Clippinger, D., & Pflueger, R. C., & Nozaki, S. (2024, June), Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47596

\bibitem{asee_peer_47596}
  Clippinger, D., \& Pflueger, R. C., \& Nozaki, S. (2024, June), \emph{Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--47596

David Clippinger, Ruth Camille Pflueger, and Steven Nozaki.  "Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47596 Internet.  11 May, 2025

\bibitem{asee_peer_47596}
  David Clippinger, Ruth Camille Pflueger, and Steven Nozaki.
  "Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47596 Internet.  11 May, 2025

@INPROCEEDINGS{asee_peer_47596
author = "David Clippinger, Ruth Camille Pflueger, and Steven Nozaki"
title = "Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47596}
number = {10.18260/1-2--47596}
}

TY  - CPAPER
AB  - Senior capstone projects are usually funded by industrial sponsors that present a project which becomes the focus of the students’ efforts. However, all too often, students concentrate on the application of engineering concepts to the project before accurately identifying the true problem to be solved.  The resulting designs address the project goals but ultimately fail to solve or sometime even exacerbate the underlying problem. This paper discusses the results of an investigation of an intervention with the potential to improve students’ identification of the optimal designs to the projects posed by sponsors.
The intervention represents an extension of research funded by an I-USE NSF Collaborative grant to improve writing support for engineering students on their technical documents by the use of peer writing tutors from non-technical backgrounds, collaboratively trained by engineering faculty and writing tutor supervisors. The project, Writing Assignment Tutor Training in STEM (WATTS), has been conducted in three universities over three years and has demonstrated statistically significant improvement in STEM undergraduate writing after students received tutoring from WATTS-trained tutors. 
At the beginning of a WATTS tutoring session, students provide an elevator speech to the tutors, summarizing the content of their reports.  The researchers hypothesize that the tutors, as a general audience, are more likely to see the problem from a broader perspective than the students working alone.  Also, the students must explain the reasoning behind their identification of the problem.  Both of these interactions have the potential to enable the students to improve their critical thinking skills in their discipline.  WATTS training materials have been adapted to include this aspect of the content of students’ reports.  This study is currently being conducted in the first semester of a two-semester mechanical engineering technology senior design course.  Results and analysis will be included in the paper.

AU  - David Clippinger
AU  - Ruth Camille Pflueger
AU  - Steven Nozaki
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions
UR  - https://peer.asee.org/47596
DO  - 10.18260/1-2--47596
ER  -