Outcomes Assessment of Engineering Writing at the University of Washington

• Published in: Journal of engineering education (Washington, D.C.) Vol. 91; no. 3; pp. 333 - 338
• Main Authors: Plumb, Carolyn, Scott, Cathie
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.07.2002
• Subjects: Engineering Education; Outcomes of Education; Writing Instruction
• ISSN: 1069-4730; 2168-9830
• DOI: 10.1002/j.2168-9830.2002.tb00711.x

Effective writing skills are crucial for engineers, and engineering programs have always struggled with how to prepare their students for the writing they will do as professionals. Now, programs must also show the Accreditation Board for Engineering and Technology (ABET) that they have clear educational outcomes for engineering communication and have a process for assessing student performance on those outcomes. At the University of Washington, we have spent the last five years developing an outcomes‐based assessment program for engineering writing. In spring 2001, the first round of writing assessment was completed. The assessment indicated that most of our students are competent in the outcomes we have developed. It also uncovered several weak areas, particularly in regard to working with sources and to adequately stating and supporting the purpose of the writing. We will be addressing these areas with additional instruction in the stand‐alone technical writing courses taken by engineering students. The process described in this paper could be helpful for other engineering programs preparing for ABET accreditation visits.