Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Smith P.E., University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #26477Guided Peer Review of Technical Writing for Large Laboratory CourseDr. Natasha Smith P.E., University of Virginia Dr. Smith is an Associate Professor at the University of Virginia. c American Society for Engineering Education, 2019 Guided Peer Review of Technical Writing for a Large Laboratory CourseAbstractLaboratory courses, and in particular laboratory reports, are logical choices to assess two par-ticular student outcomes: ‘the ability to design and conduct experiments, as well as to analyzeand interpret data;’ and ‘the ability to communicate effectively.’ If

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

desirable, especially where instructors model a correction andrequest that students themselves make the remaining corrections.In addition to asking students to revise based on instructor feedback, engaging in peer review canbe beneficial, especially for the peer-reviewer [6]. Likewise, written and oral feedback from apeer learning facilitator or graduate teaching assistant can help students learn [3], even withdifficult writing tasks such as argumentation and synthesis [23].In the current study, we consider different variants of feedback-and-revision, as implemented bythree different engineering faculty in laboratory courses.MethodologyStudy design & research questionsIn this study, we developed and evaluated the impact of a collaborative

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ilan Gravé, Elizabethtown College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

responsible for all sections in the same lab.This means that the size of the sample considered was not uniform.An important issue that remains inconclusive is the distribution of the merit for the monitoredprogress in the writing skills of the students in the sequence of lab courses.We the instructors, do in most cases witness a dramatic improvement in student writing skillsfrom their incoming year to their last year reports in advanced courses. These improvements areundoubtedly due to a large variety of factors – including natural maturity, expanding educationfrom all courses, strong contributions from courses in the core curriculum including writingintensive classes, hands-on activities, learning from peers and from teamwork and more. It isprobably

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Charles Riley P.E., Oregon Institute of Technology; Ken Lulay P.E., University of Portland

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

withoutbecoming discouraged. Beyond reach at present (what students ZPD (what student can cannot do) do with assistance) Prior knowledgeFigure 1. Illustration of ZPDEngineering educators have studied engineering undergraduates’ lab report writing with moststudy results predominately focused on best practices for supporting lab report instruction inclassroom settings [7-14]. The best practices include tutoring support and automated feedback,peer evaluations, self-evaluations, and assessment standards, and a web-based writing supportsystem. Having said that, studies

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Vincent Bartolomeo, The Cooper Union; Amanda Lombardo, The Cooper Union; Michael Colella, The Cooper Union; George J. Delagrammatikas, The Cooper Union

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

course he describes where students are gradedon their individual outcomes. These concepts have been expanded through the rubric used in thecourse described here, which is presented in Appendix A. All technical writing and oralpresentation assignments in the course were ranked using this scale.In addition to this rubric, students provided written critiques for peers during oral presentations,which contributed to student outcome (g). This form, shown in Appendix B, tasked students toindicate what they thought were positive during the presentation (I like…) and then what theythought could be improved (I wish…). This appendix shows a sample critique from a student,with all names and identifying information redacted. Through the course requirement

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; Vinod K. Lohani, Virginia Tech; Kang Xia, Virginia Tech

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences.Dr. Kang Xia, Virginia Tech Kang Xia received her Ph.D. from the University of Wisconsin-Madison (1997), M.S. from Louisiana State University (1993), and B.S. from Beijing Agricultural University (1989). She was a Postdoctoral Researcher at the University of Wisconsin-Madison (1997-1998), an Assistant Professor at Kansas State University (1998-2001), University of Georgia (2002-2005), and Assistant Professor, Dept. of Chemistry, Mississippi State University (2006-2010), an Associate Professor at Mississippi State University (2010- 2011) and at Virginia Tech (2011-2016). She also served as Director for Re

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Andres Aguirre Jr.; Kali Johnson, Sam Houston State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, how they resolved and finally a demonstration of their prototype in front of their peers for 6-7 minutes.  For each lab (11 of them), every student uploaded a LAB report to summarize what they had learned on a corresponding day and how theory and experiments complemented each other. Total number of students assessed (Ns): 21 during Spring 2018Outcome 1 Average (Ms): Standard deviation (s): Mid-Term 1: 65.3% Mid-Term 1: 4.24 Mid-Term 2: 63.15% Mid-Term 2: 3.76 Final Exam: 61.6% Final Exam

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Mentis, United State Military Academy; Andrew Ross Pfluger, United States Military Academy; April Dawn Miller, United States Military Academy; Enoch A. Nagelli, United States Military Academy

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Volumetric glassware Air displacement pipette Maintaining a lab notebook Writing a lab report Data analysisFigure 2. Matrix of laboratory techniques, instruments, and skills on survey. Students wereasked on the initial assessment to place a star next to items with which they have little to noexperience and circle items with which they have extensive experience. In the final survey,students were asked to circle items for which they felt the laboratory improved their level ofunderstanding and cross out the items for which their level of understanding was not improved.No response was an option in both surveys.Students were also asked to provide feedback on the affective learning environment byindicating descriptive

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

picture” oftypical EMAG applications that support learning objectives. Additionally, assigning conceptquestions [7] during a class period better engages students via the peer instruction activities ofgroup discussion and polling for self-assessment to sharpen their understanding of the key ideas.However, when EMAG is offered as a non-lab theory-oriented course as it traditionally has been,assigning a single hands-on semester-long project [8] captures students’ attention morecompletely by involving their tactile senses and focusing on a specific application. A suitablecourse-project also offers ample opportunity for construction, testing, experimentation, andcreative modification. As a work-in-progress, this paper presents results of a metal