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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Linking Labs, Writing, and Information Literacy to Improve Student Success
Author(s): Arlene L. Maki Haffa, Jennifer J. Kato, Corin D. Slown
Citation: Arlene L. Maki Haffa, Jennifer J. Kato, Corin D. Slown, (2021) "Linking Labs, Writing, and Information Literacy to Improve Student Success," Journal of Higher Education Theory and Practice, Vol. 21, ss. 5, pp. 196-207
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Our research and technical writing class develops discipline specific communication and critical thinking skills as a flexible hybrid corequisite to first upper division science laboratory courses. It scaffolds ethics, writing mechanics, information literacy, self-promotion and synthesis assignments focused on the science writing genre (lab notebooks, research papers, posters, grants, online, CVs). Students generate and interpret data from graphs, construct explanations, and practice linking empirical claims to evidence. Instructor, peer and writing tutor feedback is provided on drafts to fulfill California State University’s graduate writing assessment requirement. Significant improvement on final research papers following the course interventions was measured.
