Implementing Technical Communication Instruction in a CE Course: The Value of Knowledge Surveys and Peer Review
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Authors
Sloan, Joel A.
Becker, Karin L.
Issue Date
2023-07-11
Type
Article
Language
en_US
Keywords
Alternative Title
Abstract
There is a growing need for engineers to be effective communicators, yet professional skills are often under-developed by college-level engineering curriculum and undervalued by engineering students. To improve communication skills, we integrated a technical communication block of instruction into a civil engineering computer applications course. Applying strategies from self-regulated learning theory, we used self-assessments to measure effectiveness of the instruction. Specifically, we used pre and post knowledge surveys (KS) that were comprised of competency statements aligned with the learning outcomes for each assignment. We also reviewed students’ scores received on their technical writing assignment submissions. Then, we compared students’ KS assessments against instructor scores on each of the five writing assignments. Overall, the technical communication was deemed effective as demonstrated by improved student technical writing competencies including creating more audience-centered, accessible, and usable deliverables. Results from KS demonstrate self-assessments became better aligned with instructor’s grades, indicating students improved in their ability to self-assess their own capabilities. This study reinforces the benefit of integrating technical communication instruction, even on a small scale, and highlights the usefulness of KS for self-assessment and learning. Recommendations for integrating peer review, both in terms of frequency and type, are also discussed.
Description
Citation
Becker, K.L., and Sloan, J.A. (2023). “Implementing technical communication instruction in a civil engineering course: The value of knowledge surveys and peer review.” J. Civ. Engr. Ed. 149(4): 05023004. https://ascelibrary.org/doi/10.1061/JCEECD.EIENG-1927
Publisher
Journal of Civil Engineering Education Volume 149, Issue 4