Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Joanne Lax; Amy Van Epps

students consult are IEEE-affiliated, we useIEEE style in-text citations and reference list.20 However, I caution the students that in futurewriting they will need to determine the appropriate style by consulting the requirements of thepublication or conference to which they are submitting a paper.Writing process pedagogy is used as a way of encouraging the students to write multiple drafts oftheir papers in the seminar. Showing students that writing is as much a process as lab research isa means of eradicating the typical “bingeing” behavior of writing papers the night before they aredue.18 To this end, a rough draft of the literature review is due in class a week before the finaldue date. The rough draft is exchanged with a peer reviewer

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

with a variety of audiences. 2. To expose students to a diverse set of future career opportunities available to STEM PhD holders.With an immersive training experience in mind, the SciComm program integrated a variety ofknowledge-based learning activities about communication, practice with communicating, andpractical experience communicating with various audiences. Program participants also engagedwith peers, practitioners, and professionals throughout the program. The program curriculum included three primary components: a) bi-weekly seminarmeetings, b) communication challenges, and c) mentorship by University alumnus/a. The threecomponents were designed to integrate hands-on learning and practical application to helpstudents

Collection

2024 South East Section Meeting

Authors

Brian Aufderheide, Hampton University; LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia); Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Daniel Webster Fairley II, 100 Black Men of Central Virginia

Tagged Topics

Diversity

Paper ID #40935Ethics Case Study Project: Broadening STEM Participation by NormalizingImmersion of Diverse Groups in Peer to Near Peer CollaborationsDr. Brian Aufderheide, Hampton University Dr. Brian Aufderheide is Associate Professor in Chemical Engineering at Hampton University. He com- pleted his PhD in Chemical Engineering at Rensselaer Polytechnic Institute. His areas of expertise are in advanced control, design, and modeling of biomedical, chemical and biological processes.LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia) LaNika Barnes, a certified High School Science and Equity Resource

Conference Session

Using IT to Enhance Design Education

Collection

2005 Annual Conference

Authors

Ritsuko Izuhara; Hideo Miyata; Toshiyuki Yamamoto; Kazuya Takemata; Masakatsu Matsuishi

Session 1625 A Peer-to-Peer and Instructor-to-Students Interactive Learning Process in Engineering Design Courses Enhanced by an e-Learning System Masakatsu Matsuishi, Dr. of Engineering Matsuishi@neptune.kanazawa-it.ac.jp Kazuya Takemata, Dr. of Engineering Takemata@ neptune.kanazawa-it.ac.jp Toshiyuki Yamamoto, Ph.D. caitosh@ neptune.kanazawa-it.ac.jp Division of Engineering Design

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

mentioned earlier, the design of our study assumes that the body of papers published in theproceedings of ASEE annual conferences is representative of practices and trends in engineeringcommunication pedagogy and research. Following the method used by Neeley and Alley (2020),we used the search function in the PEER repository to identify papers dealing with engineeringcommunication. Specifically, we conducted a title search for “communication or writing orspeaking or presentations.” Papers that served one or more of the four functions listed belowqualified as relevant to engineering communication as we have defined it here:(1) develop or assess the communication abilities of engineering students,(2) assess engineering students’ attitudes and

Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Richard Fry

Sky" (blue), "Wasabi" (green) and "Chutney" (orange).). The result: your dad's old Schwinn bike on steroids.” 2 [emphasis added]Without realizing it, the author(s) of the above passage make the connection between Rhetoricand successful Product Development. Designers, Engineers, and Marketers are engaged in theact of persuasion. Ultimately, their hard work must persuade a consumer to purchase or use theproduct that they developed. During the process, each partner in the team is trying to persuadehis or her superiors and/or peers that their solution is the correct one.The three overarching components of Rhetoric (Kairos, Audience, and Decorum) clearly apply tothe product development process. In fact restated, the above definition of the

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

explored in addition to testing the correlation between these measures. In terms ofexplanatory variables, it would be beneficial to expand the survey items being used to measureeach of the terms, or to find a consensus on what each item is specifically measuring (i.e., is itmeasuring self-efficacy or comfort with self-disclosure). There are other measures of socialsupport that could and should be explored outside of self-sufficiency, sense of belonging, and socialself-efficacy.Given the specific academic disciplines being targeted, it would be beneficial to measure the levelof social support one feels at one’s school and department by determining how the presence ofsocial support from one’s peers, teachers, administrators, and advisors influence

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Beverlee Kissick; Alysia Starkey; Jung Oh; Judith Collins

section guide simplifies thenumber of mouse-clicks required to bring students to databases in the programs served by thecourse. The technical writing section guide includes: general tips, types of research tools,additional tools to try, search tips, Salina resources, and main campus resources.Helpful hints are provided in red type. The hints are derived from the content of the inservicevisit, the activities modeled during the visit, and are helpful in performing the final assignment.In addition, the selection of databases are described, guiding students to select the mostappropriate for the task they have been assigned.The section guides include deep Internet databases subscribed to by the library (peer-reviewed,discipline-specific journal

Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Lisa McNair; Garlie Forehand; Beverly Sutley-Fish; Michael Laughter; Judith Norback

are covered. First an introduction to the project is given, and second,the highlights of relevant publications are summarized. Third, strategies for teaching workplacecommunication are described and fourth, the goals and orientation of the project are laid out.Fifth, the Communication Lab involved in the curriculum is described. Sixth, the assessmentprocedures are identified, and finally, future work is covered.II. Highlights of Publications Regarding Writing and Presenting in EngineeringThe publication highlights cover three topics. The first focuses on communication skills neededon the engineers’ jobs. The second covers the main tenets of communication instruction,including viewing the workplace as a different “discourse community” from

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Julie Sharp, Vanderbilt University

all engineering majors taken mostly by juniors and seniors. Thepurpose was to establish helpful networking opportunities for students while teaching themreport writing skills. Students surveyed alumni and other professionals about technicalcommunication tasks at work. The following components comprised this project: an alumnusguest speaker, introducing the project; the writing assignment given to the students; studentgroups' planning and gathering information from alumni, the group-written reports, students’post-assessment of the project, and a final alumni-sponsored luncheon meeting with alumni,students, the professor, and administrators. Survey results showed technical communication tobe valuable and somewhat time-intensive in the workplace

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Lisa McNair; Ben Miller; Judith Norback

curriculum model combines several approaches. The humanities-driventechnical communication instruction teaches narrative professional writing skills within ascience, technology, and culture context. The computer science department teaches generalanalytical skills for adapting to ever-changing demands of a dynamic field. The National ScienceFoundation (NSF)-sponsored approach combines these two and provides discipline-specificwriting instruction based on actual workforce reports and real-world email protocol. Thisinterdisciplinary pilot is created for Computer Science students, but aims to provide a model forvarious disciplines that any individual instructor can incorporate into his or her own curricula.This model of curriculum development is based

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

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

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Auburn University

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheila Gobes-Ryan, University of South Florida; Kingsley Reeves, University of South Florida; Elizabeth Vicario, University of South Florida; Walter Silva Sotillo, University of South Florida; Victor Ventor, University of South Florida; Ardis Hanson

that were perceived asneeded to improve students’ critical thinking and communication skills. This paper discusseshow writing assignments are being used in a probability and statistics course to aid in meetingthis data literacy goal for students by integrating several writing-across-the curriculumapproaches into the course.Literature ReviewData LiteracyData literacy is a type of numeracy literacy that has evolved from the umbrella category ofinformation literacy. D’Ignazio and Bhargava [1] defined data literacy as “the ability to read,work with, analyze and argue with data as part of a larger inquiry process.” Prado and Marzal [2]recognized that a part of numeracy is “the ability to communicate quantitative information toothers in speech and

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

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

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit, Leuven; Jos Vander Sloten, Katholieke Universiteit, Leuven

Tagged Divisions

Educational Research and Methods

christel.heylen@mirw.kuleuven.be 2 Jos Vander Sloten, Faculty of Engineering, Division of Biomechanics and Engineering Design, K.U.Leuven, Belgium Technical communication and technical writing are important skills for the daily work- life of every engineer. In the first year engineering program at KU Leuven, a technical writing program is implemented within the project based course ‘Problem Solving and Engineering Design’. The program consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition a peer review assignment, together with an interactive lecture using clicking devices, are incorporated within the assignments of the

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jordan E. Trachtenberg, Rice University

Tagged Topics

Diversity

Tagged Divisions

Student

) What does writing look like in engineering? • Increase peer and instructor dialogue in feedback [Chong 2012] Theory of situated cognition:* Written, oral, and visual communication exercises: 2) Which skills do engineering students

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Prasun Lala, École de Technologie Supérieure; Félix Langevin Harnois, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Graduate Studies

Neurophysiology from the Aerospace Medical Research Unit (AMRU) at McGill University and is part of the research support staff in Electrical and Computer Engineering at the Centre for Intelligent Machines (CIM) at McGill ´Mr. F´elix Langevin Harnois, Ecole de Technologie Sup´erieure ´ Librarian at Ecole de technologie sup´erieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collabo- ration with 3 professors and a researcher, on the SARA service which uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop their scientific

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

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