Student Technical Editors as Writing Consultants for Mechanical Engineering Capstone Design Teams

A Case Study in Interdisciplinary Curriculum Development

Abstract

This case study describes the conditions, outcomes, and pedagogical implications of a project in which technical and professional communication (TPC) students worked as technical editing consultants for a mechanical engineering instructor to support the communication needs of five undergraduate mechanical engineering teams during the final semester of their client-driven capstone design projects. Study results revealed that the participants, including the instructor and internship advisor, thought the project was worthwhile as workplace preparation and as an undergraduate capstone experience that improved TPC competencies on ABET standards for professional communication. Additional themes developed from data analysis included insights on previous course preparation, editor-team communication and workflow, and leadership/power issues between editors and team members. Recommendations for further curriculum development included considering ways to integrate student editors more fully into the teams, increasing support for effective collaboration strategies, increasing client feedback, and providing a pedagogical structure for accountability to monitor team participation in the editorial process.