IEEE Transactions on Professional Communication Mar 2019

Engineering Instructors on Writing: Perceptions, Practices, and Needs

Natascha Trellinger Buswell ; Brent K. Jesiek ; Cary D. Troy Purdue University West Lafayette ; Rebecca R. Essig ; Joshua Boyd

Abstract

Background- With communication skills deemed increasingly important for engineering graduates, we wanted to understand how writing is currently included in engineering classes, what challenges are caused by including writing in such classes, and what resources would be most useful to help engineering instructors more easily include writing in engineering classes. Literature review- Writing is a necessary skill for engineering graduates and has received increased attention in engineering classes. However, despite many instructors' beliefs that writing is an important skill for engineers, it is not typically taught in a systematic and comprehensive way across the engineering curriculum. Research questions- 1. What perceptions of writing, and specifically writing in engineering, do engineering instructors hold? 2. To what extent do engineering instructors report incorporation of writing activities and assignments in their classes? 3. What barriers do engineering instructors perceive as inhibiting the inclusion of more writing in engineering courses? 4. What resources do engineering instructors desire to expand and improve the inclusion of writing in engineering courses? Research methods: A survey was completed by engineering instructional staff (n = 190 respondents, 10.7% response rate) from seven institutions as well as by some members of the Big10+ Engineering Deans Mailing List. Instructors were asked about their general perceptions about writing in engineering and were also asked to consider the most recent engineering course that they taught and reflect on how they included (or did not include) writing in their course. Findings and conclusions- As expected, we found that most engineering instructional staff agree that writing skills are very important in engineering. Yet, we found that constraints on time and resources kept instructors from including more writing in their courses. This paper concludes with a discussion of our efforts to develop resources, such as rubrics, graded writing examples, and strategies for developing writing prompts, to help instructors include more writing in their engineering courses.

Journal
IEEE Transactions on Professional Communication
Published
2019-03-01
DOI
10.1109/tpc.2019.2893392
CompPile
Open Access
Closed
Topics
writing pedagogy
Export
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Citation Context

Cited by in this index (6)

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