Engineering Identity and Communication Outcomes: Comparing Integrated Engineering and Traditional Public-Speaking Courses

Autor/inn/en	Linvill, Darren L.; Tallapragada, Meghnaa; Kaye, Nigel B.
Titel	Engineering Identity and Communication Outcomes: Comparing Integrated Engineering and Traditional Public-Speaking Courses
Quelle	In: Communication Education, 68 (2019) 3, S.308-327 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2019.1608367
Schlagwörter	Self Concept; Engineering Education; Public Speaking; Instructional Effectiveness; Teaching Methods; Interdisciplinary Approach; Communications; Student Attitudes; Outcomes of Education; Comparative Analysis; Undergraduate Students; Student Motivation; Instructional Design + Suchen Sie Ihr Suchwort? Selbstkonzept; Ingenieurausbildung; Vortrag; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Nachrichtenwesen; Schülerverhalten; Lernleistung; Schulerfolg; Schulische Motivation; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	We assessed the effectiveness of an integrated engineering public-speaking class relative to a traditionally taught public-speaking class. The integrated class was designed to meet the growing science, technology, engineering, and mathematics communication needs and the fundamental Accreditation Board for Engineering and Technology and the National Communication Association student outcomes related to public speaking. Working within the Communication in the Disciplines theoretical framework, this study employed a quasi-experiment with both a test (engineering specific communication class) and control (traditional communication class) group; finding a significant increase with respect to attitude toward communication for students before and after the engineering specific class compared with the traditional class. Along with attitude toward communication, efficacy toward communication and being enrolled in the engineering specific class related positively to a sense of engineering identity for students at the end of class. For students enrolled in the engineering specific class, their sense of engineering identity was mediated through an improved attitude toward communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01