@article{087b2984ffdf47089d9e8d8c6da25a00,
title = "A collaborative longitudinal design for supporting writing pedagogies of STEM faculty",
abstract = "Providing contextualized, effective writing instruction for engineering students is an important and challenging objective. This article presents a needs analysis conducted in a large engineering college and introduces the faculty development program that was created based on that analysis. The authors advocate for sustained interdisciplinary collaboration to promote contextualized adoption and adaptation of best practices and testing of scalable strategies.",
keywords = "Engineering communication, programmatic research, survey research",
author = "John Gallagher and Nicole Turnipseed and Yoritomo, {John Y.} and Elliott, {Celia Mathews} and Cooper, {S Lance} and Popovics, {John S} and Prior, {Paul A} and Julie Zilles",
note = "Funding Information: We thank the Strategic Instructional Innovations Program from the College of Engineering at the University of Illinois, Urbana-Champaign for funding this project through its initial 3 years. We gratefully acknowledge the faculty who participated in surveys and interviews for this work. This project was reviewed and approved by our Institutional Review Board and was conducted in keeping with relevant human subjects research requirements. We would like to thank Rebecca Walton and the two anonymous reviewers for their feedback. Funding Information: 1. We use STEM to denote science and engineering faculty. 2. While our project was funded by the College of Engineering, our initial cohort had associated faculty from other colleges, including atmospheric and environmental sciences. 3. Joseph Harris ( 1989 , pp. 12–15) and Prior ( 1998 , pp. 3–32) have offered extended critiques of discourse community theory. 4. These challenges include infrastructure and culture, knowledge and skills of effective teaching practices, student experience category, time, classroom and curriculum, personal disposition, networking and community, and alignment with expectancy value theory (Finelli et al., 2014 , pp. 339–342). Publisher Copyright: {\textcopyright} 2020 Association of Teachers of Technical Writing.",
year = "2020",
month = oct,
day = "1",
doi = "10.1080/10572252.2020.1713405",
language = "English (US)",
volume = "29",
pages = "411--426",
journal = "Technical Communication Quarterly",
issn = "1057-2252",
publisher = "Routledge",
number = "4",
}