| Abstract Scope |
As more engineering students participate in research and attend graduate school, scientific writing has become a desired skill but not yet been adequately taught at undergraduate level. Oftentimes, it can be challenging to effectively communicate the expectations, which makes students dislike the writing assignments and leaves us as faculties with the burden of providing constructive feedback.
We practice this integration of scientific writing into solid mechanics and materials engineering courses at a primarily undergraduate institution. Each semester, we set aside 3-4 lectures time for writing, with each focusing on one specific topic at a time. A “flip” style is applied -- students work in groups, then we monitor and address their problems in time. This significantly reduces the amount of work for both faculties and students.
After showcasing the practices, we would like to hear your story and discuss how to improve the teaching and learning experience better. |