Writing to Learn Engineering: Identifying Effective Techniques for the Integration of Written Communication into Engineering Classes and Curricula (NSF RIGEE project)

Abstract

As engineering continues to grow as a global career, effective communication in the form of technical writing becomes more essential. Professional engineering organizations and universities continually list the ability to communicate technical information as a highly sought attribute in recently-graduated engineers. Unfortunately, numerous logistical challenges prevent many programs from implementing extensive technical writing education within the engineering curriculum. These challenges include budgetary constraints, curriculum credit hour reductions, availability of communication expertise, and both student and faculty resistance to the inclusion of communication instruction in engineering programs. This study aims to identify and refine effective, low-overhead exercises that allow instructors to implement technical writing education into technical existing technical courses. These exercises have the benefit of embedding technical communication into the curriculum, with minimal curricular disruption, and in the context of the technical material that will ultimately need to be communicated. The project proposes innovative application of writing interventions that have been proven effective in other contexts, with the goal of transforming core technical courses in engineering to enhance both the technical capabilities and writing skills of participating students. Initial analysis focuses on the implementation of two technical writing interventions developed and applied to Civil Engineering courses. Preliminary study results on a large course paragraph writing exercise point to the importance of the development of a robust assessment and feedback strategy for the implementation of writing in large classes, as well as the different types of writing that can successfully be incorporated into such classes, in spite of their technical nature.