A model for integrating skills across the biological engineering curriculum
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| Audience/Grade: | College Freshman-College Senior |
| Discipline(s): |
Bioengineering and Biomedical Engineering Engineering Education Research General Engineering, Engineering Science Teamwork |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: |
Reference - Educational Research Paper |
| Author(s): | |
| Description: | Abstract: "This paper details a model for integrating communication skills (oral, writtten, group/ team, and leadership) across an undergraduate biological engineering curriculum. Instruction in these areas is provided within some of the core courses and has been key for student success. Communication skills are expanded upon as students progress through the curiculum and culminate with the senior capstone design sequence. In this paper, we present this model and discuss the positive ramifications it has had on student learning. Problems encountered include student and faculty resistance and lack of resources. Recommendations for implementing such a model in engineeering curriculum are detailed. <citation>Marybeth Lima, Caye M. Drapcho, Terry H. Walker, Richard L Bengtson, Lalit R. Verma; A model for inegrating skills across the biological engineering curriculum; International Journal of Engineering Education; 17; 1; 67-74; 2001</citation> |
| Rating: |
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| Related Resources | |
| Is Component of: |
International Journal of Engineering Education |
| Usage Tip | |
| Related ABET Criteria: |
Academic Achievement (d) Work effectively in multi-disciplinary teams (g) Communicate effectively Oral Communication Skills Team Skills Written Communication Skills |
| Intervention(s): |
Other |
| Use of Resource: |
Outcomes Evaluation <Academic Achievement>Table 3 shows the mean GPA obtained by biological engineering students in technical writing before and after the communication-intensive curriculum was instituted. Students had a statistically significant higher GPA in technical writing after the communication-intensive curriculum was adopted (pooled t-est, P <= 0.05). Although we canot prove that the increase in GPA is due solely to the implementation of the communication-intensive curriculum, this trend is encouraging.</Academic Achievement> <Oral Communication Skills>Instructors of the senior level courses have observed an increased proficiency in students' writing, speaking, and teamwork ability, and an increase in the quality of assignments from a communication and technical standpoint.</Oral Communication Skills> <Written Communication Skills>Instructors of the senior level courses have observed an increased proficiency in students' writing, speaking, and teamwork ability, and an increase in the quality of assignments from a communication and technical standpoint.</Written Communication Skills> <Team Skills>Instructors of the senior level courses have observed an increased proficiency in students' writing, speaking, and teamwork ability, and an increase in the quality of assignments from a communication and technical standpoint.</Team Skills> |
| Difficulty: |
Medium |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | May 2001 |
| Platform/Format: |
Cross Platform |
| Cost: |
Free |
| Download URL: | http://www.ijee.dit.ie/articles/Vol17-1/Ijee1172.pdf |
| Metadata: |
IEEE LOM Record |
| Collection: |
Pr2ove-It
International Journal of Engineering Education
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