PERC 2024 Abstract Detail Page
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| Abstract Title: | Generative writing as a mechanism for professional development in STEM Education Research |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | WWe report on the impact of generative writing on the professional development of emerging education researchers. Generative writing emphasizes writing throughout the entirety of a project and includes frequent revision and expansion of previous writings. As such, it simultaneously emphasizes both process and product. We conducted semi-structured interviews of participants at least a year out of their experience in professional development to ask about their experiences with generative writing. We find that many participants recognize the value of this technique, often despite a common reluctance to write spontaneously. Generative writing's benefits include providing an explicit space for articulating ideas in their early stages, and the production of an active document that enables reflection on and refinement of these ideas. Some participants report incorporating generative writing into their daily or other regular research practice, including using it to facilitate group meetings or educate undergraduate or other junior researchers into lab practices. |
| Session Time: | Poster Session 1 |
| Poster Number: | A18 |
Author/Organizer Information | |
| Primary Contact: |
Kayleigh Patterson Rochester Institute of Technology |
| Co-Author(s) and Co-Presenter(s) |
Scott Franklin (He/Him) Rochester Institute of Technology Eleanor Sayre (She/Her) Kansas State University |
