WAC & STEM

Transdisciplinary Action Research (TDAR)

Using a transdisciplinary research approach (TDAR) to improve writing in STEM disciplines involves faculty collaborating across various fields to develop and implement writing-intensive curricula. This approach leverages the expertise and methodologies from multiple disciplines to create a more holistic and effective writing instruction framework. Faculty members work together to design assignments and projects that integrate writing with STEM content, thereby enhancing students' ability to communicate complex ideas clearly and effectively.

To use an TDAR to improve faculty and student writing in STEM the following steps should be followed:

Defining the Complex Problem

The first step is to clearly define the complex, real-world problem that needs to be addressed through a transdisciplinary lens. In this case, it is improving writing skills and writing-to-learn practices across diverse STEM disciplines (Polk, 2015).

Forming the Transdisciplinary Team

A key characteristic of TDAR is bringing together a team with diverse expertise and perspectives beyond just academic disciplines. This could include STEM faculty, writing experts, students, industry partners utilizing STEM writing, community representatives with a stake in STEM literacy, and other relevant stakeholders (Hirsch Hadorn et al., 2008).

Collaboratively Framing the Research

The transdisciplinary team collaboratively frames the research questions and determines appropriate methods for investigation. This involves integrating different epistemologies and knowledge systems, such as combining writing pedagogy research with the experiential knowledge of STEM professionals (Lang et al., 2012; Pohl & Hirsch Hadorn, 2007).

Cyclical and Iterative Research Process

TDAR follows a cyclical and iterative process of:

1) Implementing interventions like new writing assignments or curricula

2) Assessing impacts through various methods (e.g. student writing samples, surveys)

3) Reflecting on findings within the team

4) Adapting and refining the approaches based on reflections (Hirsch Hadorn et al., 2008)

Generating Different Forms of Knowledge

Through this iterative process, TDAR aims to generate three forms of knowledge:

1) Systems knowledge about STEM writing skills across disciplines

2) Target knowledge on effective practices for improving STEM writing 

3) Transformation knowledge to enact sustainable change in writing instruction (Pohl & Hirsch Hadorn, 2007)

Continuous Collaboration and Reflection

Continuous collaboration, reflection and negotiation among the transdisciplinary team is crucial throughout the process to effectively integrate the diverse perspectives, knowledge systems and expertise (Stokols, 2006; Polk, 2015).

Disseminating Outcomes

Finally, the outcomes and findings from the TDAR process are disseminated through diverse channels such as academic publications, reports for stakeholders, public outputs, and other appropriate mediums (Hirsch Hadorn et al., 2008).