Abstract
STEM learners are expected to be competent in both technical and interpersonal proficiencies. The writing proficiency was defined to ensure the students are prepared for continuing graduate education and/ or a career in the private or public sector. Despite the current writing research, there is a lack of effective solutions to support writing development, specifically for collegiate STEM learners. Therefore, a three phase study was conducted to address concerns regarding writing in STEM fields but this article only discusses the implications of Phase II. Phase II involved the use of a User-Centered Design approach to increase the likelihood of adoption of a writing support tool. Methods included focus group and interviews and participants were professors and students. Qualitative Analysis was conducted and the NARA framework was used to extract user requirements for a Social Media inspired educational technology.
Get full access to this article
View all access options for this article.