#19083
Assessing Existing Engineering Communication Programs: Lessons Learned from a Pilot Study 
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.
Rush Hovde, Marjorie. CPTSC Proceedings (2000). Academic>Education>Engineering>Assessment
#19066
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.
Aller, Betsy and M. Sean Clancey. CPTSC Proceedings (2000). Academic>Education>Assessment>Engineering
#13021
Proposal to Support ABET Accreditation for Technical Communication Programs
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.
Davis, Marjorie T., Leslie Olsen and Mark P. Haselkorn. Mercer University (1998). Academic>Education>Assessment>Engineering
#13539
Technical Communication, Engineering, and ABET's Engineering Criteria 2000: What Lies Ahead? 
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.
Williams, Julia M. Technical Communication Online (2002). Academic>Education>Engineering>Assessment
