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Learning through Writing in an Engineering Course

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2 Author(s)

In the fall 1982 semester, engineering report writing was integrated into the structure of a junior-level electrical engineering course at Howard University. The required homework consisted of engineering reports instead of the traditional textbook problem sets. A follow-up analysis of grades on examinations, on reports, and in later courses showed that 1) student understanding of engineering subject matter was not compromised by the course structure; 2) writing skills improved over the course of the semester; and 3) the correlation of student writing skills to problem solving skills was approximately 0.5.

Published in:

Education, IEEE Transactions on  (Volume:27 ,  Issue: 3 )

Date of Publication:

Aug. 1984

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