COMMUNICATION SKILLS? HOW TO MAKE THEM AN ASSET FOR YOUNG ENGINEERS
Bibliographic record
Abstract
There is no doubt that engineers need to develop oral and written communication skills during their engineering degree in order to satisfy the expectations of the profession and employers. According to the Canadian Engineering Accreditation Board, the development of communication skills must be part of any engineering curriculum. These cross-disciplinary skills should be integrated throughout the curriculum in order to create links between technical and communication skills. Project-based design courses provide real-world contexts for the development of communication skills. Our actions could benefit from a broader view of communication skills. In this respect, this paper presents a chart structured around four communication situations: reception, production, mediation, and interaction. For each situation, the chart associates a general skill and presents the skill elements, learning objectives, skill activation context, and task samples. The chart can help the Faculty and program or department heads to develop pedagogical strategies and integrate them into specific courses or throughout the curriculum.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".