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Engineering Commons

Open Access. Powered by Scholars. Published by Universities.®

Engineering Education

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Utah State University

2019

Engineering education

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Full-Text Articles in Engineering

Understanding Industry’S Expectations Of Engineering Communication Skills, Lilian Maria De Souza Almeida May 2019

Understanding Industry’S Expectations Of Engineering Communication Skills, Lilian Maria De Souza Almeida

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The importance of communication in the engineering profession is widely acknowledged by various stakeholders, including industry, academia, professional engineers, and engineering students. Even though alternative strategies to help students improve their ability to communicate professionally have been approached by many engineering programs across the country, research indicates a continued dissatisfaction of employers when it comes to the performance of engineers as communicators in the workplace. This perspective suggests efforts to improve students’ communication skills in universities may be inconsistent with workplace needs, revealing an apparent gap between what is taught and what is expected from engineering professionals. This gap provides …


Task Affect And Task Understanding In Engineering Problem Solving, Oenardi Lawanto, Angela L. Minichiello, Jacek Uziak, Andreas Febrian Jan 2019

Task Affect And Task Understanding In Engineering Problem Solving, Oenardi Lawanto, Angela L. Minichiello, Jacek Uziak, Andreas Febrian

Engineering Education Faculty Publications

Within the self-regulated learning literature, motivation is considered to be an essential feature of students’ self-regulatory processes. Additionally, task affect (i.e., personal objectives and task value) is thought to influence students’ self-regulatory processes; insufficient task affect may lead to failures to self-regulate effectively. In a school setting, task affect is a form of motivation for completing the course tasks in order to attain course-level goals that are inherently valued. In this study, motivation is operationalized as students’ personal objectives and task values, and self-regulation refers to students’ understanding of tasks (also called task interpretation skill) involved in a course. This …