Faculty and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers
Faculty and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers
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教师和学生对学科交流（CID）对学生工程师发展影响的看法
DOI：
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发表时间：
2019
影响因子：
1.7
通讯作者：
M. Gustafsson
中科院分区：
文献类型：
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作者：
M. Paretti;A. Eriksson;M. Gustafsson
背景：研究表明，沟通教学是特别有效的，当位于学科课程。虽然研究表明这种方法可以提高沟通技能，但人们对它如何增强工程学习知之甚少。文献综述：之前的工作包括将沟通融入工程的方法、通过写作学习的研究以及探索沟通在身份发展中的作用。研究问题：如何将通信教学和实践整合到本科工程课程中，以支持工程学习？方法学：因为很少有人知道如何沟通教学提高工程学习，我们进行了探索性的案例研究，在一所欧洲大学的一个既定的综合方案。参与者包括六名工程讲师，五名工程项目负责人和六名工程专业学生。使用访谈和焦点小组，我们探讨了工程的具体收益，教师和学生认为从整合到工程课程的通信作业。结果：我们的分析产生了三个突出的学习领域：1。理解学科内容; 2.选择重要信息; 3.证明选择的合理性。虽然第一个与写作学习研究紧密结合，但事实上，所有三个主题都是内容学习和学科素养的桥梁，以提高学生作为工程专业人员的发展。结论：沟通教学可以通过作业来支持工程学习，这些作业促使学生以符合学科价值观和利益相关者需求的方式选择信息，并以展示合理工程判断的方式做出和证明有关方法和解决方案的决策。
Background: Research suggests that communication instruction is particularly effective when situated in disciplinary courses. While studies show that this approach improves communication skills, less is known about how it enhances engineering learning. Literature review: Prior work includes approaches to integrating communication into engineering, studies of writing to learn, and explorations of the role of communication in identity development. Research question: How might the integration of communication instruction and practice into undergraduate engineering courses support engineering learning? Methodology: Because little is known about how communication instruction enhances engineering learning, we conducted an exploratory case study of an established integrated program in one European university. Participants included six engineering instructors, five engineering program heads, and six engineering students. Using interviews and focus groups, we explored the engineering-specific gains that faculty and students perceived from integrating communication assignments into engineering courses. Results: Our analysis yielded three salient areas of learning: 1. understanding disciplinary content, 2. selecting important information, and 3. justifying choices. While the first aligns tightly with writing-to-learn research, all three themes, in fact, bridge content learning and disciplinary literacy to enhance students’ development as engineering professionals. Conclusions: Communication instruction can potentially support engineering learning through assignments that prompt students to select information in ways that are consistent with both disciplinary values and the needs of stakeholders, and make and justify decisions about approaches and solutions in ways that demonstrate sound engineering judgment.