Proc. 2014 Canadian Engineering Education Association (CEEA14) Conf.
Developing Communication Skills during
Undergraduate Studies: a Personalized Approach
Sylvie Hertrich and Dominique Chassé
Pedagogical Support Office
Polytechnique Montréal
[email protected]Abstract – It is no wonder that communication skills are underscored the importance of achieving a better balance
among the twelve attributes required by the Canadian between non-technical skills, academic training and
Engineering Accreditation Board, since engineers must genuine industrial needs.
possess strong oral and written communication skills. At In 2004, a review of the undergraduate programs led to
Polytechnique Montréal, all undergraduate students have the addition of compulsory credits for the so-called “soft
been required to take a mandatory credit for this specific skills”. Starting in 2006, each program included two new
“soft-skill” since 2006. credits for interpersonal relations and teamwork skills and
As an alternative to the classical one-term class, this one new credit for oral and written communication.
three-year long innovative educational strategy is based In line with the program-based approach, oral and
on a personalized approach. The first year, after taking written communication was developed with an innovative
diagnostic tests in written and oral communication, pedagogical focus. This was done to promote a student-
students attend communication workshops. They then centred practice and create strategic links between the
perform realistic communication tasks in engineering- academic and professional training. Almost a decade
related situations, both at school and during an later, a large number of engineering students have
internship. Each year, they complete an e-portfolio and benefited from this method and faculty is progressively
reflect on the development of their communication skills. becoming more involved.
This method demonstrates the academic and
professional transversality of a program-based approach. 2. AN INNOVATIVE PEDAGOGICAL
It also allows for practical assessment of complex STRATEGY
engineering concepts reflecting the underlying philosophy
of the twelve attributes. 2.1. Developing communication skills
Keywords: oral and written communication, program- In the early 2000s, there was a wide consensus
based approach, descriptive analytic grid, e-portfolio, between Polytechnique’s management, faculty, industrial
communication workshops, transversal competences, partners and graduates for improved communication skills
innovation, twelve attributes, metacognition. training and education. This was deemed essential to
good engineering practice.
Apparently this was not an isolated situation. In the
1. INTRODUCTION United States, many schools and universities recently
added oral and written communication to their degree
Polytechnique Montréal is Québec’s largest courses in order to meet expanding challenges [1]. The
francophone engineering school with over 7000 students, increasing responsibilities of our modern engineers and
approximately 5000 of whom are enrolled in an the part they play in multidisciplinary teams require a
undergraduate program. The school is renowned for its wide range of effective communication abilities.
wide range of engineering specialties. It is also known as In the past, dedicated courses were an obvious and
a teaching and research leader. often valued approach to improve students’
While technical communication has been taught since communication skills. However a lack of learner interest
1984 at Polytechnique Montréal as part of a three-credit and motivation, heavy course loads and a limited
methodology class, the need for improved communication pedagogical timeframe at the beginning of undergraduate
skills became more acute following concerns expressed studies were detrimental to learning these soft skills. A
by the school’s professional and industrial partners. The robust pedagogical strategy was therefore put in place for
Canadian Engineering Accreditation Board also the 1300 students entering Polytechnique each year.
CEEA14; Paper 53
Canmore, AB; June 8-11, 2014 – 1 of 4 –
Proc. 2014 Canadian Engineering Education Association (CEEA14) Conf.
2.2. A personalized approach Workshops target declarative and procedural
knowledge in a dynamic and interactive 90-minute
Since very few students believe they need to improve classroom session. After each workshop, students are
their communication skills, some basic written and oral required to write an assignment that must be submitted
diagnostic testing is required from the time they enter the via Moodle within 10 school days. The instructor then
institution. Referring to a diagnostic is also consistent sends feedback to all participants and completes the
with the cognitive psychology tenet that learning builds evaluation process, before putting an answer key online.
on prior knowledge [2]. Students register for the workshops online, via
After being given a reference document that they read Moodle.
in advance, students are asked to write a short text of 450 In the 2014 winter term, a total of 104 workshops were
words in response to simple instructions. These tests are given on a variety of topics, in oral and written
presently conducted in computer laboratories and the communication. Table 1 lists the workshops.
results are directly transferred to the Moodle platform for
assessment. Unlike handwritten tests, these essays are Table 1: Communication workshops (winter 2014)
prepared using online tools such as a dictionary and the
revision guide. In previous years, students had requested Workshops (50 students/session) Number
access to the usual language tools to write their test. The
Written communication
computerized version of the diagnostic written test
reflects the effective use of French-language skills - Text organization 9
grammar, spelling, style -, and the related tools. Grammar 8
Students are then asked to prepare and give a short 7
talk on a technical subject (8-10 minutes) using an Quotations and references
appropriate visual aid (PowerPoint, Prezi). Tables and figures 6
Descriptive analytic rubrics are made available in Vocabulary and style 5
advance and used by communication tutors to assess
Résumé writing 20
specific outcomes. Assessment codes and grids
harmonize evaluation and students quickly become CIV – Writing methods 4
familiar with the terms and objectives. Personalized 4
comments made by tutors accompany each assessment to CIV – Structuring a report
provide constructive feedback and encourage student’ CIV – Tables, figures and graphs 4
progress. All results are entered into the “ÉvalCÉO” CIV – Writing aids 4
dynamic communication database.
Students who do not achieve the level of “good” are
Oral communication
assigned to specific communication workshops. This
Visual aids 4
approach responds to individual needs and promotes
greater homogeneity in the classrooms. Appendix A General communication skills 4
presents the written and oral process outline. 5
The three-year process requires a coordination team Presentation preparation
for communication, workshops and e-portfolio support. Job interview 20
Three part-time employees are supervised by a permanent
professional and manage a team of approximately 15
Since 2013, four specific workshops are compulsory
communication tutors and workshop instructors. Costs are
for all civil engineering students. They are led by
therefore slightly higher than for a single-term specialty
specialty professors to meet that department’s needs for
course, but results show higher achievement and
better technical writing skills. It also demonstrates
significant added value for the program-based approach.
faculty’s real interest for communication issues. This
valuable professional assistance reinforces the need for
2.3. A progressive assessment sequence
effective communication in engineering programs, and
more such opportunities would help spread discipline-
After students receive their diagnostic assessment in specific communication knowledge.
oral and written communication, they are asked to meet Once they have completed all of their communication
their workshop requirement by the end of the following workshops, students are ready to use their knowledge in
term. A formative sequence immediately follows new communication situations. Nevertheless, they are
diagnostic evaluation and fosters prompt potential output also asked to complete an annual e-portfolio that includes
in other course-related communication situations. their communication productions and workshop
CEEA14; Paper 53
Canmore, AB; June 8-11, 2014 – 2 of 4 –
Proc. 2014 Canadian Engineering Education Association (CEEA14) Conf.
assignments. As a collection of selected works [3], the e- 2.5. A program-based approach and an
portfolio represents the students’ communication skills interesting link with the twelve attributes
achievements over time. The portfolio also contains an
assessment completed once a year in which students The program-based approach is a teaching model that
reflect on their skills development. This reflective focuses on students’ engagement and the instructors’
exercise helps consolidate new knowledge. It also draws global knowledge of the program components. As
on metacognition and regulation, which are directly opposed to the single-class approach, the program-based
linked to judgement and autonomy [4], two desired approach is defined by a specific training project and the
qualities for future engineers. synergy aimed at achieving this goal by all leading
Final assessments are related to third-year projects and participants [6]. Interestingly, the single-credit oral and
work placements in order to create connections between written communication course incorporates the skill
academic and professional knowledge. These learning development concept, given that students are directly
situations are particularly relevant in terms of conditional involved in the learning process for three years.
knowledge. Communication tutors use the same Furthermore, students get to practise their
descriptive analytic grids in order to determine progress communication abilities in engineering-related situations
and to assess if the competence has been reached. at school and during their work placement. This long-
This evaluation sequence (diagnostic, formative and term strategy enhances contextualized tasks. It is aligned
summative) is an effective method to measure progress with engineers’ specific role in complex professional
over time. Communication skills require authentic situations. It also promotes academic and professional
practice and feedback from engineering faculty and transversality of the program-based approach. These
communication professionals. naturally authentic situations foster “know-how” that
activates different kinds of knowledge: theory,
2.4. Better learning through an experiential experiential, procedural, relational and cognitive skills.
approach This knowledge determines the essence of a competence
[7].
The communication course is staggered over a three- Matching oral and written communication with third-
year period, because the types of skills it teaches need to year projects and work training strengthens the
be practiced at school and in a professional training connection with programs and placement services. This
context. What students learn in one class can be optimizes an educational project in which there is a clear
experienced or reproduced in another as well as in the idea of the value, attitudes and competences students need
workplace. Authentic tasks in discipline-related situations to develop. It also enhances the pedagogical measures
increase students’ motivation by enhancing the perceived used to achieve this aim [6]. Among the developed
task value, its feasibility and the students’ ownership on values, the communication course stimulates autonomy,
the task [5]. responsibility and personal involvement in the learning
This long-term and somewhat constructivist approach process.
focuses on revealing significant changes and outcomes The program-based approach strives for continuous
with respect to learning and practice. It strengthens improvement as does the vision of the twelve attributes.
procedural knowledge and prepares students for more Like ABET [8], both generate an exit profile and measure
complex situations. As students become familiar with the various knowledge elements. The oral and written
communication culture of their discipline, they also communication instruction at Polytechnique Montréal is
engage in its maturing, becoming actively involved in completely aligned with the seventh attribute
their learning process. (communication skills):
It is therefore only natural that the final exams in oral - Descriptive analytic rubrics focus on the
and written communication are highly contextualized. appropriate demonstration of quality by measuring
They are related to third-year project courses and the degree of autonomy, work performed and
professional training, where higher taxonomic stages can complexity/infrequency of the situation;
be observed (Bloom’s analysis, synthesis and evaluation). - The progressive assessment sequence allows for
These authentic situations come under the basic structured and practical learning with constructive
comprehension of what a competence is: a complex feedback in tandem with the programs’ aims;
“knowing-how-to-act” that draws on a combination of - Assessments allow for documented student
resources. Through progressive practice, this competence outcomes and program improvement via the e-
has a better chance of becoming permanent [2]. portfolio; and,
- Continuity and connection with programs and
services are enhanced.
CEEA14; Paper 53
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Proc. 2014 Canadian Engineering Education Association (CEEA14) Conf.
For optimal functioning of the communication course,
a coordination team provides support and guidance for [2] Jacques Tardif, L’évaluation des compétences. Montréal :
students and communication tutors. Chenelière éducation, 2006, pp. 14-51.
[3] Gérard Scallon, L’évaluation des apprentissages dans une
3. CONCLUSIONS approche par compétences. Saint-Laurent : ERPI, 2004,
pp.285-314.
At Polytechnique Montréal, the personalized and
highly contextualized approach to oral and written [4] Lise St-Pierre, "L’habileté d’autoévaluation : pourquoi et
communication prepares students for real-life complex comment la développer ?", Pédagogie collégiale, vol. 18,
engineering-related situations where they will be required no. 1, p.33-38.
to use coherent recipient-oriented communication
strategies. The aim is to hone specific language use as [5] Roland Louis, L’évaluation des apprentissages en classe.
Laval : Beauchemin, 2004, pp.1-17.
well as information and technologies communication
abilities. [6] Richard Prégent, Huguette Bernard and Anastassis
This process also demonstrates obvious links with the Kozanitis, Enseigner à l’université dans une approche-
twelve attributes, since outcomes can be compared at the programme. Montréal : Presses internationales de
beginning (diagnostic tests) and end (final exams) of the Polytechnique, 2009, 330 pp. {ISBN 978-2-553-01435-2}
process. The progressive assessment sequence is useful
for personal as well as program purposes. Transversality [7] Guy Le Boterf, De la compétence : essai sur un attracteur
optimizes knowledge mobilization and ensures higher étrange. Paris : Éditions d'organisations, 1994, pp.165.
student learning outcomes due to realistic discipline-
specific tasks. These results are in line with the engineer’s [8] ABET. Criteria for Accrediting Engineering Programs,
role on a professional multidisciplinary team often 2014-2015. Available from http://www.abet.org/eac-criteria-
associated with contemporary participative management. 2014-2015/
The personalized approach stimulates motivation and
encourages autonomy since this three-year process is a APPENDIX A: Written and oral process outline
clean break from the traditional one-term courses. Some
students appreciate the fact that the diagnostic and
communication situations enhance their abilities. Others
find themselves challenged by some of the organization
requirements (attending workshops, filling out an e-
portfolio) and by assessing their long-term improvement.
The course outline given in Appendix A shows that
further improvement could be made to the formative
sequence. One potential enhancement involves offering
practical communication coaching in second-year project
courses to support students and engineering faculty.
To reinforce and adjust to the vision of the twelve
attributes, a new school portfolio similar to an e-portfolio
is in the works (Polyfolio). The communication e-
portfolio will thus soon merge with the Polyfolio to
simplify overall assessment and improvement.
The written and oral communication course clearly
meets academic and professional expectations. The
individualized and highly contextualized long-term
approach associated with self-reflective practice yields
higher learning achievement and may well drive the idea
of continuing education that is so fundamental to
engineers.
References
[1] Thomas K. Grose, "Wow the audience", PRISM, vol. 22,
no. 4, December 2012. Available from http://www.prism-
magazine.org/dec12/tt_01.cfm
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