This mixed-methods study involves an examination of faculty members’ perspectives of instructional writing practices they use in undergraduate courses within professional schools. By using an undergraduate faculty survey (quantitative data), a focus group discussion (qualitative data), a document review with post-debriefing meetings, and classroom observations (qualitative data), the researcher investigated faculty members’ writing instructional practices within two professional schools (i.e. business and health science). Utilizing the triadic reciprocal relationship between the three factors (i.e. personal, behavioral, and environmental) of the social cognitive theory as a lens, the researcher explored the following overarching research question: To what extent do the personal factors (e.g. knowledge and expectations), behavioral patterns (e.g. skills / actions), and environmental events (e.g. institutional support) impact faculty members’ ability to deliver professional writing instruction within their undergraduate courses?
|Advisor:||Ross McClain, Pamela|
|Commitee:||Boggs, Brian, Knight, Suzanne|
|School:||University of Michigan-Flint|
|School Location:||United States -- Michigan|
|Source:||DAI 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education|
|Keywords:||Business writing, Health science writing, Self-efficacy, Undergraduate writing instruction|
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