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Practicing Engineers Talk about the Importance of Talk: A Report on the Role of Oral Communication in the Workplace
Abstract
In the last decade engineering education and industry have requested assistance from communication educators. Responding to increased attention on the changing expectations for practicing engineers and an attendant need for better communication skills, these teams of engineering and communication educators have been working to incorporate speaking and writing in engineering education. Despite a great deal of anecdotal evidence that communication is important to working engineers, relatively little data based information is available to help us understand better the specifics of how and why communication is important for these particular professionals. This paper reports the results of practicing engineers' descriptions of the importance of oral communication. These data suggest that engineering practice takes place in an intensely oral culture and while formal presentations are important to practicing engineers, daily work is characterized more by interpersonal and small group experiences. Communication skills such as translation, clarity, negotiation, and listening are vital.
... Of all the soft skills, communication skills are either the most important soft skill or in the top group of skills for employment (Lee & Chin, 2017). Communication skills for a professional engineer in the 21st century entail the ability to communicate cross-culturally, because in a world of global business where English is the medium of communication, significant improvements in employability can be observed among engineers with these skills (Çal et al., 2022;Chavez et al., 2017;Darling & Dannels, 2003;Gilleard & Gilleard, 2002;Kassim & Ali, 2010;Paretti et al., 2014). ...
... In addition to their importance during the pre-employment stage, English communication skills also help with promotion, as employers perceive a positive influence on interpersonal skills, building rapport, and effective transfer of message while communicating (Reinsch & Gardner, 2011;Sageev & Romanowski, 2001). Finally, an engineer may need to rely on their communication skills both in their first language and in English in carrying out day-to-day tasks as business in today's world has become increasingly globalized (Darling & Dannels, 2003). ...
This study aims to explore to what extent engineering students’ perceptions of the role of English in the workplace are affected by their internship and field of study. Previous research revealed that employers value engineers’ English communication skills highly. However, mismatches between workplace expectations and engineers’ competencies affect engineers’ employability negatively. To explore this topic, a survey and interviews were conducted. Results suggest that neither internship experience nor field of study made any difference in engineering students’ perception of the role of English in the workplace, which led to a potential mismatch between their perceptions and workplace expectations.
... Interestingly, many of the oral presentations in the textbooks are collaborative rather than individual and often involve asking learners to discuss and decide the division of labour first before presenting different aspects of a topic in turn in a group. Although pedagogically speaking, group presentation is frequently used to enhance the efficiency of teaching and learning in the classroom and has been found to improve students' speaking ability in an EAP context (Chou, 2011), it has rarely been, if at all, observed in workplace research concerning oral presentations, including in industries such as engineering which is characterised by teamwork on a daily basis (Darling & Dannels, 2003). Even if presenting in groups is indeed practised in authentic workplaces, it is perhaps more likely that the division of labour is either assigned by a supervisor or determined by one's job duties. ...
... This considerable weight placed on face-to-face group presentations therefore may not reflect the actual modes and formats in which oral presentations occur in workplaces (e.g. Darling & Dannels, 2003;Evans, 2013). ...
... This shared understanding is a result of designers employing a number of strategies to communicate design knowledge, which include, but are not limited to, narratives and storytelling (Lloyd, 2000), gestures (Cash & Maier, 2016), argumentation (Stumpf & McDonnell, 2002), and the use of physical objects (Yang, 2005). In design practice, professional designers are equally likely to interact with nontechnical audiences as they are with technical audiences (Darling & Dannels, 2003), making effective communication critical. At the university level, the Accreditation Board for Engineering and Technology has recognized the vital role that communication plays in engineering practice, and has highlighted effective communication in both technical and nontechnical settings as an outcome of engineering programs (ABET, 2020). ...
... We posit that these communicative patterns and contexts significantly differ from the interactions between designers and external audiences, especially at the end of design projects. In these contexts, designers likely interact with individuals with little to no technical knowledge (Darling & Dannels, 2003), and these individuals are often far removed from the design project. As a result, designers must argue why their design solution was selected among other competing alternatives and provide the context in which their design solution was generated e outlining the problem being solved, reviewing constraints and requirements, and justifying design decisions. ...
Communication with external audiences is a critical task within the design process. Yet, we lack fundamental knowledge about how designers communicate design solutions and decisions to such audiences. This is particularly problematic for novice designers, as without such knowledge, we cannot develop pedagogical interventions to train novices as effective communicators. In this work, we study two strategies used by novices to communicate design knowledge – argumentation and prototypes. Through a move analysis and Markov modelling, we identified six unique rhetorical moves and how novices transitioned between them. We also identified several justifications and rhetorical devices used by novices that were driven by prototyping efforts. Educators can utilize these results to support students in scaffolding communication skills to develop design communication expertise.
... The nature of distractions faced during public speaking is diverse. External factors such as audience behaviour, environmental noise and technical difficulties can significantly impact a speaker's concentration and delivery [5]. Moreover, internal factors like self-doubt, lack of preparation and inadequate mastery of the topic can further exacerbate the challenges. ...
Aim: This article aims to explore and advance the field of public speaking training through the use of virtual reality (VR) and virtual avatars. The focus is on addressing the challenges faced in traditional public speaking training methods by leveraging the capabilities of VR technology. Project and methods: The project involved developing an innovative algorithm designed to control the behaviour of virtual avatars during public speaking training in a VR environment. This algorithm integrates multiple aspects of human communication, including posture modelling, voice modulation, greet- ings mannerisms, eye contact management, gestural communication and interactive responsiveness. The methodology combined theoretical research and practical implementation, involving a comprehensive review of existing solutions and the development of a sophisticated, integrated algorithm. The project utilised advanced programming techniques and the latest VR technology, tested in simulated public speaking scenarios. Results: The results of implementing this algorithm in VR-based training applications showed a significant improvement in the authenticity and effec - tiveness of public speaking training. The virtual avatars, powered by the algorithm, were able to simulate realistic human behaviours and responses, thus providing a more engaging and immersive learning experience for users. The application offered a variety of realistic training scenarios, interactive avatar feedback, customisation options, and progress tracking and analysis features. The study found that the algorithm successfully enhanced participants' public speaking skills, reducing anxiety and improving their overall communication abilities. Conclusions: The research conducted in an “e-Zawody” project concludes that the integration of VR and virtual avatars significantly enhances public speaking training, offering a novel, effective and engaging approach. The development of the algorithm marks a pivotal advancement in educational technology, providing a platform that surpasses traditional training methods. However, the study acknowledges technological limitations and the need for ongoing research and development. Future efforts should focus on enhancing the realism and interactivity of virtual avatars and expanding the applica- tion of VR-based training across various fields. The findings suggest a promising direction for the future of public speaking training, with VR technology poised to play a crucial role in the evolution of educational methodologies. Keywords: public speaking training, virtual reality, opportunity to practise, behaviour synthesis, virtual avatars
... As a whole, the humor seemed to reaffirm members' lack of regard for non-members, their prioritization of technological expertise displays over the niceties of conventional grammar and presentational style, and their desire to simplify talk to the necessities without elaboration and relational aspects. These patterns fit within "masculine" communication styles that are associated with efficiency, report rather than relational speaking, instrumental orientation, and simplicity in design and execution (Dannels, 2002;Darling & Dannels, 2003;Wood, 2007). ...
Studies about women and technology continue to lament the lack of women involved in the design process, a key area for leadership development in technologically based organizations (Liker, In cases where marginal technologies and members (e.g., Macintosh and females) are present, how participating members discursively and materially construct leadership identities among a myriad of other possibilities (e.g., expert technology user or programmer, student, technological consultant) deserves attention. We used a grounded theory approach to analyze interviews, field observations, and online archival data. Findings indicate that members constructed competing and often contradictory Macintosh and gendered identities and identifications as well as tension-filled micropractices that both replicate and disrupt the gendered order. Donna Haraway (2000) discussed how individuals' productions of lived experiences through language shape collective social realities. Social realities include not only the ways in which technologies affect and are affected by the fabric of social culture, but also the ways in which specific groups, such as specialized users and creators of technologies, exist. Language naturalizes identities and social culture. Although Haraway directed attention to women's work and use of language in technological contexts, her call also echoed women's struggles to form and enact productive identities in multiple and intersecting communication contexts (Acker, 1990;
... • Incorporating speaking and writing into engineering curricula can significantly improve communication skills among engineers [24]. ...
English language has become the established language for academic communication, the international language for science and technology and the most reputable journals in engineering publish mainly in English language. This study investigates the English language speaking and writing functions needed by postgraduate engineers in Saudi Arabia upon joining the labor market. To this end, the researcher selected fifty experienced engineers from different engineering companies in Jeddah. The researcher prepared a few questions related to the communications needs in English language that post graduate students usually find important while dealing with other multi-nationality engineers. He also built a questionnaire for the same purpose. The findings of the study revealed that there is agreement that speaking and writing functions in English language are unavoidable and an engineer unable to communicate orally and in writing in English language is considered illiterate. This study found an urgent need for a syllabus as a remedial procedure to train fresh graduate engineers on enhancing their competence in speaking and writing in English language.
... Technical communication emphasized understanding one's audience, communicating ethical considerations, and accessibility [7]. Technical communication is an important skill for the LMs and first-year students, as it has been found to guide students through the "planning, drafting, and design of documents that will matter in their professional lives [8]." Public Speaking Public speaking focused on how students and LM can best prepare for oral presentations and what strategies one could use to become a better speaker [9]. ...
... A sense of belonging nurtured excellent communication and focus on the same goal. Communication in the industry was generally verbal during meetings and considered key since industry personnel had consensus during oral discussions, which created engineering knowledge [37]. Lecturers had personal contact with experienced artisans, thus tapping knowledge from their expertise. ...
The provision of Technical and Vocational Education and Training (TVET) education requires lecturers who possess the necessary prerequisite industry-relevant skills. Work-integrated learning (WIL) offers TVET lecturers an opportunity to receive training from industry professionals through work placement. This study examined how TVET lecturers' WIL experiences could be improved by attending industry meetings. An interpretivist paradigm, which employed a multiple case study design, informed this study. Purposive and convenience sampling was employed to select TVET colleges and industries hosting lecturers during WIL. Using face-to-face, semi-structured interviews, data were generated from nine industry personnel and eighteen purposively selected TVET college lecturers from the three selected TVET colleges. The instruments were piloted with three colleagues to eliminate ambiguity and ensuring the intended information is gathered. Bergami and Schuller's theoretical model on teacher placement in industry guided this study. The model helps to explain the kinds of knowledge gained during WIL. Data were analysed thematically. Findings revealed that lecturers experienced learning from discussing the requirements and conditions of tasks. Lecturers learnt from daily scheduled tasks, sharing artisans' feedback experiences, listening, communicating, and reflecting on previous experiences through different types of meetings. The study contributed to a unique way for TVET lecturers learning through WIL by presenting a learning platform during WIL.
... It is not surprising to see that students viewed speaking as important. This is supported by the study of Darling and Dannels (2003) who claimed that practicing eengineers also deem speaking skills as important. Similarly, Adnan's (2019) survey on postgraduate engineering students also revealed that they perceived speaking as an urgently needed language skill. ...
The study aimed at identifying the core language skills regarded as most significant in the academe and eventually in the workplace among engineering graduates. The study surveyed tertiary students to identify their perception of the skills needed upon graduation, together with the kind of instruction that would improve and progress the said skills. An interview among chosen professors was also conducted, together with in-class observations to provide more insights on the prerequisites that engineering graduates need to succeed, starting from job applications to full immersion in the field. The qualitative method applied showed that the most significant skills an engineering student/practitioner must acquire according to the survey among students are a) above-average writing and writing laboratory instructions and b) above-average listening skills that lead to an active speaking dialogue. The classroom observation shows that students are not inclined to participate in discussions and the interviews with the professors reveal that engineering students are not very competent orally and thus, speaking in their native language Taglish (Tagalog + English) should be allowed at the beginning until they become proficient in English. A pedagogical implication was provided together with a recommendation in addressing the possible gaps in the curriculum and methodologies.
... Moreover, most of the STEM coursework is heavily skewed towards writing, which ultimately hinders active engagement [10]. Due to this recent increase attention on changing expectations from practicing STEM professionals, there is an urgent need to successfully develop new skills sets throughout students' academic careers [12]. Although communications have recently been incorporated into engineering schools (motivated by ABET and other accreditations), many higher educational degrees still lack this validation [13]. ...
... Communication is one of the most commonly used of all skills, with several studies showing that engineers working in industry spend over half of their working hours on some form of communication, including writing, oral presentations, or other oral discussions (Lattuca et al., 2006;Mazzurco et al., 2021;Nicometo et al., 2010;Passow & Passow, 2017;Sageev & Romanowski, 2001). Communication is not limited to such formal forms and includes informal forms such as one-on-one and small group conversations with colleagues, and key components of communication skills are listening, clarity, and negotiation (Darling & Dannels, 2003). Engineering program alumni have noted written and oral communication skills, teamwork, and professional skills (e.g., knowing codes and standards, being on time, meeting deadlines) as being highly to very highly important in their current work but emphasized less throughout their degree programs (Lattuca et al., 2014). ...
Background
Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates.
Purpose/Hypothesis
The purpose of this study is to determine how industry employer‐sought professional and technical skills vary among engineering disciplines and levels of education.
Design/Method
Using a large sample (n = 26,103) of mined job advertisements, we use the O*NET skills database to determine the frequencies of different professional and technical skills for biomedical, civil, chemical, electrical, environmental, and mechanical engineers with bachelor's, master's, and PhD degrees.
Results
The most frequently sought professional skill is problem‐solving; the most frequently sought technical skills across disciplines are Microsoft Office software and computer‐aided design software. Although not the most frequently requested skills, job advertisements including the Python and MATLAB programming languages paid significantly higher salaries than those without.
Conclusions
The findings of this study have important implications for engineering program leaders and curriculum designers choosing which skills to teach students so that they are best prepared to get and excel in engineering jobs. The results also show which skills students can prioritize investing their time in so that they receive the largest financial return on their investment.
... This category is designed to address the importance of formal/technical oral presentations for professionals in various fields. Specifically, this type of oral communication event holds significance and is emphasized in the engineering and technology industry [64]. Furthermore, this emphasis aligns with the ABET general engineering criteria [65], which underscore the 'ability to communicate effectively with a range of audiences' as a student outcome in engineering education. ...
This study aims to address a research gap concerning valid and reliable analytic rubrics for assessing students’ performance on Model-Eliciting Activities (MEAs), an extensively researched category of well-structured modeling activities, with a specific focus on evaluating creativity–a fundamental element in engineering–in a consistent and transparent manner. In this empirical study, we present the design and validation process for an analytic rubric intended to assess the cybersecurity problem-solving skills and creativity of engineering students in computer science courses. To gauge the reliability of the rubric, a statistical method was used to measure consistency and agreement among four raters when evaluating the performance of 28 undergraduates on the Cipher Algorithm MEA by using the analytic rubric, specifically in terms of cybersecurity problem-solving and creativity. The results demonstrate a good overall level of inter-rater agreement across the evaluation criteria and illustrate how the analytic rubric with the MEA can be used consistently and transparently to assess the cybersecurity problem-solving skills and creativity of engineering students. Our analytic rubric, designed to address challenges in assessing and grading modeling problems, is expected to contribute by providing a demonstration for instructors interested in incorporating MEAs into their toolkit, aiming to enhance conceptual understanding, problem-solving skills, and creativity in students and facilitate formative assessments that offer precise feedback for improvement across various performance areas.
... It is important to validate these results with experts, as novice and expert designers may have different communicative patterns and strategies while leveraging representations such as prototypes for communication (Lauff, Kotys-Schwartz, & Rentschler 2017). It is also important to consider and study the contexts in which designers communicate with people who do not come from engineering backgrounds, as is often the case in design practice (Darling & Dannels 2003). Such individuals may not have the prior knowledge possessed by engineering students or designers, which would impact how they comprehend design solutions and how designers tailor their representations and explanations for these audiences. ...
Design representations play a crucial role in facilitating communication between individuals in design. Sketches and physical prototypes are frequently used to communicate design concepts in early-stage design. However, we lack an understanding of the communicative benefits each representation provides and how these benefits relate to the effort and resources required to create each representation. A mixed-methods study was conducted with 44 participants to identify whether sketches and physical prototypes led to different levels of cognitive load perceived by a communicator and listener and the characteristics that shape their cognitive load during communication. Results showed that listeners perceived higher levels of mental and physical demands when understanding ideas as low-fidelity physical prototypes, as compared to sketches. No significant differences were found in the cognitive load levels of communicators between the two conditions. Qualitative analyses of post-task semi-structured interviews identified five themes relating to verbal explanations and visual representations that shape designers’ cognitive load when understanding and communicating ideas through design representations. Results indicate that designers should be aware of the specific objectives they seek to accomplish when selecting the design representation used to communicate. This work contributes to the knowledge base needed for designers to use design representations more effectively as tools for communication.
... Oral presentations are commonly used in university courses and serve as authentic assessments that require students to articulate their knowledge and understanding of a topic using spoken language. Oral Presentations are proven to enhance students' communication skills as well as help them in workplace in real world (Darling & Dannels, 2003;Živković, 2014). These presentations can be delivered individually or as part of a group, either face-to-face or online using Microsoft Teams. ...
The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an unprecedented number of online courses, the landscape of higher education has experienced both opportunities and challenges for learning designers, academics, and students. Among the challenges faced, proctoring online examinations has emerged as a pressing concern. Focusing on the context of a school where accreditation requirements demand invigilated assessments, this paper explores and proposes alternative invigilated assessment approaches across various modes of course delivery. This work-in-progress report provides insights into different alternative invigilated assessment options, offering practical instructions for implementing these assessment methods. By exploring these options, this paper aims to contribute to the broader discussion on assessment practices in higher education and better align with the needs of our students and academic programs as well as that of the accrediting bodies.
... The theme communication also included three sub-themes A) clear communication, B) ease of communication and C) frequent communication. (Darling and Dannels 2003). ...
Research examining the future of engineering education has highlighted forthcoming challenges for engineering institutions, such as increasing cohort sizes, limited budgets and a demand for the delivery of flexible, diverse and student-centred curricula. To this end, scholars have suggested the use of problem and project based learning (PBL) methodologies that can be implemented within hybrid learning environments. This paper examines and compares students' perceptions of a PBL module that was delivered by means of online and traditional face-to-face environments. The goal of this paper is to highlight the students' voice over other stakeholders to provide valuable insights into their preferences of current pedagogical practices. This in turn can provide information to improve teaching and learning in hybrid learning environments. This study was carried out with two student cohorts of first year engineering students. One of the cohorts completed the module in 2021 (N=94) in an online environment and the second in 2022 (N=89) in a traditional face-to-face environment. This paper focus on analysing the 2022 cohort and comparing the results against the findings presented at SEFI 2022 in Barcelona for the 2021 cohort. The findings revealed areas of significance for educators conducting PBL within online and hybrid environments. This includes the role of communication, module planning, dealing with conflict, and flexibility in learning.
... Peneliti menyoroti pentingnya komunikasi verbal bagi para manajer, mencatat bahwa sementara presentasi formal itu penting, pekerjaan sehari-hari ditandai dengan pengalaman antarpribadi dan kelompok kecil, dan keterampilan komunikasi seperti penerjemahan, kejelasan, negosiasi, dan mendengarkan adalah hal yang penting. (Darling & Dannels, 2003) 4. ...
This study aims to analyze the role of interpersonal communication in individual development and lifelong learning. Literature study and bibliometric techniques were conducted to explore the roles of interpersonal communication, individual development, and lifelong learning. The results of the research show that interpersonal communication is important in the development of individual employees, both personal and professional. Effective interpersonal communication facilitates collaborative learning, improves communication skills, and forms strong working relationships. This research is expected to provide practical recommendations that can be used by organizations in improving communication to employees to achieve maximum organizational goals through employee development
... Oral communication either interpersonal, in small groups or teams, predominates at all levels of workplace activities in the engineering and IT sector (e.g. Crosling & Ward 2002, Darling & Dannels 2003. IT students as a specific discourse community are a very complex group encompassing many specializations whose goals may vary with the rapid developments in their field. ...
Information technology (IT) professionals are a specific discourse community whose oral communication in English as a second language (ESL) predominates at all levels of workplace activities in the multinational IT sector. Since IT students’ pragmatic competence in performing communicative functions is essential for their effective communication in an academic setting and a global work environment, it is important to investigate this aspect of their language systematically and carefully. This paper focuses on IT students’ speech acts and the ways they modify the illocutionary force while participating in in-class debates. The analysis revealed that students used a wide range of speech acts and different metadiscourse markers for both increasing and reducing the illocutionary force. The ways IT students used boosters and hedges also reflect how they assume and share their professional knowledge and experience in their discourse community.
... Industrial workers may attend conferences but are often prohibited from presenting sensitive corporate material, and instead, they face far more frequently the oral communication of departmental or team meetings. Darling and Dannels (2003) surveyed 1,600 alumni from a mechanical engineering department in the US, and they learned that presentations are the most important type of oral communication (for office or conference situations), but they require little time out of their day. Conversely, casual and formal meetings were the next most important but very time-consuming. ...
A “guerilla” needs analysis was conducted to define the language needs, wants, and lacks of students at a Japanese national graduate institution for STEM students. Results indicate significant differences in Japanese and non-Japanese students’ self-perception of their preparedness to carry out academic tasks in English, their confidence in their English ability, and the role of English in their academic and professional careers. Given these differences, and the institutional demand for a curriculum incorporating pre-existing courses and catering for the needs of all students, a hybrid program offering foundation English, English for Academic Purposes, English for Specific Purposes, and English for Research Publication Purposes was devised. This chapter addresses the difficulties of introducing a curriculum intended to broadly satisfy student needs into a hierarchical educational environment.KeywordsCourse designCurriculum developmentEnglish for Research PurposesNeeds assessmentSTEMTechnical communication
... [13] Smooth communication, the ability to adapt workplace norms around virtual interactions, and building wider professional networks were found to enhance the quality of mental health, as they may have helped gain a sense of clarity, which has been shown to predict better work functioning. [14] Building this support system and further engaging with the personal and professional social networks including family, friends, and colleagues nurtured a sense of "facing the collective struggle," which was perceived as a strength by the participants. ...
Background:
The coronavirus disease 2019 (COVID-19) pandemic has radically transformed workplaces, bearing an adverse impact on the mental health of employees.
Aim:
The current study attempts to gain an understanding of the mental health of employees while working from home (WFH) during the COVID-19 pandemic.
Setting and design:
The research followed a mixed-methods design and was conducted across two phases, with participants divided into two subgroups - the WFH subgroup (currently engaging in WFH) and the not working from home (NWFH) subgroup (unable to engage in vocational tasks due to the pandemic).
Materials and methods:
The first phase employed quantitative standardized measures of workplace well-being, work and social adjustment, and quality of mental health across 187 participants. The second phase involved in-depth interviews of 31 participants selected from the previous phase, to understand the factors impacting mental health.
Results:
Strong correlations were recorded between the mental health of an individual and work-related constructs such as workplace well-being and work and social adjustment. The study revealed that participants rated themselves as being significantly more stressed and less productive during the pandemic. Thematic analysis identified the stressors (factors that negatively impact mental health) and enhancers (factors that enhance mental health). Fourteen stressors and 12 enhancers were identified for the WFH group, while five stressors and three enhancers were identified for the NWFH group.
Conclusions:
The results of the study indicate a significant relationship between the mental health of employees and work-related experiences through the pandemic. Further research on the stressors and enhancers identified through the study can pave the way for effective interventions to promote employee mental health.
... ENGINEERING JOB ADS While research shows that communication is a highly valued skill in engineering [5]- [9], communication instruction is often minimal or absent from engineering curricula [10], [11], leading to gaps between the communication skills that students believe they possess and that employers find they lack [5], [12], [13]. As a result, Panelist 5 recruited engineering undergraduates to participate in collecting and analyzing engineering job ads for communication and collaboration skills. ...
... Additionally, the I CAN PERSIST STEM Initiative facilitates career success, and in turn workforce development, through teaming and collaboration associated with developing and implementing SCB Activities. An estimated 50%-75% of STEM employees' workdays consist of working in small groups and interdisciplinary teams (Darling & Dannels, 2003). Despite the salience of teaming, Women of Color often report feeling silenced or marginalized in groups where they are the "only ones" (Ong et al., 2018). ...
Women from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper‐visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and using a case study methodological approach, we found that the multigenerational counter‐storytelling and support from Women of Color in STEM, as well as the embodiment of holistic wellness, and justice‐focused mentor‐teaching supported STEM persistence intentions among undergraduate Women of Color in the sample. Furthermore, participants described being able to reconcile their STEM identities with their need to be active in addressing and mitigating the inequities in their communities, while also prioritizing their well‐being and rejecting the STEM culture of overwork and burnout.
... In this sense, it is highlighted that the educators' work consists of making decisions about those methodological aspects that facilitate the acquisition of the objectives by the students, which places greater emphasis on what is or is not said on how it is transmitted [5]. Likewise, Darling and Dannels [6], Nayernia et al. [7], and Yazici and McKenzie [8] stress that communication skills have positive repercussions on school success, emphasizing that it is more important to possess optimal communication skills than handle specific knowledge on the subject. ...
Knowledge and awareness of how to use non-verbal language is essential for the educational field. For this reason, the aim of this study was to develop a validation that validly and reliably measures the analysis of non-verbal language in university teachers. Content validation was carried out by applying the Delphi technique and through an exploratory and confirmatory analysis. The validity of understanding is given by the application of the scale to 1316 university teachers between 24 and 67 years of age. The initial data collected through the Delphi technique provided some modifications. The final scale, called Non-verbal immediacy, was composed of a total of 26 items that presented satisfactory adjustments in both comprehension and outcome validity. Con-firmatory factor analysis determined three dimensions (kinesics, paralanguage, and proxemics). These factors will be a new element for future lines of research related to the teaching-learning process , as high relationships have been demonstrated between non-verbal language and psychosocial aspects implicit in teaching practice, as well as comprehension and student learning.
... Skills in oral communication are increasingly cited as integral for employment and long-term vocational success (e.g., AC Nielsen Research Services, 1998;Darling & Dannels, 2003;Mikkelson et al., 2015;Payne, 2005;Scudder & Guinan, 1989). As such, curricula targeting the teaching and evaluation of oral communication skills have been developed and recommended at all elementary and secondary educational levels as young as kindergarten (Morreale et al., 2000). ...
Purpose
The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings.
Method
One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits.
Results
Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence.
Conclusions
Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.
... Engineers are tasked with being "effective communicators" [9] since they need to convey complex ideas and technical project plans, participate in discussions when developing engineering solutions [10]. Moreover, "engineering practice takes place in an intensely oral culture" [11], and the ability to publicly support the results of their research is of growing significance [8]. ...
The digital transformation of education has been causing dramatic changes in the organization and curriculum of the educational process. The problem of mastering foreign language speaking skills by university students in distance learning format has been attracting growing attention in academic circles worldwide. In addition to the technical difficulties faced by the stakeholders of the online learning process, there has been an increasing focus on other related factors, including psychological barriers and emerging interaction patterns in both student-student communication and teacher-student communication. In this paper, the authors will identify the difficulties faced by the students who learn speaking skills online. A survey was conducted among students of technical specialties of the NUST MISIS University. The survey involved 16 students who were studying English online. The conducted experiment revealed several types of psychological difficulties that arise while learning to speak online. The results of the study will help improve the quality of academic programs in terms of identifying the existing gaps in designing and managing speaking classes online.
This study explores the implementation of a Challenge-Based Learning (CBL) methodology that integrates communication pedagogy through the Communication in the Disciplines (CID) model within the context of English for Specific Purposes (ESP). The objective is to assess the effectiveness of CBL in enhancing learning outcomes and developing soft skills, with a particular emphasis on acquiring effective communication skills, which are regarded as the most critical among soft skills. Conducted during the 2022-2023 academic year, the intervention involved 60 computer engineering students tasked with designing advanced AI products for a globally operating software company. After completing the project, students evaluated the CBL-based ESP course, highlighting their overall satisfaction and perceived benefits of developing ESP soft skills, particularly communication. The results demonstrated that students acquired practical knowledge valuable for both professional and educational settings. The findings contribute to the existing literature advocating for the adoption of challenge-based methodologies in
teaching language within the engineering curriculum. This study also adds to the broader debate on innovative teaching approaches that better prepare students for globalised, interdisciplinary workplaces.
Unlike Chap. 3, this chapter attempts a hard landing into the realm of R&D and technology commercialization by exploring the historical evolution and strategic frameworks that have shaped R&D management over the last 50+ years. It examines the transition of R&D from a “technology push” model to a hybrid “technology-market coupling” process and delves into topics like optimizing R&D networks, managing technical staff, and fostering collaboration between industry, academia, and government. The chapter also covers methodologies such as stage-gate, lean start-up, and agile innovation, while addressing modern challenges like open innovation, green technology, and digital transformation. Through historical insights backed by an extensive literature review and contemporary strategies, this chapter provides a comprehensive foundation for understanding and advancing R&D management in today’s dynamic landscape.
Due to the social circumstances leading to increased professional demand, it is necessary to provide more specialized training to initial teacher education students so they can address textual mediation for L2-learning adult immigrants. This research aims to understand how students in education perceive the impact of textual mediation on certain critical skills following a teaching intervention. There are few previous studies on textual mediation in the field of applied linguistics. A qualitative methodology evaluated an intervention involving 103 education students in focus groups. The results reveal that educational mediation with adult immigrants enhances oral and written communication skills, translation ability, note-taking, and creative text analysis. Linguistic adaptation and expanded cultural awareness are crucial in this process. As a practical application, the research underscores the importance of fostering cognitive, communicative, and cultural awareness competencies in initial teacher education students for effective language instruction to adult immigrants. Author: Beatriz Peña-Acuña, 0000-0002-0951-795X beatriz.pa@dfilo.uhu.es
This case study explore the factors influence the English oral communication skills of undergraduates of the Faculty of Science at the University of Colombo. 332 undergraduate participants were surveyed using stratified sampling based on their academic year and subject stream. 332 undergraduate participants were surveyed using stratified sampling based on their academic year and subject stream. The assessment of their oral communication skills encompassed four critical aspects: presenting ideas verbally, listening skills, providing feedback, and presentation abilities. Employing exploratory data analysis (EDA) and advanced statistical models including multivariate ridge, lasso, elastic net regression, and partial least square regression, the study uncovers the most significant factors influencing English oral communication skills were the results of English language-related exams taken during secondary education and undergraduate years. Students who performed well in these exams demonstrated superior communication skills, alongside the positive impact of extracurricular participation as revealed through EDA. The results of the study guide oral English communication practice for students’ future careers and educational.
Effective communication is pivotal to professional success in civil engineering. However, rural students often face unique challenges in mastering oral communication, especially in English. This study seeks to examine the challenges faced by engineering students from rural backgrounds when speaking English and the underlying reasons for these difficulties. This paper implemented specific tasks inspired by task-based language teaching methodology in the study of participants to analyze their speaking challenges and their root causes. The findings revealed that speaking English posed challenges primarily due to fear of errors, anxiety, shyness and low confidence levels. This paper proposes solutions, such as creating a supportive environment and promoting regular English communication, to address these issues. The research highlights the transformative impact of effective communication and calls for further studies to refine and expand these educational strategies.
This qualitative study investigates the communication culture within this corporation through interviews to elucidate its communication style, challenges, and mitigation strategies. Participants emphasized the importance of verbal communication for relationship-building and feedback solicitation, alongside acknowledging the impact of cultural diversity on communication dynamics. The study observes the utilization of various communication channels, including faceto-face interactions, emails, and virtual meetings, with differing levels of effectiveness. Challenges identified encompass hierarchical dynamics, hindering open communication across different levels of authority, and cultural misunderstandings from diverse backgrounds, leading to occasional communication breakdowns. Understanding these complexities provides insights for addressing communication challenges within organizations. The implications of this research extend to the development of frameworks for fostering inclusive and productive communication cultures, facilitating interactions and enhanced collaboration within the company and similar `organizations. This research underscores the importance of proactive communication strategies tailored to the specific needs and contexts of this engineering corporation. By implementing targeted interventions, such as cultural sensitivity training and establishing clear communication protocols, organizations foster a culture of open dialogue and mutual respect. Additionally, leveraging technology to enhance communication effectiveness, such as through the implementation of collaboration platforms and virtual communication tools, can facilitate seamless interactions across diverse teams and geographical locations. Ultimately, the findings of this study contribute to the broader discourse on organizational communication, offering practical insights for navigating the complexities of communication within diverse workplace environments. Through continuous evaluation and adaptation of communication practices, organizations can cultivate an inclusive and resilient communication culture, driving innovation, productivity, and long-term success.
Design representations play a pivotal role in the design process. In particular, design representations enable the formation of a shared understanding between team members, enhancing team performance. This paper explores the relationship between design representation modality (low-fidelity prototypes and sketches) and shared understanding among designers during communicative acts between design dyads. A mixed-methods study with 44 participants was conducted to investigate if representation modality affects shared understanding and identifies the factors that shape shared understanding during communication. Quantitative results suggest that low-fidelity prototypes and sketches did not significantly differ in terms of the shared understanding they facilitated within dyads. Qualitative analysis identified four factors at the representation- and actor-level that influence how shared understanding is built between individuals during design communication. This research extends our understanding of the utility of design representations given the needs of communicative contexts; specifically, this work demonstrates that designers must understand the perspectives of listeners during communication to create representations that accurately represent the information that a listener seeks to gain.
Information and communication technologies have reduced the distance between students, professors, and companies, increasing opportunities for employment and collaboration among professionals. However, this open-world approach has also increased the pressure on fresh employees to meet global demands. One of the main challenges for contemporary education is to equip students with the requisite skills for career performance and sustainability. This study explores employed engineers’ perceptions of how an online professional diploma impacted their career performance. The program in question is a joint online diploma in Green Technologies offered by three universities—two in Lebanon and one in Egypt. Ninety-two working engineers who have earned the online diploma responded to an online survey based on the ABET criteria for technical, interpersonal, and personal skills. Exploratory factor analysis identified four factors that were highly correlated with impact on career performance: independent learning, self-efficacy, social awareness, and transformational leadership. Among these professionals, the most valued of these factors was independent learning.KeywordsDistance learningCareer performanceIndependent learningMiddle East
Introduction: Engineering students benefit from understanding the role of technical communication in the professional workplace. This article examines the communication coefficient (CC), a new method for grading student technical communication intended to help students better understand this role. Its goal is to encourage students to treat their communication with the same importance that it has in the professional workplace. About the case: The core philosophy of the CC method is that audiences perceive technical work more positively when it is communicated well and more negatively when it is not. The method captures this philosophy mathematically: students’ grades result from multiplying the points earned for technical content by a number—the coefficient—representing how well they communicated that content. Situating the case: The CC method is rooted in established principles, such as holistic grading and the separate yet simultaneous consideration of content and communication. It is novel in how it combines these principles into a grading technique. Approach: The CC method was employed in three undergraduate engineering classes at the United States Military Academy during the spring 2020 semester. Student and instructor feedback were collected to gauge the pros and cons of the method and whether it is worth fielding on a larger scale. Discussion: The CC method was found to encourage better student communication, although mixed student and instructor opinion suggest that changes to the method and the way that it is messaged are necessary. Conclusion: The CC method warrants further study and consideration of its usefulness in other departments and institutions.
The idea that engineers are graduating without the necessary communication skills, specifically written communication, is not new. In the past 25 years, changes have been made both in accreditation requirements and in engineering program curriculums to work to improve students’ writing skills and make their writing better align with the needs of industry, and research is emerging that considers industry standards and how those standards can be applied to the classroom. One challenge is that the characteristics of quality writing are not always the same for the industry and the classroom, which can create problems for new graduates entering the workforce. This article looks at how effective writing is defined by both academics and professional engineers. Drawing on a study by Cunningham & Stewart (2012), which researched the criteria professional engineers consider essential in effective writing, this article provides the results of a survey of instructors of introductory professional and technical writing classes. The survey was designed to determine the characteristics the instructors use when grading writing assignments. The results are then compared to the characteristics of quality writing as identified by the engineers. In addition, the article reviews assessment rubrics to identify criteria used when evaluating writing and compares these criteria to the qualities of effective writing as determined by the Analytic Writing Continuum, part of the National Writing Project. After determining gaps between industry and academics, the article considers ways to bridge those gaps, including working with professional engineers to obtain sample documents, increasing reading and evaluation of engineering documents in professional and technical writing classes, and using interdisciplinary approaches to course design and instruction.
Software development teams depend on the constant and varied use of technological tools that contribute to the fluidity of development activities. The communication channels provided by these tools contribute to the participatory culture of software development, where requirements include getting involved, learning and co-producing the code. However, the choice of channels to support development is still an open question in the scientific community. Through an investigation of closed remote software teams from a large public educational institution in Brazil during the COVID-19 Pandemic, we identified their preferred communication channels and analyzed them to learn how to improve collaboration. We also drew some comparison with social developers and took a look at the challenges that these channels impose and solutions adopted to mitigate these problems.
La presencia de la industria extractivista en América Latina se ha convertido en la principal fuente de conflicto en el continente. Las políticas desarrollistas impulsadas desde gobiernos de distintas tendencias ideológicas se han traducido en la amenaza constante en comunidades y territorios, el asesinato de líderes ambientales, la aparición de actores armados legales e ilegales y el desplazamiento de poblaciones. Desde una perspectiva de género, el impacto ambiental de los proyectos supone el incremento de la vulnerabilidad de las mujeres que se ven afectadas por la militarización de los territorios y la pérdida de las formas de vida tradicionales.
En un contexto de despojo caracterizado por la interrelación entre patriarcado, capitalismo y colonialismo, emergen estrategias en defensa del territorio y la vida con protagonismo de mujeres lideresas en las que la comunicación adquiere un papel relevante. Asociados a los conflictos ambientales que se suceden en el continente, es posible identificar, a su vez, prácticas comunicativas lideradas por mujeres activistas que se enmarcan en las estrategias de resistencia y de lucha por la defensa del territorio y la vida.
El objetivo de este trabajo es llevar a cabo una aproximación a las prácticas comunicativas realizadas por mujeres en contextos de conflictos ambientales en América Latina. Para ello, se toman como referencia experiencias de algunos de los países con mayores tasas de violencia, como son Colombia y Honduras. Esta aproximación se construye a partir de dos ejes: por un lado, el de las prácticas comunicativas populares en el contexto de la comunicación para el cambio social y, por otro, las prácticas comunicativas realizadas por mujeres en defensa del territorio que aquí son enmarcadas en la corriente del ecofeminismo.
En un momento histórico del capital denominado como “acumulación por despojo” por David Harvey, las autoras identifican las prácticas comunicativas analizadas como formas de disputa en diversos aspectos. En primera instancia, como disputa a la comunicación hegemónica, desde experiencias que pueden considerarse alternativas y contrahegemónicas y que persiguen una “comunicación otra”; y, en segundo lugar, como estrategia de denuncia, resistencia y organización desde el ecofeminismo en defensa de la centralidad de la vida y los bienes comunes.
This study explored TVET lecturers learning through work-integrated learning (WIL),
specifically to establish the nature of their learning and the kinds of knowledge they gain, and further determined how the lecturers understand their learning. WIL describes an approach to career-focused learning, which is often appropriate for attaining discipline-specific practical competence. My study contributes to the literature on how WIL enhances TVET practical knowledge and pedagogy. It also contributes to the perceptions of industry personnel towards lecturers on WIL.
The study used a qualitative research approach located in an interpretive paradigm. A face-to-face semi-structured interview was conducted with 18 TVET college lecturers from three different colleges and nine industry personnel at different companies. Non-participant observation complemented interviews and enabled capturing social action and interaction as it occurred and provided triangulation. The data were analysed using open coding. The study draws on Kolb’s Experiential Learning Theory (ELT), complemented by conceptual frameworks on domains of teacher knowledge. The research identified the following challenges: a lack of technical skills among lecturers in using civil, electrical and mechanical engineering machines and equipment in industry; industry induction processes promoted WIL and self-initiated learning in the TVET sector that was helped a limited number of lecturers; and a lack of lecturer WIL support. There were several findings that reflect on positive impact of the training programme, namely, TVET lecturers who participated in the training gained knowledge about industrial processes;
improved knowledge and practice of safe working procedures; the lack of interpersonal skills in the TVET industry was addressed; there was creativity and cost-saving skills among civil engineering TVET lecturers; WIL offered problem-solving skills to TVET lecturers; evidence of the use of work schedules; and training helped in the formation of industry connections. The study recommends adequately capacitating TVET lecturers with technical and soft skills to ensure that they comprehend the use of advanced machinery. The lecturers on WIL need constant support to check the relevance of practical skills received during WIL. To ensure
proper training, the study recommends a training model for TVET lecturers during WIL. The study further recommends TVET lecturers to engage in industry placement at regular intervals to maintain current developments in the industry. This study recommends that policymakers, industry and other TVET college stakeholders employ prudent participative and consultative strategies to ensure that TVET lecturers acquire the requisite skills needed as recommended by syllabi. Furthermore, this study recommends large-scale research on all TVET College lecturers in South Africa to understand what and how they learn during WIL; involving other disciplines besides civil, electrical and mechanical trades to check if the outcome will be similar; and explore how industry personnel profiles impact on TVET lecturers learning in the industry during WIL using the same instruments.
STEM majors will face unique challenges with English in the work place, but to what degree? Teachers use action research to investigate student performance, but that may not demonstrate how ready students are for entering the working world. A few corporate reports from Japan in various STEM fields have described a need for general English or a mixture of general and technical English skills. Research on corporate requirements for TOEIC scores is not usually performed randomly to get an unbiased account. This chapter will describe results of three surveys on agricultural companies who recruit from one national university and illustrate whether TOEIC is needed and what type of language skills are required. Viewpoints on corporate English from students and science teachers are also included.KeywordsAgricultureBusiness EnglishEngineerJapanese companiesJob recruitmentOral communicationTOEIC
It is becoming increasingly difficult to ignore the disparity between learning environments, the needs of students, and the expectations of the ever-evolving workplace in South Africa. This study investigated the influence of a game-based learning environment on the development of the 4Cs (communication, collaboration, creativity and critical thinking) that students need to be successful in their studies and subsequently in industry. The data for the study was collected by means of reflective essays that were written by 145 first-year engineering students only one month after the completion of the game-based activity. A focus group interview was conducted with six participants and it shed further light on the students’ experiences. Their comments, harnessed by analysing their essays qualitatively, confirmed that a game-based learning environment provided opportunities to develop the 4Cs. Thus, the implementation of game-based learning environments in higher education should be further investigated.
Engineers rely on communication skills to collaborate and make decisions across boundaries. This research seeks to examine an under-explored communication practice of engineers in work environments – persuasive communication. Research on persuasive communication (i.e. practices seeking to influence) includes extensive explorations within laboratory settings and certain contexts (e.g. healthcare, politics), yet should be further expanded within the engineering context. Using a multiple case study approach, we explored engineers’ communication practices across three organizations as they sought to negotiate, build consensus, persuade, and make decisions across boundaries. Engineers within this study commonly used persuasive communication to gain access to resources, align goals, and influence design decisions. These practices are presented through three narratives constructed based on the analysis of interviews and meeting observations as well as a rich understanding of the context. The narratives illustrate six emergent features of persuasive communication: (1) emotional engagement, (2) credibility of those involved, (3) audience consideration and power dynamics, (4) timing, (5) adaptability, and (6) shared situation awareness. These results highlight the pervasiveness of persuasive communication within engineering practice, providing a foundation for future work. The findings also have implications for supporting the development of engineering students and early career engineers.
Given the increase in remote working due to the social distancing requirements as part of the response to the Covid-19 Pandemic, the variable of work-from-home has become more salient in the business community. The existing literature squarely places remote working as an antecedent to employee perceptions of Organizational Justice throughout many industries. The same literature presents work from home in a positive frame of reference in a pre-pandemic world. However, in the Covid-19 environment, many perceptions have changed regarding employment. Likely overall perceptions regarding work from home have also shifted because more people engage in the activity. We argue that perceptions of work from home through the frame of reference found in the literature of Organizational Justice have shifted to be more negative. To study this phenomenon, we gathered social media data in comments from a work discussion forum on the Reddit website. We coded the data with an a priori codeset and assigned dummy variables for analysis. The dataset was analyzed via a five-way Factorial ANOVA examining the influences of the four independent variables of Organizational Justice (Distributive, Procedural, Interpersonal, and Informational Justice) and the temporal occurrence of Covid-19 on the sentimental polarity of comments surrounding the topic of work from home. Our findings indicated that Informational Justice significantly contributes to more negative sentiment regarding work-from-home. Additionally, when Distributive, Interpersonal, and Informational Justice and Distributive and Informational Justice interact, sentimental polarity grows more negative for work from home. Discussion of results, implications for practice, and limitations presented.
This study backs up the argument that communication is an important subject in school and can have a big impact on students' personal and professional development in the future. Today, at all levels of India's educational system, communication disciplines are in high demand. This claim requires proof to indicate that communication courses can increase the quality of communication in society, which can be extremely beneficial to the success of many of the government of India's development-related projects and policies. The centrality of communication in developing the whole person, improving the educational enterprise, being a responsible social and cultural participant in the world, and succeeding in one's career is demonstrated in this conceptual paper, which is based on a study of paper and daily newspaper, articles, and reports.
This chapter explores the universal nature of design by identifying the activities conducted by all designers in all disciplines: clarify an ambiguous project, generate ideas, and select one idea to implement. It also discusses the relationships between design, creativity, and problem solving. It closes by discussing how the different needs of different disciplines require that design be implemented differently in each respective discipline.KeywordsDesignDefinitionsUniversalIterationProblem solvingCreativityArtEngineeringInnovation
Purpose
Engineers graduating from premier institutions of India look for global opportunities that will provide a chance to work with the best and the most innovative minds in the world. Nevertheless, to compete in the global job market, they require added competence in English. However, it is seen that despite exemplary hard skills, lack of good communication skills has obstructed the growth of engineers. This study aims to find a viable tool to enhance engineering students' communication skills despite many limitations. The purpose of this study is to explore how presentations can be used to address problems of low levels of English ability in highly skilled, high-functioning engineering professions.
Design/methodology/approach
This paper discusses a study conducted in India's premier institution where around 240 first-semester engineering students were the sample. It uses partial ethnographic research to verify its hypothesis that presentations compel students to plan, prepare, practise and perfect their communication skills. It presents an ethnographic experiment conducted by the researchers and data collected using the qualitative research method of interviews.
Findings
The results of the paper indicate that making engineers plan, prepare and make presentations can explore their ability to communicate in English. It also concludes that presentation helps students explore all four language skills, that is, reading the information collected, listening to peers, writing or preparing their presentation and finally speaking in front of the audience.
Practical implications
This paper argues that presentation can be made a practice even in a large class of multi-level second language (L2) learners as it will generate interest in students and will develop many qualities such as team spirit, confidence and public speaking.
Social implications
This study will help to address problems of low levels of English ability in highly skilled, high-functioning engineering professions.
Originality/value
Since engineering classes in Indian institutes often comprise 80–120 students, the English teachers face immense challenge of simultaneously improving communication skills of a large number of students who are multi-lingual, multi-level L2 learners. Therefore, this paper presents an effective and interesting way of involving all the students and using presentation to improve their communication skills.
This essay proposes a conception of genre based on conventionalized social motives which are found in recurrent situation‐types. The thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.
Arizona State University's (USA) Office of Minority Engineering Programs hosted a very unique Minority Engineering Program Summer Bridge Program to promote greater awareness of and recruit potential candidates to the College of Engineering and Applied Sciences. The program content and curriculum were designed to prepare underrepresented ethnic minority students for educational success. This paper describes the program, the curriculum and the participant evaluations of the program. In addition, the paper discusses the setting for the program in the university and the need for it
A U.S.-Swedish research team has shown that the two types of estrogen receptors act differently depending on what ligand they bind and which transcription factor they interact with in DNA sequences that contain estrogen-regulated genes. The new findings represent "a very exciting discovery," says molecular biologist Suzanne A. W. Fuqua, an associate professor of medical oncology at the University of Texas, San Antonio. The findings provide clues to the paradoxical action of the antitumor agent tamoxifen in breast and uterine tissue, as well as insight into the action of a second antitumor agent, raloxifene. Furthermore, the study predicts that one of the estrogen receptors plays an important role in bone growth [ Science , 277 , 1508 (1997)]. Estrogen is known to stimulate the growth of certain cancers. Both tamoxifen and raloxifene have been dubbed antiestrogens because they inhibit estrogen specifically controlled by either ERE or AP-1 is turned on. At ERE sites, estrogens bound to either of ...
Engineering education faces many challenges today. Changes in the external environment, such as funding reductions and increasing costs, are forcing colleges of engineering to face their futures creatively. Engineering faculty, in particular, are well-placed to play leadership roles in generating a campus-wide response to the challenges faced. Working with the rest of the university and with external partners, including K-12, industry, government, foundations, and other countries, engineering faculty can restructure higher education in order to continue producing well-educated graduates and high-quality research.
Industry today wants engineers who are not only technically proficient, but who also can speak and write well. The problem is that engineering students do not get many opportunities to practice these skills in their crowded curricula. The educational strategy in the following article suggests that incorporating a formal or semiformal speech into a (technical) writing assignment can improve a student's speaking and writing proficiency.
A minor in Engineering Communication and Performance is being created at the University of Tennessee in conjunction with the engage Freshman Engineering Program. This minor provides engineering undergraduate students with formal training and a credential in complementary performance skills necessary for success in today's workplace. This interdisciplinary program is designed to improve the ability of engineering graduates to work on teams, to be effective communicators, to be socially adept, and to be prepared for leadership roles .
Five courses compose the minor. Three of these courses are new and custom‐prepared for engineering students, while the other two may be selected from a limited list of courses that provide in‐depth training on supervision, cultural diversity, and interpersonal interaction. This multi‐disciplinary program takes a novel approach in the subject matter presentation and in the method of coaching students to use these skills. In the custom courses, students receive instruction and are placed in mini‐practicums. To complete the minor, students participate in a full practicum in a social service setting.
This paper discusses assessment; course development; program basis and development; strategies for implementation of this new program; integration between engineering, counseling psychology, and human services; and student, faculty, and industry response to the program. The collaboration makes this program transportable to other institutions as it is dependent on having institution expertise in the disciplines of counseling and human services rather than having engineering educators with expertise in these fields. Our experience with establishing this collaboration will also be discussed.
A bstract
For over 100 years studies have consistently recommended that the engineering curriculum should stress underlying principles and have a considerable range of cultural studies. Nevertheless, some employers continue to state that they are not totally satisfied with the average engineering graduate. The findings of this study, however, suggest that practicing engineers and students are generally satisfied with the civil engineering curriculum. Nevertheless, both groups recommend that the credits allocated to surveying, graphics, and computers should be increased. Practitioners, in general, believe that there should be a decrease in mathematically oriented subjects such as calculus, statistics and numerical methods. Older graduates, in particular, recommend an increase in business courses such as law, accounting, and personnel management. They also believe that technical writing and oral communication skills should be a vital part of the program. It appears to be difficult to design a curriculum, requiring a reasonable number of credits, that satisfies all age groups. Therefore, at commencement, an engineer must expect to initiate a life‐long process of informal/formal education to supplement the knowledge obtained by satisfying the civil engineering degree requirements.
An interdisciplinary curriculum integrating the research on ceramic-matrix composites into undergraduate and graduate education has been developed at the University of Tennessee, Knoxville, in collaboration with Oak Ridge National Laboratory. The curriculum eliminates the boundary between materials science and mechanics of materials, and combines technologically important subjects, such as fabrication, characterization, mechanics, and applications of materials, into an interdisciplinary approach to the development of advanced materials. Distance education and an emphasis on communication skills and teamwork are involved in the present curriculum. The World Wide Web-based courseware has also been implemented on the Internet. The Web-based courseware consists of color pictures, animation, audio and video effects, interactive exercises, and teaching evaluation, which makes the learning and teaching effective and efficient.
A bstract
In 1988, Drexel began a project which involves a comprehensive restructuring of the lower division engineering curriculum. The program provides an early introduction to the central body of knowledge forming the fabric of engineering, the unifying rather than parochial aspects of engineering, experimental methods, the computer as a flexible, powerful professional and intellectual tool, the importance of personal communications skills, and the imperative for continuous, vigorous, life‐long learning. The subject matter is organized in four major components replacing and/or integrating material in thirty‐seven existing courses in the traditional curriculum. The theme of all activities is a central focus on the students as emerging professional engineers and the faculty as their mentors from the very beginning of their education.
To date, 500 students and 50 faculty have participated in the project. Preliminary results of evaluations are encouraging. Retention rates and achievement levels are high. Performance tests indicate that most students develop excellent levels of computer and laboratory skills. Their written and oral presentations demonstrate achievement of superior levels of communication skills. Personal interviews and evaluations indicate that student response is quite positive and they place a high value on faculty participation in a team effort. Both faculty and students indicate that this different experience has given them an insight into the importance and scope of the engineering profession and a sense that its practice can be exciting, rewarding and enjoyable.
Recently, the School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma instituted a “Programs Outcomes Assessment Plan” as mandated by the state regents for higher education. The assessment plan is designed to determine whether the existing CEES curriculum, teaching methods, and resources are achieving prescribed departmental goals. Within the plan, the senior level design course or capstone experience is to be used as one tool for assessing students. Development of the assessment plan coincided with a departmental decision to revamp and update the existing senior design course to more effectively convey the concept of design and to expose the students to professional practice. The restructured capstone course is now co-taught by a local industrial entity (i.e., consulting firm) and the CEES faculty. This industry driven capstone course has provided invaluable feedback regarding curricular content and capabilities of departmental graduates. The capstone course serves as a microcosm of the four year curriculum. Experiences and outputs from the course can be used to provide immediate assessment information regarding outcomes of the curriculum and at the same time provide insights into curricular changes necessary to improve the educational experience of our students.
To bridge a gap we perceive to exist between the traditionally educated engineer, who is skilled primarily in high tech, and the broader trained engineer being called for by industry, we have developed a senior level course entitled Professional Preparation. This course is built around a group design project, but also includes exposure to a wide variety of needed skills such as problem solving, creative thinking, ethics, writing to learn, producing documentation and making oral and written reports. Student and employer reaction to the course is uniformly enthusiastic. Data collected from a survey of over 400 of our graduates shows a marked difference in their perception of the importance of and their educational preparation in specific skills with additional differences between those who took this course and those who did not.
A bstract
This paper presents the findings of an Engineering Curriculum Task Force of the College of Engineering and Applied Sciences at Arizona State University. The Task Force's charge was to explore changes that would better prepare baccalaureate‐level engineers for the practice of their profession in the next decade. The generic data developed in the process used by the Task Force are given here. For example, a set of ten important attributes deemed desirable for newly graduated engineers and produced by education, is presented. Also, the rankings by industry, alumni, students, and faculty, of the relative importance of each of these ten attributes and the performance of new graduates in each, are given. Generic curriculum features necessary for successful generation of these attributes are discussed. Finally, the results of an alumni survey are presented which show the overwhelming support for a broad‐based undergraduate program by graduates of all degree programs.
When students enter the workforce, they must make a transition from an academic to a professional role. This study, based on interviews with professional engineers in supervisory roles, suggests that many basic skills required in the workplace, including the ability to work on a team and to communicate with one's peers and supervisors, are missing or insufficiently developed in recent college graduates. Many employers have programs to overcome these deficiencies, but we should also consider what we as educators can do to better prepare students for their future roles, and what students themselves can do to ease the transition.
Survey results reveal the impact of engineers' communication skills in adjusting to jobs and achieving career goals. A direct correlation emerges between the amount of technical communication (TC) instruction and career advancement. Former students then spell out recommendations for providing relevant TC instruction within the engineering curriculum.
This paper summarizes the results of a four-year study (September 1992 - December 1995) concerned with the performance of student groups in a senior engineering laboratory course. The investigation was conducted in two stages. In the first two years, the effect of group size, incoming GPA, practical experience, and the gender distribution of each group was investigated. During this period we recorded the Kolb Learning Style Inventory (LSI) scores at the end of the semester and asked students to report on the performance of their groups given their knowledge of the LSI distribution within their team. In the second stage of this study (1994–95) we evaluated the effect of grouping according to LSI, in addition to continuing our study of the effect of group size, academic record, practical experience, and gender distribution. In the final year of the study we took advantage of the disparity in the incoming GPAs of the two sections of the class (Tuesday and Thursday) to evaluate if incoming GPA influenced course grade. The study consisted of four senior classes totaling 110 students in 33 groups. The learning styles distribution of the students resulted in 6% “Type 1,” 42% “Type 2,” 42% “Type 3,” and 10% “Type 4” learners. The metric used to quantify performance was the average final course grade of students within given groups. This course grade was equally weighted between technical and writing components. Our results indicate that the most important positive correlating factor in a group's performance was the group size (four member groups statistically outperformed three member teams at α = 0.05). Although not statistically significant, observable higher average group grades indicated that the following may have an effect on group performance: the inclusion of academically outstanding individuals, the number of members with “good hands,” and the GPA history of the group. Specifically, the inclusion of a student with a GPA above 3.6 improved the performance (average group grade) of the group relative to their abilities as characterized by their average incoming GPA. Students who were good with equipment or had some practical hands-on experience had a similar positive influence on the group performance. The gender distribution within a group did not have a significant effect on either group performance or dysfunction. Insufficient data were collected to ascertain the relative performance of homogeneous and mixed learning style groups. Since group incoming GPA may be a variable in group performance, student self-selection is not recommended since it would result in an amplified disparity in the course grades. Indeed, we observed that grouping students by GPA, group size, and LSI resulted in a large number of functional teams, with the final variance in the course grade within a class reduced relative to other courses which have grouped activities.
Researchers at The Pennsylvania State University's Center for the Study of Higher Education conducted 27 semi‐structured one‐hour interviews with the deans, chairs, faculty, industry leaders, and association officers who comprise the leadership of national engineering education societies and the Accreditation Board for Engineering and Technology. During the interviews, these leaders described what they believe are the two most significant changes in the in the field of engineering education during the last decade.
This article discusses the sources and pervasiveness of each change, how each change has influenced policy or practice in engineering education, and the best ways to encourage faculty involvement in the change.
Engineers' use of rhetoric differs from that of scientists because of the material objects engineers work with and the material conditions under which they act. For engineers, “publication” takes the form of releasing a marketable object, not a refereed article. Thus, they have less need than scientists do to create written theoretical work and can instead build knowledge by group discussion of instrument traces that they tie directly to the object. The fact that they usually work in hierarchical, for-profit organizations also affects their rhetorical practices, as they must shape the actions of those both below and above them in the corporate hierarchy.
This study embraces a communication in the disciplines (CID) theoretical framework and explores meanings associated with speaking competently as an engineer. Using qualitative methodology, I analyze faculty lectures and evaluations, student dress and final presentations, and course materials from a senior design series and describe emerging features of speaking competence in engineering. Results indicate five important features of speaking in engineering: simplicity, persuasiveness, results-oriented, numerically rich and visually sophisticated-all of which invoke the skill of translation. Ultimately, this study makes theoretical contributions that suggest orality as a site for disciplinary knowledge construction, disciplinary socialization, and negotiation of disciplinary tension.
In order to prepare engineering graduates with the communication skills required on the job, a communications center was established within the Engineering College. One of the main goals of the Center has been to develop writing skills. To achieve this goal one group of courses in Materials Science incorporates a major research paper. Significant feedback, both from the instructor and the University Writing Center is provided to the students while the paper is in preparation.
Global competition has imposed severe competitive pressures on the nation's employers and drastically changed their management processes. These developments require equally drastic changes in the process of educating engineers. Schools that improve their graduates' preparation for today's engineering environment—through total quality management, continuous process improvement and other management methods—will continue to rank as vital national resources. Adoption of these methods, however, will require fundamental changes in the curricula, advisory boards and other pillars of traditional academe. Industry is prepared to help.
The thinking preferences of engineering students at the University of Toledo have been assessed in a longitudinal study, using the Herrmann Brain Dominance Instrument (HBDI). The scores and profiles reveal thinking preferences in four different ways of thinking and “knowing”: A = analytical-logical-quantitative, B = sequential-organized-detailed, C = interpersonal-sensory-kinesthetic, and D = innovative-holistic-conceptual thinking. With the HBDI, we have a tool that can assess the effects of curriculum restructuring. Data from 1990–1993 fall freshmen classes and 1991–1994 spring senior classes have been evaluated, where the 1994 seniors are the first group for which freshmen data are available. Conclusions drawn from the results are: 1) Overall, there has been a shift from “plug-and-chug” quadrant B thinking to increased “creative” quadrant D thinking, because more students with strong quadrant D preferences are being developed and retained, primarily due to the new creative problem solving course. 2) Avoidance of quadrant C thinking (teamwork skills) is persisting and creates classroom climates that are uncomfortable for some students, a high percentage being females. Students are not developing the teamwork and interpersonal thinking skills demanded by industry. 3) A majority of students are still being cloned in the A-dominant profile of the faculty. Students who have developed independent ways of practicing right-brain thinking and all students who were involved in creative problem solving as class assistants became more whole-brained or right-brained. Quadrant C and D thinking activities must be integrated into the curriculum each term for students to develop their full potential and reinforce the whole-brain thinking skills introduced in the first-year creative problem solving course.
Rhetoric continues to struggle to theorize the simultaneous existence of pattern and contingency. Responses to this issue have been couched in elaborations of genre theory and, more recently, of Vygotskian activity theory. Activity theory offers two advantages in theorizing how change and continuity can coexist: It expands our ability to see how text and context influence one another and it encourages us to see that lack of unity is normal in any activity system. This study exemplifies these advantages by looking at four entry-level engineers who produced a genre they called documentation in their first 4 years at work. They defined documentation as writing that describes events to establish a common understanding of completed or promised actions. Documentation was one of the tools the participants used to create and maintain the activity system of their workplace and to reshape it as well.
In this paper we describe the use of an assessment matrix to help faculty develop an assessment plan for their engineering program. Use of the matrix assures that each of the key steps in an effective assessment plan is addressed: setting goals and objectives; selecting performance criteria; planning an implementation strategy; choosing appropriate measures; setting a timeline; and providing timely feedback. The matrix has been used successfully to provide an assessment framework for engineering curricula, individual courses, and educational research projects.
Describes an introductory course required of all engineering students at the Ecole Polytechnique de Montreal (Canada). Discusses the design of the course, including its emphasis upon the facets of engineering careers, direct experience, and written and spoken communication. (TW)
Describes the status of the Communication Across the Curriculum (CXC) movement from the voices of current CXC directors nationwide. Represents directors' perspectives about their CXC programs in four ways: facts and figures, program descriptions, challenges and points of resistance, and looking to the future. Discusses several implications for CXC programs and scholars. Identifies five recommendations for the movement. (SG)
Examines the rates of attrition for undergraduate engineering students by addressing the following issues: ease of transition from high school to college; relevance of basic science coursework to engineering curricula; emphasis on management within general education component; improvement of academic advising schemes; development of universal retention programs; and making teaching as high a priority as research. (JJK)
Discusses a theoretical framework of situated pedagogy and practice for communication across the curriculum (CXC). Gives principles of a situated communication pedagogy. Examines implications of a situated communication pedagogy for communication in the disciplines (CID) practice. Notes the benefits of a situated communication pedagogy and communications in the disciplines. (SG)
One way to improve the communication abilities of new software engineering graduates in the workplace is to integrate communication more effectively in the software engineering curriculum. But faculty typically conceive of communication as outside their realm of expertise. Based on the results of an NSF-funded project, we use theories of situated learning and genre to make the case that communication is integral to software engineering and that faculty are in the best position to guide students in becoming better communicators in the field. We identify software engineering genres and show how those genres may be used to integrate communication in the classroom and throughout the curriculum.
The Engineering School at SUNY in the US developed and has been
implementing a technical communications (TC) program since 1988. A major
element of this TC program is an elective course which affords the
students an opportunity to develop proposal preparation and presentation
skills in a workshop-oriented atmosphere. Over the past three years
(1991-94) a mentoring program has been included, involving
representatives from Western New York industries. The structure and
evolution of the mentoring program is discussed, as well as its impact
on student performance. Faculty, student, and industry perspectives are
offered. Potential directions for the mentoring program are discussed
In a national random sample of electrical engineers, respondents
answered questions relating to the adequacy of communication preparation
at their undergraduate institutions, and they provided recommendations
for curricular change to better prepare students for common
communication tasks in the work place. The results of this survey are
compared to observations made by engineers during in depth interviews
(see ibid., March 1995). In both studies, engineers report that
communication is a central activity that consumes fully half of the
working day. Based on both the survey and interview data, the authors
recommend adjusting curricula to include the practice of cooperative
problem-solving, to make evaluation of communication competence a
component of grades, and to require students to take both a technical
writing and public presentation course
Change is coming to engineering education, but many reform efforts have proceeded without explicitly examining the current prime movers of change, the forces that resist change, or the facets or foci of the system that are most in need of change. This essay frames the current debate by examining these things. Specifically, change is seen as being motivated by external competitive and technological forces. Resistance to change is viewed as being reinforced by the fundamental myth of engineering education that asserts the supremacy of basic research over all other engineering academic activities. After providing evidence that the myth resulted largely from an overestimation of the role of science and an underestimation of the role of engineering in World War II, the essay considers needed organizational, integrative, and programatic changes. Key among these are the proposal to create student-faculty teams responsible for delivering a quality education, a proposal for bottom-up alliances ...
In an era of unprecedented technological advancement, engineering practice continues to evolve but engineering education has not changed appreciably since the 1950s. This schism has prompted industry, government, and other key constituents to question the relevancy and efficacy of current programs. The Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 2000, which will be fully implemented in 2001, emphasizes outcomes over process, and provides an opportunity for stakeholders to help universities define educational goals and objectives and design a curriculum to meet the desired outcomes . 1 While the need for curriculum reform has been acknowledged, the "industry position" was amorphousand anecdotal and therefore difficult to address. Qualitative methodologies such as formal surveys and structured interviews can be used to capture and quantify industry expectations of the needed attributes (i.e., knowledge, skills, and experience) for entry le...
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