Writing Across the Chemical Engineering Curriculum at the University of North Dakota

Ludlow, Douglas K.; Schulz, Kirk H.

doi:10.1002/j.2168-9830.1994.tb01097.x

Cited by 36 publications

(27 citation statements)

References 4 publications

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“…6 Korshaven believes that shirking of a group member occurs because students assign a lower priority to group projects than to individual assignments. 6 This paper addresses different types of group writing that the authors have encountered 7 while observing and teaching student writing as engineering faculty members. We believe that the development of group writing skills is important for engineers to be successful in the workplace, and thus, that instruction in effective group writing must be incorporated into engineering curricula.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Group Writing Instruction in Engineering Courses

Schulz

Ludlow

1996

J of Engineering Edu

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Group writing is an important and integral part of the engineering workplace which is rarely addressed in most undergraduate engineering curricula. Virtually every engineering student takes courses in composition and writing; however, these courses inevitably emphasize the development of individual writing skills. Engineering students need to be exposed to different group writing styles and learn to be effective group writers. The key elements to effective group writing include group dynamics and leadership and group members attitudes towards revision and criticism. By discussing with the students the key points to successful group writing, engineering students will turn in better assignments to their instructors and will be better prepared for the engineering workplace.

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Section: Introductionmentioning

confidence: 99%

Incorporating Group Writing Instruction in Engineering Courses

Schulz

Ludlow

1996

J of Engineering Edu

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“…One review paper suggests that undergraduate and graduate writing courses should concentrate more on summary and paraphrase skills [7]. Another approach suggests that technical writing in engineering should emphasize term papers, laboratory write-up, small group (3-4 student) capstone design reports and oral presentations with access to a writing consultant [8]. Engineering information literacy and communication has also been addressed using integrated technology and four teaching modules.…”

Section: Introductionmentioning

confidence: 99%

Aspects of Professional Engineering Practice, Ethics and Technical Writing in an Engineering Course

Shirokoff

2011

PCEEA

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“…Low faculty motivation: The belief that writing is not important to engineering programs is held by many faculty and students (Ludlow & Schulz, 1994). Additionally, even faculty who recognize the importance of writing may not have any institutional motivation to incorporate writing into their courses -or any pedagogical change, for that matter (Zhu, 2004).…”

Section: Lack Of Expertisementioning

confidence: 99%

Writing to Learn Engineering: Identifying Effective Techniques for the Integration of Written Communication into Engineering Classes and Curricula (NSF RIGEE project)

Troy¹,

Jesiek²,

Boyd³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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As engineering continues to grow as a global career, effective communication in the form of technical writing becomes more essential. Professional engineering organizations and universities continually list the ability to communicate technical information as a highly sought attribute in recently-graduated engineers. Unfortunately, numerous logistical challenges prevent many programs from implementing extensive technical writing education within the engineering curriculum. These challenges include budgetary constraints, curriculum credit hour reductions, availability of communication expertise, and both student and faculty resistance to the inclusion of communication instruction in engineering programs. This study aims to identify and refine effective, low-overhead exercises that allow instructors to implement technical writing education into technical existing technical courses. These exercises have the benefit of embedding technical communication into the curriculum, with minimal curricular disruption, and in the context of the technical material that will ultimately need to be communicated. The project proposes innovative application of writing interventions that have been proven effective in other contexts, with the goal of transforming core technical courses in engineering to enhance both the technical capabilities and writing skills of participating students. Initial analysis focuses on the implementation of two technical writing interventions developed and applied to Civil Engineering courses. Preliminary study results on a large course paragraph writing exercise point to the importance of the development of a robust assessment and feedback strategy for the implementation of writing in large classes, as well as the different types of writing that can successfully be incorporated into such classes, in spite of their technical nature.

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Writing Across the Chemical Engineering Curriculum at the University of North Dakota

Cited by 36 publications

References 4 publications

Incorporating Group Writing Instruction in Engineering Courses

Incorporating Group Writing Instruction in Engineering Courses

Aspects of Professional Engineering Practice, Ethics and Technical Writing in an Engineering Course

Writing to Learn Engineering: Identifying Effective Techniques for the Integration of Written Communication into Engineering Classes and Curricula (NSF RIGEE project)

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