Promoting Advanced Writing Skills in an Upper‐Level Engineering Class
Promoting Advanced Writing Skills in an Upper‐Level Engineering Class
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在高级工程课程中提高高级写作技能
DOI：
10.1002/j.2168-9830.2007.tb00922.x
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发表时间：
2007
影响因子：
3.4
通讯作者：
Penny L. Hirsch
中科院分区：
文献类型：
--
作者：
Bugrahan Yalvac;H. Smith;J. Troy;Penny L. Hirsch
本文总结了旨在提高一群工程本科生写作技能的教学方法的设计和评估。我们试图确定是否可以通过将单个写作练习整合到高级工程课程中来提高学生在论证和综合等困难写作技能方面的表现。在设计练习时，我们在很大程度上依赖于学习科学界的最佳实践建议，特别是国家科学院文本《人们如何学习》中编纂的建议[1]。我们发现学生在许多目标领域的表现都有了可靠的提高，这表明所采取的方法是有效的。由于我们在实现学生学习目标之前对练习进行了几次修改，因此我们可以比较我们方法的不同实施的有效性。我们的成功和失败为其他寻求提高工程本科生写作能力的人提供了指导。
This paper summarizes the design and evaluation of an instructional approach aimed at improving the writing skills of a group of undergraduate engineering students. We sought to determine whether student performance in difficult writing skills such as argumentation and synthesis could be improved by integrating a single writing exercise into an upper level engineering course. In designing the exercise, we relied heavily on recommendations for best practices from the learning science community, specifically those codified in the National Academy text How People Learn [1]. We found reliable improvement in student performance in many of the areas targeted, demonstrating that the approach taken was effective. Since we modified the exercise a few times before meeting our objectives for student learning, we could compare the effectiveness of different implementations of our approach. Our success and failures provide guidance for others seeking to improve the competence of engineering undergraduates in writing.