Teaching Technical Communications in an Introductory Design Course through Interventions from the University's Writing Center

摘要

This paper describes the continuing and evolving relationship between the Writing in the Discipline Program in the University of Houston Writing Center and the Cullen College of Engineering. This specific project is an intervention into a sophomore design course in mechanical engineering that took place for the first time in the fall 2004. The paper will describe the development of the course-specific workshops and the establishment of a "draft review" process utilizing a peer Writing Consultant. Student surveys were used to assess the effectiveness of the new process. The student response was positive, but a few students resisted the implementation of a significant writing component into a "design" class. Only minor modifications were implemented as the intervention continues for this spring semester.