Faculty and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers

Paretti, Marie C.; Eriksson, Andréas; Gustafsson, Magnus

doi:10.1109/tpc.2019.2893393

Cited by 23 publications

(17 citation statements)

References 56 publications

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“…A problem that has been observed in student writing in engineering is precisely this challenge of structure and selection [64,65] and the students' discussions here seem to have helped generate more focused and effective laboratory reports. Arriving at such focus reflects the concomitant content understanding enabling effective selection.…”

Section: Results and Analysismentioning

confidence: 82%

Improved content mastery and written communication through a lab-report assignment with peer review: an example from a quantum engineering course

Bylander

Gustafsson

2021

Eur. J. Phys.

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The promotion of high-quality written communication in the disciplines is an important learning outcome in higher education. Given the time invested by students and teachers alike, it is crucial that writing assignments also promote engagement and content learning. But is it worth the time for university teachers to invest in such 'writing-to-learn' activityes? We find that it can be, and present an improved design for an experimental lab-report writing assignment in an English medium instruction environment, where English is an additional language. Our context is assignment development for formative assessment in master's-level physics, but the method is broadly applicable within the science-technology-engineering-math disciplines. Our first experience with the assignment resulted in substandard lab reports, suggesting insufficient subject understanding and prompting this assignment design. We therefore focused on communicating the alignment of aims, learning objectives, instruction, assessment criteria, and feedback design, and developed simplified rubrics facilitating assessment fairness and efficiency. The revised assignment enhanced the learning of the subject matter and the writing quality over the four years of the study, indicated by clearly improved reports and relevant peer feedback comments. The learning activity also had an observable but less distinct effect on the students' exam performance.

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Section: Results and Analysismentioning

confidence: 82%

Improved content mastery and written communication through a lab-report assignment with peer review: an example from a quantum engineering course

Bylander

Gustafsson

2021

Eur. J. Phys.

Self Cite

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“…Professional organizations like Confederation of Business Industry, Council for Higher Education (CHE), World Chemical Engineering Council (WCEC); alumni of the institution, employers' dissatisfaction and teachers' assessments all equivocate the findings of researchers. Researchers emphasized on various initiatives like capstone projects (Zhang et al, 2019), writing assignments (Simpson-Smith, 2020; Willey et al, 2020) integrated projects (Paretti et al, 2019;Yong and Ashman, 2019) and entrepreneurial skills (Linton and Xu, 2020;Takala and Korhonen-Yrj€ anheikki, 2019) to address the shortcomings.…”

Section: Team Communication Skillmentioning

confidence: 99%

Facilitation of team communication skill among engineers: an empirical study

Mehta

Jha

2020

HESWBL

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PurposeThe purpose of the study is to understand the team communication skill among students with engineering background.Design/methodology/approachLabour market offers more employment to those who have better social skills than those who fair less on these skills. It is pertinent to integrate these skills among engineers. In the study, a Qual-quant-Qual platform was created to develop social skill andragogy for engineers from India. Involving 132 engineers, the authors gathered qualitative and quantitative data to understand their perspective on communication and the emergent factors of team communication skill.FindingsThe qualitative study supports the view that despite theoretical awareness, the actions may differ. The factor analysis of the data revealed five important factors of interpersonal communication. The study offers six utilities in support of andragogy.Originality/valueThe study offers a platform to engineers to internalize and reflect differences in order for the real learning to take place, and it also offers space to faculty members to simulate and offer relevant interventions.

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“…Therefore, academic and technical writing is taught within the disciplinary contexts, and the writing tasks include learning both the disciplinary content and disciplinary writing (e.g. Paretti et al, 2019). Since writing instruction is integrated, writing is situated and students engage with genres and text types that are specific for their discipline.…”

Section: Introductionmentioning

confidence: 99%

Talking about writing – designing and establishing writing feedback and tutorials to promote student engagement and learning

Börjeson

Carlsson²

2020

JoAW

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This article describes different feedback designs that have been developed at Chalmers University of Technology, Sweden. These feedback activities are part of courses and programmes that faculty at the Department of Communication and Learning in Science, Division for Language and Communication, are involved in. The feedback setup has evolved from many years of designing and delivering writing instruction within STEM education, grounded in the challenge to make feedback a meaningful learning experience for all students and improve students’ understanding of disciplinary academic writing. The feedback designs described are based on dialogue to provide feedback and as a means for students to verbalize their own understanding of text, textual features and how discipline specific content is communicated. Examples of setups are large class active feedback lectures, scaffolded peer response sessions, and guided feedback workshops. These feedback activities are explored, and we argue for how they, potentially, result in more (useful) feedback and feedforward compared to traditional written teacher-student feedback.

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Faculty and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers

Cited by 23 publications

References 56 publications

Improved content mastery and written communication through a lab-report assignment with peer review: an example from a quantum engineering course

Improved content mastery and written communication through a lab-report assignment with peer review: an example from a quantum engineering course

Facilitation of team communication skill among engineers: an empirical study

Talking about writing – designing and establishing writing feedback and tutorials to promote student engagement and learning

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