Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sabrina Jedlicka, Lehigh University; Gregory Mark Skutches, Lehigh University; Siddha Pimputkar, Lehigh University

Tagged Divisions

Materials

Paper ID #26714Integration of Peer Communication Fellows into Introductory Materials Sci-ence Courses: Wiki Article DevelopmentDr. Sabrina Jedlicka, Lehigh UniversityDr. Gregory Mark Skutches, Lehigh University Greg Skutches earned both his Master’s (1997) and Ph.D. (2001) in English with a specialization in Composition and Rhetoric at Lehigh University. He joined the English Department at DeSales University in Center Valley, Pennsylvania in 1999 and returned to Lehigh in 2006 to establish and direct the Writing Across the Curriculum Program and teach courses in literature and first-year writing. In the fall of 2008, he

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Campbell University; Alison K. Polasik, Campbell University

Tagged Divisions

Materials

-basedassignments, peer instruction, and a symposium-style poster presentation for the final project.Learning outcomes for the course include the technical Materials Science and Processingknowledge as well as writing laboratory and research reports, developing experimentalprocedures, and gathering data to form conclusions. Using the ICAP framework developed byChi & Wylie, many of the course activities are designed to fall within the Constructive andInteractive modes of engagement.BackgroundThe Interactive>Constructive>Active>Passive (ICAP) framework can be used as a lens tounderstand how various aspects of a course engage students and contribute to cognitiveengagement and learning. ICAP is a way to further define the broader area of “active

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lessa Grunenfelder, University of Southern California

Tagged Divisions

Materials

students with a clear picture of what theycould expect in the classroom.Each in-class lab module was designed with a series of learning objectives in mind, targeted atkey concepts covered in the course. Priority for lab topics was given to concepts that studentstypically find challenging or confusing in introductory materials courses [6]. Brief descriptionsof each lab, along with the lab supplies required, and the teaching purpose of each activity [7],are presented in Appendix A of this paper.The collaborative in-class lab activities described in Appendix A, when integrated into a broaderlearning experience involving lecture, discussion with professors and peers, and homeworkassignments, provided students with a positive introduction to the field