CASE STUDY #12
STEM Communication/Technical Communication
SUMMARY
Reading and writing technical communication are skills used by engineers constantly in their careers. Technical standards are an example of technical communication that many engineers use frequently in their careers. The purpose of this case study is to introduce undergraduate-level engineering students to standards and provide guidance on how to read this special form of technical communication [1]. Further, it addresses the skill of writing technical communication, as students must disseminate information from the standard to write a recommendation report.
TARGET AUDIENCE
Engineering undergraduate-level students in any discipline, typically those in their second or third year; STEM communication/technical communication course. This case study was designed for smaller classes of between 10 and 40 students.
INFORMATION LITERACY LEARNING OUTCOMES
- Students can discuss the value of standards for engineering design and applications.
- Students demonstrate an understanding of the requirements of select standards.
- Students can recall ways to get access to standards.
- Students are able to identify portions of a standard applicable to their project.
- Students can demonstrate an ability to compose a technical recommendation report based on their reading and understanding of a standard.
DESCRIPTION OF LESSON
Students are presented with an in-class lecture by the engineering librarian on standards. The lecture covers what standards are, how they are used, how to search for standards (especially those available through the library’s subscriptions), and how to read through a standard.
Students are provided with a case study to provide background information, as well as a course assignment to write a standards recommendation report.
SPECIFIC ACTIVITIES/MATERIALS
The case study and assignment below are distributed to students at the beginning of the unit.
Writing Challenge: Standards Case Study
WHO YOU ARE:
An entry-level product test engineer at a mid-sized consumer products testing laboratory, ProAssess.
THE SITUATION:
Your supervisor assigns you to a special case for a high-priority client, a toy retailer called E&E Toys. The client has designed a new toy and has come to your company to have it tested, as the law requires, to ensure it meets applicable toy safety requirements. While you have only worked at ProAssess for about 18 months, your supervisor says she trusts your judgment to review the toy in question based on your stellar track record.
THE CLIENT AND THE PRODUCT:
The toy has gone through several phases of design, but they do not quite have a functioning sample yet; however, they have detailed drawings and pictures of the prototype to share. They also have a list of the toy features, but your supervisor warns you that the feature list is from the client’s marketing department, and therefore may not be a complete list of technical functions.
You have worked with this client before, but this is the first new product you have reviewed. However, based on your past experience with the client, you know that E&E Toys does not have a large product testing budget, and prefers to test for only those requirements that are truly necessary.
OTHER DETAILS:
ProAssess purchases industry standards and test methods from various standards organizations in order to conduct business. In addition, your company subscribes to the ASTM Compass database, which provides electronic access to all current and past versions of ASTM standards, which are extremely important to the consumer products testing industry.
Based on your past work experiences, you know that you will need to consult ASTM F963-17, Standard Consumer Safety Specification for Toy Safety; however, you no longer have a copy, so you will have to locate this current version of the standard using the ASTM Compass database.
TESTING DETAILS:
Per the U.S. Consumer Product Safety Improvement Act of 2008 (CPSIA), all sections of ASTM F963 are mandatory; however, not all toys possess all the various features and functions that are detailed in the test standard.
While you have not been given a specific budget to work with for this assignment, as far as what the client is willing to pay, your supervisor reminds you that each test method listed in ASTM F963 would be a separate line item on the bill to E&E Toys. She understands the client does not like to spend money on product testing but wants to ensure that ProAssess is not held liable for failing to recommend potentially appropriate tests.
YOUR CHALLENGE:
Write a technical report that contains the following sections: A recommendation of tests and other requirements from the applicable toy test standard, ASTM F963, as well as your evaluation of the specific toy. Remember to provide reasoning as to why you are recommending specific tests or markings.
ASSESSMENT
Students are assessed on their knowledge of reading and understanding technical communication (the standard) through a writing assignment in the form of a recommendation report.
Writing Assignment: Standards Recommendation Report
As an engineer, particular types of writing and communication will infiltrate your day-to-day life, including daily communication practices (like email or meeting briefs), understanding and responding to technical standards, and developing recommendations based upon both. This assignment asks you to read, research, and develop recommendations about the design of a particular product based upon the technical documents and research you have done.
REQUIREMENTS:
- Location and analysis of standards (using ASTM Compass database)
- Development of relevant standard section list
- Drafting of recommendations in memo format
- Drafting of introduction, recommendations, and other sections
- Final report, 500–750 words with appendixes, appropriate citations, and these sections:
- Introduction
- Product description and analysis
- Overview of relevant standards
- Recommended tests
- Required tests
REFERENCE
- 1 E. M. Rowley, L. Kuryloski, and K. R. Moore, “Extending the role of the library and librarian: Integrating alternative information literacy into the engineering curriculum,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Virtual online, June 22, 2020. [Online]. Available: https://peer.asee.org/34656