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ERIC Number: EJ1185000
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1812-9129
The Classroom as Think Tank: Small Groups, Authentic Exercises, and Instructional Scaffolding in an Advanced Writing Course
Peltola, Arlene
International Journal of Teaching and Learning in Higher Education, v30 n2 p322-333 2018
A recent (2015) study conducted by the Society of Human Resource Managers concluded that nearly half of US employers, across industries, believe recent college graduates to be lacking in requisite competencies for communication, broadly, and writing, in particular. This paper describes an advanced writing course in public relations that seeks to ameliorate this proficiency gap by using experiential learning modules, small group learning methods, authentic exercises, and instructional scaffolding techniques to improve student writing and promote workplace readiness. The module series, Writer's Bootcamp, is a short, intensive, and rigorous collaborative among students and instructor aimed at shaping independence and aptitude in writing. Authentic exercises, derived from real-time, real-world situations, were assigned. Students in small groups worked together to appropriate the piece (from the PR Toolbox, a collection of trade writing), collaboratively script, and present a response in thirty minutes. An assessment of learning outcomes involving the programmatic writing rubric, critical incident reports (verbal), and a reflection instrument (written) indicates the Bootcamp as engaging, gratifying, and transformative by students. Limitations are discussed followed by implications for teaching and learning in upper-level, pre-professional writing courses.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York