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 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 preliminary results at the annual conference of the Northeast Educational Research Association in 2014. The results of our research underwent peer review by an educational psychology journal and we plan to re-submit a revised essay based upon the feedback we received.