Teaching Undergraduate Analytical Writing via Self-Regulation

In 2013, the NEA Foundation awarded our research team a Learning and Leadership Grant for pedagogical research on instructional techniques designed to foster students’ self-regulatory strategies and enhance students’ ability to write analytically. The award was announced by the NEA Foundation on its website and by our union, NYSUT. The grant offers up to $5,000 for educators engaged in group projects, including studies by Higher Ed instructors at public institutions. My fellow co-investigators included Andrea Salis (QCC), Beth Counihan (QCC) and Gloria McNamara (BMCC). We presented our research design at a 2012 Quinnipiac University WAC/WID conference and our results at the annual conference of the Northeast Educational Research Association in 2014.