The MWrite Research team has produced more than 20 articles that demonstrate how this program fosters student learning.
Research on MWrite
2023
Finkenstaedt-Quinn, S. A., Schmidt-McCormack, J. A., Watts, F. M., Shultz, G. V., & Gere, A. R. (Accepted) Undergraduate Writing Fellow Conceptions of Writing-to-Learn and Quality of Writing. Across the Disciplines.
Finkenstaedt-Quinn, S. A., Watts, F. M., Shultz, G. V., & Gere, A. R. (Accepted) A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program. International Journal for the Scholarship of Teaching and Learning.
Limlamai, N.; Wilson, E.; Gere, A.R.; Sano, L. (Accepted) ‘There are other ways to answer this:’ How Listening Develops Pedagogical Content Knowledge in Writing Fellows across Disciplines. Across the Disciplines.
Rogers, C., Watts, F. M., Brown, N., Finkenstaedt-Quinn, S. A. (Accepted) Eliciting Students’ Critical Thinking to Connect Phenomena and Representations on a Context-Based Writing-to-Learn Assignment in Mathematics. Double Helix.
Dood, A., Das, K., Qian, Z., Finkenstaedt-Quinn, S. A., Gere, A., & Shultz, G. (2023) A Dashboard to Provide Instructors with Automated Feedback on Students’ Peer Review Comments. LAK23, 13th International Learning Analytics and Knowledge Conference, 492-499. DOI: https://doi.org/10.1145/3576050.3576087
Watts, F.M., Dood, A.J., & Shultz, G.V. (2023) Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry course.” LAK23: 13th International Learning Analytics and Knowledge Conference. Association for Computing Machinery. 531–537. DOI: https://doi.org/10.1145/3576050.3576053
2022
Dood, A., Winograd, B., Finkenstaedt-Quinn, S. A., Gere, A., & Shultz, G. (2022) PeerBERT: Automated Characterization of Peer Review Comments across Courses” LAK22, 12th International Learning Analytics and Knowledge Conference, 492-499. DOI: https://doi.org/10.1145/3506860.3506892
Finkenstaedt-Quinn, S.A., Gere, A., Dowd, J., Thompson, R., Halim, A., Reynolds, J., Schiff, L., Flash, P., & Shultz, G.V. (2022) Postsecondary Faculty Beliefs About the Use of Writing-based Pedagogies in the STEM Classroom. CBE-Life Sciences Education, 21:ar54. DOI: https://doi.org/10.1187/cbe.21-09-0285
Marks, L., Lu, H., Chambers, T., Finkenstaedt‐Quinn, S.A., & Goldman, R. (2022) Writing-to-learn in introductory materials science and engineering. MRS Communications, 12, 1-11. DOI: https://doi.org/10.1557/s43579-021-00114-z
Petterson, M.N., Finkenstaedt-Quinn, S.A., Gere, A.R., & Shultz, G.V. (2022) The Role of Authentic Contexts and Social Interactions in Supporting Organic Chemistry Students’ Engagement with Writing-to-Learn Assignments. Chemistry Education Research and Practice, 23, 189-205. DOI: https://doi.org/10.1039/D1RP00181G
Watts, F.M., Dood, A.J., & Shultz, G.V. (2022) Developing machine learning models for automated analysis of organic chemistry students’ written descriptions of organic reaction mechanisms. In N. Graulich and G.V. Shultz (Eds.), Student Reasoning in Organic Chemistry. RSC Press. DOI: https://doi.org/10.1039/9781839167782-00285
Watts, F. M., Park, G. Y., Petterson, M. P., & Shultz, G. V. (2022) Considering alternative reaction mechanisms: Students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment. Chemistry Education Research and Practice, 23, 486-507. DOI: https://doi.org/10.1039/D1RP00301A
2021
Brandfonbrener, P.B., Watts, F.M., & Shultz, G.V. (2021) Organic chemistry students’ written descriptions and explanations of resonance and its influence on reactivity. Journal of Chemical Education, 98, 3431-3441. DOI: https://doi.org/10.1021/acs.jchemed.1c00660
Finkenstaedt-Quinn, S.A., Petterson, M.N., Gere, A.R., & Shultz, G.V. (2021) Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM. Journal of Chemical Education, 98, 1548–1555 DOI: https://doi.org/10.1021/acs.jchemed.0c01482
Finkenstaedt-Quinn, S.A., Polakowski, N., Gunderson, B., Gere, A.R., & Shultz, G.V. (2021) Utilizing Peer Review and Revision to Support the Development of Conceptual Knowledge Through Writing” Written Communication, 38, 351-379. DOI: https://doi.org/10.1177/07410883211006038
Garza, N.F., Finkenstaedt-Quinn, S.A., Wilhelm, C.A., Koutmou, K.S., & Shultz, G.V. (2021) Communicating Science to the General Public Through a Biochemistry Writing Assignment. Journal of Chemical Education, 98, 930–934. DOI: https://doi.org/10.1021/acs.jchemed.0c01176
Gupte, T., Watts, F.M., Schmidt-McCormack, J.A., Zaimi, I., Gere, A.R., & Shultz, G.V. (2021) Students Meaningful Learning Experiences from Participating in Organic Chemistry Writing-to-learn Activities. Chemistry Education Research and Practice, 22, 396-414. DOI: https://doi.org/10.1039/D0RP00266F
Watts, F.M., Spencer, J.L., & Shultz, G.V. (2021) Writing Assignments to Support the Learning Goals of a CURE. Journal of Chemical Education, 98, 510–514. DOI: https://doi.org/10.1021/acs.jchemed.0c00915
Winogard, B., Dood, A.J., Finkenstaedt-Quinn, S.A., Gere, A.R., & Shultz, G.V. (2021) Automating Characterization of Peer Review Comments in Chemistry. Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning-CSCL. DOI: https://doi.dx.org/10.22318/cscl2021.11
Winograd, B.A., Dood, A.J., Moeller, J., Moon, A., Gere, A.R., & Shultz, G. V. (2021) Detecting High Orders of Cognitive Complexity in Students’ Reasoning in Argumentative Writing About Ocean Acidification. LAK21: 11th International Learning Analytics and Knowledge Conference. 586–591. DOI: https://doi.org/10.1145/3448139.3448202
2020
Finkenstaedt-Quinn, S.A., Halim, A., Kasner, G., Wilhelm, C., Moon, A., Gere, A.R., & Shultz, G.V. (2020) Eliciting Student Conceptions of Thermodynamics and Kinetics Using Writing. Chemistry Education Research and Practice, 21, 922-939. DOI: https://doi.org/10.1039/c9rp00292h
Watts, F.M., Schmidt-McCormack, J., Wilhelm, C., Karlin, A., Sattar, A., Thompson, B., Gere, A., & Shultz, G.V. (2020) What Students Write About When Students Write About Mechanisms: Analysis of Features Present in Students’ Written Descriptions of an Organic Reaction Mechanism. Chemistry Education Research and Practice, 21, 1148-1172. DOI: https://doi.org/10.1039/C9RP00185A
2019
Finkenstaedt-Quinn, S.A., Snyder-White, E., Connor, M., Gere, A.R., & Shultz, G.V. (2019) Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures. Journal of Chemical Education, 96, 227-237. DOI: https://doi.org/10.1021/acs.jchemed.8b00711
Gere, A.R., Limlamai, N., Wilson, E., Saylor, K.M., Pugh R. (2019) Writing and Conceptual Learning in Science: An Analysis of Assignments. Written Communication, 36, 99-135. DOI: https://doi.org/10.1177/0741088318804820
Moon, A., Moeller, R., Gere, A.R., & Shultz, G.V. (2019) Application and Testing of a Framework for Characterizing the Quality of Scientific Reasoning in Chemistry Students’ Writing on Ocean Acidification. Chemistry Education Research and Practice, 20, 484-494. DOI: https://doi.org/10.1039/C9RP00005D
Schmidt-McCormack, J.A., Judge, J.A., Spahr, K., Yang, E., Pugh, R., Karlin, A., Sattar, A., Thompson, B. C., Gere, A.R., & Shultz, G.V. (2019). Analysis of the role of a writing-to-learn assignment in student understanding of organic acid–base concepts. Chemistry Education Research and Practice, 20, 383-398. DOI: https://doi.org/10.1039/C8RP00260F
2018
Gere, A.R., Knutson, A., McCarty, R., & Wilson, E. (2018) A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments. WAC Journal, 29, 147-167. DOI: https://doi.org/10.37514/WAC-J.2018.29.1.07
Gere, A.R., Knutson, A., McCarty, R., & Wilson, E. (2018) Rewriting Disciplines: STEM Students’ Longitudinal Approaches to Writing in (and across) Disciplines. Across the Disciplines, 15, 63-75. DOI: https://doi.org/10.37514/atd-j.2018.15.3.12
Halim, A.S., Finkenstaedt-Quinn, S.A., Olsen, L.J., Gere, A.R., & Shultz, G.V. (2018) Identifying and Remediating Student Misconceptions in Introductory Biology Via Writing-to-Learn Assignments and Peer Review. CBE-Life Sciences, 17, 1–12. DOI: https://doi.org/10.1187/cbe.17-10-0212
Moon, A., Gere, A.R., & Shultz, G.V. (2018) Writing in STEM: Faculty Conceptions of Writing and its Role in the Undergraduate Classroom. Science Education, 102, 1007–1028. DOI: https://doi.org/10.1002/sce.21454
Moon, A., Zotos, E., Finkenstaedt-Quinn, S.A., Gere, A.R., & Shultz, G.V. (2018) Investigation of the Role of Writing-to-learn in Promoting Student Understanding of Light-matter Interactions. Chemistry Education Research and Practice, 19, 807-818. DOI: https://doi.org/10.1039/C8RP00090E
2017
Finkenstaedt-Quinn, S.A., Halim, A.S., Chambers, T.G., Moon, A., Goldman, R.S., Gere, A.R., & Shultz, G.V. (2017) Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of Polymer Properties. Journal of Chemical Education, 94, 1610-1617. DOI: https://doi.org/10.1021/acs.jchemed.7b00363
2015
Shultz, G.V., & Gere, A.R. (2015). Writing-to-learn the nature of science in the context of the Lewis dot structure model. Journal of Chemical Education, 92, 1325-1329. DOI: https://doi.org/10.1021/acs.jchemed.5b00064
