Essig, R. (2022, August), Writing education examples throughout a first-year engineering course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40704

\bibitem{asee_peer_40704}
  Essig, R. (2022, August), \emph{Writing education examples throughout a first-year engineering course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40704

Rebecca Essig.  "Writing education examples throughout a first-year engineering course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40704 Internet.  04 Apr, 2025

\bibitem{asee_peer_40704}
  Rebecca Essig.
  "Writing education examples throughout a first-year engineering course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40704 Internet.  04 Apr, 2025

@INPROCEEDINGS{asee_peer_40704
author = "Rebecca Essig"
title = "Writing education examples throughout a first-year engineering course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40704}
number = {10.18260/1-2--40704}
}

TY  - CPAPER
AB  - A common misconception held by our new engineering students is that engineers do not have to write. The truth is that communication skills are widely acknowledged within the profession as an essential skill for engineers. ABET has consistently listed “an ability to communicate effectively” as a foundational student outcome [1] , and surveys indicate that engineering faculty recognize the importance of students being able to communicate solutions and designs successfully [2]. However, writing education is often only addressed within courses like senior capstone and general education English courses because engineering faculty run up against roadblocks such as the time commitment required to set up a new writing assignment, the time needed to provide valuable feedback, and students’ lack of foundational technical writing skills [2].
In this paper, we share examples of how we incorporated writing throughout a first-year engineering course. Four different writing activities are detailed: a description and analysis of calculation results from a weekly problem set, a technical memo that reports results of a group experiment, a student success activity about time management, and a self-reflection activity about the student’s path into the engineering profession. All the writing activities address instructor observed course content knowledge gaps. These activities are selected to illustrate a range of examples showing how instructors can incorporate writing into engineering courses from a short activity added to an existing weekly assignment through a full-length technical memo.
AU  - Rebecca Essig
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Writing education examples throughout a first-year engineering course
UR  - https://peer.asee.org/40704
DO  - 10.18260/1-2--40704
ER  -