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Improving Student Lab Report Writing Performances in Materials and Manufacturing Laboratory Courses by Implementing a Rhetorical Approach to Writing

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Manufacturing Materials and Processes

Tagged Division

Manufacturing

Page Count

17

Page Numbers

26.924.1 - 26.924.17

DOI

10.18260/p.24261

Permanent URL

https://peer.asee.org/24261

Download Count

95

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Paper Authors

biography

Dave (Dae-Wook) Kim Washington State University, Vancouver

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Dr. Dave (Dae-Wook) Kim is an Associate Professor and Coordinator of Mechanical Engineering in the School of Engineering and Computer Science at Washington State University Vancouver. He has 15 years of experience in engineering materials and manufacturing. His research area includes materials processing, structural integrity improvement, and hybrid composite manufacturing. He has been very active in pedagogical research and undergraduate research projects, and his research interests include manufacturing laboratory pedagogy and writing pedagogy.

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biography

Wendy M. Olson Washington State University, Vancouver

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Dr. Wendy Olson is a tenured Associate Professor of English and specialist in rhetoric and composition. She serves as the Director of Composition and Writing Assessment at Washington State University Vancouver, where she teaches undergraduate courses in first-year composition and professional and technical writing, as well as graduate courses in writing studies theory and pedagogy.

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Abstract

Efficacy of one-on-one review sessions on student lab report writing performances in materials and manufacturing laboratory courses AbstractThe act of writing is proven to enhance students’ engagement in learning over any otherpedagogical tools. It was found that the association between the amount of writing in acourse and students’ engagement in that course was three times as great as any otherfactor—greater than whether the course was in the student’s major, or taught by herfavorite professor, or even whether the course was an elective or a required course. Amechanical engineering program at a four-year institution offers two laboratory courseson engineering materials and manufacturing processes during the junior year. Courseinstructor and laboratory adjuncts provided one-on-one sessions to the students forreviewing their lab reports. Based on the data collected from the year with one-on-onesessions are compared with the year without sessions, students’ writing quality was foundto be improved. Pre/post analysis studies in each course were conducted to students’ labreport scores and their lab participation. The student surveys (n = 50) show that one-on-one sessions help them to remind their learning during first-year composition course,identify the expectations of the lab report, and understand rhetorical writing in thediscipline. 1

Kim, D. D., & Olson, W. M. (2015, June), Improving Student Lab Report Writing Performances in Materials and Manufacturing Laboratory Courses by Implementing a Rhetorical Approach to Writing Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24261

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015