Technical writing improvements through engineering lab courses

Improving assessment of engineering students’ technical communication skills is a good way to monitor and improve teaching of these skills, and positively impact associated learning. The present study reports on a method used to assess students’ technical writing abilities, while also evaluating the impact of technical writing-related instruction and associated curricular and pedagogical approaches. In this way, students’ improvements can be mapped to instruction methods. The strategies for enhancing the delivery of technical writing-related instruction are discussed in terms of the proposed assessment method. This method has three main parts: 1) Sample Generation Procedure – the strategic establishment of a pair of written reports, serving as BEFORE-Labs and AFTER-Labs, and similar enough in topic to justify comparison after assessment, but unexpected to students so that reports are not simply replicated; 2) A Rubric for Technical Writing – encompassing major features of technical writing requirements of engineering lab courses and developed to be both descriptive (having descriptions in each category, to make expectations explicit for evaluators and students) and holistic (having short summarizing narratives for different levels of work, to capture overall quality quickly); and 3) an Evaluation Demonstration – in which a matrix of faculty instructors from sections of different engineering lab courses used the rubric to retroactively assess the samples. Together, these efforts are used not only to assess improvements in students’ technical writing, but by effect also gauge teaching and effectiveness of curricular and pedagogical interventions. In two engineering lab courses, a thermo-fluid lab course and a solid mechanics lab course, BEFORE-Labs and AFTER-Labs were generated using either a method of impromptu “one-hour labs”, with experiments conducted and reports submitted all within an hour at the beginning and end of one semester, or comparison of full lab reports from consecutive semesters of students. Evaluation results clearly show that there were aggregate improvements in students’ technical writing skills, and as such it is concluded that the teaching methods were effective.