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The Effectiveness of Embedded Writing in Teaching Nonprofit Advocacy

Jennifer Amanda Jones, Dyana Mason, Daniela Pereira

Abstract


Research by the American Association of Colleges and Universities has found that student learning improves when writing of various forms is embedded throughout the curriculum. Writing-intensive courses are particularly well suited for nonprofit management education because nonprofit leaders must produce a variety of types of writing products, including memos, case statements, strategic plans, grant proposals, grant reports, and annual reports. The purpose of this study was to test whether a writing-intensive pedagogy would improve students’ (n = 81) perceptions of nonprofit advocacy, including beliefs about their own future practices as emerging nonprofit leaders. Findings were statistically significant and indicate that writing is an effective pedagogy for nonprofit advocacy. We discuss how writing can be integrated throughout the nonprofit management curriculum and provide resources for instructors to replicate the assignment.

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Keywords


writing; high-impact practices; nonprofit management education; nonprofit advocacy

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DOI: https://doi.org/10.18666/JNEL-2020-V10-I2-10159

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