Gammon-Pitman, R. W., & Nocera, T. M. (2018, June), Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics and Lab Report Re-submissions  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29986

\bibitem{asee_peer_29986}
  Gammon-Pitman, R. W., \& Nocera, T. M. (2018, June), \emph{Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics and Lab Report Re-submissions}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--29986

Robert Wayne Gammon-Pitman and Tanya M. Nocera.  "Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics and Lab Report Re-submissions".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/29986 Internet.  14 Dec, 2024

\bibitem{asee_peer_29986}
  Robert Wayne Gammon-Pitman and Tanya M. Nocera.
  "Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics and Lab Report Re-submissions".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29986 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_29986
author = "Robert Wayne Gammon-Pitman and Tanya M. Nocera"
title = "Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics and Lab Report Re-submissions"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29986}
number = {10.18260/1-2--29986}
}

TY  - CPAPER
AB  - Graduates from ABET accredited engineering programs are expected to demonstrate an ability to communicate effectively.  Technical writing skills are particularly difficult to teach and even more time consuming to assess, often limiting the number of opportunities students are given to practice and improve writing skills throughout their undergraduate education.  Presented here is a rubric-driven approach for teaching and assessing technical writing through multiple upper-level biomedical engineering laboratory courses. For each lab course, students were provided with a detailed rubric outlining the requirements for a full technical paper, including abstract, introduction, methods, results and discussion, and conclusions. The rubrics were used to guide the students in the technical writing process; technical-writing focused graduate teaching assistants (GTAs) assessed the submitted student reports against the same rubric to provide detailed formative feedback. Students were then permitted one revision and re-submission opportunity, during which they could address deficiencies in their writing and earn up to half the points back from their first submission. By giving students a rubric specifically detailing the requirements for high-quality technical writing before they begin writing, as well as providing the opportunity to revise and re-submit their technical reports, we found statistically significant  increases in the students’ final lab report scores (p<0.05, n=155). Additionally, since students were required to follow this identical writing process throughout three different upper-level laboratory courses, student improvement in technical writing skills could be tracked, indicating the importance of repetitive technical writing practice. This rubric and re-submission driven method has provided a directly quantitative means for assessing students’ improvement in their abilities to communicate effectively. 
AU  - Robert Wayne Gammon-Pitman
AU  - Tanya M. Nocera
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics and Lab Report Re-submissions
UR  - https://peer.asee.org/29986
DO  - 10.18260/1-2--29986
ER  -