Noting that technically competent graduates of professional schools need additional skills to function effectively in an increasingly complex and global society, this paper describes an innovative program in technical writing developed for undergraduate engineering students at the Colorado School of Mines. The paper first provides background information and a rationale for the implementation of the EPICS (Engineering Practices Introductory Course Sequence) program. A figure illustrating the content of all four semesters of the course sequence is included. The paper then presents a detailed description of the makeup and activities of the introductory first semester course, EP 101. Next, the paper supplies a brief overview of all the tracks--mapping, graphics, computing, and projects/communications--that comprise the course sequence, followed by a model for and discussion of a decision-making design method, particularly applicable to engineering students, used in EP 101. Activities undertaken in the second semester of the course (EP 102) are then described. The remainder of the paper deals with the third semester (EP 201) computing and graphics integration, as well as with diverse projects that make up the work of the fourth semester (EP 202). The paper concludes by addressing the areas in the EPICS program that could be improved. (NKA)