Document Type
Article
Abstract
While many instructors recognize how the integration of popular culture and student interests can enhance student engagement and learning, this pedagogical approach remains rare in technical writing courses. In this article, we provide an end-to-end outline of an escape room project assigned to junior and senior level undergraduates, including an overview of our pedagogical rationale, institutional context, instructional materials, and synthesis of work produced by students. By collaborating on a range of technical documentation, students learn through experience that can be leveraged beyond the classroom and in their professional pursuits. Moreover, we aim to provide teachers with an example of how they might develop and support non-traditional approaches to technical writing in ways that integrate possibilities for embodied learning, experiential knowledge development, and creative, critical thinking without compromising complexity or rigor.
Recommended Citation
Melo, Marijel (Maggie) and Johnson, Antonnet
(2018)
"Teaching Technical Writing through Designing and Running Escape Rooms,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 5:
Iss.
2, Article 2.
Available at:
https://digitalcommons.unl.edu/dialogue/vol5/iss2/2
Included in
American Popular Culture Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, Interactive Arts Commons, Interdisciplinary Arts and Media Commons, Scholarship of Teaching and Learning Commons, Technical and Professional Writing Commons