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Panel: Embedding Technical Writing with Experiential Learning Components into Engineering Curricula

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Panel: Embedding Writing in Experiential Learning

Tagged Division

Liberal Education/Engineering & Society

Page Count

13

Permanent URL

https://peer.asee.org/30856

Download Count

25

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Paper Authors

biography

Lindsay Corneal Grand Valley State University

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Lindsay Corneal is an Associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.

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Debbie Morrow Grand Valley State University

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Debbie Morrow currently serves as Liaison Librarian to the School of Engineering and the other units within the Padnos College of Engineering & Computing at Grand Valley State University, and to the Mathematics and Statistics departments at GVSU. In that position her primary role is to support students in courses in her liaison areas both in and outside of their classrooms. Helping students make connections between information literacy skills and the "life long learning" skills ABET seeks to see in engineering program graduates is an ongoing challenge. Prior to becoming a Liaison Librarian, Debbie served as Systems Librarian at GVSU and at Michigan Technological University for 25 years. She earned her MLIS at the University of Illinois Urbana-Champaign in 1983.

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Tracy Volz Rice University

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Tracy Volz is the Director of the Program in Writing and Communication at Rice University. She oversees the First-year Writing-intensive Seminar Program, the Center for Written, Oral, and Visual Communication, ESL prorgramming for international students, and Communication in the Disciplines projects. Prior to leading the PWC, Dr. Volz spent 15 years integrating written, oral, and visual communication into undergraduate and graduate courses in the Brown School of Engineering at Rice. Her current scholarly interest focuses on the use of flipped pedagogy in first-year engineering design. She received her Ph.D. in English from Rice University in 2001.

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Ann Saterbak Duke University

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Ann Saterbak is Professor of the Practice in the Biomedical Department and Director of First-Year Engineering at Duke University. Saterbak is the lead author of the textbook, Bioengineering Fundamentals. Saterbak’s outstanding teaching was recognized through university-wide and departmental teaching awards. In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Outstanding Educator Award. For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Education.

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Susan Conrad Portland State University

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Susan Conrad, Professor of Applied Linguistics, is the head of the Civil Engineering Writing Project, in which engineering faculty, engineering practitioners, and writing specialists collaborate to improve writing instruction in civil engineering courses. She has written numerous articles and books about English grammar, discourse, and corpus linguistics.

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Timothy James Pfeiffer P.E. Foundation Engineering, Inc.

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Mr. Pfeiffer is a senior engineer and manager at Foundation Engineering in Portland, Oregon.

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Kenneth Lamb California State Polytechnic University, Pomona

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Kenneth is an Associate Professor at Cal Poly Pomona. Kenneth is a licensed Professional Engineer in Nevada with experience working on a variety of water, storm water, and waster water systems projects. He holds degrees from the University of Nevada Las Vegas (BSCE and PhD) and from Norwich University (MCE).

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William A. Kitch Angelo State University Orcid 16x16 orcid.org/0000-0002-1485-4344

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Dr. Kitch is Professor and Chair of the David L. Hirschfeld Department of Engineering at Angelo State University. Before starting his academic career he spent 24 years as a practicing engineer in both the public and private sector. He is a registered professional engineer in both Colorado and California.

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Abstract

Panel Abstract

Many engineering programs have recognized a need for discipline-specific writing instruction. Various methods have been targeted to provide students with opportunities to learn about technical writing with professional practice as the context for the writing. Input from educators and industry professionals has helped to develop the writing instruction and assessment. These valuable collaborations between industry and classroom instruction will help prepare engineering students to write in a professional setting.

Corneal, L., & Morrow, D., & Volz, T., & Saterbak, A., & Conrad, S., & Pfeiffer, T. J., & Lamb, K., & Kitch, W. A. (2018, June), Panel: Embedding Technical Writing with Experiential Learning Components into Engineering Curricula Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30856

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