Learning through Writing has been a popular and successful pedagogical advance applied across undergraduate curricula and disciplines. The goal of Learning through Writing is twofold: to improve writing through the addition of informal and formal writing opportunities in a course, and to improve learning through creative and effective writing assignments. The author received training in Learning through Writing techniques in a series of five day-long workshops offered at his university. As part of a broader education quality improvement campaign, a program of results reporting and outcomes assessment were put in place, including post-workshop coaching and assistance to faculty to adopt the techniques in a course of choice. The author targeted an undergraduate electric power and machines laboratory to assimilate Learning through Writing techniques and utilized the post-workshop guidance opportunities to help create an effective experience for students. This paper provides a brief summary of Learning through Writing pedagogy objectives, methods, and outcomes from the learning methods literature. Samples of reported objectives and classroom experiences and outcomes in undergraduate science, mathematics, engineering, and technology (STEM) curricula are given. This paper presents also the author's strategy, planning, applications, and results using Learning through Writing in the chosen laboratory. Lessons learned and continuous improvement objectives and activities are described.
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