May 31, 2021Publishing Engaged Learning Research: Who is an Author?by Jessie L. MooreThe Center for Engaged Learning routinely facilitates multi-institutional, collaborative scholarship of teaching and learning (SoTL), so we frequently help co-authors navigate authorship decisions. Since our projects involve international and multi-disciplinary collaborations, we also have encountered a range of region- or…
May 24, 2021Academic Book Publishing: Securing Permissionsby Jennie GoforthIn our recent blog post on understanding copyright and permissions, we outlined when you do and do not need to secure permission to reproduce someone else’s writing or artwork in your book. This blog post will take you through the…
May 20, 2021What Students Say about Promoting Equity and Justice through Pedagogical Partnershipby Alison Cook-Sather, with contributions from Beth Marquis“One word I would use to describe this program is ‘healing.’” That’s how undergraduate student Alexis Giron describes her experience of pedagogical partnership in the foreword to Promoting Equity and Justice through Pedagogical Partnership. Alexis explains that she had “the…
May 17, 2021Academic Book Publishing: Understanding Permissionsby Jennie GoforthAll academic writing builds on previous research. As Healey, Matthews, and Cook-Sather state in Writing about Learning and Teaching in Higher Education, we are “creating and contributing to scholarly conversations—an ongoing dialogue … that involves people and our construction of…
May 11, 2021The Concept of “Controlling Spheres” and Complicating Assumptions about Student Writersby Paula RosinskiThis is the third blog post in a series featuring the ongoing scholarship of each research team participating in the Center for Engaged Learning (CEL) 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency. This…
April 29, 2021Initial Views on Research Data about Immersive Learningby Phillip MotleyOver the course of the last year, I have collected 54 interviews with higher education faculty and staff, from fifteen separate institutions, all of whom are involved with immersive learning in some capacity. I haven’t done this work alone; I…
April 6, 2021Writing Transfer and Work-Integrated Learning: A Productive Alignmentby Julia BleakneyIn this blog series, we feature the ongoing scholarship of each research team participating in the Center for Engaged Learning (CEL) 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency. This blog post features research…
March 30, 2021Mentoring for Learner Success: Bridging Known and Newby Maureen Vandermaas-PeelerIn order to enhance young children’s learning in the course of everyday interactions, parents often facilitate the acquisition of new knowledge by bridging, or establishing a connection between something familiar and something new (Vandermaas-Peeler, Westerberg, and Fleishman 2019). In a…
March 23, 2021How Alumni Writers Define Writing Success and Negotiate Writing in the Workplaceby Julia BleakneyThis post is the first in a series in which we feature the ongoing scholarship of each research team participating in the Center for Engaged Learning (CEL) 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and…
March 11, 2021Coding Visuals in Writing Beyond the University Researchby Paula RosinskiWriting Studies research has long attended to and included visuals, especially in the sub-fields of visual rhetoric, professional writing, and technical communication. For example, scholars have examined and developed taxonomies of the relationship between words and images, the visual design…