Teaching professional development in the first-year writing course
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Two of the significant thrusts of reform in the first-year engineering curriculum -- creating enthusiasm for engineering and preparing engineering students for the realities of a greatly altered context of professional practice - can be conceptualized as a challenge of fostering professional development. At the School of Engineering and Applied Science (SEAS) at the Univ. of Virginia, a team of concerned faculty has attempted to define the qualities of an engineering graduate well on the way to mature professional development, as well as the learning experiences that would foster these qualities. This paper recounts an attempt to work professional development into a first-year writing and speaking course designed for engineering students.