Implementing Technical Communication Instruction in a Civil Engineering Course: The Value of Knowledge Surveys and Peer Review
Publication: Journal of Civil Engineering Education
Volume 149, Issue 4
Abstract
There is a growing need for engineers to be effective communicators, yet professional skills often are underdeveloped by college-level engineering curricula and undervalued by engineering students. To improve communication skills, we integrated a technical communication block of instruction into a civil engineering (CE) computer applications course. Applying strategies from self-regulated learning theory, we used self-assessments to measure effectiveness of the instruction. Specifically, we used a pre-course and multiple post-assignment knowledge surveys (KS) that comprised competency statements aligned with the learning outcomes for each assignment. We also reviewed scores students received on their technical writing assignment submissions. Then we compared students’ KS assessments against instructor scores on each of the five writing assignments. Overall, the technical communication was deemed to be effective, as demonstrated by improved student technical writing competencies, including creating more-audience-centered, -accessible, and -usable deliverables. Results from KS demonstrated that self-assessments became better aligned with instructor’s grades, indicating that students improved their ability to self-assess their own capabilities. This study reinforces the benefit of integrating technical communication instruction, even on a small scale, and highlights the usefulness of KS for self-assessment and learning. Recommendations for integrating peer review, in terms of both frequency and type, also are discussed.
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Data Availability Statement
Some data, models, or code that support the findings of this study are available from the corresponding author upon reasonable request. Specifically, anonymized student self-assessment data, writing assignment scores, and survey results on peer-review methods are available.
Acknowledgments
We thank Patrick Albritton for his insight in identifying a need for technical communication in the civil engineering course and helping to develop the curriculum. We also acknowledge Lauren Scharff, who helped us generate the first iteration of the knowledge survey used in the Fall 2021 Computer Applications course. We also thank the anonymous peer reviewers who provided thoughtful feedback that contributed to a better manuscript.
Disclaimer
The views expressed in this paper are those of the authors and do not necessarily reflect the official policy or position of the United States Air Force Academy, the Air Force, the Department of Defense, or the US Government.
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Journal of Civil Engineering Education
Volume 149 • Issue 4 • October 2023
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© 2023 Published by American Society of Civil Engineers.
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Received: Oct 4, 2022
Accepted: May 3, 2023
Published online: Jul 11, 2023
Published in print: Oct 1, 2023
Discussion open until: Dec 11, 2023
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