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

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

desirable, especially where instructors model a correction andrequest that students themselves make the remaining corrections.In addition to asking students to revise based on instructor feedback, engaging in peer review canbe beneficial, especially for the peer-reviewer [6]. Likewise, written and oral feedback from apeer learning facilitator or graduate teaching assistant can help students learn [3], even withdifficult writing tasks such as argumentation and synthesis [23].In the current study, we consider different variants of feedback-and-revision, as implemented bythree different engineering faculty in laboratory courses.MethodologyStudy design & research questionsIn this study, we developed and evaluated the impact of a collaborative

Conference Session

Issues in Engineering Technology Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Otilia Popescu, Old Dominion University; Vukica M. Jovanovic, Old Dominion University

Tagged Divisions

Engineering Technology

number of undecided answers,41%, were on question 6 asking how this assignment helped to learn the use of databases andelectronic library resources to search for reliable information. While the instructor put a lot ofeffort in explaining the importance of peer reviewed publications, in their final papers manystudents still included websites as references and did not search for peer-reviewed referencepapers published in journals and conference proceedings.Conclusions and Future WorkIntroducing a technical writing assignment in a lower division electrical circuits course was apositive experience for the instructor as well as the students. The majority of the studentsparticipating in the survey agreed that technical writing is important for their

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Richard Figliola; Beth Daniell; Art Young; David Moline

lab reports to focused writing of a section: abstract, results withdiscussion, or a conclusion. Focusing on only one section at a time allowed for substantialinstructor-student feedback and student practice without substantial workload on either party.Also, in the second semester, we made more use of peer review. Our logic here was that students Page 8.818.5“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education”continue to learn to write more effectively by reading the work, good or bad, of others. Andstudents take attentive

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Writing through the Writing Studio ModelAbstractThis paper presents the results of a pilot collaboration between the University Writing Centerand a senior-level Electrical Engineering course. To address the growing need forengineering students to improve their written communications skills, the professor added aresearch project to their class. Students then participated in a required writing studio, awriting group of five to seven students who provide feedback to one another on their writingprocesses throughout the semester. The writing studios are facilitated by the UniversityWriting Center undergraduate peer tutors, some of whom are also engineering students.Research in writing studies show that simply assigning

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

Potpurri Design in Engineering Education

Collection

2004 Annual Conference

Authors

Clifton Johnston; Diane Douglas

Session 3425 Writing in the Engineering Design Lab: How Problem Based Learning provides a Context for Student Writing D.M. Douglas, C.R. Johnston, D.J. Caswell, M. Eggermont Faculty of Engineering University of CalgaryAbstractIt is the experience of most writing instructors that when students write (or speak) aboutsubjects that matter to them many writing problems, such as grammar and poororganization, fall away. Since the quality of student writing seems to be dependant on thewriting context, it is worthwhile looking at the situations in which we ask students

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

project.Many of the ideas presented by the students had strong potential for future development due tobeing effective solutions to challenges in many vital fields. By producing the first prototypes,students had an opportunity to understand the engineering challenges they may have to overcometo have fully functional prototypes if they decided to take their idea further.Building the prototype is a crucial first step to convince investors, customers and peers tointroduce, design and iterate products before being released to the markets. Having severaliterations is vital to get customers’ feedback and analyze strengths and weaknesses of the design.The collaboration between the writing course and EEP enabled the students to have a quickintroduction into

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

College. American c Society for Engineering Education, 2020 WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes Dr. Lisa B. Bosman, Dr. Erin McCave, Dr. Molly Goldstein, and Dr. Kelli ChelbergIntroduction & BackgroundThis work-in-progress paper emerged from the shared experience of participation in a VirtualWriting Group (VWG) composed of early career engineering education researchers (EER) in avariety of positions at different institutions. In general, this particular group of EERs had limitedresources and access to a peer community at their respective institutions, therefore, the VWGwas formed with the intention to spur EER scholarly activity

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Beth Richards; Karen Walsh

relevant “further reading”articles to educate the target reader. Students received a checklist that allowed them to engage inguided peer review outside class. Students also received brief one-on-one feedback from theirinstructor during conferences. As Dunwoody et al. note in Fundamental Competencies forEngineers: “Engineers need to communicate with their colleagues in order to get the work doneand to explain the results of their work to the general public. The public demands thatengineering concepts be made more understandable to lay people....A professional engineerneeds a broad range of skills and the ability to apply them for solving complex problems.Listening and speaking skills, together with writing skills, form the basis for competent

Collection

2010 Northeast Section Meeting

Authors

Beth Richards; Karen Walsh

relevant “further reading”articles to educate the target reader. Students received a checklist that allowed them to engage inguided peer review outside class. Students also received brief one-on-one feedback from theirinstructor during conferences. As Dunwoody et al. note in Fundamental Competencies forEngineers: “Engineers need to communicate with their colleagues in order to get the work doneand to explain the results of their work to the general public. The public demands thatengineering concepts be made more understandable to lay people....A professional engineerneeds a broad range of skills and the ability to apply them for solving complex problems.Listening and speaking skills, together with writing skills, form the basis for competent

Conference Session

Innovations in ECE Education II

Collection

2008 Annual Conference & Exposition

Authors

Alyssa Magleby, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

Electrical and Computer

, Inc., a spin off company commercializing devices to locate intermittent faults on live wires. Dr. Furse is a Fellow of the IEEE. Page 13.832.1© American Society for Engineering Education, 2008 LAB REPORT WRITING (AND TEACHING!) MADE EASYAbstractThis paper reports on a project to improve students’ ability to write better lab reports and assistteaching assistants (TAs) in grading reports in a consistent manner. A lab report teaching systemwas developed that includes lab report templates, teaching assistant instructions, grading rubrics,examples, peer review materials and instructions, and recommendations for quickly

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Environmental Engineering

and thinking through writing. Exploratory writing exercise involved atopical discussion of stormwater treatment process. A formal writing exercise was given in theform of a stormwater pollution prevention plan (SWPPP) assignment which included a peer–review session prior to final grading. A reflective writing exercise was included to summarizelearning experiences through classroom and writing activities throughout the semester to identifyareas of strengths and weaknesses and accomplishments and pitfalls and areas/topics for futuredevelopment.Student learning experiences and the effectiveness of writing exercises were discussed. Thebenefits of writing exercises were evaluated through the ABET outcomes and a survey andevaluation of students

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

, Ireland. Page 26.1776.1 c American Society for Engineering Education, 2015 Writing and Implementing Successful S-STEM ProposalsAbstractFor over 10 years, the National Science Foundation (NSF) has been funding S-STEM proposals.The S-STEM program “makes grants to institutions of higher education to support scholarshipsfor academically talented students demonstrating financial need, enabling them to enter theSTEM workforce or STEM graduate school following completion of an associate, baccalaureate,or graduate-level degree in science, technology, engineering or mathematics disciplines1.”Currently

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

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Mya Poe; Dennis Freeman

designed and implemented in acollaboration of technical and writing professionals at MIT, which led to a tight integration of thewriting process with two research projects: an experimental project in a wet lab and a theoreticalstudy using computer simulation. For both projects, students worked in pairs to develop a formalproposal and draft a 10-page scientific paper. After receiving substantial feedback from thetechnical staff, writing staff, and peers, students revised their manuscripts. Comparisons acrossdrafts suggest that peer-review, staff critiques, and the opportunity for revision are all critical tothe educational process. Although written feedback is staff intensive, we have found thatteaching assistants can be taught to provide excellent

Collection

2000 Annual Conference

Authors

John W. Nicklow

to accomplish more than correct surface errors, but to improve the content andreadability of papers. Students were reminded that each paper should do more than summarize thetopic, but rather transform and integrate the subject with their experiences in the classroom. Thechecklist shown in Figure 1 was distributed several weeks prior to the review in order to guidestudents through the peer review process and ensure that adequate consideration would be givento items such as content and organization. Additionally, since the checklist pointed out specificcriteria that ultimately would be used to assess the paper, it became a guide that students could useto write their own papers. Finally, students were asked to expand upon these general criteria

Conference Session

Writing and Communication II: Practical Perspectives on Teaching and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Kathleen Jernquist, U.S. Coast Guard Academy; David Godfrey, U.S. Coast Guard Academy; Todd Taylor, U.S. Coast Guard Academy

Tagged Divisions

Liberal Education

) distill key terms that most professional writersuse to discuss and guide the processes and products of communication for student writers andthemselves. Practice in understanding and applying the terms in various contexts in first-yearcomposition – class discussion, instructor and peer response, consultations with the center’stutors and self-assessment – allows writers to develop a solid foundation with the terms.3 Aswriters progress into their major courses, they appreciate that all writing appeals to an audienceand has a purpose, and these concepts can be adapted to their engineering writing.The charts organize the terms based on the writing and learning processes:3 from larger conceptsof audience, purpose and topic; to formal and structural

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton P.E, Washington State University; Anna Karin Roo, Washington State University

Tagged Divisions

Civil Engineering

the students wrote theirexecutive summaries. With the submitted summaries, the students were split into small peerreview groups separating students by expertise (ie. students with one type of expertise withinthe field of civil engineering (i.e. structural) would review summaries written by students with adifferent expertise (i.e. water resources)). After the peer review portion of the class period, therewas a whole class discussion regarding the any action that students could take to improve theirsummaries. In the peer review session, students used non-evaluative feedback questions to helpguide their peer review sessions. The three questions came from Elbow’s (1998) non-evaluativesayback process for writing feedback: non-evaluative

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

women to engagesocially, evidence suggests that women are more likely to have negative experiences with groupwork [5]. Negative experiences in team settings may cause women to feel less valued, different,and or emphasize the fact that they don’t belong, all factors that can lead to women leavingengineering [5]. Furthermore, women often “report feeling that they must work harder than theirmale peer to get teams to acknowledge the work they’ve done” [5]. In fact, men tend tounderestimate their women peers’ competence and knowledge in the classroom [6] and are likelyto dismiss what they view as female-typical speech acts [5]. Other research suggests that incollege courses, writing specifically is undervalued or invisible when compared to

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Rhonda Young, University of Wyoming; April Heaney, University of Wyoming; James Kladianos, Wyoming Department of Transportation

Tagged Divisions

Design in Engineering Education

adviser focused on further approaches to integrating writingprocess and heightening students’ awareness of audience and purpose earlier in the researchprocess. These observations led to the course change described above that assessed draftsections of the report throughout the semester.For the Spring 2009, 1 credit portion of the CDE course three writing assignments are beingadded to the course. The Spring portion of the course was chosen since it is generally lessintensive than the second part of the course, which hopefully allows the students more time toreflect on the writing process. Two of the assignments focus on understanding the content of thewriting and the last assignment is on peer evaluations.The first assignment provides the students

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana; Jotam E. Chen, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

various engineering concepts.The Technical Writing and Experimental Design encourages students to be writers, readers,reviewers and experimenters by providing them feedback at multiple stages of the experimentationand writing process, as well as iterative writing through peer review and grading of multiple paperrevisions. The course was created to follow a modular format, integrating a form of research orexperimentation paired with an appropriate writing or technical communication element, tointegrate both experimentation and documentation within a single module. Each module, learningobjective, and relationship to engineering career expectation is described as follows: • Essay: A formal research paper regarding ethical factors associated with

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

R Wane Schneiter

Session 0000 Writing and Undergraduate Engineers - A Continuing Problem R. Wane Schneiter Virginia Military InstituteIntroductionEssentially any published paper that addresses either the engineering curriculum or deficienciesin the skills of practicing engineers includes conclusions regarding the need to improvecapabilities in written and oral communication.2,9,11,12,13,17 In the Report of the Committee onEvaluation of Engineering Education published in 1955, the Committee considered “insistenceupon the development of a high level of performance in the oral, written

Collection

2001 Annual Conference

Authors

Patricia C. Tempel; Hisham Alnajjar; Beth Richards; Andrea Brick Ader; Ronald Adrezin

desire for engineering students who can think critically and write at an appropriatelevel of literacy. Another area of shared concern is to have students understand the importance—especially in the workplace—of technically sophisticated people who can communicateeffectively, not only with peers but with nonexperts.To begin this effort, faculty from both departments met in a series of summer 1999 workshopsfunded by NSF to discuss course content and develop possible areas of intersection. We had themodel of Integrative Learning Blocks 1 as well as excellent support and training from theUniversity. Over the summer each faculty member developed a list of six desired outcomesshared by both classes. At the end of each course, students would

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa L. Larkin, American University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

community and they know that I would never ask them to participate in ademonstration in which they will look foolish in front of their peers. In no time, I will havestudents jumping up out of their seats to take part in a demonstration. I also let them take outtheir phones and take pictures when we do demonstrations. Students really enjoy this.Example from Physics 230 (Changing Views of the Universe)The second and third short writing examples come from the Physics 230 course and were givennear the start of the Spring 2020 semester. These examples are illustrated in Figures 2 and 3.The example shown in Figure 2 was distributed on the first day of class. Students wereinstructed to submit their responses electronically prior to the second day of class

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise H. Bauer, Methodist University

Tagged Divisions

Multidisciplinary Engineering

available until 2021). The plans are to develop longitudinal studies on how thestudents’ writing improves (or does not improve) throughout their four years in the programthrough a series of rubric assessments, feedback from clients, QEP and general educationassessments, and even peer evaluations. Incorporating writing in the engineering curriculum is arequirement at Methodist University through our Writing Across the Curriculum initiative;however, as writing is an important skill for which prospective employers desire, we can furtherdeepen the integration by implementing some of these concepts in every engineering class. Theplan we have in place will begin that process. Our hope is to create a meaningful and seamlessincorporation of writing from

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lina Battestilli, North Carolina State University; Sarah Korkes, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

. She worked on the PowerEN Technology, a blur between general purpose and networking processors and hardware accelerators. She identified and studied workloads at the edge of the network that required high-throughput and fast deep-packet processing. Since 2012, her research has been focused on Computer Science Education, especially in the area of peer collaboration, scaling techniques for large courses, auto-graders and learning analytics. She is also working on software that can be used for teaching and learning. She is investigating techniques and best practices on broadening participation in Computer Science. Women and minorities need to be more involved in tech innovation as companies and teams perform

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ilan Gravé, Elizabethtown College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

responsible for all sections in the same lab.This means that the size of the sample considered was not uniform.An important issue that remains inconclusive is the distribution of the merit for the monitoredprogress in the writing skills of the students in the sequence of lab courses.We the instructors, do in most cases witness a dramatic improvement in student writing skillsfrom their incoming year to their last year reports in advanced courses. These improvements areundoubtedly due to a large variety of factors – including natural maturity, expanding educationfrom all courses, strong contributions from courses in the core curriculum including writingintensive classes, hands-on activities, learning from peers and from teamwork and more. It isprobably

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

Paper ID #12430Promoting Metacognition through Writing Exercises in Chemical Engineer-ingDr. Mariajose Castellanos, University of Maryland, Baltimore CountyDr. Joshua A Enszer, University of Maryland, Baltimore County Page 26.1276.1 c American Society for Engineering Education, 2015 Promoting Metacognition through Writing Exercises in Chemical EngineeringAbstractA high-level goal of all disciplines is for students to develop the capacity for lifelong learning. Todevelop the capacity of lifelong