http://tc.eserver.org/dir/Academic/Education/Engineering A listing of the most recently indexed works about Academic and Education and Engineering in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Academic/Education/Engineering http://tc.eserver.org/26501.html http://tc.eserver.org/26501.html How could four letters strike such fear in the hearts of normally stalwart faculty? Why would administrators loathe the mere mention of the word 'accreditation'? The source of their fear and frustration is a cycle of evaluation, assessment, and reporting that constitutes a six-year accreditation period. http://tc.eserver.org/19083.html http://tc.eserver.org/19083.html Increased support for greater accountability and assessment of engineering communication programs have led many schools of engineering and technology to initiate methods of assessing the quality of their students’ engineering communication abilities. In my institution, I have spearheaded the pilot year of such a program, and, as anticipated, have learned several valuable lessons that may be of interest to others interested in developing assessment procedures for engineering communication programs. http://tc.eserver.org/19066.html http://tc.eserver.org/19066.html Our discussion will consider the ways in which we conceptualized an engineering enterprise initiative’s 'communication component,' alternate ways in which it could be conceptualized, and our efforts to maintain pedagogical and programmatic integrity while addressing the very practical needs of this ABET-driven curricula change. We feel that these questions must be addressed if we are to truly participate in a 'systemic change' in engineering education and its integral communication challenges. http://tc.eserver.org/19067.html http://tc.eserver.org/19067.html New models for program development in technical and scientific communication are imperative. Demand for communicative expertise continues to expand rapidly yet traditional approaches for supporting student competence fall far short of expectations. http://tc.eserver.org/19075.html http://tc.eserver.org/19075.html Having the department of technical communication located within the School of Engineering has a significant impact on the program’s development. http://tc.eserver.org/13539.html http://tc.eserver.org/13539.html The tools engineers use have changed so dramatically over the past 30 years, universities and colleges have adapted by offering their engineering students classes in the latest technologies so they are better prepared to enter the engineering workplace. Engineers often feel less prepared, however, for the nontechnical demands of their jobs. They may possess the technical skills necessary to solve a machine problem in a manufacturing line but feel less prepared to tell the owners of the line what needs to be changed and why. As a result, industry and business have complained to universities and colleges (and particularly to engineering programs) that engineering students are not ready to take on the nontechnical challenges of modern engineering work. And because engineering programs rely on industry and businesses to hire their students, they have taken these demands seriously. http://tc.eserver.org/13021.html http://tc.eserver.org/13021.html The Ad Hoc Committee on Accreditation recommends that the IEEE Professional Communication Society act as the sponsoring cognizant technical society to present technical communication program criteria to the Related Accreditation Commission (RAC) of Accreditation Body for Engineering and Technology (ABET). This report contains the background documentation for this recommendation.