Journal of Education & Social Policy

Writing Skills Development for Graduate Students: Workshop Intervention Using a Student-Centered Learning Approach
Beverly P. Lyons, Bakry Elmedni

Abstract
Writing deficiency is currently a major problem in higher education in the U.S.As such, institutions across the country have implemented initiatives to improve students’ writing skills. This article describes a writing workshop intervention developed and used by a program at a private higher educational institution. The study draws from quantitative and qualitative data from three years of past workshops grounded in student-centered learning and information literacy examining six key areas. The workshop employed the collaboration of facilitators across disciplines and included 156 incoming graduate students. Pre-and posttest means testing shows that the workshop made a significant difference in the writing skills knowledge gained.

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