期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Communication in general and technical writing in particular have long been seen as important higher order skills for all graduating and practicing engineers. Developing technical writing skills in our students requires a high level of student-instructor interaction. The interaction needs to provide meaningful, embedded and iterative writing opportunities. Feedback that is detailed and timely is essential for success otherwise numerous writing experiences can reinforce poor writing behaviors. Providing this intensity of interaction can be difficult in a technically focused and packed curriculum. It can be difficult in competition with other time demands on students and instructors alike. In this paper, we present opinions on the challenges, opportunities, and approaches in providing technical writing education and support for undergraduate Engineering students. We focus primarily in the framework of Engineering curricula at Universities in Ontario, but ideas discussed also have applications to higher-level STEM education in general.
