The possibilities of embedded peer writing support for criminal justice students: a case study

Kuhlman, Alana Marta (2023) The possibilities of embedded peer writing support for criminal justice students: a case study. Doctoral thesis, Northern Arizona University.

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Abstract

This dissertation explores the possibilities of embedded peer writing support in an upper division writing intensive course, the Writing Ambassador Program, by examining changes in students’ writing performance, confidence in their writing, and sense of inclusion, appreciation, and empowerment in the classroom. Data from the full class were collected; however, this study focused primarily on the experiences of three students from diverse backgrounds and/or intersecting identities: one higher performing student was selected, one middle performing student was selected, and one lower performing student was selected. All students in the course received writing support from peer Writing Ambassadors who provided lessons on writing related topics, written feedback on drafts, one on one writing support appointments, and weekly writing tips and resources. The data collection tools included demographic questionnaires, three writing samples that were scored using the Association of American of Colleges and Universities’ Value Written Communication rubric, reflection questions, an end of course surveys, and end of course interview, and weekly dosage reports. Full class findings showed improvements in rubric scores across the three papers, and interviews with the course instructor and Writing Ambassadors indicated notable improvements in students’ writing performance and confidence that aligned with the lessons and feedback provided by the Writing Ambassadors. The higher performing student in the case study showed improvement in performance, little to no change in confidence (which was already high coming into the course), and improvement in their sense of empowerment. The middle performing student showed improvement in performance, confidence, and in their sense of empowerment. The lower performing student demonstrated the greatest improvements across the case studies in writing performance and confidence, as well as in their sense of empowerment. The students in the case study did not necessarily feel that their sense of inclusion and appreciation in the classroom had changed as a result of the Writing Ambassador Program. The findings from this study can be used to guide similar programs and future research. Implications for practice include increasing the frequency the Writing Ambassadors are physically present in class; offering more in person writing support options such as during class or immediately before or after class in a location near the classroom; providing a platform for asking simple questions that is less formal than email; continuing to utilize multiple Writing Ambassadors in each course to increase diversity; providing additional incentives for students to utilize one on one writing support; enhancing the training provided to Writing Ambassadors in time management and efficient feedback; and holding regular meetings with the course instructor and Writing Ambassador. Implications for research include providing more transparency into the program’s goal of helping students from diverse backgrounds to feel included and appreciated in class; exploring different ways to isolate variables that may be affecting change; expanding the program and future studies to different disciplines; examining distal outcomes; incorporating more quantitative measures and testing for statistical significance; exploring changes experienced by Writing Ambassadors; collecting reflections in a different manner; and implementing a mid-semester survey.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	intersectionality; peer tutoring; writing across the curriculum; writing center; writing fellows; Writing Ambassador Program
Subjects:	P Language and Literature > PE English
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Teaching and Learning
Date Deposited:	23 Jul 2026 22:14
Last Modified:	23 Jul 2026 22:14
URI:	https://openknowledge.nau.edu/id/eprint/6305

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