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Teaching Undergraduate Analytical Writing via Self-Regulation

In 2013, the NEA Foundation awarded me and my collaborators a Learning and Leadership Grant for pedagogical research. The grant offers up to $5,000 for educators engaged in group projects, including studies by Higher Ed instructors at public institutions. Our research investigated if instructional techniques designed to foster students’ self-regulatory strategies could enhance their ability to write analytically. We presented our research design at a 2012 Quinnipiac University WAC/WID conference and our preliminary results at the annual conference of the Northeast Educational Research Association in 2014. The results of our research were submitted to an educational psychology journal for peer review in 2015 and we received the feedback of the anonymous reviewers in 2016. We plan to re-submit a revised journal article in 2017.