Conference Session

Measuring Impact: Libraries, Librarians, Instruction, and Institutions

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Matthew Markowitz, Cornell University; Jill H. Powell, Cornell University; Jeffrey T. Hancock, Cornell University

Tagged Divisions

Engineering Libraries

Page 24.1259.2Abstract In 2010, librarian Jeffrey Beall started a list of journals that allegedly use predatorypractices to recruit manuscripts for publication. Coined “Beall’s List,”1 this working cataloguehighlights over two hundred open-access journals that may feign editorial processes, peer-review, or other procedures of a reputable publisher. Given the recent attention to scientificmisconduct2-8, an important question is whether there are methods to detect predatory publishersfrom authentic ones. In this study, we apply an automated language analysis technique from the social sciencesto examine how predatory and authentic journals differ in their writing style in the About Us andAim/Scope sections of their websites

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

scores using an instructor-created rubric. Following the assessment activity, rather than simply revising the individualreports, students worked in teams to develop a single improved team report using what they hadlearned from peer assessment. Students were surveyed to assess perceived learning gains.Results of the survey combined with instructor observations suggest that the peer assessmentactivity met the desired goals. Peer assessment will likely be utilized in future versions of thecourse and expanded to other writing assignments though some modifications may be necessaryto address current limitations.Introduction All first-year engineering students at the University of Louisville are required to take anIntroduction to Engineering

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #9195Management and Assessment of a Successful Peer Mentor Program for In-creasing Freshmen RetentionMr. Jeff Johnson, LeTourneau University Jeff Johnson is an Instructor at LeTourneau University. He received his B.S. in Mechanical Engineering Technology from LeTourneau in 1994 then proceeded to spend 16 years in industry focusing on machine and civil design as well as project management. In 2010 he began his teaching career at his alma mater to share his experiences with engineering and technology students. He is currently a co-PI on the schools NSF-STEP retention grant.Prof. Alan D. Niemi, LeTourneau University

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

-assessment.It is important to note that outcome III has a performance indicator of 63 (Table 5), considerablylower than the indicator for all other outcomes, and also well below the established limit of 75. Asample of the student self-assessment for this outcome can be seen in Fig. 1 (for survey question# 4), 27% of the students feel that they did not improve their written communication skills. Theaggregate for outcome III in Table 4 yields the highest mean and the highest COV, bothindicative of student dissatisfaction with the achievement of this outcome. This could beattributed to the fact that students were only required to write three status reports and two projectreports for this course, and that each of these reports was a group activity. It is

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

could do to improve their performance. By the end of the yearthere were almost none.6. When providing written comments, the rater almost always talk about the ratee, and virtually Page 24.1252.11never talk to the ratee. This was an interesting observation. Although the students all knew thepurpose of the peer evaluation was to give some of their classmates feedback about theirperformance, the comments were virtually always written as if the rater was communicating withtheir instructor, and not their classmate. So rather than writing, for example, “you could havedone a better job preparing for the design review,” almost all raters would have

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

opportunity for me to deepen these relationships and gain confidence andaccountability in my work. Since the workshop, I have begun swapping articles and proposalswith several other participants of PEER to give and receive feedback on drafts. I have received Page 24.1237.15candid and honest feedback that has been invaluable. I have also been held accountable to meetmy internal paper deadlines so that I keep writing even when other responsibilities are clamoringfor my attention. I now have twice as many papers in submission than I have ever had prior toPEER. I attribute this level of feedback and accountability to the quality of relationships that

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

communicate technical ideas in such a way that people without knowledgeof industry-specific jargon can still understand. Additionally, a semester-long graduate course atthe University of South Carolina is designed to prepare graduate students to write an engineeringmanuscript with the specific intent of being peer-reviewed and published3. The content of thecourse includes specific instructions on the purpose of and information in the four sections of atypical engineering research article. Page 24.64.3At K.U. Leuven in Belgium, a technical writing course has been implemented that centersaround a checklist of goal writing abilities4. Here, each of the

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca R Essig, Purdue University; Cary David Troy, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #10109Adventures in paragraph writing: the development and refinement of scal-able and effective writing exercises for large enrollment engineering coursesMs. Rebecca Rose Essig, Purdue UniversityDr. Cary David Troy, Purdue University, West Lafayette Ph.D., Stanford University, Civil and Environmental Engineering (2003) Assistant Professor, Purdue Uni- versity, School of Civil Engineering (2007-present)Prof. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Assistant Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kamarza Mulia, Chemical Engineering Department, Faculty of Engineering, Universitas Indonesia; Elsa Krisanti, Chemical Engineering Department, Universitas Indonesia

Tagged Divisions

Liberal Education/Engineering & Society

Practice shaking hands and audience analysis for and audience analysis making a presentation 2 / Oral presentation, visual Practice one minute impromptu presentation; assign aids, assessment criteria topics for the two minute presentation 3 / Two minute presentation Peer assessment (presentation) without visual aids 4 / Two minute presentation Peer assessment (presentation); assign reading without visual aids materials for teaching note writing 5 / Effective reading, Practice writing a summary for teaching notes; peer summarizing, teaching notes assessment (teaching notes); assign students to find writing guidelines reading

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James L. Hanson PE, California Polytechnic State University

Tagged Divisions

Civil Engineering

writing skills. Studentassessment of the teaching methodology is provided. Faculty observations of experiences aredescribed in the paper and suggestions are provided for effective use of this teachingmethodology.Introduction and BackgroundPeer review is common for all scientific publications as well as for engineering design work inprofessional practice. Integration of peer review to the curriculum has been reported for a varietyof implementation modes. Limited experiences in this regard have been reported for civilengineering coursework in relation to technical writing. Rationale for including peer review incoursework includes emphasizing the development of technical writing skills and promoting anactive and collaborative classroom environment

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reneta Davina Lansiquot, New York City College of Technology; Ashwin Satyanarayana, New York City College of Technology; Candido Cabo, New York City College of Technology/CUNY

Tagged Divisions

Computing & Information Technology

areprovided with social and education networks to support learning. Activities include a WelcomeOrientation, registration workshops, study rooms, a mid-semester social event, and participationin a peer program. Faculty members are trained to implement cooperative learning, alternativeassessment in the classroom, cross-disciplinary writing assignments, and critical thinkingactivities. They also learn how to make use of the campus’s counseling, library, and othereducational resources as well as how to incorporate technology in the learning process.We have implemented LCs at our institution for more than 10 years, and the academicperformance of students participating in LCs reflects the national trends. When compared to thegeneral population at the

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette; Randy R. Rapp, Purdue Building Construction Management Dept.

Tagged Divisions

Graduate Studies

the initial program structure has allowed the Purdue BCMdistance MS program to reach a nearly 100% completion rate for the last two cohorts of students.A current shortcoming of the Capstone Writing Course is a failure to create adequate interest on Page 24.966.12the part of graduating students to pursue journal article revisions. As would be expected, thejournal paper submissions that result from the course are seldom adequate to meet peer reviewacceptance without at least some revision. After two years of combined daily activity to meetcareer demands and course requirements, students are happy to accept their diploma. Becausethese students

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michelle E. Jordan , Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10605Exploring How Design Critique Processes Shape Fifth Graders’ Peer Inter-action in Collaborative Engineering ProjectsDr. Michelle E. Jordan , Arizona State University Michelle Jordan earned her PhD in Educational Psychology at the University of Texas at Austin, focusing her studies on learning, cognition, and motivation with an emphasis on classroom discourse. She joined the Mary Lou Fulton Teachers College at Arizona State University in 2010. Her interdisciplinary research draws on traditions in qualitative inquiry, sociolinguistics, complexity theories, and the learning sciences. Partnering with teachers

Conference Session

Nuclear and Radiological Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Samuel A. Heider, U.S. Military Academy; Bryndol A. Sones, U.S. Military Academy; Brian E. Moretti, Department of Physics and Nuclear Engineering

Tagged Divisions

Nuclear and Radiological

Paper ID #10874Multi-Disciplinary Teams and Collaborative Peer Learning in an Introduc-tory Nuclear Engineering CourseSamuel A. Heider, U.S. Military Academy BA Physics from the Universty of Nebraska at Lincoln, 2004 PATRIOT Missile system Fire Control Officer 2004-2007, PATRIOT Fire Direction Center Officer 2007, BCT Company Commander 2007-2008, Validation Transition Team Leader (AFG) 2008-2009, Engineer Captain Career Course 2010 MS Nuclear Engineering from Kansas State University, 2012 Instructor United States Military Academy 2012-PresentCol. Bryndol A. Sones, U.S. Military AcademyDr. Brian E. Moretti, Department of Physics

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

Paper ID #8505People Matter: The Role of Peers and Faculty in Students’ Academic En-gagementDr. Melani Plett, Seattle Pacific UniversityDr. Denise Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University, Stanford, CA, in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Tech- nology, Atlanta, in 1989 and 1995, respectively. She received the M.Ed. from the University of Wash- ington in 2008. She is currently an Associate Professor with the Electrical Engineering Department, University of Washington, Seattle, and she

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bushra Tawfiq Chowdhury, Virginia Tech; Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University; Akshay Sharma, Virginia Tech, Industrial Design

Tagged Divisions

Design in Engineering Education

Paper ID #9073Student Experiences In An Interdisciplinary Studio-Based Design Course:The Role Of Peer ScaffoldingMs. Bushra Tawfiq Chowdhury, Virginia Tech Bushra Tawfiq Chowdhury is highly motivated, focused and result oriented individual, pursuing a career which provides a challenging and a dynamic environment. Holding a Master’s in Information security and having a strong leadership attitude.Takes advantage of communication, organizational, multitasking and technical skills with a diverse work experience involving academics and in the IT industry. Currently a PhD student in the in the Department of Engineering Education

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy Masnick, Hofstra University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

help from a peer, tutor, or the instructor. This last difference was significant, χ2 (1, N =100) = 5.71, p = 0.017.DiscussionWhile there is no denying the benefits of writing generally, our experience shows that, at least inthe context of our study, writing does not always translate to improved performance on standardengineering exams. In the first iteration of the writing prompt we used, students wrote out thecomputational steps of an engineering problem and then evaluated the correctness of theproblem. We believed that writing out the steps of the problem and evaluating its correctnesswould concretize both procedural and conceptual knowledge and lead students to greatermetacognitive apprehension of the concepts under consideration, as well

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

disciplinary content, or they can integrate the two in theevaluation process. One of the most critical and time-consuming elements of using writing in theclassroom is preparation by the instructor and for the students in sufficient detail such thatneither will be surprised at grading.Peer evaluation can also be incorporated. Once criteria are clear, students can become morefamiliar with those criteria and practice critical thinking skills by applying them to each other’s Page 24.1406.6work. In addition to helping students learn in multiple ways, peer critiques also provide studentswith feedback while also reducing instructor time spent dealing with

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

. Without changing thecontent of the class or the equipment used, active learning was introduced in 2013 at threedifferent stages of the class:1. Before lab: An extra lab session was offered to one team of students per section per week todevelop their capacity to be peer-leaders. These students worked in groups to gain an in-depthunderstanding of the material to be covered the following week in lab.2. During lab: The peer-leaders present a short lecture covering the necessary backgroundinformation. Additionally, they serve as ‘experts’ helping their peers troubleshoot and completethe lab activities.3. After lab: Peer-leaders write a modified in-lab protocol with detailed instructions on how toimplement a new laboratory activity that reinforces the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 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

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

theentire or part of the process. The final step of the process involves students writing a short reporton their modified problem solving process and then applying the process to a new open-endedproblem in a similar topic.Initial Implementation for Sheet Metal FormingIn order to understand the effectiveness of technology enabled peer learning as well as thepotential implementation difficulties, we have developed course materials during Fall 2012semester for sheet metal processing. The prepared contents were then included in the Sophomorelevel Design and Manufacturing Processes (AME 2303) during Spring 2013. There were 45students in the AME2303 section. The students were from Mechanical and IndustrialEngineering majors. The lecture on sheet metal

Conference Session

Data Analytics in Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Computers in Education

focus on how the data was obtained and prepared, how the different algorithmswere utilized, how the algorithms performed in the classification tests, what the results indicateabout our implementation of MEAs and how the results will be informing the next stages of theresearch project.Introduction    Peer  review  is  a  cornerstone  of  the  modern  scientific  process.    It  is  meant  to  act  as  a  gateway,  allowing  good  research  through,  while  filtering  out  junk  science;  to  separate  the  wheat  from  the  proverbial  chaff.    Yet  many  scientists,  academics,  and  even  the  US  Supreme  Court  agree  that  peer  review,  while  essential  to  the  scientific  process,  is  far  from  a  perfect  system1.  The  problem

Conference Session

Systems Engineering Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yue Bi, University of Virginia; Reid Bailey, University of Virginia; Michael C. Smith, University of Virginia

Tagged Divisions

Systems Engineering

―enhancement of student learning by means of reflection, analysis, anddiplomatic criticism‖. Other benefits include the increased amount of more immediatefeedback12 and the potential of extending learning to a public domain13. More recently, online peer review has become popular. DiGiovanni and Nagaswami14conducted a study on online peer review in two English-as-Second-Language classes andobserved that ―when our students were online, they remained on task and focused‖.According to DiGiovanni and Nagaswami, other advantages, compared to face-to-face peerreview, include closer monitoring of student interaction and independence on students’memory to revise draft based on peer feedback. Effects are not only seen in writing classes;Tseng and Tsai15, in

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Kelly J Cross, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

and Engineering Instructors." Technical Communication Quarterly, 2003. 12(1): p. 7-24.12. Smith, S., "The Role of Technical Expertise in Engineering and Writing Teachers’ Evaluations of Students’ Writing." Written Communication, 2003. 20(1): p. 37-80.13. Taylor, S.S. and M.D. Patton, "Ten engineers reading: disjunctions between preference and practice in civil engineering faculty responses." Journal of Technical Writing and Communication, 2006. 36(3): p. 253-271.14. Thaiss, C. and T.M. Zawacki, Engaged writers and dynamic disciplines: Research on the academic writing life. 2006, Portsmouth: Heinemann.15. Ohland, M.W. and R.A. Layton. "Comparing the reliability of two peer evaluation instruments." in

Conference Session

Improving Laboratory Education in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Divisions

Chemical Engineering

arbitration of a helpful instructor4, 14-16.Despite the importance of UO courses in chemical engineering programs, many faculty membersavoid opportunities to teach them. Myriad time-consuming and (at times) frustrating tasks arerequired of the UO instructor, including assigning student teams, preparing students forlaboratories, grading reports, and assessing peer evaluation results. Since faculty are often busywith other commitments such as research, grant writing, student advising, etc., it isunderstandable that instructors feel they do not have the time available to do an excellent jobteaching UO courses15, 16.Considering the importance of UO courses to the ChE curriculum, it would be ideal to relieve thepressure of time constraints upon

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

Paper ID #8451Take Ownership of Learning Outside Classroom:Dr. Wenli Guo, Queensborough Community College Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc. Page 24.1152.1 c American Society for Engineering Education, 2014 Take Ownership of Learning Outside Classroom: Reflection through Journal Writing in a Conceptual Physics Course

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

developed andevaluated by the group through presentations to take place during the subsequent IndependentResearch module. To provide time for trainees to review the scientific literature over the winter Page 24.1087.7break prior to the deciding on a research topic, the Ethics module was moved to the beginning ofthe fall. The Y2 writing module syllabus was prepared by a team of trainees over the summer,based on their newly acquired knowledge from that year’s Teaching and Learning module.Year 2 (Fall)Deliverables and outcomes: Trainees will write a short technical document from outline to draft,evaluate their peers' technical writing and provide

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

authors cited their affiliation as the Center for Research inApplied Phrenology; the acronym CRAP, a dead giveaway, was apparently overlooked by themanuscript editor. To their delight, a few weeks later they received a notice of acceptance, basedon a rigorous peer review process, and a bill for $800, with directions to send payment to a postoffice box in the United Arab Emirates.2The incident created a whirlwind of commentary in the blogosphere and is but one of severalrecent, deliberate hoaxes aimed at online journals, particularly open access (also dubbed“predatory”) journals. But it also raises important questions in regards to the integrity ofpublished research in STEM-related fields and the ethics of editors and publishers who resort tolying

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Terrell Lamont Strayhorn, Ohio State University; Fei Bie; Leroy L. Long III, Ohio State University; Blossom A. Barrett, Ohio State University

Tagged Divisions

Minorities in Engineering

’ interaction withdiverse others (i.e., Model 3) added 27% (ΔR2 = 0.27) and 34% (ΔR2 = 0.34) respectively. So,students’ interactions with faculty (i.e., Model 4) explains the greatest amount of variance at39% (ΔR2 = 0.39). Significant predictors of African American and Hispanic STEM students’satisfaction include: preparing for class (studying, reading, writing, doing homework or labwork, analyzing data, rehearsing, and other academic activities) (B = 0.24, p < 0.05) and talkingabout career plans with a faculty member or advisor (B = 0.39, p < 0.05). In other words,students in the sample who spend more time on class preparation tend to report a higher level ofsatisfaction in college than their same-race peers who spend less time preparing for

Conference Session

Nuclear and Radiological Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bryndol A. Sones, U.S. Military Academy

Tagged Divisions

Nuclear and Radiological

with a solution for a peer. This paper discusses an example for executing these MCNP demonstrations and provides preliminary assessment plan in improving student gains in understanding these topics. Key words: modeling & simulation, education research, nuclearIntroduction In 1996, The American Association of Physics Teachers (AAPT) began holding newfaculty workshops to help new faculty “understand how to become more effective educators andsupport their quest to gain tenure.”1 The next year, Harvard University physicist Eric Mazur Page 24.1040.2published his manual on peer instruction and began a campaign to question

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mahmoud T. Khasawneh, Texas A&M International University; Rafic Bachnak, Penn State Harrisburg; Rohitha Goonatilake, Texas A&M International University ; Runchang Lin, Texas A&M International University; Pablo Biswas, Texas A&M International University; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Minorities in Engineering

responding to writing activities encouragingstudent engagement. The workshop discussed related issues such as graphic organizers,cognitively guided instruction, and challenging culturally relevant experiences that will requirestudents to use technology while working with peers in different collaborative arrangements. Figure 6. A summary of the 2013 STEM-MORE Faculty Development Workshop survey Page 24.1021.14This workshop allowed STEM faculty to explore how they can become part of a learningcommunity to support their students’ learning by collaborating with faculty delivering freshmenseminars that pays away for freshmen mentors, supplemental