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Today’s engineers are expected to be versatile, necessitating a bold shift in the direction of Australian undergraduate engineering education. Alongside the capacity for technical analysis, core engineering graduate attributes emphasise non-technical skills: (i) the ability to communicate effectively, (ii) the ability to function as reflective practitioners on multidisciplinary teams, and (iii) the broad education necessary to understand the impact of engineering solutions within a global, economic, and environmental context. Increasingly, students are coming from a diversity of backgrounds – academic, cultural, and professional – and academics are being required to meet the complex professional demands they bring. Recognition of the need for literacy support where cohorts comprise a high percentage of students from a non-English-speaking background with strong science/math competence, yet little experience of writing academic English, is challenging. Effective literacy support requires early identification of problems in large undergraduate cohorts. Evidence demonstrates that literacy support is most effective when closely integrated with core assignments and relevant to dynamic professional practice.

Writing: An Essential and Powerful Communication Tool for Today’s ‘Three Dimensional’ Engineering Graduate