Strengthening Engineering Identity and Communication Skills through Industrial Role-Playing in a Senior Chemical Engineering Laboratory Course

Education for Chemical Engineers, Journal Year: 2025, Volume and Issue: unknown

Published: May 1, 2025

Language: Английский

Work in Progress: Writing in Engineering Faculty Fellows

Published: Feb. 6, 2024

Abstract Technical communication skills are highly valued in the engineering[1] and practicing engineers spend a large portion of work time writing or speaking. However, feedback from industry indicates lack many engineering graduates[2]. Engineering curriculums therefore need to improve how taught. The movement towards more effective teaching has resulted opportunity for collaboration with experts. One issue is that technical writing, its products, often viewed as outside practice, e.g. something be done once 'real' complete. through research using sociocultural situated learning frameworks, an understanding emerging identity linked cannot separated context practice[1]. There disciplines come together mutual learning. In this paper, we describe innovative "Writing Faculty Fellows" program occurred at Montana State University, R1 land grant institution Northern Rockies does not have official Writing Across Curriculum (WAC) program. goals Fellows provide space multidisciplinary changing culture engineering. Specifically, goal help faculty integrate experiences into undergraduate courses, able share what they learned their experience others college. consisted six faculty; two chemical engineering, environmental one mechanical well Center director. Over course academic year, met monthly discussion reflection, readings reflection prompts guiding discussion. focused on these main questions: What "good communication" engineering? kinds do students facilitate development communicators"? resources create those experiences? From initial discussions, propose instruction requires only our coursework embed practice across curriculum, but also situating part work. As progresses over next few years, will advise join assessment current programs become ambassadors integrating by promoting programs, recruiting new faculty, leading workshops members. Ultimately, outcome instructional toolkit including exercises, assignment outlines tools, aids within practice. purpose work-in-progress paper structure process program, narrate first year discuss future efforts evaluate impact teach communication. 1. Paretti, M.C., L.D. McNair, J.A. Leydens, Communication, Cambridge Handbook Education Research, A. Johri B.M. Olds, Editors. 2014, University Press: Cambridge. p. 601-632. 2. Donnell, J., , et al., Why Industry Says That Graduates Have Poor Communication Skills: Literature Says. ASEE Conferences: Vancouver, BC. 3. Williams, J.M., Transformations Pedagogy: Engineering, Writing, ABET Criteria 2000. Quarterly, 2001. 10(2): 149-167.

Language: Английский

WIP: Online Tutorials to Help Undergraduates Bridge the Gap Between General Writing and Engineering Writing

2020 ASEE Virtual Annual Conference Content Access Proceedings, Journal Year: 2020, Volume and Issue: unknown

Published: Sept. 8, 2020

Abstract The demands of engineering writing are much different from those general writing, which students study grade school through first-year composition. First, the content is both more specific and complex [1]. As a second difference, not only do types audiences vary in but so does audience’s level knowledge about content. Yet third difference that expected precision higher [2]. Still fourth formats for reports, call sections incorporating illustrations equations, detailed than double-space essays Because many take technical course until their junior or senior year, gap exists between what undergraduates have learned to courses produce design laboratory courses. While some colleges such as University Michigan bridged with instruction design, few Wisconsin-Madison done English [4]. Still, group schools Purdue using an integration these [5]. Unfortunately, other first year. For instance, at ________________, option teaching because this spans one semester has no room another major instructional topic. In addition, same institution, composition Department adamant having course’s scope remain on writing. Although year should theoretically bridge gap, understanding differences poses problems who yet taken organization report can significantly pull down report’s lead assume they inherently weak [6]. Another problem disadvantage when emails reports during summer internship. To we created online resource [7] teaches essential by engineers. At heart two web pages—one professional emails. Each page consists series short films provide quiz ensure comprehension films. links model documents, while faculty lesson plans. Using NSF I-Corps approach [8], educational version how build start-up company [9], developed our over past six months. Specifically, tested value propositions customer interviews been piloted. results interviews, revised pages. This paper presents following highlights effort: (1) discoveries (2) corresponding pivots made respond discoveries, (3) website usage statistics show effects making pivots. References 1. Richard House, Layton, Jessica Livingston, Seam Moseley (2017). Engineering Communication Manual. Oxford: Oxford Press. 2. Susan Conrad, “A Comparison Practitioner Student Writing Civil Engineering,” Journal Education, vol. 106, no. 2 (April 2017), pp. 191-217. 3. Sheffield, S., & Fowler, R., Alford, L. K., Snyder, K. (2017, June), “Implementing Single Holistic Rubric Address Both Technical Criteria First Year Design-Build-Test-Communicate Class. presented 2017 ASEE Annual Conference Exposition, Columbus, Ohio. https://peer.asee.org/28479. 4. EPD 155: Basic Communication, https://guide.wisc.edu/courses/e_p_d/ (Madison, Wisconsin: f Wisconsin, Madison, 2019). 5. Chesley, A., Mentzer, N., Jackson, Laux, D., Renner, M. (2016, “Integrating Technology, English, Courses First-Year Technology Students,” 2016 New Orleans, Louisiana. 10.18260/p.25414 6. S. A. Ambrose, W. Bridges, DiPietro, C. Lovett, Norman, “What Factors Motivate Students Learn,” How Learning Works (New York: Wiley, 2010), 66-90. 7. “Writing Lessons Science,” ____________________________________ ______________________________________________________. 8. Smith, McKenna, F., Chavela Guerra, R. C., Korte, Swan, “Innovation Corps (I-Corps™ L): Assessing Potential Sustainable Scalability Educational Innovations,” 10.18260/p.25702. 9. Steve Blank Bob Dorf, Startup Owner’s Manual: Step-by-Step Guide Building Great Company (Pescadero, California: K&S Ranch, Inc., 2012).

Language: Английский