Making communication Matter: Integrating Instruction, Projects and Assignments to Teach Writing and Design

Oct 15, 2026

Uploaded by Rizky

An integrated technical writing and design course is developed at Rowan University, using project-based learning, discussions in design education, and pedagogical approaches from write-to-learn and writing in the disciplines (WID). The course tightly interweaves writing and design instruction, aiming for gains in both technical writing and engineering design. The refined sophomore engineering clinic i (seC i) framework supports writing and reinforces design in a mutually dependent way.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Abstract

Introduction

Pedagogical Basis

Project-Based Learning

Design Instruction

| Ad | vances in engineering edu | cation | | | | --- | --- | --- | --- | --- | | | | | | | | | | | | | summer 2010 making Communication matter: Integrating Instruction, Projects and Assignments to Teach Writing and Design William T. Riddell College of engineering JennifeR CouRTney College of Communication eRiC ConsTans, Kevin dahm College of engineering RobeRTa haRvey College of Communication and PaRis von loCKeTTe College of engineering Rowan university Glassboro, nJ ABsTrACT An integrated technical writing and design course has been developed at Rowan University. This course was developed using aspects of project-based learning and recent discussions about design education, as well as pedagogical approaches from the write-to-learn and the writing in the disciplines (WID) movements. The result is a course where the writing and design instruction are highly integrated, resulting in improvements in both technical writing and engineering design. Keywords: technical writing, design, project based learning INTrODuCTION before and after the release of the abeT 2000 [1] document, the importance of both design [2,3] and communication [4–6] in undergraduate engineering curricula has increased. in many cases, instruction in these two subjects has been integrated [7] . an integrated approach makes sense, as design projects provide an obvious context for technical writing. likewise, the so-called professional summer 2010 1 ADvAnces In engIneeRIng eDUcATIon Making communication Matter: Integrating Instruction, Projects and Assign ments to Teach Writing and Design skills that were incorporated into the accreditation criteria have led to the adoption of project based learning (Pbl) into many engineering curricula prior to the capstone design experience [8–10] . an integrated, project-based design and technical writing course, sophomore engineering Clinic i (seC i), has been taught at Rowan university since 1997. The faculty at Rowan university quickly found that it is relatively straightforward to develop writing assignments that are based on design or laboratory projects that mimic professional final reports. however, the faculty also found that writing assignments that were developed to merely represent completed projects or milestones send the message that communication is something that happens only after design is completed, thereby making communication secondary. Compounding this, the design component in seC i culminates in the testing of an actual artifact. While final testing helps to motivate design instruction and to instill desirable professional attitudes, a physical test or competition can serve to further diminish the importance of writing in the minds of engineering students. some students explicitly state feelings along the lines of “Why do i have to write about my design? There it is, and it worked—isn’t that good enough?” Given that there are indeed natural connections between design and technical writing [11], how can they be taught in an integrated manner to take advantage of these connections, and allow the students to perceive both aspects to be equally important? engineering and Writing arts faculty at Rowan university recently have significantly refined seC i to address this issue. The first cohort togo through the course with its most significant changes graduated in may, 2008, allowing the effect of these changes to be assessed later in the curriculum. in its current incarnation, the instructional framework of seC i allows the writing instruction to complement and reinforce the design instruction and the design instruction to support the writing instruction. as a result, the design and writing instruction are equal and inseparable. While many aspects of the course are rooted in well known design, writing and engineering educational practices, several aspects of the course and how it relates to the rest of the engineering curriculum make it a unique offering. This pa

FAQs

What is the main goal of the integrated course developed at Rowan University?

To integrate technical writing and design instruction so that students improve in both technical writing and engineering design.

Why did the faculty consider previous writing approaches to be problematic?

Writing assignments that only represent completed projects or milestones can imply that communication happens after design, making communication seem secondary.

What pedagogical frameworks support the course design?

Project-based learning (Pbl) underpins both design and writing instruction, supported by the Write to Learn model and the Writing in the Disciplines (WID) movement.

Oct 15, 2026

Uploaded by Rizky