ERIC Number: EJ1220312
Record Type: Journal
Publication Date: 2019-Jun
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1554-8244
EISSN: N/A
Sprinting toward Genre Knowledge: Scaffolding Graduate Student Communication through "Sprints" in Finance and Engineering Courses
Ives, Lindsey; Gokhale, Jayendra S.; Barott, William C.; Perez, Michael V.
Across the Disciplines, v16 n2 p16-33 Jun 2019
This article evaluates the use of biweekly deadlines called "Sprints" to scaffold the development of conference papers in graduate-level courses in econometric modeling and electrical engineering through analysis of faculty assessment reports, observation notes, and transcripts of two audio-recorded class sessions. Data were analyzed to identify Tardy's (2009) four dimensions of genre knowledge: subject-matter, rhetorical, process, and formal knowledge. We found that Sprints provide consistent opportunities for students to provide and receive helpful formative feedback that builds disciplinary genre knowledge in each of the four dimensions. We conclude by recommending strategies for maximizing Sprints' benefits while minimizing potential drawbacks in graduate courses across disciplines.
Descriptors: Engineering Education, Graduate Students, Scaffolding (Teaching Technique), Conference Papers, Knowledge Level, Formative Evaluation, Writing Processes, College Faculty, Peer Evaluation, Feedback (Response), Writing Across the Curriculum, Research Papers (Students), Discourse Modes, Teacher Student Relationship, Business Administration Education, Interdisciplinary Approach
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A