Panel: Embedding Technical Writing with Experiential Learning Components into Engineering Curricula

Abstract

currently serves as Liaison Librarian to the School of Engineering and the other units within the Padnos College of Engineering & Computing at Grand Valley State University, and to the Mathematics and Statistics departments at GVSU. In that position her primary role is to support students in courses in her liaison areas both in and outside of their classrooms. Helping students make connections between information literacy skills and the "life long learning" skills ABET seeks to see in engineering program graduates is an ongoing challenge. Prior to becoming a Liaison Librarian, Debbie served as Systems Librarian at GVSU and at Michigan Technological University for 25 years. She earned her MLIS at the University of Illinois Urbana-Champaign in 1983.

Linking Co-op and Senior Project: Technical Proposal Requirement Embedded in Second Co-op Rotation

“…Among these essential student outcomes are the ability to identify, formulate, and solve complex engineering problems (Student Outcome 3), the ability to communicate effectively (Student Outcome 4), and the ability to function effectively on a team (Student Outcome 5) [1]. Engineering educators work to identify the most appropriate curricular approaches to address these outcomes within their programs [2], [3].…”

Development of a capstone Mechanical Engineering course into a writing-intensive course.

“…In a conference panel discussion, Corneal et al said that students could be trained in writing by working with professional engineers from industry or with faculty from other disciplines in the university [17]. The presenters also acknowledged that industry, while preferring students who are proficient in engineering writing, recognizes that new graduates may need mentoring and support in writing when they enter the workplace.…”