Enhancing electrical engineering students' communication skills-the baseline findings

2002 ◽  
Author(s):  
D.E. Zimmerman ◽  
M. Palmquist ◽  
K. Kiefer ◽  
D. Vest ◽  
M. Long ◽  
...  
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Electrical Engineering

Using Multiple Methods in Assessing Oral Communication Skills in the Final Year Project Design Course of an Undergraduate Engineering Program

2012 ◽  
pp. 263-287
Author(s):  
Rohani Othman ◽  
Zubaidah Awang
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Performance Indicator ◽  
Electrical Engineering ◽  
Oral Communication ◽  
Ease Of Use ◽  
Engineering Programs ◽  
Course Assessment ◽  
Communication Assessment ◽  
Multi Method Approach

Engineering education researcher Rogers (2006) proposed that an assessment of engineering programs should use a multi-method approach to maximize validity and reduce the biasness of any one approach. Based on this reason, this study used two methods in the direct assessment of oral communication skills performance outcome of an undergraduate electrical engineering students’ Final Year Project (FYP) design experience. In the first method, the Oral Communication Assessment Rubrics adapted from Norback et al. (2008) was tested for its reliability, consistency in the scores and ease of use. This was to ensure that the results were descriptive of the expected students’ performance (Miller & Olds, 1999). Once faculty rater reliability was achieved and verified, the rubrics were refined and redrafted to obtain inter-rater scores for the assessment of the oral communication skills during the FYPII seminar presentation. Descriptive statistics were used to draw inferences from the inter-rater scores. In the second method, the researcher used the final grades of these students which were obtained from the faculty end-of-course assessment of their FYPII seminar presentation through the use of the faculty Seminar Evaluation Form (SEF). The scores obtained from SEF were reported in the Course Assessment Summary Report (CASR) in the form of the achieved Key Performance Indicator (KPI) of the students in each department in the Electrical Engineering Faculty (FKE).

scholarly journals Perception of Industries on Student Performance of Bachelor of Engineering (Hons.) Electrical Engineering Program

2018 ◽  
Vol 7 (3.15) ◽  
pp. 6
Author(s):  
Rahimi Baharom ◽  
Zulkiffli Abdul Hamid ◽  
Yusnani Yusoff ◽  
Ahmad Ihsan Mohd Yassin
Keyword(s):  
Student Performance ◽  
Communication Skills ◽  
Work Performance ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Industrial Training ◽  
Degree Programme ◽  
Training Course ◽  
Engineering Program ◽  
Qualified Personnel

This paper presents a study on the perception of industries to the performance of Bachelor of Engineering (Hons.) Electrical Engineering students of Faculty of Electrical Engineering, Universiti Teknologi MARA (UiTM), Malaysia. This study was carried out based on the industrial training course whereby, during this period, the students are attached with the industry under supervision from their qualified personnel. After the students complete this course, they are evaluated by their industrial training supervisors using rubric measures provided by the faculty. The supervisors’ perception on the performance of all students in the degree programme (155 students) was evaluated based on the marks given to the students according to their communication skills, professionalism and work performance after completion of the industrial training. The results from the rubrics form was analysed to identify the strengths and the weaknesses of the students. The study revealed several weaknesses of students, which can be improved upon by conducting special training or courses for them to enhance their performance before graduation.  

scholarly journals The Sound of Silence?

2005 ◽  
Vol 19 (5) ◽  
pp. 392-398 ◽  
Author(s):  
T. Hassall ◽  
J. Joyce ◽  
M.D. Bramhall ◽  
I.M. Robinson ◽  
J.L. Arquero
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Vocational Choice ◽  
Communication Performance ◽  
Vocational Skills ◽  
Communication Development ◽  
Current Thinking ◽  
High Level

Employers often consider graduates to be unprepared for employment and lacking in vocational skills. A common demand from them is that the curriculum should include ‘communication skills’, as specific skills in their own right and also because of the central role that such skills can play in developing other desirable attributes. Current thinking in communication has indicated a split between communication apprehension and communication development. There are indications that techniques designed to develop communication skills will not resolve communication apprehension and that, if an individual has a high level of communication apprehension, these techniques will not result in improved communication performance. This paper compares and contrasts the levels and profiles of communication apprehension exhibited by accounting and engineering students. The implications of the findings are then discussed and the need for further research in the area of vocational choice is identified.

Freedom, Freedom…!

1971 ◽  
Vol 1 (4) ◽  
pp. 329-341
Author(s):  
James R. Vitelli
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Professional Writing

Whether engineering students should be taught English and the communication skills in separate classes is a problem that has plagued teachers for many years. The author thinks that no distinction should be made between English for engineers and English for other students. The Kitzhaber Report is cited as an argument for anti-separatism and is set off against the views of the separatists. More specific statements are examined through the evaluation of a currently used anthology of technical and professional writing.

scholarly journals Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students

2014 ◽  
Vol 4 (3) ◽  
pp. 11 ◽  
Author(s):  
Isabel Braun ◽  
Stefan Ritter ◽  
Mikko Vasko
Keyword(s):  
Prior Knowledge ◽  
Positive Feedback ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Exam Performance ◽  
Teaching Model ◽  
Inverted Classroom ◽  
Video Lectures ◽  
Classroom Time ◽  
Mathematics Course

The inverted classroom is a teaching model, where the students prepare for classroom by watching video lectures. The classroom time is then dedicated to individual practice. We evaluated a mathematics course for electrical engineering students throughout three semesters, where 20% of the topics were taught using the inverted classroom model. The aim was to find out whether the model can help to better address groups with large differences in prior knowledge in mathematics. We report mainly positive feedback from the students, although the opinions vary greatly between the groups. The students appreciate the increased amount of practice in the classroom as well as the possibility to learn at their own pace. Exam performance remained constant in the topics taught using the inverted classroom compared to previous semesters. The exam performance of weaker students also remained constant.

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