Using Existing University Resources: Integration of the University Writing Center into a Senior-level Laboratory Series for Improved Learning Outcomes

Abstract In this work, the lead instructors for fall and spring senior-level chemical engineering unit operations courses worked with the existing Writing Center (WC) on campus to develop assignments, rubrics, and activities targeted at specific technical communication skills. Writing assignments were redesigned to incorporate revision into the technical writing process based upon feedback at multiple levels including feedback from instructors, peers, and facilitated by WC tutors. In-class technical communication workshops were developed and given by WC staff, incorporation of in-class peer review and revision occurred, and undergraduate WC tutors were trained and assigned specifically to students in these courses to review the students technical writing documents. Faculty feedback was that the student reports were improved over previous years and that grading was more streamlined and uniform due to the improved rubrics.