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Abstract The paper describes the second stage of a cross-disciplinary study aiming to develop a novel instructional framework to improve student learning outcomes and early career readiness. At the previous stage, three classes within the engineering program were successfully integrated into a simulation project. This next stage expands the instructional framework to the multi-discipline level and examines the learning processes and outcomes of engineering and business-major students. The proposed framework is based on constructivists' theory and inductive teaching methodology and enhanced with the role-play simulation in the classroom. Students from two different disciplines were assigned to work on one integrated project, while exposed to different student-centered teaching approaches. Both classes followed the project-based learning practices. The proposed framework was implemented in one class practicing the inductive teaching approach with customized instructor's intervention and formal instruction on effective communication skills. No formal communication skills training or inductive teaching was offered to other class. The student learning outcomes (SLOs) and self-reported progress on SLOs for two majors were examined to offer insight into how students' perceptions regarding their professional communication skills evolve under different teaching approaches. The project effectively combines quantitative and qualitative assessment methods and to provide comprehensive insight into the key drivers of effective professional communication skills. The results will deepen our understanding of how these competencies evolve over time among students of different disciplines and suggest practical recommendations to improve current teaching methodologies.
Koromyslova et al. (Tue,) studied this question.