ERIC Number: EJ1412741
Record Type: Journal
Publication Date: 2024
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2643-9107
EISSN: EISSN-2643-9115
Available Date: N/A
Issues of Interpretation and Understanding: Social Semiotic Framework to Inform Teaching of Civil Engineering and Project Communications
Journal of Civil Engineering Education, v150 n2 2024
Civil engineers and project managers must control and manage the project management discourse with the client and other stakeholders or risk slippages to time, cost, and programs. This paper explores how communicative choices and the representation of project requirements and engineering issues are intrinsic to effective civil engineering work. Using a social semiotic framework, the paper contributes to civil engineering learning by revealing how various engineering communications (e.g., schematic drawings, visual images) function in civil engineering contexts. The research builds upon civil engineering communication scholarship, highlighting the significance of representational choices for affecting engineering work. The social semiotic and multimodal-informed analysis clarifies processes of cognition, interpretation, and understanding at play when civil engineers interact with project stakeholders. The findings inform civil engineering education and the teaching of communication skills: communication composition being intrinsic to effective civil engineering work.
Descriptors: Civil Engineering, Engineering Education, Teaching Methods, Semiotics, Program Administration, Design, Freehand Drawing, Visual Aids, Communication (Thought Transfer), Stakeholders, Communication Skills
American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
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