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

Paper ID #23301Peer Review and Reflection in Engineering Labs: Writing to Learn and Learn-ing to WriteDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the University of New Mexico in the Organization, Information & Learning Sciences program, and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutioniz- ing Engineering Departments project. She was selected as a

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

Society for Engineering Education, 2018 Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teamsAbstractWe describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could

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

and focused motivational strategies [10]. These validated instructionaltheories and their assessment techniques offer a means to frame this project in the broadercontext of the student experience in University of Virginia, while delving more deeply into theclassroom setting.2.1 Background: Course Context The course that is the object of study at University of Virginia is a non-technical, introductorycourse, required for graduation by all undergraduate engineers. The course’s learning objectivesinclude, “To be true professionals, engineers need to have a sense of how people design andinvent technology, how intentions reflect the needs and wishes of a society, and how inventionsdiffuse through a culture. Without a thoughtful sense of

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

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