Board 40: Understanding Industry’s Expectations of Engineering Communication Skills

Almeida, Lilian Maria de Souza; Becker, K.; Villanueva, Idalis

doi:10.18260/1-2--32343

Cited by 5 publications

(1 citation statement)

References 18 publications

(22 reference statements)

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“…Despite the significance of communication skills, and the efforts to integrate the teaching and learning of communication skills in engineering programmes, research indicates that engineers are often found to be lacking in their ability communicate effectively to meet the job requirements and industry's expectations. There is a need to improve the education of communication skills for engineering students, to address the gap between what is being taught and the demands encountered in industry (de Souza Almeida, 2019;Riemer, 2007). Bosavage (2019) suggested that a reason that could possibly lead to this disparity is the mismatch between what constitutes strong communication skills in professional engineering settings from what is taught or expected in classroom settings.…”

Section: Introduction 11 Backgroundmentioning

confidence: 99%

Enhance Learning of Presentation Skills Through Interactive Peer Observation, Feedback and Reflection

Lim,

Warrie,

Chin

et al. 2024

TLECONF

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Communication through oral presentation is an important graduate attribute for engineering programme accredited by the Washington Accord. However, it is usually taught as an integral part of the programme with limited contact hour. This project intends to improve the effectiveness of learning presentation skills, and to cultivate resilient students who learn through interactive peer observation, peer-to-peer feedback, and self-reflection practice (POPTPFSR). These practices were conducted during the tutorial session after theories on effective presentation were delivered during a lecture in Professional Engineering Practice unit. Students were paired up to do a 5-min impromptu presentation, where the peers observed, provided quantitative and qualitative feedback to them using the marking rubric provided. Students reflected on their learning experience through writing of reflective journal after the session. The same group of students repeated the POPTPFSR practice during a 15-min group presentation assessment session. Surveys were conducted among the student (n=19) using a Likert-scale-based questionnaires after the lecture, tutorial and presentation assessment session to compare their learning outcomes after each session. Observation and results of the study showed that not only the students’ presentation skills improved through the learning process, but they also become more confidence and resilient in accepting feedback. It can be concluded that POPTPFSR is an effective pedagogy in teaching presentation skills and support students to achieve higher level learning objectives in cognitive domain.

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Section: Introduction 11 Backgroundmentioning

confidence: 99%