, and Resisting Accommodation.” Instructor of Writing Enriched Curriculum. Center for Writing and Rhetoric.
University of Mississippi. The Center for Writing and Rhetoric at the University of Mississippi invites applications for an Instructor of Writing Enriched Curriculum.
This is a non-tenure track, 12 . International Writing Across the Curriculum Conference Auburn University Hotel and Conference Center | June 4 – 6, Auburn University’s Office of University Writing is proud to announce the International Writing Across the Curriculum Conference from June ,