scholarly journals IEEE PCS Professional Engineering Communication Series

Slide Rules ◽  
2014 ◽  
pp. 219-219
Author(s):  
Patricia Kristine Sheridan ◽  
Jason A Foster ◽  
Geoffrey S Frost

All Engineering Science students at the University of Toronto take the cornerstone Praxis Sequence of engineering design courses. In the first course in the sequence, Praxis I, students practice three types of engineering design across three distinct design projects. Previously the final design project had the students first frame and then develop conceptual design solutions for a self-identified challenge. While this project succeeded in providing an appropriate foundational design experience, it failed to fully prepare students for the more complex design experience in Praxis II. The project also failed to ingrain the need for clear and concise engineering communication, and the students’ lack of understanding of detail design inhibited their ability to make practical and realistic design decisions. A revised Product Design project in Praxis I was designed with the primary aims of: (a) pushing students beyond the conceptual design phase of the design process, and (b) simulating a real-world work environment by: (i) increasing the interdependence between student teams and (ii) increasing the students’ perceived value of engineering communication.


Author(s):  
Frank H. Johnson

Obviously, communication is one of the most important aspects of forensic engineering. Communication is certainly important between both the engineer and the lawyer as well as the engineer and the jury. Of course, communication involves not only sending a message to someone but also making sure that the message is understood by the person receiving it. Speaking and sending letters are two methods of sending a message. However, perhaps a more direct form of communication is visual. The old adage 'a picture is worth a thousand words' has been proven many, many times. Therefore, this discussion deals with two very specific methods of achieving communication through visual presentation. First of all, understand that these two methods are directed primarily toward accident reconstruction. For purposes of illustration, an automobile accident will be used as an example; however, these methods can be applied to other types of accidents as well. The first method, one involving aerial photography, is currently under development. The other method, which is primarily graphic, is already developed and available through several graphic companies or individuals.


2012 ◽  
Vol 7 (3) ◽  
pp. 346-352
Author(s):  
Mohammad Syuhaimi Ab-Rahman ◽  
Siti Salasiah Mokri ◽  
Hafizah Hussin ◽  
Aini Hussain

Author(s):  
Penny Kinnear

Instruction in engineering communication, especially for students for whom English is an additional language, is often based on assumptions that the relationship between knowledge about language and the ability to use language is one of cause and effect. However, this perspective does not adequately encompass the complex, multidisciplinary nature of teaching, learning and practicing engineering communication. Partly in response to this dilemma I propose two concepts, agility and efficacy, for consideration in researching and teaching engineering communication. The concepts emerged from current conceptualizations of language as a distributed activity with a focus on the strategies, norms, perceptions, and material and symbolic means used to establish shared understanding and shared goals. Approaching this dilemma from an activity theory perspective provides an opportunity to take advantage of this multidisciplinary nature, especially with a consideration of shared objects. Activity theory is introduced through examples of engineering communication education and a multidisciplinary research project is proposed to identify the contradictions and conflicts that make teaching, learning and practicing engineering communication so challenging.


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