June 23, 2013
June 23, 2013
June 26, 2013
Liberal Education/Engineering & Society
23.14.1 - 23.14.19
Using Learning through Writing Pedagogy to Improve Laboratory Learning OutcomesAbstractLearning through Writing has been a popular and successful pedagogical advance applied acrossundergraduate curricula and disciplines. The goal of Learning through Writing is twofold: toimprove writing through the addition of informal and formal writing opportunities in a course,and to improve learning through creative and effective writing assignments.The author received training in Learning through Writing techniques in a series of five day-longworkshops offered at his university. As part of a broader education quality improvementcampaign, a program of results reporting and outcomes assessment were put in place, includingpost-workshop coaching and assistance to faculty to adopt the techniques in a course of choice.The author targeted an undergraduate electric power and machines laboratory to assimilateLearning through Writing techniques and utilized the post-workshop guidance opportunities tohelp create an effective experience for students.This paper provides a brief summary of Learning through Writing pedagogy objectives, methods,and outcomes from the learning methods literature. Samples of reported objectives andclassroom experiences and outcomes in undergraduate science, mathematics, engineering, andtechnology (STEM) curricula are given. This paper presents also the author’s strategy, planning,applications, and results using Learning through Writing in the chosen laboratory. Lessonslearned and continuous improvement objectives and activities are described.
Walk, S. R. (2013, June), Using Learning through Writing Pedagogy to Improve Laboratory Learning Outcomes Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19023
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