The value of ‘writing retreats’ in advancing innovative pedagogic research

• Mark Warnes ; Emma Coonan ^[1] ; Simon Pratt Adams ^[1]
  1. [1] Anglia Ruskin University

     Anglia Ruskin University

     Cambridge District, Reino Unido

     
• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 743-750
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU.

    The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper describes a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.