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One Minute Engineer, Nth Generation: Expansion To A Small Private University

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

FPD11 -- Multidisciplinary Experiences

Tagged Division

First-Year Programs

Page Count

19

Page Numbers

12.1122.1 - 12.1122.19

Permanent URL

https://peer.asee.org/2371

Download Count

56

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Paper Authors

biography

John-David Yoder Ohio Northern University

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JOHN-DAVID YODER is an Associate Professor of Mechanical Engineering at ONU. His Doctorate is from the University of Notre Dame. Research interests include education, controls, robotics, and information processing. Prior to teaching, he ran a small consulting and R&D company and served as proposal engineering supervisor for GROB Systems, Inc.

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biography

Beverly Jaeger Northeastern University

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Beverly Jaeger, PhD is a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is to provide a consistent, comprehensive, and constructive educational experience in engineering that endorses the student-centered and professionally-oriented mission of Northeastern University. While she concentrates on first-year engineering courses and teaches across all engineering disciplines, she also teaches specialty courses in the Department of Mechanical and Industrial Engineering at NU.

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John K. Estell Ohio Northern University

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JOHN K. ESTELL is Chair of the Electrical & Computer Engineering and Computer Science
Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, user interface design, and
the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a
member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

One-Minute Engineer, Nth Generation: Expansion to a Small Private University

Abstract

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.

Background

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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