2025 ASEE Annual Conference & Exposition

This practice paper reviews the 20-year history of the Engineering Communication Studio (Studio) at XYZ University (XYZ), highlighting its role in improving communication skills among engineering students to promote leadership, teamwork, and understanding ethical and professional responsibilities—key attributes of engineers according to Accreditation Board for Engineering and Technology (ABET) [1]. The Studio was established in October 2005 as a joint initiative of the College of Engineering and XYZ’s campus-wide Communication Across the Curriculum (CxC) program, a program initially funded by an engineering alumnus, who agreed to a campus-wide program on the condition that it begin in engineering.

The Studio began as a support hub for the newly created communication-intensive (C-I) courses, but opportunities to study communications require contexts in which to occur, so the studio mission expanded to include a corporate-sponsored workshop series focused on leadership skills development and a tutoring program for first-generation students and underrepresented minorities in engineering. The Studio also became a new home for several existing programs, including engineering supplemental instruction and peer mentoring. It is also now part of an articulation plan with the college’s study-abroad program. The Studio has evolved into a hub of student learning and leading, and significant investment from a major energy company transformed the Studio into the ABC for Engineering Education.

Students who participate in our programs do so voluntarily, as do the faculty who certify their courses as communication intensive. Participation numbers indicate excellent buy-in by both communities. Last year, the Studio saw 14,254 unique student visits. Since the CxC program’s inception, communication-intensive (C-I) courses in the College of Engineering accounted for almost 23% of all C-I courses, and for 26% of students enrolled in these courses, across the university’s ten undergraduate colleges.

The CxC program was initially part of XYZ’s Quality Enhancement Plan (QEP) for The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accreditation. From 2005 to 2015, the College of Engineering accounted for over 40% of the program's participation. High levels of faculty and student engagement have been essential, as shown by strong participation numbers. In the current cycle, the CxC program was again chosen for the QEP, with the Engineering Communication Studio as a key feature. The Studio was a highlight during the SACSCOC campus visit, showing its ongoing contribution to XYZ’s educational goals. The program's quality was also recognized in two ABET reviews, where it was highlighted as a strength.

This paper outlines the achievements and lessons learned over two decades, emphasizing the continued importance of communication and leadership skills in engineering education. The success of the ABC for Engineering Education can serve as an example to other institutions on how to fully embed these important skills into the engineering curriculum, other academic programs, and student organizations.

[1] Accreditation Board for Engineering and Technology, “Criteria for accrediting engineering programs, 2024-2025,” Baltimore, MD, USA, 2023. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2024-2025/