Collection

1996 Annual Conference

Authors

Bryan Pfaffenberger; Susan Carlson-Skalak; John P. O'Connell; Timothy P. Scott; Mark A. Shields

Introduction writing course, TCC 101. A course required of all incoming first-year students (save those withThroughout the US, engineering educators are ex- advanced placement credit), TCC 101 is taught byperimenting with the first-year E-school curriculum- faculty of SEA's Division of Technology, Culture,-and with good reason. With the population of engi- and Communication, a service unit that is housedneering freshmen declining more than 26 percent within SEAS and committed to supporting thebetween 1982 and 1994, attrition is a concern. How engineering curriculum.can the first-year curriculum do a better job ofhelping students cope with

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

Tagged Divisions

First-Year Programs

Paper ID #34409Scaffolding Technical Writing Within a First-Year Engineering LabExperienceCassie Wallwey, The Ohio State University Cassie Wallwey is currently a Ph.D. candidate in Ohio State’s Department of Engineering Education. She is Graduate Teaching Associate for the Fundamentals of Engineering Honors program, and a Graduate Research Associate working in the RIME collaborative (https://u.osu.edu/rimetime) run by Dr. Rachel Kajfez. Her research interests include engineering student motivation and feedback in engineering class- rooms. Before enrolling at Ohio State University, Cassie earned her B.S. (2017) and M.S

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

graduate schooltraining, which socializes future faculty toward traditional definitions of scholarship that remaindeeply held: that scholars create new knowledge for academic communities and demonstratetheir expertise in writing; and that discovery research is harder and requires more expertise thanteaching or service [24] [37]. In a multi-institutional case study of reform institutions, O’Mearacharacterized a “culture war” around decisions about promotion to full professor, wrapped up ininstitutional self-image and values of prestige associated with traditional scholarship [24].Ratcheting up of research expectations to improve rankings has also been identified as asignificant barrier [37]. In addition, CAOs have reported difficulty in expanding

Conference Session

Models for Integrating Writing II

Collection

2003 Annual Conference

Authors

Rebecca Pinkus

R. Pinkus 2003-1978“Writing Across the Engineering Curriculum: Challenges, Experiences, and Insightsfrom the University of Toronto’s Engineering Communications Centre”Rebecca A. Pinkus, MTPW, MALanguage Across the CurriculumFaculty of Applied Science and EngineeringUniversity of TorontoINTRODUCTIONWriting Centers have been in place throughout university systems since the early 1970s[1], as have Writing Across the Curriculum (WAC) efforts; both aim to use writing as aform of learning. That is, as students learn to write about their discipline, they also learn tothink more critically about the content they are learning. When these concepts are placedinto the

Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Roberta Harvey

strategy is that it does not help students to become independentlearners. In “Applying the Science of Learning,” Halpern and Hakel argue that this isparticularly important at the post-secondary level. Colleges and universities do not aim forminimum competencies; rather, the assumption behind advanced education is that “knowledge,skills, and attitudes learned in this setting will be recalled accurately, and will be used in someother context at some time in the future”6. Post-secondary teaching, then, should not be directedonly at optimizing student performance in the school setting but should instead promote transferof learning. This assumption suggests that the fundamental strategy behind the use of learningstyles—offering diverse modes of

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jesus Gonzalez, The University of Texas Rio Grande Valley; Ruth Pflueger, Pennsylvania State University, Behrend College; Robert Weissbach, Indiana University - Purdue University Indianapolis; Johanna Bodenhamer, IUPUI

of the Engineering Technology department at IUPUI. © American Society for Engineering Education, 2022 Powered by www.slayte.comComparison of Undergraduate Student Writing in Engineering Disciplines at Campuses with Varying DemographicsIntroductionEmployers of STEM graduates, especially industries, often emphasize the need for improvementin STEM undergraduate writing skills1. Research findings show that students in STEM fieldslack strong writing skills2.Writing is generally recognized as fundamental to the formation andcommunication of scientific and technical knowledge to peer groups and general audiences. Inthis aspect, persuasive writing is an essential

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Trine Kvidal; April Kedrowicz

collaborated to create a series of required engineeringcourses that contain an integrated communication component. Communication isintegrated such that engineering undergraduates speak about and work on projects as theywould in the workplace. Specifically, Mechanical Engineering 1000, An Introduction toDesign, is a project based course in which students work in teams to learn the basics ofdesign, computer programs, and communication fundamentals while competing againstone another to design a device in accordance with various parameters and win thecompetition. As a part of this process, teams formally present their work twicethroughout the semester. These presentations are delivered to the professor and

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

John Spinelli

communication and ethics. Placingtechnological developments related to Electrical Engineering within a societal and humancontext is one way of approaching ABET’s criteria for ethics (3f), communications (3g),and broad education (3h), in a course with significant technical content. In senior exitinterviews, students have described the course as especially useful in developing the oraland written communication skills needed in their capstone design experience. The course begins with the writings of Franklin and Faraday, detailing theirexperiments in the fundamental nature of electricity and magnetism. Wherever possible,primary source material is used, and historical controversies are explored. Studentsexamine the methods by which “consensus” was

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Elisa Linsky; Gunter Georgi

to consider the impact of scientific information on designdecisions, which is the goal of an engineering lab. Thus the design side of the labs is oftenneglected in favor of the results side: making a robot that works is considered to be moreimportant that making a robot that is designed well.While this might not seem to be a writing problem, this preconception results in reports that aredescriptive without actually demonstrating engineering information--and in the case of the finalproject, a proposal that is descriptive without being persuasive. As the results of the exit surveyhave shown, the nonlab writing assignments in EG 1004 have gone a long way to demonstratingto students that writing can be a fundamental aspect of engineering

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

Michael Alley; Kathryn Neeley

“paradigm thatresults in people presenting certain types of information in limiting, linear ways. . . .But there’sno reason the bullet-point mindset has to prevail” (in Simons March 2004). He emphasizes theimportance of the “fundamental mindset that gives form to [a speaker’s] presentations” and asksthe question: “Is your PowerPoint static, inflexible, and fixed in stone; or is it fluid, flexible, andliving?” He sees PowerPoint as a second language in which it takes significant effort to becomefluent, and as an entirely new media category, “in order to use the tool most effectively, we needto honestly admit that it doesn’t fit into any other media category” (Atkinson 2004d). One key distinction for the intelligent use advocates is between

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Robert Askew; Cari-Sue Wilmot; Colley Hodges; Richard Bannerot

” (unpublished research report completed August 2003 for the University of Houston Office of Institutional Research).BiographyCOLLEY HODGESColley Hodges is the Program Manager of the Writing in the Disciplines (WID) Program at the University ofHouston Writing Center (UHWC). He holds a B.A. (summa cum laude) in Creative Writing from UH. He workswith faculty of various colleges to help integrate writing instruction into their courses and articulate effectivesolutions to address student writing needs.CARI-SUE WILMOTCari-Sue Wilmot is a Senior WID Writing Consultant at the UHWC and a B.S. candidate in Electrical Engineering.She has taught English 1300: Fundamentals of English, and has worked as a Writing Consultant in severalengineering projects

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Richard Bannerot

builds upon that model by reflectingdiscipline-specific values in academic writing.WID is based on the premise that writing is thinking, and thus should be both taught and used asa learning tool throughout all fields of study. WID staff partner with faculty, departments, andcolleges to answer the following questions: • What are common forms and writing conventions within this discipline? • What writing skills are required at each level? • What are students’ common writing weaknesses and strengths? • What is “good writing” in this discipline?As these questions are addressed, the perception of writing instruction and practice on the UHcampus fundamentally changed. Writing is no longer the province of one department or a skillmastered

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy M. Clobes, University of Virginia; Lindsay Wheeler, University of Virginia

Tagged Divisions

Graduate Studies

how being a writer is. (Focus group) Yeah, this class, this mentorship program helped get this connection for me that'll be useful going forward. (Focus group)Second, the graduate students appreciated the disciplinary diversity of their peers as theyperceived it important for helping communicate to non-expert audiences: The fact that we're all from different areas kind of helped get us all on even footing, because we're all expert in our field, but then we all have to bring it back to the fundamentals and explain it in a difficult way when you're used to thinking in such a high level. So I think that helped us be more cohesive and caring about each other. (Focus group) I enjoyed the academic

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Paper ID #37827Thinking Beyond the Service Course Model: IntentionalIntegration of Technical Communication Courses in a BMEUndergraduate CurriculumJulie Stella Julie Stella is a Visiting Lecturer in the Technology Leadership and Communication de- partment of the IUPUI School of Engineering and Technology. She teaches writing and communication to undergraduate engineering students at IUPUI. She has also taught courses at the graduate level in education technology, usable interface design, and ed- ucation public policy. Her background is fairly diverse, though it centers on writing and teaching. Ms. Stella spent 11

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California - Davis

Tagged Divisions

Liberal Education/Engineering & Society

. • CLO #4: understand the discrepancy (and resultant inequities and social injustices) between what is grammatically correct/acceptable from the points of view of descriptive grammar (grammar as defined/infused by how people speak the language) versus that of prescriptive grammar (grammar as defined/imposed by how people within academe, institutions, and the high-social-economic subculture write formal/professional English). • CLO #5: have examined an overview of the history of the English language. • CLO #6: are familiar with the fundamentals of language science, that is, linguistics, and this discipline’s various schools of thought.I also observed that standard

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynn Hall, The Ohio State University; Bob Rhoads P.E., The Ohio State University; Tyler James Stump, The Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #43797(Re)visions: Approaches to Teaching Technical Communications and ProfessionalDevelopment in a Multidisciplinary Engineering Capstone CourseLynn Hall, The Ohio State University Lynn Hall is a Senior Lecturer and the Associate Chair for Academic Administration for the Department of Engineering Education at The Ohio State University. She received her Ph.D. in English from Miami University (Ohio). Her research interests include writing in the disciplines, technical communications, and diversity, equity, and inclusion.Mr. Bob Rhoads P.E., The Ohio State University Bob Rhoads currently functions as the

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott; Ashley Rea, Embry-Riddle Aeronautical University, Prescott; Brian Roth, Embry-Riddle Aeronautical University, Prescott; Katrina Marie Robertson, Embry-Riddle Aeronautical University, Prescott; Trey Thomas Talko, Embry-Riddle Aeronautical University, Prescott

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #42974Small Shifts: New Methods for Improving Communication Experiences forWomen in Early Engineering CoursesDr. Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott Jonathan Adams is an assistant professor of rhetoric and composition and the writing program administrator at Embry-Riddle Aeronautical University in Prescott, AZ. His research on rhetorical theory, infrastructure, and communication pedagogy informs his teaching of courses in rhetoric, composition, and technical communication in engineering.Ashley Rea, Embry-Riddle Aeronautical University, PrescottBrian Roth, Embry-Riddle Aeronautical

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Michael Alley, Pennsylvania State University

experiences in communication courses,(3) analyze pedagogical strategies or curriculum design processes for teaching engineering students to communicate, or(4) provide fundamental understanding of engineering writing and speaking. 2Examples of papers retrieved through the search that were not relevant for our purposes includedthose on “community;” “communications” as that term is used in electrical and computerengineering; and writing or speaking used simply as a means to understand another aspect ofengineering education—for example, the effect of a global experience; and courses designed fornon-engineering student groups. A few of the papers in our study

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Franny Howes, Oregon Institute of Technology; Wendy Michelle Olson, Washington State University, Vancouver; Dave Kim, Washington State University, Vancouver

Tagged Topics

NSF Grantees Poster Session

Paper ID #43327Board 323: Investigating Engineering Undergraduates’ Writing Transfer fromTwo First-Year Writing-Intensive Sites to Introductory Engineering LabsDr. Franny Howes, Oregon Institute of Technology Franny Howes (e/em/eirs) is an associate professor in the Department of Communication at the Oregon Institute of Technology (Oregon Tech), where e serves as chair and teaches technical writing and digital media courses. E received eir PhD in Rhetoric and Writing from Virginia Tech, a MA in Digital Rhetoric and Professional Writing from Michigan State University, and a BA in Social Relations from James Madison College

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University

Tagged Divisions

Design in Engineering Education

Paper ID #22315The Write Background Makes a Difference: What Research and WritingSkills can Predict about Capstone Project SuccessDr. Kris Jaeger-Helton, Northeastern University Professor Beverly Kris Jaeger-Helton, Ph.D. is on the full-time faculty in the Department of Mechanical and Industrial Engineering at Northeastern University (NU) teaching Simulation Modeling and Analysis, Facilities Planning, and Human-Machine Systems. She is Director of the Galante Engineering Busi- ness Program as well as the Coordinator of Senior Capstone Design in Industrial Engineering at NU. Dr. Jaeger-Helton has also been an active member of

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Royce A Francis, The George Washington University; James P Ferguson, The George Washington University

/writing across the curriculum (WID/WAC) style course that isrequired for all graduates from his institution’s systems engineering undergraduate program. Roughly, theoverall objective of this course is to engage students in policy-relevant analysis related to criticalinfrastructure systems. The analytical tools studied in the course include: risk analysis, uncertaintyanalysis, benefit-cost analysis, and multi-criteria decision analysis. The principal learning objectives ofthe course are: • To decompose the design or operational objectives of an infrastructure system into fundamental objectives that can guide relevant decision-making processes. • To formulate and evaluate infrastructure system projects of the students’ choice that

Conference Session

Mechanical Engineering Division (MECH) Technical Session 13: Lab Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology; Ken Lulay, P.E., University of Portland; John D. Lynch

Tagged Divisions

Mechanical Engineering Division (MECH)

Paper ID #38621Effectiveness of Transfer Focused Writing Pedagogy on Undergraduates’Lab Report Writing in Entry-Level Engineering Laboratory Courses atThree UniversitiesDr. Dave Kim, Washington State University, Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineer- ing and Computer Science at Washington State University Vancouver. His teaching and research have been in the areas of engineering materials, fracture mechanics, and manufacturing processes. In par- ticular, he has been very active in pedagogical research in the area of writing pedagogy in engineering

Collection

2023 PSW

Authors

Helen Choi

communicate in accordance with the norms andexpectations of their specific disciplines. However, few students have such expertise atthe start of their graduate program, nor do they formally acquire it as part of theircoursework. Direct writing instruction in engineering graduate programs is scarce, andto the extent that curricular or co-curricular technical communication instruction isoffered, it is often deemed remedial or separate from disciplinary content knowledge. Asa consequence, writing is largely devalued, despite its outsized role in graduatestudents’ academic lives and careers in industry and academia.To address this gap, the Council of Graduate Schools recommends the establishment ofgraduate writing centers (GWCs) that are staffed by

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Munden, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University

Tagged Divisions

First-Year Programs

Paper ID #23960Critical Thinking, Design Practices, and Assessment in a Fundamentals ofEngineering CourseDr. Ryan Munden, Fairfield University Dr. Ryan Munden is Associate Dean of Engineering at Fairfield University. He received his PhD in Applied Physics from Yale University and a BS in Physics from Stetson University. His areas of inter- est include semiconductor nanowires, nanotechnology education, first-year engineering initiatives, and engineering service, outreach, and education.Ms. Marcia Arambulo Rodriguez, Fairfield University Marcia Arambulo Rodriguez is the Assistant Dean of the School of Engineering at

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mauricio Torres, Northern Kentucky University; Morteza Sadat-Hossieny, Northern Kentucky University

Tagged Topics

Diversity

Tagged Divisions

International

pedagogy and academic performanceand how to address them, remains to be answered by educators. Among these issues, one of themost recurrent is the perception shared by many instructors on the differences in the basicengineering competencies between domestic and international students, which is the focus of thisstudy. Previous studies have shown that talking and working in groups with their domesticcounterparts is recognized to be the most important factor in perceptions of communicationcompetency [3].Competencies in Fundamentals of Engineering (FE)Accreditation of engineering degrees assures that the contents of the degree meets national andinternational standards of the profession for which the degree prepares its graduates [4], andacademic

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

James Giles; Donald Roberts; David Mitchell; Anthony Richardson

Using Robotics Competitions to Teach Teamwork Principles And Fundamental Engineering/Computer Science Concepts James Giles, Anthony Richardson, Donald Roberts, David Mitchell University of EvansvilleAbstractAll freshmen in the electrical engineering, computer engineering, and computer scienceprograms at the University of Evansville take a common “Introduction to Engineering” courseduring their first semester. The course is focused on exposing students to team-based,multidiscipline, and project-oriented learning. Two robotics contests are used to teachfundamental principles in electrical engineering, computer engineering and computer science.The contests have also been very

Conference Session

Teaching Outside the Box

Collection

2002 Annual Conference

Authors

Michael Matthews; James Ritter; James Mc Intyre; James Becnel; Chuck Holland

Session 1613 Fundamentals of Fixed Bed Adsorption Processes: Analysis of Adsorption Breakthrough and Desorption Elution Curves. James M. Becnel, Charles E. Holland, James McIntyre, Michael A. Matthews, and James A. Ritter Department of Chemical Engineering University of South Carolina, Columbia, SC, 29205IntroductionFixed bed adsorption processes are ubiquitous throughout the chemical process and otherindustries. This laboratory is an extension of a lab proposed by Cruz et. al. (2000), which isdesigned to allow students to

Conference Session

Instrumentation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Avimanyu Sahoo, Oklahoma State University; Young Chang, Oklahoma State University

Tagged Divisions

Instrumentation

Paper ID #27449Laboratory Activities of the Fundamentals of Mechatronics Course for Un-dergraduate Engineering Technology StudentsDr. Avimanyu Sahoo, Oklahoma State University Avimanyu Sahoo received his Ph.D. and Masters degree in Electrical Engineering from Missouri Univer- sity of Science and Technology, Rolla, MO, and Indian Institute of Technology, Varanasi, India, in 2015 and 2011, respectively. He is currently working as an Assistant Professor at the Division of Engineering Technology, Oklahoma State University, Stillwater, OK, USA. His teaching interests include mechatron- ics, control systems, electrical

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

John Reisel, University of Wisconsin - Milwaukee

Tagged Divisions

New Engineering Educators

. Reisel is a member of ASEE, ASME, the Combustion Institute, and SAE. Dr. Reisel received his B.M.E. degree from Villanova University in 1989, his M.S. degree in Mechanical Engineering from Purdue University in 1991, and his Ph.D. in Mechanical Engineering from Purdue University in 1994. Page 15.609.1© American Society for Engineering Education, 2010GAINING THE RESPECT OF YOUR STUDENTS: FUNDAMENTAL TIPS FOR NEW ENGINEERING TEACHERSAbstractMost new engineering teachers enter their jobs with a strong background in research, and withhigh expectations placed on their research productivity. Yet, a significant

Conference Session

Virtual & Distance Experiments

Collection

2003 Annual Conference

Authors

Jucain Butler; Jay Brockman

, and (2) exposure to what is “under the hood.” With our Page 8.1296.4learning tools, students get an understanding and appreciation for how a computer worksProceedings of the 2003 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2003, American Society for Engineering Educationby reading the accompanying reference materials, and through the “hands on” simulationof actual computers. To program the Lego RCX, students learn how to write computer programs in ahigh level language, Not Quite C, which was designed specifically to run theprogrammable brick. The RCX and Fundamental Computer simulators allow