Assessing The Need For Technical Writing Skills Among Construction Science Graduates

Abstract

The purpose of the study was to determine industry's perception regarding the need for technical writing skills among Construction Science graduates. A standard Likert style survey was used to gather the data related to the technical writing skill set of construction science graduates. This survey was sent to members of Texas A&M University's Department of Construction Science Career Fair Database and faculty members of in the Associated Schools of Construction. The results of the survey were used to analyze whether industry and faculty perceive technical writing skills to be a necessity. The data was analyzed by administering one-sample and two-sample t-tests to the responses for the corresponding questions on the survey. The results from the study indicate that good technical writing skills are perceived to be important for the graduates with a major in Construction Science. Statement of the ProblemPeoples' ability to communicate effectively through the use of technical, written, communication skills can greatly affect their career. An individual's capacity to write effectively is usually regarded as a first-rate attribute. It can be categorized equally with a person's professional skills and knowledge. Written technical report is a critical component to all tasks of significant importance.

LLM-based System for Technical Writing Real-time Review in Urban Construction and Technology

“…Despite the importance of writing skills in the professional development of students of AEC programs, the focus on teaching these essential skills remains relatively inadequate. In instances where writing courses are offered (if offered), they are often concentrated within the initial years of the curriculum, typically when students are still in the process of acquiring foundational disciplinary and technical knowledge (Choudhury et al, 2003). However, as students progress through the academic journey and gain in-depth expertise in their respective fields, the provision of comprehensive, targeted, and timely feedback on their writing tends to diminish significantly, leading to a gap in their holistic skill development (Yoritomo et al, 2018).…”

“…Lacking proper feedback introduces deficiencies in student exposure to attain deeper and stronger learning experiences related to writing technical reports within the context of AEC education. There is a significant scarcity of learning opportunities to practice writing skills in technical contexts, resulting in restricting students' knowledge understanding, information retention, creativity, and critical thinking (Choudhury et al, 2003). The challenge, therefore, is about how students can receive comprehensive and timely feedback to develop such skills while instructors can enhance their rubrics to assess these skills.…”