Writing in engineering courses provides a mechanism for processing scientific information related to an engineering issue and synthesize sound solutions through a descriptive narrative often including sound engineering judgement or justifications, outstanding contributions and key conclusions. Some critical findings and contributions may not be recognized unless they are presented through a formal writing narrative. The Accreditation Board for Engineering and Technology (ABET) criterion 3 has stipulated the engineering education outcomes (f) through (j) which are intangible. These intangible ABET outcomes can be better accomplished by providing writing assignments to engineering students. In our civil engineering senior design elective course, CE4883-6883:Engineered Environmental Systems, various types of writing exercises such as informal writing, free writing, exploratory writing, formal writing, project report, and reflective writing were provided to enhance students’ knowledge of the subject matter. Student learning experiences and the effectiveness of writing exercises to meet ABET outcomes were discussed in this paper.
Veera Gnaneswar Gude
Civil and Environmental Engineering
Mississippi State University