Implementing Technical Communication Instruction in a Civil Engineering Course: The Value of Knowledge Surveys and Peer Review

Becker, Karin L.; Sloan, Joel A.

doi:10.1061/jceecd.eieng-1927

Cited by 2 publications

(4 citation statements)

References 42 publications

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“…However, the reality is that many engineering students lack the opportunity to develop or practice disciplinary writing in the subjects they study [48]. In a similar vein, previous studies [37,38,49,50] show that most interventions cover various strategies for incorporating writing reinforcement techniques within other courses. They provide models, examples, and structured writing exercises centered around authentic tasks.…”

Section: Discussionmentioning

confidence: 99%

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Use of a Gamified Platform to Improve Scientific Writing in Engineering Students

Núñez-Pacheco,

Vidal,

Castro-Gutierrez

et al. 2023

Education Sciences

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The general purpose of this study was to determine the potential of using a gamified platform in the development of scientific writing skills among engineering students at a Peruvian university. To this end, a gamified web platform named Call for Papers for Engineers was designed. This platform contains mini-games focused on developing reading and writing skills for articles related to the engineering area. A quantitative methodological approach was employed, with a quasi-experimental design involving two groups: an experimental group and a control group, with pre-and post-test measurements. Additionally, the gamified platform was validated through expert judgment, and user satisfaction levels were assessed. The main results indicate that the content developed in the course and the use of the gamified web platform were effective teaching methods, as the students in the experimental group demonstrated higher performance after using the gamified platform compared to the control group. Furthermore, participants in the study expressed satisfaction with the use of this technological resource, finding it motivating and user-friendly.

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Section: Discussionmentioning

confidence: 99%

“…Another study by Becker and Sloan [37] integrated a technical communication instruction block into a civil engineering software applications course. The authors claim that students achieved improved technical writing competencies, including the creation of audience-focused, accessible, and usable deliverables.…”

Section: Scientific Writing In Engineeringmentioning

confidence: 99%

Use of a Gamified Platform to Improve Scientific Writing in Engineering Students

Núñez-Pacheco,

Vidal,

Castro-Gutierrez

et al. 2023

Education Sciences

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show abstract

“…For example, Becker and Sloan (2023) and describe the use of KS for technical writing. Students completed the same technical writing KS multiple times in a course and by using KS, the researchers learned that students had misplaced expectations.…”

Section: Knowledge Surveysmentioning

confidence: 99%

“…Based on our experience using KS in several courses in the CE program (Beauregard et al, 2019;Becker & Sloan, 2023Sloan & Scharff, 2022), there is significant value to integrating a self-assessment component into individual courses. The metacognitive practice students get as they self-assessed, the accuracy they demonstrated, and the calibration of their self-assessment ability over time in the Fundamental Hydraulics course (Figure 1) reveals that we are teaching students more than mere academic content; we are teaching them how to learn.…”

Section: Ks Help Demonstrate Student Abilities In Learning To Learnmentioning

confidence: 99%

Student self-assessment data: an instrument for program assessment

Sloan,

Frank

2023

Intersection: A Journal at the Intersection of Assessment and Learning

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The ability to assess oneself is important in higher education, on the job, and throughout all aspects of life. Knowledge surveys (KS) are a self-assessment tool where students rate their ability to answer a knowledge question or perform a skills task. Previous research has shown that students are accurate self-assessors compared to instructor assessments when KS questions are specific and well-aligned with learning objectives and course content. Although it has been suggested as a use of KS in the literature, there are few data on the specific use of KS as a part of a continuous improvement process for program assessment. In this case study, KS were implemented in a Fundamentals of Engineering (FE) exam review course at an undergraduate-only civil engineering program in the western U.S. The paper will outline several components of our continuous improvement process, then compare KS with FE exam results from a cohort of students. The comparison demonstrates the utility of student self-assessment data as one artifact that helps to paint a more complete picture for program assessment. In addition, we will present several assessment benefits to implementing KS in courses and throughout an undergraduate program.

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Implementing Technical Communication Instruction in a Civil Engineering Course: The Value of Knowledge Surveys and Peer Review

Cited by 2 publications

References 42 publications

Use of a Gamified Platform to Improve Scientific Writing in Engineering Students

Use of a Gamified Platform to Improve Scientific Writing in Engineering Students

Student self-assessment data: an instrument for program assessment

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