Writing Across Engineering: A Collaborative Approach to Support STEM Faculty’s Integration of Writing Instruction in their Classes
Writing Across Engineering: A Collaborative Approach to Support STEM Faculty’s Integration of Writing Instruction in their Classes
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跨工程写作：支持 STEM 教师将写作教学融入课堂的协作方法
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
J. Zilles
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文献类型：
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作者：
Ryan Ware;N. Turnipseed;J. Gallagher;Celia M. Elliott;J. Popovics;Paul Prior;J. Zilles
正如工程和技术认证委员会（ABET）所强调的那样，工程专业的学生必须培养有效的沟通技巧，以便在毕业后成功过渡到工作场所。在技术课程中嵌入通信教学信号给学生，他们的职业价值观的沟通，促进学科特定的公约的传输，并解决与学习迁移相关的困难。然而，STEM教师很少接受任何准备教写作或其他类型的沟通。位于工程在伊利诺伊大学厄巴纳-香槟分校的学院，我们已经进行了STEM和写作研究教师和研究生之间的多年合作，旨在提高工程专业学生的写作和沟通。采取跨学科的行动研究方法，我们遵循一个综合的，迭代的干预和评估模型。本文介绍了一个名为“跨工程写作”（WAE）的程序。WAE旨在支持STEM教师，因为他们致力于将写作和写作教学融入他们的课程和课程。我们认为我们的论文是一个理论方法框架，为其他有兴趣在自己的大学设计写作教学合作专业发展。
As the Accreditation Board for Engineering and Technology (ABET) has emphasized, engineering students must develop effective communication skills for successful transition to the workplace after graduation. Embedding communication instruction in technical courses signals to students that their profession values communication, facilitates transmission of disciplinespecific conventions, and tackles difficulties associated with learning transfer. However, STEM faculty seldom receive any preparation to teach writing or other types of communication. Situated in the College of Engineering at the University of Illinois at Urbana-Champaign, we have undertaken a multi-year collaboration between STEM and Writing Studies faculty and graduate students that aims to improve engineering students’ writing and communication. Taking a transdisciplinary action research approach, we follow an integrative, iterative model of intervention and assessment. This paper describes a program titled “Writing Across Engineering” (WAE). WAE was designed to support STEM faculty as they work to integrate writing and writing instruction in their classes and curricula. We see our paper as a theoreticalmethodological framework for others interested in designing collaborative professional development for writing instruction at their own universities.