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Writing Proficiency in Engineering Technology Students and Skill Development in the Classroom

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Issues in Engineering Technolgy Education

Tagged Division

Engineering Technology

Page Count


Page Numbers

26.1777.1 - 26.1777.19



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Paper Authors


Anne M Lucietto Purdue University Orcid 16x16

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Dr. Lucietto has focused her research in engineering education and the understanding of engineering technology students. Her current focus is in the area of energy, including both fluid and thermodynamics. She teaches in an active learning style which engages and develops practical skills in the students. She is currently exploring the performance of engineering technology students and better ways to teach in an authentic manner.

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Nichole Ramirez Purdue University

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Nichole Ramirez is a graduate student in the School of Engineering Education at Purdue University. She received her B.S. in aerospace engineering from The University of Alabama and her M.S. in aviation and aerospace management from Purdue University. She is a former recipient of the Purdue Doctoral Fellowship. In addition to cooperative education research, she is also interested in studying student choice and migration engineering and technology.

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Writing Proficiency in Engineering Technology Students and Skill Development in the ClassroomLittle work has been done to understand the engineering technology student. The work that hasbeen done often incorporates engineering technology students into the larger number ofengineering students. This masks information that would be helpful in guiding and working withengineering technology students. While this is important, work to further understand thesestudents, we chose to begin by exploring the writing skills of the engineering technology student,developing on other work done in this area. The work place demands the ability to conveythoughts and concepts, however the academic environment is not consistent in the developmentof writing proficiency.If professors provide exercises that engage the student and provide a forum in which the studentwrites and develops those skills, students writing proficiency improves. Employers andprofessors recognize that engineering technology students, while technically competent, lackwriting proficiency. There are a number of hypothesis of why this deficiency exists, however weare more concerned with ways to remedy the situation once students matriculate into theengineering technology program. A variety of techniques have been used, and we havedeveloped assignments that increase writing proficiency while learning the technical material.This work provides examples of the writing assignments, such as the “Big Question Reflection”and “Sustainable Team Project.” The first teaching and developing technical writingcompetency in individual writing, with team collaboration writing in the latter. We discussassignment options and examples that provide those teaching engineering technology studentswith an understanding of the research that has been done, assignments that have been used, andthe outcome of the writing exercises. Comments and input from engineering technologystudents, as well as instructor analysis will be provided as will recommendations for future workin this area.

Lucietto, A. M., & Ramirez, N. (2015, June), Writing Proficiency in Engineering Technology Students and Skill Development in the Classroom Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25113

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