APSC 176: Engineering Communication

Section 106

Instructor: Dr. Jannik Haruo Eikenaar, PhD Office Hours: Tuesday & Thursday, 9-10am
Email: jannik.eikenaar@ubc.ca

Academic Calendar Entry

APSC 176 (3) Engineering Communication
Written and oral presentations, formal and informal. Purpose, audience, content, format, and tone
are studied, as are team-based report writings and presentations. [3-0-0]

Course Format
APSC 176 is a lecture-based course, with an emphasis on in-class and out-of-class writing.
Students are expected to share their written work for peer review.

During the 2020-21 Winter Term I, this course will be delivered online. Live classes will be held
via Canvas (Collaborate Ultra); students unable to attend the live classes are responsible for
reviewing the class recordings and associated material on their own time.

Course Overview
APSC 176 provides students the fundamental writing and communication skills necessary for
success in their academic courses and in the practice of engineering. Today’s engineers need many
different skills to succeed in industry and research. In addition to having excellent technical skills
and understandings of the ethics and issues related to the practice of engineering, they must also be
able to think critically, act creatively, and communicate clearly. This first-year course provides the
fundamental skills of writing, analysis, research, and presentation necessary to prepare engineering
students for success in university and in the field. Students will also learn that to be successful as
engineers, they will need the skill set of lifelong learners.

Each year, students in APSC 176 focus on a particular theme. In this section of the course, the
theme is Technology in Everyday Life.

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Learning Outcomes
Students completing APSC 176 should be able to:

 Analyze the rhetorical situation

o Formal assessments: The student’s writing will be evaluated for its analysis of a
document’s purpose, audience, context, format, and tone.
o Informal assessments: Rhetorical analysis exercises.
 Explore technical and scientific topics
o Formal assessments: The student’s writing will be evaluated for its demonstration of
critical reading and thinking about technical and scientific topics.
o Informal assessments: Critical reading and thinking exercises.
 Create effective persuasive documents
o Formal assessments: The student’s writing will be evaluated for its effectiveness in
persuading its audience.
o Informal assessments: Individual and peer-review activities.
 Write effective academic prose
o Formal assessments: The student’s writing will be evaluated for correct and appropriate
uses of academic style.
o Informal assessments: Style, editing, and proofreading exercises.
 Implement a structured writing process
o Formal assessments: The student will write multiple drafts of documents. The student
will also write at least one reflection.
o Informal assessments: Planning, researching, drafting, revising, editing, proofreading,
and reflection exercises.
 Create effective arguments, using appropriate evidence
o Formal assessments: The student will write persuasive documents that will be assessed
for their use of appropriate scientific and technical evidence (including tables and/or
figures and numbers) to create and support a logical argument.
o Informal assessments: Exercises on how to conduct research and use evidence
appropriately.
 Collaborate on oral and written communication projects
o Formal assessments: The student will complete an oral presentation.
o Informal assessments: The student will complete collaborative in-class activities.

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Engineering Accreditation
The Canadian Engineering Accreditation Board requires students to have achieved competency
in twelve main areas by graduation. To ensure that our program provides sufficient instruction in
these twelve graduate attributes, course learning outcomes have been mapped to the graduate
attributes for each course. The relevant graduate attributes for this course are identified below.

Graduate Attributes
Course Learning Outcomes (as defined below)
1 2 3 4 5 6 7 8 9 10 11 12
Analyze the rhetorical situation of technical and scientific documents I*
Explore technical and scientific topics I I
Create effective persuasive documents / Write effective academic prose about
I I
technical and scientific documents
Implement a structured writing process I I
Collaborate on oral and written communication projects I I I

I* = Introduced

Relevant CEAB Graduate Attributes

5. Use of engineering tools: An ability to create, select, apply, adapt, and extend appropriate
techniques, resources, and modern engineering tools to a range of engineering activities, from
simple to complex, with an understanding of the associated limitations.
6. Individual and team work: An ability to work effectively as a member and leader in teams,
preferably in a multi-disciplinary setting.
7. Communication skills: An ability to communicate complex engineering concepts within the
profession and with society at large. Such ability includes reading, writing, speaking and
listening, and the ability to comprehend and write effective reports and design documentation,
and to give and effectively respond to clear instructions.
12. Life-long learning: An ability to identify and to address their own educational needs in a
changing world in ways sufficient to maintain their competence and to allow them to contribute
to the advancement of knowledge.

Evaluation and Grading

APSC 176 is graded using letter grade values as per the University of British Columbia Academic
Calendar (see Grading Practices). Grades are calculated using the midpoint of the range†.
Letter Range Midpoint Letter Range Midpoint
A+ 90–100 95% C 60–63 61.5%
A 85–89 87% C- 55–59 57%
A- 80–84 82% D 50–54 52%
B+ 76–79 77.5% F+ 45-49 47%
B 72–75 73.5% F 25-44 34.5%
B- 68–71 69.5% F- 1-24 12.5%
C+ 64–67 65.5% 0 0 0%
†A document that exhibits excellence in all relevant categories may receive a grade of 100%.

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Assessment schedule
The following tasks will be assessed in the course. Details of each task will be provided by the
instructor.

Task Value Date

Rhetorical Analysis 10% Sept. 30
Research Proposal 10% Oct. 14
Midterm Exam1 10% Oct. 29-30
Research Report 25% Nov. 30
Final Examination2 25% TBD
Activities (8) 20% Various
1
The Midterm Exam will be held outside of regular class time. It will take place during a 24-hour period
but will only require 80 minutes to complete.
2
The Final Examination will be held during the formal exam period. It will require 3 hours to complete,
and the format will be confirmed before the exam period begins.

Required Reading
Assigned readings will be provided by the instructor.

APSC 176 Course Policies

APSC 176 students are expected to abide by the policies of the course and of the University of
British Columbia. Some of these policies are detailed below. Be sure to read these carefully and
familiarize yourself with the expectations of the course.

A. Attendance
Regular attendance is essential for success in APSC 176. If you are unable to attend class during
the scheduled times, you are responsible for reviewing the recorded classes and other materials.

University policy addresses the potential for responsibilities that may conflict with course
schedules in the Academic Calendar:

[...] “Conflicting responsibilities include, but may not be limited to: representing the University,
the province, or the country in a competition or performance; serving in the Canadian military;
observing a religious rite; working to support oneself or one’s family; and having responsibility
for the care of a family member.” [...]

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A. Attendance (continued)

[…] “Students with conflicting responsibilities have a duty to arrange their course schedules so as
to avoid as much as possible any conflicts with course requirements. Students with such
responsibilities are also required to discuss with their course instructor(s) at the start of each term,
or as soon as a conflicting responsibility arises, any accommodation that may be requested.
Instructors may not be able to comply with all such requests especially if the academic standards
and integrity of the course or program could be compromised.”[...]

[...] “Religious observance may preclude attending classes or examinations at certain times. In
accordance with UBC Policy 65: Religious Holidays, students who wish to be accommodated for
religious reasons must notify their instructors in writing at least two weeks in advance, and
preferably earlier.” [...]

For additional details on the University’s policies on Academic Concession, see Academic
Calendar at http://www.calendar.ubc.ca/okanagan/?tree=3,48,0,0

B. Assignments and Exams

APSC 176 consists of in-class assignments, out-of-class assignments, and exams. All assignments
must be typed and conform to specifications outlined by the instructor. The instructor may require
additional written work in the form of drafts and practice assignments. The instructor may require
a minimum of two weeks to mark assignments. Additional important policies and procedures
regarding assignments and exams in APSC 176 are as follows:

 Students must complete all major assignments in APSC 176 to be eligible to pass the class.
 An assignment that is so weak in grammar and mechanics that it does not meet the
university-level writing standards at UBC will receive a failing mark.
 In order to pass APSC 176, a student must achieve a passing grade (i.e., at least 50%)
on the final exam. If a student does not achieve a passing grade on the final exam, their final
grade for the course may be no higher than 47%.

Late Policy
 All assignments must be submitted on or before the due date specified in the course syllabus.
 Late assignments will receive a reduction of one increment per day late (for example, if an
assignment that would have earned a B was handed in one day late, it would then earn a B-).

C. Classroom Conduct
Students are expected to assist in maintaining a classroom environment that is conducive to
learning. In order to ensure that all students have the opportunity to gain from time spent in class,
unless otherwise approved by the instructor, students are prohibited from engaging in any form of
distraction. Inappropriate behavior in the classroom may result in a directive to leave class.

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 C. Classroom Conduct (continued)
This course emphasizes audience-based communication. As such, work is shared with student
peers as well as with the instructor.

No student is permitted to electronically record material discussed and/or shown in class without
the explicit permission of the instructor.

D. Technology
Students are expected to use Canvas for course-related purposes.

Final Examinations and Academic Concession

The examination period for Winter Term 1 is December 7-22. Except in the case of examination
clashes and hardships (three or more formal examinations scheduled within a 24-hour period) or
unforeseen events, students will be permitted to apply for out-of-time final examinations only if
they are representing the University, the province, or the country in a competition or performance;
serving in the Canadian military; observing a religious rite; working to support themselves or their
family; or caring for a family member. Unforeseen events include (but may not be limited to) the
following: ill health or other personal challenges that arise during a term and changes in the
requirements of an ongoing job.

Further information on Academic Concession can be found under Policies and Regulation in the
Academic Calendar http://www.calendar.ubc.ca/okanagan/?tree=3,48,0,0.

Accommodation of Students with Disabilities

Students who require disability-related accommodations to meet the course objectives are
encouraged to contact the Coordinator of Disability Resources located in the Student Development
and Advising area in the University Centre building. For more information about Disability
Resources or academic accommodations, please visit the website at:
http://students.ok.ubc.ca/drc/welcome.html

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Academic Integrity
The academic enterprise is founded on honesty, civility, and integrity. As members of this
enterprise, all students are expected to know, understand, and follow the codes of conduct
regarding academic integrity. At the most basic level, this means submitting only original work
done by you and acknowledging all sources of information or ideas and attributing them to others
as required. This also means you should not cheat, copy, or mislead others about what is your
work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic
enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For
example, incidents of plagiarism or cheating may result in a mark of zero on the assignment or
exam and more serious consequences may apply if the matter is referred to the President’s
Advisory Committee on Student Discipline. Careful records are kept in order to monitor and
prevent recurrences.

A more detailed description of academic integrity, including the University’s policies and
procedures, may be found in the Academic Calendar at
http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,54,111,0.

Grading Practices
Faculties, departments, and schools reserve the right to scale grades in order to maintain equity
among sections and conformity to University, faculty, department, or school norms. Students
should therefore note that an unofficial grade given by an instructor might be changed by the
faculty, department, or school. Grades are not official until they appear on a student's academic
record. http://www.calendar.ubc.ca/okanagan/index.cfm?tree=3,41,90,1014

Turnitin.com
For this course, some assignments will be reviewed via Turnitin.com. This service ensures
academic integrity by scanning submitted papers for material copied from a variety of sources
(including public websites, paper mills, essays/assignments previously submitted, and published
works, such as journals and books).

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Student Service Resources

UBC Okanagan Disability Resource Centre

The Disability Resource Centre ensures educational equity for students with disabilities and chronic medical
conditions. If you are disabled, have an injury or illness and require academic accommodations to meet the course
objectives, please contact Earllene Roberts, the Diversity Advisor for the Disability Resource Centre located in the
University Centre building (UNC 214).
UNC 214 250.807.9263
email: earllene.roberts@ubc.ca Web: www.students.ok.ubc.ca/drc

UBC Okanagan Equity and Inclusion Office

Through leadership, vision, and collaborative action, the Equity & Inclusion Office (EIO) develops action strategies
in support of efforts to embed equity and inclusion in the daily operations across the campus. The EIO provides
education and training from cultivating respectful, inclusive spaces and communities to understanding
unconscious/implicit bias and its operation within in campus environments. UBC Policy 3 prohibits discrimination
and harassment on the basis of BC’s Human Rights Code. If you require assistance related to an issue of equity,
educational programs, discrimination or harassment please contact the EIO.

UNC 216 250.807.9291

email: equity.ubco@ubc.ca Web: www.equity.ok.ubc.ca

Health & Wellness

At UBC Okanagan health services to students are provided by Health and Wellness. Nurses, physicians and
counsellors provide health care and counselling related to physical health, emotional/mental health and
sexual/reproductive health concerns. As well, health promotion, education and research activities are provided to
the campus community. If you require assistance with your health, please contact Health and Wellness for more
information or to book an appointment.

UNC 337 250.807.9270

email: healthwellness.okanagan@ubc.ca Web: www.students.ok.ubc.ca/health-wellness

Sexual Violence Prevention and Response Office (SVPRO)

A safe and confidential place for UBC students, staff and faculty who have experienced sexual violence
regardless of when or where it took place. Just want to talk? We are here to listen and help you explore your
options. We can help you find a safe place to stay, explain your reporting options (UBC or police), accompany
you to the hospital, or support you with academic accommodations. You have the right to choose what happens
next. We support your decision, whatever you decide.

Visit www.svpro.ok.ubc.ca or call us at 250.807.9640.

Safewalk
Don't want to walk alone at night? Not too sure how to get somewhere on campus? Call Safewalk at 250-807-
8076. For more information, see: www.security.ok.ubc.ca

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 Grading Standards

The following grading standards should help students understand the grades they receive on their APSC
176 assignments. Thoughtful writing and careful proofreading are essential to success in APSC 176, as
is precise adherence to instructions and specifications. Any assignment that does not meet the basic
requirements of university writing cannot receive a passing grade.

Excellent (A+ 100 or 95/ A 87/ A- 82)

An excellent document shows an exceptional ability to communicate clearly and effectively to a specific
audience. It follows the guidelines given for that particular assignment, including mechanical
requirements such as margins, font, headers, word count, etc. The document has a professional
appearance. The purpose is clearly established early in the document. The content of the document is
exceptionally thoughtful and complete. The ideas are well developed and supported by excellent
examples. The structure of the argument is unobtrusive and guides the reader logically from premise to
conclusion. The claims are solid and backed with careful reasoning and sound logic. Paragraphs are well
organized and fully developed. The sentences are clear, concise, and easy to follow. The vocabulary is
professional, precise, appropriate, rich, and varied. There are no more than two or three errors of any
kind. Sources are used correctly and there are no citation errors. The document is handed in when due.
The excellent document demonstrates the writer’s ability to communicate flawlessly with the intended
audience. A document that exhibits excellence in all categories may receive a grade of 100%.

Good (B+ 77.5/ B 73.5/ B- 69.5)

A good document shows a strong ability to communicate clearly and effectively to a specific audience.
It follows the guidelines given for that particular assignment, including mechanical requirements such as
margins, font, headers, word count etc. The document has a professional appearance. The content of the
document is thoughtful and complete. Most or all ideas are well developed and supported by good and
varied examples. The structure of the argument guides the reader logically from premise to conclusion.
The claims are all or mostly solid and backed with sound logic. Paragraphs are, for the most part, well
organized and well developed. Most of the sentences are clear, concise, and generally easy to follow.
The vocabulary is professional and appropriate, but may be occasionally imprecise. There are no more
than five errors of any kind. Sources are used correctly and there are few or no citation errors. The
document is handed in when due. The good document demonstrates the writer’s ability to structure and
communicate information clearly and effectively for the intended audience.

Adequate (C+ 65.5/ C 61.5/ C- 57)

An adequate document communicates reasonably successfully to a specific audience, although there
may be some weaknesses in adaptation. For the most part, the document follows the guidelines given for
that particular assignment, including mechanical requirements such as margins, font, headers, word
count etc. An attempt has been made to give the document a professional appearance. The purpose can
be understood from the document. The content of the document is complete but may lack depth or be
repetitive. Most of the ideas are supported by examples, though some of these may be weak. The
structure may exhibit occasional weaknesses. The claims are present but may exhibit leaps in judgment
or may be insufficiently supported. Paragraphs are unified and coherent. The sentences may vary in

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quality, with some being clear, but others being wordy or hard to follow. The vocabulary is acceptable
but may be occasionally simplistic, imprecise or repetitive. There may be more than five errors. Sources
are used correctly and there are few or no citation errors. The document is handed in when due. Though
the adequate document may exhibit one or more of these weaknesses, the intended audience, with some
effort, is still able to understand the intent of the document, and the document meets the requirements of
the assignment. A document that demonstrates excessive weakness in any of these areas may receive a
failing grade. Any assignment that does not meet the basic requirements of university writing cannot
receive a passing grade.

Poor (D 52)
A poor document communicates marginally successfully to a specific audience, although there may be
several weaknesses in adaptation. Though the weaknesses are significant, the document demonstrates
enough strength overall to receive a passing grade. A poor document exhibits one or more the following
characteristics: It may be unprofessional in appearance, incomplete or poor in content, and/or it may
have significant errors in spelling or grammar. The ideas may be weak and/or poorly supported. The
document may lack a coherent structure. Paragraphs may lack unity and/or coherence. Sentences may be
hard to follow, wordy, and/or unclear. The vocabulary may be imprecise and/or inaccurate. There may
be frequent repetition of ideas. Sources may not be used correctly and there may be citation errors. The
document is handed in when due. The document shows a marginally successful grasp of the writing
process. A document that demonstrates excessive weakness in any of the noted areas may receive a
failing grade. Any assignment that does not meet the basic requirements of university writing cannot
receive a passing grade.

Unsatisfactory (F+ 47.5 / F 34.5 / F- 12.5/ 0)

A failing document exhibits one or more the following characteristics to the extent that it would be
unacceptable to the audience for whom it is intended: It may be profoundly unprofessional in
appearance or extensively incomplete. The content may be poor, and the document may have frequent
and/or serious errors in spelling or grammar. The ideas may be unacceptably weak and/or so poorly
supported that the intended audience would not accept them. The document may lack a sense of
coherent structure. Paragraphs may repeatedly lack unity and/or coherence. Sentences may be frequently
hard to follow, wordy, and/or unclear. The vocabulary may be consistently imprecise and/or inaccurate.
There may be frequent repetition of ideas. The document may be submitted incorrectly, or fail to follow
submission requirements. The document may or may not be handed in when due. A failing document
may demonstrate a significant lack of understanding of the assignment or the writing process and/or a
failure to implement appropriate communication skills. Sources may be used incorrectly and there may
be egregious citation errors. Instances of plagiarism will be treated as Academic Misconduct and dealt
with accordingly. Any assignment that does not meet the basic requirements of university writing cannot
receive a passing grade.

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