Developing a module
Written by Matthew Ketteringham
Engineering Communication 2 is a supernumerary 5 credit module which supports approximately 300 undergraduate engineering students across Civil Engineering and Transport, Computer Science, Electronic and Electrical Engineering, and Mechanical Engineering degrees in the Southwest Jiaotong – Leeds University Joint School.
The module aims to develop the academic knowledge and literacies necessary for students to achieve their potential while studying engineering in an English-medium transnational higher educational context. The module consists of nine sessions based around the key genres found within their discipline (for example, design specifications and narrative recounts (reflective writing), which are common genres across the four disciplines).
Although the new module is in its infancy, it appears there is a need for academic literacy support as students receive very little writing instruction on key assessment genres.
One of the biggest challenges in designing the module is meeting the needs of each discipline. Currently, four sessions are directly tailored to each discipline and include report writing, reflective writing, engineering coursework 1 & 2. These lessons are designed around key assessments students undertake in their specific discipline. The other five sessions concentrate on an introduction to the module, plagiarism and academic integrity, short answer responses, source evaluation and summarising, and preparing for the module assessments.
The module is now more needs specific and through increased cooperation with engineering faculty, the students can see the direct connection with their studies. The module is referenced by some faculty and the module sessions are mentioned in the students' assessment information (Civil and Transport Engineering). Also, through teaching this module I have been approached by EEE staff to run extra sessions to help support students with assessments (Seminar and Presentation Skills and Viva Support).
An impact study has yet to be carried out, but student attendance has increased by moving to a more discipline-specific approach.
Module feedback (2021-22) is positive with 91% of students satisfied with the quality of the module. Also, positive comments from students include ‘Useful information and technique for academic writing.’ and ‘I have learned a lot about writing academic papers and reports by participating in this course’.
No formal feedback has been given by staff, but positive informal feedback includes the use of module material for the Leeds cohort (Data Mining: Electronic and Electrical Engineering) and comments on the quality of student presentations (Transistors & Optoelectronics: Electronic and Electrical Engineering).