Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Writing is a critical skill for professional communication, providing a way to develop and examine ideas, and a method to test learning. When perceived as meaningful by the writer, writing is fundamental for identity formation in disciplines, such as engineering. The formation of an engineering identity is an area of increasing interest in engineering education research due to its link to student retention, particularly for those underrepresented in the profession.
In addition, industry demands that engineering graduates possess improved abilities to communicate in a variety of mediums and cross-culturally. Improved integration of writing into the technical curriculum could serve as a concrete method to develop these critical skills and attributes while potentially improving student retention. Despite these numerous benefits and efforts to increase engineering writing through efforts like Writing Across the Curriculum, it seems most engineering programs do little to engage their students in meaningful writing. This study investigates faculty perceptions regarding the role and importance of writing in undergraduate engineering curricula as a factor in writing’s integration in engineering educational practices.
This study examined faculty perceptions of writing in the Norm Asbjornson College of Engineering at Montana State University , gauged where and in what capacity writing assignments occurred across the curricula in the college, and examined faculty opinions held on writing and its relation to the technical aspects of engineering education. This study provides a baseline for understanding areas of future improvement and integration of writing into the engineering curricula.
Kovalchuk, E., & Schell, W. J. (2018, June), Writing as a Method to Build Better Engineers: Examining Faculty Perceptions of Writing’s Importance Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31318
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