Research & Development | Assisted Inquiry
Assisted Inquiry is a service designed to help faculty investigate the nature and effectiveness of writing and/or speaking in their courses.
On a limited basis, members of the Campus Writing and Speaking Program will help faculty design classroom-based investigations of writing and/or speaking assignments, activities, and interventions. Following the principles of the scholarship of teaching and classroom-based assessment methods, this new service is designed to provide entirely formative feedback and useful information to teachers who want to know more about the nature, effectiveness, and reception of writing and speaking in their undergraduate courses. Examples include explorations of students' processes, experiences, and attitudes concerning writing and/or speaking; the validity of certain grading methods; the effectiveness of different interventions such as peer response or certain kinds of teacher feedback; and the processes students use to complete a new or innovative assignment.
Applicants should be teaching an undergraduate course at NC State. Project ideas will be reviewed by members of the CWSP, and interested instructors will be contacted for an initial meeting or for further suggestions and refinements of their plans. All projects will culminate in a report to be published at the CWSP Web site; CWSP members will also assist in locating appropriate journals for publication of an expanded version of the report.
TO APPLY : Please fully explain your idea for an assisted inquiry, including the site (course), nature of the problem or question you want help investigating, and sufficient background information to help the CWSP determine the scope of the project and resources available to pursue it. Send your explanation to Chris M. Anson, Director, at firstname.lastname@example.org. This is an open call: projects are established on a case-by-case basis and scheduled according to resources, timing of the course, and other factors.
Current Assisted Inquiry Projects
The Influence of Informal Reflection on Formal Writing, Department of Parks, Recreation and Tourism
Archived Assisted Inquiry Projects
Anson, C.M., Dannels, D.P., & St. Clair, K. (2005). Teaching and learning a multimodal genre in a psychology course. In A. Herrington & C. Bazerman (Eds.) Genre Across the Curriculum. Logan, Utah: Utah State University Press.