Work in progress: Using writing-to-learn methods to improve conceptual knowledge in engineering statics

Writing assignments were implemented in a statics course to improve conceptual understanding. The assignments required students to explain in words their solution process for specific homework problems. Quantitative analyses of Statics Concept Inventory (SCI) and course exams data showed significant improvements on the SCI in the experimental section; however, scores on course exams did not significantly improve. Qualitative data indicate that students who were dissatisfied with the process problems cite unfair grading, rather than the work, as cause, highlighting a key area for enhanced collaboration between engineering and writing faculty. These results provide empirical validation for the use of writing-to-learn assignments and validated discipline-based assessment tools such as concept inventories as a means to engage content faculty in writing assignments that support conceptual learning.