Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

Martha Ostheimer

enoughto “win” a good grade. To address this finding, students over the last few years have beenrequired to submit outlines and drafts of their documents, which are then peer- and self-evaluated. We would argue that students’ ability to critically evaluate the quality of their peers’writing, as well as their own writing utilizing sound criteria, will also better prepare them toobjectively assess their own work product. Students are also being encouraged to “buy into” theassessment process throughout the senior capstone classes by being given responsibility fordeveloping appropriate criteria for assessing each assignment. The ability to develop thisknowledge requires that students clearly understand the goals of the assessment process.The outcome

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, East Carolina University; David L. Batie, East Carolina University; Ryan T. Goodman, East Carolina University

Tagged Divisions

Construction

assignments inwhich they have greater interest, and that they will think more deeply about the materialinvolved.Assignments were returned with ample feedback, providing students the opportunity to revisefuture assignments based on that feedback. Emphasis was placed on clarity, conciseness, andself-reflection. Writing assignments themselves were evaluated for content, clarity, andgrammar, all necessary for professional communications, and many (particularly opinion papersand journal critiques) promote both seeing the global and societal context of construction andincreasing knowledge of contemporary issues (failures, social networking, etc.).The first style was the use journal critiques of academic peer-reviewed articles. Journal critiquesallowed

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa Capobianco, The College of New Jersey; Courtney June Faber, University of Tennessee

Tagged Divisions

Student

the preservice teachers’ final project where they wrote andtaught a 20-minute lesson on a topic of their choice. The preservice teachers planned theirlessons using the recommended lesson plan format. Some documented their process bycompleting a written log of their steps and/or a screen capture video. After completing theirlesson planning, the preservice teachers completed a reflection about the process of writing theirlesson plan and presented their lesson to their peers. The purpose of the written log and screencapture video was to see the specific processes used by each preservice teacher to complete thelesson. The aim of the reflection was to gain an understanding of how the preservice teachersviewed their process of writing lesson plans

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha Smith P.E., University of Virginia; Andrew Jason Hill, University of Southern Indiana; Tom McDonald, University of Southern Indiana

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, we demonstrate how thevarious experiments are integrated with a variety of writing assignments. In addition to traditionallaboratory or design reports, these include more compact forms of writing such as business letters,executive reports, and short essays. A key aspect to the course design is the combined lecture + lab-oratory format with small class sizes. This allows significant class time to be devoted to instructionon writing, developing drafts, peer review, and refinement.The course was designed to meet multiple ABET outcomes in addition to technical writing re-quirements from the university-level. Both indirect and direct metrics have indicated success inmeeting these outcomes, at least in the short term. The impact of the course on

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan L. Hart, Saint Louis University, Parks College of Engineering

Tagged Divisions

Civil Engineering

themselves and with industrialfacilitators. During the final, the videos were anonymously assessed by their peers as to whether or not thevideos answered the initial questions posed and how useful proposed improvements were. Additionally, thegroups peer assessed themselves by dividing a limited number of points for the project among team membersand indicating why they felt each team member should be given a certain number of points for theircontributions. At the end of viewing the videos, individual students were again asked to write a reflectivepaper defining what a civil engineer was and why they wanted to pursue civil engineering as a profession.At the end of the reflective paper they were to self assess their association with that definition on

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Connor Jenkins, The Ohio State University; Krista Kecskemety, The Ohio State University

Paper ID #37753Instructional Feedback Practices in First-Year EngineeringTechnical Writing Assignments: Qualitative CodingSynthesis, Analysis and ComparisonConnor Jenkins (Student Research Assistant) Connor is an Electrical Engineering PhD Student from Ohio State who graduated from the Ohio State University with a B.S. in Electrical and Computer Engineering in 2021. He currently works as a graduate research associate in the Wearable and Implantable Technology group at the ElectroScience Laboratory. His electrical engineering research interests include bioelectromagnetics, and electromagnetic device design, while his

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

Paper ID #36977How Writing a Book on Engineering helped Rewrite OurInterests in the Field - An AutoEthnographyKritin MandalaZoë Karen Kay DaileyKayli Heather BattelSreyoshi Bhaduri Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. As part of Global Talent Management Science at Amazon, she employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce. Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.). She earned her Bachelors degree in Mechatronics

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Reneta Davina Lansiquot, New York City College of Technology; Candido Cabo, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Media at Polytechnic University (now NYU Polytechnic School of En- gineering), and her Ph.D. in Educational Communication and Technology at New York University. Her mixed methodology research, focusing on interdisciplinary studies, has been presented at numerous na- tional and international conferences and published in peer-reviewed book chapters and journal articles on varied topics such as technical writing, the future of science education, game design, virtual reality, and problem solving. Her book is entitled Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms (Information Science Reference, 2013).Dr. Candido Cabo, New York City College of

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, students did their best to adapt to the new way of learning, but the change intheir educational experience was drastic. In particular, students lost the opportunity to engagewith peers in person and form personal connections with them. This is especially concerninggiven that, as Alexander Astin writes, “the student's peer group is the single most potent sourceof influence on growth and development during the undergraduate years" [15, p. 54][3].The existing knowledge base repeatedly validates the importance of peer support in both socialand academic systems in college. Ideally, students should have all the resources they need tocommunicate with peers, whether in a physical or virtual learning environment. However, webelieve that due to the abrupt

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

to the Three Gorges Dam in China. In that way, all students were required to thinkabout an international project to some degree. This was another suitable model to teach studentsabout globalization. The older Three Gorges Dam assignments were no longer available forcontent analysis as part of this research. Final Reflective EssaysIn the first part of the final essay assignment, students were required to write about oneprofessional society meeting (such as ASCE, AGC, SWE, etc.) or professional developmentactivity (such as the career fair, design expo, civil engineering graduate seminar) that they hadattended during the semester. Of these options, EWB represents the opportunity that is the mostobviously global in nature. The percentages

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shazib Z. Vijlee, University of Portland; Molly Hiro, University of Portland

Tagged Divisions

First-Year Programs Division (FYP)

the most useful resources were: • (Giroux & Moje, 2017) – defines “engineering literacy” and suggests ways for engineering faculty to design assignments to help students reach this goal • (Reynolds & Vogel, 2007) – describes a concrete exercise that teaches students the importance of linguistic precision in engineering writing • (Smelser, 2001) – introduces best practices for using peer review in engineering writing instruction • (Rosenberg, 2005) – is an accessible guide to technical writing that focuses on concision, tables and graphics, and other “professional secrets.”These resources provided a foundation for the project outcomes, especially the student and faculty-facing writing reference

Conference Session

Mechanical Engineering Technical Session: The Art of Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maria-Isabel Carnasciali, University of New Haven; Eric A. Dieckman, University of New Haven; Ismail I Orabi, University of New Haven; Samuel D. Daniels P.E., University of New Haven

Tagged Divisions

Mechanical Engineering

Paper ID #30146A Three-course Laboratory Sequence in Mechanical Engineering as aFramework for Writing in the DisciplineDr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is Chair of the Engineering and Applied Science Education Department at the Tagliatela College of Engineering, University of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the Department of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech. She received her Bachelors of Engineering from MIT. Her research focuses on the nontraditional

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Clippinger, Penn State Erie, The Behrend College; Kathleen Jernquist, U.S. Coast Guard Academy; Steven Nozaki, Penn State Erie, The Behrend College; Fredrick A. Nitterright, Penn State Erie, The Behrend College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

knowledge [13]. A coherent curriculum can also support the teambuilding,collaboration, and peer response practices crucial to undergraduates’ professional development.Developing a coherent writing program, however, demands extensive time, labor, and resources,and among the most persistent challenges is addressing sentence-level expression.While undergraduates in their third year can identify points at which their content and rhetoricalknowledge “begin to merge” [14], addressing the subtleties of sentence-level expression requiresfaculty and mentors with disciplinary and rhetorical expertise. Teaching style, syntax, anddiction through typical English handbooks cannot effectively address nuances of expressionexpected by professional readers; however

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

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Matthew Rhudy

Short Writing Assignments within a Laboratory Course to Improve Understanding and Interest in Course MaterialAbstractWriting exercises incorporated within technical courses has been shown to be effective inimproving critical thinking among engineering students. Specifically, short writing assignmentscan be implemented within upper level engineering courses to deepen student understanding ofconcepts. These assignments, while considered within some upper level courses, are notcommonly implemented within laboratory courses, which instead typically use laboratory reportassignments. Since students in our program already take another course which uses traditionallab reports, it is desirable to introduce some unique writing

Collection

2019 Fall Mid Atlantic States Conference

Authors

Basak Taylan, Graduate Center of City University of New York; Ashwin Satyanarayana, New York City College of Technology; Sawdiatou Samb, New York City College of Technology

Paper ID #28489A Writing Tool that Provides Real-Time Feedback to Students on their Gram-mar Using Deep LearningMiss Basak Taylan, Graduate Center of City University of New York Basak Taylan is a Ph.D. candidate in Computer Science Department at the Graduate Center of the City University of New York. She received a bachelor’s degree in Computer Engineering from Mersin Univer- sity, Turkey and a master’s degree in Computer Science from New York University Polytechnic School of Engineering. Her current research interest is natural language processing, machine learning, and AI.Dr. Ashwin Satyanarayana, New York City College of

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Rafael Hernandez, Mississippi State University

Tagged Divisions

Graduate Studies

they needed guidance to agree wherethey demonstrated some independence (3.5 at course start) and this increased to a greater overallindependence (4.1) by the end of the course. The students self-rated skills compiling theliterature, organizing it, and recognizing missing information did not change substantially fromcourse beginning to course end (4.0 to 4.2). While the course did not involve practice analyzingraw data, it did involve describing how the data analysis would be conducted. Pre and postcourse ratings in this area increased from 3.7 to 4.2. Experience writing research articles wasrated 3.7 in the beginning and 4.0 in the end although only two students in the class had actuallypublished a peer-reviewed research article. This rating

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Charles Riley, Oregon Institute of Technology; Dave Kim, Washington State University-Vancouver; Ken Lulay, University of Portland; John Lynch, Washington State University

Paper ID #37931Work in Progress: Supporting Engineering LaboratoryReport Writing with Modules Targeted for InstructorsCharles Riley (Professor) Professor and Graduate Program Director Civil Engineering Department Oregon Institute of Technology I conduct research in diverse areas of engineering education from professional skills, to writing, to gender and ethics. I also maintain a structures laboratory to conduct full-scale structural component testing and field investigations of highway bridges.Dave Kim Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineering and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Kaitlyn Pigeon, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs

Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interest include faculty development, the peer review process, the doctoral experience, and the adoption of evidence-based teaching strategies. American c Society for Engineering Education, 2021 Work-in-Progress: Short Online Films to Help First-Year Students Write Reports as EngineersIntroduction From grade school through first-year composition, engineering students take

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Andrew H. Theiss, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Student

. (2000). Integrating Writing Instruction into Engineering Courses: A Writing Center Model. Journal of Engineering Education.3. Ekoniak, M. Scanlon, M.J., & Mohammadi-Aragh, M.J. (2013). Improving Student Writing Through Multiple Peer Feedback. Frontiers in Education Conference, IEEE.4. Travers, P.D. Better Training for Teaching Assistants. (1989). College Teaching, Vol. 37, No.4.5. Mena, I.B., Diefes-Dux, H.A., & Capobianco, B.M. (2013). Socialization Experiences Results from Doctoral Engineering Teaching Assistantships. The Journal of Higher Education, Vol. 84, No. 2.6. Luft, J.A., Kurdziel, J.P., Roehrig, G.H. & Turner, J. (2004). Growing a Garden without Water: Graduate Teaching Assistants in Introductory Science

Collection

2000 Annual Conference

Authors

Teresa L. Hein

Session 3230 Writing: A Novel Strategy to Bring Issues in Science and Engineering to Non-Majors Teresa Larkin-Hein American University, Washington, DCAbstractWriting has long been established to be an effective means of expressing one’s ideas, thoughts,and understanding about nature and the world. This paper will report on an ongoing researchstudy designed to address the role of writing in terms of the assessment of student learning. Tothis end, a new instructional technique for incorporating writing into

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

James Joseph Lynch, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy

]  Have teaching assistants or mentors [4], [5], [10]  Have a writing instructor embedded in the engineering course [4], [6]  Include formal audience analysis [5], [6]  Assign pre-lab and post-lab assignments [4], [6]  Start with partial reports, i.e. one section at time, work toward a complete report [2], [9]  Have dedicated writing center [5]  Critique previously published articles [10]The feedback process is important for students to improve their technical communication. Thefeedback is a combination of instructor review, TA/mentor review, and peer review [4], [8], [9],[10].This paper summarizes the development of the in-context technical communication in theMechanics of Materials (MOM) laboratory class which is the

Conference Session

Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering Division (CIVIL)

Paper ID #36811Refining Instructional Modules for Engineering Lab Writing Using aCommunity of Practice ApproachDr. Charles Riley, Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 15 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). While he teaches freshman to graduate- level courses across the civil engineering curriculum, his focus is on engineering mechanics. He im- plements classroom demonstrations at every opportunity as part of a

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

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; Roberta Harvey, Rowan University; Brian Lefebvre, Rowan University; Heidi Newell, Rowan University; James Newell, Rowan University

2006-876: DEVELOPING METACOGNITIVE ENGINEERING TEAMS THROUGHTARGETED WRITING EXERCISES AND STUDYING LEARNINGPREFERENCESKevin Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University. He received his Ph.D. from MIT and his B.S. from WPI. Among his areas of interest are computing and process simulation in the curriculum, and integrating economics and design throughout the curriculum. He has received the 2005 Ray Fahien Award, 2003 Joseph J. Martin Award and the 2002 PIC-III Award from ASEE.Roberta Harvey, Rowan University Roberta Harvey is an Assistant Professor in the Writing Arts Department at Rowan University. She holds a Ph.D. from the

Conference Session

Writing and Communication I: Innovative Models for Curriculum and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Marie Paretti, Virginia Tech; Lisa McNair, Virginia Tech; Diana George, Virginia Tech; kelly belanger, Virginia Tech; Lisa Norris, Virginia Tech

Tagged Divisions

Liberal Education

AC 2007-2247: OUTCOMES ASSESSMENT AS A SITE OF INTEGRATION: ABETMEETS THE COUNCIL OF WRITING PROGRAM ADMINISTRATORSMarie Paretti, Virginia Tech Marie Paretti is an Assistant Professor of Engineering Education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC).Lisa McNair, Virginia Tech Lisa McNair is an Assistant Professor of Engineering Education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC).Diana George, Virginia Tech Diana George is a Professor of English at Virginia Tech, where she directs the First-Year Writing Program.kelly belanger, Virginia Tech Kelly Belanger is an Associate

Collection

2000 Annual Conference

Authors

Frances S. Johnson; Carlos C. Sun; Anthony J. Marchese; Heidi L. Newell; John L. Schmalzel; Roberta Harvey; Ravi Ramachandran; Paris von Lockette; Kevin Dahm

faculty as part of a teaching team has on students’ perceptions ofthe importance of writing to engineering and the overall quality of student writing.Sophomore Engineering Clinic I, planned and taught by faculty from the College ofCommunication and the College of Engineering, combines argumentative discourse,technical communication, and engineering design labs. While the course is jointlyplanned, it had previously been individually delivered. Worth four credits, three creditswere devoted to writing and one to engineering design. As part of the present study,engineering faculty are attending 2 of the 4 writing sections. They actively join in classdiscussions, assist in peer critiques, ask questions, seek clarifications, and provide reallife

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette; Randy R. Rapp, Purdue Building Construction Management Dept.

Tagged Divisions

Graduate Studies

the initial program structure has allowed the Purdue BCMdistance MS program to reach a nearly 100% completion rate for the last two cohorts of students.A current shortcoming of the Capstone Writing Course is a failure to create adequate interest on Page 24.966.12the part of graduating students to pursue journal article revisions. As would be expected, thejournal paper submissions that result from the course are seldom adequate to meet peer reviewacceptance without at least some revision. After two years of combined daily activity to meetcareer demands and course requirements, students are happy to accept their diploma. Becausethese students

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James L. Hanson PE, California Polytechnic State University

Tagged Divisions

Civil Engineering

writing skills. Studentassessment of the teaching methodology is provided. Faculty observations of experiences aredescribed in the paper and suggestions are provided for effective use of this teachingmethodology.Introduction and BackgroundPeer review is common for all scientific publications as well as for engineering design work inprofessional practice. Integration of peer review to the curriculum has been reported for a varietyof implementation modes. Limited experiences in this regard have been reported for civilengineering coursework in relation to technical writing. Rationale for including peer review incoursework includes emphasizing the development of technical writing skills and promoting anactive and collaborative classroom environment

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

included writing code,designing software architecture, and teaching corporate education. His writing in industryincluded design documentation, test plans, proposals, standards documents, process documents,user documentation, and some business documentation. His audience for these documents wasgenerally his peers, and the documentation was intended to be informative, used for training andoccasionally for decision-making. He said that in his industry experience, “everyone assumesyou must already know how to write” because of being a university graduate. He also mentionedthat he modified his writing based on the audience, including their preferences for format, anddiscussed the issue of length and level of detail. In his experience, design documents