Abstract:Communication skills are an increasingly important component of college students’ education because these skills are in high demand from employers. This study provides a close examination of communication instruction in both a typical landscape architecture class and a modified one (i.e., with the addition of formalized communication instruction that is grounded in design), analyzing changes in students’ perceptions of their own communication abilities (self-efficacy). The study reveals that in the typical cla… Show more
“…Researchers have investigated the impact of the studio critique on self‐efficacy or ‘belief in one's capabilities to organise and execute the courses of action required to produce given attainments’ (Bandura , 3). Studies have shown that communication competence is positively correlated with critique self‐efficacy (Gaffney ) and that self‐efficacy is in turn positively correlated with specific communication instruction (Gaffney ). These findings are supported in related design literature.…”
Section: Resultsmentioning
confidence: 99%
“…These findings are supported in related design literature. Gaffney's () research with the restructuring of a landscape architecture curriculum to include formal communication instruction found an increase in the students’ perceptions of their own communicative abilities.…”
As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners’ perceptions of importance regarding oral presentation competency and students’ perceptions of their oral presentation performances. Additionally, the study explores correlations between in‐class activities and students’ perceptions of their oral presentation competency. Mixed‐methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance‐Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students’ perceptions of their performance and industry perceptions of importance. Furthermore, students’ in‐class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone.
“…Researchers have investigated the impact of the studio critique on self‐efficacy or ‘belief in one's capabilities to organise and execute the courses of action required to produce given attainments’ (Bandura , 3). Studies have shown that communication competence is positively correlated with critique self‐efficacy (Gaffney ) and that self‐efficacy is in turn positively correlated with specific communication instruction (Gaffney ). These findings are supported in related design literature.…”
Section: Resultsmentioning
confidence: 99%
“…These findings are supported in related design literature. Gaffney's () research with the restructuring of a landscape architecture curriculum to include formal communication instruction found an increase in the students’ perceptions of their own communicative abilities.…”
As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners’ perceptions of importance regarding oral presentation competency and students’ perceptions of their oral presentation performances. Additionally, the study explores correlations between in‐class activities and students’ perceptions of their oral presentation competency. Mixed‐methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance‐Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students’ perceptions of their performance and industry perceptions of importance. Furthermore, students’ in‐class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone.
“…Many aspects still need to be explored and summarized in future practice [13][14][15] . The contribution is hoped to improve the teaching effectiveness of the Building Code course.…”
The course "Building Code" is an essential guarantee for architecture students to acquire a comprehensive understanding of building codes, apply them to architectural design, and enhance their practical design skills. The core construction concept of "projects +"is proposed to meet the requirements of "high order, innovation, and challenge". The design of the project is optimized, refined, and quantified by taking the project as the foundation and cooperation as the guiding principle. This allows students to experience the learning process of practical application and inquiry. The learning process of inquiry truly achieves the effect of "learning by doing."
“…A technical communication researcher, for example, may study an artifact before it is created, or during its design phase, or after it has been designed in order to revise it and make it more usable. At the same time, the researcher may play a role outside of the design process itself and may give feedback to designers on their presentations regarding their designs (see, e.g., Galbraith, McKinney, DeNoble, & Ehrlich, 2014; Dannels, 2009; or Gaffney, 2014). Figure 3.Lateral positions.…”
Section: Positioning the Role Of Technical Communication In Designed mentioning
Design has come to be understood as an essential aspect of the work that technical communicators claim. As a result, research in the field of technical communication has approached studies of design in numerous ways. This article showcases how technical communication researchers assume the roles of observers, testers, critics, creators, and consultants in their handling of design artifacts. Such a model regarding these roles may help us to better understand the design relationships researchers presume as they further knowledge of design within our field. This article offers a framework to leverage into a comprehensive and integrated model for explaining our work on design to others outside of technical communication.
Keywords research in technical communication, design research, design, disciplinarityWithin the last few decades, visual design has become a commonplace skill that technical communicators have explicitly been expected to understand and implement in their work. As a result, technical communication researchers have devoted much attention to the study of design and its elements. In fact, in her review of the literature from over 10 years ago, Portewig (2004) noted that the technical communication scholarship on design at the time argued, in part, that we should pay attention to visuals and visualization in order to respond to their ascendance and to teach our students how to expand their role from authors to
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