Work In Progress: Integrating Engineering Students’ Learning in Professional Communication
About the Presenter(s)
Patrick W. Thomas, associate professor and director of undergraduate studies, Department of English Jacob Cress, assistant professor, Department of Engineering Management, Systems and Technology
Location
Crossing Boundaries and Intersectional Learning
Start Date
7-1-2020 10:30 AM
Abstract/Description
Kennedy Union 211
This session stems from a current collaboration between faculty in the Departments of Engineering Management, Systems, & Technology and English in which we gather insights from industry partners to develop integrated professional communication activities for engineering curricula. Recognizing the centrality of communication both in technical fields and in developing students’ social, cultural, and professional worlds, our project aims to move beyond oversimplified “hard” (technical) and “soft” (humanistic) skill binaries to consider how a holistic approach to students’ professional development can be imbedded into STEM courses. To do so, we provide a demonstration of model assignments that integrate technical coursework and professional communication which draw upon interviews with industry partners and input from engineering faculty. In this demonstration, we seek consultation from attendees on ways to tailor assignments to particular course content and learning outcomes. We also ask attendees how they might evaluate students’ communication activities to convey technical content knowledge.
Goals for Attendees
The goals for attendees are to: explore assignments related to professional communication and their potential use in their own classes; engage in dialogue for how to improve the clarity, design, and outcome of assignments; and consider how interdisciplinary, curricular/co-curricular partnerships might work for their own teaching interests.
Work In Progress: Integrating Engineering Students’ Learning in Professional Communication
Crossing Boundaries and Intersectional Learning
Kennedy Union 211
This session stems from a current collaboration between faculty in the Departments of Engineering Management, Systems, & Technology and English in which we gather insights from industry partners to develop integrated professional communication activities for engineering curricula. Recognizing the centrality of communication both in technical fields and in developing students’ social, cultural, and professional worlds, our project aims to move beyond oversimplified “hard” (technical) and “soft” (humanistic) skill binaries to consider how a holistic approach to students’ professional development can be imbedded into STEM courses. To do so, we provide a demonstration of model assignments that integrate technical coursework and professional communication which draw upon interviews with industry partners and input from engineering faculty. In this demonstration, we seek consultation from attendees on ways to tailor assignments to particular course content and learning outcomes. We also ask attendees how they might evaluate students’ communication activities to convey technical content knowledge.
