Using software to engage design students in academic writing

Aitken, A; Thompson, DG

Using software to engage design students in academic writing

Aitken, A

Thompson, DG

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Publication Type:: Journal Article
Citation:: International Journal of Technology and Design Education, 2018, 28 (3), pp. 885 - 898
Issue Date:: 2018-09-01

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Field	Value	Language
dc.contributor.author	Aitken, A https://orcid.org/0000-0003-1702-1134	en_US
dc.contributor.author	Thompson, DG https://orcid.org/0000-0002-6178-2873	en_US
dc.date.issued	2018-09-01	en_US
dc.identifier.citation	International Journal of Technology and Design Education, 2018, 28 (3), pp. 885 - 898	en_US
dc.identifier.issn	0957-7572	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123733
dc.description.abstract	© 2017, Springer Science+Business Media B.V. First year undergraduate design students have found difficulties in realising the standards expected for academic writing at university level. An assessment initiative was used to engage students with criteria and standards for a core interdisciplinary design subject notable for its demanding assessment of academic writing. The same graduate attribute categories linked to assessment criteria and web-based software (REVIEW™) were used for assessing students’ other design assignments. Students engaged with criterion-referenced assessment of an essay exemplar in order to reflect on their own essay writing process. Tutor marking of the exemplar and student essays used a visual mark on a grading scale to reveal the variation between the tutor’s marks and students’ own judgments against each criterion. Data from the software and post-semester focus group discussions and questionnaires showed that the initiative promoted engagement and dialogue between tutors and students and fostered independence and confidence. Results suggest that students’ understanding of the required academic writing standards was improved by this reflective intervention and increased their appreciation that writing and research skills are important attributes for designers.	en_US
dc.relation.ispartof	International Journal of Technology and Design Education	en_US
dc.relation.isbasedon	10.1007/s10798-017-9413-4	en_US
dc.subject.classification	Education	en_US
dc.title	Using software to engage design students in academic writing	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	28	en_US
utslib.for	1203 Design Practice and Management	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	28	en_US

Abstract:

© 2017, Springer Science+Business Media B.V. First year undergraduate design students have found difficulties in realising the standards expected for academic writing at university level. An assessment initiative was used to engage students with criteria and standards for a core interdisciplinary design subject notable for its demanding assessment of academic writing. The same graduate attribute categories linked to assessment criteria and web-based software (REVIEW™) were used for assessing students’ other design assignments. Students engaged with criterion-referenced assessment of an essay exemplar in order to reflect on their own essay writing process. Tutor marking of the exemplar and student essays used a visual mark on a grading scale to reveal the variation between the tutor’s marks and students’ own judgments against each criterion. Data from the software and post-semester focus group discussions and questionnaires showed that the initiative promoted engagement and dialogue between tutors and students and fostered independence and confidence. Results suggest that students’ understanding of the required academic writing standards was improved by this reflective intervention and increased their appreciation that writing and research skills are important attributes for designers.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/123733