Improving the engineering and writing interface: An assessment of a team-taught integrated course

Roberta Harvey, Frances S. Johnson, Heidi L. Newell, Kevin Dahm, Anthony J. Marchese, Ravi P. Ramachandran, John L. Schmalzel, Carlos Sun, Paris R. Von Lockette

Research output: Contribution to journalConference article

5 Scopus citations

Abstract

The results of a preliminary investigation into second year engineering students' attitude towards writing and the development of an integrated course is discussed. The results of the initial survey show that while engineering students acknowledge that writing is important, they do not prioritize it and they tend to see it as a secondary to real engineering work. They recognize that it is an important tool but do not believe that writing skills directly enhance engineering skills. Team-teaching integrated courses should continue to provide ground for exploring the relationship of writing to specific disciplines such as engineering.

Original languageEnglish (US)
Pages (from-to)3233-3247
Number of pages15
JournalASEE Annual Conference Proceedings
StatePublished - Dec 1 2000
Event2000 ASEE Annual Conference and Exposition: Engineering Education Beyond the Millenium - St. Louis, MO, United States
Duration: Jun 18 2000Jun 21 2000

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All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

Harvey, R., Johnson, F. S., Newell, H. L., Dahm, K., Marchese, A. J., Ramachandran, R. P., Schmalzel, J. L., Sun, C., & Von Lockette, P. R. (2000). Improving the engineering and writing interface: An assessment of a team-taught integrated course. ASEE Annual Conference Proceedings, 3233-3247.