The best aspects of the course included the open class discussion setting, as well as the helpful writing lessons. The worst aspect of the course was the ambiguous and dul writing prompts. Students also had a lot of writing to do and the feedback on the assignments was often not prompt. The course would improve if the writing load was lighter and more specific to the engineering field. Prospective students should know that this course involves lots of work, is writing focused, and will help them improve their presentation skills.

Students praised this course for having an interesting and wel prepared instructor who taught students how to summarize highly technical processes for a non-engineer. Students found that the course had a hefty workload and that the instructor was slow to return graded work. Suggestions for improvement included a belief that the instructor should return assignments to students in a more timely manner and that more feedback could be provided on assignments. Prospective students should know that students found the course had a decent workload and that it was important to pay attention during class in order to pick up on the instructor’s useful knowledge.

The best aspects of this course included the fun class discussions, presentations, and interesting reading assignments. The professor was very engaging and students real y enjoyed the learning aspects of the course. The worst aspects of the course included the hefty writing assignments, the group project, and the influx of assignments given to students towards the end of the semester. The course would improve if it were a bit more structured and if students had more feedback and clarification on assignments. Prospective students should expect lots of writing and reading in this fairly challenging but interesting communications course.

This course was discussion-based and it was refreshing for students to hear the insight of their peers and it helped them see things in a different light. The professor was very attentive to her students and was helpful when she was asked questions. There were many opportunities for students to do group work and there was a rewrite policy that was rewarding and taken advantage of. The culture project was time consuming and required a lot of trips off campus, and the guidelines for assignments were not always understood. Also, many students found the interview presentation to be unbearable because they only had two days to prepare for it. To improve this course, it was suggested that there be one TA grading papers, that the course be more organized, that assignments be spread out, and more focus on written communication. Prospective students should be able to balance the work load of this course.

The professor of this course kept his students entertained while giving them great insight into the engineering profession. Students learned how to write report/memo documents and they had to interview current engineers in the workplace for two assignments. But students would have liked to speak more in class instead of having the professor lecture non-stop and tell anecdotes. Also, work was handed back late and assignment specifications were unclear. It was suggested that Blackboard be used, that a TA be available to grade assignments, and that students receive better explanations and feedback. Prospective students should be prepared to work harder than ChemBE courses.

Students enjoyed the class discussion on engaging topics and the opportunity to learn practical skil s of professional communication within the field of engineering. Students felt overwhelmed by the amount of assignments and that expectations were unclear. Some students also felt that feedback was vague. Suggestions for improvement included having fewer assignments, changing group members for each assignment, allotting class time to discuss readings, and clearly outlining assignment expectations and due dates. Prospective students should prepare for a heavy workload and a significant amount of writing. Prospective students should also be self-motivated and seek out the instructor and TA’s for advice on how to improve writing skills.

The best aspects of this course included the engaging and experienced professor, interesting class discussion, and the opportunity to learn practical skills of professional communication tailored to the field of engineering. Students felt that assignments were given at the last minute and that guidelines were disorganized and unclear. Many students also felt that the grading was subjective and the workload was overwhelming. Suggestions for improvement included posting assignment deadlines and having expectations clearly outlined in the syl abus on Blackboard. Prospective students should prepare for a heavy workload and a significant amount of writing. Prospective students should be aware that this course is geared towards ChemBE students.