Abstract
In the era of accreditation, academic accountability and transparency within curriculum is becoming a desired standard within and across disciplines. Through the use of course learning outcomes, program outcomes can be strengthened. Scaffolding within curricula can benefit both accountability and assessment goals. Through the use of Bloom’s cognitive taxonomy, scaffolding within the course can be used to aid in the accomplishment of the course learning outcomes. Scaffolding within the course curriculum can move students through Bloom’s cognitive taxonomy levels toward the mastery of specific skills. Writing is a major area of assessment as an indication of learning across disciplines. Scaffolding rubrics were used within sociology courses to specifically address both student learning and mechanical writing skills. Preliminary results of using rubrics to enhance student learning and scaffolding in eight courses (one 100-level, one 200-level, two 300-level, and four 400-level sociology courses) will be presented.
Highlights
Writing is a necessary skill set needed by undergraduates as they pursue careers
The current study was developed to explore if using feedback comments, a graded rubric and scaffolding within a discipline will increase writing skills for future writing assignments
Students’ first writing assignments were returned with in-text comments and a scored rubric
Summary
Writing is a necessary skill set needed by undergraduates as they pursue careers. Writing skills for undergraduates have to meet employers’ expectations for many careers [1,2,3,4,5]. Law enforcement and correctional officers need strong writing skills because they will often be required to write incident reports. Social workers will need strong writing skills in case they ever have to prepare case notes for court appearances. No longer can other disciplines expect the English faculty to be the only faculty to teach writing skills [6]. Undergraduate students continue to struggle with the transfer of knowledge through the use of critical thinking skills for a variety of situations [4]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
