Supporting students’ disciplinary writing in engineering education

• Autores: S. L. Gassman, Michelle A. Maher, Briana E. Timmerman
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. 5, 2013, págs. 1270-1280
• Idioma: inglés
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• Resumen

  • As demands for research productivity increase, engineering faculty, particularly untenured junior faculty, must efficiently expeditethe development of their graduate students’ disciplinary writing skills. This paper reports on the outcomes of a semester-longgraduate course offered to facilitate engineering students’ production of a manuscript ready, or near ready, for submission to apeer-reviewed engineering journal at the end of the semester. Course content addressed the purpose of and information included ineach of four sections of a standard engineering research paper. Data generated from course participants and their faculty adviserswere used to assess the extent to which course participation resulted in publication submission, textual production in each of fourstandard article sections, and perceived changes in student writing that was attributable to course participation. Findings suggestimplications for policies and practices supporting the development of engineering students as disciplinary writers.