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Negotiating the Intersections of Writing and Writing Instruction
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book collects a selection of studies from the 10th conference of the European Association for the Teaching of Academic Writing (EATAW). Under the theme ‘Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality’, the book includes studies problematizing technology, exploring supervision and writing processes, navigating administrative contexts, and negotiating the translingual context of EATAW.
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- Gustafsson, Magnus, 1965
(författare)
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EME-professionals as boundary agents in cross-disciplinary learning environments
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Is it the case that disciplinary literacy is increasingly questioned as an isolated educational objective? Many established disciplines are interacting in new complex and shifting contexts in attempts to address SDGs. In educational contexts, we need to address this changing societal reality in our needs analyses, and help scaffold students and researchers navigate in the resulting inter- or transdisciplinary contexts and negotiate the resulting discourses and practices. I am curious how our EME-students fare when disciplines mix and match to respond to complex phenomena and the context for student work and research requires negotiating multiple discourses and their respective assumptions. How should we design courses, and which are our adapted learning outcomes for our EME-contexts in this transdisciplinary reality? The study uses two main sources of data, On the one hand, supervisors of STEM degree project thesis writing, at BSc, MSc, or PHD levels, provide self-assessment statements during and after a faculty training course for supervising writing processes. One the other hand, I collect 24 PhD students’ reflexive descriptions of their discursive universes as they write for publication. Both data collections are subjected to a basic grounded theory discourse analysis. In the second stage of the data analysis, two foci guide the analysis: comments about language and discourse negotiation; comments about disciplinary literacy tension between the interacting disciplines. Preliminary findings suggest that neither cohort is ready to step up to the dynamic inter- or transdisciplinary plate required for today’s society. Similarly, findings also indicate that neither group have begun to articulate the monolinguistic assumptions and power of English as the preferred language for publication and second or third cycle education. While there are indeed sites of interdisciplinary education today, the traditional academic disciplines and their English language discourse remain mainstream. What we can do as individual educational developers is work at the level of programmes and student projects. We need to help faculty towards a decision to design collaborative learning environments with dynamic problems requiring both faculty and students to begin to hone their interdisciplinary literacy ability and develop the discourse for the environments they enter. We might be able to do such work with academic literacy and genre-based approaches, but only as long as we also manage to guide faculty and students to look beyond any one individual disciplinary discourse and its givens.
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- Fernandez, Ignasi, 1984, et al.
(författare)
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A ROAD TOWARDS A BETTER WRITING
- 2018
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Ingår i: Fourth International Conference on Structural Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- Writing is used as primary activity within most of the master programs within Civil Engineering education to support the students to reach a significant number of learning outcomes in different courses. However, none of these activities address writing itself even less how it must be performed, so it is a demand to the students to write and critically review technical reports in many occasions without giving proper tools on how to do it. That has raised some concerns among teachers involved in the program. A more generalized problem that affects students across the entire master program is that many of them reach the final master thesis report with clear writing difficulties. In this paper, therefore, it is present a proposal on how to address the writing by introducing new Teaching/Learning Activities (TLAs), Intended Learning Outcomes (ILOs) and Assessment Activities (AAs) transversally through the master program. Consequently, some courses within the MPSEB has been selected and modified accordingly.
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| 8. |
- Valcke, Jennifer, et al.
(författare)
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Stepping out of the silos - Training teachers, training trainers (ICLHE2019 - Workshop)
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The adoption of English-Medium Instruction (EMI) and more generally the implementation of internationalisation policies, has led to the development of internationalised learning spaces in higher education settings where students can develop skills for life and work in a globalized world. It might be argued that internationalisation, and the development of EMI with it, has thus contributed to a shift in the perceived role of disciplinary teachers in developing global and international skills in their students. At the same time, the increase in EMI in HEIs and internationalisation have necessarily led to concerns about the type of professional development education developers may also need. This workshop will present how 11 different universities across 7 European countries have collaborated to create an online international course for teaching in English entitled “Two2Tango”, in order to cater for the emerging needs of both lecturers and education developers in internationalised settings. Through this online course, lecturers exchange views on the material provided in the modules and participate in forum discussions, comparing their respective disciplines, institutional settings and pedagogical concerns. This regular peer interaction has proven to play a key part in the success of the course, allowing teachers, but also education developers, to reflect on their own practices and engage in meaningful conversations about cultural differences and future perspectives in higher education. Regardless of the rationales behind regional internationalisation strategies, educators, now more than ever before, need to integrate linguistic competence, intercultural competence, global engagement and international disciplinary learning within the curriculum. Through the testimonials of both lecturers and education developers, this workshop will engage participants in reflections on how lecturers and education developers have apprehended their shifting roles and profiles, and how Two2Tango has acted as a catalyst for the continuous professional development of disciplinary teachers, alongside that of education developers.
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| 9. |
- Eriksson, Andreas, 1973, et al.
(författare)
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Collaborating to constructively align writing assignments on engineering master's programmes
- 2017
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Ingår i: 5th ICLHE conference (Integrating Content and Language in Higher Education).
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Konferensbidrag (refereegranskat)abstract
- PROFiLE is a three-university project investigating the alleged incidental effects on English professional literacy in EMI-education. This sub-project in PROFiLE encompasses mapping writing assignment and writing development in twointernational master’s programmes of engineering. The observational mapping stage evolved into an interventional study and material presented here stems from teachers at the programmes not being satisfied with texts written by students on courses on the programmes. This dissatisfaction prompted discussion with course managers and analysis of course material. These dialogues and analyses revealedthat instructions for assignments were vague, did not highlight teacher expectations, and that crucial features were not obvious to the students. The challenges involved e.g. selection of content, articulating the understanding of core theory, comments about how results should be interpreted, and the presentation of results in figures and tables.Our results show that student texts improved in many ways at the same time as students considered the assignments relevant for assessing the expected learning outcomes. The sub-project shows how student writing in an EMI-context can be improved through collaboration between content and communication staff on the alignment of learning outcomes, activities, task descriptions, and disciplinary expectations.The redesign processes also show that expectations change as students move into master’s level and that criteria and task descriptions have to capture expectations of disciplinary discourse that students have not necessarily been expected to meet before. Our studies show that teachers at master’s level may need support in the unpacking of these disciplinary expectations and when they get this type of support they are able to address challenges in such a way that it promotes student performance. In many mixed ICLHE and EMI contexts, one of the great challenges is therefore to unpack course and disciplinary expectations and to make these explicit and tangible to students.
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- Eriksson, Andreas, 1973, et al.
(författare)
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Enhancing the development of students’ disciplinary discourse and content learning in science and engineering through a focus on writing: a comparison between approaches at a Swedish and a UK university.
- 2017
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Ingår i: 9th Conference of the European Association for the Teaching of Academic Writing (EATAW).
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Konferensbidrag (refereegranskat)abstract
- An Erasmus funded collaboration between Chalmers University and Queen Mary University of London in2016, involving a one‐week visit by Queen Mary disciplinary and Learning Development/Thinking Writingstaff to Chalmers, enabled us to share practices and approaches in how we support the development ofstudents’ disciplinary discourse in science and engineering.In Queen Mary, a funded project known as The Whole Programme Approach to Writing Development hasbeen focusing on two degree programmes, Mechanical Engineering and Electronic Engineering andComputer Science. The objective of the project is to investigate writing development across the three yearsof the programmes and support innovations that build engineering discourse along a more coherenttrajectory. At Chalmers, there is a long tradition of developing disciplinary discourse at the level of entireeducational programmes. Given that many students start on a BSc‐programme and continue onto anassociated MSc, the ‘programme’ at Chalmers allows for a five‐year sequenced progression for a majority ofthe students. There are also a number of students (25%) who enter at the level of the MSc and consequentlyexperience less of the sequenced progression. Since the BSc section of the programmes is delivered inSwedish and the MSc is delivered in English, the whole programme approach at Chalmers also needs tonegotiate issues of transferring from L1 to ESL or EFL. The different engineering programmes, therefore,exemplify different degrees of EMI and some provide more integrated disciplinary discourse developmentthan others.The symposium will be organised in the form of a dialogue between the two universities to draw outsignificant parallels and differences, and how these have been addressed. The dialogue is framed by threeinterrelated conceptual configurations: disciplinary practices, contexts, and multimodal texts. Ourengagement with these configurations is influenced by our educational philosophies or theories; thepedagogical approaches we encounter or use and find to be effective with specialists or students; and themultimodal artefacts and practices of students and specialists we encounter in the various programmes.Drawing on experience in our respective contexts and using joint concept mapping to visualise our activities,we will offer some of the approaches we have adopted (e.g. social semiotics; constructive alignment;research‐based learning, genre‐based writing instruction; writing‐to‐learn; and concept mapping) to explorehow they are used in strategic mixes within the various programmes. In our practices, we find our focusshifting between the three configurations of practices, contexts and texts, sometimes emphasising artefacts,sometimes practices, sometimes students, sometimes specialists/lecturers, and sometimes the developmentof educational material and resources.We hope to be able to present the audience possible ways towards implementing a whole programmeapproach at their respective institutions. However, we also want to highlight the challenges we face and howwe are currently addressing them.Discussion questions:How do your experiences of developing students’ disciplinary discourses and content learning compare withthe ones you have heard about in the presentations?Do the three broad perspectives of practices, contexts, and texts and the theories and approaches referredto help in articulating your experience?
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