Jamshidi, R., & Wright, K., & Slaboch, P. E. (2020, June), Enhancement of Students’ Technical Writing through a Combination of Classroom Activities  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34567

\bibitem{asee_peer_34567}
  Jamshidi, R., \& Wright, K., \& Slaboch, P. E. (2020, June), \emph{Enhancement of Students’ Technical Writing through a Combination of Classroom Activities}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34567

Reihaneh Jamshidi, Kamau Wright, and Paul E. Slaboch.  "Enhancement of Students’ Technical Writing through a Combination of Classroom Activities".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34567 Internet.  02 Jan, 2025

\bibitem{asee_peer_34567}
  Reihaneh Jamshidi, Kamau Wright, and Paul E. Slaboch.
  "Enhancement of Students’ Technical Writing through a Combination of Classroom Activities".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34567 Internet.  02 Jan, 2025

@INPROCEEDINGS{asee_peer_34567
author = "Reihaneh Jamshidi, Kamau Wright, and Paul E. Slaboch"
title = "Enhancement of Students’ Technical Writing through a Combination of Classroom Activities"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34567}
number = {10.18260/1-2--34567}
}

TY  - CPAPER
AB  - The present study reports on strategies to improve engineering students’ technical writing skills. The focus of the study is a sophomore level Mechanical Engineering Materials Lab course dealing with experiments on mechanical properties for which students are required to write group reports. Since the main focus of the course has been on the technical aspects, emphasis on writing has typically occurred only at the very beginning of the course, or as part of the feedback process for each lab report. While these elements are crucial, the present study sought to further develop students’ technical writing skills throughout the semester by introducing a three-part strategy: (1) Focused instruction time – Allocating select times throughout the semester to focus on one section of lab report; (2) Reviewing samples as a group – determining which samples or attributes of samples were effective or ineffective; and (3) Peer review – Students reviewed each other’s lab reports and gave feedback. The goal of focused instructional time and reviewing samples was to allow students to improve their writing skills by focusing on one section of lab report at a time, and thus learning the writing techniques more effectively. The peer-review part of the strategy was designed to draw students’ close attention to quality of writing and increase their motivation to further develop writing skills. Students’ lab reports were collected and evaluated using a rubric to assess the impact of the new teaching strategies on their technical writing skills. The other means of assessment was surveys conducted at the beginning and the end of the semester (pre and post surveys) to assess: (1) students’ confidence in their technical writing skills; (2) students’ ability to identify elements of a good writing; (3) students’ confidence in assessing the quality of a technical writing; and (4) students’ feeling about the impact of the new strategies. 
AU  - Reihaneh Jamshidi
AU  - Kamau Wright
AU  - Paul E. Slaboch
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Enhancement of Students’ Technical Writing through a Combination of Classroom Activities
UR  - https://peer.asee.org/34567
DO  - 10.18260/1-2--34567
ER  -