Abstract
Engagement with engineering professionals on the part of the authors has, at times, yielded dissatisfaction with the quality of engineering graduates, particularly with respect to verbal and written communication abilities. It is thus clear that engineering curricula must do more to develop these abilities more overtly within engineering degree and diploma programmes. To this end, the development of academic literacies (reading, writing, critical thinking and speaking) must be incorporated into engineering content modules. This requires the development of literacy across the curriculum.
This paper analyses the literacies embedded in one particular module offered as part of the degree in Civil Engineering Science at the University of Johannesburg, namely Concrete Technology. The analysis is undertaken using a two-pronged methodology. First, a quantitative analysis of the stated outcomes and assessments given in the course is undertaken in terms of Biggs‘ SOLO taxonomy. Thereafter, a qualitative description of the module within the framework of nine central literacy practices required of engineering graduates in South Africa is given.
The aim of this analysis is to understand the literacy practices currently embedded within the course so as to identify the areas in which the course can further develop students‘ academic literacies. Biggs‘ SOLO taxonomy is used as it provides an easy to use (and understand) means of measuring a) the extent to which higher order cognitive demands are being placed on students and b) the degree of alignment between the modules stated outcomes and the assessments given. This paper works from the assumption that a clear understanding of current practice within individual courses is necessary prior to the implementation of literacy across the curriculum.