Students as Scholars &amp; Writers: Teaching &amp; Assessing Undergraduate Writing in a Capstone Course

Rudes, Danielle S.; Portillo, Shannon; Sloas, Lincoln B.; Hutzell, Kirsten L.

doi:10.1080/10511253.2013.849353

Cited by 6 publications

(1 citation statement)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although specific goals of undergraduate research capstone courses may vary both across and within specific academic disciplines, a common feature is requiring students to engage substantively with discipline-specific scholarly literature related to their research projects. More specifically, research capstones and research methods courses from a variety of disciplines may require students to write a literature review as a component of a research paper or research proposal, e.g., chemistry (Schepmann and Hughes 2006); sociology, psychology, and anthropology Grahe 2010, 2012;McKinney and Busher 2011;Orr 2014); economics (McGoldrick 2008a(McGoldrick , 2008b; and criminology (Rudes et al 2014;Portillo et al 2013). These are usually similar in that they involve a process of identifying, obtaining, understanding, and synthesizing multiple research articles specifically as they relate to a student's research topic.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing an Iterative Method for Improving Undergraduate Student Literature Reviews

Travis¹,

Clair²

2018

CUR Quarterly

View full text Add to dashboard Cite

Many undergraduate research capstones require research papers that include a literature review. This study assessed whether modifications made to teaching of a literature review resulted in significant changes to quantified measures of assessment. Literature reviews in the final economics capstone research papers of 212 students from the 2005-2016 period were examined. Results showed that a mandatory graded requirement of incorporating a summary first paragraph was significantly more effective than recommending that students write this paragraph. There was a statistically significant increase associated with both the number of references and total number of paragraphs with a minimum of two scholarly citations. Results demonstrated the general effectiveness of continuous updating of assignments and activities based on student feedback and instructor experience.

show abstract