Abstract
Developing a first-year composition course for engineering students, in light of calls for engineers to learn to communicate more effectively with the public and to play a central role in solving the Grand Challenges, leads to questions of what should the class entail? Having students analyze the rhetorical aspects of solving the Grand Challenges ties in with the public turn in rhetoric and composition. Research on cognition would help students this analysis. However, studies indicate that transfer from general FYC to other classes is often weak. When strong transfer between FYC and subsequent engineering classes is the goal, teaching students to communicate with non-engineers is likely a secondary concern. Because a FYC class cannot cover all aspects of a students' rhetorical education, and because students may develop a subject matter mentality, writing faculty will likely want to encourage students to see FYC classes as the starting point of their rhetorical education. To do so, network pedagogy is a possible solution.
| Original language | English (US) |
|---|---|
| Title of host publication | ProComm 2015 - IEEE International Professional Communication Conference, Proceedings |
| Publisher | Institute of Electrical and Electronics Engineers Inc. |
| Volume | 2015-September |
| ISBN (Electronic) | 9781479933754 |
| DOIs | |
| State | Published - Sep 1 2015 |
| Event | IEEE International Professional Communication Conference, ProComm 2015 - Limerick, Ireland Duration: Jul 12 2015 → Jul 15 2015 |
Other
| Other | IEEE International Professional Communication Conference, ProComm 2015 |
|---|---|
| Country | Ireland |
| City | Limerick |
| Period | 7/12/15 → 7/15/15 |
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Keywords
- First-year composition
- cognition
- motivation
- transfer
ASJC Scopus subject areas
- Communication
- Engineering(all)
Cite this
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Designing a first-year composition class for engineering students. / Lombard, Maria D; Sidey, Mark.
ProComm 2015 - IEEE International Professional Communication Conference, Proceedings. Vol. 2015-September Institute of Electrical and Electronics Engineers Inc., 2015. 7235775.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Designing a first-year composition class for engineering students
AU - Lombard, Maria D
AU - Sidey, Mark
PY - 2015/9/1
Y1 - 2015/9/1
N2 - Developing a first-year composition course for engineering students, in light of calls for engineers to learn to communicate more effectively with the public and to play a central role in solving the Grand Challenges, leads to questions of what should the class entail? Having students analyze the rhetorical aspects of solving the Grand Challenges ties in with the public turn in rhetoric and composition. Research on cognition would help students this analysis. However, studies indicate that transfer from general FYC to other classes is often weak. When strong transfer between FYC and subsequent engineering classes is the goal, teaching students to communicate with non-engineers is likely a secondary concern. Because a FYC class cannot cover all aspects of a students' rhetorical education, and because students may develop a subject matter mentality, writing faculty will likely want to encourage students to see FYC classes as the starting point of their rhetorical education. To do so, network pedagogy is a possible solution.
AB - Developing a first-year composition course for engineering students, in light of calls for engineers to learn to communicate more effectively with the public and to play a central role in solving the Grand Challenges, leads to questions of what should the class entail? Having students analyze the rhetorical aspects of solving the Grand Challenges ties in with the public turn in rhetoric and composition. Research on cognition would help students this analysis. However, studies indicate that transfer from general FYC to other classes is often weak. When strong transfer between FYC and subsequent engineering classes is the goal, teaching students to communicate with non-engineers is likely a secondary concern. Because a FYC class cannot cover all aspects of a students' rhetorical education, and because students may develop a subject matter mentality, writing faculty will likely want to encourage students to see FYC classes as the starting point of their rhetorical education. To do so, network pedagogy is a possible solution.
KW - First-year composition
KW - cognition
KW - motivation
KW - transfer
UR - http://www.scopus.com/inward/record.url?scp=84957899387&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84957899387&partnerID=8YFLogxK
U2 - 10.1109/IPCC.2015.7235775
DO - 10.1109/IPCC.2015.7235775
M3 - Conference contribution
AN - SCOPUS:84957899387
VL - 2015-September
BT - ProComm 2015 - IEEE International Professional Communication Conference, Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
ER -