Work in Progress: Embedding a Large Writing Course in Engineering Design - A New Model to Teach Technical Writing

Abstract

Stephanie Cutler has a Ph.D. in Engineering Education from Virginia Tech. Her dissertation explored faculty adoption of research-based instructional strategies in the statics classroom. Currently, Dr. Cutler works as an assessment and instructional support specialist with the Leonhard Center for the Enhancement of Engineering Education at Penn State. She aids in the educational assessment of faculty-led projects while also supporting instructors to improve their teaching in the classroom. Previously, Dr. Cutler worked as the research specialist with the Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE-W) for Embry-Riddle Aeronautical University.

Using Trained Tutors to Improve Mechanical Engineering Technology Student Writing

“…The impact of tutors on STEM student writing has been the subject of multiple recent studies, for example, [1][2][3][4]. In a series of earlier papers, the authors describe (a) the measurement of different writing registers or 'diatypes' in various STEM disciplines [5], (b) the results when these measurement techniques are applied to student writing samples from a Mechanical Engineering Technology (MET) program [6], and (c) the preliminary results when an intervention consisting of specially-trained tutors as part of the "Writing Assignment Tutor Training in STEM" (WATTS) program [7].…”