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- Gustafsson, Magnus, 1965, et al.
(författare)
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An Exploratory Study Mapping Approaches to Teaching Writing in Engineering
- 2023
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Ingår i: IEEE International Professional Communication Conference. ; 2023-July, s. 44-48
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Konferensbidrag (refereegranskat)abstract
- Approaches to teaching writing to engineers vary widely across institutions, from standalone courses housed in English departments to fully integrated writing-in-the-disciplines programs, as well as a range of models in between that represent partnerships between writing and technical faculty. But little is known about how widely each approach is used, who is responsible for instruction, or what the overall goals are. In this exploratory study, we present an initial meta-analysis to map current approaches to engineering writing instruction by analyzing papers presented at American Society for Engineering Education (ASEE) conferences between 2012 and 2022. This exploratory study is a first step in a larger mapping project designed to better understand not only how engineering writing is taught and, perhaps more importantly, what approaches to engineering writing instruction are effective in what contexts and why. Such mapping can facilitate a deeper dialogues locally, nationally, and globally about the strengths and limitations of various approaches.
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| 2. |
- Gustafsson, Magnus, 1965, et al.
(författare)
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Which contextual factors influence writing programme design and what are the consequences for academic and disciplinary literacy?
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A recent study demonstrated how profoundly varied the writing support for students is across many European universities (Melonashi et al., 2022). Some writing programme designs simply are not feasible in some sites whereas others might seem insufficient from the perspective of any one site. Our study investigates the scaffolding of academic and disciplinary literacy by considering the continua between generic and specific, integrated and modular, subject matter expertise and communication expertise, and individual multidisciplinary teachers and multidisciplinary teaching teams. These continua are often the axes along which programmes and approaches differ in Europe. We try to explore how these dimensions of higher education are manifested in different educational settings and how they affect writing programme impact as well as faculty collaboration for promoting student learning.
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| 3. |
- Gustafsson, Magnus, 1965, et al.
(författare)
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Which contextual factors influence writing programme design in engineering education and what are the consequences for disciplinary literacy?
- 2023
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Ingår i: Bidrag från den 9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar. - 9789174856200
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Konferensbidrag (refereegranskat)abstract
- This workshop aims to allow participants to compare and discuss different ways of organising writing development in engineering education. On providing some examples and possible frameworks for considering writing development design, the facilitators will introduce an explorative activity to describe and categorise writing intervention along the scales of how generic or discipline-specific they are and how integrated or independent they are. This activity will generate a discussion about what our learning outcomes are, who designs and delivers writing development interventions, where and when in a programme should writing interventions be prioritised, and how does writing development design help enhance students’ disciplinary literacy? What is the focus of the writing development provided students Participants in the workshop will be asked to refer to their own experience and course or programme design as well as their supervision experience.
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