Fostering Learning Communities in Engineering Design Education - A Critical Discourse Analysis of Engineering Syllabi

This Research paper presents results from a Critical Discourse Analysis of ten engineering design courses' syllabi from an undergraduate engineering program that would like to foster a learning community through their design courses. The analysis found the syllabi are giving mixed and incoherent messages to students in becoming contributing community members. The syllabi as a tool should be able to motivate and prepare students to collaborate and thrive within a learning community.