Abstract
Many engineering students are unprepared to address public policy issues because their education is fragmented: they tend to focus narrowly on technical solutions to closed-end problems in engineering and science courses, and they do not see how technical communication relates to either engineering or public policy. A multidisciplinary approach to professional communication which addresses this fragmentation is discussed. In the four-semester engineering practices introductory course sequence (EPICS) program, students learn professional communication skills by working in groups on 'real world' projects for which industry and government professionals serve as clients. These open-ended problems involve numerous nontechnical constraints, including a variety of public policy issues. Communication skills and the important connections among competent technical analysis, effective communication, and effective policy formation are reinforced and extended in the policy analysis course and senior design sequence, where students are required to consider and articulate the public policy implications of complex technological projects.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>