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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Negotiating different approaches to knowledge through interdisciplinary exchange: The way forward for sustainable writing development
Dr. Angela Ardington:Learning Centre
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that
honors the servant and has forgotten the gift. Albert Einstein
The intuitive mind is a sacred gift and the rational mind
is a faithful servant. We have created a society that
honors the servant and has forgotten the gift.
Albert Einstein
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Cross-disciplinary approaches to knowledge and inquiry
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Interdisciplinary Collaboration and Communication
Establishment integrated WAC Programs (Engineering & Visual Arts)
Questions to address:
What effects do disciplinary epistemologies have on academic discourses?
How do individual perceptions of the relationship between creativity and the formal demands of writing impact academic discourses?
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Presentation focus
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Key issues
1. the link between thinking and academic writing (Moon 2007)
2. the proposition that discipline boundaries are becoming more permeable (Armstrong 2006; Henkel 2005; Becher & Trowler 2001; Rowland 2006)
3. dimensions of formality versus creativity in academic writing (Wood 1999).
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Focus and significance
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
What disciplinary agendas are operating?
How are disciplinary values expressed, e.g. conflicting / shared?
How can we optimise these values to contribute towards richer learning experiences?
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Research Questions
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Architecture Design
positioned as opposed in mainstream discourses
(Armstrong 2006)
Disciplinary communities
Engineering Visual Arts
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
…“No single, monolithic ‘academic English’ ”(Hyland 2004)
we need to investigate how different
varieties of academic writing (English)
can be validated.
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If we agree
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
represent valued and powerful ways of engaging with the world which exert an effect on student learning
(Barnett 2009; Kreber 2009)
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Disciplinary epistemologies
What counts as knowledge?
Who controls the knowledge?
Who has the right to give voice?
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
to explore [these] disciplinary communities to discover
how they organise and deliver their teaching in an
attempt to reveal the relationship between academic
writing and the respective disciplinary epistemologies
in terms of commonalities and differences.
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A primary objective
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
INSTITUTIONAL
DISCIPLINARY
INDIVIDUAL
govern how knowledge is valued and communicated
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Cultures of learning
ACADEMY PROFESSIONS
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Guggenheim, Bilbao?
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Work of Art / Feat of Engineering?
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Depends on:
disciplinary background perspective
context
audience
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Work of Art / Feat of Engineering?
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges. 13
(Source: shortened from Becher 1989; ref. Becher & Towler 2001)
Disciplinary grouping Nature of knowledge
Pure sciences ('hard-pure') Cumulative; atomistic, concerned with universals; impersonal; value-free; clear criteria for knowledge verification and obsolescence; consensus over significant questions (to address, now and then in the future)
Humanities and pure social sciences ('soft-pure')
Reiterative; holistic; concerned with particulars; personal; value-laden; dispute over criteria for knowledge verification and obsolescence; lack of consensus over significant questions
Technologies ('hard-applied') Purposive; pragmatic; concerned with mastery of physical environment; applies heuristic approaches; uses both qualitative and quantitative approaches
(Source: shortened from Becher 1989; ref. Becher & Towler 2001)
Disciplinary cultures
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Engineering curriculum
‘hard’ courses (engineering, math, science) emphasise computations:
solving equations modeling processes product design
‘soft’ emphasise communications:
Some practicing engineers say they spend up to 80% time in oral + written communications
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Disciplinary Identity: Engineer
“the type of person who would rather take the telephone apart rather than use it to call his own mother”
Curricular emphasis: problem solving, functionality, technical, product-oriented, project-driven
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Disciplinary Identity: Visual Arts
“The most important thing is to be a good artist.
This requires risk taking and is the opposite of the requirements for academic writing. Writing is a different mode parallel to art making and antithetical to it”.Lecturer, SCA (2007)
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
confusion – re expectations and what is valued (Engineering) allows me to organise my thoughts tangible record (V Arts)
experimental stage enjoyable but then had to force thoughts into a straitjacket (V Arts)
perceptions of writing as peripheral (Engineering)
resistance to conceptual rigours of linear argumentation in formal academic writing (V Arts)
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Individual responses
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
CREATIVE PROCESS
Experimentation
Risk taking
Ability to go outside guidelines
INSTITUTIONAL DEMANDS
Rationalisation
Convention/ Rigour
Scholastic orthodoxy
Tensions
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Links to Assessment tasks
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
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Cross Disciplinary Similarities:
Graduate attributes
situate their own work in an international context
the ability to demonstrate critical judgement and independent thinking
ability to communicate effectively
function on multidisciplinary teams
broad education necessary to understand the impact of engineering solutions within a global, economic, and environmental context
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Managing effective language support
Considers student perceptions & concerns:
resistance/reluctance marginalised (remedial) different assessments/standards
Learning Together through Collaborative Practice:
team teaching: content tutor/LA recognition of student uptake (attendance) top down valueconsistency through degree program
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Embedding into disciplinary knowledge
Positive student evaluations
Valued by senior faculty academics
Improved performance relative to main cohort
Impact of Integrated Intervention
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
BEGINNING OF UNIT OF STUDYENGG1803 PROFESSIONAL ENGINEERING
WRITING A PERSUASIVE ESSAY
WRITING A FORMAL PROJECT REPORT
END OF UNIT OF STUDYENGG1803 PROFESSIONAL ENGINEERING
WORKPLACE: PROFESSIONAL ENGINEERING
ORAL PRESENTATIONS (project design) COORDINATED EFFORTS MULTIDISCIPLINARY TEAMS PROJECT MANAGEMENT
Beyond Higher Education
MARATHON NOT A SPRINT STRATEGIC, INTEGRATED LITERACY SUPPORT CHALLENGE OF BUILDING AN INTEGRATED PRESENCE IN THE FACULTY AND ACROSS THE CURRICULUM OVER TIME A CONTINUOUS PROCESS OF REVIEW & REVISION
MASUS DIAGNOSTIC
ORAL PRESENTATION
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Academic institutions are powerful sites of knowledge generation and identity construction
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Build Bridges
If we are serious in the pursuit of an international curriculum we must build bridges to succeed
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Armstrong, P (2006) ‘ Location, relocation and dislocation: learning cultures or cultures of learning?’ Paper presented at 47 th Adult Education research Conference, University of Minnesota, Minneapolis, May 18-21.
Carrick Grants Program Report (2008) The Carrick Institute for Learning and Teaching in Higher Education.
Clampitt, P. G. (2005) Communicating for managerial effectiveness. 3rd edition. Sage Publications
Dym, C.L., Agogino, A., Eris, O., Frey, D. & Leifer, L. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120. Institution of Engineers Australia (1996). Changing the culture: Engineering education into the future. Accessed http://www.uow.edu.au/pwrsysed/project/review.htm#recommendations
Greene, N. (1996). Space Shuttle Challenger Disaster A NASA Tragedy. Retrieved February 8, 2007, from About: Space / astronomy. Website: http://space.about.com/cs/challenger/a/challenger.htm
Hyland, K. (2009) Academic discourse. London: Continuum
Hyland, K. (2008) As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27(1): 4--21.
Hyland, K. (2002) Authority and invisibility: authorial identity in academic writing, Journal of Pragmatics, 34, 1091-1112.
Hyland, K. & Tse, P. (2007) Is there an “Academic Vocabulary”? TESOL Quarterly 41(2): 235--253.
Hyland, K, & Tse, P. (2004) Metadiscourse in Academic Writing: A Reappraisal, Applied Linguistics 25/2: 156-17,7 Oxford University Press.
Johnston, R. (2006) Professional Engineering 1803. 2nd edition .McGraw-Hill. Australia
Jones, C., Turner, J. & Street, B. (eds.) (1999) Students Writing in the University: Cultural ad epistemological Issues. . Amsterdam/ Philadelphia: John Benjamins.
Lea, M. & Street, B.V. (1998) Student writing in Higher education: an academic literacies approach”. Studies in Higher Education 23 (2) , pp. 157-172
References
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WDHE, 28-30 June 2010, London Metropolitan University, Sustainable Writing Development: Approaches and Challenges.
Ravelli, L. J. & Starfield, S. 2008. ‘Typography and disciplinary identity’, Information Design Journal, 16:2, pp. 133-147.
Swales, J. 2004. Research Genres. Cambridge: Cambridge University Press.
Trevelyan, J. P. 2007. Technical Coordination in Engineering Practice. Journal of Engineering Education, 96 (3), 91-204.
Wenger, E. 1998. Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.
References