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Cited by

• 2015The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-institutional Study123 cited
• 2017Network Sense: Methods for Visualizing a Discipline83 cited
• 2021Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM61 cited
• 2018Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom60 cited
• 2016How to Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us54 cited
• 2015Implementing a university-wide credit-bearing English language enhancement programme: issues emerging from practice48 cited
• 2011Writing at UC Davis: Addressing the Needs of Second Language Writers42 cited
• 2011WAC: Closing Doors or Opening Doors for Second Language Writers?40 cited
• 2020Using a Transfer-Focused Writing Pedagogy to Improve Undergraduates’ Lab Report Writing in Gateway Engineering Laboratory Courses33 cited
• 2016Developing communication as a graduate outcome: using ‘Writing Across the Curriculum’ as a whole-of-institution approach to curriculum and pedagogy31 cited
• 2019A scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: Beyond a “cameo role”28 cited
• 2012Chapter 2. Teaching Academic Literacy Across the University Curriculum as Institutional Policy: The Case of the Universidad Nacional de General Sarmiento (Argentina)