Integrating Team-Based Learning Modules to Improve Civil Engineering Students’ Technical Writing Skills
Publication: Journal of Civil Engineering Education
Volume 146, Issue 3
Abstract
This study investigates the effectiveness of role assignment in team-based learning (TBL) modules to improve technical writing skills in an undergraduate civil engineering (CE) materials lab course. Four standalone technical writing modules were integrated into the existing lab sequence: (1) logic/technical expression; (2) data representation; (3) references and citations; and (4) ethics and literature reviews. Technical writing skills were assessed using a standard rubric to evaluate lab reports. Two lab sections participated in this study, with one section having peer leaders assigned in each team and the other not having peer leaders. Scores on lab reports were compared between sections. The overall results indicated that TBL modules can improve students’ technical writing skills and their perceptions of their abilities over the course of a semester. The TBL team with an assigned team leader was observed to work differently than teams without an assigned team leader, with significant differences occurring with specific group reports. This case study applies a method aimed at improving students’ technical writing skills that has potential in other engineering disciplines.
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Data Availability Statement
Some or all data, models, or code generated or used during the study are proprietary or confidential in nature and may only be provided with restrictions (e.g., anonymized data).
Acknowledgments
The authors would like to thank the Innovation in Learning Center at the University of South Alabama for sponsoring this study. Special thanks go to Dr. Julie Estis, who has provided constructive suggestions during this study.
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Information & Authors
Information
Published In
Journal of Civil Engineering Education
Volume 146 • Issue 3 • July 2020
Copyright
©2020 American Society of Civil Engineers.
History
Received: May 20, 2019
Accepted: Jan 23, 2020
Published online: May 7, 2020
Published in print: Jul 1, 2020
Discussion open until: Oct 7, 2020
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