Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

important problems at the interface between chemistry, physics, engi- neering, and biology preparing the trainees for careers in academe, national laboratories, and industry. In addition to research, she devotes significant time developing and implementing effective pedagogical approaches in her teaching of undergraduate courses to train engineers who are critical thinkers, problem solvers, and able to understand the societal contexts in which they are working to addressing the grand challenges of the 21st century. c American Society for Engineering Education, 2018 Peer Review and Reflection in Engineering Labs: Writing to Learn and Learning to WriteAbstractClear

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

on a Google sheet that the instructor manages.Tasks include grading daily quizzes, running critique workshops of three to six students, gradingmajor assignments, and special assignments, such as creating a format template in MicrosoftWord for the proposal.Background: Rather than having students bring drafts to class for on-the-spot critiquing,the course runs more formal critiquing based on the Iowa Writers Workshop One feature that distinguishes the course is the course’s peer critiquing, which follows theIowa Writers’ Workshop for creative writing [11]. In this approach, the students submit theirassignment excerpts at least two days before the workshop so that the peers and often a mentorhave the chance to read, reflect, edit, and

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Richard A. Coffman, University of Arkansas

Tagged Divisions

Liberal Education/Engineering & Society

, outside of an English Composition or a Technical Communication course, these skillsare seldom directly addressed. Often the course subject matter, specifically in undergraduateengineering courses, dictate what is covered, and little additional time is available to discussthese topics. Even in graduate school, students may not begin writing until they have finishedtheir course work and have begun working on their thesis or dissertation.In Spring 2010, a graduate level course was offered and in this course, a writing componentcomprised a significant portion of their overall grade. Students wrote a state-of-the-art reviewpaper based on one of the course topics. Students also served as peer reviewers, submitted theirarticle to a journal, and

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

Paper ID #13867Teaching Peer Review of Writing in a Large First-Year Electrical and Com-puter Engineering Class: A Comparison of Two MethodsMr. Mike Ekoniak, Virginia TechMolly Scanlon Scanlon, Virginia Tech Molly J. Scanlon is an Assistant Professor at Nova Southeastern University where she teaches undergrad- uate and graduate writing courses. She received her PhD in Rhetoric and Writing from Virginia Tech. Her research interests include visual rhetoric, public rhetoric, and writing across the disciplines.M Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant research professor with a

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Y. Yoritomo, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L Zilles, University of Illinois Urbana Champaign

Tagged Divisions

Liberal Education/Engineering & Society

is a matter of quite specific genres rather than of general skills and broad academic ordisciplinary styles; and iii) writing is a way to understand and remember technical material andengage in critical thinking (writing-to-learn) rather than just a means of communication. Theseprinciples can be integrated into technical courses using a variety of evidence-based bestpractices.The writing process can be modeled by using scaffolded assignments [22]–[27] and byemploying effective response systems for providing feedback and guiding revision [28]–[30],including peer evaluation [31], [32]. Effective response strategies foster dialogue with studentwriters, providing them with a small number of high-priority, focused points and highlightingspecific

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

-yearintervention project designed to enhance writing in engineering and STEM. The examplesdescribe reflective, writing-to-learn activities for first-year orientation courses; scaffoldedapproaches for laboratory and problem-based-learning classes; and directed peer review andresponse to reviewer comments in middle- and upper-level courses. The paper concludes byaddressing the vital role STEM faculty play in socializing their students into ways of thinking,being, and writing in their disciplines and demonstrates how a process orientation to writinginstruction can help faculty achieve that goal.Section I: IntroductionThe Accreditation Board for Engineering and Technology (ABET) has identified effectivecommunication as a key criterion of engineering

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Necia Werner, Carnegie Mellon University; Suguru Ishizaki, Carnegie Mellon University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #20491Making the Invisible Visible in Writing Classrooms: An Approach to Increas-ing Textual Awareness using Computer-Aided Rhetorical AnalysisNecia Werner, Carnegie Mellon University Dr. Necia Werner is an Assistant Teaching Professor of English and Director of the professional and technical writing programs at Carnegie Mellon University. Werner serves on the advisory committee (AdCom) of the IEEE Professional Communication Society, and as an Associate Editor for the teaching case section of the IEEE Transactions on Professional Communication.Suguru Ishizaki, Carnegie Mellon University Suguru Ishizaki is an

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amanda Simson, University of New Haven; Judy Randi Ed.D., University of New Haven; Amanda Lynn Becker, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

during group assignedtechnical memos. One student’s response written as a recommendation for improving technicalcommunication instruction may explain why learning from peers was perceived as less effectivethan other strategies: “It’s fun (emphasis added) learning by knocking an anonymous writer butmore difficult to exercise personal criticism.” Apparently, this student found self-evaluation andresponse to personalized feedback more valuable than anonymous peer review. Student’sfeedback to both the engineering and writing instructor on incorporating this level of writinginstruction was positive, in agreement with the data in Table 4.Table 4: Student perceptions on how helpful various teaching techniques were at teaching writing. A score of 4 is

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven R Walk, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

Other Written Assignments (LtW) 10 Peer-assessed Team Skills 10The prompts were introduced approximately weekly using an overhead projection andverbal instruction. The purpose of the low-stakes writing exercise was repeated: to help thestudent improve his or her technical writing skills and to improve learning of lecture- andlaboratory- based knowledge. Each submitted assignment was scored, i.e., marked-up, bythe author according to a writing skills rubric made available and reviewed with thestudents.17 (See Table 2). Students were provided also a list of common editor’s marks sothat they could readily decipher and interpret the author’s comments and corrections.Trends in

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

class’ new engineering report assignment and method. Thestudents were assigned to write a one- to two-page reflective statement responding to the promptbelow. The students were directed to target as primary audience the Dean of the College ofEngineering, with peers and the instructor being a “transparent” secondary audience. Prompt: "How and why (or why not) did your experience working on the Lego car assembly line Report Project provide you with educational benefit(s) toward developing your engineering communication skills?” Page 23.15.15To remove instructor bias from the review of student feedback, the instructor solicited

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Denise Tombolato-Terzic, Christopher Newport University; Daniel P. Richards, Old Dominion University; Pilar Pazos, Old Dominion University; Megan McKittrick, Old Dominion University; Julia Romberger, Old Dominion University; Otilia Popescu, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

written work might include peer reviewsand written instructor’s feedback. Those methods are especially important in online studentlearning communities in which projects can mimic future job tasks as a part of a globalworkforce. Today, various STEM careers do include online data share of written documents andinclude collaborative writing tasks.10Writing in Math-Intensive CoursesStudents who are taking courses with intensive mathematics often have to create their homeworkor project reports using software that includes equation editing tools such as Equation Editor inMS Word or LaTeX, both of which influence students’ thinking and computation process.11 Awriting process is often defined as non-linear, a process that includes revisions, edits

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7066Engineering Writing for the General Public: A Classroom ApproachDr. Elisa Warford, University of Southern California Elisa Warford is a senior lecturer in the Engineering Writing Program at the University of Southern Cal- ifornia, where she teaches undergraduate and graduate courses in written and oral engineering commu- nication. Her current research interests include the rhetoric of science and portrayals of engineering and technology in American literature. She is also a professional technical editor specializing in engineering writing for academia and industry. She holds a Ph.D. in English from the

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

individual and group-based activities that aredesigned to prepare the students for the upcoming summative assessments. The first-half of thesemester focuses on technical writing and how to represent complex engineering ideas withvisuals and written descriptions. The second half of the course focuses on down selecting fromall the creative concepts in the individually-generated Idea Notebooks to one that will bepresented as part of the Rocket Pitch. Then the students are given three weeks to work withinthe discussion section on their provisional patent applications.3.0 Research Design The project entails data collection at multiple levels that attend to the course design, pedagogy,and classroom environment that affect the students

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park

Tagged Topics

ASEE Board of Directors, Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #23278Successes and Challenges in Supporting Undergraduate Peer Educators toNotice and Respond to Equity Considerations within Design TeamsDr. Chandra Anne Turpen, University of Maryland, College Park Chandra Turpen is a Research Assistant Professor in the Physics Education Research Group at the Uni- versity of Maryland, College Park’s Department of Physics. She completed her PhD in Physics at the University of Colorado at Boulder specializing in Physics Education Research. Chandra’s work involves designing and researching contexts for learning within higher education. In her research, Chandra draws from the

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

coordination with other faculty.The first research question examined by this paper is to determine if students can be objectiveand constructive through peer assessments to make a positive difference in team members’leadership skills. It is important to point out that students enrolled in the sophomore levelTechnical Writing Course are mixed with students from four different engineering majors andtwo science majors. Additionally, these students are primarily residence-only students and sharemany campus activities: dorm life, dining facility meals, etc., and have increased contact witheach other.A quick comparison of the averaged individual score at week one and five indicates over 37.5%of the students had improvements in their overall peer leadership

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette; Josh Boyd, Purdue University; Rebecca R Essig, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

skills were the responsibilityof other parts of the university, not engineering.16It is further worth noting some exceptions to these writing-averse practices. For instance, Parettiand Burgoyne recommend problem-based learning as an approach that can enable greaterattention to communication instruction and practice in upper-level design courses, finding thatboth students and faculty found these kinds of writing assignments useful.20 And House et al.described a curriculum where approaches such as student writing portfolios, incorporatingwriting into several engineering courses, and using a combination of rubrics and peer reviewimproved student learning outcomes related to communication.21While these sources advocate for more writing within the

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society

, including device general research, Troubleshooting wikis, and future Repair Guides. 4) Milestone 3: Provides a tutorial in the proper pairing of device photography and technical prose, such that both are semantically redundant, and either could be followed in isolation to correctly execute a repair process. Students create 5-7 Repair Guides for various device components that they identified in their Project Proposal. 5) Milestone 4: Provides standards for usability testing and peer review of the three resource pages described above (Troubleshooting wiki, Device page, and Repair Guides) [14].Student Feedback and PerformanceThe Citadel’s Technical Writing and Communication students strongly fit learning

Conference Session

Panel: Embedding Writing in Experiential Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Debbie Morrow, Grand Valley State University; Tracy Volz, Rice University; Ann Saterbak, Duke University; Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb, California State Polytechnic University, Pomona; William A. Kitch, Angelo State University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #22876Panel: Embedding Technical Writing with Experiential Learning Compo-nents into Engineering CurriculaDr. Lindsay Corneal, Grand Valley State University Lindsay Corneal is an Associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.Ms. Debbie Morrow, Grand Valley State University Debbie Morrow currently serves as Liaison Librarian to the School of

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Royce A Francis, George Washington University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner, George Washington University

Tagged Divisions

Liberal Education/Engineering & Society

effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Rachel Riedner, George Washington University Rachel Riedner is Associate Dean of Undergraduate Studies and Professor of Writing and of Women’s, Gender, and Sexuality Studies at the George Washington University, Washington, DC, USA. American c Society for Engineering Education, 2021Engineering judgment and decision making in undergraduate student writingAbstractThe exploration of engineering judgment in undergraduate education should be grounded at

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

communicate technical ideas in such a way that people without knowledgeof industry-specific jargon can still understand. Additionally, a semester-long graduate course atthe University of South Carolina is designed to prepare graduate students to write an engineeringmanuscript with the specific intent of being peer-reviewed and published3. The content of thecourse includes specific instructions on the purpose of and information in the four sections of atypical engineering research article. Page 24.64.3At K.U. Leuven in Belgium, a technical writing course has been implemented that centersaround a checklist of goal writing abilities4. Here, each of the

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

bedemoralizing4,6. Students also often defer to their reviewers’ suggestions without engaging withthem or making meaning out of them, in order to attain better grades5,6. And though studentsprefer to receive honest and straightforward critiques, they are not all yet in a position to give it;there is great variation in both participation and quality of feedback among peer discussants6.These drawbacks are reminiscent of similar ones within peer-to-peer review activities in writingcourses. Among writing educators, these shortcomings are often mitigated by providing morescaffolding within the peer review activity itself. Recommended practices include providingstudents with guiding questions to help them focus on important feedback7; instructing studentsto

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Ware, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; John R. Gallagher, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois, Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

indisciplinary activities – not as a simple skill that can be learned once, and transferred to new,disparate, inter-and-extra-disciplinary situations. Altering entrenched constructs of writing-as-product and writing-as-discrete-skill-set, WAC activities can introduce faculty and graduate TAsto best practices from Writing Studies, helping them think through basic tenets of “good” writingpedagogy (i.e., writing-as-process and writing-as-knowledge-making, effective and efficientinstructor and peer response practices, and more clearly elaborated assignment design).WAC has traditionally employed workshop models to convey its principles to faculty acrossdisciplines. WAC programs are usually housed in whatever department administers first-yearwriting, and

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca R Essig, Purdue University; Cary David Troy, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #10109Adventures in paragraph writing: the development and refinement of scal-able and effective writing exercises for large enrollment engineering coursesMs. Rebecca Rose Essig, Purdue UniversityDr. Cary David Troy, Purdue University, West Lafayette Ph.D., Stanford University, Civil and Environmental Engineering (2003) Assistant Professor, Purdue Uni- versity, School of Civil Engineering (2007-present)Prof. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Assistant Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Arts in Creative Writing from Virginia Common- wealth University.Annemarie Galeucia, Louisiana State University Annemarie Galeucia, M.A., works for Communication across the Curriculum (CxC) at Louisiana State University (LSU). She is a Ph.D. candidate in LSU’s cultural geography and anthropology program, and has over 10 years of qualitative research and teaching development experience. Prior to her work at CxC, Annemarie was a research associate for CU-Boulder’s Center for Media, Religion and Culture, where she developed qualitative research materials and coordinated data analysis for human subject research.Mr. Warren R Hull Sr. P.E., Louisiana State University Warren R. Hull, Sr. is Director of the Chevron Center

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Michael A. Collura, University of New Haven; Jean Nocito-Gobel, University of New Haven; David J. Adams, Technical Communications Consultant; Amanda Simson, The University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

. Furthermore, PITCH core faculty are currently developing three online modules to addressthe issues raised above. Students will take these in their freshman, junior and senior years inconjunction with EASC 1112, junior laboratory courses, and senior design courses. The intent ofthese modules is to engage students with writing exercises that will prepare them for the specificPITCH assignments in target courses (i.e., technical memos, laboratory reports and senior designproposals, reports and posters). Students will also benefit from feedback provided by the onlinetechnical writing instructors as well as peer review using the EliReview® software system.15 Theonline modules are being developed now and implementation is expected to begin in fall 2016

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Auburn University

Tagged Divisions

Liberal Education/Engineering & Society

were doing it to satisfy their own intrinsic values. While they still believed that good writingwas important to an engineering professional, the lack of continuity in the curriculum madewriting seem far less important to an engineering student.Compounding this devaluation, students often received negative social messages from otherstudents and even faculty about the value of communication coursework. Some students hadbeen told by peers to expect their writing class to be tedious, and mostly just a meaninglessrequirement. One student reported that in a subsequent class with a communication component,the instructor explicitly messaged that the students were there to get an easy grade on thatcomponent and pass through to more important work.The

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kamarza Mulia, Chemical Engineering Department, Faculty of Engineering, Universitas Indonesia; Elsa Krisanti, Chemical Engineering Department, Universitas Indonesia

Tagged Divisions

Liberal Education/Engineering & Society

Practice shaking hands and audience analysis for and audience analysis making a presentation 2 / Oral presentation, visual Practice one minute impromptu presentation; assign aids, assessment criteria topics for the two minute presentation 3 / Two minute presentation Peer assessment (presentation) without visual aids 4 / Two minute presentation Peer assessment (presentation); assign reading without visual aids materials for teaching note writing 5 / Effective reading, Practice writing a summary for teaching notes; peer summarizing, teaching notes assessment (teaching notes); assign students to find writing guidelines reading

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

technical writing program aregraduating, which suggests it is time to formally evaluate the effectiveness of the program. Thispaper focuses on the assessment tools built into the program to provide immediate feedback tostudents. A follow-up paper will capture the longitudinal study that measures writingimprovement in ME students.ResearchProcess approach to writing – In response to feedback from employers and alumni themselves,many technical and business writing programs have adopted a process approach to writingbelieving incremental drafting is best suited to produce high-quality, usable documents for theworkplace. A typical approach might include drafting, peer reviews, instructor feedback via aconference, a visit to the college writing center

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

presentationskills are repeatedly identified as important to employers looking to hire new engineers.7, 8Presenting the writing guide and relevant evidence of the importance of communication skillsearly on in the students’ career will help them develop strong habits to be reinforced throughouttheir time at school. Additionally, the guide will help make it easier for instructors to provideuseful feedback by aligning their comments with the elements found on the rubric, byreferencing the writing guide, and by having students use the guide to peer review each other’swork, all strategies proven successful in improving writing skills.9, 10Developing the writing guideMotivation for creating a department writing guide came from consistent weaknesses in

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society

10more about practice. Two, this understanding could help them to feel less anxious about writingoverall and thus more able to try approaches that would help them write effectively.Additionally, students came to understand the benefits of having a process in mind when theyworked. Many of the student comments focused on time management and needing sufficienttime to be able to revise their work before submitting, indicating a stronger focus on process,particularly revision. They also began talking about revising as part of that process, includingseeking out and receiving feedback from instructors and peers as they revised. This emphasis onprocess is visible in the two top goals for the spring semester: writing more concisely and usingrevision (see