Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership
DOI:
https://doi.org/10.47408/jldhe.v0i2.43Keywords:
study skills, scientific writing, academic literacies, teaching partnerships, embedding.Abstract
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.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
