David Vest’s research while affiliated with Colorado State University and other places

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

In 1993, we presented our framework for a five-year project to enhance the communication skills of electrical engineering students and in 1994 we discussed our findings of our initial surveys of electrical engineering students and a study of communication activities of recent graduates in a high tech company. In this paper we discuss the functions of our instructional programs, demonstrate the initial program interfaces that we have developed, discuss our development process, report the results of initial usability testing of the programs, and discuss selected survey results of electrical engineers' communication practices

After discussing the communication requirements in the engineering work place and what universities have done to prepare students for this environement, this article describes a project aimed at developing multimedia, interactive courseware for use by engineering students and faculty. This courseware is being designed to maximize student exposure to pragmatic communication processes and problem-solving without requiring engineering faculty to diminish the technical content of their courses. The article discusses design criteria, implementation issues, evaluation processes, and the time table for project completion.

Extended interviews with recent engineering hires by a major electronics manufacturing firm reveal substantial differences in communication training among engineering programs. Despite differences in educational background and current position, however, these engineers identify the same set of key communication skills that they believe should be developed in undergraduate electrical engineering programs. These skills, which relate to the ability to communicate well in face-to-face and small group settings, to use electronic mail effectively, and to identify audiences and address them appropriately, can be taught without adding courses to the engineering curriculum, provided course content and evaluation of student work emphasize the importance of these skills

In 1993, we initiated a five-year project to enhance the communication skills of electrical engineering students. For our 1994 presentation, we report selected findings of our initial surveys of electrical engineering students, and then we highlight the communication activities of recent graduates. Finally, we briefly describe the process that we will use in developing the products-hypertext applications, tutorials, and online help-for the Online Writing Center