Integrating writing and critical thinking in a freshman design course

Summary form only given. It is well recognized that most engineering, science, and technology programs prepare their students with analytical skills and a knowledge of the discipline. However, most universities profess to value a more holistic purpose, which includes critical thinking, communication skills, cultural awareness and diversity, interpersonal and leadership skills, and helping students develop a meaningful philosophy of life. Unfortunately, while these areas of cognitive development are consistent with changing industrial requirements for the engineering and science professions, research repeatedly shows that few do a very good job of helping students develop these skills. We present a model which utilizes problem based learning and collaborative writing to develop communication and critical thinking skills along with general problem solving skills. The program, Professional Practices in Engineering and Science (PPES), uses semester long mini-projects to integrate curriculum in engineering, English, and the humanities. Preliminary results demonstrating improved student learning in the areas of problem solving, critical thinking, teaming, and communication skills are provided. In addition to the primary learning skills noted above, PPES utilizes Freshmen Interest Groups and mentoring to incorporate general learning skills into the curriculum. Qualitative evidence suggests there is some evidence of an increased motivation for self-responsibility life-long learning, and self-development.