Using Log Assignments to Foster Learning: Revisiting Writing across the Curriculum

During the past several years, the authors have conducted experiments in the use of writing to learn (WTL) techniques in sophomore‐level engineering mechanics courses at West Virginia University (WVU). The work was a collaborative effort between a doctoral candidate in the Curriculum and Instruction Department and an Associate Professor of Mechanical and Aerospace Engineering. This paper focuses on the effectiveness of several writing to learn strategies, assigned and completed in the Engineer's Log, which students identified as successful methods for learning. We present and discuss these strategies using sample log entries to illustrate their use and to suggest that expressive writing, or writing for the self, continues to prove itselfa successful technique for learning. Finally, we evaluate the data provided and discuss our results.