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Abstract Calls for engineers to communicate more effectively are ubiquitous, and engineering education literature includes numerous examples of assignments and courses that integrate writing and speaking with technical content. However, little of this literature examines in detail how engineering students develop communication skills and how those learning mechanisms influence classroom practice. To address this gap, this article synthesizes research on communication learning in college from the fields of composition and technical communication and illustrates its relevance to the engineering classroom with a case study of a capstone design course. The principles of situated learning and activity theory, in particular, provide strong evidence that the ways in which course instructors and students interact around communication tasks play a significant role in helping students develop transferable communication skills.
Marie Paretti (Wed,) studied this question.