Investigating invisible writing practices in the engineering curriculum using practice architectures

Goldsmith, Rosalie; Willey, Keith; Boud, David

doi:10.1080/03043797.2017.1405241

Cited by 17 publications

(14 citation statements)

References 22 publications

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“…Thus, engineering students need to be able to effectively communicate in order to be fully prepared for future professional workplaces. Much has been written about the importance of getting engineering students to write [19,20] There is also study on language learning and writing development for specific purposes, focusing on pedagogical content for STEM students studying languages other than English at the university level [21]. However, little has been published on new teaching methods for STEM students' language learning in higher education contexts.…”

Section: Rationale For Using Pbl For Practical Language Learningmentioning

confidence: 99%

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Liu

Yang

2022

IJERPH

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Innovative educational adaptations have been essential during the COVID-19 pandemic. Against the backdrop of school closures in Hong Kong resulting from unrest and COVID-19, this study proposed using Problem-Based Learning (PBL) in online courses and empirically examined the influence of the PBL learning methodology on online learners’ sense of classroom belonging and academic performance. A total of 44 sophomores pursuing electrical and electronic engineering majors and taking “Practical Chinese for engineering students” as a compulsory course at the University of Hong Kong participated in the study. They were divided evenly between the experimental group C1 and the control group C2 (22 in each). We implemented online PBL learning for the experimental group, C1, and traditional online learning for the control group, C2. Quantitative data were collected via an achievement test and a scale on sense of classroom community. Qualitative data were obtained through a semi-structured focus group discussion. The quantitative results showed that the students who received the PBL learning method scored higher on tests, experienced a stronger sense of classroom belonging, and had closer connections with each other. A content analysis of student interviews revealed that implementation of the PBL learning method in online teaching could strengthen students’ classroom interactions and that the enhancement of their mutual connections could stimulate learning and improve learning efficiency. Overall, this study finds that the PBL learning method is effective in promoting students’ deep active learning and sense of community in the online environment.

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Section: Rationale For Using Pbl For Practical Language Learningmentioning

confidence: 99%

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Liu

Yang

2022

IJERPH

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“…Graduate engineering programs continue to focus on developing technical skills and knowledge rather than writing skills although academic currency is based on the ability to write and communicate technical ideas, not just succeed in research or coursework. While a few researchers consistently publish rigorous engineering communication and writing research (Leydens, ; Leydens, ; Leydens & Olds, ; McNair & Venters, ; Moskal & Leydens, ; Paretti, McNair, Belanger, & George, ) in technical communication venues, there has been a recent increase in publications addressing engineering writing in engineering education research venues such as the Journal of Engineering Education , the International Journal of Engineering Education , and the European Journal of Engineering Education (Baba, Cin, & Ordukaya, ; Conrad, ; Goldsmith, Willey, & Boud, ) and in the Cambridge Handbook of Engineering Education Research (Paretti, McNair, & Leydens, ). At the graduate level, engineering writing literature is scarce and usually focuses on proposed interventions (Simpson, Clemens, Killingsworth, & Ford, ; Yalvac, Smith, Troy, & Hirsch, ; Zemliansky & Berry, ), such as Adams' Dissertation Institute that seeks to increase persistence and completion for underrepresented PhD students through writing bootcamps (Artiles, Matusovich, Adams, & Bey, ; Hasbún, Matusovich, & Adams, ).…”

Section: Related Literaturementioning

confidence: 99%

Genre maps as a method to visualize engineering writing and argumentation patterns

Berdanier

2019

J of Engineering Edu

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Background Graduate engineering students are required to write for academic audiences; however, very few engineering programs teach engineering academic writing, and similarly, little research has been conducted on graduate engineering student writing. Purpose/Hypothesis The purposes of this study were to investigate the argumentation patterns employed in the research statements of graduate engineering students who won NSF Graduate Research Fellowship Program (GRFP) awards as an example of authentic graduate engineering student academic writing and to introduce visual genre maps as a method of analyzing argument structure. Design/Method This study employed genre analysis methods to investigate the argumentation patterns of a corpus of 50 winning engineering NSF GRFP research proposals, using a rhetorical move‐step coding framework modified from prior genre work in English research. Results The genre analysis resulted in nine rhetorical moves and subcategorical steps. The argumentation codes were graphed as a function of progress through the document to create maps of argumentation that can be compared across the corpus. Four resulting categories of genre maps emerged from the findings, indicating major patterns in argumentation structure. Conclusions The study of rhetorical moves of engineering graduate student research proposals offers students and instructors a way to present engineering writing from a genre lens. Genre maps may be an effective way for writers to envision the shape of written arguments and craft stronger technical messages.

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“…Some research findings proofed that there are various problems for teachers in their fields, including difficulty in using information technology in the learning process (Alba & Trani, 2018;Swaramarinda, 2018;Ivanova, Frolov, & Nikulchev, 2016;Montrieux, Vanderlinde, Schellens, & De Marez, 2015), and in seeking information (Subekti, Purnomo, et al, 2018b). As a consequence, when the teachers are asked to write scientific articles as part of their professional works (Graham, 2018), the products tend to be low in quality (Goldsmith, Willey, and Boud, 2017) in terms of relevancy of references and productivity in the writing (Susantini, Sri, Budiono, & Raharjo, 2015). For this, they then need some pieces of training to maximize their potentials in terms of ILS.…”

Section: Introductionmentioning

confidence: 99%

Challenges and Expectations towards Information Literacy Skills: Voices from Teachers’ Training of Scientific Writing

Subekti

Susilo

Ibrohim

et al. 2019

IJLTER

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This research was aiming at analyzing information literacy skills (ILS) among teachers, the challenges of mastering ILS, and the expected ILS training. The study involved 58 secondary school teachers in East Java, Indonesia. The questionnaire and the information literacy test were administered after the training to capture the data. The data were then descriptively analyzed with NVivo 12 and Minitab 16 Windows. The results have shown that more than half of all participants had scores below the standard of 70. The other findings indicated that the teachers were good at determining types of information and understanding research terminologies. However, they were still not successfully extracting what was important in mastering ILS determined by eight other indicators. To employ ILS, teachers should deal with the challenges, such as time management, motivation, and knowledge of writing. To sum up, the teachers still need more training sessions which focus on the continuity of making scientific articles for professional development. This training can even build some foundation to improve ILS to teachers.

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Investigating invisible writing practices in the engineering curriculum using practice architectures

Abstract: Investigating invisible writing practices in the engineering curriculum using practice architectures. European Journal of Engineering Education, 44 (1-2). pp. 71-84.

Cited by 17 publications

References 22 publications

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Genre maps as a method to visualize engineering writing and argumentation patterns

Challenges and Expectations towards Information Literacy Skills: Voices from Teachers’ Training of Scientific Writing

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