Integrating Team-Based Learning Modules to Improve Civil Engineering Students’ Technical Writing Skills

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.