Paper ID #38796Board 317: Improving Undergraduate STEM Writing: A CollaborationBetween Instructors and Writing Center Directors to Improve Peer-WritingTutor FeedbackDr. Robert Weissbach, Indiana University - Purdue University, Indianapolis Robert Weissbach is currently chair of the department of engineering technology at IUPUI. From 1998 - 2016 he was with Penn State Behrend as a faculty member in Electrical and Computer Engineering Technology. His research interests are in renewable energy, energy storage, and engineering education.Ms. Ruth Camille Pflueger, Pennsylvania State University, Behrend Ruth Pflueger has been the
, “ESL students’ experiences of online peer feedback,” Computersand Composition, vol. 24, no. 4, pp. 443–461, Jan. 2007, doi: 10.1016/j.compcom.2007.03.002.[14] D. Boud and N. Falchikov, “Aligning assessment with long‐term learning,” Assessment &Evaluation in Higher Education, vol. 31, no. 4, pp. 399–413, Aug. 2006, doi:10.1080/02602930600679050.[15] K. Lundstrom and W. Baker, “To give is better than to receive: The benefits of peer reviewto the reviewer’s own writing,” Journal of Second Language Writing, vol. 18, no. 1, pp. 30–43,Mar. 2009, doi: 10.1016/j.jslw.2008.06.002.[16] J. van der Pol, B. A. M. van den Berg, W. F. Admiraal, and P. R. J. Simons, “The nature,reception, and use of online peer feedback in higher education,” Computers
ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal
) working with writing centertutors, (2) creating (in-house) discipline-specific writing-intensive course, (3) building upsupport groups consisting of peers, advisors and writing specialists. For the purpose of thisstudy, I review below only first two areas of interest. For a fuller review of the currentlandscape of graduate-level writing support available in engineering, readers should refer toBatson [4].Working with writing center tutorsAs a university-wide service to students, employees and faculties who need professionalsupport for any kind of writing task, writing centers have long served as a default solution toproblems in writing. Engineering professors also commonly recommend the tutoring serviceat the writing center to those who struggle
have a dedicated time and place to get together towork on, improve on, and progress in their writing [8]. Funded by Graduate School, this writinggroup allowed peer discussions and interactions, as well as presentations by facilitators on avariety of writing topics [8]. This small group environment for dedicated writing is similar to theWriting Sessions described in our paper, but without the limitation of disciplines, or the type ofwriting. The importance of writing beyond graduate school has long been recognized by multiplegroups so much so that several institutions have incorporated writing related workshops andprograms for faculty [13]-[17]. Most of these efforts, though focused on writing engagementsand improving writing competencies
Georgia TechPeer Leader Resources Survey 1: What do you want out of a peer mentor in ECE Select all that apply Self-developed Discovery Studio? Write-in provided Survey 2: What support did your peer leader in ECE Discovery for “any other types Studio provide? of support” • Help completing ECE Discovery Studio Assignments • Help building a community at Georgia Tech • Help finding opportunities at Georgia Tech • Help navigating difficult
. and Ph.D. degrees in Educational Psychology from the University of Kentucky. She also has nine years of industry experience. ©American Society for Engineering Education, 2023 Peer Mentorship in a Virtual University Setting: A Hispanic Perspective on How Mentorship Broadens Participation in Advanced DegreesAbstract Mentorship is crucial in providing a platform for academic and leadership developmentand success among underrepresented groups in STEM. Studies on mentoring students fromunderrepresented groups in STEM demonstrate the characteristics of strong peer relationships,superior communication skills, and favorable academic and career development
new research emerges [7 - 11].Deliverable #5: Professional Learning Finally, stEm PEER Academy’s fifth deliverable is a toolbox of resources that guides Fellows’ professional development such as developing Broader Impact identities, Broadening Participation efforts, proposal development, and writing research papers. For example, stEm PEER Academy prepared an NSF-aligned proposal guideline for Fellows to use for requesting implementation funding from Engineering PLUS to launch their own Implementation Projects. The purpose of this NSF-aligned proposal exercise was to provide Fellows with a more accessible and less intimidating proposal format for developing their Implementation Project, especially if they were navigating
Paper ID #39484Lab Safety Awareness in Incident and Near-miss Reporting by StudentsParticipating in Engineering Societies: A Case StudyAudrey Erin ConcepcionRyan HekkerDr. Ean H. Ng, Oregon State University Ean H. Ng is an assistant professor of Industrial Engineering at Oregon State University. She received her Ph.D. in Systems and Engineering Management from Texas Tech University. Her research interests include engineering economic analysis, high reliability organization, safety engineering, peer effects in workplace safety, and performance measurement.Chukwudiebube AtagbuziaThomas L Doyle, Oregon State UniversityJenette K
heterogeneous microelectronics for high-density systems, nanoman- ufacturing for extreme machines, in-space servicing, assembly, and manufacturing (ISAM) at the point of need, and biomanufacturing for lab-made food proteins and food equity. Malshe has trained more than 1400 graduate and undergraduate students and mentored numerous younger engineers in academia and industries. He has published over 225 peer-reviewed manuscripts. He has received over 27 patents and his patent/product conversion rate is more than 70% resulting in more than 20 award-winning engi- neered products applied by leading corporations in energy, defense and aerospace, transportation, EV, die casting, high-performance racing, and other key industrial
. Inrecent years, programs such as Michigan’s NextProf workshop and CU Boulder’s ACTIVEFaculty Development and Leadership Intensive, have emerged that bring together Ph.D. studentsand postdocs to network with peers as well as meet and learn from faculty at host institutionsregarding the job search. Any review of faculty application materials happens briefly duringthese events, which does not allow scaffolding for the participants or application materialrevision opportunities. Other programs focus their preparation on certain types of institutions(e.g., Stanford’s Preparing Future Professors and predominantly undergraduate institutions),disciplines (e.g., Rising Stars in Mechanical Engineering and the University of Chicago’s FutureFaculty Conference
university about their classroom surroundings and its impact on their learning andcomprehension. The reflection prompt defined surroundings as the “conditions and objects thatsurround you.” This reflection question was part of an NSF-funded study on the use of weeklyreflection in a flipped fluid mechanics course to drive metacognitive development and lifelonglearning skills. During class, students were encouraged to collaborate with their peers duringproblem solving to achieve collective understanding and interact with the instructor. Based on aninductive, emergent content analysis of the reflection data with two analysts, we obtained anunexpected result. Specifically, the most-frequently mentioned positive classroom “surroundings”was “peers” (46
sought to understand the student’s level ofconfidence in their ability to write programs and the importance they placed on programming intheir future career.Following the semester-long introductory programming classes, we conducted a week-longworkshop for a small group of students who were part of the ANON project. We report on the twoworkshops that we conducted in January 2022 and January 2023. The data contains reflectionsnoted down by the instructor and near-peer mentors during the workshop. We also report on thedata from the pre-workshop and a post-workshop survey.FindingsFirst, we report on the confidence and interest of students enrolled in introductory programmingcourses. We draw upon their response to list topics in introductory computer
longer for a weaker student to finalize the project. As a result, theproject sometimes does not improve the students' weak abilities, knowledge, and teamworkcapabilities.This research investigates the educator's methods at the undergraduate level for engineering andparticularly construction engineering technology courses to analyze, assess, evaluate, and resolveteamwork problems. In addition to a literature review of the experienced and reported methods,the author shares different methods practiced in several years of teaching in various institutionsand countries.One of the methods with the better outcome is the student involvement in the assessment of theirteammates. How to arrange peer assessment is one of the topics. The related forms, their
working with their mentees. All mentees increased their confidence forparticipating in mock review panels and writing grants, with most saying that their confidenceimproved greatly. Both mentees and mentors also felt that there was a significant connectionbetween their peer reviewing skills and their ability to conduct engineering education research.The majority of program participants felt that the workload was reasonable and that the activitieswere well-paced within the program.Although both mentees and mentors indicated positive feelings for the program overall, manyalso felt that program logistics could be improved. The largest issue between both mentors andmentees was the clarity of instructions given by the project team. Many felt that
recommendation.5. Considering whether peer review letters should be included in P&T dossiers, as is required by current policy. We speculate that committees may hold back on putting substantive feedback in writing for fear of harming the candidate during tenure review. Allowing peer- review letters to stand alone and not be made part of tenure review may encourage more honest and helpful feedback.6. Developing effective mechanisms for supporting faculty whose research discipline and/or workload falls outside of department/college/university norms.7. Developing training and resources to support mentoring of faculty based on departmental peer review and P&T documents as well as mentees’ assigned workloads (because all UD reviews are
Alaskan Native, Asian, black or African American,Hispanic/Latino, Native Hawaiian or Other Pacific Islander, faces unique challenges that candiscourage them from continuing with a STEM degree including the lack of writing and degreereadiness skills such as mathematical and computational thinking [2]. Minority female studentsare also faced with economic challenges and family commitments which can hinder ordiscourage them from continuing in a degree program [2]. In addition, minority females lackfemale role models in academics and industry. They are influenced by the stereotypical beliefthat white males dominate the computer field and that certain groups do not belong in this field[3]. These prejudices and stereotypes can be reinforced in the home
, and don't listen to my ideas or concerns” (Female student). “One time in a lab I was working with two white boys and when it came time to write up the lab report one of them would always give me the writing option that had no brain power, and they did everything else” (Female student).Students also reported bias in teamwork assignments within their group where they would beasked to complete less significant tasks or ignored. Consequently, students reported experiencinganxiety when working with non-Black peers on group projects because they feel stereotyped as“lazy”. To avoid this stereotype, many Black students would work harder than expected evenwhen they do not feel well because they are not afforded the same level
their College DegreeAbstractThis study explains a National Science Foundation (NSF) funded program established at aHispanic-Serving Institution (HSI). The Research-Oriented Learning Experiences (ROLE)program’s goal is to improve Latinx undergraduate students’ research skills while buildingstrong connections with other peers and near-peer mentors. Funded under the NSF BroadeningParticipation in Engineering Program, the ROLE program seeks to encourage Latinx students tobecome involved in research activities in Engineering, where students can experience andperform research through hands-on activities. As a theoretical framework, the Resilience Cycleguided this study with the rationale that Latinx as minority students face numerous challengesand
diversity.4 The program consists of five classes,unique to the minor, that span across two academic years (4 semesters) and relies on the use ofcohort-based program structure, near-peer mentoring, and project-driven learning. The cohortstructure allows for close relationships to form, combatting the social isolation that historicallymarginalized students may feel in CS classes. Peer mentoring benefits students by offeringfurther academic, social, and professional development support within the program. Project-based learning provides strong ties to students’ major area(s) of study (primarily biology andbiochemistry) and supports students’ future success in fields that are becoming increasingly data-driven.1 Finally, the minor program courses focus
Activity Creation 2 review Peer assessment or review 121 Blended Learning Flipped classroom 89 Flipped ClassroomThe five tool types are directly from Section 21.5 of The Cambridge Handbook of ComputingEducation Research [22]. The tool types are (1) tools that support writing code, (2) games thatteach programming, (3) assessment and feedback tools, (4) code visualizers/simulators, and (5)E-Books.Re-examining motivations and challengesThe survey has been created by the research team but attempted to directly build and possiblyrecreate the findings of Hovey et al. [4]. The options, specifically for benefits and challengesquestions, come
group game design or problem-solving activities.Online students were asked to complete similar activities at home by themselves. Students wereasked to write reflections on the weekly activities. Both in-person students and online studentsparticipate in peer review of work products produced by other students or teams. The creators ofthe works being reviewed classified the reviews as meaningful or not useful. All studentsparticipated in the peer evaluation of the final 2D and 3D game products. A gamification andbadging system were introduced in the revised CIS 487 course. Table 1. The Weekly Topics and Activities for CIS 487 Week Software Engineering Topic Activities 1 Game Design Evaluation
compriseundergraduate and graduate students at different stages of their studies, and all participatingstudents are graded and receive credit toward their degree for at least two years. Students choosefrom a wide variety of VIP teams based on personal interest. Participation in VIP teams providesthe time and context for students to [5]: • acquire in-depth experience and insights within their field of study; • learn and practice research and professional skills; • make substantial contributions to real-world projects; and • experience different roles on large, multi-disciplinary teams.The VIP structure provides opportunities for students to develop leadership and collaborationskills through peer support and peer management, which provide students
, and (3)benefitting from peer feedback. The study aims to supplement traditional teaching techniqueswith an entrepreneurial and multidisciplinary-minded project that helps students reinforce skillsthat are relevant for the globally connected world. The results indicate that the interventionsuccessfully motivated students to develop their communication and collaboration skills. Thefindings of this study showcase the effectiveness of entrepreneurially minded andcommunication-focused projects that engineering instructors should consider integrating intomid-level discipline specific engineering coursework.1. Introduction1.1 Problem Identification The global connectivity offered by modern technology brings numerous advantages toadvanced
perspectives.Quantitative Data:To triangulate the qualitative data collected through journal entries and open-ended surveyquestions, we collected and analyzed quantitative data regarding the students’ perceived impactof the DEI sessions. In the online post-survey, using a Likert-style scale, we asked students torank eight aspects of the RAMP program with regard to the following two questions: 1) Howsatisfied were you with the following RAMP program activities? and 2) What have youaccomplished by participating in the RAMP program?For the first question, the RAMP program activities ranked included the following: Calculus class,Calculus tutoring, Introduction to Engineering, Industry partner meetings, Near-peer mentors,Writing computer programs, DEI sessions, and
, including those who remain in theprogram after transfer, are supported with annual scholarships of up to $6000, depending onfinancial need. In addition to scholarship money, students participate in a variety of programactivities throughout the school year in the form of academic seminars, extracurricular events,professional development, faculty mentoring, peer mentoring, academic advising, andundergraduate research opportunities. Noteworthy elements of the program in years three and fourinclude 1) the selection and award of the fourth and final cohort entering the program, 2) atransition of leadership to a new principal investigator for the program at the two-college, and 3)the increase in number of students who have continued with the program
, a portfolio approach isalso being implemented this term. For the learning module materials, each student completes apre-exercise survey asking about their prior knowledge, provides evidence of their attempts toperform the exercise, and then writes a reflection about what they have learned.The opportunity has presented itself to use CATME [12] to create and assess student teams. Thissoftware, developed at Purdue University, has three elements: one for team creation, another forpeer evaluation, and a third for students to practice peer evaluation on “standardized studentteam members” which allows for some rater norming and reliability. This tool is not being usedin EG397 during the Spring 2023 term but is being examined for future
Next stepsDuring the Spring 2023 semester, we continued to support students as they progress on theirprojects. As of May 2023, we conducted three workshops to support students as they work onone of their final products, writing and presenting an academic paper. The first workshop wasfocused on tools to organize the literature review, such as summary tables and synthesis matrices(cf. [18]). The second workshop revisited the Message Box [22] to help teams think of theiraudience for the academic paper, and also provided an opportunity for peer review, which allowsfor critique and revision of their work, the sixth feature of gold-standard PjBL [19]. The thirdworkshop focused on effectively presenting research via spoken presentations and posters
institutions will be presented.IntroductionVirtual mentoring is not a new practice, it has been in existence for over 20 years [5], [6] [7], [8],[9]. The online setting can seamlessly connect undergraduate students across the country withmentors, and the GradTrack program was initially started in 2021 during the COVID-19pandemic. Virtual mentoring has also been shown to increase sense of community, STEMachievement, career self-efficacy, and drive to persist in mentors and mentees [10].The GradTrack mentoring structure is a scalable group and peer mentoring model, with 2graduate student mentors from Purdue with 5-7 URM undergraduate student mentees fromacross the United States and Puerto Rico joined in a mentoring circle. The second iteration of
breakdown of women and men responses in the above data(in Table 6). Figure 3 shows that despite women feeling very strongly (over 80%) about feelingbonded with classmates and peers, women strongly agree only 52% that they will have betterpeer support in classes upon return. However, the male students had higher percentage (75%) ofstrongly agreeing about expecting better peer support in classes upon return. Overall, 92% ofwomen (strongly agree and agree) left feeling they will have better peer support whereby the87.5% of males (strongly agree and agree). Figure 3: Women vs. Men Responses: bonding with classmates and impact on their networkingThe post-survey prompted students to enter free form response to the questions: “Write asummary of your