Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Johanna Bodenhamer, Indiana University-Purdue University Indianapolis; Corinne C. Renguette, Indiana University-Purdue University Indianapolis; Robert Weissbach, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

technical writing skills in STEMdisciplines is well documented. Solutions have been proposed, implemented, and inconsistently sustained.One approach to improving disciplinary technical writing is through Writing Assignment Tutor Trainingin STEM (WATTS). WATTS is an interdisciplinary, collaborative approach in which STEM faculty workwith writing centers and generalist peer tutors to provide just-in-time assignment-specific feedback tostudents. WATTS research was funded by an NSF IUSE collaborative grant (award #s 2013467,2013496, & 2013541). In WATTS, the STEM instructor collaborates with the writing center supervisorand prepares materials for the tutor-training including assignment examples, a glossary of terms, areas ofconcern, and the

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

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy Adkins, North Carolina State University at Raleigh; Naji S. Husseini, North Carolina State University at Raleigh; Lianne Cartee, North Carolina State University at Raleigh

Tagged Divisions

Biomedical Engineering Division (BED)

enroll in the same required Physiology course, which includeslabs with multiple full scientific writing deliverables, in the Fall 2023 (FA23) semester. NorthCarolina State University’s Institutional Review Board has reviewed and approved theprocedures of this study.The technical writing modules focus on one report section at a time, allowing students to usefeedback to rewrite that section multiple times. For example, when learning about each section ofa scientific report (e.g., Methods), students were provided a handout describing conventions ofthe genre and appropriate writing style. With this information, they wrote an initial draft that wasanonymously reviewed by two peers. After using this feedback to make improvements, studentssubmitted a

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Willi Brand, University of California, Irvine; Joel Lanning P.E., University of California, Irvine

Tagged Divisions

Civil Engineering

gradually increased incomplexity, with students receiving feedback on report structure, grammar/spelling, conciseness,figures/tables, and overall argument through drafting, classroom presentations, peer review, andone-on-one group meetings.In 2016 and 2017, students were given examples of “real world” technical reports and articles asexamples of technical writing, and in 2018 students were only given other students reports (withexamples of A, C, and F work) and encouraged to search articles and reports for additionalexamples.2.3 Study Outline2.3.1 DataThree major data sources were used to evaluate the effectiveness of the interventions. 1) Anonymous course evaluation survey data. Course evaluations were conducted every year of the

Conference Session

Liberal Education/Engineering & Society Division (LIBED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Johanna Bodenhamer, Indiana University Purdue University Indianapolis ; Robert Weissbach, Indiana University - Purdue University Indianapolis; Ruth Camille Pflueger, Pennsylvania State University, Behrend College; Corinne C. Renguette, Indiana University - Purdue University Indianapolis; Brandon Sorge, Indiana University - Purdue University Indianapolis; Annwesa Dasgupta; Immanuel Edinbarough P.E., The University of Texas Rio Grande Valley

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

knowledge of sound conventions[5]. Furthermore, student-centered approaches have been observed to be more successful whenthe student understands the genre conventions [5]. Three student-centered approaches forimproving writing include peer-to-peer, collaborative, and scaffolded.Peer-to-Peer ApproachesOne facet of peer-to-peer writing interventions is considering students’ academic level and thefeedback they can offer their peers. An approach to improving scientific writing sought todetermine if student academic year impacted the ability to provide effective peer-to-peer tutoring[6]. Peer-to-peer tutoring did show an improvement in student writing outcomes, regardless ofthe academic year of the peer. Conversely, researchers analyzing the writing

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monique H. Head, Morgan State University

Tagged Divisions

Civil Engineering

dynamics. When writing their abstracts, students are expected to demonstrateknowledge of their topic and explain their research objective, methodology, results andconclusions in a clear and concise manner. The abstract is written as a wiki to share thisinformation for peer learning and to gain feedback on the clarity and quality of their technicalwriting. Assessment and evaluation of the impact of this effort includes peer review andfeedback from the instructor directly using the wikis. Comments to the wiki are made alongsidethe abstract as to not completely change the original composition but rather to enhance it forinclusion in their final paper. Results include student perceptions about their writing experiencewith the wikis compared to a more

Conference Session

Electrical and Computer Division Technical Session 10

Collection

2017 ASEE Annual Conference & Exposition

Authors

Salman Siddiqui, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University; Mohammad Abdul Ahad, Georgia Southern University

Tagged Divisions

Electrical and Computer

effectively is presented. Several strategies were used like faculty instruction,using rubrics as a guide for assessment, peer reviewing and engaging a student writing fellow toassist students in this process. The effectiveness of these strategies was verified using multiplestatistical assessment methods and the students’ performance before and after the interventionwas compared with emphasis on the writing-to-learn process. Qualitative data is also presentedto assess the benefit of the intervention for students learning the course content.IntroductionIn general, students’ performance increases with their engagement in the learning process1. Aspart of the engineering curriculum, the engineering students start building their analytical andproblem

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Carl A. Erikson

] Build – according to plan, sometimes 5] Drafts- usually iterative Iterative6] Test – does dog want to live in it? 6] Peer evaluations, Writing Center, other interventions7] Communicate – Put name on it! 7] Turn into professor, send to publisher, “Fido” receive money from clientA few comments expand each of the steps mentioned above;Under step 1), one should ask questions like, What kind of dog house? For a small or large dog?Square or round? For areas with lots of snow or rain? Clarity on what is expected is essential toinitiating a good design. Paper ideas usually come from the instructor of a course

Collection

2010 Northeast Section Meeting

Authors

Carl A. Erikson

] Build – according to plan, sometimes 5] Drafts- usually iterative Iterative6] Test – does dog want to live in it? 6] Peer evaluations, Writing Center, other interventions7] Communicate – Put name on it! 7] Turn into professor, send to publisher, “Fido” receive money from clientA few comments expand each of the steps mentioned above;Under step 1), one should ask questions like, What kind of dog house? For a small or large dog?Square or round? For areas with lots of snow or rain? Clarity on what is expected is essential toinitiating a good design. Paper ideas usually come from the instructor of a course

Collection

2021 First-Year Engineering Experience

Authors

Debjani Sarkar

runs on LaTeX, in orderto work collaboratively on projects with instructors, co-authors, researchers, and peers [4].The audience will have takeaways that include a technical document, a mock conference paperon Overleaf, a set of supplementary materials on typesetting, editing, and publishing technicaland scientific documents using LaTeX.Unlike other editing tools, LaTeX has a learning curve. This workshop will provide thatopportunity for participants to get introduced to the software and to overcome the learning curvein order to begin using and guiding our first-year engineering students to write technicaldocuments on LaTeX. The presenter has experience teaching LaTeX to engineering students andguiding them on research writing.Results and

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

AC 2012-4824: INTRODUCING MEMO WRITING AND A DESIGN PRO-CESS: A FIVE-WEEK SIMULATOR PROJECTDr. S. Scott Moor, Indiana University-Purdue University, Fort Wayne Scott Moor is an Associate Professor of engineering and Coordinator of First-year Engineering at Indi- ana University-Purdue University, Fort Wayne. He received a B.S. and M.S. in chemical engineering from MIT. After more than a decade in industry, he returned to academia at the University of California, Berkeley, where he received a Ph.D. in chemical engineering and an M.A. in statistics. He is a registered Professional Chemical Engineer in California. His research interests include engineering education with an emphasis on developing and testing educational

Collection

1999 Annual Conference

Authors

John E. Nydahl; Colin K. Keeney; Ann Peck

Figure 2. Pre-and Post- Interview Responses to “Expected Types of Page 4.218.4 Professional Technical Writing Tasks”Hearing first hand from their interviewees and then from their peers leaves the students with apowerful impression of just how necessary effective communication skills will be in theirprofessional careers. Based on the interview assignment, students find the amount of timeengineers spend writing may vary from writing just one memo a week to almost full time forproject engineers and managers. But, on the average

Conference Session

NSF Grantees Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Cathy Mariotti Ezrailson, University of South Dakota; Ramesh Talreja, Texas A&M University

relating the energy topic of the week with howit is related to sustainable energy and sustainability generally. The last segment of the recitationis devoted to the homework assignment.The homework each week consists of writing an essay, about two pages in length, on theassigned topic. Three of the essay assignments use the Calibrated Peer Review (CPR4) process.Approximately 10 essays are written over the course of the semester.Table 1: Course Lecture Topics in the first course section on Energy Basics Week Topic 1 Energy Overview Energy Overview Energy Conversions 2 MLK Day Energy for Heating Energy Storage 3 Steam Engine Internal Combustion Engine (Professor, Mech. Eng.) Turbines and Jet Engines

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

. Although the conventionalapproach is still important, lifelong and project-oriented learning for engineers is considered afundamental education in recent times5-7. Providing engineer training to meet this goal is quitechallenging. The degree to which the students develop skills depends on how they solveproblems, write reports, function in teams, self-assess and do peer-review, learn new knowledgeand adapt to changing professional expectations8-11. Recent research shows that engineer trainingand development of critical design skills can be facilitated by providing practice through severalmechanisms that would allow for critical thinking. Instructors should not only simplydemonstrate the problem solving, but also coach students to develop similar

Collection

2001 Annual Conference

Authors

Marion Hagler; John Chandler; A. Dean Fontenot

with the TTU EnglishDepartment and incorporates prevailing composition theory and pedagogy by engagingthe students in such collaborative exercises as peer review and group invention strategies.The overarching aim of both of these courses is to incorporate methods and pedagogiesfrom disciplines in the Humanities to help engineering students learn to read, write, andthink critically about their own discipline.Introduction Page 6.655.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference &Exposition Copyright Ó 2001, American Society for Engineering Education”Students in the Introduction to Electrical and Computer

Collection

2007 ASEE Midwest Section Conference

Authors

J. Collins

technical writing students whenever possible. The chemistry faculty identifiedstudents enrolled in technical writing who had previously taken the chemistry course, soone of these students were assigned to lead a group as a “knowledgeable peer,” becauseof their experience with both courses. Because enrollment numbers fluctuate, flexibilityin composing groups is required.The assignmentThe assignment was given as a pre-lab to the chemistry students; it was given as asecondary research (library digital database compendium) assignment to technical writingstudents. Ideally, students were to meet for a full 50-minute session to share the resultsof their research into chromatography. Two subsequent 50-minute sessions providedtime for teams to synthesize

Collection

2021 First-Year Engineering Experience

Authors

Tracy Anne Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Charles Patrick Jr, Texas A&M University; Pauline Wade, Texas A&M University; Donna Jaison, Texas A&M University; Janie M Moore, Texas A&M University; Lance Leon Allen White, Texas A&M University; Randy Hugh Brooks, Texas A&M University; Samantha Ray, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University; Karan Watson P.E., Texas A&M University

also focus on specific issues related to SoTLprofessional development that more general CoPs cannot [11]. SoTL CoPs can also supportmembers in ways that result in measurable outputs such as peer-reviewed publications [12].II. Writing GroupsMany faculty, both new or experienced, frequently voice challenges of consistently writing forpeer-reviewed publication as the pressure to produce is coupled with the typically solitary natureof writing [13]. To combat this, writing groups are small collections of people that gatherfrequently to support one another in their writing, either through accountability, peer-feedback,or even collaborative writing sessions [14]. The group’s main purpose is to help each other meettheir individual writing goals. Thus

Conference Session

Mechanical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford; Paul E Slaboch, University of Hartford

Tagged Divisions

Mechanical Engineering

writing instruction across thecurriculum. Writing activities include impromptu writing assignments, peer review, outliningand planning exercises. The overall approach to improving students’ skills was: “group-basedtechnical writing development”. Assessment tools include instructor-written observations,student surveys, and in-class analysis of short writing samples by peer evaluation. The courseitself, which focuses on experimental methods in fluid mechanics and heat transfer, stressesexperimental techniques, results presentation, and technical report writing. Experiences in thiscourse have also provided opportunities for honors work, and research opportunities forundergraduate engineering students.Motivation As writing in engineering

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

Materials

Paper ID #11347Writing, Speaking and Communicating – Building Disciplinary Literacy inMaterials Science Undergraduate Students.Dr. Nancy Ruzycki, University of Florida Director of Undergraduate Laboratories, Faculty Lecturer, Department of Materials Science and Engi- neering Page 26.1778.1 c American Society for Engineering Education, 2015 Writing, Speaking and Communicating – Building Disciplinary Literacy in Materials Science Undergraduate StudentsAbstractDisciplinary

Collection

2022 ASEE - North Central Section Conference

Authors

Emad Y Tanbour, Eastern Michigan University; Suleiman A. Ashur, Eastern Michigan University; Ann Blakeslee, Eastern Michigan University

workshop for the class on peerreviews.The course will be using Canvas Learning Management System to facilities the peer reviewassignment. For consistency of peer evaluation, students will complete the assignment using arubric and leave comments in the comment sidebar in Canvas. The scoring rubric filled in bypeer reviewers will not be added to the grade book. The instructor will assign the final gradeafter reviewing all grades and comments.The names of students who participate in the peer review will show up on the Peer Review Pagein Canvas for each assignment. This will help the instructor identify students who participated inthe peer-review process and assign grades for their participation accordingly.Outcome #2 - Write in ways that achieve the

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); Fadhla Binti Junus, Purdue Engineering Education

Tagged Divisions

Computers in Education Division (COED)

environments for higher education students studying computer programming. She is particularly interested in investigating students’ programming learning processes, exploring methods to simplify programming instruction, examining theoretical foundations for effective instructional design, and integrating artificial intelligence technologies to facilitate peer-like knowledge construction. ©American Society for Engineering Education, 2025 Analysing Feedback of an AI Tool for Formative Feedback on Technical Writing AbilitiesAbstractThis Full paper describes the use and validation of feedback provided by an AI tool to supportstudents’ technical writing abilities. The project is part of a

Conference Session

Construction 4: Construction Education Curriculum and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Construction

support a topic using existing literature,develop a well-crafted research question, and design a clear research framework were alsoadded27.The students are encouraged to take the required three credit technology research course (TECH646) offered by the college during the same semester as Construction Research Fundamentals.TECH 646 prepares students to write and research using a standard university thesis format withan introduction to a variety of methodologies used in technology research. The group mentoringand peer reflection of the Construction Research Fundamentals course complements andsupports the mostly lecture activities of the college research course. Table 2 shows the basicoutline of the Construction Research Fundamentals schedule. Table

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Athena Lin, Purdue University at West Lafayette (COE)

academic writing in the field. I focused on onedepartment so I could understand the writing expectations embedded within the localized contextof a single department and more broadly within the field of engineering education. In thisdepartment, graduate students take foundational courses that cover several topics related toacademic writing including writing mechanics and style, constructing arguments, searching forrelevant literature, and developing theoretical frameworks. Many of these foundational coursesculminate in scaffolded writing assignments that allow students to practice writing scholarlydocuments with formative feedback from peers and instructors.Drawing from academic literacies theory, my data sources include interviews rather than

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Praveen Kumar Sekhar, Washington State University, Vancouver

Tagged Topics

Diversity, NSF Grantees Poster Session

Situation/Inspiration of thewriting assignments between FYC (English 101) and the introductory engineering laboratorycourse (Mech 309). English 101 Mech 309Students Freshmen JuniorsGenre of writing Research paper Lab reportassignmentsAudience College student peers (general Engineers and engineering college academic audience) student peers (general audience in the engineering field)Purpose To introduce students to To introduce students to academic writing

Collection

1997 Annual Conference

Authors

Mark A. Shields; Bryan Pfaffenberger

Session 2561 Teaching Engineering Career Literacy and Teamwork Communication Skills in the First-Year Writing Course Bryan Pfaffenberger, Mark Shields Technology, Culture, and Communication/University of VirginiaOne of the challenges that has long faced engineering education is to adaptcommunications instruction to the needs of engineering students. English compositioncourses, while appropriate for liberal arts students, do not focus on the communicationskills prized by the organizations that hire engineering students. Such skills include thecapacity for clear technical exposition (including process analysis and

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Albertus Retnanto, Texas A&M University at Qatar; Mohamed Fadlelmula, Texas A&M University at Qatar; ROMMEL DUAVE YRAC

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

].Various methodologies have been utilized to improve technical writing skills in laboratoryenvironments. An effective method is the scaffolded peer review technique. This strategy entailsdeconstructing the laboratory report into smaller components, allowing students to concentrateon one section at a time. Guided peer reviews improve this process by offering constructivefeedback, promoting critical thinking, and facilitating a collaborative learning environment.Studies demonstrate that scaffolded peer review enhances students' writing skills and self-assurance [5]. Another innovative approach involves client-focused assignments, whereinstudents tackle real-world issues hypothetical clients encounter. This method necessitates thatstudents customize

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Starr Jedlicka, Lehigh University

Tagged Topics

Diversity

Tagged Divisions

Materials

Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Wenli Guo; Weier Ye

about the central idea, locating key points, and drafting a summary help themcomprehend the physics concepts, 7) peer review based on summary guidelines provided, 8)comment on students’ summaries, 9) summaries were returned and students could re-write them,and 10) provide a sample summary for each summary task after returning students’ work andclarify why we write the way we do.All summary writings were rated following a set of holistic rating scales developed by Kinsella26.In her book, Kinsella designed the Scoring Rubric: Summary. Each of a participant’s tests andwriting tasks is scored independently by two faculty raters, and both raters assign scores in eachof the three domains: 1) Organization, 2) Elements of Summaries, and 3) Grammar

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Milad Rezvani Rad, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

advancement ofChatGPT:“It’s a good tool for explanation, not great for solving calculations.”“It should use better resources when providing information.”“Updating to current data rather than data two years old.”Conclusion:Although the process of writing an essay was remarkably simpler when ChatGPT was used forwriting, independent writing yielded more accurate and dependable results. By so doing, studentsnoted that when they do research on their own, they can use valid sources such as published booksand journal articles rather than blogs and non-peer-reviewed research works. Furthermore, studentsunderstood that the statistics provided by ChatGPT are not up to date for they should rely oncredible sources such as official government websites for the

Conference Session

ELOS Technical Session 3: Advancing Engineering Competencies: From Labs to Writing

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology; Sean St. Clair P.E., Oregon Institute of Technology; Olusola Adesope, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

$1M in research grants to study writing transfer of engineering undergraduates. For technical research, he has a long-standing involvement in research concerned with the manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for marine and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with a focus on fatigue strength improvement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Charles Riley P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with