Waggenspack, W. N., & Liggett, S., & Hull, W. R., & Bowles, B., & Davis, P. (2013, June), Development and Assessment of an Innovative Program to Integrate Communication Skills into Engineering Curricula  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19423

\bibitem{asee_peer_19423}
  Waggenspack, W. N., \& Liggett, S., \& Hull, W. R., \& Bowles, B., \& Davis, P. (2013, June), \emph{Development and Assessment of an Innovative Program to Integrate Communication Skills into Engineering Curricula}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19423

Warren N. Waggenspack Jr., Sarah Liggett, Warren R Hull Sr. P.E., Boz Bowles, and Paige Davis.  "Development and Assessment of an Innovative Program to Integrate Communication Skills into Engineering Curricula".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19423 Internet.  08 Oct, 2024

\bibitem{asee_peer_19423}
  Warren N. Waggenspack Jr., Sarah Liggett, Warren R Hull Sr. P.E., Boz Bowles, and Paige Davis.
  "Development and Assessment of an Innovative Program to Integrate Communication Skills into Engineering Curricula".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19423 Internet.  08 Oct, 2024

@INPROCEEDINGS{asee_peer_19423
author = "Warren N. Waggenspack Jr., Sarah Liggett, Warren R Hull Sr. P.E., Boz Bowles, and Paige Davis"
title = "Development and Assessment of an Innovative Program to Integrate Communication Skills into Engineering Curricula"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19423}
number = {10.18260/1-2--19423}
}

TY  - CPAPER
AB  -              Development and Assessment of an Innovative Program to            Integrate Communication Skills into Engineering CurriculaAbstractIn 2005, a pilot for a campus-wide program, Communication across the Curriculum (CxC), wasinitiated in the College of Engineering with the goal of integrating communication requirementsinto various curricula. A core element of this program was the designation of courses asCommunication Intensive (C-I) provided they satisfied several communication-specific criteria.Foremost among the criteria were the use of informal communication to enhance learning andformal communication to publicly share ideas, the use of a draft-feedback-revision feedbackloop, and a requirement that at least 40% of the course grade be based on communication-specific assignments.Recognizing that these criteria could be challenging to implement, especially in capstone andlaboratory courses, program administrators developed periodic discipline-specific workshops, anannual Faculty Summer Institute, and a professionally staffed, discipline-specific communicationstudio. These resources and how they evolved are illustrated using sample innovativecommunication assignments. Faculty commitment has grown to the point that we can nowreport that all engineering disciplines have certified C-I courses or labs as a part of their capstoneexperiences.Student interest was enhanced by establishing criteria for attaining a DistinguishedCommunicator certification to be awarded at graduation and noted on the students’ transcripts.Since many of the introductory engineering courses have been designated as C-I, students soonappreciate the importance of communication skills in their academic work and professionalfutures. They also become aware of the opportunity for achieving the DistinguishedCommunicator certification. With successful integration of CxC throughout the engineeringcurricula, it is no coincidence that engineering students are disproportionately represented amongthe Distinguished Communicators in all the disciplines on campus.Multiple methods have been instituted to assess the success of this program:    • An Engineering Communication Advisory Council to review the program objectives and        provide recommendations for enhancements.    • An analysis comparing the required resource investment against the historical reliance        upon a technical writing course to develop engineering students’ communication skills.    • A survey of faculty teaching C-I courses showing that technical content did not suffer        when instruction related to communication skills was incorporated, and in fact was        enhanced by this teaching mode.    • C-I course student surveys, in which responses were overwhelmingly positiveThese assessments, as well as their implications for the future, are examined and discussed indetail.
AU  - Warren N. Waggenspack Jr.
AU  - Sarah Liggett
AU  - Warren R Hull Sr. P.E.
AU  - Boz Bowles
AU  - Paige Davis
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Development and Assessment of an Innovative Program to Integrate Communication Skills into Engineering Curricula
UR  - https://peer.asee.org/19423
DO  - 10.18260/1-2--19423
ER  -