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Using Learning through Writing Pedagogy to Improve Laboratory Learning Outcomes

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Rethinking Engineering Writing

Tagged Division

Liberal Education/Engineering & Society

Page Count

19

Page Numbers

23.14.1 - 23.14.19

Permanent URL

https://peer.asee.org/19023

Download Count

17

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Paper Authors

biography

Steven R Walk Old Dominion University

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Steven R. Walk, PE, is Assistant Professor of Electrical Engineering Technology at Old Dominion University, Norfolk, Virginia. His research interests include power electromagnetic phenomena, energy conversion systems, technology management, and technological change and social forecasting.
Mr. Walk is owner and founder of Technology Intelligence, a management consulting company in Chesapeake, Virginia, and conducts management workshops introducing innovative strategies for business and technology management.
He earned a B.S.E.E.T. degree, Summa cum Laude, at the University of Pittsburgh at Johnstown, and a M.S.E.E. degree at the University of Pittsburgh, where he was a University Scholar.

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Abstract

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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