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Although engineering departments have worked hard at improving the communication skills of their students, a large percentage of industry managers consider the communication skills of engineering graduates to be weak. Why does industry consider these skills to be weak? Also, what particular aspects of written and oral presentation skills does industry consider to be weak in engineering graduates? This paper addresses these two questions through a review of multiple studies that have assessed the communication skills of recent engineering graduates.Our review has found that part of the disparity arises because the communication assignments that engineering students perform in college significantly differ from the writing situations (audiences, purposes, and occasions) that engineering graduates encounter in industry. New engineering graduates do not typically possess the expertise to realize what communication principles from classroom assignments apply, or do not apply, in different professional situations. Yet a third problem is that what constitutes strong communication skills in professional engineering settings may differ considerably from what is taught or expected in classroom settings.Although the literature provides these insights into the disparity, much still needs to be learned about the specific deficiencies in communication skills of entry-level engineers. One step that could be taken is for engineering departments to conduct longitudinal studies about how well their instruction on writing and oral communication prepares students for later classes, for internships and co-ops, and for employment. Departments at different institutions should consider adopting a core of common survey questions so that survey results can be compared.Another recommendation is that when incorporating writing into a course, engineering departments should consider the following two questions:1. What communication skills do we want students to acquire? 2. How can technical assignments be designed to help students achieve those desired communication skills?To answer the first of these questions, engineering departments would do well to identify the specific communication traits that the employers of their graduates see as important. To answer the second question, engineering departments should consult with communication specialists, and preferably those familiar with the kinds of communication that engineers do.

Summary Background Veterinarians often provide supplemental healthcare information to horse owners via newsletters and website articles. However, articles written above the reading level of the intended audience contributes to misunderstanding. To ensure that the text in equine healthcare articles and brochures is consistent with the literacy of clients, veterinarians can adopt guidelines set forth by the National Institutes of Health (NIH) and the American Medical Association (AMA) for a target 6th grade readability level. Objectives The goal of this study was to evaluate the readability levels of a sample of American Association of Equine Practitioners’ (AAEP) newsletter and website articles prepared expressly for veterinarians to download and share with their clients. Examples from these handouts are used to illustrate principles and techniques veterinary professionals can use to align their writing with the literacy of their intended audience. Study design Software‐based readability analysis of 17 AAEP newsletter and website articles. Methods A free online readability calculator was used to generate a consensus grade level readability score for 17 downloadable AAEP veterinary newsletter and website articles. Results Sixteen of 17 articles were written above the recommended 6th grade reading level. Main limitations We propose that a 6th grade readability level, as set forth by the AMA, is a reasonable target for the diverse population that makes up veterinary clients; however, there is currently no research that establishes this target for veterinary clients and the American Veterinary Medical Association (AVMA) has yet to issue a consensus statement on the subject. Conclusions Awareness of the issue of client literacy and use of tools such as readability analysis software can help veterinarians provide clients with ‘easy‐to‐read’ written materials that deliver a message that clients can comprehend, thus improving their health literacy and empowering them as partners in the veterinary‐client relationship.

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Advances in digital media have made an impact on traditional rhetorical culture, thus shifting expectations and norms associated with orality and public presentation. Technology, entertainment, and design (TED) talks represent a new genre of presentation characteristic of Jamieson’s notion of electronic eloquence in that presenters weave together an engaging narrative complete with a strong visual presence. This study applies Bandura’s social cognitive learning theory to explore how students make sense of TED talks. Students responded to two questionnaires in two different classes: a basic public speaking course and a technical communication course. The results suggest that students learn vicariously through viewing mediated presentations, thus shaping their view of public speaking as a coproduced, networked, and engaging narrative. The authors offer recommendations for communication practitioners related to electronic eloquence and the rhetorical tradition.

Critical reflection—the exploration and questioning of one’s experience, beliefs, assumptions, and actions—supports resilience, empathy, the management of uncertainty, and professional identity formation. Yet for many students and educators, the techniques to engage in critical reflection are elusive. Creative methods that foster engagement with emotional and uncertain aspects of experience reportedly help some students to reflect at a more critical level than when they use reflective writing, and this study explores more deeply the experiences of such students, who used creative methods to critically reflect on challenging or troubling past events. A narrative methodology was utilized, in which researchers collaboratively co-constructed an understanding of students’ experiences of reflection to identify the activities and steps they used. Creative methods did not inherently lead to critical reflection, but when this was achieved, the creative approaches seemed to facilitate a staging of reflection, which incorporated five sequential stages: preplanning creative depiction, experimenting with different ideas, deliberately completing the reflective piece, reflecting on creative work, and reflecting again on learning and development. This cyclic, repeated revisit to experience, as students engaged in each stage of their work, appeared to facilitate both a deep connection with the emotional elements of experience and a more distanced analysis. This ultimately led to a deepening of understanding of events, including the construction of students’ own beliefs and empathy with others’ views.

This research explores client satisfaction with veterinarian interactions and support during cancer management. Ninety-four members of the online Pet Cancer Support group completed the electronic communication and support questionnaire. Results show that 77% of respondents (n=72) are satisfied with their veterinarian; 71% (n=67) are satisfied with the information their veterinarian provides about treatment options; and 70% percent (n=66) are satisfied with the support they receive from their veterinarian. Strong, positive correlations exist between level of satisfaction and information about treatment options (rs=.795, n=91, p<.001) and between level of satisfaction and support received from the veterinarian (rs=.759, n=90, p<.001). Problem-focused informational support and tangible support dominated clients' descriptions of support and affected their support satisfaction. Emotion-focused support was not as important, and in some cases was not expected of the veterinarian. Results suggested that clients' overall satisfaction with their veterinarian is related to their satisfaction with information about treatment options and satisfaction with the support the veterinarian provides. By providing problem-focused support, veterinarians can empower clients and enhance their sense of control, thus positively affecting satisfaction and the likelihood of a long-lasting relationship. Taken together, these findings have implications for our understanding of veterinarian-client communication related to relationship-centered care and client empowerment, as well as implications for veterinary medical education and communication curricula.

This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence.