Mosier, R., & Genereux, W. E., & Rieger, K. (2018, June), Student-made Video Projects in Engineering Technology Courses  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31021

\bibitem{asee_peer_31021}
  Mosier, R., \& Genereux, W. E., \& Rieger, K. (2018, June), \emph{Student-made Video Projects in Engineering Technology Courses}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31021

Rachel Mosier P.E., William E. Genereux, and Katie Rieger.  "Student-made Video Projects in Engineering Technology Courses".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31021 Internet.  16 Apr, 2024

\bibitem{asee_peer_31021}
  Rachel Mosier P.E., William E. Genereux, and Katie Rieger.
  "Student-made Video Projects in Engineering Technology Courses".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31021 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_31021
author = "Rachel Mosier P.E., William E. Genereux, and Katie Rieger"
title = "Student-made Video Projects in Engineering Technology Courses"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31021}
number = {10.18260/1-2--31021}
}

TY  - CPAPER
AB  - Technologists are required to perform a variety of communication methods after graduation. Industry has begun producing videos as a communication method for marketing and also requiring videos as part of the employment process. Videos have become prevalent in the workplace and at home. As many students have access to video cameras in their mobile phones and access to inexpensive video-editing software, uploading videos has become a normal activity. 

This research builds on previous research about YouTube videos as a student assignment. The video project incorporates the student-as-teacher approach for a research presentation. Further, the video project utilizes experiential learning to encourage students to enter new areas of social media, specifically YouTube. Instead of an in-class presentation, students were asked to create instructional videos like those they view online. The students were asked to present Engineering Technology related research topics. The research topics were in addition or to expound upon topics identified in the course. 

Students not only had to communicate technical content but communicate it to a layperson in an easily understood manner. This is one of the most valuable traits of a technologist, to communicate between the theoretical/technical side to an audience with little expertise on the subject. Non-technical faculty also reviewed the videos to validate whether technology students have mastered this important communication skill. Two groups of students were given the same video project framework: construction management technology and computer technology. The combined dataset of the students will be used to determine similarities and disparities in communication, interest, and project format of the two groups. 
AU  - Rachel Mosier P.E.
AU  - William E. Genereux
AU  - Katie Rieger
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Student-made Video Projects in Engineering Technology Courses
UR  - https://peer.asee.org/31021
DO  - 10.18260/1-2--31021
ER  -