TY - JOUR
T1 - Implementing writing-as-process in engineering education
AU - Kovanen, Bruce
AU - Ware, Ryan
AU - Mericle, Megan
AU - Turnipseed, Nicole
AU - Patrick Coleman, J.
AU - Elliott, Celia Mathews
AU - Popovics, John S.
AU - Lance Cooper, S.
AU - Gallagher, John R.
AU - Prior, Paul
AU - Zilles, Julie L.
N1 - Funding Information:
This work was supported by funding from the Grainger College of Engineering’s Strategic
PY - 2020/6/22
Y1 - 2020/6/22
N2 - 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.
AB - 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.
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M3 - Conference article
AN - SCOPUS:85095756693
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
M1 - 829
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020
ER -