supporting scholarly exchange about communication across the curriculum
Shared by Neal Lerner on Oct 24, 2007. Last Updated on Oct 24, 2007.
Principal Investigator(s): Jennifer Craig, Neal Lerner, and Mya Poe
For More Information: nlerner@mit.edu
Keywords: technical communication, WAC, science, engineering, assessment
Permission to Cite: Yes
Abstract/Summary: This study explores the practices and difficulties in teaching more advanced communication activities in three disciplinary contexts at MIT. Lerner is investigating the ways in which undergraduate students in biology and biological engineering may be introduced to the professional writing practices of their disciplines. Poe examines how to teach biomedical engineers to select data as evidence in visual arguments. Craig explores the ways in which students learn the team skills central to collaboration in aeronautical/astronautical engineering. Overall, our intent is to address the ways specific science and engineering classes at MIT are responding to changes in the kinds of problems that technical professionals solve and the associated skill sets that they must now have, particularly in communication and collaboration.
Time Frame: Research to be completed by 1 June 2008
General Research Approach: Qualitative
Participants and Setting: Undergraduates, instructors, and faculty in six science or engineering laboratory classes at MIT.
Research Methods: Surveys, interviews, focus groups, textual analysis
Data / Information Sources: Writing samples, interview transcripts, survey results
Funding: Partially funded by a grant from the MIT School of Humanities, Arts & Social Sciences
Intended Audience: WAC administrators, faculty in communication-intensive science and engineering programs
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