摘要：This article evaluates the use of biweekly deadlines called “Sprints” to scaffold the development of conference papers in graduate-level courses in econometric modeling and electrical engineering through analysis of faculty assessment reports, observation notes, and transcripts of two audio-recorded class sessions. The authors found that Sprints provide consistent opportunities for students to provide and receive helpful formative feedback that builds disciplinary genre knowledge in each of the four dimensions. They conclude by recommending strategies for maximizing Sprints’ benefits while minimizing potential drawbacks in graduate courses across disciplines.
