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An exit survey compared faculty-led work and projects guided by practicing engineers in industry. The researchers then assessed two semesters of before-and-after writing samples with a rubric. 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A student exit survey was collected at the end of the capstone design course during faculty-led projects and projects led by practicing engineers in industry. These results led the researchers to subsequently evaluate two semesters of before-andafter writing samples using a rubric. Student surveys suggested a statistically significant increase in learning about professional issues, problem solving, and written/oral communication. Evaluation of student writing samples suggests that the students significantly improved their grammar/spelling and their organization of content during the course. These findings suggest that industry-sponsored projects help students recognize the relation between professionalism and correspondence that is organized and void of grammar and spelling errors.  \nKey words: Student communication skills, written communications, civil engineering, capstone courses  \nINTRODUCTION  \nEmphasis on requiring strong communication abilities for engineering graduates has been shown in several studies across engineering disciplines (Milke, et al. 2013, Nicometo, et al. 2010) . Because of the emphasis on communication in engineering practice,“an ability to communicate effectively”  \nSPRING 2017 1  \nADVANCES IN ENGINEERING EDUCATION  \nHow Student Written Communication Skills Benefit During Participation in an Industry-Sponsored Civil Engineering Capstone Course  \nis a core outcome competency within the ABET required program outcomes (ABET Inc. 2013) . In a recent study of engineering graduates, communication skills were ranked with teamwork, data analysis, and problem solving as the four most important ABET outcome competencies (Passow 2012) .  \nThe purpose of this study was to identify how student written communication skills were improved by changing to an industry-sponsored capstone design course from a capstone course with faculty-developed design projects. While previous studies have indicated that industry-sponsored capstone design courses improve student understanding of design practice, no study to date has focused on analyzing the extent to which this industry experience improves the written communication ability of the students.  \nThe civil engineering senior design course at Southern Illinois University Edwardsville places students in unpaid internships with local engineering companies and agencies. Practicing engineers supervising the students have discussed the importance of clear and effective professional communications with faculty coordinating the course. Students in this course are required to complete communication skills assignments, such as writing memos, reports, and preparing periodic progress presentations of their work. The communication assignments were guided by lectures from faculty and feedback from their sponsors who are practicing professional engineers. The faculty assessed student written communication samples using a rubric developed and refined in consultation with the staff at the University’s Writing Center. The Writing Center assisted students to strengthen their text by discussing with each student the intended audience and message of each document, and then provided feedback and direction regarding the organizational strategies and rhetorical choices.  \nPREVIOUS WORK  \nOverall Lessons from Past Capstone Courses  \nPrevious work examining the learning in ","cbCaiaNFGUAxniCN","https://ap.wps.com/l/cbCaiaNFGUAxniCN","pdf",1001655,22,"English","# Abstract\n# Introduction\n# Previous Work\n## Overall Lessons from Past Capstone Courses\n## Problem-Based Learning Approaches","[{\"question\":\"What was the main goal of the study?\",\"answer\":\"To determine how industry-sponsored capstone design projects improve students’ written communication skills compared with faculty-developed design projects.\"},{\"question\":\"How were students’ communication changes measured?\",\"answer\":\"An exit survey was used at course completion, and two semesters of before-and-after writing samples were evaluated with a rubric.\"},{\"question\":\"What improvements were found in the writing samples?\",\"answer\":\"Students significantly improved grammar and spelling as well as the organization of content during the course.\"}]","How Student Written Communication Skills Benefit During Participation in an Industry-Sponsored Civil Engineering Capstone Course | PDF",1792065787,55]