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Research on MWrite

The MWrite Research team has produced more than 20 articles that demonstrate how this program fosters student learning.

Research on MWrite

Brandfonbrener, P.B.; Watts, F.M.; Shultz, G.V. “Organic chemistry students’ written descriptions and explanations of resonance and its influence on reactivity,” in progress.

Finkenstaedt-Quinn, S. A., Petterson, M., Gere, A.R., Shultz, G. Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM. J. Chem. Educ. 2021, 98 (5). 1548–1555 DOI: https://doi.org/10.1021/acs.jchemed.0c01482

Finkenstaedt-Quinn, S.; Halim, A.; Kasner, G.; Wilhelm, C.; Moon, A.; Gere, A.; Shultz, G.V. “Eliciting Student Conceptions of Thermodynamics and Kinetics Using Writing” Chem. Educ. Res. Pract. 21, 922-939. DOI: 10.1039/c9rp00292h.

Finkenstaedt-Quinn, S.; Gere, A.; Dowd, J.; Thompson, R.; Halim, A. Reynolds, J.; Schiff, L.; Flash, P. Shultz, G.V. “Postsecondary Faculty Beliefs About the Use of Writing-based Pedagogies in the STEM Classroom.” Int. J. Sci. Educ. Submitted August 2019.

Finkenstaedt-Quinn, S.; Polakowski, N.; Gunderson, B.; Gere, A.; Shultz, G.V. Utilizing Peer Review and Revision to Support the Development of Conceptual Knowledge Through Writing” Written Communication 38(3).

Finkenstaedt-Quinn, S.; Gere, A.; Dowd, J.; Thompson, R.; Halim, A. Reynolds, J.; Schiff, L.; Flash, P. Shultz, G.V. “Postsecondary Faculty Beliefs About the Use of Writing-based Pedagogies in the STEM Classroom.” Int. J. Sci. Educ. Submitted

Finkenstaedt-Quinn, S.A.;Snyder-White, E.; Connor, M.; Gere, A.R.; Shultz, G.V. “Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures” J. Chem. Educ. 2019, 96, 2, 227. DOI: 10.1021/acs.jchemed.8b00711

Finkenstaedt-Quinn, S.A.; Halim, A.S.; Chambers, T.G.; Moon, A.; Goldman, R.S.; Gere, A.R.; Shultz, G.V. “Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of PolymerProperties.” J. Chem. Educ. 2017, 94 (11) 1610. DOI: 10.1021/acs.jchemed.7b00363

Garza, N.F.; Finkenstaedt-Quinn, S.A.; Wilhelm, C.A.; Koutmou, K.S.; Shultz, G.V. “Communicating Science to the General Public Through a Biochemistry Writing Assignment” J. Chem. Educ. 2021, 98(3), 930–934. DOI: https://doi.org/10.1021/acs.jchemed.0c01176

Gere, A.R., Limlamai, N.; Wilson, E.; Saylor, K.M.; Pugh R. “Writing and Conceptual Learning in Science: An Analysis of Assignments.” Written Communication 36.1(2019): 99-135.

Gere, A.R.; Knutson, A.; McCarty, R.; Wilson, E. “A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments.” WAC Journal 29 (2018): 147-67.

Gere, A.R.; Knutson, A.; McCarty, R.; Wilson, E. “Rewriting Disciplines: STEM Students’ Longitudinal Approaches to Writing in (and across) Disciplines.” Across the Disciplines 15.4 (2018): 63-75.

Gupte, T.; Watts, F. M; Schmidt-McCormack, J.A.; Zaimi, I.; Gere, A.R.; Shultz, G.V. “Students Meaningful Learning Experiences from Participating in Organic Chemistry Writing-to-learn Activities” Chem. Educ. Res. Pract. 2021, 22, 396-414. DOI: https://doi.org/10.1039/D0RP00266F

Halim, A.S.; Finkenstaedt-Quinn; S.A.; Olsen, L.J.; Gere, A.R.;Shultz, G. V. “Identifying and Remediating Student Misconceptions in Introductory Biology Via Writing-to-Learn Assignments and Peer Review.” CBE-Life Sciences 2018, 17 (2) 1–12. DOI:10.1187/cbe.17-10-0212

Limlamai, N.; Wilson, E.; Gere, A.R.; Sano, L. “Listening to Students, Learning Pedagogical Content Knowledge: How Writing Fellows in Undergraduate STEM Courses Learning How to Teach Well.” Intl Journal of Teaching and Learning in Higher Education. Under review.

Marks, L.; Lu, H., Chambers, T.; Finkenstaedt‐Quinn, S.; S. Goldman. Writing-to-learn in introductory materials science and engineering. MRS Communications (2022). DOI: https://doi.org/10.1557/s43579-021-00114-z

McCormack-Schmidt, J.S.; Judge, J.; Spahr, K.; Yang, E.; Pugh, R.; Karlin, A.; Sattar, A.; Thompson, B.; Gere, A.R.; Shultz, G. V. “Analysis of the Role of a Writing-to-Learn Assignment in Student Understanding of Acid-base Concepts.” Chem. Educ. Res. Pract. 2019, 20, 383. DOI: 10.1039/C8RP00260F

Moon, A.;Moeller, R.; Gere, A.R.; Shultz, G.V. “Application and Testing of a Framework for Characterizing the Quality of Scientific Reasoning in Chemistry Students’ Writing on Ocean Acidification.” Chem. Educ. Res. Pract. 2019, 20, 484-494. DOI: https://doi.org/10.1039/C9RP00005D

Moon, A.M.; Gere, A.R.; Shultz, G.V. “Writing in STEM: Faculty Conceptions of Writing and its Role in the Undergraduate Classroom” Sci. Educ. 2018, 1–22. DOI: 10.1002/sce.21454 *Selected for New and Noteworthy Symposium ACS Spring 2019

Moon, A.M.; Zotos, E.; Finkenstaedt-Quinn, S.A.; Gere, A.R.; Shultz, G.V. “Investigation of the Role of Writing-to-learn in Promoting Student Understanding of Light-matter Interactions.” Chem. Educ. Res. Pract. 2018, 19, 807. DOI: 10.1039/C8RP00090E

Petterson, M.N.; Finkenstaedt-Quinn, S.A.; Gere, A.R.; Shultz, G.V. "The Role of Authentic Contexts and Social Interactions in Supporting Organic Chemistry Students’ Engagement with Writing-to-Learn Assignments." In progress.

Watts, F. M., Spencer, J. L., Shultz, G. V. “Writing Assignments to Support the Learning Goals of a CURE” J. Chem. Educ. 2021, 98(2), 510–514. DOI: https://doi.org/10.1021/acs.jchemed.0c00915

Watts, F.; Schmidt-McCormack, J.; Wilhelm, C.; Karlin, A.; Sattar, A.; Thompson, B.; Gere, A.; Shultz, G.V. “What Students Write About When Students Write About Mechanisms: Analysis of Features Present in Students’ Written Descriptions of an Organic Reaction Mechanism.” Chem. Educ. Res. Pract. 2020, 21, 1148-1172. DOI: https://doi.org/10.1039/C9RP00185A

Winograd, B.A., Dood, A. J., Moeller, J., Moon, A., Gere, A.R., Shultz, G. V. ‘Detecting High Orders of Cognitive Complexity in Students’ Reasoning in Argumentative Writing About Ocean Acidification. In LAK21: 11th International Learning Analytics and Knowledge Conference. Association for Computing Machinery, New York, NY, USA, 2021. 586–591. DOI:https://doi.org/10.1145/3448139.3448202

Zaimi, I. Schmidt-McCormack, J.A.; Shultz, G.V. “’Describing the Mechanism is More Difficult than Drawing the Mechanism’: Organic Chemistry Students’ Mechanistic Reasoning While Writing and Drawing Mechanisms” Chem. Educ. Res. Pract. Submitted July 2020.