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Teaching Peer Review of Writing in a Large First-year Electrical and Computer Engineering Class: A Comparison of Two Methods

Conference Session: Communication Across the Divisions I: Communication in Engineering Disciplines
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society

Paper ID #13867Teaching Peer Review of Writing in a Large First-Year Electrical and Com-puter Engineering Class: A Comparison of Two MethodsMr. Mike Ekoniak, Virginia TechMolly Scanlon Scanlon, Virginia Tech Molly J. Scanlon is an Assistant Professor at Nova Southeastern University where she teaches undergrad- uate and graduate writing courses. She received her PhD in Rhetoric and Writing from Virginia Tech. Her research interests include visual rhetoric, public rhetoric, and writing across the disciplines.M Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant research professor with a

Relevance Score: 2.3261738

Visual Communication Learning Through Peer Design Critiques: Engineering Communication Across Divisions

Conference Session: Communication Across the Divisions I: Communication in Engineering Disciplines
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society

bedemoralizing4,6. Students also often defer to their reviewers’ suggestions without engaging withthem or making meaning out of them, in order to attain better grades5,6. And though studentsprefer to receive honest and straightforward critiques, they are not all yet in a position to give it;there is great variation in both participation and quality of feedback among peer discussants6.These drawbacks are reminiscent of similar ones within peer-to-peer review activities in writingcourses. Among writing educators, these shortcomings are often mitigated by providing morescaffolding within the peer review activity itself. Recommended practices include providingstudents with guiding questions to help them focus on important feedback7; instructing studentsto

Relevance Score: 1.740832

Enhancing Communication Practices Through Development of a Departmental Civil Engineering Writing Guide

Conference Session: Communication Across the Divisions I: Communication in Engineering Disciplines
Collection: 2015 ASEE Annual Conference & Exposition
Authors: David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth
Tagged Divisions: Civil Engineering, Liberal Education/Engineering & Society

presentationskills are repeatedly identified as important to employers looking to hire new engineers.7, 8Presenting the writing guide and relevant evidence of the importance of communication skillsearly on in the students’ career will help them develop strong habits to be reinforced throughouttheir time at school. Additionally, the guide will help make it easier for instructors to provideuseful feedback by aligning their comments with the elements found on the rubric, byreferencing the writing guide, and by having students use the guide to peer review each other’swork, all strategies proven successful in improving writing skills.9, 10Developing the writing guideMotivation for creating a department writing guide came from consistent weaknesses in

Relevance Score: 1.473509

Tools for Transformation – How Engineering Education Benefits from Interactive e-Learning and the Humanities

Conference Session: Reflective & Critical Pedagogies
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Katarina Larsen, KTH - Royal Institute of Technology; Johan Gustav Gärdebo, KTH Royal Institute of Technology
Tagged Divisions: Liberal Education/Engineering & Society

forteam communication, critical reflection in relation tosources and assumptions. Page 26.1586.3From the perspective of pedagogy and classroom learning, the underlying reasons forimplementing these tools are to:  Advance the student‟s ability of self-assessment through explicitmodels and frameworks for analytical thinking, discussing and writing texts,within the humanities and social sciences.  Practice peer learning through combining web forums and seminars.  Reflect on learning process to achieve a meta-understanding, e.g.awareness of their learning process and ways to improve further.The paper is organized in fivesections

Relevance Score: 0.04797355

Educating, Enlightening, and Entertaining: Audience Perceptions of the Educational Value of a Presentation Competition for Engineering Students

Conference Session: Communication as Performance
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Katherine Golder, British Columbia Institute of Technology; Darlene B. Webb, British Columbia Institute of Technology
Tagged Divisions: Liberal Education/Engineering & Society

shares someelements with collaborative learning or peer tutoring4: it provides a “social context” and a“community of knowledgeable peers” (p. 644) that students can participate in, even ifthat participation is simply sitting in the audience or watching a video of one of theirpeers presenting. Participation in the social context and community is not always passive,however. As will be described below in the ‘Results of student surveys’ section, Idol somotivated one of the prize-winners that he organized a series of Idol-preparationworkshops to coach his classmates for the competition.Since students, even those who did not attend the Idol-preparation workshops, seemedmotivated by their peers’ Idol presentations, we became interested in which

Relevance Score: 0.028966255

Improving Engineering-Student Presentation Abilities with Theater Exercises

Conference Session: Communication as Performance
Collection: 2015 ASEE Annual Conference & Exposition
Authors: John W. Brocato, Mississippi State University; Amy Barton, Mississippi State University; Kelly Agee, Mississippi State University; Ed Dechert, Mississippi State University; Greg Carlisle, Morehead State University
Tagged Divisions: Liberal Education/Engineering & Society

Paper ID #11936Improving Engineering-Student Presentation Abilities with Theatre ExercisesMr. John W. Brocato, Mississippi State University John Brocato is the coordinator of the Shackouls Technical Communication Program in the Bagley Col- lege of Engineering at Mississippi State University, where he teaches technical communication and pro- vides writing/presenting-related support to the entire college. He is the LEES Division Program Chair- Elect as well as the Campus Representative Coordinator for ASEE’s Southeastern Section.Mrs. Amy Barton, Mississippi State University Amy Barton (M.A. in English from Mississippi State

Relevance Score: 0.027782287

Engineering a Humanities Education: Learning Like an Engineer in a Theatre Elective

Conference Session: Communication as Performance
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lydia Wilkinson, University of Toronto
Tagged Divisions: Liberal Education/Engineering & Society

populated by their peers and taught by lecturers from within the faculty. Theadministration and content of the course straddles the Humanities and engineering, and as suchprovides a unique space in which to study the intersection of science and the arts and theperceived positive impact of a liberal arts education for engineers, including increased culturalawareness, greater flexibility in inter and cross-disciplinary collaboration, improvedcommunication skills, and comfort with learning outside the discipline [1-6]. To extend thisfurther, the comparatively homogenous engineering population of Representing Science on Stageand the immersion of its students in a liberal arts classroom that by necessity demands theiractive participation, affords

Relevance Score: 0.020628748

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

Conference Session: Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at

Relevance Score: 0.01845742

On an Upward Trend: Reflection in Engineering Education

Conference Session: Studying Engineering Education Research & Institutions
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lauren A. Sepp, University of Washington; Mania Orand, Human Centered Design and Engineering ; Jennifer A Turns, University of Washington; Lauren D. Thomas, University of Washington; Brook Sattler, University of Washington; Cynthia J. Atman, University of Washington
Tagged Divisions: Educational Research and Methods, Liberal Education/Engineering & Society

ininstances where students were briefly asked to reflect, or where educators included opportunitiesfor reflection. For example, in a paper entitled, “Using Rapid Feedback To Enhance StudentLearning,” 17 reflection is casually referenced as, “Students are given time to reflect on thequestion posed, discuss it with their peers, and then must select from the possible solutions.”Whereas reflection is discussed as the main focus in a paper entitled, “A Personal Account onImplementing Reflective Practices,”18 and is referenced to throughout the text.Understanding the scope of reflection can lend insight into the type of attention that reflection isreceiving in scholarly work related to engineering education. The trends revealed in oursystematic review find

Relevance Score: 0.016324528

Liberal Studies in Engineering Programs – Creating Space for Emergent & Individualized Pathways to Success for Women in Computing Disciplines

Conference Session: Research on Diversification & Inclusion
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University
Tagged Topics: Diversity
Tagged Divisions: K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Ph.D in Computer Science from the University of California, Davis. Dr. Haungs spe- cializes in game design, web development, and cloud computing. He is the developer of PolyXpress (http://mhaungs.github.io/PolyXpress) – a system that allows for the writing and sharing of location-based stories. Dr. Haungs has also been actively involved in curriculum development and undergraduate edu- cation. Through industry sponsorship, he has led several K-12 outreach programs to inform and inspire both students and teachers about opportunities in computer science. Recently, Dr. Haungs took on the position of Co-Director of the Liberal Arts and Engineering Studies (LAES) program. LAES is a new, multidiscisplinary degree offered

Relevance Score: 0.01560426

Undisciplined Epistemology: Conceptual Heterogeneity in a Field in the Making

Conference Session: Studying Engineering Education Research & Institutions
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kacey D Beddoes, Oregon State University; Corey T Schimpf, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods, Liberal Education/Engineering & Society

education research, interdisciplinarity, peer review, engineers’ epistemologies, and global engineering education.Mr. Corey T Schimpf, Purdue University, West Lafayette Page 26.1630.1 c American Society for Engineering Education, 2015 Undisciplined Epistemology: Conceptual Heterogeneity in a Field in the MakingIntroduction “…conceptualization and theorization may be complemented by technique, but the technique cannot be substituted for this intellectual labor.”1In 2006, a group of leading engineering education researchers produced a research agenda

Relevance Score: 0.01277992

Engineering Education Meets Human–Computer Interaction (HCI): Exploring How the Work on "Probes" can Guide the Design of Reflection Activities

Conference Session: Reflective & Critical Pedagogies
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Mania Orand, University of Washington ; Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Lauren D. Thomas, University of Washington
Tagged Divisions: Liberal Education/Engineering & Society

, and to construct future actionsbased on these insights.[18]Currently, reflection is employed in the engineering curriculum in various ways. Reflectionessays, reflective journals, portfolios, end-of-course evaluations and feedbacks, surveys,reflective discussions, and peer evaluations are amongst the more standard reflective activities.However, studies show that incorporating reflective activities into a classroom can be verydifficult and students are often not inclined to engage in reflective activities or to developreflective thoughts.[18-21] For example in a study conducted at a medical school in the UK wherereflective learning is now a requirement for licensing of doctors, out of 232 students, only 20took the introductory Reflective

Relevance Score: 0.011410591

From Sacred Cow to Dairy Cow: Challenges and Opportunities in Integrating of Social Justice in Engineering Science Courses

Conference Session: Integrating Social Justice in Engineering Science Courses
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines
Tagged Topics: Diversity
Tagged Divisions: Engineering Ethics, Liberal Education/Engineering & Society

given dataand engineering and math alone vs. also factoring in related bodies of knowledge andassumptions.We are not suggesting here that faculty have to re-write all the problem statements they assign intheir ES classes. These interventions can be made gradually—first, for example, by assigningextra-credit opportunities for those students re-writing problems, then by allowing problemrewriting sessions (with a TA) every other week, then incorporating them in exams. It is clearthat initially, integrating SJ may provoke discomfort and seem outside any given instructor’s areaof expertise; however, with time and gradual integration, along with examples of suchintegration like those below, instructors should notice greater comfort and, more

Relevance Score: 0.01067622

Not Engineering to Help, but Learning to (Un)learn: Integrating Research and Teaching on Epistemologies of Technology Desgin at the Margins

Conference Session: Reflective & Critical Pedagogies
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Prashant Rajan, Iowa State University
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society

to develop a critique of the epistemologicaland axiological assumptions and privileges of educators, scholars and studentswho engage with communities that exist on the margins. I argue that asstudents, teachers, and researchers, we equate the minds of those who occupyeconomic and social margins with the possession of marginal intellect whenwe set out to help or aid them without recognizing the validity of andvalorizing their ways of knowing. Learning how members of socially andeconomically marginalized communities apply their minds, mouths, handsand feet to solve locally occurring problems may help us interrogate ourscholarly, pedagogical, and ethical objectives in a more reflexive manner. Drawing on ethnographic research and writing