Sprinting toward Genre Knowledge: Scaffolding Graduate Student Communication through "Sprints" in Finance and Engineering Courses

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 audi...

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Bibliographic Details
Published inAcross the disciplines Vol. 16; no. 2; pp. 16 - 33
Main Authors Ives, Lindsey, Gokhale, Jayendra S, Barott, William C, Perez, Michael V
Format Journal Article
LanguageEnglish
Published WAC Clearinghouse 01.06.2019
Subjects
Business Administration Education
College Faculty
Conference Papers
Discourse Modes
Engineering Education
Feedback (Response)
Formative Evaluation
Graduate Students
Interdisciplinary Approach
Knowledge Level
Peer Evaluation
Research Papers (Students)
Scaffolding (Teaching Technique)
Teacher Student Relationship
Writing Across the Curriculum
Writing Processes
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Summary: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.
ISSN:1554-8244
1554-8244