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ContentsRESULTS OF THE API TEAM PROJECT FOR INTEGRATING COMMUNICATION, DESIGN, AND TEAMWORK IN THE DEPARTMENT OF CIVIL ENGINEERING
This paper describes an innovative, curricular restructuring process designed to vertically and horizontally integrate design, communication, and teamwork throughout the Civil Engineering curriculum at the University of North Carolina at Charlotte. These changes are part of a college-wide vision and strategic plan which will ultimately "reengineer" the structure and content of the engineering curriculum, as well as the processes used to monitor, evaluate, and continuously improve the changes themselves. The new curriculum of 120-hours includes 16 hours focusing on engineering design and 13 hours emphasizing communication. The paper focuses on strategies and mechanisms developed to ensure a systems-oriented and team-based approach to integrating design and communications across these courses, rather than the traditional tendency to teach these topics in a localized and isolated manner.
According to the Academic Program Improvement Grant to Integrate Design and Communication Throughout the Curriculum, the API Team's tasks were to develop 1) methods for integrating communications, design, and teamwork throughout the Engineering curriculum, and 2) means for assessing such changes.
The following report summarizes the findings of the API Team which met during the Summer of 1996. These findings reflect suggestions offered by the three teams and the committee as a whole. The three teams consisted of
General Statement of Expectations:
The API Assessment Team believes that on-going assessment at several levels conducted both as short-term and as long-term assessment will provide the Department of Civil Engineering with a multitude of valid measurements and perspectives. The Team identified three categories of measurements that should be a part of long- and short-term assessment of the proposed curricular changes:
However, the A-team recommends that the department focus on the following four items as top priority for short-term implementation as early as Fall 1996. To accomplish these short-term goals, the Department of Civil Engineering should 1) supplement required course evaluations, 2) develop portfolios as a measurement of student performance, 3) collect database from ENG 1201 and 1202, and 4) conduct exit interviews with graduating seniors.
1. Supplement Required Course Evaluations: The department (CE) will supplement the required COE course evaluation procedure currently being developed by SPART (Strategic Planning and Resource Assessment Team). The department will ask instructors in the 16 new courses to agree on items from the university list of cafeteria items that are most related to their course's inclusion of API components in communication, teams, design, and integration. This method is preferable to the development of new items based on feedback already received by SPART. The evaluation form should contain open-ended questions, but the university will only score the cafeteria items (without cost) at the end of the semester, not at midterm. The A-team consultant (Dr. Kim Buch) will be available for assistance to the faculty in selecting the appropriate items.
2. Develop Portfolios as Measurements of Student Performance: The A-team recommends that seniors be required to submit portfolios, and that they be used as the major objective measure of student performance, and how it is being impacted by the curriculum changes. Such portfolios should include examples of communication and design skills. Additionally, a subjective measure of student performance is recommended in the form of written faculty evaluations of student and team performance in the Senior Design course. Besides simply evaluating the senior projects with traditional criteria, the new evaluation should include items assessing team effectiveness and the new communication criteria. The team items, communication items, and portfolio structure should be developed in consultation with Dr. Kim Buch and Dr. Deborah S. Bosley.
3. Collect Database from ENG 1201 and 1202: This database contains several variables collected for all freshmen engineering students that might be of interest to the API team for tracking purposes. These variables include: 1) team grades on 1201 projects, 2) presentation grades for final projects, 3) team member evaluations of their teams' effectiveness and teamwork (evaluation forms developed in conjunction with C-team consultant), and 4) characteristics of engineers' check-list. All of these items can be accessed through the Office of the Dean (Silvia Middleton) and the Mentoring office (Patty Tolley). Patty Tolley is willing to work with the A-team consultant in accessing information requested for the API project.
4. Conduct Exit Interviews: Student perceptions of their exposure to, knowledge of, and growth in the areas of teams, communication, and design will be assessed in questions asked during the exit interview process. Again, the A-team consultant (in consultation with the C-team consultant) will provide assistance in developing the questions, which may be forcedchoice and/or open-ended, depending on the preference of the interviewers(s).
The remaining items were determined to be of long-term priority and, therefore, were not to be developed in time for Fall 1996 implementation. However, the A-team feels that they are important and should be focused on once the short-term priority items are implemented.
DESIGN PROCESSES AND CURRICULUM
General Statement of Expectations:
Students pursuing a Bachelor Degree in Civil Engineering will be exposed to a variety of design experiences throughout their educational experience at UNC Charlotte. The design experiences will be integrated vertically and horizontally throughout the curriculum. The successful student should understand that the design process is an iterative process and that technical expertise, efficiency, economy, and creativity are essential to good design.
Students also should be equipped with the necessary knowledge and skills to assess the design process. Throughout the educational experience these skills should be presented methodically. Students should be encouraged and taught to integrate current knowledge and skills with those from earlier courses in order to construct an understanding of the design process.
In addition to the engineering, science, math and other technical courses, students are required to take five (5) humanities and/or social science courses. These courses should expand the depth and breath of the educational experience for the students, helping them to develop their social skills as well as giving them an opportunity to gain an appreciation of the non-technical (i.e., non-engineering) aspects of an engineering based education.
The Design Process:
Students should understand that the design process includes the following:
1) Identifying engineering problem through perception of disequilibrium, 2) Defining the problem, 3) Identifying and gathering sources of information, 4) Developing evaluation criteria, 5) Identifying conceivable solutions, 6) Formulating credible alternatives, 7) Performing alternative evaluations, 8) Proposing solutions, 9) Managing (acceptance or rejection)proposed solutions, 10) Preparing solution plans and specifications, 11) Managing implementation, and 12) Monitoring operational efforts.
Identifying Engineering Problem
(Perception of Disequilibrium) through
| * clients |
| * published literature |
| * requests for proposals |
| * internal improvements |
| * individual initiative |
| * emerging regulations |
Defining the "Real" Problem by
| * writing a problem statement |
| * identifying in context of environment |
| * identifying in terms of temporal impact |
| * determining socioeconomic/environmental impacts |
| * developing critical thinking process |
Identifying and Gathering Sources through
| * library resources |
| * literature search |
| * internet search |
| * professional opinions |
| * organizational positions |
| * university data |
Developing Evaluation Criteria through
| * economic impacts |
| * environmental impacts |
| * societal impacts |
| * parametric and non-parametric data |
Identifying Conceivable Solutions by
| * brainstorming |
| * sharing ideas |
| * experiencing similar projects |
| * finding creative solutions |
| * finding unique solutions |
| * exploring other viewpoints |
Formulating Credible Alternatives through
| * designable solutions |
| * buildable solutions |
| * economical solutions |
| * reasonable solutions |
| * preliminary designs |
Performing Alternative Evaluations by Examining
| * economic constraints |
| * environmental elements |
| * aesthetics criteria |
| * social affect |
| * public input |
| * methods of analysis |
Proposing Solutions by
(communication crucial here)
| * knowing audience/client |
| * selling solutions |
| * presenting solutions |
Managing Decisions (acceptance/rejection)
| * future engineering role |
Preparing Solution Plans, Specifications,
and Contracts
| * plans |
| * specifications |
| * contracts |
Managing Implementation through
| * bidding process |
| * construction process |
| * administrative process |
| * inspection process |
| * scheduling process |
Monitoring Efforts by
| * operations |
| * maintenance |
| * evaluations |
| * documentation |
| * training |
Throughout the educational experience, students should equipped with assessment skills that would enable them to determine the viability, the appropriateness, and the feasibility of their designs as well as give them skills to present their design solutions in a professional manner. These skills can be categorized as follows 1) Engineering, 2) Computer, 3) Math, 4) Communication, 5) Science, 6) Teamwork, 7) Professional, and 8) Humanities.
Engineering Skills Include
| * critical thinking |
| * design |
| * computer drawing |
| * effective and accurate measurements |
| * use of discipline specific software |
| * analytical |
| * mechanical |
Computer Skills Include
| * spreadsheets |
| * internet and world wide web |
| * word processing |
| * programming |
Math Skills Include
| * calculus |
| * error measurement |
| * statistics |
| * economics |
Communication Skills Include
| * technical writing |
| * oral presentations |
| * use of visual aids |
| * internet and world wide web |
Science Skills Include
| * physics |
| * chemistry |
| * biology |
Teamwork Skills Include
| * group interaction |
| * group project management |
| * critical thinking |
| * group presentations |
| * group documentations |
| * resource allocation |
Professional Skills Include
| * ethics |
| * professional development |
| * professional organization |
| * life-long learning |
Humanities Skills Include
| * social interactions |
| * assessment of situation from a non-technical perspective |
| problem definition from a non-technical perspective |
General Statement of Expectations:
The API team recognizes that civil engineering students will reach communication competency appropriate to their academic levels. However, in general, CE students at any level should be able to communicate effectively by achieving the desired effect on the appropriate audience. Students will learn professional communication strategies l) through written documents, 2) by using e-mail, 3) in formal presentations, 4) through the use of visual representation of data, 5) and by participating in team projects.
Written Documents:
In written documents, civil engineering students should be able to accurately and effectively use technical writing skills. They should be able to 1) define the problem and task, 2) analyze the readers and purpose of the document, 3) include appropriate content and analyses of data, 4) organize information for readability, 5) format the document aesthetically, 6) use a correct and effective writing style, and 7) use an effective writing process. Included in this list are the means by which faculty can assess how well or poorly students met that particular criteria. Attachment A indicates which communication skills, processes, and knowledge can be presented in each of the 16 new courses.
Define the Problem and Task by
| * defining the problem and accurately analyze the task |
| * responding appropriately to the assignment, problem or question |
| * including all appropriate and necessary information for the task or |
Analyze the Readers and Purpose of the Document by
| including information to help audience understand purpose |
| * determining how the audience will use the document |
| * deciding what information the audience needs |
| * determining the knowledge and expertise of the audience |
| * using persuasive strategies most effective for the audience |
Include Appropriate Content and Analyses of Data by
| * analyzing correctly the data and its meaning relative to the assignment, problem, or question |
| using analogies (when appropriate) to explain new, complex information |
| * referring to and explain all visual information in the written document |
| * including the information necessary to the assignment |
| * creating executive summaries that accurately convey the content of the report |
Organize Information for Readability by
| * including introductory information to help the audience understand the context of the assignment, problem, or question |
| * organizing information with the main point first then supporting data |
| * having a clear beginning, middle, and conclusion |
| * chunking like information together |
| * using bulleted and numbered lists when appropriate |
| * previewing and summarizing information throughout document |
| *using headings that accurately reflect the information in each section |
Format the Document Aesthetically by
| * using the format appropriate for the genre (e.g. memos should look like memos) |
| * designing documents using modern formatting methods |
| * using some Desktop Publishing design conventions (e.g. variety of fonts) |
| * creating documents that are professionally, aesthetically pleasing |
Use a Correct and Effective Writing Style to
| * eliminate wordiness |
| * use short sentences and short paragraphs |
| * write sentences that are easy to understand |
| * eliminate or translate technical jargon |
| * use transition words and phrases |
| * use the active voice whenever possible |
| * use correct grammar, spelling, and punctuation |
| * create titles that accurately reflect information in reports |
| * use language and explanations appropriate for lay audiences |
Use an Effective Writing Process to
| * create multiple drafts |
| * revise for content, organization, accuracy, and style |
| * edit and proofread all written work |
E-Mail and Internet Communication:
When using email and the Internet, civil engineering students should be able to 1) use current email technologies, and 2) use Internet/WWW technologies. Included in this list of criteria are the means by which faculty can assess how well or poorly students met that particular criteria.
Use Email Communications to
| * send and receive email messages |
| * use the appropriate writing conventions for email messages |
| * use Netiquette guidelines |
| * locate information in newsgroups and listservs |
Use the Internet to
| * use the available Web browsers (Netscape, Mosaic, etc.) |
| * locate information or data on the World Wide Web |
Formal Presentations:
When making formal presentations, CE students should be able to accurately 1 ) analyze the audience and purposes of the presentation, 2) include appropriate content and analyses of data, 3) organize information for easy comprehension, 4) present themselves and respond to audience in a professional manner, and 5) use visuals and handouts appropriately. Included in this list are the means by which faculty can assess how well or poorly students met that particular criteria.
Analyze Audience and Purposes of Presentation by
| * analyzing accurately the needs of the audience |
| * making the purpose of the presentation clear to the audience |
| * explaining the problem or question for a lay audience |
Include Appropriate Content and Analyses of Data by
| * synthesizing data accurately |
| * including information to answer audience's (anticipated) questions |
| * including introductory information to help audience understand the |
Organize Information for Easy Comprehension by
| * beginning with an overview of the presentation |
| * presenting complex information in a short period of time (15-20 minutes) |
| * using transitions and summarize information between sections of the presentation |
| * using an overhead projector or an LCD effectively |
Present Themselves and Respond to Audience in a Professional Manner by
| * rehearsing presentations to increase confidence |
| * showing depth of knowledge of subject or problem |
| * using body language that expresses confidence and knowledge |
| * dressing professionally |
| * using a conversational, though professional, tone |
| * showing knowledge of subject by depth of responses to audience questions |
Visual Representations of Data:
When creating and using visual representations of data (e.g. pie charts, tables, figures), civil engineering students should be able to accurately 1) understand what visual choices are available, 2) include accurate and organize appropriate information, 3) format visual aesthetically, 4) use a correct and effective writing style, and 5) connect visual to environment in which it's used (documents or formal presentations). Included in this list are the means by which faculty can assess how well or poorly students met that particular criteria.
Understand What Visual Choices are Available by
| * determining which visuals are appropriate for data (e.g. pie charts, tables) |
| * creating the appropriate visual for their data, purpose, and audience |
| * using visuals judiciously |
Include and Organize Accurate and Appropriate Information by
| * using only correct data |
| * organizing information from most important to least |
| * including summaries or important points (detail explained orally or in text |
Format Visual Aesthetically by
| * using design elements (including color) effectively |
| * keeping visuals simple and readable |
| * creating professional visuals through presentation software |
Use a Correct and Effective Writing Style by
| * using consistent terminology |
| * labeling all items |
| * creating title accurately reflecting data and meaning |
| * numbering all figures/tables and label all terms consistently |
| * using simple, short terms; words; and phrases |
Connect Visuals to Environment in Which They're Used by
| * explaining the meaning of the visuals to reader or listener |
| * referring to visuals in the written text or presentation |
| * designing visual appropriate for environment |
Participating in Team Projects:
Civil engineering students should work together in teams throughout their entire four-year program. Although these projects will be of varying sophistication, team members should 1) understand how to work effectively in teams, and 2) be evaluated for their individual team contributions as well as the final product of their team effort. Included in this list are the means by which faculty can assess how well or poorly students met that particular criteria.
Work Effectively in Teams by
| * participating in teams of 3-4 members |
| * working on tasks complex enough to warrant a team effort |
| * understanding methods for solving team conflict |
| * understanding team roles and phases |
| * being responsible to other team members and to the project |
Evaluating the Team Process and Product
| * be individually evaluated through team/faculty assessment |
| * evaluate the team process throughout the project |
| * be working toward total quality team improvement |
| * be evaluated as a team for the final product |
| * using a conversational, though professional, tone |
| * have faculty access for guidance throughout team project |
RECOMMENDATIONS FOR ADDITIONAL METHODS OF DELIVERING COMMUNICATION ACROSS THE CE CURRICULUM
In addition to the skills and concepts outline above, the Civil Engineering Department also could improve the communication, design, assessment, and team skills of their students by considering the following:
General Recommendations for Curriculum Improvement:
1. Have faculty teaching these 16 courses discuss the content of their courses
The API team strongly believes that if faculty share information about the content of their courses, they will be better prepared to 1) adopt these proposed criteria and 2) prepare assignments that build on students' previous, classroom.
2. Integrate new criteria vertically and horizontally
Members of the API design team believe that one of the best ways to implement their new curriculum is to integrate the new criteria both vertically and horizontally throughout the proposed 16 new courses (Attachment D) . Students would then have the curriculum reinforced throughout their coursework.
3. Begin discussion on implementing the Assessment Team's long-term plans
In particular, the API team recommends the adoption of a plan for assigning, gathering, and assessing portfolios. Such portfolio's can, at first, be gathered by graduating seniors as a means of assessing how well or poorly they met the new communication and design criteria. The following questions about the portfolio process need to be answered: 1) What goes into the portfolio? 2) When and by whom are the portfolios evaluated? 3) What is the process and the criteria for evaluating the portfolios? 4) What is the physical structure of the portfolio?, 5) How will the portfolios be collected and stored? and 6) How will students receive instructions on putting together their portfolios? The API team recommends this process for short-term goals. However, after the faculty designed and assessed this portfolio process, developmental portfolio's could be developed to help faculty (and students) assess individual development at the sophomore and senior level.
4. Apply for additional API grant to complete the work of API Team
These recommendations, as well as those which might develop in the CE curriculum committee, can be supported through another API grant. Such activities might include 1) developing specific portfolio guidelines and processes, 2) developing forms and questions for exit interview, 3) creating assessment forms for new criteria, 4) creating assignment guidelines for lab reports and other common documents, 5) creating evaluation forms for team assignments, and 6) other plans the CE faculty might develop.
Specific Recommendations to Deliver Communication Criteria
1. Require English 2116: Introduction to Technical Communication
English 2116: Introduction to Technical Communication can provide the CE students with a solid skills and knowledge base for the abilities listed in the criteria for written, oral, and team communication. Once students have learned many of these concepts and skills, the 16 new CE courses can reinforce these concepts through their individual and team projects. Students will be better prepared to reach higher levels of communication in their engineering courses if they have the requisite foundation upon which to build these skills and concepts.
Working in conjunction with Department of Civil Engineering, the Department of English can provide CE with 1-2 courses per semester (with financial support from CE) specifically designed for Civil Engineering students. Some of the assignments in 2116 can be designed in conjunction with the CE faculty to provide students with consistent expectations across English and Engineering. Such consistency will provide students with a stronger learning curve (reinforced at all levels of engineering) and will provide faculty with consistent methods of evaluating students' written, oral, and team assignments.
This revised 2116 can be developed in conjunction with consultant Dr. Deborah S. Bosley (Program Advisor for theTechnical/Professional Writing Program), Martin S. Settle (Instructor teaching English 2116), and David Young (Chair of Civil Engineering).
2. Work with CE Facultv to Develop Common Guidelines for Lab Reports or Other Common Assignments
If the CE faculty were to meet, discuss, and agree upon common criteria and guidelines for lab reports and other such common assignments (e.g. team evaluations), both students and faculty could see more consistency and experience more redundancy and reinforcement throughout the new curriculum. Dr. Deborah S. Bosley could work with faculty to create such guidelines.
3. Revise the Criteria for Hiring English Graduate Students
The College of Engineering has hired English graduate students to serve as graders across the College' s departments. However, these graduate students traditionally have been trained in composition skills and approaches to writing. Because technical writing is a different form of writing than composition, it is recommended that CE hire students trained in technical writing.
Such training would provide the engineering students (and faculty) with graduate students trained in the kinds of writing that functions among engineers. Finally, such students also function as tutors in the Writing Resources Center so that engineering students will be tutored by students who know the conventions of technical writing.
4. Provide CE Faculty with a Technical Communication Workshop
Such a workshop would provide the CE faculty with a consistent view of effective technical communication which would improve their ability to assess students' communication practices according to the C-team's criteria. The components of the workshop could include written, oral, and team communication skills.
Attachment A
API Project CEGR Curriculum Communication
Opportunities
| Fall | Spring |
| Freshman | |
| ENGL 1101 W, OP | ENGL 1102 W, OP |
| ENGR 1201 D, TP, TD | ENGR 1202 D, TP, TD |
| Sophomore | |
| [ENGL 2116 W, M, PR, TP, P, UG, I, Cr, CC, In, It, TR] | ENGL 2116 W, M, PR, TP, P, UG, I, Cr, CC, In, It, TR] |
| CEGR 2101 D, IP | CEGR 2101 OP, C, IP, OD, Cr |
| CEGR 2103 LR, C | CEGR 2104 D, TP |
| Junior | |
| CEGR 3153 Op, C, TP, TD, Cr | CEGR 3258 W, LR |
| CEGR 3155 W, LR | |
| Senior | |
| CEGR 3201 P, IP, TP, PR, OD, TD, Cr | CEGR 3202 IP, TP, PR, OD, TD, Cr |
| CEGR 3221 D, C | CEGR 3282 OP |
| CEGR 3255 W, LR | |
| Types of communication in 16 new courses (* assignments commonly given in English 2116) | |
| C Calculations | *In Instructions/Procedures |
| D Drawings | *CC Cross-Cultural Communication |
| L Letters | *It Internet |
| *M Memos | OD Oral Defenses |
| OP Opinion Papers | *IP Individual Presentations |
| *PR Project Reports | TD Team Defenses |
| *TP Team Presentations | *TR Team Reports |
| *UG User Guides | W Goal I (W) |
| *P Proposals | LR Lab Reports |
| Cr Critiques | |