Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Michael Alley, Pennsylvania State University; Melissa Marshall, Pennsylvania State University; Christopher Johnstone, Pennsylvania State University

Tagged Divisions

Liberal Education

course, emphasizing what distinguishesthe sections from the regular sections. Then we describe the methods for measuring the publicspeaking self-efficacy of the students. The paper concludes with the results and correspondingdiscussion.Differences between Engineering Sections and Regular Sections Three main differences existed between the engineering sections and the regular sectionsof the general education course. These differences occurred in the (1) choice of examples and Page 13.1219.4terminology for the instruction, (2) the choice of topics for the major speeches, and (3) theexpectations for delivery and visual aids.1. Choice of

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; John Jackman, Iowa State University; K. Jo Min, Iowa State University; Matthew Search, Iowa State University

Tagged Divisions

Liberal Education

futurecommunication. This assessment step is a key part of the communication skill set.Given the recognized need to improve communication skills by the engineering educationcommunity as well as curriculum assessments of our industrial engineering (IE) program(described by Potter, et al.19), we have developed an innovative communication course to addressthe skills gap. In this paper, we describe the new course and present assessment results from thefirst offering of this course during the Fall 2007 semester, including skill assessment, self-efficacy data, and qualitative feedback from students. Examples of student work and assessmentprocesses are included. Finally, we describe short term changes to the course and long termimpact expectations.Course content

Conference Session

Venturing Out: Service Learning, Study Abroad, and Criterion H

Collection

2008 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts-Lowell; David Kazmer, University of Massachusetts-Lowell; William Moeller, University of Massachusetts Lowell; Cheryl West, University of Massachusetts Lowell

Tagged Divisions

Liberal Education

participation had significant positiveeffects on 11 outcome measures: academic performance (GPA, writing skills, critical thinkingskills), values (commitment to activism and to promoting racial understanding), self-efficacy,leadership (leadership activities, self-rated leadership ability, interpersonal skills), choice of aservice career, and plans to participate in service after college. “These findings directly replicatea number of recent studies using different samples and methodologies.”(p.ii) 5 They found thatS-L to be significantly better in 8 out of 11 measures than just service without the courseintegration and discovered “strong support for the notion that service learning should be includedin the student’s major field.”(p.iii)6.Eyler and