Innovations in Composition Programs that Educate Engineers: Drivers, Opportunities, and Challenges
Innovations in Composition Programs that Educate Engineers: Drivers, Opportunities, and Challenges
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工程师教育组合项目的创新：驱动因素、机遇和挑战
DOI：
10.1002/j.2168-9830.2009.tb01023.x
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发表时间：
2009
影响因子：
3.4
通讯作者：
J. Schneider
中科院分区：
文献类型：
--
作者：
J. Leydens;J. Schneider
工程教育的最新发展塑造了强调工程和科学的机构或项目的作文课程的性质。这些进展包括修订的认证指南和历史悠久的课程辩论。这些发展凸显了技术和人文/社会科学教师之间的合作机会。这项多案例研究调查了作曲项目如何应对这些驱动因素、机遇和挑战。该研究借鉴了历史、观察、文献和访谈数据，特别是对六家具有重要技术重点的机构的作文项目管理人员的访谈。调查结果表明历史上对文化和实用性的重视发生了转变，以及三种当代的回应。第一年的传播课程正在发生缩减、转变和创新。此外，多模式沟通，包括书面、口头和视觉成分，正在跨多种教学环境进行整合。最后，强大的跨学科交流项目正在兴起，其中作曲教师与技术教师合作。讨论了这些发现的意义。
Recent developments in engineering education have shaped the nature of composition programs at institutions or programs that emphasize engineering and science. Among these developments are revised accreditation guidelines and a curricular debate with a long history. Such developments highlight collaborative opportunities between technical and humanities/social sciences faculty. This multi‐case study investigates how composition programs have responded to such drivers, opportunities, and challenges. The study draws from historical, observation, document, and interview data, and particularly interviews with composition program administrators at six institutions with significant technical emphases. Findings indicate shifts in historical emphasis on culture and utility, and three contemporary responses. Reductions, transformations, and innovations are occurring in first‐year communication courses. Also, multimodal communications, including written, oral, and visual components, are being integrated across multiple instructional contexts. Finally, strong cross‐curricular communication programs are emerging in which composition faculty partner with technical faculty. Implications of these findings are discussed.