Abstract
Academic writing capabilities are a cornerstone of success in doctoral programs, yet prove to be a point of anxiety and apprehension for many students. Providing support for academic writing within interdisciplinary programs poses special considerations, as students in these programs are called upon to transcend single disciplinary perspectives to address a central area of research, and to integrate multiple different disciplinary perspectives that may be conflicting or overlapping. When treated as a social practice, writing can serve as a common interest that draws doctoral students to convene and develop in their learning. This article describes the development of a student writing group in an interdisciplinary doctoral program, considering how the characteristics and activities of the group create an environment that enables and encourages enhanced interdisciplinary learning. The article argues that, when delivered successfully, student writing groups have the potential to strengthen student writing skills and outputs, as well as deepen interdisciplinary learning. Drawing from Lattuca’s four aspects of interdisciplinary learning (relational, mediated, transformative and situated), the article illustrates ways that the writing group helped to promote each aspect of learning and benefit the overall student experience in the program. Reflecting on these experiences, the authors propose six practical considerations for establishing writing groups in interdisciplinary programs: vision and purpose; dedicated time and space; institutional support; readings or educational material; socialization opportunities; and shared responsibility. Administrators, students, faculty members and support staff involved in the delivery of interdisciplinary doctoral programs are called upon to consider the introduction and/or strengthening of writing groups for the purpose of enhanced interdisciplinary learning.
Highlights
Academic writing capabilities are a cornerstone of success in doctoral programs, yet prove to be a point of anxiety and apprehension for many students
Given the strong momentum from the summer session, the fall session launched with similar goals, though a more relaxed structure: the 1 h, weekly meetings provided an opportunity for students to discuss any writing endeavor, and optional weekly readings from Paul Silvia’s book Write it up: practical strategies for writing and publishing journal articles. (Silvia, 2015) We introduced an afternoon writing component, whereby students could remain in the space after the meeting to work on their independent writing projects
Drawing on Lattuca’s (2002) four aspects of interdisciplinary learning provided a suitable framework to guide our reflections on the impact of our Writing Group
Summary
Academic writing capabilities are a cornerstone of success in doctoral programs, yet prove to be a point of anxiety and apprehension for many students. Drawing from Lattuca’s four aspects of interdisciplinary learning (relational, mediated, transformative and situated), the article illustrates ways that the writing group helped to promote each aspect of learning and benefit the overall student experience in the program Reflecting on these experiences, the authors propose six practical considerations for establishing writing groups in interdisciplinary programs: vision and purpose; dedicated time and space; institutional support; readings or educational material; socialization opportunities; and shared responsibility. Given that interdisciplinary doctoral programs generally focus on educating individuals in interdisciplinary methods, we adopt this latter conceptualization of the term In keeping with this application, Lattuca (2002) proposes four aspects of interdisciplinary learning, which are catalyzed by student socialization processes: relational, mediated, transformative, and situated (Table 1) (Lattuca, 2002; Manathunga et al, 2006)
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