Main Article Content
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Prompt endorses the open-access publishing model which maximizes access to information. Authors retain copyright of their published work. Reuse of work published in Prompt must include clear attribution to the original text and be for non-commercial purposes, as specified by Creative Commons BY-NC.
Alexander, P. A., & Murphy, P. K. (1999). Nurturing the seeds of transfer: A domain-specific perspective. International Journal of Educational Research, 31(7), 561–576.
Anders, G. (2017). That ’useless’ liberal arts degree has become tech’s hottest ticket. Forbes. Retrieved from http://www.forbes.com/sites/georgeanders/2015/07/29/liberal-arts-degree-tech/#164084775a75
Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. New York, NY: WW Norton & Company.
Daly, S. R., Mosyjowski, E. A., & Seifert, C. M. (2014). Teaching creativity in engineering courses. Journal of Engineering Education, 103(3), 417–449.
DePalma, M.-J. (2015). Tracing transfer across media: Investigating writers’ perceptions of cross-contextual and rhetorical reshaping in processes of remediation. College Composition and Communication, 66(4), 615.
Dewulf, S., & Baillie, C. (1999). CASE: Creativity in Art, Science and Engineering: How to foster creativity. London, UK: Great Britain Department for Education and Employment.
Ford, J. D. (2004). Knowledge transfer across disciplines: Tracking rhetorical strategies from a technical communication classroom to an engineering classroom. IEEE Transactions on Professional Communication, 47(4), 301–315.
Henseler, C. (2014). A surprising success story: Jobs and the arts and humanities. Huffington Post. Retrieved from http://www.huffingtonpost.com/christine-henseler/a-surprising-success-stor_b_5669505.html
McIntyre, M. M. (2016). Reflection, detours, and postpedagogical practice. Textshop Experiments, 2. Retrieved from http://textshopexperiments.org/textshop02/reflection-detours-and-postpedagogical-practice
Nicolaidou, I. (2012). Can process portfolios affect students’ writing self-efficacy? International Journal of Educational Research, 56, 10–22.
Santos, M., & McIntyre, M. M. (2016). Toward a technical communication made whole: Disequilibrium, creativity, and postpedagogy. Composition Forum, 33. Retrieved from http://compositionforum.com/issue/33/techcomm.php
Schieber, D. L. (2016). Invisible transfer: An unexpected finding in the pursuit of transfer. Business and Professional Communication Quarterly, 79(4), 464–486.
Segran, E. (2014). Why top tech CEOs want employees with liberal arts degrees. Fast Company. Retrieved from https://www.fastcompany.com/3034947/the-future-of-work/why-top-tech-ceos-want-employees-with-liberal-arts-degrees
Stouffer, W., Russell, J. S., & Oliva, M. G. (2004). Making the strange familiar: Creativity and the future of engineering education. In Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition.
Walker, B. J. (2003). The cultivation of student self-efficacy in reading and writing. Reading & Writing Quarterly, 19(2), 173–187.
Wardle, E. (2007). Understanding “transfer” from FYC: Preliminary results of a longitudinal study. Writing Program Administration, 31(1-2), 65–85.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.