Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention

Author:

Gardner Susan A.12,Salto Lorena M.1,Riggs Matt L.13,Casiano Carlos A.1,De Leon Marino1

Affiliation:

1. Center for Health Disparities and Molecular Medicine, Loma Linda University, Loma Linda, CA 92350

2. Department of English, Walla Walla University, College Place, WA 99324

3. Department of Psychology, California State University, San Bernardino, San Bernardino, CA 92407

Abstract

Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

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