Building a Communication-Integrated Curriculum in Materials Science

Jennifer C. Mallette; Harold Ackler

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Stories, Communication, and Convergence in Engineering Education
Tagged Division: Liberal Education/Engineering & Society Division (LEES)
Page Count: 11
DOI: 10.18260/1-2--43050
Permanent URL: https://peer.asee.org/43050
Download Count: 103

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Paper Authors

biography

Jennifer C. Mallette Boise State University

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An Associate Professor at Boise State University, Dr. Jenn Mallette teaches technical communication at the undergraduate and graduate level. She also collaborates with faculty in engineering to support student writers. Her research focuses on using writing to improve the experiences of underrepresented students.

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biography

Harold Ackler P.E. Boise State University orcid.org/0000-0003-3329-305X

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Dr. Harold Ackler is a Clinical Assistant Professor in the Micron School of Materials Science and Engineering at Boise State University. He teaches advanced undergraduate laboratory courses and manages the senior capstone program in the Micron School. He

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Abstract

With the need to meet ABET outcomes around professional skills, such as communication and teamwork, engineering programs have long explored approaches to ensure their graduates are able to participate in the workplace in ways that employers demand. While approaches vary and success depends on a number of factors, research demonstrates that an integrated approach to professional skill development is the most impactful for student learning. How can an engineering program build an integrated approach that provides meaningful communication education?

This paper shares the experiences from faculty in a material science and engineering program that has created an integrated approach to communication and is working toward creating a cohesive culture around communication and professional skill development. This program started small: one faculty member from technical communication was recruited to work with a faculty teaching junior- and senior-level project courses. The focus of the program was primarily on bolstering written skills, but in recent years has expanded to consider professional skills more broadly, including working on diverse teams and supporting equity and inclusion through writing and collaboration.

The goal of this paper is to share where the program is currently and the next steps to expand efforts to continue to support student learning. Starting in 2022, the integrated communication education has been expanded to the sophomore lab to create a three-course sequence focused on communication and professional skill development. This scaffolding and multi-year focus allows faculty to build student confidence in their ability to work as technical professionals after they graduate. By the time undergraduates reach their senior capstone, they are more fully prepared to take on complex communication situations within challenging team projects. Future efforts focus on more consistently scaffolding writing throughout the full materials science program and engaging a larger set of faculty around these areas. The paper will share findings of how efforts have supported student learning and explore how faculty can address areas that still need support. Overall, this collaboration has not only allowed the materials science program to fully meet ABET outcomes but also understand the ways communication support enables graduates to develop engineering identities and move into the next phase with the skills they need to be successful.

Citation
Format

Mallette, J. C., & Ackler, H. (2023, June), Building a Communication-Integrated Curriculum in Materials Science Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43050

TY - CPAPER
AB - With the need to meet ABET outcomes around professional skills, such as communication and teamwork, engineering programs have long explored approaches to ensure their graduates are able to participate in the workplace in ways that employers demand. While approaches vary and success depends on a number of factors, research demonstrates that an integrated approach to professional skill development is the most impactful for student learning. How can an engineering program build an integrated approach that provides meaningful communication education?

This paper shares the experiences from faculty in a material science and engineering program that has created an integrated approach to communication and is working toward creating a cohesive culture around communication and professional skill development. This program started small: one faculty member from technical communication was recruited to work with a faculty teaching junior- and senior-level project courses. The focus of the program was primarily on bolstering written skills, but in recent years has expanded to consider professional skills more broadly, including working on diverse teams and supporting equity and inclusion through writing and collaboration.

The goal of this paper is to share where the program is currently and the next steps to expand efforts to continue to support student learning. Starting in 2022, the integrated communication education has been expanded to the sophomore lab to create a three-course sequence focused on communication and professional skill development. This scaffolding and multi-year focus allows faculty to build student confidence in their ability to work as technical professionals after they graduate. By the time undergraduates reach their senior capstone, they are more fully prepared to take on complex communication situations within challenging team projects. Future efforts focus on more consistently scaffolding writing throughout the full materials science program and engaging a larger set of faculty around these areas. The paper will share findings of how efforts have supported student learning and explore how faculty can address areas that still need support. Overall, this collaboration has not only allowed the materials science program to fully meet ABET outcomes but also understand the ways communication support enables graduates to develop engineering identities and move into the next phase with the skills they need to be successful.

AU - Jennifer C. Mallette
AU - Harold Ackler P.E.
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Building a Communication-Integrated Curriculum in Materials Science
UR - https://peer.asee.org/43050
DO - 10.18260/1-2--43050
ER -