How I Trained Engineers in Public Speaking

When I first walked into Northwestern's School of Engineering to teach public speaking, I encountered what many corporate training departments face daily: technically brilliant professionals who struggle to communicate their value. These engineering students arrived reluctant, viewing communication skills as a distraction from "real work." By the end of the quarter, they were delivering polished pitches, participating actively in meetings, and articulating complex technical concepts with clarity and confidence.

The transformation didn't happen through traditional public speaking exercises focused on wedding toasts or inspirational speeches. Instead, I designed a curriculum centered on the communication challenges these future engineers would likely face in their careers—the same challenges that plague organizations across various industries today.

Strategic Communication as Problem-Solving

The cornerstone of effective professional communication isn't eloquence; it's strategic thinking. My students learned to approach every speaking situation as a problem-solving exercise, beginning with what I call "rhetorical situation assessment." Before opening their mouths, they learned to analyze their audience, understand the immediate and broader contexts, and identify specific opportunities to intervene productively.

This framework proved invaluable when students tackled their major assignments: persuasive pitches requesting real funding amounts with detailed budget justifications. Rather than generic presentations, they delivered strategic communications that demonstrated a clear understanding of stakeholder concerns, competitive landscapes, and resource allocation realities. The skills they developed—assessing audience needs, structuring arguments logically, and anticipating objections—directly translate to client presentations, internal proposals, and cross-functional collaboration.

From Technical Expertise to Business Impact

One of the most critical skills I developed in my students was the ability to construct and maintain professional personae that enhanced their credibility without sacrificing authenticity. Through structured exercises, they learned to present themselves as both technical experts and strategic thinkers, bridging the gap between specialized knowledge and business value.

The curriculum's emphasis on "intervention-focused communication" taught students to move beyond simply sharing information to actively shaping outcomes. Whether pitching a product feature, presenting research findings, or contributing to strategic discussions, they learned to communicate with clear purpose and measurable objectives.

Digital-First Communication Strategies

Recognizing that modern professional communication increasingly happens through digital channels, the course integrated platform-specific communication strategies. Students created content across various digital media, learning to adapt their messaging for different audiences and algorithmic environments while maintaining professional standards and strategic focus.

This digital component addressed a critical gap in traditional communication training. Students learned to leverage technology not just as a presentation tool, but as a strategic communication platform, developing skills in content structure, attention management, and audience engagement that directly apply to modern marketing, client communications, and thought leadership initiatives.

Building Confident Contributors

Perhaps the most significant outcome was watching typically reserved engineering students become active participants in group discussions and decision-making processes. Through structured deliberation exercises, they practiced contributing meaningfully to collaborative decisions, from budget allocation scenarios to strategic planning discussions.

The course's focus on extemporaneous speaking prepared them for the reality that most professional communication happens spontaneously—in meetings, during client calls, and in cross-departmental collaborations. By the end of the quarter, students who initially struggled to speak up were confidently facilitating discussions and presenting alternative solutions.

The consistently outstanding course evaluations reflected not just improved speaking abilities, but students' recognition that these communication skills would directly impact their professional effectiveness and career advancement.

For organizations seeking to develop more effective communicators, the key insight from this teaching experience is clear: communication training must be grounded in real professional contexts, focused on strategic outcomes, and designed to build both confidence and competence in the specific situations professionals actually face.