TY - GEN
T1 - Writing a laboratory report for senior electrical engineering courses
T2 - 8th IEEE Global Engineering Education Conference, EDUCON 2017
AU - Masoud, Mahmoud I.
N1 - Publisher Copyright:
© 2017 IEEE.
PY - 2017/6/7
Y1 - 2017/6/7
N2 - Improving students' soft skills is considered one of the important pillars of effective learning. Soft skills include various abilities such as communicating effectively using communication and writing skills. This paper focuses on the improvement of writing skills, particularly when writing a persuasive technical mini-project or laboratory report. The report should encompass all the factors that enhance levels of organizing and writing technical reports using the appropriate language and conventions. Improving the writing skills of students, especially electrical engineering students, falls under outcome 'g' of the Accreditation Board for Engineering and Technology (ABET) student outcomes. Hence, this paper introduces recommendations and guidelines for the structure of mini-projects or laboratory reports for senior (level 4 and level 5) electrical engineering courses. Moreover, it contains a discussion of a case study conducted over eight consecutive terms to assess student performance in three different courses using the suggested structure. In addition, the researcher discusses the results of a student questionnaire exploring students' satisfaction with the proposed report structure.
AB - Improving students' soft skills is considered one of the important pillars of effective learning. Soft skills include various abilities such as communicating effectively using communication and writing skills. This paper focuses on the improvement of writing skills, particularly when writing a persuasive technical mini-project or laboratory report. The report should encompass all the factors that enhance levels of organizing and writing technical reports using the appropriate language and conventions. Improving the writing skills of students, especially electrical engineering students, falls under outcome 'g' of the Accreditation Board for Engineering and Technology (ABET) student outcomes. Hence, this paper introduces recommendations and guidelines for the structure of mini-projects or laboratory reports for senior (level 4 and level 5) electrical engineering courses. Moreover, it contains a discussion of a case study conducted over eight consecutive terms to assess student performance in three different courses using the suggested structure. In addition, the researcher discusses the results of a student questionnaire exploring students' satisfaction with the proposed report structure.
KW - ABET
KW - Communication skills
KW - Effective learning
KW - Electric machines course
KW - Electrical engineering
KW - Lab. report
KW - Teaching electric machine
KW - Writing skills
UR - http://www.scopus.com/inward/record.url?scp=85023647406&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85023647406&partnerID=8YFLogxK
U2 - 10.1109/EDUCON.2017.7942870
DO - 10.1109/EDUCON.2017.7942870
M3 - Conference contribution
AN - SCOPUS:85023647406
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 340
EP - 346
BT - Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017
PB - IEEE Computer Society
Y2 - 25 April 2017 through 28 April 2017
ER -