2023 ASEE Annual Conference & Exposition

A Self-Study of Faculty Methods, Attitudes, and Perceptions of Oral Engineering Exams

Presented at Multidisciplinary Engineering Division (MULTI) Technical Session 6

While it is commonly known that verbal communication and presentation skills are highly desirable by employers, many engineering students’ technical learning is assessed primarily through written examination means. In the department of [BLINDED FOR REVIEW], verbal exams are a fundamental formative and summative assessment method of checking students’ understanding [1]. While the goals for verbal examination are common throughout the program, this paper aims to compile the individual philosophies, approaches, attitudes, and perceptions of faculty within the department who give verbal examinations on a regular basis. Each faculty member focuses their exam in some way on checking students’ ability to orally discuss the fundamental principles and concepts that were covered in their flipped-classroom setting. These verbal engineering exams are employed across all engineering courses and in the students’ professional and design learning. Because of this breadth, this paper is focused only on oral exams in students’ technical engineering courses. Some methods included by faculty are more qualitative, such as discussing descriptions, sketches, applications, and connections of the principle or concept of interest, or are more quantitative, such as orally explaining the process of solving a problem in real-time.

The analytical framework used in this study to examine each faculty member’s approach is the strength, weaknesses, opportunities, and threat (SWOT) analysis, commonly used in strategic planning and management [2]. The purpose of this analysis will be to provide recommendations for growth and best practices in administering verbal engineering exams, regardless of the specific engineering course.

Authors

Dr. Darcie Christensen http://orcid.org/0000-0002-5061-4663 Minnesota State University, Mankato [biography]

Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering, which is located at the Minnesota North Campus in Virginia, MN. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is “A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.
Dr. Lauren Singelmann http://orcid.org/https://0000-0003-3586-4266 Minnesota State University, Mankato [biography]

Lauren Singelmann is an Assistant Professor at Minnesota State University, Mankato with the Iron Range Engineering program. She has a Ph.D. in Electrical and Computer Engineering and STEM Education through North Dakota State University. Her research interests include learning analytics and alternative assessment.
Mr. Rob Sleezer http://orcid.org/0000-0003-0753-2707 Virginia Tech [biography]

Rob Sleezer earned his Ph.D. in Microelectronics-Photonics from the University of Arkansas. He attended Oklahoma State University where he graduated with a B.S. in Computer Science and an M.S. and B.S. in Electrical Engineering. He is currently a faculty in the Twin Cities Engineering program of Minnesota State University, Mankato.
Dr. Emilie A. Siverling http://orcid.org/0000-0002-1806-7102 Minnesota State University, Mankato [biography]

Emilie A. Siverling is an Associate Professor of Integrated Engineering and the Iron Range Engineering Program through Minnesota State University, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering.

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