Engineering students entering graduate school are typically underprepared for the writing tasks involved completing a Ph.D. Previous work has shown that writing attitudes and confidence in writing skills correlate with likelihood of pursuing certain careers and persistence and attrition in the program. However, all work to date has considered graduate students all together: In this study we seek to understand potential differences in the ways that U.S. domestic students and international student (both those studying in the U.S. and those studying in other countries) so that researchers and faculty who teach engineering communication can better tailor their activities and approaches to teaching writing. A survey accessing the students writing approaches, concepts, and self-regulatory efficacy was distributed to engineering graduate students at universities in Japan and Norway. The results of this survey were then compared to the results of a similar survey taken by domestic engineering graduate students and international engineering graduate students studying in the U.S. Findings indicate that there are statistically significant differences between U.S. domestic engineering graduate students with international engineering graduate students for most of the engineering writing attitudinal factors studied, indicating that instructors should begin to tailor approaches differently for individual students. From a research perspective, we will continue to use these findings to investigate and illuminate cultural variations that can influence the writing process.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 15 2019|
|Event||126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 - Tampa, United States|
Duration: Jun 15 2019 → Jun 19 2019
All Science Journal Classification (ASJC) codes