First steps toward integrating communication instruction throughout computer science and software engineering curricula

Abstract

The three-year project described here is tackling the ambitious problem of developing a new methodology to better prepare our students for the kinds of communication they will need to be proficient at in order to succeed in the workplace. Our approach is to target six core courses that span the CS and SE curricula as opportunities to integrate reading, writing, speaking, and teaming into their technical instruction. This allows the skills to be taught in context and also serves to reinforce the idea that communication is a necessary component in professional success. Prior to and during the implementation of this project, currently at the half-way point, we have identified numerous challenges to its adoption that can be categorized as curricular (how to best incorporate skills into a larger program and into individual courses), instructional (how to teach and assess communication), logistical (how to incorporate communication into courses at different levels of the curriculum and at institutions with different class sizes), and motivational (how to convince students and faculty of the importance of communication). The project addresses these issues in several ways. For curricular issues, we are developing program and course-level student learning outcomes as a guide for skill distribution and integration and will provide a curriculum spanning set for institutions of two different sizes. For instructional issues, we will provide instructional supports to faculty to assist with instruction and sample rubrics to assist with assessment. For logistical issues, we are working with eight different institutions and will provide sample assignments that have been piloted at these institutions. For motivation, we have teamed with industry professionals to provide their assessment of what skills they need to see in new graduates and we will be using this insight to design assignments that can target these skills. We expect students and faculty to be more receptive to assignments that are grounded in actual professional practice. The results of the project will be disseminated online and will include all outcomes, assignments, and instructional materials generated. By providing two model curricula piloted at two very different institutions, Miami University and North Carolina State University as well as individual assignments developed by our partners, we hope to support adoption of this approach at other institutions so that CS and SE students will graduate with the communication skills necessary to succeed in their professional careers. The strategies employed and lessons learned will also be valuable to programs in other engineering fields interested in increasing the communication abilities of their graduates.