Write Now Research
The core rationale for the Write Now CETL is for evidence-based and theory-based student support in the related areas of student writing and assessment. Integration of theory and practice is designed to maximise the impact of the CETL and increase the potential for dissemination to a wide body of students in the different subject disciplines. This model of supporting impact and dissemination by integrating theory and practice has been shown to be effective in Assessment Plus from which Write Now has developed.
Pedagogical research is, therefore, at the heart of Write Now’s strategy for impact and continuation and will be taken forward in a major programme of research in learning and teaching. It is our view, based on experience, that research is the strongest basis for wide and enduring impact across the sector, and the CETL will have a research foundation that is manifest in almost all the Write Now activities.
At the organisational level, Write Now will provide PhD studentships to promote high quality pedagogic research and biddable funding for research-led projects that align to the main aims of the CETL. At the content level, research activities will consist partly of innovatory pedagogic development, partly of theoretical development, and partly of evaluation of activities and interventions developed by the CETL. At the methodological level, both qualitative and quantitative approaches will be used, with a strong emphasis on pedagogical action research, where the aim is to modify practice and help build reflective practitioners as well as contribute to theoretical understanding. All of those aspects will be closely integrated, as the CETL provides opportunities for testing theory-led innovations.
Write Now is keen to work with staff from other institutions on collaborative research projects in student writing and student assessment. If you would like an informal discussion about potential collaboration ideas, please contact me at nortonl@hope.ac.uk or any other members of the CETL team.
Prof. Lin Norton, Research Director