Abstract:
Employers of engineers expect from their new graduates to be not only technically proficient but, also demonstrating good communication skills at the workplace. Despite these high expectations, no special measures are taken by most engineering faculties and engineering educators for fostering such attributes. Writing has long been seen as a tool to develop communication skills. The introduction of short writing exercises in class not only can improve writing skills of students but may also help in fostering 21st century skills. This introductory study explores the impact of in-class writing activities in a third year engineering course with a view to improve written communication skills and promote critical thinking through real-world problem-based learning. The writing exercises were peer-reviewed by the students. The data was collected through a paper-based questionnaire containing closed as well as open-ended questions. The survey findings showed that these activities were perceived positively by students and improved their writing skills. It also stimulated students to learn, and apply their knowledge to solve real-world problems and provide constructive feedback on peer’s work. The initial findings provide enough encouragement to further explore the implementation of teaching and learning activities based on writing as a strategy to foster written communication skills.
