The Communication Coefficient Method: A New Faculty Grading Tool Designed to Help Engineering Students Improve Their Technical Communication

Abstract

Introduction: Engineering students benefit from understanding the role of technical communication in the professional workplace. This article examines the communication coefficient (CC), a new method for grading student technical communication intended to help students better understand this role. Its goal is to encourage students to treat their communication with the same importance that it has in the professional workplace. About the case: The core philosophy of the CC method is that audiences perceive technical work more positively when it is communicated well and more negatively when it is not. The method captures this philosophy mathematically: students’ grades result from multiplying the points earned for technical content by a number—the coefficient—representing how well they communicated that content. Situating the case: The CC method is rooted in established principles, such as holistic grading and the separate yet simultaneous consideration of content and communication. It is novel in how it combines these principles into a grading technique. Approach: The CC method was employed in three undergraduate engineering classes at the United States Military Academy during the spring 2020 semester. Student and instructor feedback were collected to gauge the pros and cons of the method and whether it is worth fielding on a larger scale. Discussion: The CC method was found to encourage better student communication, although mixed student and instructor opinion suggest that changes to the method and the way that it is messaged are necessary. Conclusion: The CC method warrants further study and consideration of its usefulness in other departments and institutions.