June 24, 2007
June 24, 2007
June 27, 2007
12.1122.1 - 12.1122.19
One-Minute Engineer, Nth Generation: Expansion to a Small Private University
The concept of having first-year students conduct ‘One Minute Engineer’ (OME) presentations was presented at the 2006 ASEE National Conference1. OME presentations, first developed at Northeastern University (NU), consist of having students individually provide a short (nominally one minute) presentation on an engineering-related topic at the beginning of class each day, with each student participating once during the term. Students select the topics in advance on a first- come, first-serve basis, with feedback from the instructor on the chosen topic. Instructors could then relate future lectures and concepts to earlier student presentations.
The 2006 ASEE paper presented results from two instructors at two different universities. The data showed that students reported an increased awareness of engineering topics as a result of the One-Minute Engineer. Since this method showed similar - and promising - outcomes at two different institutions, the authors agreed to implement the OME activity across all sections of the first engineering course at Ohio Northern University (ONU).
Pre- and post- surveys similar to those administered in the original OME implementation were used at this institution. These results were compared to the previously published data as well as with the current class at the originating institution. An additional level of assessment was added to this iteration of the OME through the establishment of a rubric for evaluating the students’ presentation skills. Finally, assessment data on students’ engineering awareness was compared across universities.
The need for today’s engineering students to have improved technical communication skills has been well documented, perhaps most clearly in the ABET criteria3. Teaching communication as part of engineering curricula has been tried in many ways, a good overview of which is presented in Ford and Riley4. Adding technical communication to the freshman curriculum was one of the central reasons for reforming the courses at ONU. Some of this work has resulted in previous publications5,6. The first of these courses, Freshman Engineering 1, includes objectives related to technical communication and exposing students to the engineering profession.
As the model of a Scholar/Teacher was being discussed at the 2006 ASEE National Conference Plenary Session2, Dr. Sheri Sheppard stated that the scholarship of teaching and learning is distinguished from just good teaching as it involves communicating it to a community that is engaged in debate and publishing and building on each other’s work. In attendance were two of the instructors from the aforementioned Freshman Engineering 1 course who, later during the conference, also attended a paper presentation regarding the OME. After meeting with the other faculty teaching the course following the conference, it was decided to make the OME a part of this freshman course. While the OME itself would not be sufficient to teach technical communication, it provides a forum for students to practice and display technical presentation
Yoder, J., & Jaeger, B., & Estell, J. K. (2007, June), One Minute Engineer, Nth Generation: Expansion To A Small Private University Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2371
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