Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Clobes, University of Virginia; William H Guilford, University of Virginia

Tagged Divisions

Biomedical

Paper ID #7611Improved retention and recall with a peer reviewed writing assignmentAmy Michelle Clobes, University of Virginia Amy Clobes is a Ph.D. candidate in the Department of Biomedical Engineering at the University of Virginia. She received her B.S. in Biology from the University of Michigan. Clobes’s research focuses on the intermolecular interactions of cardiac myosin binding protein C with actin and the regulatory effects of nitrosylation on these interactions.Dr. William H Guilford, University of Virginia Dr. Will Guilford is an associate professor of Biomedical Engineering at the University of Virginia, and

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University - San Marcos

Tagged Divisions

New Engineering Educators

Paper ID #5990Lights, Camera, Action!: Peer-to-Peer Learning through Graduate StudentVideosDr. Kimberly Grau Talley PE P.E., Texas State University - San Marcos Dr. Kimberly G. Talley is an assistant professor in the Department of Engineering Technology at Texas State University - San Marcos and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Paper ID #6142Enhancing Peer-Learning Using Smart DevicesProf. Zahed Siddique, University of Oklahoma Dr. Siddique is currently a professor at the School of Aerospace and Mechanical Engineering of Uni- versity of Oklahoma. His research interests are in areas of product design, product platform design, and engineering education. He is the faculty advisor of the Sooner Racing Team (FSAE) and coordinator of the Mechanical Engineering Capstone program.Dr. Firas Akasheh, Tuskegee UniversityDr. Gul E. Okudan Kremer, Pennsylvania State University, University Park Dr. G¨ul E. Okudan Kremer is an associate professor of Engineering

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven R Walk, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

Other Written Assignments (LtW) 10 Peer-assessed Team Skills 10The prompts were introduced approximately weekly using an overhead projection andverbal instruction. The purpose of the low-stakes writing exercise was repeated: to help thestudent improve his or her technical writing skills and to improve learning of lecture- andlaboratory- based knowledge. Each submitted assignment was scored, i.e., marked-up, bythe author according to a writing skills rubric made available and reviewed with thestudents.17 (See Table 2). Students were provided also a list of common editor’s marks sothat they could readily decipher and interpret the author’s comments and corrections.Trends in

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

class’ new engineering report assignment and method. Thestudents were assigned to write a one- to two-page reflective statement responding to the promptbelow. The students were directed to target as primary audience the Dean of the College ofEngineering, with peers and the instructor being a “transparent” secondary audience. Prompt: "How and why (or why not) did your experience working on the Lego car assembly line Report Project provide you with educational benefit(s) toward developing your engineering communication skills?” Page 23.15.15To remove instructor bias from the review of student feedback, the instructor solicited

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7066Engineering Writing for the General Public: A Classroom ApproachDr. Elisa Warford, University of Southern California Elisa Warford is a senior lecturer in the Engineering Writing Program at the University of Southern Cal- ifornia, where she teaches undergraduate and graduate courses in written and oral engineering commu- nication. Her current research interests include the rhetoric of science and portrayals of engineering and technology in American literature. She is also a professional technical editor specializing in engineering writing for academia and industry. She holds a Ph.D. in English from the

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Mehmet Cetin, Temple University; Jyothsna Kavuturu

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

only journals2.The students were asked to write a critique consisting of the solutions to the problems. The list ofthe topics is given in Table 2. The first 4 topics were taught in the class in detail. However, the5th topic by design was a new topic that was not covered in the class. By the virtue of experienceand training obtained from the 4 topics, the students were expected to obtain the relevantknowledge from five peer reviewed journal articles and complete the deliverables. The reportswere graded as shown in Table 2.Results and DiscussionThe pre and post intervention groups scored on the average 69.6% and 70.3% on the test given atthe beginning of the semester on basic principles of Physics, Chemistry and Biology. The scoresindicate that

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise M Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Ryan C. Campbell, University of Washington; Elizabeth Burpee; Mee Joo Kim, University of Washington- Seattle

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #7656When Engineering Students Write about Waste Electronics: Trends in howthey Think of Global ImpactsDr. Denise M Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Technology in 1989 and 1995, respectively. She also holds an M.Ed. from the University of Washington (2008) and has worked in industry (Applied Materials). She is currently a faculty member with the Electrical Engineering De- partment, University of Washington, Seattle, and she was

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Beverly Kristenson Jaeger, Northeastern University; Kerri Liss, Northeastern University; Bea van den Heuvel; Ellen Wilson, Northeastern University

Tagged Divisions

New Engineering Educators

Paper ID #6753Those who can, teach. Immersing Students as Peer Educators to EnhanceClass ExperienceDr. Beverly Kristenson Jaeger, Northeastern University Beverly Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the first-year Engineering Program at Northeastern Uni- versity. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, and Human-Machine Systems. Dr. Jaeger has been the recipient of several awards in engineering education for both

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland Baltimore County

Tagged Divisions

Chemical Engineering

included complaints about having to “know” toomany equations, the existence of an apparent disconnect between theory and real worldexamples, and a textbook they do not enjoy using. We believe that focusing on how studentsunderstand their own work with the textbook addresses not only the last complaint, but also theother two, and to that end have modified our thermodynamics course structure with an emphasison reading activities and self-reflection.Now in class, students practice regular reflection through a short weekly assignment that we call“the reflection paragraph,” which supplements the regular problem solving homework. Studentsare instructed to write 200 words to explain what they have learned and to provide evidence ofthat learning. They are

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Sean Poust, University of California-Berkeley

Tagged Divisions

Chemical Engineering

capstone design and laboratorycourses. The course runs as a one-semester, stand-alone course (not coupled to a complementarytechnical or laboratory course) with assignments ranging from laboratory reports, design reports,resumes, cover letters, interviews, technical presentations, and project proposals tocommunication with lay audiences. This paper takes a case study approach to examine theevolution of the laboratory report assignment over the course of three semesters. We found thatincorporating additional authenticity into laboratory report writing assignment motivated studentengagement and learning. Midterm and final course evaluations are used as data to reflect on theeffectiveness of three iterations of the assignment:· Fall 2011: Common

Conference Session

Mentoring Minority Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frances Carter-Johnson, Massachusetts Institute of Technology; Patricia Ordóñez, University of Puerto Rico Río Piedras ; Renetta G. Tull, University of Maryland Baltimore County (UMBC); Miguel Alfonso Nino, University of Maryland, Baltimore County

Tagged Divisions

Minorities in Engineering

Page 23.562.3emphasizing mutual interdependence among the members.”13 Below are the words of a group offive tenure track female professors who peer-mentored one another through the process of tenure,which best capture the spirit of group peer mentoring. The professors range in age from 37 to 62,were in different stages of the tenure process, and in different fields. Despite this variability, theycame together to write and develop as scholars for 14 months. Together they wrote an article onnavigating the tenure process, which included the following statement: Initially, mentoring focused on helping each peer develop as an individual agent for her own productivity. As time went on, however, the group itself became an object of agency

Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sarah Lyn Gassman, University of South Carolina; Michelle A Maher, University of South Carolina; Briana Timmerman, UVA Curry School of Education, Charlottesville VA; Charles E. Pierce, University of South Carolina

Tagged Divisions

Graduate Studies

American Society for Engineering Education, 2013 Pedagogical Techniques to Promote Development of Graduate Engineering Students as Disciplinary WritersAbstractAs demands for research productivity increase, faculty, particularly untenured junior faculty,must efficiently expedite the development of their graduate students’ disciplinary writing skills.In response to this need, a semester-long graduate course was offered within the Department ofCivil and Environmental Engineering at the University of South Carolina for the first time in2012. The primary course outcome was for each student to prepare a manuscript ready, or nearready, for submission to a peer reviewed engineering journal at semester’s end. To facilitate

Conference Session

ETAC/ABET RELATED OUTCOME BASED ISSUES

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Weissbach P.E., Pennsylvania State University, Erie; Ruth Camille Pflueger, Pennsylvania State University in Erie, the Behrend College

Tagged Divisions

Engineering Technology

process, butoftentimes engineering technology students have few opportunities to develop their skills in thisarea as they matriculate through their chosen degree program. Many programs require only oneor two writing courses outside of the major. In addition, courses that require communication inthe form of laboratory reports often provide minimal feedback regarding appropriate writingstyle, the effective support of results with analysis, and maintaining efficiency in writing.In this paper, a new approach is presented that unburdens some of the responsibility from theinstructor to peer tutors outside of the engineering technology major who are skilled writers.Although this effort has been ongoing, with engineering technology students required to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

- tor of Counseling, she was responsible for coordinating retention efforts for all programs and coordinated necessary efforts and interventions to retain students in jeopardy of leaving the university. Additionally, Dr. Roudkovski has served on the Institutional Review Board at LeTourneau and regularly provides con- sultations for doctoral candidates seeking assistance with methodologies and statistical analyses involved in dissertation writing. She is also experienced in designing instruments used for assessing various situ- ations and behaviors. Dr. Roudkovski has presented such personally designed instruments at numerous professional conferences

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Kevin D. Hall, University of Arkansas; Ronald W. Welch, The Citadel

Tagged Divisions

Civil Engineering

culminating designexperience. Associated questions include:  Do most schools use rubrics for assessment? Are peer and industry assessments likely to have a greater weight in the overall student grade if rubrics are used?  Does the design team size affect content taught and/or assessed in the course?  What does it mean to “involve” an industry mentor? Does the use of industry mentors influence the project types, assessment, grading practices, or use of rubrics?  Does the school type: Ph.D. granting, Undergraduate and Masters (UM), or Undergraduate Only (UO), affect the design experience?Rubrics and Project AssessmentRubrics have become a common tool in assessment3 and much has been covered

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Tina alaei; Andrew Lillesve, IRE

Tagged Divisions

Continuing Professional Development

related to theirprojects. They must submit a summary of the discussion. They are also obligated to perform atleast 15 hours per semester professional volunteer work for the community. Another requirementis the submission of personal improvement/evaluation assignment; the IRE students must write areflection on their strengths and weaknesses with the help of other team members and thefaculty.Outcome G: an ability to communicate effectivelyThe IRE students must present their projects at least four times per semester; each of theirpresentations are evaluated and given proper feedback from both peers and faculty. Additionally,they must write and submit a number of technical reports and documents regarding their projects.All these documents are

Conference Session

Best Methods for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio P.E., University of Delaware

Tagged Divisions

New Engineering Educators

, the candidate's accessto the Sakai eDossier project is disabled.Read and write access is granted to the chair of the department P&T committee. By this time,external peer reviewers should have been recruited. Any other materials to which the candidatemust not have access for the purpose of maintaining confidentiality have been or are in theprocess of being collected by the department P&T committee. These confidential materials caninclude items such as peer reviews of teaching, internal letters of recommendation, and letters ofrecommendation from randomly selected former students. The chair of the department P&T Page

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

students spoke in panels during dinners including panels withthe peer mentors, advice from first year students, student club representatives, and students withglobal travel as part of their SJSU experience.Enhance Math and Writing PreparationA primary goal was to strengthen the academic success of the EXCEED students. The EXCEEDprogram included ten hours each of math and writing workshops. The workshops were taught byfaculty who teach pre-calculus and remedial English classes using a set of topics designed bysurveying faculty of freshmen and entry level engineering classes on the areas they felt studentsstruggled with the most. The workshops included homework which was also used as a tool toteach time management and study skills.Build Community

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

andrapidly diagnosing their conceptions of a situation. This study introduces an innovativeinstructional method, called “pseudo peer diagram” (PPD), where students compare andcontrast their work with others as a formative feedback mechanism. Fourteen studentswho graduated from the First Year Engineering Honors Program were asked to generatefree body diagrams to interpret equilibrium in the provided systems. PPDs werepresented to enable a direct comparison and to serve a metacognitive function forstudents who use them as feedback to practice and build up their own self-checkstrategies. In order to understand how individuals cognitively process PPDs, this studyused think-aloud protocol to make students’ cognition explicit.This study revealed several

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

curriculum divides the process ofcreating a professional digital portfolio into ten weekly tasks, each of which takes between thirtyminutes to an hour to complete. A fundamental part of the P2P process is the weekly feedbackto students on their portfolio progress provided by faculty. In addition, at each campus, studentshave been offered the opportunity to engage in a peer feedback process—sometimes online andother times in person.Throughout the ten weeks of creating a professional portfolio, students are asked to uploadevidence of and write narratives about their accomplishments in four categories: 1) Research, 2)Teaching, 3) Service, and 4) Lifelong Learning.Typically, students upload published papers or powerpoints used during conference

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Michael C Smith, University of Virginia

Tagged Divisions

Design in Engineering Education

class were to provide better formativefeedback more quickly to students, to continue to integrate authentic work in the class throughcase studies, and to provide a more active and collaborative learning environment.The blended experience for this class has several components, including • Student teams recording presentations with video-capture software (instead of just turning in PowerPoint files for feedback). • Peer review of aforementioned recorded presentations and other deliverables, utilizing an online peer-management system (called “PRAZE”) to reduce the complexity of administering peer review for a large number of students • In-class polls using Google Docs • Discussion board forums for student questions

Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2013 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CAST); Richard Cliver, Rochester Institute of Technology (CAST); David S Martins, Rochester Institute of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

material and be able apply theirknowledge as well as teach their peers about the subject. Conversation between groups isencouraged. In practice, peer-to-peer and group-to-group communication behavior wasfrequently observed in the course and benefited both novice and expert students. How to Succeed With This Lab: Before executing the procedure, skim-read through the whole lab handout. Skim-read through the Write Up section so you know what is expected for the lab report. Work together as a team with your lab partners to solve problems and overcome any snags (e.g. syntax issues with C, fabrication of the sensor leads, writing up an explanation of results). The number one problem students face doing this lab: Mis-wiring

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel P. Dempsey, University of Massachusetts Lowell; Carol Barry, University of Massachusetts, Lowell; Joey Mead, University of Massachusetts Lowell

Tagged Divisions

Graduate Studies, Student

their specific needs. After considerableconsultation with industry human resource representatives, university professors, and theuniversity’s career counselors, a professional development program was formed to address threemain areas of interest: the improvement of core research abilities, the development of skillsrequired for transition from academia to industry, and the necessity of projecting a professionaldisposition in the workplace. The graduate students organized a yearlong series of workshops inwhich university and industry professionals addressed each of the three areas of interest. Theprogram was evaluated through a combination of peer and self-reviews, writing improvementrubrics, and industry representative criticisms. The results

Conference Session

Real and Virtual - "New" Approaches to Teaching "Old" Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Daniel D. Anastasio, University of Connecticut; Aravind Suresh, University of Connecticut

Tagged Divisions

Chemical Engineering

generated. These tasks included actions students couldtake during their experiments (such as presenting evidence of intermediate data analysis), duringdata analysis (such as looking up examples in textbooks or asking specific questions to theinstructors), while writing (such as peer editing or taking their draft to the university WritingCenter), and throughout the semester (such as carrying a full experimental design from the firstgroup of the semester to the last).Criterion 3 was difficult to implement at first. It was undesirable to make all of the optional tasksreward XP, which translated directly into points and, hence, grades. Doing so made the optionaltasks feel compulsory, and the extra points might skew the class grades by an

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

Tagged Divisions

First-Year Programs

likely to recognize or talk about academic benefits. Page 23.514.8The most commonly mentioned relevant words used in response to the question “What value doyou think your ELC brings to students?” were community (or similar) (41), academic (14),support (or similar) (13), faculty (11), relationships (or similar) (9), service (or similar) (9),campus (9), study (9), career (8), experiences (7), tutoring (7), connected (7), peers (6), success(6), retention (5), transition (4), classes (4), writing (3) lab (3), advising (3), and mentors (3).Community was again the most common term. Academic, support, and faculty were alsomentioned by at least 11

Conference Session

Information Literacy, Computer Efficacy and Readiness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Southern Polytechnic State University

Tagged Divisions

Two Year College Division

- Communicate effectively through speaking, listening, and writing.  Critical Thinking - Use critical thinking to analyze and solve problems.  Technical Skills - Demonstrate knowledge and competence in academic and technical fields of study.  Teamwork - Demonstrate positive, effective, and appropriate interpersonal skills.The integration of these Workforce Skills also resulted in a more comprehensive approach toassessment. This program requires multiple individual and team projects in the laboratorysegment, and design projects for the classroom segment of courses within the major. Rubricswere developed for all individual and group projects. As part of the effort to integrateWorkforce Skills, written plans, post-project analysis

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Design in Engineering Education

there is a diversity of concerns Page 23.1131.4about grades (those working for an ‘A’ and those happy with a ‘C’), it is more likely that thegrade-focused members will control most of the work and ‘enable’ the other members to do littleor none of the report writing. In this case some members get additional report writingexperience, some get little or no experience, and no members develop good group report writingskills. Although project-focused grading is easiest and therefore is a common approach forteam-based design projects, it can unintentionally reward project-obsessed teams. Gradingpractices that include peer ratings do serve to increase

Conference Session

Capstone Design Courses and Tools in support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pablo Biswas, Texas A&M International University; Runchang Lin, Texas A&M International University

Tagged Divisions

Systems Engineering

and is increasingly employed in the context oftelecommunication technology. The results of their research from both semesters showed thatstudents participating in anonymous e-peer review performed better on the writing performancetask and provided more critical feedback to their peers than did students participating in theidentifiable e-peer review. Lowes et al.[22] studied the online professional development courseswith the discussion forums for teachers and students. Their study described the insights into theeffectiveness of the course design and facilitation and correlated these with participantsatisfaction, and argues for using a combination of methods when studying discussion forums inonline courses. Similar studies are carried out by

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

. TheirACT scores are 2-4 points below their peer cohort admitted in the CEAS at UC. In addition, onthe UC Math Placement Test (MPT), which is used as a basis for first math course placement,the target students typically score below the cutoff for placement in Calculus I, the first course inthe engineering math sequence and a prerequisite for Physics I. Issue II: inability of the studentsto adapt socially to their new environment1, 2. UC is an urban university with over 30,000students on its main campus and CEAS has close to 3,000 students. This environment presentsparticularly unique challenges to ethnic minorities, women, First Generation, economicallychallenged students, and students from small, rural schools, or from large urban public