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

\bibitem{asee_peer_25113}
  Lucietto, A. M., \& Ramirez, N. (2015, June), \emph{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

Anne M Lucietto and Nichole Ramirez.  "Writing Proficiency in Engineering Technology Students and Skill Development in the Classroom".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/25113 Internet.  23 Apr, 2024

\bibitem{asee_peer_25113}
  Anne M Lucietto and Nichole Ramirez.
  "Writing Proficiency in Engineering Technology Students and Skill Development in the Classroom".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/25113 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_25113
author = "Anne M Lucietto and Nichole Ramirez"
title = "Writing Proficiency in Engineering Technology Students and Skill Development in the Classroom"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25113}
number = {10.18260/p.25113}
}

TY  - CPAPER
AB  -              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.
AU  - Anne M Lucietto
AU  - Nichole Ramirez
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Writing Proficiency in Engineering Technology Students and Skill Development in the Classroom
UR  - https://peer.asee.org/25113
DO  - 10.18260/p.25113
ER  -