Integrating Technical Communication Block in a Computer Applications Course: Lessons Learned

Joel Sloan; Karin Becker; Timothy Frank

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Civil Engineering Division - Huh? What Did You Say? What Does That Mean?
Page Count: 16
DOI: 10.18260/1-2--41191
Permanent URL: https://peer.asee.org/41191
Download Count: 305

Paper Authors

biography

Karin Becker United States Air Force Academy

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Dr. Becker is the Director of the Communication Strategies Center at the U.S. Air Force Academy where she oversees the resources that foster cadets' ability to clearly communicate including the Writing Center, Public Speaking Lab, Reading Strategies program, and Technical Writing. Her PhD is in Health Communication from the University of North Dakota. Her research interests combine patient-provider communication and community health promotion with workforce generational communication patterns.

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Timothy Frank United States Air Force Academy

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Lt Col Timothy Frank is the Structures Division Chief and Assistant Professor of Civil and Environmental Engineering at the United States Air Force Academy. In this role, he develops leaders of character for the Air Force and Space Force by advising, teaching, and mentoring cadets. He received his B.S. and M.S. in Civil Engineering from the University of Illinois, and Ph.D. from Stanford. Lt Col Frank is a registered Professional Engineer in New Hampshire. Courses taught include statics, structural analysis, steel design, concrete design, and engineering in the developing world. Research interests include fiber reinforced cement composites, community resiliency following climate and weather disasters, and engineering education.

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Joel Sloan United States Air Force Academy

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Colonel Joel Sloan Ph.D., P.E. is the Head of the Civil and Environmental Engineering Department at the U.S. Air Force Academy, Colorado. He received his B.S. in Civil Engineering as a Distinguished Graduate of the U.S. Air Force Academy, M.S. in Civil Engineering from the University of Colorado, and Ph.D. in Civil Engineering from Virginia Tech. He is an ASEE member and a registered Professional Engineer in Virginia. His research interests include geotechnical engineering, column-supported embankments, and engineering education.

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Abstract

Engineers must effectively communicate results of their analysis and design efforts to a number of different audiences in order to be successful. The priority that engineering programs should place on effective communication is underscored by the fact that one of the seven EAC-ABET student outcomes is focused on this topic. However, dedicated instruction in communication is often difficult in an undergraduate program where the curriculum is typically constrained by a variety of factors.

This paper describes the addition of a four-lesson block on technical writing in a recently redesigned computer applications course for civil engineering majors in a constrained program at the United States Air Force Academy. The new technical communication block focused on students’ ability to effectively communicate ideas for both diverse technical and non-technical audiences by adapting their content and rhetorical strategies according to the audience and purpose. The redesign of the course incorporated written components (to a specified audience) into the technical assignments focused on computer-aided design, building information modeling, and project scheduling. The instruction highlighted the importance of technical writing conventions including using the appropriate level of specialized language, inclusive language, and incorporating and interpreting visuals. The technical communication principles of user-centeredness, accessibility, usability, and accuracy guided course instruction as well as served as the grading criteria throughout the semester. The instructors also provided students with a self-assessment tool (knowledge survey) to help guide their writing and as a final check of their written submissions.

Student achievement of the technical writing block objectives was assessed via pre and post self-assessment surveys as well as through multiple writing assignments. While results indicate students’ improved ability to appeal to the needs of their audience and moderate ability to self-assess technical writing ability, this paper focuses on the lessons learned while implementing a short technical communication block. We offer advice on how to weave writing into technical assignments and how to set realistic expectations for incremental improvements.

Citation
Format

Becker, K., & Frank, T., & Sloan, J. (2022, August), Integrating Technical Communication Block in a Computer Applications Course: Lessons Learned Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41191

TY  - CPAPER
AB  - Engineers must effectively communicate results of their analysis and design efforts to a number of different audiences in order to be successful. The priority that engineering programs should place on effective communication is underscored by the fact that one of the seven EAC-ABET student outcomes is focused on this topic. However, dedicated instruction in communication is often difficult in an undergraduate program where the curriculum is typically constrained by a variety of factors. 

This paper describes the addition of a four-lesson block on technical writing in a recently redesigned computer applications course for civil engineering majors in a constrained program at the United States Air Force Academy. The new technical communication block focused on students’ ability to effectively communicate ideas for both diverse technical and non-technical audiences by adapting their content and rhetorical strategies according to the audience and purpose. The redesign of the course incorporated written components (to a specified audience) into the technical assignments focused on computer-aided design, building information modeling, and project scheduling. The instruction highlighted the importance of technical writing conventions including using the appropriate level of specialized language, inclusive language, and incorporating and interpreting visuals. The technical communication principles of user-centeredness, accessibility, usability, and accuracy guided course instruction as well as served as the grading criteria throughout the semester. The instructors also provided students with a self-assessment tool (knowledge survey) to help guide their writing and as a final check of their written submissions.

Student achievement of the technical writing block objectives was assessed via pre and post self-assessment surveys as well as through multiple writing assignments. While results indicate students’ improved ability to appeal to the needs of their audience and moderate ability to self-assess technical writing ability, this paper focuses on the lessons learned while implementing a short technical communication block. We offer advice on how to weave writing into technical assignments and how to set realistic expectations for incremental improvements. 
AU  - Karin Becker
AU  - Timothy Frank
AU  - Joel Sloan
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Integrating Technical Communication Block in a Computer Applications Course: Lessons Learned
UR  - https://peer.asee.org/41191
DO  - 10.18260/1-2--41191
ER  -