The inclusion of writing-based exercises in technical courses has multiple learning benefits to students. Writing exercises not only serve to improve students’ written communication skills (i.e., “learn to write”), but can also be leveraged to develop critical thinking skills and promote deeper understanding of technical concepts (i.e., “write to learn”). Nevertheless, while writing-intensive assignments are relatively common in upper-level technical courses, especially in the form of laboratory and project reports, writing is often absent in the larger, required core courses that are taken by large numbers of engineering students. This is a missed opportunity to both enhance student learning of technical content as well as missed chance for students to have more writing practice. This NSF RIGEE project aims to investigate, support, and promote the inclusion of writing in technical courses, particularly introductory and core courses. Analysis of an engineering instructor survey carried out as part of the project revealed concerns about assessment and feedback on students’ written work. Additionally, writing instructors were interested in the creation of guides designed to aid instructors in the creation and tailoring of writing prompts for use in their existing technical courses. This paper introduces preliminary resources we have created in response to these stated needs, in order to help instructors develop, implement, and assess writing assignments in their courses. Current resources include a decision tree to help instructors create writing assignments within their classrooms and assessment rubrics that can easily be adapted to specific writing assignment needs. Resources will continue to be developed during the remainder of the project, culminating in a writing website geared towards instructors.
Cary Troy is an associate professor in the Lyles School of Civil Engineering at Purdue University. His research focuses on environmental fluid mechanics, physical oceanography, coastal engineering, and Lake Michigan, as well as innovative and effective pedagogical techniques in large engineering courses. He teaches courses in elementary fluid mechanics, coastal engineering, environmental fluid mechanics, and transport processes.
http://orcid.org/0000-0003-3056-5144
Purdue University, West Lafayette
[biography]
Dr. Brent K. Jesiek is Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University.
Josh Boyd is associate professor and director of undergraduate studies at the Brian Lamb School of Communication, Purdue University. He frequently teaches writing-intensive classes, and he studies ways to improve writing and assessment of writing across the curriculum.
http://orcid.org/0000-0001-8503-5787
Purdue University, West Lafayette
[biography]
Natascha Trellinger is a Ph.D. student in the School of Engineering Education at Purdue University. She graduated with her B.S. in Aerospace Engineering from Syracuse University where her interest in the teaching and learning aspects of engineering began. At Purdue, Natascha is a member of the Global Engineering Education Collaboratory (GEEC) and is particularly interested in graduate level engineering education and faculty experiences.
http://orcid.org/0000-0002-5518-2636
Purdue University, West Lafayette
[biography]
Rebecca Essig is a 6th year PhD Candidate at Purdue University in Civil Engineering. Rebecca is a GAANN Fellow under Dr. Cary Troy specializing in Environmental Fluid Mechanics. She received her BS and MS from the Lyles School of Civil Engineering in 2010 and 2013 respectively.
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