The Use of "Writing Retreats" in Supporting Geography and Environmental Science Undergraduate Independent Research Projects

Autor/in	Sangster, Heather
Titel	The Use of "Writing Retreats" in Supporting Geography and Environmental Science Undergraduate Independent Research Projects
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 2, S.248-268 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sangster, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.2007525
Schlagwörter	Writing Workshops; Geography Instruction; Environmental Education; Science Education; Undergraduate Students; Independent Study; Student Research; Student Projects; Capstone Experiences; Student Attitudes; Attitude Change; Student Motivation; Self Efficacy + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Naturwissenschaftliche Bildung; Selbststudium; Studentenforschung; Schulprojekt; Schülerverhalten; Attitudinal change; Einstellungsänderung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit
Abstract	Twenty-first century graduates need to have the aptitude to be critical thinkers and capacity to make balanced judgements. The undergraduate dissertation (capstone/independent research project) is normally undertaken at the end of the degree programme enabling students to demonstrate their ability to apply, analysis, synthesis and evaluate their knowledge. Despite the pedagogical importance of the dissertation and the implication of them for the undergraduate student experience, much of the literature on dissertations focuses on: design, structure and implementation; teaching and learning strategies; assessment criteria and marking standards; and, students' development of subject-specific skills, personal attributes and transferable skills. However, the question remains how best to support and motivate undergraduate students in the final stages of the dissertation "write-up" process. This paper investigates and assesses the use of "writing retreats" within the final stages of the undergraduate dissertation process. Despite the benefits of writing retreats, they have to date typically only been offered to academic and research staff and postgraduate research students but not undergraduate students. This paper demonstrates that writing retreats are a feasible intervention tool that facilitates attitudinal changes, such as enhanced motivation, increased confidence and a more positive outlook on the final writing process of their independent research projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01