Which contextual factors influence writing programme design in engineering education and what are the consequences for disciplinary literacy?

• 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.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

HUMANIORA  -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)

HUMANITIES  -- Languages and Literature -- Specific Languages (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Keyword

writing programme design

disciplinary literacy

Writing development

Publication and Content Type

kon (subject category)

ref (subject category)