SEEdS:
Rethinking Writing in Engineering

Seminar Description

In engineering classrooms, writing is often seen as separate from technical learning – but research and practice suggest otherwise. This seminar highlighted how short, low-stakes writing assignments can deepen student understanding, strengthen professional communication skills, and build accountability without creating unmanageable grading loads. Presenters shared practical strategies for incorporating writing in both large and small classes, emphasizing the importance of focusing on ideas rather than grammar or style. Participants left with ready-to-use techniques for engaging students, supporting peer feedback, and even exploring thoughtful uses of AI in writing.

From the discussion

Here are a few key takeaways from the session:

Writing as a Tool for Learning, Not Just Assessment

Faculty don’t need to be “writing teachers” to make writing work. Instead focus on low stakes writing activities, or informal writing tasks that focus on learning material rather than evaluating material.  Quick prompts – like one-minute papers, muddiest-point reflections, or compare/contrast exercises – help students process concepts more deeply. The goal is to capture thinking, not polish grammar. Check out these low-stakes writing strategies to incorporate into your classroom

💡How might you add a 60-second write-to-learn prompt to your next class session?

Scaling Writing in Large Classes

Even in lecture halls, brief writing can be effective. Instructors can combine short individual writes with peer sharing, polling tools, or targeted read-alouds. This approach increases accountability and engagement without consuming large amounts of class time.

💡What quick structures could you add to make large-class writing manageable for you and meaningful for students?

AI as a Peer, Not a Replacement

When used transparently, AI can act as a “more capable peer” to support revision and critical thinking. For example, students might compare AI feedback with peer feedback on the same design proposal, then discuss differences. The emphasis remains on reflection and learning, not outsourcing the work.

💡What norms would you set so students use AI to enhance – not replace – their learning?

Shifting Student Mindsets about Writing

Many students assume writing is irrelevant in engineering. Communicating the professional value of clear, concise writing – and consistently embedding low-stakes opportunities – helps students see writing as part of “thinking like an engineer.

💡How can you frame writing in your syllabus and class culture as a tool for engineering success?

Guest Speakers

Duane Roen is an Emeritus Professor of English at Arizona State University, where he’s served as dean (in two colleges), vice provost, writing program director, and even president of the University Senate – he’s basically seen it all.
With a passion for helping students learn through writing, Duane has authored over 300 books, chapters, articles, and papers on everything from composition theory to portfolio assessment. He especially loves teaching first-year writing and collaborating with students on research and writing projects.

As coordinator of ASU’s Project for Writing and Recording Family History and a Global Futures Scientist, Duane brings both heart and forward-thinking to his work. Bonus: he’s been fascinated with how people learn to write since childhood – and hasn’t stopped writing (or thinking about writing) since.
Duane spends a great deal of time volunteering, running writing workshops for local libraries and the Women’s Prison.

Stefani Jenkins serves as Instructional Innovation Coach, Learning Initiatives at the Fulton Schools of Engineering (FSE) Learning and Teaching Hub (LTH). In this role, she partners with engineering faculty to provide personalized instructional support, including active learning strategy integration, classroom observation with actionable feedback, and professional development opportunities.

Stefani brings over 18 years of K-12 teaching experience, including roles as a Social Studies and STEAM educator through project-based learning units grounded in the Engineering and Design Process. Her experience also includes serving as a TAP Master Teacher, where she supported school improvement initiatives focused on instructional quality and student achievement. Throughout her career, she has developed and facilitated professional learning at both the site and district levels across a wide range of topics.

Stefani holds a BA in Communication, a Post-Baccalaureate in Education, and two master’s degrees – one in Curriculum and Instruction and another in Educational Leadership. She is also a National Board Certified Teacher in Early/Middle Childhood Literacy.

Missed a session? Access recordings of past SEEdS topics on our YouTube channel or those in the ASU community can explore our SEEdS resource folder.