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Communication-based learning objectives in a four-year engineering curriculum: a longitudinal analysis
Global Journal of Engineering Education (2015)
  • Mary M. Staehle, Rowan University
  • Amy R. Reed, Rowan University
  • Harriet S. Benavidez, Rowan University
  • William T. Riddell, Rowan University
Effective communication has been identified as a critical skill for engineering graduates. In this article,
the authors identified specific communication-based learning objectives in existing Rowan University engineering
courses that are designed to provide instruction in technical communication throughout the curriculum. The objectives fall into four primary categories: rhetorical awareness, writing, oral presentations and interpersonal communication.
Within these categories, the authors have identified several sub-objectives and have mapped these to the revised
Bloom’s Taxonomy based on the level of competency expected of students in each course. The purpose of this exercise is to provide a robust framework for evaluating the treatment of communication skills longitudinally through the entire curriculum, rather than piecewise, so that gaps or unreasonable expectations of jumps in skill from year-to-year can be identified. The authors expect that this approach can serve as a model to analyse and design engineering curricula at other universities as well.
  • communication,
  • learning objectives,
  • longitudinal curriculum analysis
Publication Date
January 1, 2015
Citation Information
Mary M. Staehle, Amy R. Reed, Harriet S. Benavidez and William T. Riddell. "Communication-based learning objectives in a four-year engineering curriculum: a longitudinal analysis" Global Journal of Engineering Education Vol. 17 Iss. 1 (2015)
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