Performing engineering: How the performance metaphor for engineering can transform communications learning and teaching

Evans, Richard; Gabriel, J. Zahariya

doi:10.1109/fie.2007.4417844

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…This approach has been adopted in some programs on the basis of its benefits for students and designers. As stated by Evans and Gabriel (2007) when referring to communication skills, the specific-subject approach makes four assumptions: 1) as a skill, it is a kind of a practical knowledge; 2) because it is practical, it can be separated from the foundational knowledge of a particular subject, area, or field -in other words, it is discrete-; 3) because it is discrete, it is widely applicable, and it is generalizable across different subjects, areas, or fields; and 4) these competencies, because they are practical, discrete, and generalizable, are knowledge than can be learned once and for all. A clear example of this approach is presented by Ben-Zvi-Assaraf and Ayal (2010).…”

Section: Related Workmentioning

confidence: 85%

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

et al. 2018

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Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM degree program, and assesses the results of its implementation after four years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by their expected learning outcomes at three domain levels. This model allows careful analysis, revision and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional-competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: 1) students' grades (classes graduated from 2013 to 2016, the first four years from the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); 2) students' surveys (answered by students when they finished the degree); 3) the government employment survey, where former students evaluate the satisfaction of the received training in the light of their work experience; and 4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

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Section: Related Workmentioning

confidence: 85%

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

et al. 2018

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“…Based on Reave's work, Evans and Gabriel criticize the current conception of communication skills as independent "soft skills" and postulate that communication should be understood as social action that is bound in the context of engineering practice 10 . Hence, they suggest that communication should be "learned through processes of participation" where communication is directly associated with "performing engineering."…”

Section: Introductionmentioning

confidence: 99%

Practikon: A Mobile-first Practice/Feedback Application to Support the Development of Communication Skills in Technical Subjects

Karatsolis

Ishizaki

Lovett

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Andreas Karatsolis is the Associate Director of Writing,Rhetoric and Professional Communication as Massachusetts Institute of Technology. His disciplinary training includes a Ph.D. in Rhetoric and Communication with an emphasis on technical/professional communication in science-related fields, which is at the core of his teaching and research efforts. In his position at MIT and as a member of the Administrative Committee of the IEEE Professional Communication Society, he is primarily interested in designing curricula and tools which can help engineers and scientists develop life-long competencies in communication. In the past seven years he has also been the Lead of co-Principal Investigator in projects related to the design, implementation and assessment of learning technologies, especially in the domains of language learning, health communication and public discourse. Suguru Ishizaki, Carnegie Mellon UniversitySuguru Ishizaki is an Associate Professor of Rhetoric and Communication Design in the Department of English at Carnegie Mellon. His current research interests include pedagogy of commu-nication and design for students and professionals in the technology/engineering disciplines, and computer-aided rhetorical analysis.

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Technology Education as a Practice-Based Discipline

Strobel

2017

Encyclopedia of Earth Sciences Series

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Performing engineering: How the performance metaphor for engineering can transform communications learning and teaching

Cited by 5 publications

References 12 publications

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

Practikon: A Mobile-first Practice/Feedback Application to Support the Development of Communication Skills in Technical Subjects

Technology Education as a Practice-Based Discipline

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