Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Liberal Education/Engineering & Society
Although professional boards and engineering employers have emphasized written communication as a key feature of engineering education and practice, a range of challenges—from lack of pedagogical training in writing to large class sizes and heavy content requirements—often prevent science, technology, engineering, and math (STEM) faculty from incorporating writing instruction into classes. This paper focuses on a key theoretical concept from the field of writing studies, writing-as-process, and explores how it has been included by STEM faculty in their teaching. We first review theoretical and empirical work that supports writing-as-process as an effective tool for facilitating student learning. We then illustrate how writing-as-process has been incorporated into varied types of courses, drawing on a multi-year intervention project designed to enhance writing in engineering and STEM. The examples describe reflective, writing-to-learn activities for first-year orientation courses; scaffolded approaches for laboratory and problem-based-learning classes; and directed peer review and response to reviewer comments in middle- and upper-level courses. The paper concludes by addressing the vital role STEM faculty play in socializing their students into ways of thinking, being, and writing in their disciplines and demonstrates how a process orientation to writing instruction can help faculty achieve that goal.
Kovanen, B., & Ware, R., & Mericle, M., & Turnipseed, N., & Coleman, J. P., & Elliott, C. M., & Popovics, J. S., & Cooper, S. L., & Gallagher, J. R., & Prior, P., & Zilles, J. L. (2020, June), Implementing Writing-as-Process in Engineering Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34786
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