Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes.

The article discusses a study conducted in Duquesne University in Pittsburgh, Pennsylvania, which integrates process-based writing pedagogy outside of writing classes to improve student writing in first-year learning communities. It states various underlying objectives of learning communities including social, academic, and pedagogical. Several goals of Duquesne University's Learning Community program were mentioned including helping first-year college students find friends and study companions, connecting the classroom with the community through service, and helping students learn how topics in different courses are related.