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Using Critical Evaluation And Peer Review Writing Assignments In A Chemical Process Safety Course

Collection: 2001 Annual Conference
Authors: Douglas Ludlow

Session 3213 Using Critical Evaluation and Peer-Review Writing Assignments in a Chemical Process Safety Course Douglas K. Ludlow Department of Chemical Engineering University of Missouri-RollaIntroduction In preparing engineers for the future there are increasing demands on engineering educatorsto teach writing, oral communication, critical thinking and problem-solving skills in addition to thediscipline content. An important skill that engineers can develop is the ability to find out what hasbeen done before so as

Relevance Score: 2.9333482

Using The Peer Review Process To Implement Writing Assignments In An Engineering Technology Course

Collection: 2001 Annual Conference
Authors: Andrew Rose

Session 3650 Using the Peer Review Process to Implement Writing Assignments in an Engineering Technology Course Andrew T. Rose University of Pittsburgh at JohnstownAbstractImplementation of writing across the curriculum is intended to improve the communication skillsof engineering technology (ET) graduates to better meet the needs of industry, as well as to meetthe general education requirements at many institutions. One way to include writing experiencesin the ET curriculum is to identify courses already writing intensive and create appropriateassignments to

Relevance Score: 2.9333482

Integrating Critical Thinking & Writing Curriculum Into Freshman Engineering

Collection: 2001 Annual Conference
Authors: Patricia C. Tempel; Hisham Alnajjar; Beth Richards; Andrea Brick Ader; Ronald Adrezin

desire for engineering students who can think critically and write at an appropriatelevel of literacy. Another area of shared concern is to have students understand the importance—especially in the workplace—of technically sophisticated people who can communicateeffectively, not only with peers but with nonexperts.To begin this effort, faculty from both departments met in a series of summer 1999 workshopsfunded by NSF to discuss course content and develop possible areas of intersection. We had themodel of Integrative Learning Blocks 1 as well as excellent support and training from theUniversity. Over the summer each faculty member developed a list of six desired outcomesshared by both classes. At the end of each course, students would

Relevance Score: 2.0705862

Assignment And Quality Control Of Peer Reviewers

Collection: 2001 Annual Conference
Authors: Edward Gehringer

Society for Engineering Education Annual Conference & ExpositionCopyright  2001, American Society for Engineering Education grades through the peer evaluation process. In addition, in several group writing exercises they compete against other writing teams for extra credit points. Importantly, a component of their grade is based on evaluation by their team members on their performance as a peer reviewer and their performance as a collaborative task contributor.”Let us call peer revision in (non-blind) groups Strategy V. It differs from Strategy G, where thestudents evaluate authors who are not in their own group.In Strategy V, all of the students in a particular group are working on their ownassignment. If we assume instead that

Relevance Score: 2.0604715

Peer Ratings Revisited: Focus On Teamwork, Not Ability

Collection: 2001 Annual Conference
Authors: Matthew Ohland; Richard Layton

Session 2230 Peer Ratings Revisited: Focus on Teamwork, Not Ability Richard A. Layton, Matthew W. Ohland Rose-Hulman Institute of Technology / Clemson UniversityAbstractIn a previous study, we determined that student peer ratings used to assign individual gradesfrom group grades showed no effects relating to gender but significant effects relating to race. Alikely explanation of this result was that students seem to base ratings on perceived ability in-stead of real contribution to the group effort. To overcome this tendency, we modified the peer-rating instrument, instructed students on the

Relevance Score: 2.048784

Building An Ethics In Computing Website Using Peer Review

Collection: 2001 Annual Conference
Authors: Edward Gehringer

general public,” who haven’t. At the end of the review period, the reviewers assign grades totheir authors. If the reviewers are in general agreement about the quality of the project, theirgrades are used; if not, the instructor takes a peek and makes a final decision. In addition togiving students the experience of writing for their peers, peer review and peer grading is the onlyway to get the work done in such a large class, whose enrollment has ranged from 90 to 120students in recent semesters.Although the class projects provide a lot of raw material for the Website, most of the real workhas been done in a series of summer projects, involving from four to ten students per year.Currently, this is structured as a special section of an individual

Relevance Score: 1.7569227

Introducing First Year Engineering Students To Reading And Writing About Engineering Practice

Collection: 2001 Annual Conference
Authors: Marion Hagler; John Chandler; A. Dean Fontenot

with the TTU EnglishDepartment and incorporates prevailing composition theory and pedagogy by engagingthe students in such collaborative exercises as peer review and group invention strategies.The overarching aim of both of these courses is to incorporate methods and pedagogiesfrom disciplines in the Humanities to help engineering students learn to read, write, andthink critically about their own discipline.Introduction Page 6.655.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference &Exposition Copyright Ó 2001, American Society for Engineering Education”Students in the Introduction to Electrical and Computer

Relevance Score: 1.4895343

Research, Report Writing And Representation: The Most Viable 3 Rs For Critical Thinking And Effective Communication Skills In Smet Education.

Collection: 2001 Annual Conference
Authors: Christopher Ibeh

Session #3650 “Research, Report Writing, and Representation”: The Most Viable 3Rs for Critical Thinking and Effective Communication Skills in SMET Education. By Christopher C. Ibeh Director, PSU/NSF-REU Program Pittsburg State University, Pittsburg, KS 66762ABSTRACTThe use of research for the development of critical thinking and effective communication skills isa current trend in science, mathematics, engineering and technology (SMET) education. Thistrend is epitomized by the National Science Foundation (NSF

Relevance Score: 1.1861616

Communications And Freshman Engineering: An Immiscible Solution?

Collection: 2001 Annual Conference
Authors: Lisa Lebduska; David DiBiasio

improve student interestand clarify assignment objectives6. A much broader, more programmatic approach to WAC hasbeen undertaken by the Materials Science and Engineering Department at Virginia PolytechnicInstitute, which integrated writing and speaking into eight core courses that students take over athree-year period. The courses in this sequence used a combination of formal and informal(“interpersonal”) communication assignments, peer writing consultants, and supplementalwriting workshops. Their efforts seem to have contributed to the establishment of a requiredzero-credit class for majors that requires students to create a writing portfolio containing theirbest work in a variety of modes from their required classes7.Objectives of the WPI

Relevance Score: 0.058065787

A Problem Based Approach To Teaching Cell And Molecular Biology To Engineers

Collection: 2001 Annual Conference
Authors: William Guilford

American Society for Engineering Education Annual Conference & Exposition Page 6.81.1 Copyright  2001, American Society for Engineering EducationWe present an outline for a course in Cell and Molecular Biology for Engineers in which humanpathologies are used as a clinical, problem-based context for teaching basic biologicalmechanisms. To further emphasize the interface between engineering and the biomedical sciences,students write “review articles” covering the application of engineering to a particular problem incell biology and engage in the process of peer review. A representative curriculum is providedwhich

Relevance Score: 0.041177955

Departmental Policy For Teaching Evaluation And Improvement

Collection: 2001 Annual Conference
Authors: Michael Barker; Mark Virkler; Kristen Sanford Bernhardt

, parents, and alumni;peer visit evaluations; self-assessments; and department chair evaluations. However, the mostcommon second method used appears to be peer visit evaluations. Usually, this peer reviewconsists of a faculty member from the same department visiting a class, perhaps with priorconsultation with the teacher of the class, and subsequently writing a letter for the dossiersummarizing his or her impressions.The faculty in our department had concerns with the peer visit evaluation method and with thelack of standardized procedures. Anecdotal evidence suggests that faculty members oftenpostponed initiating teaching evaluation procedures until very close to when the dossier was due.As a result, peer classroom visits were often arranged at

Relevance Score: 0.039363034

Using Learning Community Course Links To Bring Meaning To The First Year Engineering Curriculum

Collection: 2001 Annual Conference
Authors: Patricia Harms; Steven Mickelson; Thomas Brumm

writing papers relating to agriculture and engineering in composition and using newlylearned technical writing skills for report writing in engineering graphics and design andengineering problem solving. Both quantitative and qualitative methods were employed to assessthe ABE Learning Community. Results are reported, including survey data which reveals that onaverage, students agreed or strongly agreed that they developed or enhanced their team skillsthrough collaborative assignments in their learning community classes, and on average, studentsagreed or strongly agreed that they are excited to be a part of the field of engineering andtechnology. Focus group data are also reported.IntroductionUniversity campuses across the nation are adding

Relevance Score: 0.03717281

The Roses Program At Michigan State University: History And Assessment

Collection: 2001 Annual Conference
Authors: Regina Zmich; Thomas Wolff

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education introductory writing course), Integrated Arts and Humanities, and Integrated Social Science (the latter three course categories are used to meet MSU’s general education requirements. • Enrollment in small sections of the ROSES freshman seminar. • A tutoring program emphasizing math and science courses. • A contingent of peer leaders, typically sophomores who were in the ROSES program the previous year.Living in the same residence hall provides the setting for the above mentioned academicinteractions. ROSES students study together in their rooms, in the lounges, and in

Relevance Score: 0.03501766

Redesigning And Assessing The Ece Capstone Design Course For Ec2000

Collection: 2001 Annual Conference
Authors: Charles Yokomoto; Maher Rizkalla

# 8: Effectiveness technical writing. A guest lecturer from the technical communication program share presents a program on writing an effective report. Samples of successful reports are used for illustration.Week # 9: Student presentation #2. Students present a progress report on their design projects.Week # 10: Top-down design. Students learn to do top-down design, a new methodology, a new approach used computer-aided manufacturing. Instruction covers writing a behavioral descriptive language, means of simulation, synthesizing, optimizing, and finally implementation with ASIC or FPGA.Week # 11: The electronic manufacturing sector--local and

Relevance Score: 0.034821954

Short Term Course Assessment, Improvement, And Verification Feedback Loop

Collection: 2001 Annual Conference
Authors: Teodora Shuman; Greg Mason

following criteria: a) the mechanism needs to assess the student experiences inthe light of course specific educational objectives, b) it needs to be easy to implement, since itwould be used several times a term, and c) it needs to guarantee student anonymity.The mechanism used consisted of three in class surveys and one in class peer review. The peerreview was an oral class evaluation conducted by an outside professor without the teachingprofessor present. A flow chart of the assessment mechanism is shown in Figure 1 and discussedbelow.Step one in the assessment process is to formalize the educational objectives for the course.Educational objectives include: a) learning objectives for the course, b) learning objectives forthe class projects, and c

Relevance Score: 0.03249324

Conquering The Hurdles Of The Tenure And Promotion Process For The Junior Faculty Members

Collection: 2001 Annual Conference
Authors: Keith Johnson; Mark Rajai

the work for the publication is already done. It is wiseto have publication commitments for papers during graduate school so that editorialcompletions can be done your first year as a faculty member. Writing manuscripts to besubmitted for publications in peer reviewed journals are also critical. The process of gettingmanuscripts published in journals usually takes longer than getting manuscripts published inconference proceedings. However, both options are great for junior faculty.There is an effort at many institutions of higher education to promote interdisciplinaryresearch. Interdisciplinary research involves the collaboration of faculty who are employed in

Relevance Score: 0.03219638

An International Collaboration Using Technical English

Collection: 2001 Annual Conference
Authors: Kevin Taylor; Emilia Mironovova

their technical endeavors, they, like their U.S.counterparts, could also benefit by from international and cultural exchanges.GoalsOne goal of this project was to provide both EET and MtF students with an internationalexperience while avoiding the expenses and time required for travel. A second goal was toimprove both groups' ability to communicate using technical English. In his text on writing to thescientific community, Day exemplifies this goal stating that clear certain meaning should applyto not just the peers of the author, but also to students just embarking on their careers, toscientists reading outside their own narrow discipline, and especially to those readers (themajority of readers today) whose native language is other than

Relevance Score: 0.031084964

Building Community For First And Second Year Students In The Agricultural And Biosystems Engineering Department At Iowa State University

Collection: 2001 Annual Conference
Authors: Patricia Harms; Steven Mickelson; Thomas Brumm

Community was recently expanded toinclude second-year students to accommodate student requests. Not only does the livingcommunity offer a way for students to develop friendships, it also creates an environment wellsuited for academic work. Our paper includes an overview of our ABE living community, whichincludes both engineering and technology students. We developed this arrangement to strengthenstudents’ existing learning communities through additional interaction with ABE peers in aliving community, to encourage interaction and collaboration between our two undergraduatestudent majors, and to increase interaction of these students with the ABE faculty. In addition,we present the results of our assessment, which includes a year-end survey, student

Relevance Score: 0.030469209

The Ex Ce Ed Teaching Workshop: Hints To Successful Teaching

Collection: 2001 Annual Conference
Authors: Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

for Engineering Educationlessons will quell most student anxiety. No matter when the lesson objectives are provided to thestudents, the lesson objectives must be assessed at the conclusion of each lesson.The table usually following each hint presents feedback or assessment from peers and students,as well as self-assessment at the conclusion of a lesson and a block of lessons. Review of theassessments for the team members over the past year provided valuable insight for each hint. Establish Lesson-Learning Objectives Peer Self Student • Always write them on • Important to give the • The lesson objectives

Relevance Score: 0.028805172

The Communications Centered Senior Design Class At Virginia Tech

Collection: 2001 Annual Conference
Authors: Jack Lesko; Eric Pappas

needto grow in concert with these technological changes in order to adjust to, and have someinfluence on, what may well be a new social order. It seems likely that we are at the threshold ofyet another period of unparalleled growth and change, and our engineering curricula need toprepare students not simply for the technical work they will do, but for the engineering lifestylethey will live. For some time now, engineering educators have recognized the practicalities of teachingpersonal skills that allow young engineers to practice their craft in a complex work environment.Instruction in ethics, 1,2 management skills,3 critical writing skills, 4,5 problem solving,5 andvalues clarification6 have begun to take their legitimate place in

Relevance Score: 0.02845934

Biomedical Engineering Senior Design

Collection: 2001 Annual Conference
Authors: David Kelso; John D. Enderle; Kristina Ropella

, there are no required textbooks, and only a minimal number of lectures. Experts fromindustry, patent law and government agencies typically provide the lecture material. Studentsintegrate and apply knowledge from their major field of study toward a specific project.A number of biomedical engineering programs, like the University of Connecticut2 , have a fullyear of required senior design courses, here referred to as Design I and II. The major deliverablein Design I is a paper design with extensive modeling and computer analysis. Over the semester,students are introduced to a variety of subjects including working on teams, the design process,planning and scheduling, technical report writing, proposal writing, oral presentations, ethics indesign

Relevance Score: 0.027656022

The Learning Portal

Collection: 2001 Annual Conference
Authors: Richard Upchurch; Judith Sims-Knight

changed through actively assimilating knowledge—self-explaining, writing, interacting with others and with other ideas. The implications forteaching practices are enormous. In constructivist learning, students interact with each other andconnect what they are learning to their own experiences and knowledge, thus making theirlearning conceptually coherent and personally meaningful. The key teaching practices requireopportunities to reformulate and articulate newly found meanings. This activity is critical tosuccessful learning.Associated with the constructivist approach is a focus on helping students become aware of theirlearning and learning processes. This entails helping students develop a sense of how they knowwhat they know as well as what

Relevance Score: 0.027230361

Teaching And Assessing Teaming Skills In A Senior Level Design Course

Collection: 2001 Annual Conference
Authors: Patricia Brackin; Julia Williams

build consensus.Course activities are structured to help students acquire these skills. Activities include teambuilding, project management, team management and defining rubrics for evaluating team skills.Assessment of student performance includes peer evaluation, student self-assessment, andportfolio assessment.INTRODUCTIONStudents in ME 460, Machine Design, a senior level, required course have been working inteams on industrial sponsored projects for the past 10 years at Rose-Hulman Institute ofTechnology. Team projects are an integral part of students’ education. Mechanical Engineeringstudents begin working on teams during their freshmen year and are required to do so until theygraduate. During the 1997-98 academic year, Rose-Hulman

Relevance Score: 0.02700179

Revising A Civil And Environmental Engineering Capstone Design Course

Collection: 2001 Annual Conference
Authors: Kauser Jahan; Douglas Cleary

simple. It simply asked each student to write their impressions of theirteammates and their contribution to the project. No guidelines were given to help studentscategorize the evaluation (e.g. no rating scale was provided) and it was not clear if they were torate technical ability or contributions and commitment to the team effort. Also, students did notreceive enough feedback following the submission of the forms. Some of the student who werenot performing to teammates’ expectations were probably not aware there was a problem.For the following year a new peer evaluation form and process based on the work of Felder wasadopted 13. This form clearly indicated that the students were to reflect on their teammates’efforts and contribution to the

Relevance Score: 0.026894312

Data Acquisition In The Dorm Room: Teaching Experimentation Techniques Using Lego Materials

Collection: 2001 Annual Conference
Authors: Merredith Portsmore; Chris Rogers

traditional lab has allowed students more freedom incompleting their assignments and allowed more hands-on challenges to be assigned. As a result,class time spent addressing data analysis. The course also addresses effective writing andpresentation issues through in class and peer reviews of work.IntroductionIn order for students to truly understand the physics concepts typically taught in junior-levelengineering classes (fluid mechanics, heat transfer, thermodynamics, vibrations, …), they needto touch and feel. Seeing water accelerate through a contraction or the damped vibration of abeam gives them a better understanding of the physics as well as motivation to learn the physics.Unfortunately, laboratory experiences are costly to setup and maintain

Relevance Score: 0.026862206

Career Development Activities In A Required Engineering Course

Collection: 2001 Annual Conference
Authors: Paul Furth

. In addition,recruiters offer students a perspective on the working world that is rarely seen in theundergraduate curriculum. Thus, the experience of talking with recruiters is more real or relevantto their goal of obtaining employment, than, say, giving a 1-minute oral introduction for yourpeers and instructor.During the resume-writing workshop, I think it would not be too much trouble to address the firstsuggested improvement from Table 2, “how to talk with recruiters.” Several students in thecourse have already attended one or more career fairs. They might have some goodrecommendations for their peers. For example, students might start by introducing themselves,telling them their major and class standing. Next, students might ask questions