1. Improving the Ability of Engineering Students to Communicate Their Technical Discoveries to Non-Technical Audiences Deborah M. Sinnreich-Levi Susan Staffin Metz David Silverstein

2. Everyone agrees… Communication skills are crucial for engineering students. ◦ NAE ◦ ABET ◦ AAAS ◦ NSF ◦ Employers ◦ The public ◦ Faculty advisors  And sometimes students. 2 Sinnreich-Levi ASEE 2010

3. Stevens’ curriculum Writing intensive classes in Humanities ◦ Six 2-3 page papers ◦ 1 or more oral reports Engineering design spine ◦ Runs through entire curriculum ◦ Now includes communications workshops in semesters 6, 7, 8 3 Sinnreich-Levi ASEE 2010

4. EIF grant period: Workshops Fall 2009-Spring 2010 Spring 2009: biomedical (4) electrical (2) computer engineering (2). Fall 2009: biomedical (2) electrical (1) computer (2) mechanical (1) civil (1) chemical engineering (1). 4 Sinnreich-Levi ASEE 2010

5. Workshops consider Audience Rhetorical appeal Technical writing concerns Formal report structures Transmitting data using visual aids Other presentation considerations 5 Sinnreich-Levi ASEE 2010

6. Audience Why are you giving this presentation? What is your goal? Who is your audience? ◦ How technically informed are the audience members? ◦ Are you speaking to colleagues, superiors or people from an entirely different area? ◦ How large is your audience? 6 Sinnreich-Levi ASEE 2010

7. Aristotelian Rhetorical Appeals ETHOS LOGOS PATHOS RHETORICAL TRIANGLE based in emotional appeal derived from logical argument stems from the moral character of the speaker 7 Sinnreich-Levi ASEE 2010

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11. Students’ pre- and post-intervention self evaluation showed they were better able to: Write a document that effectively explains a complex technical topic. ◦ 30% rose to 42%. Describe a technical design so that a non- technical person can describe it to someone else. ◦ 22% rose to 38 %. Develop a speech or paper effectively for a specific audience. ◦ 7% rose to 33%. 11 Sinnreich-Levi ASEE 2010

12. Room for improvement Students who began with especially poor self-confidence actually reported less confidence after the intervention. ◦ “Some or no ability” 1.To develop a speech or paper effectively for a specific audience (23%  28%), 2.Keep an audience engaged in a speech that they give (30%  35%). 12 Sinnreich-Levi ASEE 2010

13. Strongly agree AgreeDisagree Pre-Post-Pre-Post-Pre-Post- Being able to describe my technical work effectively is a necessary professional skill. 62%96%35%-- 4% Being able to describe my technical work effectively affects my career advancement. 54%13%43%83%--4% It is the responsibility of engineers to communicate technical concepts to people who do not have technical backgrounds or education. 58%32%2%50%1%4% 13 Sinnreich-Levi ASEE 2010

14. Three areas students want to improve in. 14 Sinnreich-Levi ASEE 2010

15. What abilities students want from the workshops Make engineering interesting 16% 15 Sinnreich-Levi ASEE 2010

16. Changes in the workshop series Original workshops: ◦ Presentation Techniques ◦ Technical Writing Considerations Revised workshop list: ◦ Introduction to Technical Writing Considerations ◦ Advanced Technical Writing Strategies ◦ Introduction to Presentation Skills ◦ Advanced Presentation Skills and MS PowerPoint Features 16 Sinnreich-Levi ASEE 2010

17. Additional workshops developed Spring 2010 The Writing Process: How to Organize Your Thoughts Writing Abstracts, Introductions, and Conclusions Business English for ESL Students Citing and Summarizing Outside Sources for ESL Students 17 Sinnreich-Levi ASEE 2010

18. Specific additions to the content of Communication Workshops How To Tell A Story With Your Information ◦ How will the audience apply these ideas, use this item, or buy this service? How To Alter Your Message for Various Audiences ◦ How must the story be different for different audiences? 18 Sinnreich-Levi ASEE 2010

19. 19 Slide 1 Slide 3 Slide 2 Sinnreich-Levi ASEE 2010

20. Other points added to presentation workshops… How various companies rephrase or reposition similar information for less and more technically minded cohorts: ◦ Using less or more technical detail ◦ Using different graphics ◦ Choosing different levels ◦ Greater use of familiar images and keywords for lay-audiences ◦ Higher level of diction as well as appropriate use of jargon, acronyms, footnotes, embedded links, and references for technical audiences. 20 Sinnreich-Levi ASEE 2010

21. What did students learn? Preparing a PowerPoint Slide Show: Use professional templates. Proofread documents. Have less clutter on slides. Be direct and clear when writing and creating slides. Keep audience in mind. Giving an Oral Presentation: Practice the presentation with some friends prior to the presentation. Test the PowerPoint on a projector prior to the presentation. Interact with the audience. Slow down when speaking. Explain technical terms. Focus on different ways to communicate with different audiences. Avoid note cards. ◦ Know slides well enough to speak from them. 21 Sinnreich-Levi ASEE 2010

22. What do students suggest? Give the workshop to freshmen engineering students. Focus on how to practice giving a presentation. Have groups give presentations and get critiques from different audiences. Provide more practical advice or tactics on how to get yourself out trouble during a presentation (recollect yourself). Make the workshop a full course on professional communications for engineers. 22 Sinnreich-Levi ASEE 2010

23. Teams judged on: Organization and development Delivery Use of slides (5 max) Content 23 Judges: Writing Director Dean of Student Life Director of Coop Program Sinnreich-Levi ASEE 2010

24. 24 Not the end… Sinnreich-Levi ASEE 2010