Conference Presentations by Suzanne Lane
Graphical abstracts—visual representations of the central concepts in an article—are emerging as ... more Graphical abstracts—visual representations of the central concepts in an article—are emerging as a genre in STEM fields. Originally used in Chemistry to represent the primary molecules and reactions under investigation, graphical abstracts have spread to other science and engineering fields, and in the process have evolved significantly, adapting for different disciplines and contexts. In this paper, we describe the emergence and current ecology of graphical abstracts, and develop a multi-layer taxonomy for analyzing how graphical abstracts function visually and rhetorically, in relation to the rest of their associated article, and to their mediated context. Using this taxonomy, we begin to suggest ways for authors, editors, and publishers to align the functions more productively.
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Working in the interdisciplinary, multimedia field of comparative media studies, we have attempte... more Working in the interdisciplinary, multimedia field of comparative media studies, we have attempted to uncover the tacit cognitive methods and genre knowledge of experts in order to scaffold the development of students’ rhetorical strategies for composing. Through a mixed-methods approach that we term “genre-based interviewing,” this study examines how media studies faculty define central problems in the field, and organize the reasoned and textual relationships between concepts they use to address those problems. This paper will explain the new methodology we have developed, which uses genre and argument analysis of faculty publications, combined with interviews with the authors focused on identifying disciplinary concepts and the reasoned relationship that links these core concepts. The results show that the faculty we interviewed unanimously agreed that their field has neither stabilized methods nor genres, and they all expressed an epistemic anxiety about needing to develop a new way of knowing, structuring, and communicating their work with each new project. Yet, both their underlying reasoning processes, and their texts, are indeed patterned, and can be made explicit and visible to students. Thus our process offers a new set of tools for analyzing genre, beyond the identification of rhetorical moves and other current approaches.
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For students beginning their studies in Materials, gaining an understanding of how new concepts a... more For students beginning their studies in Materials, gaining an understanding of how new concepts and methods connect to each other can be a challenge that delays their overall understanding of Materials Science and Engineering as a discipline. As they struggle to understand the relationship between any material’s properties and the chemical and molecular structure that gives rise to those properties, they can often lose sight of the contexts in which the materials’ properties matter, the patterns of relationships between materials in a class, or the reasoning that allows one to predict how different processes will transform the structure, and thus the properties, of various materials.
This paper explains the development of a new tool, the Materials Science and Engineering Reasoning Diagram, designed to provide students with a framework of relationships between central concepts in Materials Science and Engineering, and to unite disciplinary knowledge and reasoning with rhetorical concepts of genre, audience, and purpose. This tool was designed through a collaborative process between faculty in Materials and those in professional communication, and takes the form of a visual schematic that students can use to map the relationship of concepts in an experiment; to scaffold the process of reading literature in the field; to storyboard a slide presentation or design a poster; and to outline paths of explanation for communicating technical knowledge to various audiences.
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Teaching Documents by Suzanne Lane
This short video helps instructors consider how to use peer review effectively for written and or... more This short video helps instructors consider how to use peer review effectively for written and oral assignments
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This short video helps students understand the purposes and practices of peer review
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Papers by Suzanne Lane
Across the Disciplines
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2016 IEEE International Professional Communication Conference (IPCC), 2016
Teaching engineering students to innovate-to develop novel solutions, new applications, or origin... more Teaching engineering students to innovate-to develop novel solutions, new applications, or original designs for solving problems-is becoming a more central concern in engineering education. Many programs are increasing the number of project-based courses, to provide students with the conditions in which innovation might occur, yet innovation remains difficult to teach directly. In one such course in Chemical Engineering, we introduced a framework to aid students in exploring the central questions of their projects, from how to define the problem, to how to recognize the value of previous approaches to specific technical challenges, to how to interpret the results of innovative research. This framework, which we call a "What-How-Why" diagram, integrates the thinking that chemical engineers need to cover as they design the work of a project, with the thinking that they need to do in order to communicate that work to an audience. We have found that this framework helps students to plan their work, to recognize potential areas for specific innovation, to better recognize the significance of variations in research design, and to communicate innovative solutions more effectively.
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Proceedings of the 33rd Annual International Conference on the Design of Communication, 2015
Graphical abstracts---visual representations of the central concepts in an article---are emerging... more Graphical abstracts---visual representations of the central concepts in an article---are emerging as a genre in STEM fields. Originally used in Chemistry to represent the primary molecules and reactions under investigation, graphical abstracts have spread to other science and engineering fields, and in the process have evolved significantly, adapting for different disciplines and contexts. In this paper, we describe the emergence and current ecology of graphical abstracts, and develop a multi-layer taxonomy for analyzing how graphical abstracts function visually and rhetorically, in relation to the rest of their associated article, and to their mediated context. Using this taxonomy, we begin to suggest ways for authors, editors, and publishers to align the functions more productively.
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African American Review, Dec 22, 2003
... As Bundy leaves, Ben hears the thrasher calling him again to some "green clump," bu... more ... As Bundy leaves, Ben hears the thrasher calling him again to some "green clump," but rather than heeding the call to venture away from the house and outside his master's point of view, he goes indoors to wake Marse Sheppard. ...
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Conference Presentations by Suzanne Lane
This paper explains the development of a new tool, the Materials Science and Engineering Reasoning Diagram, designed to provide students with a framework of relationships between central concepts in Materials Science and Engineering, and to unite disciplinary knowledge and reasoning with rhetorical concepts of genre, audience, and purpose. This tool was designed through a collaborative process between faculty in Materials and those in professional communication, and takes the form of a visual schematic that students can use to map the relationship of concepts in an experiment; to scaffold the process of reading literature in the field; to storyboard a slide presentation or design a poster; and to outline paths of explanation for communicating technical knowledge to various audiences.
Teaching Documents by Suzanne Lane
Papers by Suzanne Lane
This paper explains the development of a new tool, the Materials Science and Engineering Reasoning Diagram, designed to provide students with a framework of relationships between central concepts in Materials Science and Engineering, and to unite disciplinary knowledge and reasoning with rhetorical concepts of genre, audience, and purpose. This tool was designed through a collaborative process between faculty in Materials and those in professional communication, and takes the form of a visual schematic that students can use to map the relationship of concepts in an experiment; to scaffold the process of reading literature in the field; to storyboard a slide presentation or design a poster; and to outline paths of explanation for communicating technical knowledge to various audiences.