Holdegraver, A. R., & Green, M. (2023, March), Improving Engineering Student Professional Communication through Mini-Laboratory Reports  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--45015

\bibitem{asee_peer_45015}
  Holdegraver, A. R., \& Green, M. (2023, March), \emph{Improving Engineering Student Professional Communication through Mini-Laboratory Reports}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--45015

Amy Renee Holdegraver and Morgan Green.  "Improving Engineering Student Professional Communication through Mini-Laboratory Reports".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/45015 Internet.  15 Dec, 2024

\bibitem{asee_peer_45015}
  Amy Renee Holdegraver and Morgan Green.
  "Improving Engineering Student Professional Communication through Mini-Laboratory Reports".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/45015 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_45015
author = "Amy Renee Holdegraver and Morgan Green"
title = "Improving Engineering Student Professional Communication through Mini-Laboratory Reports"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45015}
number = {10.18260/1-2--45015}
}

TY  - CPAPER
AB  - A junior/senior-level course in the mechanical engineering department at a regional university has a laboratory component, and a portion of the curriculum includes a focus on professional communication. For many students, this course is the first one requiring a document outlining experimental procedures and results. This study looks at student performance on a full laboratory report over three semesters. In the first semester, the only preparation given was a review of the components of a full laboratory report. In the second semester, half of the prior laboratory post-lab assignments were converted from question/response format to mini-lab reports. A full laboratory report followed later in the semester. After student feedback, in the third semester the remaining post-lab assignments were converted to mini-lab reports. The performance on the full laboratory report will be evaluated, and student feedback on how the mini-lab reports prepared them for the full laboratory report will be presented.
AU  - Amy Renee Holdegraver
AU  - Morgan Green
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - Improving Engineering Student Professional Communication through Mini-Laboratory Reports
UR  - https://peer.asee.org/45015
DO  - 10.18260/1-2--45015
ER  -