Publications and Presentations from the Center’s Research Seminars

Teaching Democratic Thinking (2009-2011)

  • Bloch-Shulman, Stephen, and Maggie Castor. 2015. “I Am Not Trying to Be Defiant, I Am Trying to Be Your Partner: How to Help Students Navigate Educational Institutions That Do Not Value Democratic Practice.” Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 161-180.

  • Bloch-Shulman, Stephen, J. F. Humphrey, Spoma Jovanovic, and Hollyce Giles. 2015. “What Kind of Community? An Inquiry into Teaching Practices that Move beyond Exclusion.” Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 25-50.

  • Bloch-Shulman, Stephen, Donna Engelmann, and Maggie Castor. 2010. “Teaching Democratic Thinking.” Presentation at American Association of Philosophy Teachers Biennial Conference, Myrtle Beach, SC 2010.

  • Bloch-Shulman, Stephen, Elizabeth Minnich, Donna Engelmann, Mark Cubberley, and Ed Whitfield. 2010. “Teaching Democratic Thinking.” Presentation at Association of American Colleges and Universities Annual Meeting, Washington, DC 2010.

  • Bloch-Shulman, Stephen. 2010. “When the ‘Best Hope’ Is Not So Hopeful, What Then?: Democratic Thinking, Democratic Pedagogies, and Higher Education.” The Journal of Speculative Philosophy 24 (4): 399–415.

  • Bloch-Shulman, Stephen, Elizabeth Minnich, Ed Whitfield, Desirae Simmons, Wesley Morris, Michele Leaman, Spoma Jovanovic, Kathleen Edwards, and Maggie Castor. 2012. “Teaching Democratic Thinking.” Presentation at Association of American Colleges and Universities Annual Meeting, Washington, DC 2012.

  • Bloch-Shulman, Stephen, Maggie Castor, and Jessie L. Moore. 2011. “Exploring Radical Research.” Presentation at International Society for the Scholarship of Teaching and Learning, Milwaukee, WI 2011.

  • Bringle, Robert, Patti Clayton, and Kathryn E. Bringle. 2015. “From Teaching Democratic Thinking to Developing Democratic Civic Identity.” Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 51-76.

  • Jovanovic, Spoma, Mark Congdon Jr, Crawford Miller, and Garrett Richardson. 2015. “Rooting the Study of Communication Activism in an Attempted Book Ban.” Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 115-135.

  • Moore, Jessie L. 2013. “Preparing Advocates: Service-Learning in TESOL for Future Mainstream Educators.” TESOL Journal 4 (3). https://doi.org/10.1002/tesj.97.

Critical Transitions: Writing and the Question of Transfer (2011-2013)

  • Adler-Kassner, Linda. 2014. “Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational ‘Reform’: Remodeling General Education.” College English 76.5: 436-457.

  • Adler-Kassner, Linda, John Majewski, and Damian Koshnick. 2012. “The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History.” Composition Forum 26. http://compositionforum.com/issue/26/troublesome-knowledge-threshold.php.

  • Adler-Kassner, Linda, and John Majewski. 2012. “Current Contexts: Students, Their Instructors, and Threshold Concepts.” Presentation at Conference on College Composition and Communication, St. Louis, MO 2012.

  • Adler-Kassner, Linda. 2017. “Transfer and educational reform in the twenty-first century: College and career readiness and the Common Core Standards.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 15-26. Sterling, VA: Stylus.

  • Anson, Chris A., and Jessie L. Moore, eds. 2016/2017. Critical Transitions: Writing and the Question of Transfer. Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.

  • Anson, Chris M. 2016. “The Pop Warner Chronicles: A Case Study in Contextual Adaptation and the Transfer of Writing Ability.” College Composition and Communication 67 (4): 518-549.

  • Anson, Chris. 2012. “Current Research on Writing Transfer.” Presentation at National Council of Teachers of English Conference, Las Vegas, NV 2012.

  • Barnett, Brooke, Woody Pelton, Francois Masuka, Kevin Morrison, and Jessie L. Moore. 2017. “Diversity, global citizenship, and writing transfer.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 59-68. Sterling, VA: Stylus.

  • Blythe, Stuart. 2012. “Prompting Student Reflection Through Audio-video Journals.” Presentation at Conference on College Composition and Communication, Computer Connect Session, St. Louis, MO, March 2012.

  • Boone, Stephanie, Sara Biggs Chaney, Josh Compton, Cristiane Donahue, and Karen Gocsik. 2012. “Imagining a Writing and Rhetoric Program Based on Principles of Knowledge ‘Transfer’: Dartmouth’s Institute for Writing and Rhetoric.” Composition Forum 26. http://compositionforum.com/issue/26/dartmouth.php.

  • Boyd, Diane E. 2017. “Student drafting behaviors in and beyond the first-year seminar.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 103-112. Sterling, VA: Stylus.

  • Boyd, Diane E. 2014. “Bottleneck Behaviours and Student Identities: Helping Novice Writers Develop in the First Year Seminar and Beyond.” Presentation at Threshold Concepts in Practice, Durham, UK 2014.

  • Clark, Irene. 2014. “Fostering Transfer Across Writing Contexts: Genre Awareness as a Threshold Concept.” Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, July 12, 2014.

  • Clark, Irene. 2012. “Students’ Awareness of Genre and Rhetoric.” Presentation at National Council of Teachers of English Conference, Las Vegas, NV, November 16, 2012.

  • Clark, Irene. 2012. “Academic Writing and Transferability: Print and New Media.” Presentation at Council of Writing Program Administrators Conference, Albuquerque, NM, July 2012.

  • Clark, Irene. 2012. “Rhetorical Knowledge and Genre Awareness as Gateway to Transfer.” Presentation at Conference on College Composition and Communication, St. Louis, MO, March 2012.

  • Clark, Irene, and Andrea Hernandez. 2011. “Genre Awareness, Academic Argument, and Transferability.” The WAC Journal 22: 65-78. https://wac.colostate.edu/journal/vol22/clark.pdf.

  • DasBender, Gita. 2012. “Explicit Teaching, Mindful Learning: Writing Knowledge and Skills Transfer of Multilingual Students in First-Year Writing.” Presentation at Conference on College Composition and Communication, St. Louis, MO, March 24, 2012.

  • DasBender, Gita. 2012. “Reflective Writing and Knowledge Transfer of Multilingual Students.” Presentation at New Jersey College English Association (NJCEA) Conference, South Orange, NJ, April 14, 2012.

  • Donahue, Christiane. 2014. “WAC, International Research, and ‘Transfer’: Waves of Troublesome Knowledge.” Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 12, 2014.

  • Driscoll, Dana, Ed Jones, Carol Hayes, and Gwen Gorzelsky. 2013. “Promoting Transfer through Reflection: A Cross-Institutional Study of Metacognition, Identity, and Rhetoric.” Presentation at Conference on College Composition and Communication, Las Vegas, NV, March 16, 2013.

  • Driscoll, Dana L., and Jennifer H. M. Wells. 2012. “Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions in and beyond the Writing Classroom.” Composition Forum 26. http://compositionforum.com/issue/26/beyond-knowledge-skills.php.

  • Driscoll, Dana L. 2014. “Clashing Values: A Longitudinal, Exploratory Study of Student Beliefs about General Education, Vocationalism, and Transfer of Learning.” Teaching & Learning Inquiry 2 (1): 21-37. http://tlijournal.com/tli/index.php/TLI/article/view/67/66.

  • Farrell, Alison, Sandra Kane, Cecilia Dube, and Steve Salchak. 2017. “Rethinking the role of higher education in college preparedness and success from the perspective of writing transfer.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 81-92. Sterling, VA: Stylus.

  • Farrell, Alison, Sandra Kane, Steven P. Salchak, and Cecilia M. Dube. 2015. “Empowered empathetic encounters: Building international collaborations through researching writing in the context of South African higher education and beyond.” South African Journal of Higher Education 29 (4): 96-113.

  • Farrell, Alison, and Sharon Tighe-Mooney. 2015. “Recall, Recognise, Re-Invent: The Value of Facilitating Writing Transfer in the Writing Centre Setting.” Journal of Academic Writing 5 (2): 29-42.

  • Felten, Peter. 2017. “Writing high-impact practices: Developing proactive knowledge in complex contexts.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 49-58. Sterling, VA: Stylus.

  • Goldschmidt, Mary. 2017. “Promoting cross-disciplinary transfer: A case study in genre learning.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 122-130. Sterling, VA: Stylus.

  • Goldschmidt, Mary. 2014. “Teaching Writing in the Disciplines: Student Perspectives on Learning Genre.” Teaching & Learning Inquiry 2 (2): 25-40. http://tlijournal.com/tli/index.php/TLI/article/view/66/37.

  • Gorzelsky, Gwen, Carol Hayes, Ed Jones, and Dana Lynn Driscoll. 2017. “Cueing and adapting first-year writing knowledge: Support for transfer into disciplinary writing.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 113-121. Sterling, VA: Stylus.

  • Hillard, Van E. 2012. “Intellectual Ethos as Transcendent Disposition.” Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.

  • Kane, Sandra, and Cecilia Dube. 2012. “Perspectives from a South African University on Students’ Writing Apprehension, Attitudes to Writing and Performance.” Presentation at International Writing Across the Curriculum Conference, Savannah, GA, June 9, 2012.

  • Kupatadze, Ketevan, and Scott Chien-Hsiung Chiu. 2014. “Supporting Second/Foreign Language Writing in Linguistically and Culturally Diverse Academic Environments.” Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 14, 2014.

  • Kupatadze, Ketevan. 2012. “The Role of Students’ Attitudes Towards Foreign Language Writing and the Problems and Opportunities of Transfer.” Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.

  • Moore, Jessie L., and Chris M. Anson. 2016/2017. “Introduction.” In Critical transitions: Writing and the question of transfer, edited by Chris M. Anson and Jessie L. Moore, 3-13. Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.

  • Moore, Jessie L. 2017. “Five essential principles about writing transfer.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 1-12. Sterling, VA: Stylus.

  • Moore, Jessie L., and Randall Bass, eds. 2017. Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Sterling, VA: Stylus Publishing.

  • Moore, Jessie L. 2014. “The Elon Statement on Writing Transfer and its Implications for WAC.” Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 13, 2014.

  • Moore, Jessie L. 2012. “Mapping the Questions: The State of Writing-Related Transfer Research.” Composition Forum 26. http://compositionforum.com/issue/26/map-questions-transfer-research.php.

  • Moore, Jessie L. 2012. “Connecting Teacher-Scholars: Igniting Multi-Institutional Research through a Research Seminar.” Presentation at National Council of Teachers of English Conference, Las Vegas, NV, November 16, 2012.

  • Moore, Jessie L. 2012. “A 20×20 Introduction to Writing Transfer Research.” Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.

  • Moore, Jessie L. 2012. “Connecting Localities with Multi-Institutional Research.” Presentation at Council of Writing Program Administrators Conference, Albuquerque, NM, July 20, 2012.

  • Qualley, Donna, Justin Ericksen, Leon Erickson, Samuel Johnson, LeAnne Laux-Bachand, Michelle Magnero, and Aimee Odens. 2013. “(Re)Aligning Expectations: Graduate Student Teachers as Agents of Integration.” Presentation at Conference on College Composition and Communication, Las Vegas, NV, March 2013.

  • Robertson, Liane, and Kara Taczak. 2017. “Teaching for transfer.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 93-102. Sterling, VA: Stylus.

  • Robertson, Liane, Kathleen Blake Yancey, and Kara Taczak. 2014. “Shifting Currents in Writing Instruction: Prior Knowledge and Transfer across the Curriculum.” Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 14, 2014.

  • Robertson, Liane. 2012. “Connecting Content and Transfer in Teaching Writing across Contexts.” Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.

  • Taczak, Kara. 2012. “The Transfer of Transfer: Moving across Institutional Contexts.” Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.

  • Taczak, Kara. 2012. “The Question of Transfer.” Composition Forum 26. http://compositionforum.com/issue/26/question-of-transfer.php.

  • Wardle, Elizabeth, and Nicolette Mercer Clement. 2017. “”The hardest thing with writing is not getting enough instruction”: Helping educators guide students through writing challenges.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 131-143. Sterling, VA: Stylus.

  • Wardle ., Elizabeth. 2012. “Creative Repurposing for Expansive Learning: Considering ‘Problem-Exploring’ and ‘Answer-Getting’ Dispositions in Individuals and Fields.” Composition Forum 26.

  • Wells, Jennifer, Ed Jones, and Dana Driscoll. 2012. “Opening Gateways Across the Curriculum: Writing about Writing and Transfer in High School and College Courses.” Presentation at Conference on College Composition and Communication, St. Louis, MO, March 22, 2012.

  • Werder, Carmen M. 2017. “Telling expectations about academic writing: If not working, what about knotworking?” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 69-78. Sterling, VA: Stylus.

  • Werder, Carmen. 2013. “Misaligned Expectations: How They Work as Agents of Disintegration.” Presentation at Conference on College Composition and Communication, Las Vegas, NV, March 16, 2013.

  • Wichmann-Hansen, Gitte, Stacey Cozart, Tine Wirenfeldt Jensen, and Gry Sandholm Jensen. 2013. “Grappling with identity issues: Danish graduate student views on writing in L2 English.” Presentation at The English in Europe (EiE) conference on the English language in teaching in European higher education, Copenhagen, DK, April 19-21, 2013.

  • Wichmann-Hansen, Gitte, Stacey Cozart, Tine Wirenfeldt Jensen, and Gry Sandholm Jensen. 2012. “Writing in English is like being married to somebody you don’t know very well: Postgraduate writing in L2 English.” Presentation at The NIC Conference on Intercultural Communication, Aarhus, DK 2012.

  • Yancey, Kathleen Blake. 2017. “Writing, transfer, and ePortfolios: A possible trifecta in supporting student learning.” In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 39-48. Sterling, VA: Stylus.

Excellence in Mentoring Undergraduate Research (2014-2016)

  • Amin, S., Andrea Hunt, Michael Neal, Ruth Palmer, Christin Scholz, and Brad Wuetherick. 2014. “Mentoring of undergraduate research and identity development.” Presentation at Pre-ISSOTL CUR Symposium, Quebec City, Canada, October 22, 2014.

  • Baker, Vicki L., Meghan J. Pifer, Laura G. Lunsford, Jane Greer, and Dijana Ihas. 2015. “Faculty as mentors in undergraduate research, scholarship, and creative work: Motivating and inhibiting factors. .” Mentoring & Tutoring: Partnership in Learning. http://10.1080/13611267.2015.1126164.

  • Baker, Vicki L., Jane Greer, Laura G. Lunsford, Dijana Ihas, and Meghan J. Pifer. 2018. “Supporting Faculty Development for Mentoring in Undergraduate Research, Scholarship, and Creative Work.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 131-153. Washington, D.C.: Council on Undergraduate Research.

  • Crisp, Gloria, Vicki L. Baker, Kimberly A. Griffin, Laura Gail Lunsford, and Meghan J. Pifer. 2017. “Mentoring Undergraduate Students.” ASHE Higher Education Report 43 (1).

  • Davis, Shannon N., Duhita Mahatmya, Pamela W. Garner, and Rebecca M. Jones. 2015. “Mentoring undergraduate scholars: A pathway to interdisciplinary research?” Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126166.

  • Garnder, Pamela W., Duhita Mahatmya, Rebecca M. Jones, and Shannon N. Davis. 2018. “Undergraduate Research Mentoring Relationships: A Mechanism for Developing Social Capital for Underrepresented Students.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 77-103. Washington, D.C.: Council on Undergraduate Research.

  • Hall, Eric E., Helen Walkington, Jenny Olin Shanahan, Elizabeth Ackley, and K. A. Stewart. 2018. “Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award winning mentors.” International Journal of Academic Development 23 (1): 15-27. https://doi.org/10.1080/1360144X.2017.1412972.

  • Hall, Eric E, Helen Walkington, Maureen Vandermaas-Peeler, Jenny Olin Shanahan, R. K. Gudiksen, and M. M. Zimmer. 2018. “Enhancing short-term undergraduate research experiences in study abroad: curriculum design and mentor development.” PURM: Perspectives on Undergraduate Research and Mentoring 7 (1): 1-17. http://blogs.elon.edu/purm/files/2018/10/Hall_Walkington_VandermaasPeeler_Shanahan_Gudiksen_Zimmer_main.pdf.

  • Hill, Jennifer, and Helen Walkington. 2016. “Developing Graduate Attributes through Participation in Undergraduate Research Conferences.” Journal of Geography in Higher Education 40 (2): 222-237. https://doi.org/10.1080/03098265.2016.1140128.

    About this Journal Article:

    This article examines students’ experiences at a national undergraduate research conference in an effort to understand the development of graduate attributes, which are the framework of skills, attitudes, values and knowledge that graduates ought to have developed by the end of their degrees. The research takes a largely qualitative approach, using semi-structured interviews to collect data. The authors explain that research on graduate attributes is relevant because there is a growing, international conversation about the purpose and characteristics of higher education, and that it is becoming ever more important for institutions to justify their social roles to students. This article focuses on a case study of 22 Geography, Earth and Environmental Science (GEES) graduates, and forms part of a larger study on interdisciplinary graduate attributes. Additionally, the authors split the attributes they analyzed into five categories: communication; research and inquiry skills; personal and intellectual autonomy; ethical, social, and professional understanding; and information literacy. Notably, the authors found that the conference provided a safe and supportive, while also challenging, context for students to develop these skills. This research highlights the importance of opportunities to develop such skills outside of formal disciplinary curricula.

  • Hill, Jennifer, Helen Walkington, and Derek France. 2016. “Graduate attributes: implications for higher education practice and policy.” Journal of Geography in Higher Education 40 (2): 155-163. https://doi.org/10.1080/03098265.2016.1154932.

    About this Journal Article:

    This article offers an overview of existing higher education literature on and attitudes towards the development of graduate attributes, while introducing the papers which comprised a symposium on this research context. One issue the authors discuss is the extent of the connection between what academic staff set up for students in terms of skill development and how much students actually experience. The authors also note the importance of students accepting agency in the process of developing their own graduate attributes, rather than letting the system determine their identities. In their conclusion, the authors emphasize that regardless of inconsistencies in teaching and assessing graduate attributes, they play a valuable role in enhancing learning and connecting learning to work beyond students’ academic careers.

  • Johnson, W. Brad. 2018. “Foreword.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, ix-xii. Washington, D.C.: Council on Undergraduate Research.

  • Johnson, Brad W., Laura L. Behling, Paul C. Miller, and Maureen Vandermaas-Peeler. 2015. “Undergraduate research mentoring: Obstacles and opportunities.” Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126167.

  • Ketcham, Caroline J., Eric E. Hall, Heather M. Fitz Gibbon, and Helen Walkington. 2018. “Co-Mentoring in Undergraduate Research: A Faculty Development Perspective.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 155-179. Washington, D.C.: Council on Undergraduate Research.

  • Ketcham, Caroline J., Eric E. Hall, and Paul C. Miller. 2017. “Co-Mentoring Undergraduate Research: Student, Faculty and Institutional Perspectives.” Perspectives on Undergraduate Research and Mentoring 6 (1). http://blogs.elon.edu/purm/files/2017/10/final_Ketcham-Hall-Miller_main.pdf.

    About this Journal Article:

    This article outlines the benefits and challenges of co-mentoring for students, faculty mentors, and institutions. The authors themselves have several years of experience co-mentoring undergraduate research projects, and offer insights they have gained through those projects. The authors present the co-mentoring model they have developed and a practical guide to co-mentoring, incorporating salient practices of mentoring undergraduate research. In their conclusion, the authors note that a lot of work needs to happen to foster co-mentoring relationships, but if that happens, they can be extremely beneficial to all involved parties.

  • Kneale, Pauline, Andrew Edwards-Jones, Helen Walkington, and Jennifer Hill. 2016. “Evaluating undergraduate research conferences as vehicles for novice researcher development.” International Journal for Researcher Development 7 (2): 159-177. https://doi.org/10.1108/IJRD-10-2015-0026.

    About this Journal Article:

    This paper assesses the significance of participation in undergraduate research conferences on students’ attitudes and professional development, including the development of graduate attributes. The paper positions the undergraduate research conference as an authentic learning context using the theory of situated learning. The authors interviewed 90 undergraduate students at research conferences, and analyzed their responses using the Researcher Development Framework. Students reported that paper presentations, poster presentations, and the overall conference experience were particularly valuable to their skill development. Two of these skills were public engagement and communication, which the authors note are routinely sought after by employers. The authors also offered some suggestions to conference organizers in order to maximize skill development, including providing dedicated networking time within the program.

  • Larson, Susan, Lee Partridge, Helen Walkington, Brad Wuetherick, and Jessie L. Moore. 2018. “An International Conversation about mentored undergraduate research and inquiry and academic development.” International Journal of Academic Development 23 (1): 6-14. http://www.tandfonline.com/doi/full/10.1080/1360144X.2018.1415033.

  • Lunsford, Laura, Meghan Pifer, Vicki Baker, Jane Greer, and Dijana Ihas. 2015. “Who are Faculty Mentors of Undergraduate Research, Scholarly, or Creative Works?” Presentation at Annual meeting of the International Mentoring Association, Phoenix, AZ, April 2015.

  • Moore, Jessie L. 2018. “Afterword.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 215-219. Washington, D.C.: Council on Undergraduate Research.

  • Nicholson, Brittany A., Meagan Pollock, Caroline J. Ketcham, Heather M. Fitz Gibbon, Evan D. Bradley, and Michelle Bata. 2017. “Beyond the Mentor-Mentee Model: A Case for Multi-Mentoring in Undergraduate Research.” Perspectives on Undergraduate Research and Mentoring 6 (1). http://blogs.elon.edu/purm/files/2017/10/Nicholson_et_al_6.1.pdf.

    About this Journal Article:

    In this paper, the authors argue that multi-mentoring can be applied in a global, interdisciplinary context to undergraduate research, and make the case for moving beyond the traditional one-to-one model as the default for inquiry into undergraduate research practices. The paper includes descriptions of relevant multi-mentoring and co-mentoring models, and offers suggestions for implementing multi- and co-mentoring practices to advance the undergraduate experience. In their conclusion, the authors note that institutions will need to assist faculty mentors in overcoming some of the challenges that accompany starting out with multi-mentoring.

  • Palmer, Ruth J., Andrea N. Hunt, Michael Neal, and Brad Wuetherick. 2015. “Mentoring, undergraduate research, and identity development: A conceptual review and research agenda.” Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126165.

  • Palmer, Ruth J, Andrea N Hunt, Michael R Neal, and Brad Wuetherick. 2018. “Mentored Undergraduate Research: An Investigation into Students’ Perceptions of Its Impact on Identity Development.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 19-42. Washington, D.C.: Council on Undergraduate Research.

  • Partridge, Lee, Kathy Takayama, Candace Rypisi, and Cassandra Horii. 2014. “Preparing future faculty for undergraduate research mentoring: A multi-institutional study.” Presentation at Pre-ISSOTL CUR Symposium, Quebec City, Canada, October 22, 2014.

  • Shanahan, Jenny O., Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington. 2015. “Ten salient practices of undergraduate research mentors: A review of the literature.” Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126162.

  • Shanahan, Jenny Olin, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington. 2015. “Ten salient practices of undergraduate research mentors: A review of the literature.” Mentoring & Tutoring: Partnership in Learning 5: 359-376. https://doi.org/10.1080/13611267.2015.1126162.

    About this Journal Article:

    The authors conducted a literature review that focused on UR mentors’ practices. They wanted to know what effective mentorship looks like, because mentorship is the basis for successful UR. They described ten salient mentoring practices: strategic pre-planning; clear and well-scaffolded expectations; teach technical skills, method, and techniques; balance rigorous expectations with emotional support; build community among team members; dedicate time to one-on-one mentoring; increase student ownership over time; support student professional development; create opportunities for peer-mentoring; and guide students through dissemination.

  • Shanahan, Jenny Olin, Helen Walkington, Elizabeth Ackley, Eric E. Hall, and Kearsley A. Stewart. 2017. “Award-Winning Mentors See Democratization as the Future of Undergraduate Research.” CUR Quarterly 37 (4): 4-11. https://doi.org/10.18833/curq/37/4/14.

    About this Journal Article:

    In this article, the authors set out to identify likely future trends for undergraduate research (UR) in the next five to ten years. This research is important for the field because it can help faculty and administrators consider how they plan to allocate resources to ensure equitable and high-quality UR mentoring in the future. The authors conducted a literature review and interviews with faculty who have won awards for their commitment to and expertise of UR. Their two main findings are as follows. First, UR will likely see greater democratization in terms of greater access to opportunities for students from historically-underserved groups, students from nontraditional populations, and students with average academic performance histories. And second, mentor-mentee relationships are expected to strengthen across national and international borders as online communication capacities continue to advance. Curricula redesigns that incorporate inquiry-based learning may also facilitate greater participation in UR.

  • Shanahan, Jenny Olin. 2018. “Mentoring Strategies that Support Underrepresented Students in Undergraduate Research.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 43-75. Washington, D.C.: Council on Undergraduate Research.

  • Shawyer, S., R. Aumiller, E. E. Hall, and K. Shively. 2020. “Mentoring undergraduate research in theatre and dance: Case studies of the salient practices framework in action.” PURM: Perspectives on Undergraduate Research and Mentoring 8 (1): 1-12. https://www.elon.edu/u/academics/undergraduate-research/purm/wp-content/uploads/sites/923/2020/02/Shawyer-et-al.pdf.

  • Vandermaas-Peeler, Maureen, Pault C. Miller, and Tim Peeples. 2015. “‘Mentoring is sharing the excitement of discovery’: Faculty perceptions of undergraduate research mentoring.” Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126163.

  • Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore. 2018. Excellence in Mentoring Undergraduate Research. Washington, D.C.: Council on Undergraduate Research.

    About this Book:

    This edited collection features multi-institutional and international research from the 2014-2016 Center for Engaged Learning research seminar on Excellence in Mentoring Undergraduate Research.

  • Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore. 2018. “Introduction: Considering Excellence in Mentoring Undergraduate Research in Context.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermas-Peeler, Paul C. Miller and Jessie L. Moore, 1-18. Washington, D.C.: Council on Undergraduate Research.

  • Walkington, Helen, Jennifer Hill, and Pauline E. Kneale. 2016. “Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences.” Higher Education Research and Development 36 (2): 416-429. https://doi.org/10.1080/07294360.2016.1208155.

    About this Journal Article:

    This article investigates the benefits of attending a multidisciplinary research conference as an undergraduate researcher, focusing on student voices and self-perceptions of learning and skill development. The authors conducted 90 interviews with student conference participants over the course of three years, and found that the opportunity to present research in a setting outside of institutional or disciplinary contexts bolstered student researchers’ development of skills and confidence. The authors frame the undergraduate research conference as a threshold experience for self-authorship development, and thus such conferences are much more than just a space to present research findings. They also found that students who presented at conferences often reported a sense of unfinishedness, which challenges academics to consider ways to bring comparable experiences into the classroom, to provide space for students to develop knowledge through reciprocal dialogue.

  • Walkington, Helen, Eric E. Hall, Jenny Olin Shanahan, Elizabeth Ackley, and Kearsley Stewart. 2018. “Striving for Excellence in Mentoring Undergraduate Research: The Challenges and Approaches to Salient Practices.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 105-129. Washington, D.C.: Council on Undergraduate Research.

  • Walkington, Helen, Kearsley A. Stewart, Eric E. Hall, Elizabeth Ackley, and Jenny Olin Shanahan. 2020. “Salient practices of award-winning undergraduate research mentors– balancing freedom and control to achieve excellence.” Studies in Higher Education 45 (7): 1519-1532. https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1637838.

  • Walkington, Helen, and Elizabeth A. C. Rushton. 2019. “Ten salient practices for mentoring student research in schools: New opportunities for teacher professional development.” Higher Education Studies 9 (4): 133-147. https://doi.org/10.5539/hes.v9n4p133.

  • Walkington, Helen. 2015. Students as researchers: Supporting undergraduate research in the disciplines in higher education. York, UK: Higher Education Academy.

  • Wuetherick, Brad, John Willison, and Jenny Olin Shanahan. 2018. “Mentored Undergraduate Research at Scale: Undergraduate Research in the Curriculum and as Pedagogy.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 181-202. Washington, D.C.: Council on Undergraduate Research.

Integrating Global Learning with the University Experience: Higher-Impact Study Abroad and Off-Campus Domestic Study (2015-2017)

  • Berdrow, Iris, Rebecca Cruise, Ekaterina Levintova, Sabine Smith, Laura Boudon, Dan Paracka, and Paul M. Worley. 2020. “Exploring Patterns of Student Global Learning Choices: A Multi-Institutional Study.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    A combination of institutional and individual factors matter in making choices to pursue study away. A holistic approach to global learning including both classroom and co-curricular opportunities is superior to efforts only to increase study abroad numbers. These holistic approaches can benefit both students who do study abroad and those who do not.

  • Deardorff, Darla K., and Dawn Michele Whitehead. 2020. “Expanding the Perceptions and Realities of Global Learning: Connecting Disciplines Through Integrative Global Learning and Assessment.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    This chapter provides a broad perspective on assessing global learning. Whitehead and Deardorff suggest having input on assessment from a variety of sources including students, educators, administrators, and staff and designing holistic models of assessment that extend beyond the learner’s college or university years.

  • Drake Gobbo, Linda, and Joseph G. Hoff. 2020. “Approaching Internationalization as an Ecosystem.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    A Global Learning Ecosystem comprises administrative, curricular, and co-curricular efforts within a college or university. Internationalization, including enrolling international students who join in creating global learning for themselves and for students who do not leave campus, is a useful way of considering global learning. Faculty and staff development and attention to programming across the ecosystem can enhance global learning both on and off campus.

  • Engle, Lilli, and John Engle. 2003. “Study Abroad Levels: Toward a Classification of Program Types.” Frontiers: The Interdisciplinary Journal of Study Abroad 9 (1): 1-20.

    About this Journal Article:

    In basic terms, this article is helpful in how it describes study away experiences using five levels, with full immersion representing the highest level of learning engagement. More importantly, the article does a good job of demonstrating comparable differences in the range of study away experiences that a typical college student might have. The authors suggest that deeply immersive experiences, such as ones that involve home stays, language challenges, and/or community-based interactions or professional internships, provide students with deeper levels of learning engagement on a variety of fronts than ones in which students live in co-housing or take classes in their primary language. The article also discusses the value of authentic cultural engagement and the need for guided reflective processing to help students make sense of potentially dissonant experiences. 

  • Hartman, Eric, Richard Kiely, Christopher Boettcher, and Jessica Friedrichs. 2018. Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad. . Sterling, VA: Stylus Publishing.

    About this Book:

    Hartman et al. make a strong case for responsible community-based learning of all forms, but specifically for engagement that takes place between students and universities and their international community partners. And, although this book does not explicitly focus on immersive practices, there are numerous examples of deeply immersive learning experiences throughout many of the chapters. Many of the examples provided demonstrate many of the components of immersive learning as defined in this resource including authentic, place-based engagement, the need for heightened student agency, students reckoning with dissonant experiences, and the need for reflection as a method of sense–making. 

  • Holgate, Horane, Heidi E. Parker, and Charles A. Calahan. 2020. “Assessing Global Competency Development in Diverse Learning Environments.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    This chapter presents three short scales assessing civic engagement, intercultural knowledge and intercultural competence, all based on AAC&U VALUE rubrics. These scales, which are free to access and use, are suitable for assessing a variety of global learning contexts.

  • Layne, Prudence, Sarah Glasco, Joan Gillespie, Dana Gross, and Lisa Jasinski. 2020. “#FacultyMatter: Faculty Support and Interventions Integrated into Global Learning.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    Like their students, faculty are also global learners. As such, scholars need to investigate the impact of teaching in disorienting settings on faculty and that colleges and universities need to provide professional development in pedagogy appropriate to these contexts and to facilitate opportunities for faculty to reflect on and process the experiences.

  • Levintova, Ekaterina, Sabine Smith, Rebecca Cruise, Iris Berdrow, Laura Boudon, Dan Paracka, and Paul M. Worley. 2020. “Have Interest, Will NOT Travel: Unexpected Reasons Why Students Opt Out of International Study.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    Some factors like military experience, family responsibilities, health concerns, and being a student athlete can preclude international study for some students. Universities can help students integrate previous experiences like military deployment or international family travel with other high-impact practices like internships and service-learning. They can also ameliorate some of the scheduling and responsibility concerns for students who do want to travel for study.

  • Manning, Scott, Zachary Frieders, and Lynette Bikos. 2020. “When Does Global Learning Begin? Recognizing the Value of Student Experiences Prior to Study Away.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    When you ask students to describe valuable experiences in preparing for study away, previous travel and encounters with diversity matter and should be considered when developing pre-departure experiences. Institutions and instructors can use a strengths-based focus to help students to transfer what they have learned from previous domestic and international experiences.

  • Moore, Jessie L. 2020. “Epilogue: Global Learning as High-Quality Engaged Learning.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, 189-194. Sterling, VA: Stylus.

  • Namaste, Nina, and Amanda Sturgill. 2020. “Introduction.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    Key issues in understanding study away today include: the artificial silos between international and domestic off-campus study and the need to understand study away in the context of the changing world of higher education in general. In particular, study away is no longer the extended time abroad that has been the focus of earlier studies. This volume explores factors related to students, faculty and programs that provide off-campus learning at home and abroad.

  • Namaste, Nina, and Amanda Sturgill. 2020. “Opportunities and Challenges of Ethical, Effective Global Learning.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    Quality study away needs to address a set of ethical imperatives including rejecting colonialist models in favor of seeking reciprocity, using high-quality research findings to maximize learning from both domestic and international off-campus experiences, and intentionally integrating both kinds of study away with the larger college and university experience.

  • Namaste, Nina B. 2017. “Designing and Evaluating Students’ Transformative Learning.” The Canadian Journal for the Scholarship of Teaching and Learning 8 (3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/5/.

  • Paras, Andrea, and Lynne Mitchell. 2020. “Up for the Challenge? The Role of Disorientation and Dissonance in Intercultural Learning.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    Experiences of cognitive dissonance can help explain shifts in development of intercultural competence. Quality global learning experiences should embrace opportunities to encounter and be made uncomfortable by difference and encourage students to recognize dissonance when it occurs.

  • Rathburn, Melanie, Jodi Malmgren, Ashley Brenner, Michael Carignan, Jane Hardy, and Andrea Paras. 2020. “Assessing Intercultural Competence in Student Writing: A Multi-Institutional Study.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    When working with short-term, faculty-led programs, written reflective writing and opportunities for working with local communities enhance global learning. Service-learning, which can be done in both international and domestic contexts, causes greater shifts in perspective and enhanced demonstration of ability to adapt behavior and manage emotions in different contexts.

  • Sturgill, Amanda. 2020. “Crossing Borders at Home: The Promise of Global Learning Close to Campus.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    Learners don’t have to cross geopolitical borders to be global learners, which is good news for students whose degree plans, life factors, or finances preclude international travel. This chapter explores some of the types of global learning possible without even leaving the town, offering results that suggest that quality domestic off-campus study CAN produce change towards intercultural competency.

  • Vandermaas-Peeler, Maureen, Joan Ruelle, and Tim Peeples. 2020. “Mapping Understandings of Global Engagement.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    To define global engagement requires “intentional integration of three critical foundational domains: learning/knowledge, skills/behaviors, and attitudes/dispositions.” Under this definition, global engagement occurs in both international and domestic contexts as students have mentored off- and on-campus experiences.

  • Vercamer, Bert, Linda Stuart, and Hazar Yildrim. 2020. “Global Competence Development: Blended Learning within a Constructivist Paradigm.” In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, Stylus.

    About this Book Chapter:

    This chapter examines the use of an online preparatory curriculum for study abroad that mixes informative materials, peer learning, and cultural mentoring. The authors find that this type of curriculum improves both culture-specific and culture-general learning.

Residential Learning Communities as a High-Impact Practice (2017-2019)

  • Benjamin, Mimi, Jody Jessup-Anger, Shannon Lundeen, and Cara Lucia. 2020. “Notes for this Special Issue.” Learning Communities Research and Practice (LCRP) 8 (1). https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/1.

  • Eidum, Jennifer, Lara Lomicka, Ghada Endick, Warren Chiang, and Jill Stratton. 2020. “Thriving in Residential Learning Communities.” Learning Communities Research and Practice (LCRP) 8 (7). https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/7.

  • Eidum, Jennifer E., and Lara Lomicka. 2023. The Faculty Factor: Developing Faculty Engagement with Living-Learning Communities. Elon, NC: The Center for Engaged Learning.

    About this Book:

    This edited collection examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). More specifically, chapter authors contemplate the question: Why do faculty in LLCs matter, now and in the future? We argue that faculty are an essential component of LLC success. This volume delivers evidence-based research, as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.

  • Eidum, Jennifer E, and Lara Lomicka. 2023. The Faculty Factor: Developing Faculty Engagement with Living-Learning Communities. Sterling, VA: Stylus Publishing.

    About this Book:

    This edited collection examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). More specifically, chapter authors contemplate the question: Why do faculty in LLCs matter, now and in the future? We argue that faculty are an essential component of LLC success. This volume delivers evidence-based research, as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.

    Learn more: The Faculty Factor – Center for Engaged Learning

  • Gebauer, Richie, Mary Ellen Wade, Tina Muller, Samantha Kramer, Margaret Leary, and John Sopper. 2020. “Unique Strategies to Foster Integrative Learning in Residential Learning Communities.” Learning Communities Research and Practice (LCRP) 8 (9). https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/9.

  • Leary, Margaret, Tina M. Muller, Samantha Kramer, John Sopper, Richard D. Gebauer, and Mary Ellen Wade. 2022. “Defining Collaboration Through the Lens of a Delphi Study: Student Affairs and Academic Affairs Partnerships in Residential Learning Communities.” The Qualitative Report 27 (3): 664-690. https://doi.org/10.46743/2160-3715/2022.5276.

    About this Journal Article:

    A multi-institutional research team from the 2017-2019 research seminar on Residential Learning Communities as a High-Impact Practice examines collaboration between student affairs and academic affairs. Using a Delphi method, the team explored how academic and student affairs professionals define collaboration in residential learning communities and distilled a definition through multiple rounds of feedback. The research team’s resulting definition is: “Collaboration between academic and student affairs is the continuous process of cultivating an independent relationship where each stakeholder is mutually committed to working toward the shared purpose of holistic student learning” (p. 671).

  • Leibowitz, Justin B., Charity Fiene Lovitt, and Craig S. Seager. 2020. “Development and Validation of a Survey to Assess Belonging, Academic Engagement, and Self-Efficacy in STEM RLCs.” Learning Communities Research and Practice (LCRP) 8 (3). https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/3.

  • Lomicka, Lara, and Jennifer Eidum. 2019. “Pathways to Thriving.” Talking Stick November + December. http://read.nxtbook.com/acuhoi/talking_stick/november_december_2019/pathways_to_thriving.html.

  • Lomicka, Lara, Warren Chiang, Jennifer Eidum, Ghada Endick, and Jill Stratton. 2019. “Thriving in Residential Learning communities: The Role of Faculty Involvement.” Poster at Residential Learning Communities as a High-Impact Practice Conference, Elon, NC 2019.

  • Lomicka, Lara, Warren Chiang, Jennifer Eidum, Ghada Endick, and Jill Stratton. 2019. “Thriving in Residential Learning Communities: An investigation of student characteristics and RLC types.” Paper at Residential Learning Communities as a High-Impact Practice Conference, Elon, NC 2019.

  • Lomicka, Lara, Warren Chiang, Jennifer Eidum, Ghada Endick, and Jill Stratton. 2019. “What Components Contribute to Thriving in Residential Learning Communities?” Paper at First Year Experience Conference, Las Vegas, NV 2019.

  • Sriram, Rishi, Joseph Cheatle, Christopher P. Marquart, Joseph L. Murray, and Susan D. Weintraub. 2020. “The Development and Validation of an Instrument Measuring Academic, Social, and Deeper Life Interactions.” Journal of College Student Development 61 (2): 240-45. https://muse.jhu.edu/article/752979.

  • Sriram, Rishi, Cliff Haynes, Susan D. Weintraub, Joseph Cheatle, Christopher P. Marquart, and Joseph L. Murray. 2020. “Student Demographics and Experiences of Deeper Life Interactions within Residential Learning Communities.” Learning Communities Research and Practice (LCRP) 8 (8). https://washingtoncenter.evergreen.edu/lcrpjournal/vol8/iss1/8.

  • Wade, Mary Ellen, Richie Gebauer, John Sopper, Tina M. Muller, Samantha Kramer, and Margaret Leary. 2021. “Designing an Instrument to Measure Student Perceptions of Integrative Learning: Operationalizing AAC&U’s Integrative Learning VALUE Rubric.” College Teaching. https://doi.org/10.1080/87567555.2021.1909525.

Capstone Experiences (2018-2020)

  • Bean, Janet, Christina Beaudoin, Tania von der Heidt, David I Lewis, and Carol Van Zile-Tamsen. 2023. “Frames Definitions and Drivers: A Multidimensional Study of Institutionally Required Undergraduate Capstones.” In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 27-40. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    This chapter examines the language colleges and universities use to represent required undergraduate capstone experiences. How do institutions frame capstones, and what do these frames tell us about the goals of culminating experiences and the drivers of institutional change?

    In “Making the Case for Capstones and Signature Work,” Nancy Budwig and Amy Jessen-Marshall lay out various theoretical frameworks for culminating experiences, from workplace preparation to effective citizenship to student learning. But how do institutions make use of these frames in practice? More specifically, how do institutions that are fully committed to capstones—those that require them of all undergraduate students—represent this high-impact experience?

    To answer these questions, the chapter authors conducted a systematic review of 481 colleges and universities in Australia, the United Kingdom, and the United States. Based on their public-facing documents (e.g., programs of study, course catalogs, and undergraduate bulletins), fifty-five of these institutions require a capstone for all baccalaureate degrees, representing 4% of UK, 5% of Australian, and 15% of US institutions.

    For these 55 institutions, the authors analyzed descriptions of required capstones to identify prominent themes—integration, communication, critical thinking, connection to future goals, application, etc. These themes provide insight into how institutions define capstones, what they hope students learn from them, and the complex forces that motivate institutions to embrace this labor-intensive practice.

  • Ketcham , Caroline J, Anthony G Weaver, and Jessie L Moore. 2023. Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning. Sterling, VA: Stylus Publishing.

    About this Book:

    Cultivating Capstones introduces higher education faculty and administrators to the landscape of capstone experiences, offers research-informed models that institutions could adapt for their own contextual goals, and suggests faculty development strategies to support implementation of high-quality student learning experiences. The edited collection draws primarily from multi-year, multi-institutional, and mixed-methods studies conducted by participants in the 2018-2020 Center for Engaged Learning research seminar on Capstone Experiences; this work is complemented by chapters by additional scholars focused on culminating experiences.

    The collection is divided into three sections. Part one offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part two shares specific culminating experiences (e.g., seminar courses in general education curricula, capstone experiences in the major, capstone research projects in a multi-campus early college program, capstone ePortfolios, etc.), with examples from multiple institutions and strategies for adapting them for readers’ own campus contexts. Part three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts.

    Learn more at Cultivating Capstones – Center for Engaged Learning

  • Kirkscey, Russell, Julie Vale, James M. Weiss, and Jennifer Hill. 2021. “Capstone Experience Purposes: An International, Multidisciplinary Study.” Teaching & Learning Inquiry 9 (2). http://dx.doi.org/10.20343/teachlearninqu.9.2.19.

  • Kirkscey, Russell, David I Lewis, and Julie Vale. 2023. “Capstone Influences and Purposes.” In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline Ketcham, Anthony G Weaver and Jessie L Moore, 41-54. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    This chapter provides a holistic, high-level overview of the global capstone landscape by reviewing a sampling of institutional objectives, faculty goals, and student perceptions of the outcomes of capstone. The chapter provides an inventory of capstone purposes presented in the framework of “what could a capstone be?” These purposes are gleaned from institutional documents, faculty perceptions of capstones, and student perceptions of capstone purposes.

    Discussion centers around institutional decisions about capstones, such as disciplinary vs non-disciplinary, required vs elective, etc. and includes commentary on the drivers or influences on capstone purposes such as institutional, disciplinary, or accrediting body requirements. Next, the chapter includes case studies of exemplars of capstone courses.

  • Laye, Matthew J., Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, and Olivia S. Anderson. 2020. “Multi-Institutional Survey of Faculty Experiences Teaching Capstones.” College Teaching 68 (4): 201-213. https://doi.org/10.1080/87567555.2020.1786663.

  • Lewis, David I., Janet Bean, Christina Beaudoin, Carol Van Zile- Tamsen, and Tania von der Heidt. 2023. “Cultivating Capstones Designing High-Quality Culminating Experiences for Student Learning.” In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J. Ketcham , Anthony G. Weaver and Jessie L. Moore, 85-98. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    Traditionally in the biosciences, students have undertaken laboratory-based, fieldwork, or literature review capstones. However, less than ten percent of bioscience graduates go onto careers in scientific research; the overwhelming majority leave science altogether. Traditional bioscience capstones do not provide the requisite work experience or skills development for the diverse range of career paths followed by the majority of our graduates. There is a need to provide capstone opportunities that better prepare our students for the 21st Century workplace, a focus on providing the requisite work experience or skills development for the diverse range of career paths followed by the majority of our graduates.

    This chapter details the 20-year journey of taking a discipline specific capstone course and evolving it into a course with a focus on personal and professional development, and preparation for the workplace, giving students the opportunity to select from 15 different formats of capstone. This design enables students to decide what they want to achieve personally and professionally from their capstone, creating a safe space to try out different career opportunities, and choose accordingly. The chapter functions as a comprehensive source of information for colleagues, irrespective of discipline, seeking to broaden the range of capstones available to their students, or those seeking to create capstone opportunities giving students greater ownership of their educational experiences and of their personal and professional development.

  • Vale, Julie, Karen Gordon, Russell Kirkscey, and Jennifer Hill. 2020. “Student and Faculty Perceptions of Capstone Purposes: What Can Engineering Learn From Other Disciplines?” Proceedings of the Canadian Engineering Education Association (CEEA) Conference 2020: 1-8. https://doi.org/10.24908/pceea.vi0.14149.

  • Van Zile-Tamsen, Carol , Janet Bean, Christina Beaudoin, David I Lewis, and Tania von der Heidt. 2023. “Where There’s a Will, There’s a Way: Implementing a Capstone Experience for General Education.” In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 73-82. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    In a sample of institutions from the United States, the United Kingdom, and Australia, only 9.1% of institutions with universally required capstone experiences approached the capstone from a general education or core curriculum approach. The other 91.0% were either exclusively disciplinary or combined disciplinary knowledge with more general learning across various disciplines. This chapter provides a case study analysis of a universally required general education capstone at University of Buffalo in the United States.

    This particular capstone requirement is unique because it is part of the general education program (not a disciplinary capstone) and implemented at a large, research-intensive public institution where a program of such scale is typically not expected. In addition, the signature work product is an integrative portfolio based on general education coursework. Drawing on document analysis and interviews, this chapter describes the context of the institution, the structure of the capstone experience, the drivers for and conception of this program, the detailed goals of this capstone experience, and the benefits and challenges of this general education capstone course.

  • von der Heidt, Tania, Carol Van Zile-Tamsen, David I. Lewis, Janet Bean, and Christina Beaudoin. 2023. “How Two Australian Universities Achieved “Capstones for All”: A Change Management Perspective.” In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J. Ketcham , Anthony G. Weaver and Jessie L. Moore, 99-112. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    This chapter describes the evolution of the capstone requirement at the two Australian universities, which require all students to undertake a capstone experience in their undergraduate degree. Institutional leaders with knowledge of history and practice of capstones within each of the two Australian institutions committed to capstones were interviewed. Both universities are Melbourne-based: the top-ranked, Group of Eight (sandstone) University of Melbourne and the lower-ranked, innovative research-oriented La Trobe University. Our prompt was: “Tell me the story of capstones at your institution.”

    Results explore why and how these institutions developed a strong commitment to capstones in curriculum. In this way, the chapter aims to deepen our understanding of how institutions manage the change process for introducing and sustaining capstones. Overall, these stories reveal the complex forces driving capstone change, implementation and perceived success. The insights provided offer lessons for whole-of-institution capstone design, implementation and maintenance.

  • Weiss, James M., Russell Kirkscey, and Julie Vale. 2021. “The Boston College Capstone Program: Formation and Function of a Holistic General Education Cumulative Experience .” The Journal of General Education 70 (1-2): 50-61. https://muse.jhu.edu/article/901191.

    About this Journal Article:

    Participants from the 2018-2020 research seminar on Capstone Experiences profile Boston College’s Capstone Program.

Writing Beyond the University (2019-2021)

  • August, Ella, and Olivia S Anderson. 2022. “A Framework for Designing Effective Writing Assignments in Public Health.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 205-220. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    The authors share an eight-item framework for designing effective writing assignments, as well as an example of a “Real-World Writing Project” that gives students practice writing for authentic audiences and purposes. Although focused on writing in public health, the strategies are adaptable to other disciplines.

  • Baird, Neil, Alena Kasparkova, Stephen Macharia, and Amanda Sturgill. 2022. ““What One Learns in College Only Makes Sense When Practicing It at Work”: How Early-Career Alumni Evaluate Writing Success.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 168-182. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    The Alumni Writing Transfer Project examines the school-to-work transitions of twelve early career alumni from the United States, Kenya, and the Czech Republic and suggests a framework for supporting college students through that transition.

  • Blakeslee, Ann M., Jennifer C. Mallette, Rebecca S. Nowacek, Rifenburg Michael J., and Liane Robertson. 2022. “Navigating Workplace Writing as a New Professional: The Roles of Workplace Environment, Writerly Identity, and Mentoring and Support.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 139-153. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    Highlighting the experiences of eight early-career alumni from five US institutions, these authors illustrate how supports in college and the workplace can prepare students for more successful transitions into workplace writing as alumni.

  • Bleakney, Julia, Jessie L Moore, and Paula Rosinski, eds. 2022. Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing. Elon, NC: Elon University Center for Engaged Learning.

    About this Edited Book:

    Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing extends the burgeoning scholarly conversation regarding the role of writing in lifelong and lifewide learning. The collection introduces higher education faculty, staff, and administrators to research on how all members of a campus community can prepare learners to be effective writers beyond the university, in personal, professional, and civic contexts.

    The collection also discusses how to teach writing and teach with writing across the academic disciplines and in a variety of co-curricular spaces, such as student life, student employment, and career services, and in internship, co-ops, and work-integrated learning opportunities.

    Chapters include the perspectives of faculty/staff, learners, and alumni from a variety of international contexts, and chapter authors in our collection study and report on:

    • innovative ways to teach writing and to teach content with writing to prepare learners to be lifelong and lifewide writers;
    • co-curricular experiences like internships, co-ops, and work-integrated learning that offer scaffolded practice with “real-world” writing; and
    • student life and on-campus employment experiences that deepen students’ practice with writing for varied audiences and purposes.

    Available as an Open Access book at: https://doi.org/10.36284/celelon.oa5

  • Bleakney, Julia, Paula Rosinski, and Jessie L Moore. 2022. “Introduction: Writing Beyond the University and this Collection.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 1-19. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    In this introduction to the collection, the collection editors use three composite case studies of writers to illustrate what writing beyond the university can entail and to explore how two generations of research have studied that writing. They also briefly preview the collection’s other chapters.

  • Bleakney, Julia, Li Li, Emily Holland, Paula Rosinski, and Jessie L Moore. 2021. “Rhetorical Training Across the University: What and Where Students and Alumni Learn about Writing.” Composition Forum 47 (Fall 2021). https://compositionforum.com/issue/47/rhetorical-training.php.

    About this Journal Article:

    The authors report on a survey of students and alumni, examining their “rhetorical training”—their writing knowledge and experiences across multiple courses, campus employment, and workplace contexts. The survey asked participants to identify their most often written genres and their most valued type of writing, the rhetorical situations in which they compose their most valued genre, and the writing processes they have developed. The authors examined the multiple sources of rhetorical training that participants believe prepared them to write their most valued genre. Multiple rhetorical training experiences prepare writers for the writing they value, and both students and alumni describe robust writing processes and appreciate feedback from others. Yet alumni continue to express challenges adapting writing for new audiences and genres.

  • Bleakney, Julia, Heather Lindenman, Travis Maynard, Li Li, Paula Rosinski, and Jessie L Moore. 2022. “Understanding Alumni Writing Experiences in the United States.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 51-69. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    The authors present data from a national survey of college graduates and from three institutional studies to illustrate what writing experiences look like for alumni in the United States and at these institutions. Snapshots from each study explore how institutional efforts like campus-wide writing initiatives, writing majors, campus jobs, and other campus writing experiences prepare students for the writing they’ll encounter as alumni.

     

  • DePalma, Michael-John, Lilian W. Mina, Kara Taczak, Michelle J. Eady, Radhika Jaidev, and Ina Alexandra Machura. 2022. “Connecting Work-Integrated Learning and Writing Transfer: Possibilities and Promise for Writing Studies.” Composition Forum 48. https://compositionforum.com/issue/48/work-integrated-learning.php.

    About this Journal Article:

    Abstract from the authors/article:

    This article explores ways that the field of rhetoric and writing studies can benefit from intentional engagement with work-integrated learning (WIL) research and pedagogy in the context of transfer research. Specifically, the article discusses: (1) redesigning writing internship pedagogies to align with WIL learning and curriculum theories and practices; (2) revisiting threshold concepts of writing by accounting for knowledge, theories, and practices that are central to epistemological participation in a variety of professional writing careers; (3) reconsidering notions of vocation to emphasize the ways writers’ personal epistemologies and social trajectories interact with the purposes, aims, and values of academic and workplace contexts; and (4) reconceptualizing writing major curricula in relation to the conceptual knowledge, procedural knowledge, and dispositions of expert writers in a range of professional contexts. In short, we argue that intentional engagement with WIL can enrich work on writing transfer and the field of rhetoric and writing studies as a whole. In addition to our theoretical discussion of the value of engaging with WIL frameworks in writing studies, we introduce our multi-institutional, transnational study of how WIL affects diverse populations of undergraduate students’ recursive transfer of writing knowledge and practices as an example of the kind of generative research on writing transfer and WIL that we are encouraging writing transfer researchers to take up.

  • DePalma, Michael-John, Lilian W Mina, Kara Taczak, Michelle J Eady, Radhika Jaidev, and Ina Alexandra Machura. 2022. “Writing Across Professions (WAP): Fostering the Transfer of Writing Knowledge and Practices in Work Integrated Learning.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L. Moore and Paula Rosinski, 91-107. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    The chapter authors offer Writing Across Professions as a curricular model that faculty and administrators in higher education can utilize to facilitate students’ transfer of writing knowledge and practices in the context of work-integrated learning.

     

  • Eady, Michelle J., Ina Alexandra Machura, Radhika Jaidev, Kara Taczak, Michael-John Depalma, and Lilian W. Mina. 2021. “Writing transfer and work-integrated learning in higher education: Transnational research across disciplines.” International Journal of Work-Integrated Learning 22 (2): 183-197. https://www.ijwil.org/files/IJWIL_22_2_183_197.pdf.

    About this Journal Article:

    From the published abstract: “This article explores ways that work-integrated learning (WIL) scholarship and the field of writing studies can benefit from intentional engagement in the context of transfer research. This conceptual paper foregrounds writing in WIL contexts, introduces writing transfer and its relationship to writing in WIL contexts, discusses conceptual
    overlaps of writing transfer research and WIL, and suggests what writing transfer can mean for WIL practitioners. Overall, we argue that intentional engagement with writing transfer can enrich both WIL research and pedagogy.”

  • Fitzpatrick, Brian, and Jessica McCaughey. 2022. ““I’ll Try to Make Myself Sound Smarter than I am”: Learning to Negotiate Power in Workplace Writing.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinki, 154-167. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    While they interviewed over fifty participants, these authors explore in this chapter in detail the experiences of two US-based workplace writers as they grapple with new kinds of writing and learn on the job. The experiences of these two illustrative cases highlight that professionals who are not hired as “writers” often regularly write, and struggle to write with authority, for their jobs.

  • Fortune, Niamh, Ryan Dippre, Lucie Dvorakova, Alison Farrell, Melissa Weresh, and Nadya Yakovchuk. 2021. “Beyond the University: Towards Transfer.” In Emerging Issues IV: Changing Times, Changing Context, edited by Margaret Keane, Claire McAvinia and Íde O’Sullivan, 128-147. Educational Developers in Ireland Network (EDIN).

    About this Book Chapter:

    The authors explore how students experience writing transfer beyond the university using a case study of Froebel Department of Primary and Early Childhood Education at Maynooth University. The publication is available at https://www.edin.ie/wp-content/uploads/2021/11/EDINpublicationOnline.pdf

  • Holmes, Ashley J, Kathleen Blake Yancey, Íde O’Sullivan, D. Alexis Hart, and Yogesh Sinha. 2022. “Lifewide Writing across the Curriculum: Valuing Students’ Multiple Writing Lives Beyond the University.” The WAC Journal 33: 32-61. https://doi.org/10.37514/WAC-J.2022.33.1.02.

    About this Journal Article:

    Drawing on surveys, interviews, and maps collected from students at six institutions, this 2019-2021 research seminar team explores student writing lives within course-based, self-motivated, civic, internship, co-curricular, work-based, and other “spheres” of writing. Based on their analysis of students’ writing lives within and across these spheres, the authors advocate re-envisioning writing across the curriculum through a lifewide lens and fostering students’ agency as they continue to develop their lifewide writerly identities.

  • Lauren, Benjamin, and Stacey Pigg. 2022. ““And Sometimes We Debate”: How Networking Transforms What Professional Writers Know.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 221-234. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    The authors argue that social media networking is essential for building writers’ self-agency and suggest ways to teach networking as a transformative writing practice in the classroom. By learning about networking as a transformative practice, students also can think critically about who is in their networks, how to amplify underrepresented voices and ideas, and how to network ethically.

  • Lusford , Karen, Carl Whithaus, and Johnathan Alexander. 2022. “Collaboration as Wayfinding in Alumni’s Post-Graduate Writing Experiences.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 24-37. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    Drawing upon a pilot study of twenty-two alumni from three different campuses, “Collaboration as Wayfinding” considers how post-collegiates orient themselves to different forms of collaboration, both intentionally and serendipitously. The chapter examines the exploratory, unanticipated, and contingent forms of collaborative writing alumni engage in as they imagine, define, and create goals for shared writing.

  • Phuong Pham, Ha Thi, and Ambinintsoa Vola Dominique. 2022. “Examining the Effects of Reflective Writing and Peer Feedback on Student Writing in and Beyond the University.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 108-123. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    This chapter examines how two types of sustainable writing strategies, facilitated reflection and peer feedback, can help support student writing development in contexts where institutional support is lacking. Studying the longitudinal writing of Malagasy and Vietnamese students, the authors conclude by suggesting ways to make reflection and peer feedback even more meaningful for such students.

  • Reid, Jennifer, Matthew Pavesich, Andrea Efthymiou, Heather Lindenman, and Dana Lynn Driscoll. 2022. “Writing to Learn Beyond the University: Preparing Lifelong Learners for Lifewide Writing.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 38-50. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    This chapter explores how adults use writing in order to learn in contexts outside of work and school—which the authors term “self-sponsored writing to learn”—as well as how they manipulate the boundaries between these contexts.

  • Saerys-Foy, Jeffrey, Laurie Ann Britt-Smith, Zan Walker-Goncalves, and Lauren M Sardi. 2022. “Bridging Academic and Workplace Writing: Insights from Employers.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 124-138. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    Representing three US institutions, these authors use results from an employer survey to illustrate how workplace perspectives on writing compare to writing practices often enacted in college classrooms. They discuss strategies for bridging this divide between the different perspectives through writing instruction and practices across the curriculum.

  • Yakovchuk, Nadya, Ryan Dippre, Lucie Dvorakova, Alison Farrell, Niamh Fortune, and Melissa Weresh. 2022. “Writing Transitions Between Academic and Professional Settings.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 186-204. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    Drawing on data from three higher education institutions in the United States, the United Kingdom, and Ireland, the authors explore how students in varied pre-placement learning contexts (a graduate-level law school, an undergraduate education program, and an undergraduate nursing, midwifery, and paramedic science program) make sense of the writing demands they will face in their placements.

  • Yancey, Kathleen Blake, D. Alexis Hart, Ahsley J. Holmes, Anna V. Knutston, Íde O’Sullivan, and Yogesh Sinha. 2022. ““There is a Lot of Overlap”: Tracing Writing Development Across Spheres of Writing.” In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 74-90. Elon, NC: Elon University Center for Engaged Learning.

    About this Book Chapter:

    Asking students who have completed first-year writing about the contexts in which they write (including classrooms, workplaces, cocurriculars, and internships) and their understandings of relationships between and across these contexts, the research team examines the complex relationships between and among these different contexts, what the authors call “recursivities.”