Introducing Engineering Students to intellectual Teamwork: The Teaching and Practice of Peer Feedback in the Professional Communication Classroom

2003 ◽  
Vol 6 (1) ◽  
pp. 62-85
Author(s):  
Natasha Artemeva ◽  
Susan Logie
Keyword(s):  
Engineering Students ◽  
Peer Feedback ◽  
Professional Communication

The problem of teaching communicative tactics in English-language professional discourse

2021 ◽  
pp. 33-41
Author(s):  
Svetlana S. Andreeva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Engineering Students ◽  
Civil Engineering ◽  
Professional Communication ◽  
Language Documentation ◽  
Written Discourse ◽  
Professional Discourse ◽  
Professional Field ◽  
The Will

The work discusses the problem of teaching students of civil engineering departments English-language civil engineering discourse, in particular, communicative tactics of this type of discourse. We substantiate the need to form students’ skills in using the communicative tactics applied in civil engineering discourse in professional communication. We give an overview of com-municative tactics of written discourse used by the authors of English-language documentation in civil engineering professional field. The purpose of the study is to determine the level of students’ skills in using communicative tactics in a foreign language professional written speech. Theoretical and practical research showed that in a modern technical university, insufficient attention is paid to teaching students this component of professional discourse. At the same time, the level of students’ skills to use communicative tactics in professional communication is quite low, which led us to the conclusion that it is of paramount importance to include this component in the pro-gram of teaching a foreign language in a professional field. The results of the will serve as the ba-sis for the development of a methodic model of teaching civil engineering students the communic-ative tactics of professional civil engineering discourse.

scholarly journals A MODEL TO DEVELOP PEER FEEDBACK SKILLS IN FIRST-YEAR ENGINEERING STUDENTS

2018 ◽  
Author(s):  
Stephen Mattucci ◽  
Jim Sibley ◽  
Jonathan Nakane ◽  
Peter Ostafichuk
Keyword(s):  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Face To Face ◽  
University Of British Columbia ◽  
Feedback Model ◽  
Poster Presentations ◽  
The University ◽  
Proper Interpretation

Abstract – Giving and receiving feedback is a necessary, but often difficult skill for young engineers to acquire. We developed and piloted the delivery of a feedback model as part of the first-year engineering experience at the University of British Columbia. The approach is based on recognizing feedback as a form of professional communication, and that it requires practice to improve. We wove different aspects of communication skill development through two large newly-designed first-year introduction to engineering courses, building towards face-to-face feedback through a staged series of communication experiences. The full feedback model highlighted the nuances of face-to-face communication, and was called the "3×3", since it includes the three components involved in face-to-face feedback (sender, message, and receiver), each with three associated aspects. The sender uses appropriate words and body language, ensures proper interpretation, and is empathetic; the message is objective and non-judgmental, sufficiently detailed, and contains suggestions for improvement; and the receiver remains open and listening, acknowledges to the sender that they are listening, and clarifies to ensure understanding. Students applied what they had learned through an activity reviewing poster presentations from a major course design project. In the activity, they each had an opportunity to craft a feedback message before delivering the message face-to-face to a peer. Students then reflected on the feedback they received by summarizing the message, recognizing how the sender delivered the feedback, and identifying why the feedback was helpful. Student reflections were analyzed for themes from the 3×3 model. Students found feedback from peers particularly helpful when it was delivered in an appropriate and courteous manner, checked for proper interpretation, provided clear suggestions for improvement, and was coupled with praise of something that was done well. Providing students with a structured model allows them to follow a process in both providing effective face-to-face feedback, but also better appreciate why receiving feedback is beneficial in helping them improve.  

scholarly journals PEER FEEDBACK OVER TIME

2018 ◽  
Author(s):  
Julia N. Smith ◽  
Thomas A. O’Neill
Keyword(s):  
Engineering Education ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Skill Development ◽  
Peer Feedback ◽  
Critical Component ◽  
Soft Skill ◽  
Teamwork Skills ◽  
User Friendly ◽  
Over Time

Abstract –Given the ubiquity of teamwork in engineering education and industry1, developing teamwork skills in undergraduate students is a critical component of their training. This is supported by the inclusion of ‘individual and teamwork’ as a graduate attribute by the Canadian Engineering Accreditation Board2. The current work explores the development of teamwork skills through the use of multiple administrations of peer feedback, in order to explore the value of using several administrations and support past findings that have suggested increased administrations provide incremental improvements. Additionally, the paper discusses the use of an empirically validated and user-friendly tool used to deliver the peer feedback assessments. The results suggest that students find the tool easy to use and that they believed the feedback they received and gave was accurate and useful. Together, these results suggest that peer feedback, delivered using the ITPMetrics.com platform, is an effective and well-received method of fostering soft-skill development in engineering students.  

scholarly journals CONTENT AND LANGUAGE INTERGATED LEARNING IN FOREIGN LANGUAGE COURSES FOR ENGINEERING STUDENTS

2021 ◽  
pp. 107-127
Author(s):  
N. A. Gunina ◽  
E. Yu. Voyakina ◽  
L. Yu. Koroleva ◽  
T. V. Mordovina
Keyword(s):  
Foreign Language ◽  
Engineering Students ◽  
Course Design ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Language Teaching ◽  
Professional Communication ◽  
Language Courses ◽  
Competency Based ◽  
Foreign Language Courses

In modern foreign language teaching, a variety of approaches is used to meet the learners’ needs in acquiring language skills for professional communication. One of them is Content and Language Integrated Learning (CLIL), an innovative language teaching method that combines learning a foreign language and profession-related content. In this paper, we describe the experience of designing a course in English for students of Biomedical Engineering with elements of the CLIL approach. A theoretical foundation for implementing CLIL within the competency-based approach is provided. The core principles of CLIL are discussed. The paper focuses on the course design and its structure as well the main requirements to selecting the learning materials. The examples of sample tasks and activities for the course are presented.

scholarly journals The Effects of Different Types of Feedback in the EFL Writing Class: A Study of Efficiency, Affective and Cognitive Aspects, and Thai Cultural Dimensions

1970 ◽  
Vol 2 (2) ◽  
pp. 24-34
Author(s):  
Raveewan Wanchid
Keyword(s):  
Interaction Effect ◽  
Engineering Students ◽  
English Proficiency ◽  
Peer Feedback ◽  
Cultural Dimensions ◽  
Writing Achievement ◽  
Depth Data ◽  
Writing Class ◽  
Different Types ◽  
Students Attitudes

The purposes of this research were to 1) compare the effects of self-correction, paper-pencil peer feedback, and online peer feedback on the students’ writing achievement; 2) compare the effects of the students’ levels of general English proficiency (high, moderate and low) on writing achievement; 3) investigate the interaction effect between the types of feedback and levels of general English proficiency on the students’ writing achievement; and 4) survey the students’ attitudes toward the use of feedback activity they experienced in terms of its efficiency, affective and cognitive aspects, and Thai cultural dimensions. The study was conducted with 72 engineering students having different levels of general English proficiency. They were randomly selected and assigned into three groups. Two-way Analysis of Variance (ANOVA), descriptive statistics, and content analysis were used to analyze the data. The questionnaire and interview were used to gain more in-depth data. The results revealed that the different types of feedback and levels of English proficiency had a significantly different effect on the students’ writing achievement, and the interaction effect was also found.

ENGINEERING STUDENTS PROFESSIONAL CROSS-CULTURAL COMMUNICATION COMPETENCE FORMATION

2021 ◽  
Author(s):  
Полина Сергеевна Минакова
Keyword(s):  
Foreign Language ◽  
Social Order ◽  
Cultural Context ◽  
Engineering Students ◽  
Professional Communication ◽  
Necessary Condition ◽  
Professional Activities ◽  
Cross Cultural Communication ◽  
Existing Problems ◽  
The University

В современном экономическом и социокультурном контексте есть все основания рассматривать владение английским языком будущими инженерами, потенциальными участниками межкультурного профессионального общения, как необходимое условие их будущей профессиональной деятельности. Несмотря на существующие проблемы подготовки специалистов в вузе, необходимо модернизировать и совершенствовать технологии обучения иностранному языку, руководствуясь требованиями социального заказа. In the modern socio-political, economic and socio-cultural context of the world development, there is every reason to consider the proficiency of English by future engineers, potential participants in intercultural professional communication, as a necessary condition for their future professional activities. Despite the existing problems of foreign language training of technical specialists at the university, it is necessary to modernize and improve the teaching technologies of a foreign language, guided by the requirements of the social order.

Education for flourishing: an illustration of boundary object use, peer feedback and distance learning

2020 ◽  
Vol 21 (4) ◽  
pp. 757-777
Author(s):  
Francesca Ostuzzi ◽  
Maya Hoveskog
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Survey ◽  
Engineering Students ◽  
Peer Feedback ◽  
Boundary Object ◽  
Content Type ◽  
Business Modelling ◽  
Tools And Methods ◽  
National Collaboration

Purpose Teaching sustainable development at the higher education level requires that existing curricula are supplemented with multi-disciplinary (and sometimes multi-national) collaboration and integrated thinking. The purpose of this paper is to increase the understanding of a particular framework for business model innovation for sustainability-as-flourishing that is used as a boundary object in the context of interdisciplinary, peer-assessed distance learning. This study is positioned in the broader picture of enlarging curricular content so as to reflect the systemic and interconnected nature of socio-technical and economic developments. The motivation behind this study is the authors’ wish to achieve a deeper understanding of how students engage with the complex concept of sustainable business modelling, while using the flourishing business canvas (FBC). Design/methodology/approach An experiment was conducted on the use of the FBC as a boundary object among 52 engineering students at two universities. Data were provided by the following: iterations of the FBC; oral and written peer feedback; and an online survey. Findings Based on an evaluation of the experiment, this study shows that the FBC supports the use of multi-disciplinary, multi-national peer and distance learning in sustainability education. Research limitations/implications This study used one test condition of multi-disciplinary, multi-national collaboration for peer and distance learning at one point in time. Additional tests, using the tools and approaches of this study, are needed. Originality/value Various tools and methods for use in education have been developed that support a new view of sustainability –sustainability-as-flourishing. Extant research focusses primarily on the development of tools and methods in this area. Not enough attention has been paid to the analysis of their implementation and use in higher education. This paper seeks to fill that research gap.

scholarly journals THE ASSESSMENT OF LEADERSHIP OUTCOMES IN CAPSTONE PROJECTS USING ANONYMOUS PEER FEEDBACK

2013 ◽  
Author(s):  
William D. Bishop
Keyword(s):  
Engineering Students ◽  
Leadership Skills ◽  
Peer Feedback ◽  
Leadership Role ◽  
Assessment Process ◽  
Leadership Roles ◽  
Team Members ◽  
Advantages And Disadvantages ◽  
Capstone Project ◽  
Capstone Projects

Assessing the leadership abilities of engineering students for the purposes of accreditation and outcomes assessment is a particularly challenging task. For a few students, clear evidence of leadership will exist. These students naturally take on leadership roles within their teams. They have the complete confidence and support of their teammates. The team functions as a cohesive unit. In such a situation, an instructor can easily recognize the quality of leadership provided but may struggle with quantitatively assessing the leadership abilities exhibited. In other cases, students arguably possess leadership abilities yet fail to demonstrate their abilities in a way that can be assessed by an instructor. Such students might demonstrate leadership within their team by taking on an undesirable task or by taking on a disproportionate share of the workload. If a student perceives that leadership is not required, a student might demonstrate great leadership by not taking on an obvious leadership role. Peer feedback can help an instructor identify such examples of leadership.To enable proper assessment of leadership abilities,a suitable environment must be created such that all students have a natural opportunity to demonstrate their leadership skills in their own way. Such an environment is often created by a capstone project. Given the scope of a capstone project, all team members typically have several opportunities to take on a leadership role and/or demonstrate leadership.The challenge is to assess leadership quantitatively without forcing a change in the behaviour ofthe students. This paper examines the design and implementation of an anonymous peer feedback survey for the purpose of quantitatively assessing different measures of teamwork and leadership abilities in engineering students. This paper describes the challenges that are associated with such an assessment process. This paper also discusses the advantages and disadvantages of the proposed assessment technique.

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