Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Susan Smith; Anneliese Watt; Caroline Carvill; Julia Williams

clarity and how the lack ofit causes great frustration for students. Lab Report 1 Assignment: Your lab instructor will specify the date and time your lab reports are due. We strongly urge that you make use of the Campus Writing Center in preparing your reports. Simply take the draft version of your report to the Peer Tutors and have them critique it. The form of the report should generally follow the guidelines used by anyone wishing to submit a scientific paper for publication. Page 7.707.3 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Innovation in Design Education

Collection

2002 Annual Conference

Authors

Anneliese Watt; Jeff Froyd; Julia Williams

withopportunities to apply these strategies to specific writing challenges, then the connectionsthat students make between design and technical writing might be strengthened and thequality of both writing and design might be improved.Usability testingAs technical communicators, we want to help students understand the value of testingtheir writing on intended readers and revising the document according to reader needs.We teach three kinds of document testing: text-based testing, expert-based testing, anduser-based testing. In the text-based approach, the document is tested against guidelinesor checklists, often in a class peer review situation. Expert-based testing is achieved bysoliciting feedback on the document from professionals either expert in the

Conference Session

Current Issues in Computing

Collection

2002 Annual Conference

Authors

Lonnie Welch

Session 2558 Enhancing Engineering Education with Writing-to-learn and Cooperative Learning: Experiences from a Software Engineering Course Lonnie R. Welch, Sherrie Gradin, and Karin Sandell Ohio University Athens, OH 45701 welch/gradin/sandell@ohio.edu1. Introduction Current progressive teaching movements draw forth strong skepticism as they often seemantithetical to engineering classes. Why would anyone want to switch from the lecture method ofteaching

Conference Session

Women in Engineering: A Potpourri

Collection

2002 Annual Conference

Authors

Peg Boyle Single; Naomi Chesler; Borjana Mikic

Session 3592 Peer-Mentoring for Untenured Women Faculty: The Leadership Skills and Community-Building Workshop Naomi C. Chesler, Borjana M. Mikic, Peg Boyle Single University of Vermont/Smith College/University of VermontAbstractPeer mentoring is a promising strategy for improving the presence, retention and advancement ofwomen faculty members in engineering. Strategies for maintaining and increasing therepresentation of women faculty members in engineering departments may also increase theretention of female students pursuing engineering careers. As a first step toward

Conference Session

Developing ABET Outcomes F--J

Collection

2002 Annual Conference

Authors

Thomas Litzinger

artificialhearts to rocket propulsion. Based upon these essays, student teams were formed aroundcommon interests, which set the general area of their papers. The selection of themes based uponstudents’ interests was aimed at increasing the students’ motivation to engage in the task, and theuse of teams was intended to provide a supportive environment for undertaking the self-directedlearning. The teams were charged with selecting a paper topic and writing a single term paperbased upon independent research. Three class periods were dedicated to this assignment: one forthe initial team meeting and selection of a topic, one for peer review and editing, and one forfinalizing their papers.Upon completion of the paper, the students were asked to reflect on

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

Session # here Integrated Programs and Cultural Literacies: Using Writing to Help Engineering Students Transition to the Cultural Literacies of College Sarah Duerden, Jeanne Garland, Christine Helfers, & Ronald Roedel Department of English/Department of Electrical Engineering Arizona State University, Tempe, AZ 85287Abstract As educators who work with first-year students, we are all well aware of how difficultsome students find the transition to college, particularly first-year engineering students. Ofcourse, some students fail because they are ill prepared for the courses they are

Conference Session

Mentoring Graduate Students for Success

Collection

2002 Annual Conference

Authors

Patricia Stubblefield; Elisabeth Alford

Engineering"Similarities Between Writing a Thesis/Dissertation and Writing Major Research Proposals andReports" (10 minutes) Speaker: Professor of Electrical Engineering"The Ethical Dimensions of Writing and Talking About Research" (10 minutes) Speaker: Coordinator of the Engineering Ethics Program"Incubating Ideas" Discussion and exercise led by PCC staff (15 minutes)"Coherence in Writing" (15 minutes) Discussion and exercise led by PCC staff"Managing and Surviving the Dissertation Process" (30 minutes) Discipline-specific, peer-led discussionTwo engineering faculty members participated in the workshop. A professor of electricalengineering discussed the similarities between writing the dissertation and writing

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jim Richardson

the University of West Virginia has anoutstanding peer review of student learning—the Majors. 2 “The Majors are design projects thestudents must complete individually and defend in front of at least two faculty members.” TheMajors, which date back to the 1970s, incur significant faculty time, however. Other examplesof peer review of student work include: faculty-colleague check sheet evaluations of projectreports3, reviews of student portfolios and course folders of capstone design work3, annualevaluation of portfolios of student writing assignments by faculty advisors 4, and before- Page 7.106.1graduation evaluation of writing assignment

Conference Session

Mentoring Graduate Students for Success

Collection

2002 Annual Conference

Authors

Patricia LaCourse; Barrett Rock

, Dubuque, Iowa:Kendall/Hunt Publishing, 1988.22. Olds, B. M., "Four Effective Writing Strategies for Engineering Classes. III. Peer Editing," Journal ofEngineering Education, vol. 88, no. 1, 1999, pp. 53-57. Page 7.38.6 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationPAT LACOURSE is the Engineering and Science Librarian at Scholes Library, New York State College ofCeramics, Alfred University. Besides developing the science and engineering collection and providing referencesupport, LaCourse is

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Roger Wallace; David Adams

report—all with transmittal letters. We developedinstructional materials and assignment sheets to provide students with guidance. Both coursesincorporate one opportunity for a formal feedback/revision cycle.Civil & Environmental Engineering Writing Center (CEEWC). The department sponsors a peerconsultant writing center for students. Several students work in this center, providing coveragefor 8-10 hours per week. The technical writing specialist supervises these students (who werealready employed in the University Writing Center). The center has a dedicated space. Facultye-mail copies of assignment sheets and course issues to these peer consultants.Stand Alone Technical Communications Course (CE 462). The technical writing specialist

Conference Session

International Graduate Students

Collection

2002 Annual Conference

Authors

Julie Jessop

guidelines to assist them in resolving issues they may encounter.An integral part of these exercises is the feedback the students receive, which dictates how theywill proceed on subsequent assignments. All feedback is delivered in a constructive manner,emphasizing the strengths of their work as well as recommending areas for improvement. Inaddition to the instructor, a panel of two to three faculty members (including the student’sadvisor) reviews the literature reviews and proposals. The class and a second faculty panelcritique the oral presentations. Peer review of writing in progress is also used to help thestudents prepare their manuscripts before submission. Finally, the presentation videotape andwriting portfolio draw the students themselves

Conference Session

Educational Trends in Engineering

Collection

2002 Annual Conference

Authors

Steven Mickelson

instructor. We have had four differentcomposition instructors since the learning community was implemented.“Proceedings of the 2002 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2002, American Society for Engineering Education”university human subjects committee. Following the discussion of our assessmentmethods, we will present the findings from our research regarding the studentparticipants.Assessment MethodsBoth quantitative and qualitative assessment methods have been used for data collection.Specifically, we have gathered information through student records (retention, gradepoint, academic progress), student and peer mentor surveys, student and peer mentorfocus groups, and student writing

Conference Session

MINDing Our Business

Collection

2002 Annual Conference

Authors

Robert Friedman; Fadi Deek; Howard Kimmel

result in the narrowing down ofincipient ideas and amorphous possibilities (Flower & Hayes, 1980). Brainstorming andfree writing are popular techniques used in the planning stage, but they are followed bythe breaking down of ideas into components in order to test possible arrangements ofinformation into sections of drafts as an organizational strategy. The analytic processesof peer review give each member of the class access to a potentially cohesive discoursecommunity comprised of both computing and composition disciplines. Each member ofa problem-solving team reads other students' essays in order to locate theses andsupporting evidence, the presence of an organizational strategy and the coherence ofideas. Students revise drafts based on

Conference Session

Computers in Manufacturing Education

Collection

2002 Annual Conference

Authors

Michael Bailey-Van Kuren

world wide web for peer to peer communication on design teams. However, the need Page 7.1307.1for engineers to communicate effectively through technical writing on the web is growing. Many“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition CopyrightÓ 2002, American Society for Engineering Education”engineering employers use internal and external webs for business communication. Therefore,instructors must develop engineering students’ ability to effectively communicate on the web.In an Advanced Manufacturing course in the Manufacturing Engineering program at MiamiUniversity in Oxford

Conference Session

Graphics Applications in ME

Collection

2002 Annual Conference

Authors

Richard Wilk

and clearly evaluated part of the coursework.The typical course approved for WAC credit has three to five writing assignments that receivewritten faculty response. The kinds of assignments vary greatly depending on the discipline.They could take the form of expository essays, creative writings, journals, logs, lab reports legalbriefs, summaries or problem sets. Depending on the lengt h and number of assignments, facultymight also consider the value of peer critiques, and group or individual conferences to improvestudent writing. Faculty submit proposals to a Writing Board to have their courses certified asWAC courses. They must have their courses recertified periodically. Certification is for boththe course and for the faculty. Each faculty

Conference Session

Innovations in Freshman Engineering

Collection

2002 Annual Conference

Authors

Rachel Callison; Bob Lorence; Dan Budny; Kate Thomes

, form, and grammar. Anadditional lesson learned during the Fall 2000 semester was that there was a need to include apeer review in which every student would be assigned another student’s paper to review. Thus,in the Spring 2001 Term, a peer review process was implemented. The usefulness of thisapproach has been widely documented [13-14].ResultsTo date, we have 2 years of experience with ENGR 0011 and ENGR 0012. During the first year(2000-2001) we were able to design the basic concept of the writing and library integration intothe freshman curriculum, and during the second year (2001-2002) we modified the concept toaccount for our experiences.Near the beginning of each semester, students had been quite apprehensive about the prospect ofpreparing

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Anthony Trippe

Maryland, Penn State and the State University of New York (SUNY).On the web, SUNY Teaching, Learning and Technology is at < http://cms.suny.edu/ >.Experiences from the Virtual ClassroomI present these distance learning faculty happenings based mostly upon my own personalexperience and partly based upon the experiences of my peers. (5)My initial distance learning courses were developed and presented for the University ofPhoenix (UOP) Online campus in 1997. These were courses addressing businessapplications of information technology. Later courses in Operating Systems, Statisticsand Computer Programming were prepared and delivered for UOP and RochesterInstitute of Technology.After a rigorous interview process, I was invited to attend a new

Conference Session

Instructional Technology--What Works

Collection

2002 Annual Conference

Authors

Anthony Trippe

encouraged(better required) to attend training and mentoring program prior to the conduct of theirfirst DL course. Page 7.557.1 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”Experiences from the Virtual ClassroomI present these distance learning faculty happenings based mostly upon my own personalexperience and partly based upon the experiences of my peers. (5) Not all experiences inthe online teaching environment can be generalized to all faculty and all institutions.Faculty development programs need to be

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Marilyn Dyrud

Session 2793 Communication and Civil Engineering: An Integrated Approach to Senior Projects Marilyn A. Dyrud Oregon Institute of TechnologyFor the past year, Oregon Institute of Technology’s Civil Engineering and CommunicationsDepartments have been developing a creative curriculum venture: a unique senior designexperience that would combine the content of what had previously been three distinct classes:engineering design, technical writing, and group dynamics. Students would work in teams on areal design project, and the nine faculty

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

June Ferrill

hour rehearsing each student. Much of that time is spent on organization and logical argument, focus and emphasis, and on finding a hook for the audience. I also video tape. Watching the video tape together, we discuss delivery skills. (5) Based on feedback from peers and the venture capitalist, a student or student team will make changes to a business plan and write an early-stage one with an executive summary. Those who continue to pursue their plans will start the process all over again with the concrete experience of presenting this plan to a new audience.The teaching methodology consists of calling on various groups for feedback and giving studentsa chance to discuss their ideas, informally and

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jasper L Steyn; Tobia Steyn

intended to enable them to assess their own writing as an engineer. Marking, grading and feedback are done by the lecturer and a language assessor but have proved to be very demanding tasks. During 2001 a "buddy system" was introduced whereby students worked in pairs and marked each other's writing assignments prior to submission for grading by the language assessor. This gave them the opportunity to scrutinize peer writing and it seemingly had a beneficial effect on improving their own writing.Student performanceIn order to ascertain the real value of the effect of the support in a developmental approach asdescribed above, the 2000 and 2001 students will have to be followed up and an analysis ofgraduation tendencies made. Comparing first

Conference Session

Tricks of the Trade for Research

Collection

2002 Annual Conference

Authors

Albert Lozano

totheir institutions.However, these faculty members account for only a small percentage of the authorship of scho larlypublications in their field. After informally talking with them, we can identify the main reasons thatlead them to withdraw themselves from publishing. First, some ET faculty members have only aMaster’s degree. ABET recognizes the Master’s degree as the appropriate terminal degree inengineering technology. Some of them are employed by their institutions through contractualprocesses, thus not being subjected to the extensive peer-review process that happens to facultymembers in tenure-track appointments. Second, the nature of the tenure-track appointment for mostof the ET faculty members tends to be mostly bi-partite (teaching and

Conference Session

Multi-disciplinary Design

Collection

2002 Annual Conference

Authors

Byron Newberry

for students to submit draft copies to their peers for review and editing.· Description Writing: Since design reports require detailed descriptions, prior to the first project formal instruction is given on writing a description of a device or syste m. Students are then required, individually, to write a detailed description of a simple device (a stapler, for example). As with the executive summaries, students are required to submit draft copies for peer editing.· Instruction Writing: The Phase 2 project typically requires a set of written instructions, or owner’s manual, for the finished device. Therefore, prior to the start of Phase 2, students are given formal instruction on instruction writing. They then are

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Jenkins; John Kramlich

…………... - Faculty (course self evaluation, annual review, collegial evaluation) v) Participation in professional societies…………………………… - Students vi) Benchmarking w/ peer depts….. - Faculty v) Writing evaluation……………... - StudentsPaper Science and i) Coursework (homework, quizzes,Engineering exams, lab manuals, lab reports)…..- Students ii) Capstone design……………….. - Students

Conference Session

Improving Statics and Dynamics Classes

Collection

2002 Annual Conference

Authors

Christine Masters; Renata Engel

chemistry, biology and astronomy.Danielson and Mehta are developing engineering mechanics curricular materials that incorporatethis approach and link the concept questions to Bloom’s Taxonomy2. Surely, those who haveadopted this approach identify with Mazur when he recounts his observations of students’misunderstandings of fundamental concepts and his motivation to improve student learning. Heoffers compelling evidence of the success of the concept question and peer instruction methodwith student results from his physics courses, as well as advice on how to write the questions andimplement the technique. The catalogs or banks of questions3, 4 emerging from the physicalscience fields closely follow the guidelines described by Mazur about what makes

Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Gul Okudan Kremer

CourseED&G 100 course was originally a skill development course with over half the course dedicatedto manual graphics instruction and about 25% dedicated to laboratory skills such as instrumentuse, experimental data acquisition and analysis, and report writing. During the 1980s graph icsinstruction was reduced to make room for computer literacy: introductory programming andexposure to the early CAD software. In 1990, programming was dropped; and in 1991, the firstsolid modeling software, Silver Screen, was adopted and used until 1998, when IronCAD wasintroduced. Also in 1991, with NSF funding, a design project was introduced. The designcurriculum has slowly taken over the course and the name was changed form “EngineeringGraphics and

Conference Session

Teaching Industrial Engineers Design

Collection

2002 Annual Conference

Authors

Stephanie A. Jernigan; Garlie Forehand; Alexander B. Quinn; Judith Norback

collaborative writing. 2. Provide opportunities to practice oral communication prior to Senior Design; provide opportunities for students to present to peers while studying for exams, and utilize study groups and introduce more teamwork experience before Senior Design. 3. Develop a skeleton for reports for different audiences (reflecting what is important to report); and distribute templates for organizing and communicating written and oral information. Page 7.1111.4 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Chris Caenepeel

(metexpectations)) and required a written explanation. Because of an emphasis on continuousimprovement low ratings required suggestions for improving one’s performance inparticular area. High ratings had to also be explained. The results of these peer ratingswere summarized by the course facilitators and then returned to students during brief oneon one performance review sessions.Because of the limited report writing experience of the students the course facilitatorsfound it necessary to provide guidelines for the final project reports. All final reportswere to clearly describe the project goal, methodology, results, conclusions, andreferences. It was also necessary to return the reports for one rewrite because of the lackof raw data and insufficient

Conference Session

Biomedical Engr. Design and Laboratories

Collection

2002 Annual Conference

Authors

John M. Sankovic; Dmitri Kourennyi

trained to and required to write lab reports in form of full-length scientific paper, which gives them powerful skills in technical communication. 3. Students are required to deliver a computer-based presentation on one of their labs. 4. Students participate in grading the presentations of their peers, thus acquiring important skills in grasping material quickly, as well as in objective and fair judgment. 5. Several lectures/discussions on ethics in science and engineering in the beginning of the fall semester are appreciated by students as important and interesting experience which many of them encounter for the first time. A short essay concludes the ethics component.IntroductionThe technological and social development of

Conference Session

Recruiting/Retention--Lower Division

Collection

2002 Annual Conference

Authors

Charles Abaté; Ramesh Gaonkar

strongfoundation of interdisciplinary concepts supported in a learning community of students andfaculty members. An Integrated Interdisciplinary Program (IIP) that includes electronics,mathematics, writing/reading, and computing skills was designed and implemented in theenvironment of a learning community that emphasized collaborative learning and team work.This program, which is known as the Foundations of Technology Program [NSF Award: DUE99-50019 Advanced Technology Education], is truly an integrated curriculum since the studentsexperience it as a single entity and not as a group of separate experiences. The integration ofcourses and the environment of a learning community has had a dramatic positive impact onretention, which has already increased