Economics students usually take first-year introductory writing as a general breadth degree requirement. This course provides basic instruction in English composition, grammar, reading and comprehension. In later years, they learn research writing skills from senior essays or theses. While this skill set is essential for graduate schools and the work place, many students find it difficult to acquire. One reason for this hurdle is the lack of opportunities for students to develop experience in active learning skills needed for research. As they are more accustomed to attend lectures, take notes, read texts, do homework, and write exams, there is little room left to develop research skills.
This paper reports our experience of using active learning to teach research writing to senior economics majors over a dozen terms in four years. The students have good marks, strong background in micro, macro, and econometrics, but little experience in writing. The course uses a divide-and-conquer approach requiring regular class attendance and active participation in research writing.
Methods
Three features highlight our active learning approach to course design as follows:
- Supervisors: students must find a faculty member in the department to supervise them on a research topic of mutual interest. Besides regular classes, students meet their supervisors to discuss their research. The course instructor is in charge of students in all aspects of essay writing while the supervisors only help them within their research expertise.
- Students: students must conduct weekly peer reviews of their work. The peer reviews allow students to exchange ideas and monitor research progress. The course instructor marks student assignments as well as peer review activities.
- University: academic support units on campus such as Library, Writing Centre, Office of Research Ethics, Office of Academic Integrity are fully integrated into the course to provide students with consultation, library and writing skills, ethics and academic integrity.
Results
This integrated learning environment helps students write their essays with higher quality, better marks, more active learning as shown by their improved performance and positive feedbacks. They also have a better understanding of the important role of research ethics and academic integrity in their education.