An approach that promotes the learning of disciplinary writing/communication by requiring students to produce writing/communication that reflects disciplinary practices and conventions, with the aim to help students become familiar and fluent with specific genres and formats typical of their discipline.
Published in Chapter:
Technical and Professional Communication in the European Project Semester
Joseph Barr (Universitat Politècnica de Catalunya, Spain), Elisabet Arnó-Macià (Universitat Politècnica de Catalunya, Spain), and Ignasi Perat (Universitat Politècnica de Catalunya, Spain)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-6684-2309-7.ch006
Abstract
In EPS, communication is key. Project teams plan and develop projects involving stakeholders in internationalized contexts. Outcomes are defined in a written report and an oral presentation, both assessed for content and communicative value. The chapter situates technical and professional communication (TPC) in engineering education and identifies communication practices as part of the professional practices of engineers. Main approaches to TPC in engineering are presented, and how TPC is approached from a problem-solving perspective is discussed. The rationale and organization of the TPC course is presented with examples based on a practical methodology that promotes familiarization, practice, reflection, and dialogue. A proposal for integrating TPC in EPS and similar programs is made. From an interdisciplinary view, the chapter reflects on the importance of TPC in engineering education, the needs of globalized professional settings, and the ubiquity of digitalization to discuss how engineering students can effectively engage in international engineering communication.