1
Overview
Here are results from those PITCH Technical Communications Survey items that both groups answered. I reformatted the graphs so that you could
see side-by-side comparisons. Some of the comparisons reveal interesting differences; others reveal a consensus. I used tables for the more complex
items. The comments and “other” responses also appear, left “as is.” In the case of rating scale items, I sorted those in ascending order to match the
scale. I was not able to figure out why a handful of people had technical difficulties with the rating scales; nothing was amiss in the setup, and only a
few people reported the problem. Overall, though, you should have some useful information to consider as you draft technical communication
outcomes for TCOE/PITCH graduates.
―
David Adams
Survey Item:
I am a professional engineer (P.E.)
Faculty
Alumni/Employers
N = 32/32
N = 113/124
12.5% 87.5% Yes No 19.5% 80.5% Yes No2
Survey Item:
On average, I would rate the technical writing skills of TCOE graduates as:
Faculty
Alumni/Employers
N
=
26/32
N
=
104/124
Comments
Faculty
Alumni/Employers
1 Needs improvement.
2 Technical writing is becoming more important for Computer Science students. Outsourcing work is becoming part of the job and it is necessary that CS students understand the technical implementation (ie / coding & design) but also how to write up a good spec for others to build from.
3 Because they are foreign nationals. 4 Don't know
5 Generally writing isn't their strong suit. 6 Many international students.
7 International students still have horrible written communication skills, a smaller
1. I have no knowledge of this.
2. Writing skills seem to be the most lacking.
3. Collective of all engineer grant submissions that I've seen. 4. The writing test (graduation requirement) helps.
5. Not qualified to answer this question
6. I would not describe the writing skill of an average college graduate (not limited to TCOE graduates) as being acceptable. It takes most graduates at least a few years of writing to reach an acceptable level.
7. I don't know most of the students writing skills, but I rarely see an engineer who has good writing abilities.
0.0% 73.1% 23.1% 3.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
Superior Acceptable Below average Unacceptable
3.8% 72.1% 23.1% 1.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
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group of domestic students do.
8 Because of my recent hire at UNH, I have not had much experience in seeing written work, so this is an estimate based also on SURF proposals. I have seen examples of Superior skills, but mostly only acceptable.
9 Highly varied, ranging from Superior to Below average. 10 it varies a lot.
11 Most domestic students in our program have very good skills. Many of the international students have poorer skills.
8. unable to rate as have received no candidates.
9. Don't know, since I've never employed TCOE graduates. 10. Not able to rate
11. NA
12. Have had limited exposure
13. We recently started working with UNH, and found that the students we contacted were very professional. They have presentable resumes, and conduct themselfs professionally through email and phone interviews. 14. I have no direct experience however on the whole I would rate this
generation of college graduates on the lower end of all communication skills unless they are able to use the shorthand of social-network language. 15. Unknown - this is the first time we are recruiting
16. This is based more on my experience as an adjunct professor. The students we have hired have had good writing skills
17. Never had the chance to see the products of students 18. I don't have many examples for reference
19. Really have no idea
20. I don't work with any TCOE graduates now, but recalling my initial hire I seemed to have a good enough grasp as to where I wasn't lost. Any company is certainly going to mold you to their own standards, but TOCE gave a good foundation.
21. I can't really comment much from evaluating. I am a graduate from TCOE, not an employer of TCOE graduates. I have not kept up with many of my fellow graduates. Those I have talked with since finishing school are doing well. I expect, in general, my fellow graduates they have good technical writing skills.
22. Not sure how I can reasonably evaluate this as I do not interact with any other TCOE graduates.
23. How can I rate this? I do not have to evaluate these graduates. I assign this grade based on the schools graduation rate.
24. Although I have not dealt specifically with TCOE graduates, I have noticed that the ability of many technical college graduates to communicate clearly in oral, written and presentation format is somewhat lacking.
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Survey Item:
On average, I would rate the ability of TCOE graduates in visual communications (creating
high-quality drawings, diagrams, charts & tables, presentation graphics, poster displays, etc.) as:
Faculty
Alumni/Employers
N = 26/32
N = 103/124
Comments
Faculty
Alumni/Employers
1. Needs improvement. Aug 30, 2012 10:12 AM
2. More focus on data visualization would be beneficial. Displaying technical data in a non-technical format for management is a skill (and somewhat an art) that our graduates should be more exposed to. Graduates are sometimes more concerned about making charts "colorful" instead of making them "meaningful".
3. Don't know.
4. Also highly variable. My answer is limited to students from my own classes.
1. If there was an area in between superior and acceptable, I would choose that. TCOE grads really have a great opportunity to learn how to present
information through visual means. If the students embrace this opportunity fully, superiority would be inevitable.
2. I have no knowledge of this
3. Blueprint reading, preperation of 3D models and 2D drawings, specifying dimensional data, tolerances etc. is critical to most design positions. 4. The charts and diagrams I see are usually good.
5. Every class should require the student to give a presentation.
15.4% 69.2% 15.4% 0.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
Superior Acceptable Below average Unacceptable
11.7% 70.9% 16.5% 1.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
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6. Not qualified to answer this question 7. Average is not acceptable.
8. Insufficient knowledge to evaluate
9. unable to rate as have received no candidates
10. My answer is based on viewing TCOE senior project presentations for the past several years
11. Not able to rate 12. N/A
13. No direct experience but I am confident this is a strength for TCOE recent grads.
14. Not observed.
15. Unknown - this is the first time we are recruiting
16. This is an area where today's students excel. Some are outstanding and almost all are at least good in this category.
17. I don't have many examples for reference 18. Really have no idea
19. My ability to work on programs such as Labview and Autodesk inventor has been important to my work function and a skill no other graduates have. Although it was only an introduction I was able to pick up more advanced skills quite quickly
20. Good question. Again, thinking back my initial hire I would say it worked for me. I will say I have ran into younger engineers (from any school) who don't have a good understanding of what's really important. Flashy presentation is nice, but its worthless (actually costs money) if the content isn't there.
Anyone can buy a fancy suite of Microsoft software that will make pretty pitch charts.
21. Basically same comment as above for Technical Writing skills.
22. Not sure how I can reasonably evaluate this as I do not interact with any other TCOE graduates
23. Much of this is learned on the job through the help of a mentor, but the more experience a graduate has doing this, the better.
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Survey Item:
On average, I would rate the ability of TCOE graduates to give effective oral presentations as:
Faculty
Alumni/Employers
Comments
Faculty
Alumni/Employers
1. Needs improvement. Aug 30, 2012 10:12 AM
2. Typical Bell curve. Most engineers aren't great presenters. Some are very good, most just get the job done and a very few are terrible presenters.
3. Don't know
4. Definitely would be advantageous for students to be given either a course in presentation skills or a seminar
5. Again, many international students without complete command of English. 6. Many are inexperienced, few have been taught how.
1. I have no knowledge of this
2. Overall engineers don't do well in this respect. That said, their science and reasoning is usually spot on.
3. Not qualified to answer this question 4. Average is not acceptable.
5. Insufficient knowledge to evaluate
6. unable to rate as have received no candidates
7. My answer is again based on viewing TCOE senior project presentations for the past several years. Some of the students give truly EXCELLENT presentations, while others are OK. Therefore, on average, they are
3.8% 73.1% 23.1% 0.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
Superior Acceptable Below average Unacceptable
3.8% 74.0% 20.2% 1.9% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%
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“acceptable." 8. Not able to rate
9. Have had limited exposure 10. N/A
11. Have no direct knowledge but as an employer this is something that is espected and an effective presenter is not commonplace.
12. Not observed.
13. Unknown - this is the first time we are recruiting
14. Generally, students do well in oral presentations, but some do not take it seriously or use casual language rather than spealing professionally. Better preparation is needed for some.
15. speak English perfectly 16. Really have no idea
17. My local toastmasters section was impressed at my communication skills immediately following college
18. same comment as above.
19. Not sure how I can reasonably evaluate this as I do not interact with any other TCOE graduates
20. This is an ability that I have had to learn slowly over time and had to spend some time as a technical trainer to be able to do effectively. It is not something that is easily accomplished as part of an engineering curriculum especially with the heavy focus on the technical side. But more exposure to oral presentation would be helpful.
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Survey Item:
As readers of technical documents written by engineering students, please identify those FIVE
problems that MOST SERIOUSLY characterize such documents as ineffective and frustrating to
read.
Faculty
N = 27/32
Alumni/Employers
N = 111/124
Problem Response
Percent Response Count Answer Options Response Percent Response Count
Incorrect grammar or syntax 59.3% 16 Lack of clarity 48.6% 54 Lack of clarity 48.1% 13 Inability to highlight or identify critical
information 45.0% 50
Inability to highlight or identify critical
information 48.1% 13 Inability to summarize 45.0% 50
Imprecise use of language 48.1% 13 Poor organization 42.3% 47 Inability to summarize 44.4% 12 Weak connection between words and data 37.8% 42 Poor organization 40.7% 11 Incorrect grammar or syntax 36.9% 41
Weak analysis 40.7% 11 Wordiness 32.4% 36
Weak connection between words and data 37.0% 10 Weak analysis 31.5% 35 Wordiness 29.6% 8 Style unsuited to audience 28.8% 32 Spelling errors 29.6% 8 Imprecise use of language 25.2% 28 Style unsuited to audience 29.6% 8 Poor technical vocabulary 23.4% 26 Poor technical vocabulary 25.9% 7 Spelling errors 20.7% 23 Poor report format 14.8% 4 Poor report format 19.8% 22 Other (please specify) 14.8% 4 Unclear or poorly scaled graphs 17.1% 19 Unclear or poorly scaled graphs 11.1% 3 Other (please specify) 9.0% 10 Improper equation format 0.0% 0 Improper equation format 3.6% 4
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Other/Comments
Faculty Alumni/Employers
1. The main problem is they are just too verbose. Some professors may grade on the size (length) of a report but the true value of a CS student is to be able to summarize and keep the important and critical information in a document. Professors should grade more harshly on answers / papers that are verbose. Surprisingly, homeworks and papers have had spelling errors. That is COMPLETELY unacceptable in the current days of word processing software with spell checker. It shows a complete lack of effort or care. 2. Inability to relate study/data to real-world applications (i.e. perspective 3. I have found lack of top down approach in reports a serious problem. 4. grab the readers' attention then go into details.
1. Most often when reading technical papers, it be great if the information was summarize, then supplemental information for solid backing. Sometimes one does not want to read through all the technical jargon just to find the main points.
2. Often equations and graphs are not properly labeled as to what the terms are or what the dimensions are
3. Both recognizing the target audience and answering questions to statements being made that beg to be questioned. The latter of which, sometimes only comes with experience with the subject matter.
4. Inability to convey crystal clear real world examples. 5. Any one of these would do what you ask.
6. Don't grasp the basic elements of styles of writing and format of an intro, body, transitions and conclusion
7. OUR LAB REPORTS ARE MOSTLY EXCELLENT WITH FEW OF THE ABOVE PROBLEMS OR CHARACTERISTICS.
8. If the document is in techno-babble and accurate I wouldn't know as I am not an engineer. I stickj to the old adage KISS and enjoy reading documents that follow that rule.
9. Inability to adjust the material to the targeted audiance 10. In general the technical documents that I read are well writen.
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Survey Item: Using the rating scale provided, please assess the relative importance of the technical
communication products listed below.
Faculty
N = 27/32
Alumni/Employers
N = 98/124
Answer Options Critically
Important (1.00) Somewhat Important (2.00) Unimportant
(3.00) AverageRating Answer Options Important Critically
(1.00) Somewhat Important (2.00) Unimportant (3.00) Average Rating
Charts & Tables 19 8 0 1.30 Charts & Tables 63 23 1 1.29
Proposals 19 7 1 1.33 Procedures/Instructions 55 20 3 1.33
Presentation Slides 18 9 0 1.33 Specifications 54 25 2 1.36
Design Documents 19 7 1 1.33 Formal Design Documents 50 24 2 1.37
Specifications 18 7 1 1.35 Proposals 51 29 2 1.40
Abstracts 17 9 1 1.41 Design Documents 50 23 5 1.42
Formal Design
Documents 17 7 2 1.42 Analyses/Decision Papers 46 30 2 1.44
E-mail 15 12 0 1.44 Cost-Benefit Analyses 43 30 3 1.47
Procedures/Instructions 15 10 2 1.52 Presentation Slides 41 34 2 1.49
Analyses/Decision Papers 15 10 2 1.52 Progress Reports 37 39 0 1.51
Letters & Memos 12 13 2 1.63 Letters & Memos 38 41 2 1.56
Progress Reports 13 11 3 1.63 E-mail 39 31 8 1.60
Cost-Benefit Analyses 11 15 1 1.63 Formal Laboratory Reports 28 43 8 1.75
Formal Laboratory Reports 11 12 4 1.74 Remediation Plans 23 45 8 1.80
Business Plans 10 14 3 1.74 Abstracts 21 50 6 1.81
Poster Session Displays 8 15 4 1.85 Regulatory Compliance
Reports 27 36 14 1.83
Regulatory Compliance
Reports 9 12 6 1.89 Business Plans 25 30 19 1.92
Environmental Impact
Statements 4 20 3 1.96 White Papers 23 36 17 1.92
Journal Articles 6 15 6 2.00 Environmental Impact
Statements 19 41 15 1.95
Remediation Plans 6 15 6 2.00 Material Safety Data Sheets
(MSDS)
22 35 19 1.96
Meeting Minutes 4 18 5 2.04 Meeting Minutes 18 42 18 2.00
White Papers 6 14 7 2.04 Journal Articles 9 44 24 2.19
Material Safety Data Sheets (MSDS)
5 16 6 2.04 Trip Reports 8 42 27 2.25
Newsletters/Marketing Materials
3 18 6 2.11 Poster Session Displays 6 38 32 2.34
Social Media Entries 1 15 11 2.37 Newsletters/Marketing
Materials 5 38 34 2.38
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Other/Comments
Faculty Alumni/Employers
1. Many of these document types are not relevant to CS students.
2. 2 In rating some of the above I considered how likely the item would be required by the majority of graduates. The list would be very job dependent.
1. Manuals are often critically important because they can prevent unnecessary field service work. Also, manuals are difficult because they involve communicating with people with little or no technical ability and often in other parts of this country or the world. This involves eliminating all slang expressions, which can be difficult for writers to do.
2. Depending on the disipline or company in which a particular engineer works the weightings on each task will vary. This is a tough one to prioratise.
3. Oral presentation skills!!!!!
4. These answers are based on the needs of our agency, other companies and agencies will have different needs. I would also add resume writing and promotional job applications as critical needs. 5. Critically Important = Students need to know well to go into the
working world, these are basics that will carry over to any company. Somewhat Important = Students should have exposure to so they know that these things exist, but companies will all have their own methods. Unimportant = these are either items that really only need to be learned OTJ, or they are items that as an engineering student they should be able to figure out themselves. 6. I am having trouble with the above rating system. I cannot choose,
for example, unimportant to "E-mail" &"Lettets & Memos" 7. This looks like it is broken.... I can only select one answer per
column
8. You radio buttons are not grouped correctly in the above section. you can only select the rating once for all of the areas.
9. Your survey is technically flawed as I can only select one category for each of the three importance ratings. I believe you wanted a rating for each category.
10. Note that I could not select a ranking for each item. Aug 23, 2012 10:32 AM
11. I was unable to rate more than 1 of each category. This is a bug with the survey format or unclear instructions.
12. I wasn't allowed to rate each item. It only let me pick one for each rating, so I picked those I felt strongest about.
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Survey Item: Using the rating scale provided, please assess the relative importance of the technical
communication products listed below.
Faculty
N = 27/32
Alumni/Employers
N = 95/124
Answer Options Important Critically
(1.00)
Somewhat Important
(2.00)
Unimportant
(3.00) AverageRating Answer Options
Critically Important (1.00) Somewhat Important (2.00) Unimportant(3.00) Rating Average
Producing work on time 23 4 0 1.15 Listening well 75 18 0 1.19
Considering client or
readers needs 22 5 0 1.19 Considering client or readers needs 75 17 1 1.20
Listening well 22 5 0 1.19 Producing work on time 73 19 0 1.21
Delivering professional
quality presentations 20 7 0 1.26 Willingness to accept criticism 66 25 2 1.31
Willingness to accept criticism 20 7 0 1.26
Simplifying technical concepts
without distorting technical meaning 64 26 2 1.33
Using technical terms or
concepts accurately 21 5 1 1.26 Using technical terms or concepts accurately 62 30 1 1.34
Evaluating research sources
and evidence 20 6 1 1.30 Delivering professional quality presentations 60 33 0 1.35
Producing professional
looking documents 19 8 0 1.30 Understanding the business impacts of technical communication 54 38 2 1.45
Simplifying technical concepts
without distorting technical meaning 16 11 0 1.41 Producing professional looking documents 53 36 4 1.47
Linking words closely to data 17 8 2 1.44 Offering constructive feedback 46 47 2 1.54
Understanding the business
impacts of technical communication 13 13 1 1.56 Producing work that requires minimal revision 47 41 5 1.55 Mastering technical communication
technology 11 16 0 1.59 Evaluating research sources and evidence 41 47 3 1.58
Offering constructive feedback 10 16 1 1.67 Linking words closely to data 42 48 3 1.58
Using appropriate style 9 18 0 1.67 Mastering technical communication technology 43 45 5 1.59
Producing work that requires
minimal revision 10 14 3 1.74
Working effectively in
cross-cultural settings 37 50 5 1.65
Working effectively with
multiple authors 8 16 3 1.81
Working effectively with
multiple authors 37 48 6 1.66
Working effectively in
cross-cultural settings 7 15 5 1.93 Using appropriate style 27 59 6 1.77
Designing multivariate
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Other/Comments
Faculty Alumni/Employers
1. Presenting data in appropriate formats (proper significant figures, tables rather
than sentences, etc.) Effective and accurate charts and graphs. 1. All of these topics are at least very important. They are all required skills tobe successful in the workplace. 2. Intergity and honest. Without them the message will ring hollow. 3. Each aspect of the job is critically important to a project's success and
