ABSTRACT
This chapter will explore how traditional conceptions of rhetoric and composition adapt not just to the rise of STEM but also to emerging visions of the engineer within engineering education itself. While the composition classroom can easily feel cut off and isolated within the STEM curriculum, the potential interconnections between STEM and humanities can gain traction through interdisciplinary partnerships, assignments tailored to student interests, relevant core content such as shared readings and lectures, and a campus-wide culture willing to embrace the wholeness that composition and the humanities can bring to technical degrees. This essay will use “in-the-trenches” experiences alongside scholarly inquiry to propose a vision for composition that doesn’t simply adapt to STEM, but becomes an integral part of where STEM is going.
