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The ability to communicate technical information in written, graphical, and verbal formats is an essential durable skill for engineering students to develop as undergraduates and carry forward into the workplace. Employers have highlighted recent graduates’ inability to formulate tight, cohesive arguments for their engineering decisions, as well as difficulties adjusting their communication style for different audiences. Even though accreditation outcomes now explicitly include durable skills, such as “an ability to communicate effectively with a range of audiences,” prior research suggests that the field is still far from meeting industry expectations for proficiency in the varying modalities and styles of workplace communication. Laboratory courses are frequently relied upon to teach or reinforce writing and presentation skills. There are two major issues with this approach. First, in lab classes, the communication method is typically narrowly focused on reports that simulate writing for hypothesis-driven research projects, which fail to align with the design-based and project management aspects of professional engineering workloads. Second, lab courses that heavily emphasize technical communications frequently do so at the expense of technical knowledge, that is, the engineering concepts involved with the laboratory experiment. Many students already view communication skills as “soft” in comparison to technical knowledge; and this attitude affects their performance and retention. In this paper, we present the design and implementation of a stand-alone technical communications course that was specifically created for first-year mechanical engineering students and centered on multiple, industry-aligned modalities of communication. There are two major writing assignments in the course, both of which are open-ended “technical briefs” that involve background research, data analysis, and justification of an engineering decision for a design firm. For these major assignments, students individually submit a draft and receive detailed feedback for improvement before submitting the final versions. These two major assignments are scaffolded with weekly individual assignments that give students experience with a range of communication skills and modalities, e.g., using a reference manager and composing professional emails. To gauge the effectiveness of this stand-alone course in improving students’ technical communication skills, we conducted pre- and post-course surveys of all students enrolled in the course in 2023 (n=147), and we also tracked improvements in technical writing from draft to final form via established rubrics. Students demonstrated gains in self-efficacy for nearly all technical communication skills covered in the course as well as improved self-efficacy in different communication modalities, e.g., email, slide presentations, and executive summaries. The results of this evaluation suggest that a stand-alone, industry-centered technical communications course builds student competency with communication strategies used in the workplace. Future work will focus on whether students are able to transfer these skills into latter courses and ultimately their careers.
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This content will become publicly available on June 1, 2026
Knowledge Transfer from a First-Year, Stand-Alone Technical Communications Course into Second-Year Laboratory and Design-Focused Courses
The ability to communicate technical information in written, graphical, and verbal formats is an essential durable skill for engineering students to develop as undergraduates and carry forward into the workplace. The importance of technical communication skills is emphasized in the core ABET outcome “3. an ability to communicate effectively with a range of audiences.” Undergraduate engineering programs tend to adopt one of two strategies for technical writing instruction, either offering a stand-alone course that is frequently taught out-of-discipline or embedding technical communications skills within-discipline in laboratory or design classes. Despite these efforts, employers still report that novice engineers’ technical communications skills do not meet industry expectations. Prior work by our group attempted to address this skills gap through the design and implementation of a unique stand-alone technical communications course that was specifically created for first-year mechanical engineering students and centered on multiple, industry-aligned modalities of communication. Preliminary evaluation of this new curriculum showed that students demonstrated substantive gains in self-efficacy for nearly all technical communication skills covered in the course, including synthesis of background research, graphical representation of data, basic statistical analyses, and composition of technical reports and presentations in a variety of formats. In this paper, we will extend our prior work by examining whether the skills emphasized in this stand-alone first year course are transferred into later courses within the discipline. Specifically, we will focus on three core skill sets: (1) writing clear, concise, and coherent technical narratives; (2) graphical representation of quantitative and qualitative data sets; and (3) basic statistical analyses, including linear regressions, one-way ANOVA, and propagation of error. We will follow a single cohort of mechanical engineering students (n=147), beginning with the stand-alone technical communications course taken in the spring of their freshmen year, through their two subsequent semesters of coursework involving discipline-specific design and laboratory-based courses. For two semesters, post-course surveys will be administered to students that assess self-efficacy for the three core skill sets as well as their perceptions of the value and applicability of the first-year technical communications course in their current coursework. Also, written deliverables for a subset of students will be evaluated by faculty instructors according to established technical communications rubrics. The results of this study will be used to refine our first-year technical communications course and modify the strategies that we are using in later lab and design courses to activate prior technical communications knowledge (e.g., review exercises, exemplars, and common rubrics). More broadly, our approach to developing and reinforcing industry-aligned technical communications skills throughout our undergraduate curriculum may be of interest to other programs seeking to improve student outcomes in this area.
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- Award ID(s):
- 2301341
- PAR ID:
- 10636803
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Format(s):
- Medium: X
- Location:
- Montreal, Quebec, Canada
- Sponsoring Org:
- National Science Foundation
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