Session Format
Conference Session (20 minutes)
Target Audience
Post Secondary Education
Location
Research Burst 2 (PARB 127)
Abstract for the conference program
This study, through the perspective of project-based instruction (PBI), designed, implemented, and then assessed a technical writing course for engineering students. The study first analyzed the existing literature by addressing current challenges in technical writing to students in engineering majors and why PBI is a fit and effective pedagogy in teaching technical writing to engineering students. It then introduced the design of a semester-based technical writing course and a specific timeline, writing tasks, and projects that had been involved in the course. The study then described specific tasks through rationales behind each task and connections among tasks. Different from the existing literature that has evaluated the effectiveness of PBI from a student perspective, this study examined PBI effectiveness from a teacher perspective. The study finally proposed alternative methods to assess PBI and described specific assessment methods and participants involved in the assessment process.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-22-2019 2:15 PM
End Date
3-22-2019 2:35 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Gao, Yang, "Teaching Technical Writing to Engineering Students: Design, Implementation, and Assessment for Project-based Instruction" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 16.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/16
Teaching Technical Writing to Engineering Students: Design, Implementation, and Assessment for Project-based Instruction
Research Burst 2 (PARB 127)
This study, through the perspective of project-based instruction (PBI), designed, implemented, and then assessed a technical writing course for engineering students. The study first analyzed the existing literature by addressing current challenges in technical writing to students in engineering majors and why PBI is a fit and effective pedagogy in teaching technical writing to engineering students. It then introduced the design of a semester-based technical writing course and a specific timeline, writing tasks, and projects that had been involved in the course. The study then described specific tasks through rationales behind each task and connections among tasks. Different from the existing literature that has evaluated the effectiveness of PBI from a student perspective, this study examined PBI effectiveness from a teacher perspective. The study finally proposed alternative methods to assess PBI and described specific assessment methods and participants involved in the assessment process.
