Rad, H., & Gurocak, H. (2016, June), Redesign of a Graduate Seminar Course Using Active Learning for Oral Presentation Skills  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26059

\bibitem{asee_peer_26059}
  Rad, H., \& Gurocak, H. (2016, June), \emph{Redesign of a Graduate Seminar Course Using Active Learning for Oral Presentation Skills}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26059

Hamid Rad and Hakan Gurocak.  "Redesign of a Graduate Seminar Course Using Active Learning for Oral Presentation Skills".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26059 Internet.  23 Feb, 2025

\bibitem{asee_peer_26059}
  Hamid Rad and Hakan Gurocak.
  "Redesign of a Graduate Seminar Course Using Active Learning for Oral Presentation Skills".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26059 Internet.  23 Feb, 2025

@INPROCEEDINGS{asee_peer_26059
author = "Hamid Rad and Hakan Gurocak"
title = "Redesign of a Graduate Seminar Course Using Active Learning for Oral Presentation Skills"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26059}
number = {10.18260/p.26059}
}

TY  - CPAPER
AB  - This paper presents details of a seminar course offered to mechanical engineering graduate students at XXX University. This is a one–semester-credit course with a primary purpose of  giving the students an opportunity to practice presentation skills in front of an audience and to explore topics assigned by the instructor. In a typical graduate seminar course, presenters from outside the department give weekly seminars and the students sit in the audience.  The downside of this approach is that most students are very inactive and disengaged from the presentations.  Often the topics are beyond the technical knowledge of the students, too.

In our approach, we engage the students in the process of preparing and giving effective oral presentations.  First, two short articles are selected by the instructor.  Half of the class is given one article and the other half gets the second article.  Then, in the upcoming few lectures, each student presents his/her article in 5 minutes while the rest of the students are evaluating the presentation using an assessment tool.  All feedback from the students and the instructor are given to the presenter.  Using only two articles enables students to hear the same topic presented by different presenters to clearly see the difference a presenter can make on a given topic.  

Next, the same exercise is repeated with two more new articles.  The goal is for the students to incorporate the feedback to this second round of presentations and improve their skills.  Finally, towards the end of the semester, each graduate student presents his/her own thesis research with the skills learned from his/her previous two presentations.  The paper provides details of how the course was organized, the types of articles used and the assessment tool.  Results on student progress in presentation skills and recommendations for implementation at other institutions conclude the paper.

AU  - Hamid Rad
AU  - Hakan Gurocak
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Redesign of a Graduate Seminar Course Using Active Learning for Oral Presentation Skills
UR  - https://peer.asee.org/26059
DO  - 10.18260/p.26059
ER  -