| Abstract |
Although writing is an essential skill for graduate students (in and beyond their degree programs), limited programmatic support exists to help students develop mindsets and habits needed to become effective, scholarly writers. Furthermore, attrition rates are on the rise in the U.S., with many students dropping out at the "all but dissertation" stage. The timing of departure indicates writing may be a widespread issue warranting direct intervention. We developed a campus-wide, six-week learning community and certificate program intended to increase students' self-efficacy in academic writing, using readings, reflection, and discussion among graduate students. Pilot results from 32 participants indicate that a noncredit-bearing, short course can have positive impacts on graduate students' emotions about writing, their literature management approaches, awareness of the social context of writing, and their understanding of writing resources and academic voice. Potential exists for this low-budget model to be applied more broadly and thereby improve efforts to retain and support graduate students. |
, Makayla Kocher 
