Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Madison Jeffrey, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, UM, Center for Academic Innovation

Tagged Topics

Diversity, Works In Progress

swayed by characteristics andperceptions of students, instructors must approach the practice with a complete understanding ofwhat those ratings reflect. Establishing best practices for peer assessment in how it is conducted,determining the subject matter, and how it is reviewed is integral to the growth of small learningpractices and its positive impacts on the student experience.References[1] M. Donia, T. O’Neill, & S. Brutus. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. In Learning and Individual Differences, 61, 87-98.[2] C. Brooks & J. Ammons. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

the distance: Best practices and strategies for retaining engineering, engineering technology and computing students,” Am. Soc. Eng. Educ. Rep., p. 32, 2012, [Online]. Available: https://www.asee.org/retention-project[13] A. Bandura, Sources of self-efficacy. New York, NY: W.H. Freeman and Company, 1997.[14] U. Bronfenbrenner, “The ecology of cognitive development: Research models and fugitive findings,” in Development in context: Acting and thinking in specific environments, R. H. Wozniak and K. W. Fischer, Eds. Hillsdale, New Jersey: Lawrence Erblaum Associates, Publishers, 1993, pp. 3–44.[15] U. Bronfenbrenner, “Developmental ecology through space and time: A future perspective,” in Examining lives in context