One way of effectively increasing research capacity, activity and outputs as aimed for in the University’s Strategic Plan 2008-2015 and Research Strategy 2011-2015 is by means of Structured Writing Retreats (SWR). SWR provide time away from other academic duties and allow staff and post graduate students to focus on progression in a range of academic writing projects and the production of a range of written outputs, such as PhD chapters; books; conference abstracts; journal articles and research proposals.
A total of 9 retreats took place in 2013 with an average of 12 participants per retreat. Thirty- seven academics and students from UWS attended of whom 10 attended more than one retreat. In addition 30 academics and students from other Universities and institutions took part.
The majority of participants worked towards completion of their thesis, while many participants worked on journal publications. Furthermore participants reported the acquisition of skills regarding the process and structuring of writing which were viewed as enhancing research thinking and were seen as transferable skills to their work environment. They also reported the advantage of disconnecting from social media and the demands of home and work life during the retreats. Finally, participants described the formation of peer support networks which have led to the development of writing groups and a more positive research culture on campus. Those who attended more than one retreat described how these benefits were enhanced by repeated attendance at the writing retreats.
The findings of this evaluation support Structured Writing Retreats as an effective way of achieving the University’s Strategic Plan and Research Strategy, while enhancing the post graduate student experience. For these reasons, these retreats should be embedded in our research strategy. This would not only send a signal internally that research activity is valued and supported, but also externally that UWS is committed to both research capacity development and growing research identity.
- The document discusses using Benjamin Bloom's taxonomy to review literature and write literature reviews.
- It explains the six categories in Bloom's taxonomy (remembering, understanding, applying, analyzing, evaluating, creating) and how each step can be applied to reviewing academic works in a research area.
- By systematically applying these cognitive processes, a literature review determines the current state of research on a topic and allows the researcher to identify gaps and situate their own study within the existing literature.
Academic writing has some key differences from other types of writing. It requires following a formal structure, such as an introduction, body, and conclusion in essays. It also requires citing published authors to support opinions and show knowledge of literature. Academic writing adheres strictly to rules of grammar, punctuation, and spelling for clarity. Additionally, academic writing focuses on abstract concepts, theories, and ideas rather than concrete practical topics.
This document provides guidance on writing an effective research paper. It discusses establishing a methodology for writing the paper in a chronological order, including preparing the title, abstract, introduction, literature review, methods section, and results. The document emphasizes that a research paper must be well-organized and provide enough detail that others could replicate the study. It also stresses the importance of clearly communicating the objectives, methods, results and conclusions of the research.
Annual Report: Developing Research Capacity at UWS, Structured Writing Retrea...rowenamurray
In 2014 Structure Writing Retreats continued to provide participants with a Community of Practice where academic staff and doctoral students share support, experiences, practices and resources. Eight Structured Writing Retreats took place in 2014 with a total attendance of 142, an increase of 150% compared to 2013.
Furthermore, this year saw an increase in participants who attended writing retreat to progress writing for their doctoral theses. This model appears to be particularly useful for staff and students who are undertaking a PhD. Those undertaking PhDs have reported increased skill levels in terms of writing and managing a PhD, while others have been able to return to PhDs after periods of ill health. Although a PhD is a solitary activity, the integration of PhD students into a Community of Practice of varying disciplines, grades and universities means that they are more likely to feel supported and complete their theses in a timely manner.
2014 also saw an increase in the number of participants who attended more than one Structured Writing Retreat from 27% in 2013 to 44% in 2014. Participants reported on the benefits of ‘repeat- retreat’ in terms of productivity and efficiency of writing. The repeat-retreat model works for many people and appears to be particularly beneficial to those attempting to progress and complete their theses. The cumulative effect of attending multiple retreats is also becoming more evident as Structured Writing Retreats are gradually becoming an accepted means of increasing research output.
The equivalent of 8 science based theses was produced by those writing towards PhDs during the SWR, not including progress between retreats. A total of 16 published journal articles, 10 conference presentations (accepted), and 2 book chapters were produced by those attending SWR in 2014 alone. Structured Writing Retreats therefore should be included in University Research Strategies as a means of increasing the University’s research output. In particular, this should be included in any strategies related to the University’s performance in REF 2019.
Annual Report: Developing Research Capacity: Structured Writing Retreat 2013 ...rowenamurray
This report presents the findings of a follow up evaluation of structured writing retreats in 2013 facilitated by Professor Rowena Murray. All participants were invited to complete a SurveyMonkey questionnaire regarding their research output and writing practices. Fifty-six participants completed the online questionnaire.
A total of 20 participants reported research outputs. Fourteen of these were in the process of writing and submitting journal articles. In addition, 18 thesis chapters had been written by 6 participants. It should be noted, however, that 14 out of 25 participants undertaking post graduate studies did not complete the question on PhD thesis progress. Other outputs included conference papers, abstracts, and book chapters. In total 65 research outputs, not including thesis chapters or journal articles, had been produced by participants. A total of 242,000 words from research outputs, other than journal articles, were reported by 13 out of 20 participants. This is the equivalent word count of 3 completed social science based PhD theses. Twenty-one participants reported taking part in writing groups. These writing groups on average consisted of 4 participants who had bought into to the Structured Writing Retreat model. They met with varied frequencies, ranging from daily to monthly to ad hoc meetings. Participants of these writing groups came from a range of Universities and disciplines, and most consisted of both staff and students.
Developing Research Capacity at UWS Annual report on Structured Writing Retre...Larissa Kempenaar
The annual report summarizes the outcomes of eight structured writing retreats held in 2014. Attendance increased 150% compared to 2013, with 142 total attendances. The retreats supported progress on PhDs, journal articles, book chapters and other projects. 1.11 million words were written, including 800,000 new words. This writing led to the equivalent of 8 science-based PhD theses being produced, as well as 16 journal publications, 10 conference presentations and 2 book chapters. Participants found value in sharing resources and experiences to develop a research community and felt less isolated in their work. The enforced structure of the retreats was also seen as beneficial.
An Empirical Research Project In English And Writing StudiesDeja Lewis
The document describes an empirical research project conducted by undergraduate students in an English studies course. As a class, the students conducted research on the history and current use of "blue books," which are exam booklets. The project introduced students to key steps of research including developing a research question, obtaining IRB approval, reviewing literature, designing and administering a survey, interviewing participants, analyzing results, and presenting findings. Through this group project, students gained hands-on experience with research methods that prepared them to independently conduct their own research projects over the course of the semester.
- The document discusses using Benjamin Bloom's taxonomy to review literature and write literature reviews.
- It explains the six categories in Bloom's taxonomy (remembering, understanding, applying, analyzing, evaluating, creating) and how each step can be applied to reviewing academic works in a research area.
- By systematically applying these cognitive processes, a literature review determines the current state of research on a topic and allows the researcher to identify gaps and situate their own study within the existing literature.
Academic writing has some key differences from other types of writing. It requires following a formal structure, such as an introduction, body, and conclusion in essays. It also requires citing published authors to support opinions and show knowledge of literature. Academic writing adheres strictly to rules of grammar, punctuation, and spelling for clarity. Additionally, academic writing focuses on abstract concepts, theories, and ideas rather than concrete practical topics.
This document provides guidance on writing an effective research paper. It discusses establishing a methodology for writing the paper in a chronological order, including preparing the title, abstract, introduction, literature review, methods section, and results. The document emphasizes that a research paper must be well-organized and provide enough detail that others could replicate the study. It also stresses the importance of clearly communicating the objectives, methods, results and conclusions of the research.
Annual Report: Developing Research Capacity at UWS, Structured Writing Retrea...rowenamurray
In 2014 Structure Writing Retreats continued to provide participants with a Community of Practice where academic staff and doctoral students share support, experiences, practices and resources. Eight Structured Writing Retreats took place in 2014 with a total attendance of 142, an increase of 150% compared to 2013.
Furthermore, this year saw an increase in participants who attended writing retreat to progress writing for their doctoral theses. This model appears to be particularly useful for staff and students who are undertaking a PhD. Those undertaking PhDs have reported increased skill levels in terms of writing and managing a PhD, while others have been able to return to PhDs after periods of ill health. Although a PhD is a solitary activity, the integration of PhD students into a Community of Practice of varying disciplines, grades and universities means that they are more likely to feel supported and complete their theses in a timely manner.
2014 also saw an increase in the number of participants who attended more than one Structured Writing Retreat from 27% in 2013 to 44% in 2014. Participants reported on the benefits of ‘repeat- retreat’ in terms of productivity and efficiency of writing. The repeat-retreat model works for many people and appears to be particularly beneficial to those attempting to progress and complete their theses. The cumulative effect of attending multiple retreats is also becoming more evident as Structured Writing Retreats are gradually becoming an accepted means of increasing research output.
The equivalent of 8 science based theses was produced by those writing towards PhDs during the SWR, not including progress between retreats. A total of 16 published journal articles, 10 conference presentations (accepted), and 2 book chapters were produced by those attending SWR in 2014 alone. Structured Writing Retreats therefore should be included in University Research Strategies as a means of increasing the University’s research output. In particular, this should be included in any strategies related to the University’s performance in REF 2019.
Annual Report: Developing Research Capacity: Structured Writing Retreat 2013 ...rowenamurray
This report presents the findings of a follow up evaluation of structured writing retreats in 2013 facilitated by Professor Rowena Murray. All participants were invited to complete a SurveyMonkey questionnaire regarding their research output and writing practices. Fifty-six participants completed the online questionnaire.
A total of 20 participants reported research outputs. Fourteen of these were in the process of writing and submitting journal articles. In addition, 18 thesis chapters had been written by 6 participants. It should be noted, however, that 14 out of 25 participants undertaking post graduate studies did not complete the question on PhD thesis progress. Other outputs included conference papers, abstracts, and book chapters. In total 65 research outputs, not including thesis chapters or journal articles, had been produced by participants. A total of 242,000 words from research outputs, other than journal articles, were reported by 13 out of 20 participants. This is the equivalent word count of 3 completed social science based PhD theses. Twenty-one participants reported taking part in writing groups. These writing groups on average consisted of 4 participants who had bought into to the Structured Writing Retreat model. They met with varied frequencies, ranging from daily to monthly to ad hoc meetings. Participants of these writing groups came from a range of Universities and disciplines, and most consisted of both staff and students.
Developing Research Capacity at UWS Annual report on Structured Writing Retre...Larissa Kempenaar
The annual report summarizes the outcomes of eight structured writing retreats held in 2014. Attendance increased 150% compared to 2013, with 142 total attendances. The retreats supported progress on PhDs, journal articles, book chapters and other projects. 1.11 million words were written, including 800,000 new words. This writing led to the equivalent of 8 science-based PhD theses being produced, as well as 16 journal publications, 10 conference presentations and 2 book chapters. Participants found value in sharing resources and experiences to develop a research community and felt less isolated in their work. The enforced structure of the retreats was also seen as beneficial.
An Empirical Research Project In English And Writing StudiesDeja Lewis
The document describes an empirical research project conducted by undergraduate students in an English studies course. As a class, the students conducted research on the history and current use of "blue books," which are exam booklets. The project introduced students to key steps of research including developing a research question, obtaining IRB approval, reviewing literature, designing and administering a survey, interviewing participants, analyzing results, and presenting findings. Through this group project, students gained hands-on experience with research methods that prepared them to independently conduct their own research projects over the course of the semester.
This document provides guidance on developing academic writing skills through a one-day workshop. It discusses the key components of a research proposal, including defining the problem, reviewing relevant literature, and describing the proposed research methodology. It also outlines the typical structure of a research proposal into three chapters: introduction, literature review, and research methodology. Finally, it discusses how the proposal is transformed into a thesis research report, with additional chapters for data presentation and analyses and conclusions. The overall document serves as a handbook to train participants in best practices for academic writing, research proposals, and thesis reports.
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
A participant research for learning methodology on education doctorial traini...Aziz Ahmad
This document outlines a participatory research methodology used in a doctoral training program. Key points:
1. Doctoral students formed research dyads to study what influenced their decisions to pursue doctoral studies. They wrote narratives, interviewed each other, and discussed their educational trajectories.
2. The collaborative approach aimed to give students hands-on experience with research methods while reflecting on their own doctoral journeys. Project meetings and data provided opportunities to learn about methodology.
3. The methodology was intended to provide an alternative to more common forms of doctoral training like lectures. By actively participating in their own research, students could gain deep reflections on what brought them to doctoral study while learning research skills.
Linking research and teaching in Wales: A SwapshopNewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Design environmenrs for life defl final reportGuilherme Moura
This document summarizes a programme exploring how people perceive and shape their environments through creative practices. The programme involved workshops and public events bringing together researchers from art/design, anthropology, architecture and related fields. It aimed to establish the scope of research at the intersection of these disciplines and engage communities of practice. The programme examined how environments are understood and designed, with workshops providing opportunities for collaborative work and feedback from distinguished guests.
1. The document proposes a pilot writing center at a Colombian university to support students' writing needs across disciplines.
2. It analyzes the daily operations of existing writing centers, which provide tutoring to help students with assignments and writing strategies.
3. The proposed center would learn about the specific writing genres and styles of different fields like engineering through research and classroom observations, and initially focus on supporting first-year engineering students and faculty.
Action Learning Sets: An Innovative Way to Facilitate Writing for Publication Self Employed
Presentation given by Maria J Grant, Research Fellow, University of Salford, UK at the 7th International Evidence Based Library and Information Practice (EBLIP7) conference, University of Saskatchewan, Saskatoon, Canada, 15th-18th July 20013.
www.eblip7.library.usask.ca
This document provides guidance on developing judicial training curricula. It outlines a multi-step curriculum development process that begins with needs assessments to identify priority training topics. It then discusses drafting learning objectives, lesson plans, and course materials. The document provides templates for needs assessments, course proposals, and other tools to guide curriculum development and ensure training addresses the needs of the judiciary.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
Redefining Academic Performance Metrics Evaluating the Excellence of Research...ssuser793b4e
The Redefining Academic Performance Metrics: Evaluating the Excellence of Researchers, Academics, and Scholars
explores the evolving landscape of academia, focusing on the shift from traditional metrics like publication and
citation counts to a more inclusive, open, and equitable approach. The study acknowledges the limitations of
traditional metrics and celebrates pioneers in shaping the future of scholarly endeavors, highlighting the importance
of inclusivity, openness, and equitable evaluations in assessing academic excellence.
JAAFARI STRUCTURING THESIS CHAPTERS FOR PUBLICATION.pdfMohamedJaafari2
This research paper examines gender representation in Moroccan EFL textbooks through a critical discourse analysis approach. It aims to determine if the textbooks align with Morocco's national policy of promoting gender equity in education.
The paper proposes structuring a PhD thesis into publishable chapters. It outlines the thesis structure with independent chapters that can each form the basis of a journal article. The sample thesis is divided into two parts: the first establishes the theoretical framework and methodology, while the second applies the analysis to a case study of gender in Moroccan EFL textbooks.
Key methods discussed are critical discourse analysis, systemic functional linguistics examining modality and transitivity, and conversation analysis. The paper argues this structure will allow research
Do Yourself a Favor…
Learn HOW to Publish A Research
Paper
(50% off Coupon)
https://www.udemy.com/scientific-research-paper/?couponCode=UNCEDU
Take an opportunity to “Learn to Publish A Research
Paper”. Add value to research skills and knowledge today!
I’m excited to help you add value to your capabilities by
adding skills and knowledge our course provides in your as
you move up your ladder. Upon successful completion of
our course, more and more people realize just how capable
they really are. This course is meant for beginners that are
not familiar with Research Journals and/or students
looking for a quick refresher on how to publish a research
paper. No prior knowledge is needed.
At the end of this course, students will be able to:
1. outline a complete research paper
2. choose an appropriate journal to which you'll submit
the finished paper for publication
3. prepare a checklist that will allow you to
independently judge whether your paper is ready to
submit.
If an audio or video stops, simply restart your browser.
This rarely occurs, but restarted often works.
This document provides guidance on writing a tenure and/or promotion statement. It discusses including goals for research, teaching, and service in the past, present, and future. The research statement should emphasize the quality, programmatic nature, sustainability, and productivity of research as well as how teaching and service enhance research. The teaching statement focuses on student achievement, course content, development, and mentoring. It also discusses how research and service enhance teaching. The service statement outlines service to the program, department, institution, profession, and society. It emphasizes how teaching and research enhance service contributions. The statement should engage both academic and professional readers while emphasizing primary strengths and avoiding excessive detail or jargon.
Revising, Editing, and Proofreading Research MethodologyUpasnaGoswami2
This document is a research paper on research methodology submitted by Upasna Goswami to their university professor. It contains sections on defining key terms related to research methodology like research writing, editing, revising, and proofreading. It provides definitions and brief histories for these terms. It also outlines the steps and strategies for editing and revising a research paper, including reviewing the document outline, choosing an editing approach, determining the starting point, and making edits while checking for errors and consistency.
Guidelines for submitting abstracts for the upcoming conference in 2023.pdfIFERP
Planning, submitting, and presenting an abstract are important steps in the research process with numerous benefits for the researcher and author. The primary goal of writing an abstract is to answer the question, "Why did you start?" What were you doing? What did you discover, and how does it all tie together? A few useful stages can be used to streamline the process of preparing to write the abstract. Visit https://www.iferp.in/blog/2023/01/20/guidelines-for-abstract-submission-for-upcoming-conference-2023/ for more information.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
This document provides guidance on writing a research proposal. It explains that a research proposal outlines the key components of a research project from beginning to end. The proposal serves to provide direction for the researcher and must convince supervisors of the study's significance. Key components that should be included are an introduction with the background, problem statement and research objectives/questions, a literature review, and methodology. The proposal describes the scope and limitations of the study and provides a structure for presenting and reporting the results of the research.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
More Related Content
Similar to Annual Report: Developing Research Capacity at UWS, Report on Structured Writers' Retreats (2013)
This document provides guidance on developing academic writing skills through a one-day workshop. It discusses the key components of a research proposal, including defining the problem, reviewing relevant literature, and describing the proposed research methodology. It also outlines the typical structure of a research proposal into three chapters: introduction, literature review, and research methodology. Finally, it discusses how the proposal is transformed into a thesis research report, with additional chapters for data presentation and analyses and conclusions. The overall document serves as a handbook to train participants in best practices for academic writing, research proposals, and thesis reports.
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
A participant research for learning methodology on education doctorial traini...Aziz Ahmad
This document outlines a participatory research methodology used in a doctoral training program. Key points:
1. Doctoral students formed research dyads to study what influenced their decisions to pursue doctoral studies. They wrote narratives, interviewed each other, and discussed their educational trajectories.
2. The collaborative approach aimed to give students hands-on experience with research methods while reflecting on their own doctoral journeys. Project meetings and data provided opportunities to learn about methodology.
3. The methodology was intended to provide an alternative to more common forms of doctoral training like lectures. By actively participating in their own research, students could gain deep reflections on what brought them to doctoral study while learning research skills.
Linking research and teaching in Wales: A SwapshopNewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Design environmenrs for life defl final reportGuilherme Moura
This document summarizes a programme exploring how people perceive and shape their environments through creative practices. The programme involved workshops and public events bringing together researchers from art/design, anthropology, architecture and related fields. It aimed to establish the scope of research at the intersection of these disciplines and engage communities of practice. The programme examined how environments are understood and designed, with workshops providing opportunities for collaborative work and feedback from distinguished guests.
1. The document proposes a pilot writing center at a Colombian university to support students' writing needs across disciplines.
2. It analyzes the daily operations of existing writing centers, which provide tutoring to help students with assignments and writing strategies.
3. The proposed center would learn about the specific writing genres and styles of different fields like engineering through research and classroom observations, and initially focus on supporting first-year engineering students and faculty.
Action Learning Sets: An Innovative Way to Facilitate Writing for Publication Self Employed
Presentation given by Maria J Grant, Research Fellow, University of Salford, UK at the 7th International Evidence Based Library and Information Practice (EBLIP7) conference, University of Saskatchewan, Saskatoon, Canada, 15th-18th July 20013.
www.eblip7.library.usask.ca
This document provides guidance on developing judicial training curricula. It outlines a multi-step curriculum development process that begins with needs assessments to identify priority training topics. It then discusses drafting learning objectives, lesson plans, and course materials. The document provides templates for needs assessments, course proposals, and other tools to guide curriculum development and ensure training addresses the needs of the judiciary.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
Redefining Academic Performance Metrics Evaluating the Excellence of Research...ssuser793b4e
The Redefining Academic Performance Metrics: Evaluating the Excellence of Researchers, Academics, and Scholars
explores the evolving landscape of academia, focusing on the shift from traditional metrics like publication and
citation counts to a more inclusive, open, and equitable approach. The study acknowledges the limitations of
traditional metrics and celebrates pioneers in shaping the future of scholarly endeavors, highlighting the importance
of inclusivity, openness, and equitable evaluations in assessing academic excellence.
JAAFARI STRUCTURING THESIS CHAPTERS FOR PUBLICATION.pdfMohamedJaafari2
This research paper examines gender representation in Moroccan EFL textbooks through a critical discourse analysis approach. It aims to determine if the textbooks align with Morocco's national policy of promoting gender equity in education.
The paper proposes structuring a PhD thesis into publishable chapters. It outlines the thesis structure with independent chapters that can each form the basis of a journal article. The sample thesis is divided into two parts: the first establishes the theoretical framework and methodology, while the second applies the analysis to a case study of gender in Moroccan EFL textbooks.
Key methods discussed are critical discourse analysis, systemic functional linguistics examining modality and transitivity, and conversation analysis. The paper argues this structure will allow research
Do Yourself a Favor…
Learn HOW to Publish A Research
Paper
(50% off Coupon)
https://www.udemy.com/scientific-research-paper/?couponCode=UNCEDU
Take an opportunity to “Learn to Publish A Research
Paper”. Add value to research skills and knowledge today!
I’m excited to help you add value to your capabilities by
adding skills and knowledge our course provides in your as
you move up your ladder. Upon successful completion of
our course, more and more people realize just how capable
they really are. This course is meant for beginners that are
not familiar with Research Journals and/or students
looking for a quick refresher on how to publish a research
paper. No prior knowledge is needed.
At the end of this course, students will be able to:
1. outline a complete research paper
2. choose an appropriate journal to which you'll submit
the finished paper for publication
3. prepare a checklist that will allow you to
independently judge whether your paper is ready to
submit.
If an audio or video stops, simply restart your browser.
This rarely occurs, but restarted often works.
This document provides guidance on writing a tenure and/or promotion statement. It discusses including goals for research, teaching, and service in the past, present, and future. The research statement should emphasize the quality, programmatic nature, sustainability, and productivity of research as well as how teaching and service enhance research. The teaching statement focuses on student achievement, course content, development, and mentoring. It also discusses how research and service enhance teaching. The service statement outlines service to the program, department, institution, profession, and society. It emphasizes how teaching and research enhance service contributions. The statement should engage both academic and professional readers while emphasizing primary strengths and avoiding excessive detail or jargon.
Revising, Editing, and Proofreading Research MethodologyUpasnaGoswami2
This document is a research paper on research methodology submitted by Upasna Goswami to their university professor. It contains sections on defining key terms related to research methodology like research writing, editing, revising, and proofreading. It provides definitions and brief histories for these terms. It also outlines the steps and strategies for editing and revising a research paper, including reviewing the document outline, choosing an editing approach, determining the starting point, and making edits while checking for errors and consistency.
Guidelines for submitting abstracts for the upcoming conference in 2023.pdfIFERP
Planning, submitting, and presenting an abstract are important steps in the research process with numerous benefits for the researcher and author. The primary goal of writing an abstract is to answer the question, "Why did you start?" What were you doing? What did you discover, and how does it all tie together? A few useful stages can be used to streamline the process of preparing to write the abstract. Visit https://www.iferp.in/blog/2023/01/20/guidelines-for-abstract-submission-for-upcoming-conference-2023/ for more information.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
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Annual Report: Developing Research Capacity at UWS, Report on Structured Writers' Retreats (2013)
1. Developing research capacity at UWS
Report on Structured Writers’ Retreats
January-December 2013
Professor Rowena Murray
Dr Larissa Kempenaar
2. Page 2 of 16
Executive Summary
One way of effectively increasing research capacity, activity and outputs as aimed for in the
University’s Strategic Plan 2008-2015 and Research Strategy 2011-2015 is by means of
Structured Writing Retreats (SWR). SWR provide time away from other academic duties and
allow staff and post graduate students to focus on progression in a range of academic writing
projects and the production of a range of written outputs, such as PhD chapters; books;
conference abstracts; journal articles and research proposals.
A total of 9 retreats took place in 2013 with an average of 12 participants per retreat. Thirty-
seven academics and students from UWS attended of whom 10 attended more than one
retreat. In addition 30 academics and students from other Universities and institutions took
part.
The majority of participants worked towards completion of their thesis, while many participants
worked on journal publications. Furthermore participants reported the acquisition of skills
regarding the process and structuring of writing which were viewed as enhancing research
thinking and were seen as transferable skills to their work environment. They also reported the
advantage of disconnecting from social media and the demands of home and work life during
the retreats. Finally, participants described the formation of peer support networks which have
led to the development of writing groups and a more positive research culture on campus.
Those who attended more than one retreat described how these benefits were enhanced by
repeated attendance at the writing retreats.
The findings of this evaluation support Structured Writing Retreats as an effective way of
achieving the University’s Strategic Plan and Research Strategy, while enhancing the post
graduate student experience. For these reasons, these retreats should be embedded in our
research strategy. This would not only send a signal internally that research activity is valued
and supported, but also externally that UWS is committed to both research capacity
development and growing research identity.
3. Page 3 of 16
Contents
Executive Summary ..........................................................................................................................2
Introduction: The purpose and function of structured writing retreats..........................................4
Attendance.......................................................................................................................................6
Outputs.............................................................................................................................................7
Outcomes .........................................................................................................................................9
Conclusion ..................................................................................................................................... 12
References..................................................................................................................................... 14
List of participants......................................................................................................................... 15
4. Page 4 of 16
Introduction: The purpose and function of structured writing retreats
The University of the West of Scotland “aims to become an academic institution with a
significant profile and reputation for national and international excellence in applied research in
strategically important academic areas. The University aims to do this by concentrating and
building on our current research strengths and increasing the volume of our internationally
excellent research outputs by 2015.” (Looking forward, Strategic Plan 2008-2015)
One way of effectively facilitating research capacity, activity and outputs is by means of
Structured Writing Retreats (SWR). SWR provide time away from other academic duties and
allow staff and post graduate students to focus on progression in a range of academic writing
projects and the production of a range of written outputs, typically PhD chapters; books;
conference abstracts; journal articles and research proposals.
Structured writing retreats are two and a half day, residential retreats which take place in a
secluded location near Glasgow. Participants bring information and sources they need on
memory sticks or loaded onto laptops. Participants write at computer desks, arranged in a
boardroom format. Meals and snacks are provided.
The structure and concepts behind the writing retreats have been published previously by
Murray and Newton (2009). The retreats all include three evidence based elements:
1. The ‘typing pool’ which means that all participants write individually but are situated in the
same room for the duration of the retreat (Grant & Knowles 2000).
2. The use of a series of strict writing and discussion slots. The structured nature of the retreat is
based on a systematic review by McGrail et al (2006) who concluded that structured
interventions were found most effective in developing academic writing. Within the structured
writing sessions ‘free-writing’, i.e. personal writing for short periods, is used at the start of each
session which Elbow (1973) found to stimulate the development of ideas and the improvement
of fluency.
5. Page 5 of 16
3. The use of peer discussion to review progress during the retreat (Murray 2005). This was
possible as all participants were writing in the same room. This sharing of experiences in relation
to writing, in turn, facilitates the development of a community of practice for academic writing
at UWS following on from the retreats.
This evaluation reports on research outputs from nine retreats at the University of the West of
Scotland (UWS) in 2013 and identifies outcomes and benefits for participants. This report makes
the case for regular attendance at retreats for those who aspire to develop and/or increase their
research activity, those aiming to increase productivity in research and writing and those who
want to generate new research collaborations in accordance with the University’s Research and
Knowledge Exchange Strategy 2011-2015.
6. Page 6 of 16
Attendance
Nine structured writing retreats took place in 2013. A total of 109 participants attended the
retreats. Each retreat had between 8 to 15 participants with an average of 12 participants per
retreat. The 109 participants comprised 67 different individuals. Thirty-seven academics and
students from UWS attended one or more retreats in January, February, April (2), May, October,
November (2) and December (see figure 1). Fifty-seven participants attended one retreat, while
10 participants attended more than one retreat. The majority of participants came from the
departments of Education (n=17, 46%) and Nursing (n=11, 30%). Other departments
represented included Business, Creative and Cultural Industries, Science and Social Science.
Figure 1. Breakdown of participants from UWS
In addition, 30 students and academics from other institutions across the UK attended the
structured writing retreats. Participants came from Scottish and English Universities, a college
and the NHS. Twenty participants attended the retreat a single time, while 10 participants
attended more than once. The largest number of participants external to UWS came from
Strathclyde University (n=11) and the Scottish Rural College (n=5) (see page 15 for a more
detailed breakdown).
Business
3%
Creative and
Cultural
Industries
5%
Education
46%
Nursing
30%
Science
13%
Social Science
3%
7. Page 7 of 16
Outputs
At the end of each retreat participants reported on their output in terms of the writing project
they had been working on and the progress they had made with it (see tables 1 and 2). While
many participants only wrote on one project, such as a thesis or journal article, many
participants worked on multiple projects during the retreats.
Of the 109 attendances at the retreats, on 71 occasions participants focused on completion of
their thesis. While most of these participants (n=38) wrote new chapters in the thesis, many also
edited work previously written. In addition, participants wrote preparatory work for the thesis,
including proposals and reflective pieces, and sections such as the reference list. Approximately
one third of participants (n=37) used the time at the retreats to progress their work on journal
articles. Most of these participants produced new drafts of articles (n=21), while in eight
occasions participants edited their work and in 5occasions participants revised previously
submitted articles. The two other main outputs were contributions to papers and abstracts for
conferences (n=20) and book chapters (n=15).
Contribution to: N
PhD 71
Newly drafted 38
Editing of previously written
work
17
Tables/Figures/References 5
Preparatory work 10
Journal article 37
Newly drafted 21
Editing of previously written
work
8
Revisions of submitted articles 5
Preparatory work 3
Conferences materials 20
Book chapters 15
Table 1. Main outputs
8. Page 8 of 16
In addition, participants wrote sections for various other projects. This included reports,
research proposals and grant applications. See table 2 below for more detail.
Contribution to: N
Reports 9
Research proposals 7
Grant applications 6
Post graduate assignments 5
Ethics applications 4
Teaching preparation 4
Book/article review 3
Memos 2
Book proposal 1
Cover letters for book and
paper
1
Letter to reviewer comments 1
Read difficult paper 1
Devised questionnaire 1
Prize application 1
Table 2. Additional outputs
9. Page 9 of 16
Outcomes
At the end of each retreat participants were asked to describe the impact of attending the
retreat. A number of themes emerged from these descriptions.
The first theme was related to participants’ learning in relation to the development of the
process and skills required to write productively. The main aspect of learning which was raised
by many participants was the importance of ‘paced writing’. This included the discussion and
planning of writing with other participants and in writing, for each time period of writing, and
the use of regular breaks.
“I have never written goals and targets for my writing before – we have done this on
campus orally – but very useful to do that in writing.”
“Imposed stopping is important for productivity. If I sat down to write, I would sit for
longer, but I am more productive here. It’s easier to keep going if you stop regularly.”
For many this was a new way of working and it appeared to help some participants overcome
their fears about writing while increasing their confidence and productivity.
“It makes getting started with writing task less intimidating.”
“It shows you what’s possible. When I arrived I didn’t know what to expect, but now I
know how to make this work.”
The increased productivity provided many with a sense of achievement which acted as a
motivator to continue writing after the retreat. During the retreats the structure was facilitated
by the leader who would provide the external enforcement of the pacing. However, several
participants talked about the transfer of the learning by using the skills acquired to their
individual settings in terms of pacing their writing and using breaks effectively.
“I use the model at home. I work to this pattern. “
10. Page 10 of 16
The second aspect of this theme was that the structure appeared to provide participants with an
increase in the quality of concentration and thinking. Some described this as having ‘epiphanies’
or turning points in research thinking. This was in particular for those who attended the writing
retreats regularly.
A second theme was related to the setting in which the writing retreat took place and how this
was conducive to writing productivity. Many participants positively spoke about disconnecting
from their normal lives at the retreats, in terms of not having access to the internet to access
social media, being away from the daily responsibilities of family life and being away from
competing responsibilities at work. One participant described that this disconnecting provided
them with ‘head space’. In addition, participants talked about the writing retreats as being
‘cared for’. Participants felt they could concentrate on the task at hand as they felt looked after
in terms of a relaxed space and the provision of food. This made participants feel nurtured and
added to the sense of legitimizing the focus and time directed at writing.
“Relief: absolute relief. No guilt about not communicating with your work. To come away
for a weekend … work is constantly on your mind, you head’s full of it. You plan not to
answer emails at the weekend, but you always do. But not here. Less feeling of
inadequacy. Great feeling in the evening that I’ve done enough, so I do take a break. Also
morning and afternoon breaks and breaks for lunch – good to switch off, quickly,
because you know you’ll be going back to it. It’s a positive structure. It’s head space.”
The final theme in the feedback was the element of peer support which took place during the
retreats. Peer support was facilitated during the structured part of the retreat by discussion of
participants work at the beginning and end of writing sessions, but also during the unstructured
parts of the retreat as participants socialized during breaks, meals and in the evenings.
Participants talked about the benefits of sharing the challenges of writing, for example when
facing the challenge of completing PhDs. However, participants also appreciated the mixed
backgrounds of participants in terms of different Universities, disciplines, levels of seniority,
experience and the different stages participants were at in terms of completion of their work.
11. Page 11 of 16
This is particularly important for early career researchers, doctoral students and UWS staff on
Masters or doctoral courses.
“For PhD students, it’s nice to know that people in more senior positions are human, that
they face the same problems as us with writing and research. Good to be able to bounce
ideas off more experienced people.”
“good to be together with people from other institutions and other disciplines. People
facing similar challenges of writing a thesis or publications. Also good to celebrate
publication successes and PhD completions.”
The nature of peer support was that of ‘non-surveillance’, providing participants with a safe
place to discuss their ideas, and opportunities to receive and give feedback.
“There’s something liberating – you say it’s ‘non-surveillance’ – if you are blocked.
Although it’s very structured, no one is going to read this. This is for me, and that is very
freeing and lets me write”
The positive experience of peer support has resulted in the new writers’ group initiated and run
by PhD students from UWS, Glasgow and Strathclyde. This supports the development of a
community of practice as staff and students transfer the positive culture developed at the
writing retreats to an on-campus setting and sustains research collaborations and networks
developed during the retreats.
12. Page 12 of 16
Conclusion
This evaluation has demonstrated that Structured Writing Retreats support the University’s
vision by providing the supportive environment where research and knowledge exchange can
take place across a range of departments and subject disciplines. Both staff and students who
attended the retreats described how they developed their writing skills and improved their
research outputs. These findings are in agreement with existing evidence that these retreats
develop research identities and cultures (MacLeod et al., 2012; Murray, 2012; Murray &
Newton, 2009; Murray et al. 2012).
The development of a community of practice based on peer support to increase research
outputs clearly supports UWS’s strategic objective to “enhance the academic environment by
embedding research/KE in all academic staff workloads and objectives, with the clear
expectation that they will actively engage in producing quality, research and/or KE outputs”
(Research and Knowledge Exchange Strategy, 2011 - 2015). In addition the Structured Writing
Retreats support the University in its strategic objective to “increase the number of staff, and
the quality of outputs, submitted to national research benchmarking exercises (e.g. REF2014)
through developing current staff”.
As the University aims to increase its external research funding by 50%, it is of the utmost
importance to facilitate the completion of its current research projects and PhDs, and, in terms
of knowledge transfer, publication of their findings in journals and at conferences (Looking
Forward, Strategic Plan 2008-2015).
The positive findings of this evaluation also fit with the enhanced focus on Researcher
Development in the Post Graduate Student Experience Survey (PRES). The retreats have given
students the opportunity to develop several skills included in the PRES under Research Skills,
while also giving them the opportunity to develop elements of Professional Development, e.g.
developing contacts or professional networks.
13. Page 13 of 16
Evidence that participation at writing retreats has benefit for PhD students is provided in my
forthcoming chapter in Writing Groups for Doctoral Education and Beyond: Innovations in
Theory and Practice (Murray, 2013).
The effects of the retreats are currently consolidated by various writing groups, workshops and
micro-groups meeting on campus and in other settings set up by staff and students who
attended retreats during this period. However, in order to sustain these outputs and outcomes,
participation at retreat should not be a one-off; instead, regular attendance at structured
writing retreats is recommended to develop research capacity and grow research cultures. At a
cost of £170 per person per retreat this would provide a good return on the UWS investment.
For these reasons, these retreats should be embedded in our research strategy. This would not
only send a signal internally that research activity is valued and supported, but also externally
that UWS is committed to both research capacity development and growing research identity.
In conclusion, this evaluation has shown that a research culture is developing at UWS, by means
of participation in structured writing retreats. This form of retreat is therefore a mechanism for
developing research cultures at UWS. As a participant in a British Academy-funded study
(Murray and Newton 2009: 551) of structured writing retreat put it:
‘If I had 3 or 4 retreats a year I would never ask for study leave’.
14. Page 14 of 16
References
MacLeod I, Steckley L & Murray R (2012) Time is not enough: Promoting strategic engagement
with writing for publication, Studies in Higher Education, 37(6): 641-654. DOI:
10.1080/03075079.2010.527934.
Murray R (2012) Developing a community of research practice, British Educational Research
Journal, 38(5): 783-800. DOI: 10.1080/01411926.2011.583635.
Murray, R (2013) Doctoral students create new spaces to write in C Aitchison and Guerin, C (Eds)
Writing groups for doctoral education and beyond: Innovations in theory and practice. London:
Routledge.
Murray R & Newton M (2009) Writing retreat as structured intervention: Margin or
mainstream?, Higher Education Research and Development, 28(5): 527-39.
Murray R, Steckley L & MacLeod I (2012) Research leadership in writing for publication: A
theoretical framework, British Educational Research Journal, 38(5): 765-781. DOI:
10.1080/01411926.2011.580049.
15. Page 15 of 16
List of participants
UWS
Total number of participants from UWS: 37
Department N Participants (number of repeat attendances)
Business 1 Thandiwe Mtetwa
Creative and Cultural
Industries
2 Kenneth Forbes, Jennifer Jones
Education 17 Gordon Asher, Stuart Caulfield, Annette Coburn (2), Beth
Cross, Jeannie Daniels, Susan Henderson (3), Lisa
McAuliffe, Dermuid McAuliffe, Alison McEntee (2), Sandra
McKechan, Rowena Murray (9), Johanne Miller (3), Kate
Miller, Catherine Miller (2), Khadija Mohammed, Nighet
Riaz, Gillian Thomson
Nursing 11 Nan Bryden, Carol Dickie (2), Fiona Everett, Louise
Johnston, Fiona Lundie, Teresa Macintosh, Elizabeth
Maitland, Lisa McNay, Fiona Millar, Barbara O’Donnell,
Wendy Wright
Science 5 David Child, Angela Beggan, Laura Graham (2), Fiona Hay
(3), Hayley McEwan (3)
Social Science 1 Maria Feeney
Total 37
16. Page 16 of 16
Externals
Total number of participants external to UWS: 30
Institution N Participants (number of repeat attendances)
Glasgow Caledonian
University
2 Kirstin James, Morag Thow (2)
Glasgow University 3 Caroline Findlay, Renato Margiotta, Anna Beck
Greenwich University 1 Joyce King (2)
Huddersfield University 1 Janet Ho
Lancaster University 2 Magnus George, Helena Kettleborough (3)
NHS 1 Caroline Findlay
Queen Margaret University 2 Louise Cotton (2), Roni Bamber
Plymouth University 1 Kassandra Clemens
Scottish Rural College 5 Andrew Brownlow, Carla Gomes, Madeleine Hendry,
Selene Huntley, Sue Tongue
Stirling University 1 Maureen Michael
Strathclyde University 10 Matthew Alexander, Sufri Ali, Morag Findlay (4), Kathy
Hamilton (3), Marie-Jeanne McNaughton, Karena Moore
(3), Helen Mullen, Andrea Tonner (3), Beverly Wagner (2),
Mary Welsh (6)
York St John University 1 Liviana Ferrari