Transformations in Technical Communicat ion Pedagogy: Engineering, Writing, and the ABET Engineering Criteria 2000

Abstract

The Accreditation Board for Engineering and Technology, the organization that accredits engineering programs in the United States, has shifted its focus to the documentation of student learning outcomes. This shift has prompted changes in the work of technical communication departments and programs that serve engineering, from the development of new courses to increased collaboration between technical and non-technical faculty. This article traces the development of ABET'S Engineering Criteria 2000 and identifies the effect of EC 2000 on technical communication now and in the future.