Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #23310Supporting Student Learning Through Peer-led Course Support InitiativesJenai Kelley Brown, Clemson University Jenai Kelley Brown has a background in college life coaching as well as career counseling. Before com- ing to Clemson University, she was a Senior College Life Coach at Florida State University working primarily with first generation college students. Jenai is currently the Assistant Coordinator for Tutor- ing in Clemson’s Academic Success Center where she trains and manages approximately 60 tutors each semester. While her roles in Higher Education have changed, her primary goal has remained to help

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Constituent Committee

instructors, departments, and colleges. Additionally, the data can be used asan objective source of formative feedback for potential peer mentoring professional development programsor self-evaluation. Smith et. al. (2013) created the validated COPUS with 25 codes (e.g., instructor lectures,instructor writes, student ask question, clicker questions, etc.) that observers mark within 2-minute intervals.Observers can be trained to use the protocol during a 1.5 hour period, reducing the substantial trainingrequired by other commonly utilized protocols such as Teaching Dimensions Observation Protocol (TDOP)and Reformed Teaching Observation Protocol (RTOP) (Smith, et al., 2013). Since the introduction of COPUS, researchers have further validated the tool

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joy M. Adams, University of Michigan; Mical D. DeGraaff, University of Michigan; Gail S Hohner, University of Michigan

Tagged Divisions

Design in Engineering Education

Paper ID #11199Evaluating the Pre-Professional Engineer: Exploring the Peer Review Pro-cessJoy M. Adams, University of Michigan Joy Adams is the Program Manager for the Multidisciplinary Design Program at the University of Michi- gan. In this role, she focuses on Corporate Sponsored Projects, Communications and Student Performance Appraisals. She has seven years of diverse professional Human Resources experience, including prior roles in Training & Development, Campus Recruiting and Talent Management/Leadership Development at various Fortune 500 firms.Mical D. DeGraaff, University of Michigan Mical DeGraaff is a

Conference Session

CAD Within Engineering Design Graphics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dongdong Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Deniz Eseryel, North Carolina State University; Uzair Nadeem, Prairie View A&M University; Atiq Islam, Prairie View A&M University; T Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

, J., 2007, “Promoting advanced writing skills in an upper-level engineering class,” Journal of Engineering Education, 96(2), pp. 117-128.17. Ayar, M., and Yalvac, B., 2010, “A sociological standpoint to authentic scientific practices and its role in school science teaching,” Ahi Evran Uni. Kirsehir Journal of Education (KEFAD), 11(4), pp.113-127.18. Zhang, D., Peng, X., Yalvac, B., Eseryel, Deniz, Nadeem, U., Islam, Atiq and Arceneaux, D., 2015, “Exploring the Impact of Peer-Generated Screencast Tutorials on Computer-Aided Design Education,” 122nd ASEE Annual Conference & Exposition, Seattle, WA, June 14-17, 2015.19. Arnold, J., Sias, J. and Zhang, J., 2002, “Bringing the library to the students: Using technology to

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; Susan F Freeman, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #47096Fruitful Endeavors: Continuous Peer Feedback to Develop Positive TeamDynamicsBrian Patrick O’Connell, Northeastern University Dr. O’Connell is an associate teaching professor in the First-Year Engineering program at Northeastern University. He studied at the University of Massachusetts at Amherst in 2006 then worked in industry as a Mechanical Engineer working on ruggedized submarine optronic systems. He returned to academia in 2011 at Tufts University planning to work towards more advanced R&D but fell for engineering education and educational technologies. His research now focuses on developing

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

John Spinelli

] 10. Computers and Computing: The contributions of Babbage, Von Neumann and others are considered, as is the effect of computers on modern society. [10, 24, 26] 11. Telecommunications and the Internet: Technological and societal aspects of the “information age” are examined. [6, 24]4. Improving Writing The first two offerings of History of Electrical Engineering provided studentswith extensive feedback about their writing, but improvement in writing, based upongrades, was minimal. Subsequent offerings have made extensive use of peer-review inaddition to instructor feedback, and this appears to have resulted in greater improvementin writing. This experience indicates that an effective way to improve the quality

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Paper ID #37827Thinking Beyond the Service Course Model: IntentionalIntegration of Technical Communication Courses in a BMEUndergraduate CurriculumJulie Stella Julie Stella is a Visiting Lecturer in the Technology Leadership and Communication de- partment of the IUPUI School of Engineering and Technology. She teaches writing and communication to undergraduate engineering students at IUPUI. She has also taught courses at the graduate level in education technology, usable interface design, and ed- ucation public policy. Her background is fairly diverse, though it centers on writing and teaching. Ms. Stella spent 11

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jesus Gonzalez, The University of Texas Rio Grande Valley; Ruth Pflueger, Pennsylvania State University, Behrend College; Robert Weissbach, Indiana University - Purdue University Indianapolis; Johanna Bodenhamer, IUPUI

of the Engineering Technology department at IUPUI. © American Society for Engineering Education, 2022 Powered by www.slayte.comComparison of Undergraduate Student Writing in Engineering Disciplines at Campuses with Varying DemographicsIntroductionEmployers of STEM graduates, especially industries, often emphasize the need for improvementin STEM undergraduate writing skills1. Research findings show that students in STEM fieldslack strong writing skills2.Writing is generally recognized as fundamental to the formation andcommunication of scientific and technical knowledge to peer groups and general audiences. Inthis aspect, persuasive writing is an essential

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Robert Askew; Cari-Sue Wilmot; Colley Hodges; Richard Bannerot

time in the fall 2004. The paper will describethe development of the course-specific workshops and the establishment of a “draft review”process utilizing a peer Writing Consultant. Student surveys were used to assess theeffectiveness of the new process. The student response was positive, but a few students resistedthe implementation of a significant writing component into a “design” class. Only minormodifications were implemented as the intervention continues for this spring semester.IntroductionSince 1980 the BSME degree at the University of Houston (UH) has required a sophomoredesign class. Initially, the course covered primarily the design process and design methodology.A semester-long design, fabricate and test team-project was the major

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

TransferabilityAbstractData show that underrepresented minority (URM) engineering students have lower rates ofcompletion and higher rates of attrition in their doctoral studies than their majority peers. Toaddress attrition and support students, we have developed a research-based intervention that wecall the Dissertation Institute (DI). As part of a five-year NSF-funded project, we havedeveloped and refined the DI as a one-week intensive writing and workshop experience for URMin the final phases of their engineering doctoral degrees. We have hosted two DIs to date (2017and 2018) and we are preparing for our third DI in 2019. The goal of the DI is to offer practicaland timely experiences for URM doctoral students to contribute to their degree success. At thesame time

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Richard Bannerot

expectations for thetechnical communications associated with a multidisciplinary capstone design course in theCullen College of Engineering at the University of Houston have been upgraded through agrowing relationship with the University of Houston Writing Center. Even though the evolutionof this activity is still in progress, the interaction has already resulted in a series of just-in-timeworkshops, opportunities for individual consultations for the students with peer WritingConsultants, the general upgrading of the communication requirements for the course, and thedevelopment of extensive instructions and grading criteria for oral and written assignments. Thisinteraction has already expanded to other courses and other departments in the College

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Joanne Lax; Amy Van Epps

students consult are IEEE-affiliated, we useIEEE style in-text citations and reference list.20 However, I caution the students that in futurewriting they will need to determine the appropriate style by consulting the requirements of thepublication or conference to which they are submitting a paper.Writing process pedagogy is used as a way of encouraging the students to write multiple drafts oftheir papers in the seminar. Showing students that writing is as much a process as lab research isa means of eradicating the typical “bingeing” behavior of writing papers the night before they aredue.18 To this end, a rough draft of the literature review is due in class a week before the finaldue date. The rough draft is exchanged with a peer reviewer

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynn Hall, The Ohio State University; Bob Rhoads P.E., The Ohio State University; Tyler James Stump, The Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

existing assignments and course structure, the embedded technicalcommunications faculty member assessed where writing interventions could be added to the flowof the course without adding too much additional work for students or faculty. This resulted in: 1. Adding status memos where each team member, in rotation, took turns sending out weekly agendas, leading meetings, taking minutes, and communicating project status via the memo genre. 2. Embedding points in assignment rubrics dedicated to revision to incentivize students to review and incorporate changes based on previous instructional feedback. 3. A peer response activity for student presentations where each student in the class was guided in providing

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy M. Clobes, University of Virginia; Lindsay Wheeler, University of Virginia

Tagged Divisions

Graduate Studies

with a variety of audiences. 2. To expose students to a diverse set of future career opportunities available to STEM PhD holders.With an immersive training experience in mind, the SciComm program integrated a variety ofknowledge-based learning activities about communication, practice with communicating, andpractical experience communicating with various audiences. Program participants also engagedwith peers, practitioners, and professionals throughout the program. The program curriculum included three primary components: a) bi-weekly seminarmeetings, b) communication challenges, and c) mentorship by University alumnus/a. The threecomponents were designed to integrate hands-on learning and practical application to helpstudents

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Michael Alley, Pennsylvania State University

mentioned earlier, the design of our study assumes that the body of papers published in theproceedings of ASEE annual conferences is representative of practices and trends in engineeringcommunication pedagogy and research. Following the method used by Neeley and Alley (2020),we used the search function in the PEER repository to identify papers dealing with engineeringcommunication. Specifically, we conducted a title search for “communication or writing orspeaking or presentations.” Papers that served one or more of the four functions listed belowqualified as relevant to engineering communication as we have defined it here:(1) develop or assess the communication abilities of engineering students,(2) assess engineering students’ attitudes and

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

continued success in industry [12]-[16]. Despite the importance of technicalcommunication skills, there exists a disparity between what academia reports the technicalcommunication capabilities of recently graduated engineering students is and what industry isreporting. Other research has found that 50 percent of mechanical engineering department headsconsidered recently graduated students to have strong technical communication skills, whereasindustry leaders considered only 9 percent of graduates to have strong technical communicationskills [17]. This disconnect may exist because of a lack of targeted communication and writingassignments that do not teach an iterative and peer review process for writing [18]. There mayalso be a need for engineering

Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Richard Fry

Sky" (blue), "Wasabi" (green) and "Chutney" (orange).). The result: your dad's old Schwinn bike on steroids.” 2 [emphasis added]Without realizing it, the author(s) of the above passage make the connection between Rhetoricand successful Product Development. Designers, Engineers, and Marketers are engaged in theact of persuasion. Ultimately, their hard work must persuade a consumer to purchase or use theproduct that they developed. During the process, each partner in the team is trying to persuadehis or her superiors and/or peers that their solution is the correct one.The three overarching components of Rhetoric (Kairos, Audience, and Decorum) clearly apply tothe product development process. In fact restated, the above definition of the

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

explored in addition to testing the correlation between these measures. In terms ofexplanatory variables, it would be beneficial to expand the survey items being used to measureeach of the terms, or to find a consensus on what each item is specifically measuring (i.e., is itmeasuring self-efficacy or comfort with self-disclosure). There are other measures of socialsupport that could and should be explored outside of self-sufficiency, sense of belonging, and socialself-efficacy.Given the specific academic disciplines being targeted, it would be beneficial to measure the levelof social support one feels at one’s school and department by determining how the presence ofsocial support from one’s peers, teachers, administrators, and advisors influence

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Beverlee Kissick; Alysia Starkey; Jung Oh; Judith Collins

section guide simplifies thenumber of mouse-clicks required to bring students to databases in the programs served by thecourse. The technical writing section guide includes: general tips, types of research tools,additional tools to try, search tips, Salina resources, and main campus resources.Helpful hints are provided in red type. The hints are derived from the content of the inservicevisit, the activities modeled during the visit, and are helpful in performing the final assignment.In addition, the selection of databases are described, guiding students to select the mostappropriate for the task they have been assigned.The section guides include deep Internet databases subscribed to by the library (peer-reviewed,discipline-specific journal

Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Lisa McNair; Garlie Forehand; Beverly Sutley-Fish; Michael Laughter; Judith Norback

are covered. First an introduction to the project is given, and second,the highlights of relevant publications are summarized. Third, strategies for teaching workplacecommunication are described and fourth, the goals and orientation of the project are laid out.Fifth, the Communication Lab involved in the curriculum is described. Sixth, the assessmentprocedures are identified, and finally, future work is covered.II. Highlights of Publications Regarding Writing and Presenting in EngineeringThe publication highlights cover three topics. The first focuses on communication skills neededon the engineers’ jobs. The second covers the main tenets of communication instruction,including viewing the workplace as a different “discourse community” from

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Julie Sharp, Vanderbilt University

all engineering majors taken mostly by juniors and seniors. Thepurpose was to establish helpful networking opportunities for students while teaching themreport writing skills. Students surveyed alumni and other professionals about technicalcommunication tasks at work. The following components comprised this project: an alumnusguest speaker, introducing the project; the writing assignment given to the students; studentgroups' planning and gathering information from alumni, the group-written reports, students’post-assessment of the project, and a final alumni-sponsored luncheon meeting with alumni,students, the professor, and administrators. Survey results showed technical communication tobe valuable and somewhat time-intensive in the workplace

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Lisa McNair; Ben Miller; Judith Norback

curriculum model combines several approaches. The humanities-driventechnical communication instruction teaches narrative professional writing skills within ascience, technology, and culture context. The computer science department teaches generalanalytical skills for adapting to ever-changing demands of a dynamic field. The National ScienceFoundation (NSF)-sponsored approach combines these two and provides discipline-specificwriting instruction based on actual workforce reports and real-world email protocol. Thisinterdisciplinary pilot is created for Computer Science students, but aims to provide a model forvarious disciplines that any individual instructor can incorporate into his or her own curricula.This model of curriculum development is based

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Arts in Creative Writing from Virginia Common- wealth University.Annemarie Galeucia, Louisiana State University Annemarie Galeucia, M.A., works for Communication across the Curriculum (CxC) at Louisiana State University (LSU). She is a Ph.D. candidate in LSU’s cultural geography and anthropology program, and has over 10 years of qualitative research and teaching development experience. Prior to her work at CxC, Annemarie was a research associate for CU-Boulder’s Center for Media, Religion and Culture, where she developed qualitative research materials and coordinated data analysis for human subject research.Mr. Warren R Hull Sr. P.E., Louisiana State University Warren R. Hull, Sr. is Director of the Chevron Center

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott; Ashley Rea, Embry-Riddle Aeronautical University, Prescott; Brian Roth, Embry-Riddle Aeronautical University, Prescott; Katrina Marie Robertson, Embry-Riddle Aeronautical University, Prescott; Trey Thomas Talko, Embry-Riddle Aeronautical University, Prescott

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #42974Small Shifts: New Methods for Improving Communication Experiences forWomen in Early Engineering CoursesDr. Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott Jonathan Adams is an assistant professor of rhetoric and composition and the writing program administrator at Embry-Riddle Aeronautical University in Prescott, AZ. His research on rhetorical theory, infrastructure, and communication pedagogy informs his teaching of courses in rhetoric, composition, and technical communication in engineering.Ashley Rea, Embry-Riddle Aeronautical University, PrescottBrian Roth, Embry-Riddle Aeronautical

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Michael A. Collura, University of New Haven; Jean Nocito-Gobel, University of New Haven; David J. Adams, Technical Communications Consultant; Amanda Simson, The University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

. Furthermore, PITCH core faculty are currently developing three online modules to addressthe issues raised above. Students will take these in their freshman, junior and senior years inconjunction with EASC 1112, junior laboratory courses, and senior design courses. The intent ofthese modules is to engage students with writing exercises that will prepare them for the specificPITCH assignments in target courses (i.e., technical memos, laboratory reports and senior designproposals, reports and posters). Students will also benefit from feedback provided by the onlinetechnical writing instructors as well as peer review using the EliReview® software system.15 Theonline modules are being developed now and implementation is expected to begin in fall 2016

Conference Session

Models for Integrating Writing II

Collection

2003 Annual Conference

Authors

Rebecca Pinkus

R. Pinkus 2003-1978“Writing Across the Engineering Curriculum: Challenges, Experiences, and Insightsfrom the University of Toronto’s Engineering Communications Centre”Rebecca A. Pinkus, MTPW, MALanguage Across the CurriculumFaculty of Applied Science and EngineeringUniversity of TorontoINTRODUCTIONWriting Centers have been in place throughout university systems since the early 1970s[1], as have Writing Across the Curriculum (WAC) efforts; both aim to use writing as aform of learning. That is, as students learn to write about their discipline, they also learn tothink more critically about the content they are learning. When these concepts are placedinto the

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

improve technical writing instruction in laboratory courses, a multidisciplinary team ofprofessors in the departments of Writing and Engineering (1) developed a curricular frameworkthat integrates common practices of teaching technical writing in tandem with existing engineeringlaboratory courses and (2) trained a set of students to be Engineering Writing Fellows (EWF),undergraduate engineering students who tutored peers in their technical writing assignments. Thispaper will share the student and instructor opinions of these initiatives employed in the LinearCircuits Analysis Laboratory course. Analysis of the initiatives was conducted via student surveyand comparison of student writing pre and post EWF tutoring. Results show students

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Auburn University

Tagged Divisions

Liberal Education/Engineering & Society

were doing it to satisfy their own intrinsic values. While they still believed that good writingwas important to an engineering professional, the lack of continuity in the curriculum madewriting seem far less important to an engineering student.Compounding this devaluation, students often received negative social messages from otherstudents and even faculty about the value of communication coursework. Some students hadbeen told by peers to expect their writing class to be tedious, and mostly just a meaninglessrequirement. One student reported that in a subsequent class with a communication component,the instructor explicitly messaged that the students were there to get an easy grade on thatcomponent and pass through to more important work.The

Conference Session

Writing and Communication II

Collection

2006 Annual Conference & Exposition

Authors

Luke Niiler; David Beams, University of Texas-Tyler

Tagged Divisions

Liberal Education

pronounced awareness of how writing works within a given discipline—not only as amethod of transmission, but a means of learning. There is some evidence, in effect, that thesophomores see in their writing a greater purpose than simply completing an assignment for agrade. The words “perceive,” “understand,” and “comprehend” crop up repeatedly: thesestudents are writing to learn, writing their way into the discipline of Engineering. The authorssuggest that this point marks the beginning of what may be “normal discourse” for these Page 11.694.8students, that is, “a conversation within a community of knowledgeable peers.” 18 Of course,there are those

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheila Gobes-Ryan, University of South Florida; Kingsley Reeves, University of South Florida; Elizabeth Vicario, University of South Florida; Walter Silva Sotillo, University of South Florida; Victor Ventor, University of South Florida; Ardis Hanson

that were perceived asneeded to improve students’ critical thinking and communication skills. This paper discusseshow writing assignments are being used in a probability and statistics course to aid in meetingthis data literacy goal for students by integrating several writing-across-the curriculumapproaches into the course.Literature ReviewData LiteracyData literacy is a type of numeracy literacy that has evolved from the umbrella category ofinformation literacy. D’Ignazio and Bhargava [1] defined data literacy as “the ability to read,work with, analyze and argue with data as part of a larger inquiry process.” Prado and Marzal [2]recognized that a part of numeracy is “the ability to communicate quantitative information toothers in speech and