Abstract:

Retention and student success are key variables of concern within educational institutions. In 2014, 30 percent of students entering higher education journeys did not return in the second year (National Student Clearinghouse Research Center, 2016). In response, institutions have developed entry-level courses that offer targeted (Bretag, 2013) and personalized training (e.g. peer mentoring, first-year experience, writing development, and learning communities). However, one effector, plagiarism, continues to increase and be problematic (Mills-Senn, 2015), raising additional apprehensions, as students enter their content-focused courses, and hence abandon their studies due to performance grades or plagiarism violations.

The increase in incidences of academic dishonesty has numerous potential justifications, but one, driving many decision-making strategies includes rapidly shifting student characteristics: “Today, 44 percent of college and university students are 24 years of age or older. Thirty percent attend class part-time, 26 percent work full-time while enrolled, and 28 percent take care of children or other dependents while pursuing their postsecondary studies. On top of that, 52 percent are the first in their families to seek higher education, 42 percent come from communities of color, and 18 percent are non-native English speakers” (Fishman, Ludgate, & Tutak, 2017, p. 2). Although complex, this changing learning environment invokes innovational explorations for all those interested in providing students with increasingly supportive educational opportunities. One area, associated with these variables, is suggested to be students who are entering higher education programs without a developed understanding of successful writing practices (Anderson & Rosser-Majors, 2018, in press; Lea & Street, 1998).

This presentation will explain the foundational rationales for the addition of integrated writing exercises in two introduction psychology classes (e.g. Introduction to Psychology and Social Psychology), as well as share the results based on pre/post reported incidences of academic misconduct and concurrent success rates. The current findings of this research suggest that utilization of writing development exercises within program-specific introduction courses is worth consideration. Rationales will include the multiple factors being suggested to affect student success and retention, as well as, the student characteristics and methods for analysis, supporting educators and administrators, in numerous settings, to apply similarly successful practices within their own organizations/programs. The findings support the application of integrated writing training, in early programmatic-aligned courses, as a potentially significant denominator in enhancing a student’s ability to succeed in their academic journey (Anderson & Rosser-Majors, 2018: in press).

A short Q & A session will conclude the presentation.

Keywords:

Writing Development, Retention Concerns, Program-specific Strategies, Rising Plagiarism, Innovative Strategies.