Abstract
In a national random sample of electrical engineers, respondents answered questions relating to the adequacy of communication preparation at their undergraduate institutions, and they provided recommendations for curricular change to better prepare students for common communication tasks in the work place. The results of this survey are compared to observations made by engineers during in depth interviews (see ibid., March 1995). In both studies, engineers report that communication is a central activity that consumes fully half of the working day. Based on both the survey and interview data, the authors recommend adjusting curricula to include the practice of cooperative problem-solving, to make evaluation of communication competence a component of grades, and to require students to take both a technical writing and public presentation course.