Supporting students’ disciplinary writing in engineering education

Abstract

As demands for research productivity increase, engineering faculty, particularly untenured junior faculty, must efficiently expedite the development of their graduate students’ disciplinary writing skills. This paper reports on the outcomes of a semester-long graduate course offered to facilitate engineering students’ production of a manuscript ready, or near ready, for submission to a peer-reviewed engineering journal at the end of the semester. Course content addressed the purpose of and information included in each of four sections of a standard engineering research paper. Data generated from course participants and their faculty advisers were used to assess the extent to which course participation resulted in publication submission, textual production in each of four standard article sections, and perceived changes in student writing that was attributable to course participation. Findings suggest implications for policies and practices supporting the development of engineering students as disciplinary writers.

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