important problems at the interface between chemistry, physics, engi- neering, and biology preparing the trainees for careers in academe, national laboratories, and industry. In addition to research, she devotes significant time developing and implementing effective pedagogical approaches in her teaching of undergraduate courses to train engineers who are critical thinkers, problem solvers, and able to understand the societal contexts in which they are working to addressing the grand challenges of the 21st century. c American Society for Engineering Education, 2018 Peer Review and Reflection in Engineering Labs: Writing to Learn and Learning to WriteAbstractClear
on a Google sheet that the instructor manages.Tasks include grading daily quizzes, running critique workshops of three to six students, gradingmajor assignments, and special assignments, such as creating a format template in MicrosoftWord for the proposal.Background: Rather than having students bring drafts to class for on-the-spot critiquing,the course runs more formal critiquing based on the Iowa Writers Workshop One feature that distinguishes the course is the course’s peer critiquing, which follows theIowa Writers’ Workshop for creative writing [11]. In this approach, the students submit theirassignment excerpts at least two days before the workshop so that the peers and often a mentorhave the chance to read, reflect, edit, and
is a matter of quite specific genres rather than of general skills and broad academic ordisciplinary styles; and iii) writing is a way to understand and remember technical material andengage in critical thinking (writing-to-learn) rather than just a means of communication. Theseprinciples can be integrated into technical courses using a variety of evidence-based bestpractices.The writing process can be modeled by using scaffolded assignments [22]–[27] and byemploying effective response systems for providing feedback and guiding revision [28]–[30],including peer evaluation [31], [32]. Effective response strategies foster dialogue with studentwriters, providing them with a small number of high-priority, focused points and highlightingspecific
individual and group-based activities that aredesigned to prepare the students for the upcoming summative assessments. The first-half of thesemester focuses on technical writing and how to represent complex engineering ideas withvisuals and written descriptions. The second half of the course focuses on down selecting fromall the creative concepts in the individually-generated Idea Notebooks to one that will bepresented as part of the Rocket Pitch. Then the students are given three weeks to work withinthe discussion section on their provisional patent applications.3.0 Research Design The project entails data collection at multiple levels that attend to the course design, pedagogy,and classroom environment that affect the students
Paper ID #23278Successes and Challenges in Supporting Undergraduate Peer Educators toNotice and Respond to Equity Considerations within Design TeamsDr. Chandra Anne Turpen, University of Maryland, College Park Chandra Turpen is a Research Assistant Professor in the Physics Education Research Group at the Uni- versity of Maryland, College Park’s Department of Physics. She completed her PhD in Physics at the University of Colorado at Boulder specializing in Physics Education Research. Chandra’s work involves designing and researching contexts for learning within higher education. In her research, Chandra draws from the
Paper ID #22876Panel: Embedding Technical Writing with Experiential Learning Compo-nents into Engineering CurriculaDr. Lindsay Corneal, Grand Valley State University Lindsay Corneal is an Associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.Ms. Debbie Morrow, Grand Valley State University Debbie Morrow currently serves as Liaison Librarian to the School of
their ideas informally with their peers--rather than just asking a few students toshare examples in class--each student had the opportunity to develop ideas before submitting amore formalized version to me. This additional writing option provided students with practicecommunicating their ideas and resulted in clearer, more complete memos.In transforming a face-to-face course to a hybrid course, the central challenge is determiningwhich activities are better suited for the LMS vs. the classroom. In the hybrid version of my[Prof. Livingston] course the graded course projects remained the same, but many of theactivities that would take place during class time were moved to the LMS and a portion of thegrade allocated for successful completion of
comments about specific roles that each team member took on.Generally, women who took on non-technical roles were praised by their male peers. One malestudent said, in regards to his female teammate: “[Female teammate] did a lot of the work thateveryone else necessarily didn't want to do as well as making sure everybody else was doingwhat needed to be done and knew the upcoming deadlines. She took on kind a projectmanagement role.” Women themselves also responded positively to being in a non-technicalrole. One woman in First Year Engineering Projects said: For the final project, I feel like I learned a lot and and really grew as an engineer. I was in charge of a lot of the writing assignments and posters. In the past I have struggled
Associate Professor at the Milwaukee School of Engineering. She has a PhD in English Literature (Science Fiction) from Louisiana State University (2007), an MA in English from Montana State University, and a BA in Creative Writing from the University of Montana. At LSU, Jennifer was part of the Communication Across the Curriculum (CxC) and worked in the Engineering Communication Studio. Jennifer has published articles in The Leading Edge, Carbon, The Journal of Popular Culture, and Foundation.Dr. Alicia Domack, Milwaukee School of Engineering I am associate professor and chair of the Humanities, Social Science, and Communication department at MSOE. I am also the IRB Director at MSOE. My background is in Developmental
-Centered Designclass has been very rewarding for Dalrymple, especially after overcoming the initial discomfortin critiquing Whiteness as a Black immigrant. She especially enjoys having her experienceworking with communities valued in an engineering context.S. M. Lord is a White woman with over two decades of teaching experience. Her interest insocial justice stems from experiences of marginalization as a woman in Electrical Engineering inthe 1980s. During graduate school, she took several courses in Feminist Studies in response toher male peers constantly asking, “What do women think?” These courses gave her invaluableexperiences and some language and theoretical understanding of concepts such as privilege,sexism, racism, structural inequality and
beginning this project, Dr. Genau began teaching a history-rich course called theEvolution of Engineering Materials as a technical elective within her department. The course wasoffered as a study abroad class in Germany (see [13], [14] for details) and very well received bystudents. Some of the content from that course informed the development of the new historycourses.The authors also surveyed the web to find out what equivalent courses, if any, were being offeredat regional peer institutions. Auburn University has a two-course Technology and Civilization(HIST 1210/1220) sequence that meets the same state-mandated core requirements, withmultiple sections of each offered every semester, indicating a high degree of student interest.Fruitful
. This expanded list ofcompetencies is then validated using a dataset of engineering job advertisements.Methodology Researchers must determine the frame of articles to include and the source. Gomez-Jauregui et al. provide a critical review of the Web of Science (WoS), Scopus, and GoogleScholar databases as potential sources for comprehensive literature reviews [31]. The authorschose Scopus as the source for this study because it provides complete information for citedarticles and extensive functionality to filter the articles selected. The authors based the Scopus database search on the title, abstract, and keywords toidentify peer-reviewed research articles related to soft skills. The Boolean search then considereda wide range of
theforums and traditions practiced in their field. Students responded to the prompt, What does‘ethics’ mean in the context of STEM fields? Why is thinking about ethics important for STEMstudents and professionals? Students then responded to discussion question in an online forumevery other week for 10 weeks. The peer-review occurred between paired students that read andoffered critiques of one another’s writing from different engineering subfields and then met inperson and shared their critiques with the professor and their peer-review partner. The fourthform of communication was publicly available on Twitter and students were required to post 10tweets during the semester.These encounters were designed to afford student with opportunities to engage
Paper ID #22728Undergraduate Engineering Students’ Use of Metaphor in Presenting Proto-types to a Technical and Non-technical Public AudienceMr. Jared David Berezin, Massachusetts Institute of Technology Jared Berezin is a Lecturer in the Writing, Rhetoric, and Professional Communication (WRAP) program within the Comparative Media Studies/Writing Department at the Massachusetts Institute of Technology (MIT). Jared teaches in a range of communication-intensive courses at MIT, including Communicating Science to the Public, Product Design, Flight Vehicle Design, Environmental Engineering, and Nuclear Science. He has also been a
. Draft papers were due for peerreview one week before the due date on the syllabus. Each student served as a peerreviewer for another paper and completed the peer review within three days of receivingthe paper for peer review. All drafts, reviews and final papers were submittedelectronically as MS Word documents to the instructor for assessment. Classpresentations were between 8 and 10 minutes in length and were based upon the paper.The final paper/exam is short answer/essay written in response to a series of prompts.The prompts are given out the last day of class and the paper was due one week later.The prompts were based upon the coupling of expected students’ outcomes with thestudents’ experiences throughout the semester. For example, using
judgments and exercise ethical practices.With funding from the National Science Foundation’s Cultivating Cultures of Ethical STEMprogram (Award 1540298), the research team has been integrating CSR content into targetedcourses in petroleum engineering, mining engineering, design, and the liberal arts at theColorado School of Mines, Marietta College, and Virginia Tech. As described in greater depthbelow, those modules range from single assignments and lectures to a course-long, scaffoldedcase study. The material for the modules draws from existing peer-reviewed literature as well asthe researchers’ ongoing ethnographic research with engineers who practice in the mining and oiland gas industries. One of the common findings from interviews and
to calibrate and compare their own progression through their degreeprograms to the progress of their peers. As implied by curricular flowcharts (another importantartifact), the default progression for engineering students begins in the first semester with Calc1, proceeding onwards through the math sequence and ideally completing the required coursesby the fourth semester of their undergraduate careers. Consequently, students classified as notready for Calc 1 who start at Pre-Calc in their first semesters are already “behind” their peersfrom the start of their college experiences while students who place into Calc 2 or 3 their firstsemesters are “ahead.” Feeling behind rather than ahead can be potentially detrimental to studentattitudes and
, personal identity, and social skillsamong others. While engineers lack a stellar reputation in the social skill realm, there is a levelof difficulty to constructive feedback and conflict resolution regardless of profession, withexperience and practice being key in improvement. In order to meet our objective of developingstudent skills, modules will need to be developed to assist students with constructive feedback.Possibilities being explored include role playing, brainstorming solutions to difficult teamproblems, and using the CATME peer evaluation tools [29]. Our on-going efforts are focused onmodules specifically around conflict resolution. Figure 4. Percent of Fall 2017 survey respondents strongly or somewhat agreeing with Likert scale
-Progress study, the research team explored two differing engineering courses ascases. The first course (case) was a Technical Communication course, which is considered a non-technical course to support students’ writing skills. The course is a mandatory course forengineering majors at the same institution of the original study [10]. The students enrolling in thecourse are primarily in their junior year in engineering and represent the majority of disciplinesin this college. The semester prior to this work in progress paper, data on the original iteration ofthe engineering professional identity study was published [10]. The authors followed the sameparticipants in this Technical Communication course in an effort to capture the changes inperceptions
managers who had the task of deciding whether or not to race a formula F1 car. The case study described a tense, high- stakes situation in which engineers were unsure of the physical limitations of the motor of the F1 engine under certain temperatures and offered many costs (in dollars, sponsorship losses, etc.) involved in pulling out of the race or driving. The class alternates between students discussing in groups of 4-6 and writing thoughts, calculations, etc. down on posters. Instructor brings the class together and runs through simple cost analyses on the overhead projector in Excel. Towards the end of the class period, Instructor has students take a vote on whether to race or not-race. He then tells the class that the
better.Story as a Way to Understand Meaning Stories etch grooves deep enough for people to follow in the same way that water follows certain paths down a mountainside. And every time fresh actors tread the path of the story, the groove runs deeper. [1]For decades, researchers have realized that the stories we tell are important artifacts of what wevalue and how we find meaning. Schrank’s study of artificial intelligence included a deep diveinto how the stories we tell relate to human memory and understanding [2]. Further, he notes thatboth the act of telling a story and the process of listening to someone else’s story shape thememories we have of our experiences. Pennebaker’s extensive work with guided writing, atechnique where
to create credible undergraduateengineering programs that maximizes access while also expanding the national STEM workforcehave struggled to balance professional skill sets with fundamental training in engineering in amanner that gives a distinct profile to each program. Our initial data indicate that U.S.universities continue to struggle to define themselves at this nexus.It is also evident that the various “structural” features that we reference in our study designfunction in complex, interdependent, and generally non-deterministic ways that approach thecomplexities of an ecosystem. For example, while much of the focus on professional skill sets—especially teamwork, communication (writing and presentation), and design—have occurredwithin
, we are committed to broadening the definition of engineering.Instead of perpetuating a false division between technical and social aspects of problems, weseek to explicitly recognize engineering as a socio-technical discipline. As Erin Cech writes,“Prioritizing certain ‘technical’ features (faster, smaller, cheaper vs. quality or sustainability) overothers is a social and political choice at its core. Thus, the notion that engineering work cansomehow be separated from the social world is itself a cultural frame for understanding whatengineering is [13].” We envision an innovative engineering culture that is inherentlyinterdisciplinary, engaging faculty across engineering departments and across campus toprovide students with an engineering
negotiationson a common topic, namely: agricultural productivity incorporating the use of geneticallymodified organisms, sustainable intensification, and agro ecology. One optional term project (U8) offers students an opportunity to submit an application for a national or internationalfellowship opportunity in the broad area of “science policy” (i.e., Fulbright program, [31]) toallow students an opportunity to explore alternative career paths beyond the traditionalengineering approach of working for a company, consulting firm, or regulatory agency. Andone optional term project (U 9) offers students an opportunity to write a case study of sciencediplomacy on a topic of their choosing using the lessons of the Antarctic Treaty of 1959 as aguide [32] to