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Healthy Writing : = Integrating Writing Skill Development into Undergraduate Public Health Curricula.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Healthy Writing :/
Reminder of title:	Integrating Writing Skill Development into Undergraduate Public Health Curricula.
Author:	Patil, Uday A. J.
Description:	1 online resource (114 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Public health. -
Online resource:	click for full text (PQDT)
ISBN:	9798381719741

Healthy Writing : = Integrating Writing Skill Development into Undergraduate Public Health Curricula.
Patil, Uday A. J.

Healthy Writing :Integrating Writing Skill Development into Undergraduate Public Health Curricula. - 1 online resource (114 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2023.

Includes bibliographical references

Undergraduate public health programs are booming. Public health graduates with strong writing skills are in high demand and are better prepared for a wider array of writing tasks in employment across the health sciences (Valladares et al., 2018). However, students are not writing well. While the theoretical benefits of writing instruction and practice in undergraduate public health coursework are transparent (August et al., 2019; Mackenzie, 2018; Valladares et al., 2018), implementing such ideas is still opaque. There are few established models or conceptual frameworks to guide the integration of public health topics to existing best practices in undergraduate writing pedagogy. This dissertation (a) qualitatively reviewed the program landscape of undergraduate writing in public health to create a framework of factors that support writing instruction and fitted this information into an intervention curriculum; (b) qualitatively evaluated the intervention; and (c) quantitatively evaluated the intervention.Findings show there are common instructional strategies practiced in undergraduate public health programs that result in better student writing outcomes. However, implementation of these practices into a writing-intensive public health course yielded limited and inconsistent results. More research is needed into public health-specific writing pedagogy to better prepare students for school and work.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381719741Subjects--Topical Terms:

560998
Public health.
Subjects--Index Terms:

Public health graduatesIndex Terms--Genre/Form:

554714
Electronic books.

Healthy Writing : = Integrating Writing Skill Development into Undergraduate Public Health Curricula.
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504 $a Includes bibliographical references
520 $a Undergraduate public health programs are booming. Public health graduates with strong writing skills are in high demand and are better prepared for a wider array of writing tasks in employment across the health sciences (Valladares et al., 2018). However, students are not writing well. While the theoretical benefits of writing instruction and practice in undergraduate public health coursework are transparent (August et al., 2019; Mackenzie, 2018; Valladares et al., 2018), implementing such ideas is still opaque. There are few established models or conceptual frameworks to guide the integration of public health topics to existing best practices in undergraduate writing pedagogy. This dissertation (a) qualitatively reviewed the program landscape of undergraduate writing in public health to create a framework of factors that support writing instruction and fitted this information into an intervention curriculum; (b) qualitatively evaluated the intervention; and (c) quantitatively evaluated the intervention.Findings show there are common instructional strategies practiced in undergraduate public health programs that result in better student writing outcomes. However, implementation of these practices into a writing-intensive public health course yielded limited and inconsistent results. More research is needed into public health-specific writing pedagogy to better prepare students for school and work.
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