Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M Nathans-Kelly, U of Wisconsin-Madison; Cornell University

Tagged Divisions

Continuing Professional Development

: Methods for Teaching Technical Presentations to Practicing Engineers in an Online EnvironmentAbstractWe have been teaching technical and engineering communication in a graduate-levelonline course for over eight years. As part of that work, we advise the students (all arepracticing professional engineers) about writing and presenting alike. In fact, thepresentations element of the course is unilaterally the most lauded element of that course.However, again and again, instructors interested in teaching presentations online ask us,“How can you do that? How can presentations be taught online?” Our answer is both acomplicated one and a simple one: you must have the right setup, the right infrastructure,and a thorough understanding of

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Timothy Kieran O'Mahony, University of Washington; Michael J. Prince, Bucknell University; Fabian Zender, The Boeing Company; Barry McPherson, Boeing

Tagged Divisions

Continuing Professional Development

) writing and using instructional objectives, (b)adopting active learning strategies, and (c) effective use of diagnostic, formative, and summativeassessments. Pre and post assessment of participants’ conception of teaching was captured by a20 question multiple-choice instrument that included demographic material (pre) and courseevaluation (post) as appropriate. Item categories on the instrument were drawn from Bransford’sHow People Learn (HPL) framework 1, a framework that is acknowledged as a practical way oforganizing what we know about teaching and learning today. Participant responses wereaggregated into four categories that derive from this framework (learner, knowledge, assessment,and community) and investigate how teaching methods