Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

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Diversity

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Liberal Education/Engineering & Society

holds a B.A. in Mathe- matics from Pomona College and PhD in Cognition and Development from the University of California, Berkeley. Professor Stevens began his professional career as a mathematics teacher. For the past two decades, he has studied STEM learning both in and out of school. His research seeks to understand how and when learning environments are productive for people and to translate those findings into practical use in the design and resdesign of learning environments. In recent years and in collaboration with colleagues at Northwestern, he created FUSE Studios to reimagine STEAM education around the values of innova- tion, making, and collaboration (https://www.fusestudio.net/). Since 2012, FUSE has

Conference Session

Panel Discussion: Global Engineering - What Does That Mean?

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robyn Sandekian, University of Colorado Boulder; Bernard Amadei, University of Colorado, Boulder; Aaron Brown, Metropolitan State University of Denver; Brent K Jesiek, Purdue University, West Lafayette; Stephen Y. Lu, University of Southern California; Sylvanus N. Wosu, University of Pittsburgh; John W Via III P.E., Drexel University (Eng. & Eng. Tech.)

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Liberal Education/Engineering & Society

title ”Community Game Changer of the Month” from CBS Denver. He also was recently nominated for the Carnegie U.S. Professor of the Year award and the Presidential Award for STEM mentoring, both related to this project. Previous to his academic career Aaron Brown worked in the aerospace industry on such projects as the Mars Curiosity landing mechanism and Hubble robotics mission.Prof. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an Associate Director of Purdue’s Global En- gineering Program, leads the Global Engineering Education Collaboratory (GEEC) research

Conference Session

Research on Diversification, Inclusion, and Empathy I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of Washington; Danielle L. Watt, Center for Chemistry at the Space Time Limit (CaSTL Center); Kelly J. Cross, University of Illinois, Urbana-Champaign; Jeremy Alexis Magruder, University of Florida; Chanel Renee Easley, Techbridge; Yael-Alexandra Jackie Monereau, University of Tampa; Makita R. Phillips; Arielle M. Benjamin

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Diversity

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Liberal Education/Engineering & Society

provides insight to the up and coming technology. Ms. Monereau, presently is an active member of the Associated General Contractors (AGC), American Society for Engineering Education (ASEE), American Society of Mechanical Engineers (ASME), the National Society of Black Engineers (NSBE), and the Society of Automotive Engineers (SAE). Through her tenure within these organizations she has served on the Board of Directors for NSBE, and multiple leadership roles throughout her undergraduate career with AGC and ASME. For more insight into her research, review her paper: Reality in the Nuclear Industry: Augmented, Mixed, and Virtual (https://peer.asee.org/?q=monereau).Dr. Makita R. PhillipsMs. Arielle M. Benjamin

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna K. Garner, Old Dominion University; Michael Alley, Pennsylvania State University - University Park; Christine Haas, Engineering Ambassadors Network; Avi Kaplan, Temple University

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Diversity

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Liberal Education/Engineering & Society

relinquish the passion needed to follow a STEM career path that involves engineering.Part of the problem is the public’s misunderstanding and lack of interest in the work ofengineers. Nearly a decade ago, the document Changing the Conversation [1] synthesized the“image” problem faced by the field of engineering, and designed a series of solution “messages”that were found to be effective in piquing the interest of diverse groups of middle and highschool students. One of the calls to action in the document was for engineering outreach groupsto meet with K-12 students and to frame their visits using the Changing the Conversationmessages. Today, a critical part of the mission of many STEM outreach organizations is to teachstudents about the ways in

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, Auburn University

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Liberal Education/Engineering & Society

write in general.Invariably, conversations around engineering student writing motivation turn to the topic ofengineering student values: value for writing class content, value for writing as a skill, value forwriting’s role in their future careers. We intuitively understand that when a learner valuescontent—that is, the student finds it useful, important, or interesting—the learner is motivated tosucceed in learning tasks. Psychologists refer to this phenomenon as “task value motivation”,and though it is but one of a constellation of learning motivation factors9, research suggests thatstudents with high task value use deeper cognitive strategies to succeed10,11. We tend to associateour interests and values very strongly with our learning

Conference Session

Panel Session: The Grammar Elephant in the Engineering Classroom

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis; Ruth Ann McKinney, The University of North Carolina School of Law; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16799The Grammar Elephant in the Engineering Classroom: Panel ProposalMr. Brad Jerald Henderson, University of California, Davis Brad Henderson is a faculty in writing for the University Writing Program (UWP) at University of Cali- fornia, Davis. Henderson holds a B.S. degree in mechanical engineering from Cal Poly State University San Luis Obispo and a Masters in Professional Writing (MPW) from University of Southern California. Currently focusing his career on engineering communication and professionalism, he has worked as a design engineer and technical education specialist for Parker-Hannifin Aerospace and

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Tina Lee, University of Wisconsin, Stout

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Diversity

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Liberal Education/Engineering & Society

economic development, this is unacceptable. It istherefore the responsibility of engineering educators to find a better way to shape the future of theengineering profession. This paper outlines the early efforts at integrating the topics of ethics,social justice, and social responsibility more directly into the engineering curriculum. This isapproached from the perspectives of pedagogy, curriculum development, and service learningopportunities. It is within this context that the authors hope to influence students’ awareness ofand connection to social and environmental issues as well as the ethical frameworks they developand carry with them into their professional careers. This paper centers around the creation anddelivery of a new introductory

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Ronald R. Ulseth, Itasca Community College; Bart M. Johnson, Itasca Community College

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Diversity

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Liberal Education/Engineering & Society

CommunityChange is hard, a truism that can be highlighted in engineering education in many ways. Themomentum of engineering education in traditional forms, and even the experiences of people inprofessional careers, is hard to shift, but many have tried.1 One can argue that the shift toABET’s EC2000 outcomes-based assessment was meant to serve as a change agent, but after adecade of implementation, engineering education looked pretty much the same. Small changesin programs sometimes stuck, and sometimes programs faded back to the way they were beforeany interventions were attempted. With the idea that maybe things could be different, thatmaybe change could last, a group of engineering educators got together to imagine what anengineering program could look

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Patricia Pyke, Boise State University; Sharon Paterson, Boise State University; R. Eric Landrum, Boise State University; Arthur Scarritt, Boise State University ; Jocelyn B. S. Cullers, Boise State University; Don L. Warner, Boise State University

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Liberal Education/Engineering & Society

Further, well-implemented undergraduate research programs allowstudents to develop mentoring relationships with faculty members that have been linked toacademic success.5 Participation in undergraduate research has also been linked to increases ingraduate school attainment and in students’ interest in science and engineering careers.1,6,7,8,9In contrast to the above findings, there is little information on the relationship betweenparticipation in summer (or other semester-long) research experiences for undergraduates andgrowth in STEM-specific professional identity. Hunter et al.10 conducted a seminal study thatfocused on the development of professional identity, among other factors, experienced by risingseniors due to participation in a

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Liberal Education/Engineering & Society

Lafayette Dr. Brent K. Jesiek is Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an Associate Director of Purdue’s Global En- gineering Program, leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance understanding of geographic, disciplinary, and

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

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Diversity

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Liberal Education/Engineering & Society

for Engineering Education in the College of En- gineering at Louisiana State University. He earned a B.S. from Louisiana State University and an M.S. from Harvard University. He is a licensed professional engineer whose engineering career spans over 45 years. Prior to joining LSU, Hull was a senior partner with an international engineering firm, managing design and construction projects throughout North and South America. He was also a career U.S. Air Force officer, retiring in the rank of Colonel. c American Society for Engineering Education, 2016 Insights from Focus Groups: A Qualitative Assessment of Students’ Perceptions of Their Communications SkillsIntroductionAt

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

and faculty place oncommunication skills, the students’ perceptions of themselves as communicators, how thoseskills are developed within the wider curriculum, how proficient the students are upongraduation, and how these capabilities can be strengthened through improved pedagogicalmethods. Throughout the study, we use five different data collection techniques: (1) aninventory of the types and frequency of communication instruction and assignments through acontent analysis of syllabi; (2) two online student surveys, one administered at the beginning ofthe students’ undergraduate career and one given before graduation, to measure self-efficacy forcommunication; (3) a faculty survey to gauge the value instructors place on communication, aswell

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; James W. Malazita, Rensselaer Polytechnic Institute

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Diversity

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Liberal Education/Engineering & Society

possibility of a whole new generation of students primed forscience, technology, engineering, and mathematics (STEM) education and careers. Makingpractices, facilities, and integrated makerspaces have been enthusiastically embraced withinengineering education programs at high school and university levels, and are proliferatingrapidly within diverse educational settings. Perhaps surprising to many within engineering andother STEM fields, making practices are also being embraced and adapted within thehumanities,1 particularly a branch of humanistic inquiry labeled “digital humanities.”2 Ashumanists organize research practices and supporting theoretical frameworks around making,new possibilities arise for using making practices to integrate technical

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Nicole M. Smith, Colorado School of Mines

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Liberal Education/Engineering & Society

complex, insightful thoughts about CSR in reflection papers.Their comments showed that some students’ views of CSR became more sophisticated aftermore time for reflection and the opportunity to apply the concepts and lessons to an actualproject.Based on the outcomes of the CSR module and the observations of this group of students in thecapstone project course the following semester, the CSR unit will be a part of the senior seminarcourse when it is offered again next fall semester. The role-playing exercise allowed students toget a sense of the number of stakeholders that may potentially be affected by oil and gasdevelopment. The guest speaker and videos helped make CSR a relevant topic for their careers,and the readings aided the students in

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan McGrade, Indiana Institute of Technology

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Liberal Education/Engineering & Society

science. Most students, 89%, are domestic students, and the majorityare from Midwestern states. The university maintains an emphasis on “career-focusedprofessional education” and prepares students for participation in “an active, global society” andmotivates them “toward a life of significance and worth.” The 2015 class containedapproximately 40% first-generation students, with an average composite ACT of 21, and anaverage SAT of 937 (critical reading and math combined). The course was part of a pilot program called the First-Year Engineering Academy(FEA) that was designed for students entering as engineering majors but considered ‘moderatelyat-risk’ due to math placement in trigonometry. Due to their need for additional mathdevelopment

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Najla Mouchrek, Virginia Tech ; Liesl M Baum, Virginia Tech; Lisa D. McNair, Virginia Tech

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Diversity

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Liberal Education/Engineering & Society

interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Student Persistence Through Uncertainty Toward Successful Creative PracticeAbstract: To increase creative practice among students in engineering and other

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Jonathan Grunert, Virginia Tech; Yousef Jalali, Virginia Tech; Stephanie G. Adams, Old Dominion University

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Liberal Education/Engineering & Society

Ph.D. in Interdisciplinary Engineering from Texas A&M University in 1998. She is the recipient of numerous awards and honors, including the National Science Foundation’s most prestigious, Faculty Early Career Development (CAREER) award. She is a Fellow of the American So- ciety of Engineering Education, holds membership in a number of organizations and presently serves on the National Advisory Board of the National Society of Black Engineers. c American Society for Engineering Education, 2016 Citizen Engineering: Disrupting Expertise in Classroom and CommunityAbstractA new engineering course at a large land-grant university seeks to introduce non

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California - Davis

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16840Pioneering a Math-Based Grammar Course for Engineering and Other STEMMajorsMr. Brad Jerald Henderson, University of California - Davis Brad Henderson is a faculty in writing for the University Writing Program (UWP) at University of Cali- fornia, Davis. Henderson holds a B.S. degree in mechanical engineering from Cal Poly State University San Luis Obispo and a Masters in Professional Writing (MPW) from University of Southern California. Currently focusing his career on engineering communication and professionalism, he has worked as a design engineer and technical education specialist for Parker-Hannifin Aerospace

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Findley, Rose-Hulman Institute of Technology; John A. Mirth, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

lives and their careers may be positively impacted by their generalstudies.Throughout the course, students were encouraged to examine art through the lens of engineeringachievement and engineering through the lens of artistic merit. The course aimed to challengestudents to see new opportunities that arise from the effective combination of form and functionin existing objects and in original designs. The course assessment focused most strongly on thefollowing outcomes: First, that students have the ability to recognize the meanings and uses ofform, and second, that students have the ability to use form to create new opportunities forfunction. Measures to explore the success of meeting these outcomes were obtained by astatistical comparison of

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Indiana University - Purdue University, Indianapolis

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Diversity

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Liberal Education/Engineering & Society

along with his Master’s of Science and Bachelor of Science from Purdue’s School of Civil Engineering. Justin is currently a Postdoctoral Researcher in the STEM Education Research Institute at IUPUI. Justin’s research interests include developing pedagogical strategies to improve STEM students’ ethical reasoning skills; exploring the role of empathy within design, innovation and sustainability; synthesizing the influence of societal and individual worldviews on decision-making; assessing STEM students’ learning in the spaces of design, ethics, and sustainability; and exploring the impact of pre-engineering curriculum on students’ abilities and career trajectories. c American Society for

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering

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Liberal Education/Engineering & Society

wereevaluated using pre-established rubrics by a nanotechnology expert on campus, who is notconnected to the course. This project was approved by the authors’ Institutional Review Boardin April of 2015.ConclusionAlthough the specific details of this assignment may be challenging to duplicate at otherinstitutions due to a variety of difference, there exist common themes in courses that engineeringstudents study. The authors believe that creating interactions between courses with overlappingthemes can enhance student learning. As we educate engineers and citizens, it is critical for ourstudents to consider how their careers and personal lives will be impacted by new technologicaladvances. By involving students in both classes to engage in discussions

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott A. Morris, University of Illinois, Urbana-Champaign

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Diversity

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Liberal Education/Engineering & Society

participation in class discussions in US graduate seminars.”Given Lee, English for Specific Purposes 28 (2009) 142–156“Crossing the Distance: Adjustment of Taiwanese Graduate Students in the United States”.4Michelle A. Swagler and Michael V. Ellis. Journal of Counseling Psychology. (2003), Vol. 50, No. 4, 420 – 4375 “Why Keep Silent? The Classroom Participation Experiences of Non-Native-English-speaking Students”. SibelTatar, Language and Intercultural Communication, (2005) 5:3-4, 284-293, DOI: 10.1080/147084705086689026 Bakker et al. (2010), “The Role of Personality in the Job Demands-Resources Model: A study of Australianacademic staff”. Career Development International, Vol. 15 No. 7, 2010, pp. 622-6367 “Correlates of Deficiencies in a First-Quarter

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

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Liberal Education/Engineering & Society

experience greater levels of anxietythan male students (Papanastasiou, 2008). In order to encourage strong students to pursuegraduate study and to prepare for research-based professional positions, a strong exposure toundergraduate research is critical and the experiences students have with conductingundergraduate research can be very influential in continuing education decisions.Undergraduate engineering students also are often not exposed to the roles people outside oftheir major play in projects they may work on in their careers. In a recent study, Coso et al.(2010) researched second year engineering students conducting an interdisciplinary researchproject to identify the personnel who should be involved in the creation of a retaining wall

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University - West Lafayette; Nicholas D. Fila, Purdue University

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Diversity

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Liberal Education/Engineering & Society

; synthesizing the influence of societal and individual worldviews on decision-making; assessing STEM students’ learning in the spaces of design, ethics, and sustainability; and exploring the impact of pre-engineering curriculum on students’ abilities and career trajectories.Mr. Nicholas D. Fila, Purdue University Nicholas D. Fila is a Ph.D. candidate in the School of Engineering Education at Purdue University. He earned a B.S. in Electrical Engineering and a M.S. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign. His current research interests include innovation, empathy, and engineering design. c American Society for Engineering Education, 2016 The

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Janice L. Hall, Virginia Tech

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Diversity

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Liberal Education/Engineering & Society

stipend ($2000) for their completed work.As charter school reform has continued to develop in New Orleans the need for improvingSTEM education and developing an introduction to engineering for all students still exists. Asrecently as August 2015, a joint report by New Schools for New Orleans and Public Impactentitled Ten Years in New Orleans: Public School Resurgence and the Path Ahead, discussed thechallenges remaining as New Orleans schools struggle with filling talent gaps in specificsubjects, grades and educator roles.26 There are notable teacher shortages in several areas forstudents requiring special education, English as a second language, career and technicaleducation as well as educators for the STEM subject areas. 26 It is suggested

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

to give students time to challenge (invisible) engineering educational norms.Future workAs this research evolves, the focus will center on two main issues. First, more assessment datawill help us understand student perceptions on the sociotechnical emphasis and on making SJvisible. Also, more in-depth knowledge of student performances on assignments that seek topromote SJ visibility can help bolster the ability of those (revised) assignments to challengecommon assumptions about engineering and engineering education. Finally, we would like toevaluate how our courses impact students’ professional careers in the short and long terms, fromtheir choices about employment to their encounters with social injustices in the

Conference Session

Research on Diversification, Inclusion, and Empathy I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christine Haas, Engineering Ambassadors Network; Michael Alley, Pennsylvania State University - University Park; Joanna K. Garner, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

within the Engineering Ambassadors helps diversify theengineering field by addressing two areas of the pipeline: the ambassadors and the students theyreach. By focusing on recruiting a diverse set of Engineering Ambassadors and training them, wegive a voice to underrepresented groups in engineering. By providing examples of near-peer rolemodels in the field, we hope to show K-12 students that engineering is for everyone and inspirethem to consider engineering as a potential career option. A survey is sent annually to all advisors of EAN member programs, and was last sent inAugust 2015. The survey was completed by about half the member universities. According to theresponses from this EAN survey, there are nearly 500 active Engineering

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

individuals involved in advancing their own careers.• Collaborate with a relevant engineering education journal to publish a special issue of that journal that focuses on engineering communication. One precedent for such an approach is the special issue of the International Journal of Engineering Education that publishes papers from the Capstone Design Conference. We might also be able to collaborate with ASEE to create an online compilation of all of the communication related papers from each conference.We plan to continue this analysis in depth and add to our data the communication-related paperspresented at the 2016 ASEE Annual Conference and look forward to broadening collaborationand awareness of each

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

pedagogical approaches and curriculum designs are most effective to cultivate these twocritical skills and prepare students for their academic and professional careers. In thisinterdisciplinary study, the researchers selected three tablet courses (i.e. Construction Graphics,Green Building Design and Delivery, and Administration of Personnel) from engineering andbusiness management curricula. Project-based learning and flipped classroom pedagogies wereadopted in all three courses. Direct and indirect measures, along with associated rubrics weredeveloped to assess the targeted student learning outcomes: (1) oral/written/graphicalcommunication, and (2) critical thinking, in a tablet-enhanced learning environment with anemphasis on active and

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy B. Barr, Michigan Technological University

Tagged Topics

Diversity

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Liberal Education/Engineering & Society

teachingassistants (GTAs) from within the department, many of whom speak English as a secondlanguage, teach the labs and evaluate the reports. Previously, the GTAs received no training inevaluating student writing. They were required at some point in their academic career to takeED 5100 College Teaching, which taught basic course management skills such as developing asyllabus, leading discussion, and interacting with students – all of which are valuable skills, butnot exactly what the lab GTAs needed to effectively evaluate writing. Because of this lack oftraining, undergraduate students often complained they received inadequate feedback on their labreports, that grading was inconsistent between GTAs, and that they learned little or nothing abouttechnical