Articulating and implementing connections between a professional writing instruction program and the college of engineering at a (super) large public university

This paper describes a training program for engineering faculty at a large public university in the US designed to improve engineering-specific written communication instruction through better learning outcome articulation, writing assignment design, and a system of classroom exercises. The training program was designed and delivered by the university's writing across the curriculum program. The results of the training and the subsequent work conducted by the engineering faculty suggest that this model can be extended to similar contexts and situations at other institutions.