A collaborative longitudinal design for supporting writing pedagogies of STEM faculty

John Gallagher; Nicole Turnipseed; John Y. Yoritomo; Celia Mathews Elliott; S Lance Cooper; John S Popovics; Paul A Prior; Julie Zilles

doi:10.1080/10572252.2020.1713405

A collaborative longitudinal design for supporting writing pedagogies of STEM faculty

John Gallagher, Nicole Turnipseed, John Y. Yoritomo, Celia Mathews Elliott, S Lance Cooper, John S Popovics, Paul A Prior, Julie Zilles

Research output: Contribution to journal › Article

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.

Original language	English (US)
Journal	Technical Communication Quarterly
DOIs	https://doi.org/10.1080/10572252.2020.1713405
State	Accepted/In press - Jan 15 2020

Keywords

Engineering communication
programmatic research
survey research

ASJC Scopus subject areas

Education
Communication

Access to Document

10.1080/10572252.2020.1713405

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Gallagher, J., Turnipseed, N., Yoritomo, J. Y., Elliott, C. M., Cooper, S. L., Popovics, J. S., Prior, P. A., & Zilles, J. (Accepted/In press). A collaborative longitudinal design for supporting writing pedagogies of STEM faculty. Technical Communication Quarterly. https://doi.org/10.1080/10572252.2020.1713405

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