Effective written communication is a crucial skill for students transitioning to industry, where accurate documentation of project activities and decisions are paramount. However, students' logbook entries are sometimes descriptive, unclear and incoherent. This might be due to them not having a critical reader in mind when writing. This paper evaluates the impact of a structured series of embedded workshops designed to enhance logbook writing skills among Applied Computing students to prepare them for their eightmonth internship under an Integrated Work Study Programme (IWSP). Generative AI (GenAI) took on the role of an interactive and critical reader: as a group of clients in a Requirements Engineering (RE) exercise (lesson 1), as a writing coach (lesson 2) and as an editor (lesson 3). Data was collected via a comparison of students' logbook entries in lesson three compared to lesson one and an end-of-workshop survey. The primary improvements observed between the students' logbook submissions were in critical analysis, content relevance and depth, and the integration of supporting ideas. The survey findings revealed that GenAI, when deployed as a user, helped generate ideas during brainstorming sessions and provided a basic and structured skeleton to kickstart the writing process. GenAI, as a coach, helped students be more objective by considering multiple perspectives. As an editor, it offered clarity and formatting suggestions, which helped students write more clearly and coherently. The findings underscore the effectiveness of AI-assisted workshops in preparing students for industry by developing essential written communication skills, thereby fostering better project documentation and reporting practices.

Requirements elicitation (RE) is a critical yet often underemphasized component of software engineering education. This study investigates the effectiveness of a dedicated workshop designed to introduce undergraduate computing students to RE through experiential role-play with instructors simulating dynamic client interactions. A structured four-step elicitation framework, grounded in industry practices, guided students in preparation, question formulation, documentation, and confirmation. Post-workshop surveys and tutor feedback indicated that while students improved in areas such as question scoping and clarity, many continued to face challenges in rapport building and adaptive communication-aligning with prior research on the importance of interpersonal skills in RE. Students valued the workshop's practical focus but expressed a strong desire for additional practice, particularly in probing and clarifying requirements in dynamic client environments. Findings suggest that controlling the complexity of sample systems allows students to concentrate more effectively on interview techniques. Only a minority preferred chatbot-based elicitation, citing concerns about authenticity and emotional nuance. Consolidated tutor feedback confirmed frequent student mistakes in sequencing and probing, echoing established literature. Although the small sample size limits generalizability, the study highlights the importance of structured practice, feedback, and reflection in developing RE competencies. Future research should explore targeted interventions to strengthen rapport-building and questioning strategies. Overall, the workshop effectively raised students' awareness of the dynamic, human-centered nature of requirements elicitation and underscored the need for continuous skill development in this area.

Technological innovations do not just happen. They are spurred by teams with strong technical skills and effective social-emotional competence. This paper presents an interpersonal skills training workshop conducted three months into students' internships which focused on improving students' social-emotional competence specifically, using Goleman's Emotional Intelligence model to regulate their emotions and that of others, The Johari Window to raise their awareness about their level of openness and the Thomas Kilmann conflict management model to help them read situations more accurately. Data was gathered via pre- and postsurveys and a Communication Challenges Scenario worksheet where they reflected on communication incidents during their internships. The findings from the pre-survey showed that the more severe communication issues related to adapting to professional communication styles, communicating with international colleagues, and understanding technical jargon. The improvements from the workshop as reflected in the post-survey were mainly in students adopting a more proactive communication stance in task execution. The top three improvements were in practicing active listening, navigating cultural and hierarchical dynamics and providing progress updates. The students mentioned that after the workshop, they were more confident in identifying and regulating their emotions and responding to others with empathy and clarifying tasks. They needed more support however, in managing conflicts.

This study explores students' ability to connect the dots in their disciplinary and transversal competencies in an internship report writing workshop held mid-way through their internship. These students have undergone two 3-month internships and are currently participating in their final 8month internship, as part of a work-study degree programme. The pre- and post-surveys, and teacher's feedback on their writing reflect that the students were able to apply disciplinary competencies effectively and elaborate on these with instructive details. They valued the opportunity to be involved in complex, industry projects and develop their technical skills. Despite their crucial nature, teamwork and communication challenges were elaborated only briefly; with students struggling to express their difficulties in these areas. This work underlines the need for students to be encouraged to share more on their application of transversal competencies to positively impact their long-term employability. Appropriate formats for them to do so could also be examined.

Systems thinking helps students see the interrelationship between elements in a system. This study presents how systems thinking was introduced to undergraduate students in a logbook writing workshop over 3 lessons taught via zoom. The findings show that the students' logbook entries showed improvement in terms of mean scores, specifically in terms of content relevance and depth, critical analysis and integrating supporting ideas. Furthermore, the most frequently mentioned systems thinking habits were seeking to understand the bigger picture; considering short, long-term and unintended consequences of actions; and considering how mental models affect current reality and the future. It is noted that out of the 14 habits, 10 were mentioned. This might suggest that the systems thinking habits were helpful in adding value and meaning to the practice of logbook writing.