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1999 Annual Conference

Authors

Deborah B. Kaufman; Hugh Fuller; Richard M. Felder

. PEER RATING OF TEAM MEMBERS Name__________________________________________ Group#_____________ Please write the names of all of your team members, INCLUDING YOURSELF, and rate the degree to which each member fulfilled his/her responsibilities in completing the homework assignments. The possible ratings are as follows: Excellent Consistently went above and beyond—tutored teammates, carried more than his/her fair share of the load Very good Consistently did what he/she was supposed to do, very well prepared and cooperative Satisfactory Usually did what he/she was supposed to do, acceptably prepared and cooperative

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1999 Annual Conference

Authors

Victoria Gallagher; Tracey Weldon; Cynthia R. Haller; Richard M. Felder

Session 2630 Dynamics of Peer Interactions in Cooperative Learning Cynthia R. Haller, Victoria J. Gallagher, Tracey L. Weldon, Richard M. Felder North Carolina State UniversityAbstractAlthough many recent studies demonstrate that cooperative learning provides a variety ofeducational advantages over more traditional instructional models, little is known about theinteractional dynamics among students in engineering workgroups. We explored these dynamicsand their implications for

Collection

1999 Annual Conference

Authors

Edward Gehringer

single individual to review. It forces studentsto learn to write clearly for their peers, since their grade depends upon it. It can be used togenerate problems for future homework and tests, by assigning students to make up a probleminvolving the course material. It can be used to generate resources for students in a course, asstudents can be assigned to browse the Web for further material related to each lecture. Itpromises a scalable solution to managing large courses, because the work of the course staffincreases less than linearly with the number of students.1. IntroductionAs technology marches onward toward the 21 st century, the rapidity of change forces educatorsto revise their curricula frequently, while high-tech industry seeks

Collection

1999 Annual Conference

Authors

John E. Nydahl; Colin K. Keeney; Ann Peck

Figure 2. Pre-and Post- Interview Responses to “Expected Types of Page 4.218.4 Professional Technical Writing Tasks”Hearing first hand from their interviewees and then from their peers leaves the students with apowerful impression of just how necessary effective communication skills will be in theirprofessional careers. Based on the interview assignment, students find the amount of timeengineers spend writing may vary from writing just one memo a week to almost full time forproject engineers and managers. But, on the average

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1999 Annual Conference

Authors

Flora McMartin

I:\Submission\ASEE-393.doc Building Better Teamwork Assessments: A Process for Improving the Validity and Sensitivity of Self/Peer Ratings Eric Van Duzer and Flora McMartinAbstract: A process employing both quantitative and qualitative methods was developed toimprove the validity and sensitivity of self/peer ratings in assessing teamwork skills.Preliminary results indicate a dramatic improvement in the sensitivity of scales in measuringdifferences between student skill levels. The data also indicate that the process improves thevalidity of the ratings in measuring what the developers

Collection

1999 Annual Conference

Authors

Sohail Anwar; Paula Ford

illustrations. • Compose effective sentences. • Evaluate their documents to be sure that the documents fulfill their purpose and to ensure that they can be revised if necessary. • Collaborate effectively with their peers in a community of writers who provide feedback on each others’ work and occasionally write together. • Write several specific kinds of documents that recur in technical and scientific communities. • Employ computer technology effectively in the solution of communication problems. • Communicate in an ethically responsible manner.There are, of course, several options for creating a syllabus that will meet the course objectives.One approach is to have students write one

Collection

1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

collaborative writing assignment: The final assignment, a collaborative paper,engages students in exploring the ethical discourse of their profession as a group. As the firstwriting assignment, the reflective paper, is a way to “talk honestly with one’s self” about ethics,the collaborative paper is a forum for talking honestly with one’s peers and future colleaguesabout the ethics of the profession they share. According to Whitbeck, contemporary ethicistssuch as Alasdair MacIntyre have “argued that ethics is an aspect of the life of particularcommunities rather than a body of abstractions.”10Since ethics is a community or cultural construct, it makes excellent sense to require freshmanengineers to come to terms with the complexity of ethical questions

Collection

1999 Annual Conference

Authors

Keith V. Johnson

, document yourclassroom instructions, student outcomes, student testimonies, attend effective teaching workshopsand utilizing constructive criticism.Peer observers/evaluators. Have a faculty member come observe, evaluate your classroominstructions, and write a summary of their evaluations. Request that your peer observer evaluates youon the following areas: knowledge, organization, instructional materials, task assignments,instructional methods, enthusiasm, clarity, student participation, and comprehension. Ask your peerevaluator to be candid and provide as many critical responses as possible. If you get a poorevaluation, discuss potential ways to improve, making sure that your efforts are documented. At alater date, request that same faculty

Collection

1999 Annual Conference

Authors

Sandra D. Yeigh

brings students in direct contact with faculty members from the first day on campus andestablishes a long-term solution to the attrition problem.VI. Peer-to-Peer MentoringOne strategy that has worked well in the authors’ program is peer-to-peer mentoring. In 1995one female student was invited to work on a policy issue that was of mutual interest to thestudent and mentor. In the following year, another female student was chosen. Faculty-student Page 4.352.3mentoring continued. Moreover, the first student, who was then a sophomore, also helped inthe mentoring process by sharing academic and personal experiences with the newcomer. Theprocess

Collection

1999 Annual Conference

Authors

Christopher Ibeh

communication skills. The term paper concept is based on theprinciples of ideation and implementation, the key elements of creativity and critical thinking.The development of ideas based on the students’ subject area(s) of interest serves as a drivingforce for implementation of the ideas. Implementation takes the students through the process ofliterature search for acquisition and development of knowledge base, design of experiment tovalidate and verify idea(s), performance of experiment for data acquisition, analyses andinterpretation of acquired data, and the ultimate report writing and presentation. Report writingteaches the students how to write and is an additional medium for learning the subject material.Presentation introduces and initiates the

Collection

1999 Annual Conference

Authors

Craig Johnson

writing theirnext report. The importance of this activity is that it develops student assessment skills in aformat which is easily incorporated into typical MET curricula with minor impact. It alsogenerates documentation for program assessment.Team Skills and Peer AssessmentProgram and course outcomes directed at student abilities to work in teams are demanded byTAC-ABET Program Criteria 1.e stating that graduates should “function effectively on teams”.Engineering project teams are common in industry and assessment can be used to improveperformance. However, team skills are not easily incorporated into traditional curricula. Onereason is that team dynamics must occur, and numbers such as a dozen5 offer more dynamicsthan teams of two or three

Collection

1999 Annual Conference

Authors

Michio Tsutsui

Session 1360 Language Skills for International Engineering: A Study of English-Japanese Bilingual Engineers Michio Tsutsui University of Washington1. IntroductionIn today’s global economy, the work environments of engineers and scientists have becomeincreasingly international. More frequently than ever, these engineers and scientists interactwith foreign peers and customers, travel abroad on business, work in foreign countries for anextended period, and face situations in which they must obtain information from foreignsources. Most companies in

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1999 Annual Conference

Authors

Teresa L. Hein; Dan Budny

. The second strategy involves the use of a peer-led andinstructor-moderated on-line discussion group.The first teaching strategy to be described is the folder activity. The folder activity was developedto help students elicit and confront their misconceptions in physics in a non-threatening way 44. Inaddition, the folder activity allows students to be creative and use their unique learning stylepreferences. Furthermore, the folder activity allows for direct feedback between the individualstudents and the instructor.As part of their homework assignments, students are required to keep a two-pocket folder.Students receive 5 - 10 writing assignments each semester. Upon collection of the folders, ablock of time is set aside (approximately 6 - 8

Collection

1999 Annual Conference

Authors

Marilyn Dyrud

exams to test groupeffectiveness,1, 9, 23, 48, 58 and many incorporate some sort of peer review.1, 22, 29, 32, 48 RobertMartinazzi has been particularly active in the latter, developing a peer review instrument whichincludes 10 items, developed from student input, for evaluation. Items include such statementsas “Shows up for team meetings”; “Demonstrates respect for other team members”; “Willing tohelp other team members in and out of class”; and “Has positive attitude towards the team.”Students rate team members on a Likert scale, and results are equivalent to one quiz grade.29“Peer evaluations,” notes Shellnut et al., “were often the most significant determining factor inoverall team member’s grade differentiations.”48The weight given to

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1999 Annual Conference

Authors

Paul Waters; Jim Greer; James P. Solti

attempts to motivate faculty to examine their efforts for achieving the prescribedgoals outlined for their course. The paper itself is written as a diagnostic model in which readerscan discover for themselves, through active exercises within a small discussion group, thenecessity for developing, writing, and implementing a sound teaching philosophy rooted inactive learning. Faculty members are encouraged to develop a schematic model (flowchart)illustrating how their philosophy manifests itself in the classroom. The model is beingdeveloped primarily for new faculty members in the Engineering Mechanics Department at theUnited States Air Force Academy in hopes that it will accelerate their professional developmentand classroom improvement efforts.I

Collection

1999 Annual Conference

Authors

Walthea V. Yarbrough; Sarah J. Rajala; Richard L. Porter; Hugh Fuller; Laura Bottomley; Mary Clare Robbins

first year writing and composition course 3,4; and ECE 292D, ahands-on team based design course offered to upper class students as well 5,6. All were offeredas an alternative to the introductory course (E100) that had little academic content, noengineering problem solving, and consisted of a large lecture room format with informationdissemination as the major goal. Although the alternate courses were excellent and wellreceived by the students, none could be easily scaled up to accommodate 1100+ freshmenengineering students. In 1996 and again in 1997, a new version of freshmen engineering(E497F) was offered that incorporated many of the elements of the alternative courses 7. Thiswas offered to 250-350 engineering freshmen randomly selected each

Collection

1999 Annual Conference

Authors

Frank E. Falcone; Edward Glynn

, dischargerecords and runoff computations. The instructors provide guidance on technical writing, reportorganization, documentation, data presentation, and the importance of report cohesion. Thereports are designed to be very practical and reflective of products from engineering firmsspecializing in thee technical fields. In order to emphasize the importance of clear and concisetechnical writing, each student reviews and critiques a report prepared by his or her peers. Theinstructors conduct a complete and intensive review of each report and set aside a substantialportion of a laboratory period to discuss the reports with the students. The total projectintroduces the potential civil engineer to a wide range of technical fields in a cohesive andstructured

Collection

1999 Annual Conference

Authors

Wallace Fowler

reports - Teamswritten design reports at mid-semester and at the end of the course. They must document boththeir technical work and the management of their work. Each team member must write part of Page 4.498.2the report and then the report must be integrated to read as a coherent document. Typical teamdesign reports are about 100 pages in length.Create posters /models that illustrate final designs - The team is required to developmaterials to help "sell" their design to company management and the public. Usually a smallsubset of the team develops the model and another subset develops the poster.Conduct peer evaluations of all team members (including

Collection

1999 Annual Conference

Authors

Regina Nelson; Aldo Morales

laboratorysession. The semester at Penn State consists of 15 weeks. The course outline is providednext.IV. Introduction to Local Area Networks course outline1. PC Fundamentals Review2. MS-DOS operating system fundamentals3. Fundamentals of Windows 954. Local Area Networks Fundamentals • Networking Standards and the OSI model • Communication Protocols • Networking components5. Types and topologies of Local Area Networks (LANs) • Type of LANs: Peer-to-peer, Client-Server. • Network topologies (star, ring, bus, etc.). Advantages/disadvantages6. Introduction to Windows NT: Windows NT specific network planning Page 4.192.2 • Computer hardware

Collection

1999 Annual Conference

Authors

Roger Ware; Charles F. Yokomoto

issues, writing, problem solving, and interpersonal communications.1. Introduction 1At the 1998 ASEE Annual Conference, E. Dendy Sloan delivered an elegant address on the 2introduction of the Myers-Briggs Type Indicator (MBTI) to the engineering and technologyteaching community. He mentioned how Katherine Briggs and Isabel Briggs Myers begandevelopment of the instrument in the early 1940s, based on the description of psychological 3types described by Swiss psychologist Carl G. Jung in 1921 and how a consortium of seven 4universities

Collection

1999 Annual Conference

Authors

Sima Parisay

enhancinglearning.I have selected to upgrade a course, Operations Research I, which I have taught for several years.This is a senior level course that covers Linear, Integer, and Goal programming as well asTransportation techniques. The course is being offered in a ten-week quarter system. At thetime I started this experiment, I had some students who had neither used email nor searched theInternet. Some students had problems with required background knowledge and skills, such asmathematical techniques, writing, communication, and computer technology. I started withidentifying the most important objectives that were critical for our students’ needs. Theseobjectives were based on the objectives of the department, the requirements by employers, andthe criteria

Collection

1999 Annual Conference

Authors

Anthony Brizendine; Laora E. Dauberman-Brizendine

and service, the favored path to gaining promotion and tenure at manyinstitutions is the research component of the triumvirate. This paper reviews faculty andadministration views on scholarship, tenure and promotion and scholarly work by Diamond,Boyer, Karabell, Miller, Schön, ASCE, ASEE, and others; indeed, most of this paper serves as areview of some of the significant writings in this area in the 1990s. While the authors apologizeto those already familiar with the literature, readers unfamiliar with these works should find thisbackground helpful.Scholarship as redefined by E. L. Boyer is discussed extensively. Boyer broadens the definitionof scholarship to embrace the scholarship of teaching. Does Boyer’s model of scholarship, aspresented

Collection

1999 Annual Conference

Authors

Ismail Orabi

associated with specific learning goals.Assignments: the assignment is a short scenario that sets up the context of an engineeringproblem. Students were asked to describe the process they would engage to solve the problem.Presentations: a team of two or three students works in a project and present their work to theclass. Students complete self/peer evaluations of each team. Self/peer evaluations make studentsmore aware of, and responsible for, their own development.Student Surveys: were used to gage student satisfaction during the course. Two surveys wereconducted during the semester, one at the beginning and one at the end of the semester. . Thesesurveys were reconciled with the course profiles provided by the instructor to see if the

Collection

1999 Annual Conference

Authors

S. Mouring; S. Brown; P. Mead; M. Natishan; I. Goswami; C. Lathan; Linda Schmidt

evenask, “Why bother?”The BESTEAMS Program is creating training materials that will support faculty in teaching teamskills. Not only will improving team skills increase students’ marketability but is provides anopportunity to improve the engineering learning environment for all students. This is possiblebecause the project team in engineering is becoming a major vehicle for student social andlearning interactions. Social interaction with peers and the influence of positive engineering classexperiences are major factors contributing to the persistence of junior and senior women inengineering and science programs [Brai98]. We can assume the reverse, supported by researchand our own anecdotal observations, that poor socialization among engineering

Collection

1999 Annual Conference

Authors

Alexander N. Cartwright

, prepares students for industry by emphasizing working in teams,speaking and writing skills, and solving ill-defined problems [11].Furthermore, the photonics courses have home pages on the WWW, encourage the use of email,and require the use of technical professional software. Taken together, these changes provide anexcellent discovery-oriented environment to enhance student learning. More importantly, theseundergraduate laboratory courses with high design content stimulate interest in materials, lasers,and physics (areas with declining student populations and student interest).This learning environment has a number of advantages over using traditional lecture styleteaching for teaching photonics. Specifically, with experience-based learning (active

Collection

1999 Annual Conference

Authors

Kenneth Bryden

; communicated to peers and broader our academic lives,audiences; recognized, accepted, cited,adopted, or used by others. In other words, that • give more responsibility for learning to 6 the student, andit made a difference.” This scholarly work canvary in that it can include teaching, research • set measurable teaching goals,activities, and professional practice. However, establishing plans to meet these goals,it is required that “evidence that a significant and reviewing progress towards theseportion of a faculty member's scholarship has goals.been documented (i.e., communicated to andvalidated by peers beyond the university).”6The

Collection

1999 Annual Conference

Authors

Patricia M. Yaeger; Rose M. Marra; Francesco Costanzo; Gary L. Gray

the learning process.1.2 Interactive, Student-Centered Learning “Student-centered instruction is a broad teaching approach that in- cludes substituting active learning for lectures, holding students re- Page 4.91.2 sponsible for their learning, and using self-paced and/or coopera- tive (team-based) learning” (Felder and Brent, p. 43). [12]Meyers and Jones [13] describe active learning as a way to provide “opportunities for students totalk and listen, read, write, and reflect as they approach course content—all of which requirestudents to apply what they are learning” (p. 1

Collection

1999 Annual Conference

Authors

David Alexander; Ronald Smelser

students for the distance class werevolunteers and there was no control group available, there were no statistical methods use tocompare the students performance. Also, I was the only one evaluating the students in thedistance laboratory whereas in the previous semesters I was responsible for only a portion of the Page 4.411.5students’ overall grade. Another significant difference is that the students who participated inthe distance course were actually on-campus students. They did not need to rely oncommunicating only through the discussion group and email. They could communicate directlywith their peers. This is significantly different than

Collection

1999 Annual Conference

Authors

Robert L. Green

. Page 4.302.3q Give each student "firm" the assignment to prepare and present an oral presentation of specified duration. Students should be encouraged to use computer-generated visual aids and handouts.q Prepare/obtain evaluation forms for the students to use in evaluating and ranking their competitor student "firms" marketing presentations. Students should ask questions during the presentations to simulate an actual firm-client selection committee interaction.q Student teams should be encouraged to contact their real "firm" counterpart via web page, e- mail, and phone/fax, to aid in their presentation preparation.q Provide ample time for follow-up discussions and constructive peer critique of this exercise.Leadership

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1999 Annual Conference

Authors

Phillip C. Wankat

Powerpoint. Include most of thematerial needed for the transparency but skip key points which the students will have tofill in during the lecture. Then give copies of these notes to the students. Thisprocedure will eliminate many of the errors of note taking and give the students time tothink, but still require them to pay attention. You can cover more material withoutsacrificing student understanding.Tests. Students believe tests and grades are the most important part of a course. Write Page 4.220.3new tests every term. Students actually appreciate it if the professor uses old tests ashomework since then everyone in the class gets to see the old tests, not