Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park

Tagged Topics

ASEE Board of Directors, Diversity

Tagged Divisions

Liberal Education/Engineering & Society

be well-positioned to notice and potentially disrupt inequitablepatterns of participation within design teams. In this paper, we explore (1) How do LAs notice,diagnose, and consider responding to teamwork troubles within design teams, and (2) Whatideological assumptions plausibly contribute to LAs’ sensemaking around their students’teamwork troubles? To do so, we analyze how the LAs notice and consider responding to issuesof equitable teamwork and participation, as exhibited in three related activities: (i) an in-classroleplay, (ii) observing and diagnosing teamwork troubles (TTs) in the engineering designteams, and (iii) imagining possible instructional responses to those troubles, and students’possible reactions. We articulate three modes

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

clients from diverse backgrounds [1]. Universities have respondedto the demands of industry to prepare engineers to work in groups and team problem solving thatrely upon metacognition and greater self-awareness [2]. In alignment with industry expectations for professionalism, ABET established standards thatspeak to critical thinking, communication, and demonstrate other professional skills. To achievethe ABET standards, some engineering schools require courses that arise from liberal artstraditions and thus, address issues of ethics, professionalization and the broader societal context.Those courses often provide a gateway for a student’s collegiate experience and affect everyincoming student’s sense of belongings in engineering. As many

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

National Academy of Education / Spencer Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Ms. Catherine Anne Hubka, University of New Mexico Catherine (Cat) Hubka, MFA, holds dual appointments at the University of New Mexico in the Depart- ments of Chemical and Biological Engineering (CBE) and Department of English. For CBE, she is em- bedded in the 300 and 400 labs where she supports

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

). c American Society for Engineering Education, 2018    Using Undergraduate Mentors to Scale the Teaching of Engineering Writing    Many engineering colleges have standalone courses to teach writing to engineeringundergraduates. Often, these courses reside in departments of English. For example, such acourse with multiple instructors teaching several sections each semester can be found in theEnglish Department at Rose-Hulman [1]. In other colleges, the standalone courses reside in thecollege of engineering itself with a prominent example being at the University of Wisconsin–Madison [2]. Still, in other colleges, the courses reside in the engineering departments. Anexample here would be