Analyzing Discourse Community: Perdue Civil Engineering Community - Coursework Example

Civil Engineering Dis Community Analyzing Dis Community: Perdue Civil Engineering community Currently, there are more than 300 students in the graduate school taking either a masters or a PhD in civil engineering in Perdue University, with the number of undergraduate being much higher. This implies that civil engineering at Perdue University produces hundreds of highly qualified engineers each year to market, with competence and kills that are unmatched. This has edged civil engineering closer to the sensitivity of people’s lives, with its core functions being providing compatible and sustainable space not only in coming up with structures, but facilitating life and spirit of the ecosystem. Perdue University has therefore become a dream institution for anyone willing to train as civil engineering globally. https://engineering.purdue.edu/CE/Academics/Groups/Structural/BOWEN Discourse analysis in civil engineering would thus refer to the unique communication and thinking among engineers and the community at large with regard to civil engineering works. In this case, the discourse community will involve an analysis of the environment with respect to the goals of the community, significance of the structural environment and class based set up, and communication that prepares the university students for their civil engineering duties in the field. Discourse community of civil engineering will thus be about what’s new and existing in the built environment, where students gain knowledge on the latest trends in civil engineering, procedures followed to come up with civil engineering masterpieces, and how students are involved in a dynamic and active learning process, in preparing them to handle such civil engineering tasks in the future. Perdue university was ranked 23rd among all public universities globally and was 65th among all private and public university globally in 2012 and was 23rd among public universities and 62nd overall in 2011, with Perdue college of engineering being ranked 10th nationally, and 44th globally among engineering schools with highest degree as a master’s or bachelor’s degree http://www.purdue.edu/newsroom/releases/2012/Q3/purdue-ranked-among-top-universities-in-nation.html My research involved detailing the course available in Perdue civil engineering, investigating steps that would be followed in establishing new civil engineering systems department at Perdue University, and investigating a typical learning process in Perdue university civil engineering classes. Discourse Community in Civil Engineering When I set my feet in Perdue University, I was surprised by the magnificent and elaborate civil engineering faculty with all its departments, which I must say is a masterpiece of the university. Civil engineering is a unique, interesting, and extraordinary field of study. Perdue University can choose from a wide range of choices, in advancing their skills in construction and design in diverse fields if civil engineering. Perdue University offers a wide range of civil engineering derivatives which include; architectural engineering, construction engineering, environmental engineering, civil engineering materials, structural engineering, and transportation and infrastructure systems engineering. Perdue University provides and facilitates a wide range of well distributed courses allowing students to be flexible and versatile in obtaining knowledge and skills in particular areas. The university also develops elaborate plans for students to meet their carrier choices, and motivates them to study and obtain professional skills in these areas. https://engineering.purdue.edu/CE/Academics/Groups ​Survey There are currently 40 groups of international students, which include civil engineering students at Perdue University to day. To understand their motivation I carried out a survey involving 2 questions “what made you choose Perdue university civil engineering” and “what your experience is now that you are at Perdue University” to understand the reason behind the high numbers of international students. No one was offered any incentive to answer but all answered out of volition, but their names will remain anonymous. Question 1 plus some responses What made you choose Perdue University civil engineering? “I was referred by a friend who studied here” “I have met several civil engineers from Perdue and they are experts” “I followed it after reading university accreditation and ranking” Overview Question 1 Most of the respondents remarked that they were in fact referred by someone who studied civil engineering at Perdue, or know a certain engineer who studied at Perdue as their motivation. However, there were others who were motivated by university ranking and research activities, and believed Perdue was a great place to be. Generally, at least every respondent was well informed about Perdue University before joining. Question 2 and response Now that you are in Perdue, what is your experience compared to home universities? “This place is just great; I cannot compare it to any University I know” “I have an awesome experience; am sure to be a leading engineer just like other leading experts” “The experience is beyond words; it is truly a global University” Overview question 2 All the respondents remarked of the great experience at Perdue University, and no respondent suggested a better university they knew of. The respondents were confident and motivated to emulate other leading experts from Perdue. All the respondents remarked that they enjoyed the learning atmosphere and he general environment at Perdue A general discourse community in a major class This stage involved closely observing several groups of students in a laboratory setting focused on answering a research question. I did not interrupt the session, but observed closely the behavior of each group, and how the laboratory session was used. Each research group as noted had three team members, and there were for groups in total in the classroom. The teacher posted a question on the blackboard, with each group expected to tackle the same research question, though expected to work separately, implying they were not required to have similar results on the research question. An example of questions that I watched as students tried to answer was measuring an error of geology problem in various ways. I noted that each student suggested an idea, and tried to use what they had learnt in class and their experience to find the solution to the teacher’s problem. Every student as noted was keenly focused in individual work with minimal discussions going on. After a while, the team members collaboratively looked into each solution, and compared their effectiveness on solving the main questions. Others were able to solve the problem while others were not. The teams that got the answers wrong were then required to contact the other teams that got it right to discuss on the best effective way to solve the question, and note the areas that they were wrong in the solution of the problem. The groups also compared their methods of tackling the problem regardless of the product obtained. This illustrated the various ways possible to use in similar issues. Every group was then required to choose the best way that offered the best solution to the problem among the methods used by the different groups. After each group discussion the groups then offered a general and consistent conclusion, and explained to the entire class their methods, and the answers they arrived at. The class would then use some technical terms to compare their positive results, which indicated that students had actually understood the question, which implied an effective learning process in the class. In the entire process the teacher was an active instructor answering any questions or problems that any group had, offering directions for each question, and the best way to research the answer in the class. https://engineering.purdue.edu/CE/Academics/Groups/Structural/BOWEN/BSAC. This implied inclusive learning environment which is practical and where students are offered enough space to participate. A practical class session Conclusion The concept of discourse community according to Swales is a more functional and goal directed community than a speech community. My work was to determine how the Perdue community amounted to a discourse community. The discourse community at Perdue University Civil engineering meets this concept in the following ways. 1. There are broadly agreed sets of common goals portrayed in the discussion groups incoming up with best solutions. Moreover, the entire faculty is divided into a number of studies all which have a common interest of transforming knowledge into variable tangibles in civil engineering. 2. There are elaborate mechanisms of intercommunication among the members. This involves separating people into different groups as seen in the discussion group, to tackle a common agenda differently, and then formulating a single concept for the whole. The same is portrayed by the organization of the faculty into different functionalities, all which work differently but lead to a common goal. 3. Participatory mechanism to offer feedback. This involves use of analysis, descriptions, optimizations, evaluation and reporting to give ideas and feedback as observed above. 4. Discourse community utilizes different communication channels towards their common end and aim. Every department takes charge of their different operations within the civil engineering field, but all have to integrate to produce a single result. Similarly, in the discussion group, after everyone reports on their results, others have to check the authenticity of such results and the methods used. 5. Use of specific terminologies. The use of many technical terms such as “stereographic projection” ”in-situ test” “seismic prospecting” when presenting ideas involves use of terminologies to improve discussions, and to communicate within a closed group of persons such as civil engineering professions. 6. Presence of a threshold for members with relevant degrees and discourse expertise. In the study groups as well as in planning and coming up with the systems, there are efforts towards logical thinking in solving any engineering problem, which may sometimes be similar or different, but has to be understood by all in the profession. Read More