Introducing ‘Concept Question’ writing assignments into upper-level engineering courses

2021 ◽  
pp. 1-20
Author(s):  
Kirsten A. Davis ◽  
William A. Mogg ◽  
David P. Callaghan ◽  
Greg R. Birkett ◽  
David B. Knight ◽  
...  
Keyword(s):  
Writing Assignments ◽  
Upper Level

scholarly journals On The Use Of Writing Assignments In Intermediate Microeconomic Theory

2009 ◽  
Vol 2 (4) ◽  
pp. 25-36
Author(s):  
Patrick B. O’Neill
Keyword(s):  
Consumer Choice ◽  
Choice Model ◽  
Microeconomic Theory ◽  
Writing Assignments ◽  
Term Paper ◽  
Writing Assignment ◽  
Upper Level ◽  
Economics Majors ◽  
Required Courses

A typical writing assignment in upper level required courses is a term paper. However many economics majors, particularly those in business schools, need to develop skill at writing shorter pieces. In this paper I describe numerous examples of shorter writing assignments that I have incorporated into an Intermediate Microeconomic Theory course. The assignments include such activities as comparison of competing theories; non-traditional applications of theory; book reviews; and explorations of the nuances of the standard consumer choice model. In addition to describing the details of the various assignments, the paper presents both student and instructor assessment of them.

scholarly journals Writing Across the Curriculum: Where Does Horticultural Science Fit In?

2004 ◽  
Vol 14 (4) ◽  
pp. 621-624 ◽  
Author(s):  
Karina Zambreno ◽  
Emily Hoover ◽  
Neil Anderson ◽  
Jeffrey H. Gillman
Keyword(s):  
Writing Across The Curriculum ◽  
University Of Minnesota ◽  
Plant Identification ◽  
Writing Assignments ◽  
The Future ◽  
Production Techniques ◽  
Teaching Faculty ◽  
Upper Level ◽  
The University ◽  
Deficient Area

In Fall 1999, the University of Minnesota implemented a writing-intensive (WI) requirement for undergraduates. As part of the requirement, students must take one upper-division WI course in their major. As of Spring 2002, the environmental horticulture major through the Department of Horticultural Science had only one WI course in its entire curriculum. Teaching faculty were interviewed and syllabi were reviewed to gather information on what types of writing are currently being assigned and to discuss where more WI courses should be placed in the environmental horticulture curriculum in the future. These surveys and interviews revealed that the majority of classes require formal writing and that the majority of the faculty review or are willing to review a draft of an assignment, two key components of the WI requirement. Informal writing assignments are less common, indicating a deficient area of the curriculum. With slight modifications, many classes in the environmental horticulture curriculum can meet the requirements to become designated as WI. Faculty agreed that WI courses should be placed in upper-level, smaller classes that place less emphasis on production techniques or plant identification.

How Male, Female, and Mixed-Gender Groups Regard Interaction and Leadership Differences in the Business Communication Course

2001 ◽  
Vol 64 (3) ◽  
pp. 43-58 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal ◽  
Karen K. Waner
Keyword(s):  
Interpersonal Communication ◽  
Group Process ◽  
Business Communication ◽  
Communication Styles ◽  
Writing Assignments ◽  
Communication Course ◽  
Good Writing ◽  
Upper Level ◽  
Gender Groups ◽  
Leader Role

Research on leadership and teams suggests that men and women exhibit different leadership and interpersonal communication styles. A review of literature and a survey of students in upper-level business communication courses at Central Mis souri State University provide evidence for five strategies to assist students in deal ing with team-interaction situations: 1. Instruct students in techniques to avoid groupthink and to promote and handle competition 2. Offer students ideas on and methods for reaching agreement in a timely manner 3. Vary the subject of group writing assignments to allow each student to be per ceived as an expert 4. Encourage all students to be active participants in the group process 5. Emphasize the importance of good writing skills to both males and females Finally, further research is needed regarding the "natural leader" role, the role of competition in groups, and the effect of perceptions of tasks as either "feminine" or "masculine."

scholarly journals The Beauty of Teaching Interdisciplinary Courses: How Does a Combination of Technology-Based Lectures and Writing-Intensive Assignments Promote Learning?

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Younsung Kim
Keyword(s):  
Undergraduate Students ◽  
Interdisciplinary Approach ◽  
Learning Tools ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Writing Assignments ◽  
Natural Systems ◽  
Upper Level ◽  
Global Affairs ◽  
Sustainability Challenges

Sustainability is not solely a scientific issue or an environmental issue. It presents enormous challenges to human and natural systems and includes political, economic, legal, and ethical dimensions. Instructors who teach sustainability-related courses face significant challenges following from the interdisciplinary nature of the subject. Some students lack an interdisciplinary approach, as they have been strongly ingrained in traditional natural or social science academic domains. In other instances, students are unaware of or unconcerned about environmental or sustainability issues, being less actively engaged in classroom discussions. This session presents strategic pedagogical techniques that have been implemented in a single interdisciplinary sustainability course titled, "Environmental Policymaking in Developing Countries." The course, which has been offered to upper-level undergraduate students in Global Affairs and other majors, also meets the university's writing-intensive course requirements. The findings suggest that technology-based learning tools, including video clips and game simulations, are useful in integrating multiple sources of information and ensuring students receive a more inclusive perspective than they would from consulting a single conventional textbook. Research-based writing assignments, in which students apply concrete learning concepts to real-world sustainability challenges, are shown to be a powerful vehicle for enhancing students' understanding of the multifaceted concept of sustainability. This session provides insights into how to build interdisciplinarity into teaching that are relevant for instructors in a broad range of courses in various academic domains.

scholarly journals Writing Across the Curriculum: Where does Horticultural Science Fit In?

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 864C-864
Author(s):  
Neil O. Anderson* ◽  
Emily Hoover ◽  
Karina Zambreno ◽  
Jeff Gillman
Keyword(s):  
Writing Across The Curriculum ◽  
Plant Identification ◽  
Writing Assignments ◽  
The Future ◽  
Production Techniques ◽  
Teaching Faculty ◽  
Upper Level ◽  
Intensive Course ◽  
Deficient Area

In Fall 1999, the Univ. of Minnesota implemented a writing intensive requirement for undergraduates. As part of the requirement, students must take one writing intensive (WI) course in their major. Formal and informal writing in critical draft review are key components of intensive writing. The Dept. of Horticultural Science offers an Environmental Horticulture Major which currently has only one writing intensive course in its curriculum. Teaching faculty (13/14), responsible for 21 courses in the curriculum, were interviewed and syllabi were reviewed to gather information on what types of writing are currently being assigned and to discuss where WI courses should be placed in the Environmental Horticulture curriculum in the future. The majority of classes utilize formal writing and the majority of faculty review, or are willing to review, a draft of an assignment. Informal writing assignments are less common, indicating a deficient area of the curriculum. With slight modifications, many classes in the curriculum can meet the requirements to become WI. Faculty agreed that WI courses should be placed in upper level, smaller classes that place less emphasize on production techniques or plant identification.

State special primary acceleration measurement standard for gravimetry GET 190-2019

2020 ◽  
pp. 3-8
Author(s):  
L.F. Vitushkin ◽  
F.F. Karpeshin ◽  
E.P. Krivtsov ◽  
P.P. Krolitsky ◽  
V.V. Nalivaev ◽  
...  
Keyword(s):  
High Precision ◽  
Free Fall ◽  
Measurement Range ◽  
Measurement Standard ◽  
Acceleration Measurement ◽  
Measurement Systems ◽  
Free Fall Acceleration ◽  
Investigation Methods ◽  
Measurement Results ◽  
Upper Level

The State special primary acceleration measurement standard for gravimetry (GET 190-2019), its composition, principle of operation and basic metrological characteristics are presented. This standard is on the upper level of reference for free-fall acceleration measurements. Its accuracy and reliability were improved as a result of optimisation of the adjustment procedures for measurement systems and its integration within the upgraded systems, units and modern hardware components. A special attention was given to adjusting the corrections applied to measurement results with respect to procedural, physical and technical limitations. The used investigation methods made it possibled to confirm the measurement range of GET 190-2019 and to determine the contributions of main sources of errors and the total value of these errors. The measurement characteristics and GET 90-2019 were confirmed by the results obtained from measurements of the absolute value of the free fall acceleration at the gravimetrical site “Lomonosov-1” and by their collation with the data of different dates obtained from measurements by high-precision foreign and domestic gravimeters. Topicality of such measurements ensues from the requirements to handle the applied problems that need data on parameters of the Earth gravitational field, to be adequately faced. Geophysics and navigation are the main fields of application for high-precision measurements in this field.

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