Collection

2024 Rocky Mountain Section Conference

Authors

Bobby Hodgkinson

-based counterparts. However, our efforts have yielded moresubstantial progress in developing AI tools for course support tasks. These include the automationof lab report grading and the efficient processing and evaluation of peer reviews, areas where AIcan more readily replicate and augment the functions of a traditional teaching assistant.Presented worksSince this work won’t yet be available to the audience and for the sake of completeness, wesummarize our recent paper “AI-based Sentiment Analysis and Grader Enhancements” submittedto the ASEE 2024 national conference. That paper presents a comprehensive study focused on theapplication of AI in the realm of peer feedback and grading assistance in one of our Aerospacelab courses. The overarching

Collection

2024 Rocky Mountain Section Conference

Authors

Jenna Greenwood; Phil Courey; Amanda Parker; Malinda Zarske

the college, alongwith newly developed monthly financial wellness seminars and trained peer mentors, studentsare equipped with the tools, resources, and connections necessary to excel not only in theirengineering studies but also in their broader academic and professional endeavors.Recognizing the transformative power of education, particularly in fields where students fromdiverse backgrounds remains underrepresented, this program is committed to dismantlingbarriers for students who desire to achieve an undergraduate engineering degree.Current Student CohortThe first Lattice Scholars cohort entered college in fall 2023 and is comprised of 55 first yearstudents. Fitting with the program eligibility requirements, all 55 students are State

Collection

2024 Rocky Mountain Section Conference

Authors

Timothy Frank; Daphne DePorres; Emily Stoneham; Joel Sloan P.E.; Vincent Bongionanni; Eric Tucker

a mutual relationship where the teacher and the student are both participants in thelearning journey. This type of relationship in the learning environment can contribute to agrowing awareness of the power of peer-led learning which fosters deeper student engagement inSTEM education (Micari, et al., 2005). Peer-led team learning has been found to illuminate thebenefits of peer-led learning by placing students in small project groups facilitated by their peers.These sessions foster shared responsibility for processes and outcomes, thereby breaking downthe isolation common in more traditional classroom settings (Whitcomb & Singh, 2021).Borrowing from the near-peer model where an undergraduate student completes a summerteaching internship