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Engineering for Social and Environmental Justice: Scaffolding Knowledge during Collaborative Writing Journeys
2013
International Journal for Infonomics
This paper reports findings of a project titled Engineering Education for Social and Environmental Justice (EESEJ), which was funded by the Australian Learning and Teaching Council. A multidisciplinary research team engaged in a range of activities, such as designing and implementing critical problem solving in undergraduate engineering courses and undertaking collaborative writing. Drawing on the writing journeys of a group of authors in the project, this paper utilizes a multi-dimensional
doi:10.20533/iji.1742.4712.2013.0096
fatcat:kg3fyyknfvg4lbf5s2ms7pklpu