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Riddell College of engineering  \nJennifeR CouRTney College of Communication  \neRiC ConsTans, Kevin dahm College of engineering  \nRobeRTa haRvey College of Communication and  \nPaRis von loCKeTTe College of engineering Rowan university Glassboro, nJ  \nABsTrACT  \nAn 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.  \nKeywords: technical writing, design, project based learning  \nINTrODuCTION  \nbefore 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  \nsummer 2010 1  \nADvAnces In engIneeRIng eDUcATIon  \nMaking communication Matter: Integrating Instruction, Projects and Assign  \n ments to Teach Writing and Design  \nskills 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] .  \nan 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?”  \nGiven 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","cbCaijMjv88ijg0t","https://ap.wps.com/l/cbCaijMjv88ijg0t","pdf",5385766,31,"English","# Abstract\n# Introduction\n# Pedagogical Basis\n## Project-Based Learning\n## Design Instruction","[{\"question\":\"What is the main goal of the integrated course developed at Rowan University?\",\"answer\":\"To integrate technical writing and design instruction so that students improve in both technical writing and engineering design.\"},{\"question\":\"Why did the faculty consider previous writing approaches to be problematic?\",\"answer\":\"Writing assignments that only represent completed projects or milestones can imply that communication happens after design, making communication seem secondary.\"},{\"question\":\"What pedagogical frameworks support the course design?\",\"answer\":\"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.\"}]","Making communication Matter: Integrating Instruction, Projects and Assignments to Teach Writing and Design | PDF",1792065644,78]