ENGR 1300
Transcript Abbreviation:
IntroWritingSTEM
Course Description:
Engr 1300 will introduce students to college writing with an emphasis on information literacy and the technical writing style conventions common to STEM academic and professional fields. Students will examine STEM-related topics in their field and will identify how these involve professional ethics in professional/public communications.
Course Levels:
Undergraduate (1000-5000 level)
Designation:
General Education Course
General Education Course:
Foundations
Writing and Information Literacy
Cross-Listings:
(N/A)
Credit Hours (Minimum if “Range”selected):
3.00
Max Credit Hours:
(N/A)
Select if Repeatable:
Off
Maximum Repeatable Credits:
(N/A)
Total Completions Allowed:
(N/A)
Allow Multiple Enrollments in Term:
No
Course Length:
14 weeks (autumn or spring)
Off Campus:
Never
Campus Location:
Columbus
Lima
Mansfield
Marion
Newark
Wooster (ATI)
Instruction Modes:
In Person (75-100% campus; 0-24% online)
Distance Learning (100% online)
Prerequisites and Co-requisites:
Prerequisites: EPLR Student Group or EduTL 1902 or 1902.04 or English Placement Level 4.
Electronically Enforced:
Yes
Exclusions:
Not open to students with credit for 1109 (109.01 or 109.02), 1110.01H (110.01H), 1110.02 (110.02), 1110.02H (110.02H), 1110.03 (110.03), 1167H (167H ), 110.01
Course Goals / Objectives:
Demonstrate skills in effective reading and writing as well as in oral, digital and/or visual communication for a range of purposes, audiences, and contexts.
Develop the knowledge, skills, and habits of mind needed for information literacy.
Demonstrate responsible, civil and ethical practices when accessing, using, sharing or creating information.
Locate, identify and use information through context-appropriate search strategies.
Employ reflective and critical strategies to evaluate and select credible and relevant information sources.
Check if concurrence sought:
No
Contact Hours:
| Topic | LEC | REC | LAB | LAB Inst |
|---|---|---|---|---|
| Career writing | 4 | 0 | 0 | 0 |
| Identifying issues in STEM | 8 | 0 | 0 | 0 |
| Communicating to STEM Audiences | 15 | 0 | 0 | 0 |
| Communication to non-technical audiences | 11 | 0 | 0 | 0 |
| Total | 38 | 0 | 0 | 0 |
Grading Plan:
Letter Grade
Course Components:
Lecture
Grade Roster Component:
Lecture
Credit by Exam (EM):
No
Grades Breakdown:
| Aspect | Percent |
|---|---|
| Introduction to Technical Communication | 10% |
| Topic Development | 30.5% |
| Communicating to Technical Audiences | 39.5% |
| Participation and Participation Assignments | 20% |
Representative Textbooks and Other Course Materials:
| Title | Author | Year |
|---|---|---|
| American Scientist. https://www.americanscientist.org/blog/the-long-view/the-science-of-scientific-writing | Gopen, G.D. & Swan, J.A. | 1990 |
| Technical writing essentials. https://pressbooks.bccampus.ca/technicalwriting/ | Last, S. | 2019 |
| Let’s Get Writing. https://vwcceng111.pressbooks.com/ | Moser, A., Ed. | 2018 |
| How to read a scientific article. Cain Project in Engineering and Professional Communication. https://www.owlnet.rice.edu/~cainproj/courses/HowToReadSciArticle.pdf | Purugganan, M. & Hewitt, J. | |
| The Language of Science, Routledge: Language; The experimental report in science; Translators of science and their motives. https://ohiostate.pressbooks.pub/choosingsources/front-matter/introduction | Reeves, C. | 2005 |
| Fundamentals of Engineering Technical Communications: A Resource & Writing Guide for the Fundamentals of Engineering Program. https://ohiostate.pressbooks.pub/feptechcomm/ | Wahlin, L. | |
| Wired. Five levels video series. https://www.wired.com/video/series/5-levels | ||
| Writing as an engineer or scientist. https://www.craftofscientificwriting.com/ | Alley, M. (n.d.). | |
| Working with data. In Writing for Science Students. pp. 87-110. Palgrave. | Boyle, J. & Ramsey, S. | 2017 |
| Check, please! Web fact checking for students. https://www.notion.so/checkpleasecc/Check-Please-Starter-Courseae34d043575e42828dc2964437ea4eed | Caulfield, M. | 2020 |
| The Critical Engineering Working Group. Critical engineering manifesto. https://criticalengineering.org/ | 2021 |
ABET-CAC Criterion 3 Outcomes:
(N/A)
ABET-ETAC Criterion 3 Outcomes:
(N/A)
ABET-EAC Criterion 3 Outcomes:
| Outcome | Contribution | Description |
|---|---|---|
| 1 | Some contribution (1-2 hours) | an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
| 4 | Substantial contribution (3-6 hours) | an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
| 7 | Significant contribution (7+ hours) | an ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
Embedded Literacies Info:
Attachments:
(N/A)
Additional Notes or Comments:
(N/A)
Basic Course Overview:
ENGR_1300_basic.pdf
(9.69 KB)