Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

rebecca devasher, Rose-Hulman Institute of Technology; Patrick Ferro, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley; David Mutchler, Rose-Hulman Institute of Technology; shannon sexton, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

review tools.Unfortunately, few students answered this question, but many provided a wide variety of othercomments concerning the peer review instead.Some students preferred the tablet PC to other tools for peer review while other students did notcare for the tablet for peer review. Those students who indicated in their comment a preferencefor the tablet PC did so because they found the comments to be easier to distribute, save, access,and track changes. “It was easier to have an electronic copy. The tablet was useful for writing by hand on the electronic copy. Because I had an easily accessible electronic copy I was more likely to use the peer review.” --RH 330 student “I could take notes on the document

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

assessing and improving team function, because these types ofexperiences affect student’s self-efficacy and motivation, which in turn affect their persistenceand retention in engineering.Peer assessments are widely used to both evaluate team function and to understand studentexperiences. Conventionally, they take a top-down approach: the creator of the peer assessmenttool identifies acceptable team behaviors and the students assess each other on those behaviors.They also typically focus on positive aspects of teaming behavior. In this preliminary researchstudy, we take a rather different approach to investigating the engineering student experience onteams. First, it is a bottom-up approach: students themselves describe their teammates and

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

Tagged Divisions

Educational Research and Methods

many articles and books on writing in various disciplines, led a number of successful grants on communication in technical fields, and served as the Chair of the Conference on College Composition and Communication. She was previously a member of the faculty at the University of Minnesota.David Bowles, Louisiana State University, Baton Rouge David Bowles is a Technical Communication Instructor in the Engineering Communication Studio at Louisiana State University. He earned a baccalaureate degree in English and a Master of Fine Arts in Creative Writing from Virginia Commonwealth University. He is a former assistant editor of Blackbird: an online journal of literature and the arts, and his

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

Page 13.1039.5constructing artifacts such as building a bridge or designing an engine. Partly becausemany undergraduate engineering courses are heavily involved with concepts ofmathematics and physics, students do not develop a well-informed understanding ofengineering practice. Discussing and writing about engineering science offers a means todevelop critical thinking and communication skills that many engineers struggle with.As mentioned earlier, a review of literature suggests that peer-teachers can effectivelymotivate students to engage in science8 and engineering fields9,10, partly because of theirclose ages with the students, and partly because of the freshness of their learningexperience with the same concepts students are about to

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

Tagged Divisions

Educational Research and Methods

that feature some of the components ofElizabeth’s self-designed activity. We might ask how a reflection activity in the classroom caninvoke the metacognitive processes that Elizabeth made sense of when reading, writing, andcrafting her blog. Next, we offer a second engagement with reflection that Elizabeth shared inher interview where she attempted to ask her friends reflective questions.Engagement 2: Sharing reflection with peers.When we prompted Elizabeth to think about who asks her to engage in reflection, she respondedwith, “I don’t think anyone directly asks. I usually bring it up in all of my conversations.” Shewent on to share a second engagement she had had with reflection where she attempted toprompt reflection with her peer group

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

significantly more likely to skip at least one offour items: three items which asked about their salient identities when writing peer-reviewedpapers, and one that asked about participants’ overall identity as a scientist (see Table A6 foritem text and regression values).Positive and Negative AffectA 3x2 MANOVA (survey type x affect type) was run to test for effects of survey type onparticipants’ emotional state (i.e., positive or negative affect). Results indicated there was nosignificant effect of survey focus (i.e., engineering identity, identity-based motivation, and futuretime perspective) on positive or negative affect, F(4,646) = 1.075, p = .368 (see Table 1 for fullmeans, standard deviations, and univariate effects). These results indicate that

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

review survey, the students have anopportunity to write comments about their team and team mates if they wish at the end of thesurvey. At week three there were 159 comments written by the students. Most of the comments(67%) were positive about the team experience, and the students commented on the team Page 26.143.8interdependence and cohesiveness they noticed already at week three. Selected comments fromthe week three peer review are listed below. At three weeks in the term, the students recognizethe power of the teams to work together to solve the problems and that the heterogeneity of theteams is helpful to the team. Honestly the best

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

. Instead, thestudents in this section were asked to watch the podcasts (recorded from one of the other tworegular class meetings) within 48 hours of the scheduled class. The topic lasted for three 50-minute class meetings. At the end of the cluster of classes for this topic, a homework assignmentwas completed and a quiz was administered (in person) to each student. Our results show thatenhanced podcasting appears to be a viable means to replace some face-to-face class meetings,but its many pitfalls outweigh its benefits. Students report a perceived decreased amount oflearning that we attribute to the lack of social interactions with peers and instructor and thedecreased motivation level to use the podcasts. On the other hand, enhanced podcasting

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Rich, Hofstra University; Amy Masnick, Hofstra University; Marie C. Paretti, Virginia Tech; Cassandra J McCall, Virginia Tech; Benjamin David Lutz, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Educational Research and Methods

courses in mechanical engineering, materials science and biomechanics. In addition to her research in engineering education, Dr. Goldberg studies the biomechanics of human movement, focusing on gait rehabilitation. She is a member of ASEE, the Society of Women Engineers and the American Society of Biomechanics.Dr. Jennifer Rich, Hofstra University Jennifer A. Rich is Associate Professor of Writing Studies and Composition at Hofstra University. She has published widely in writing studies, rhetoric, Shakespeare, and popular culture. She has recently published a book-length guide to the philosophy of Theodore Adorno. She is working on a study of Post-Nazi era German identity.Amy Masnick, Hofstra University Dr. Amy

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

Page 26.742.7their possible selves5,19. In this way, the personal statement may serve to position and prepareparticipants to engage in self-regulated learning by setting a foundation for goal setting,establishing the standards for comparison, and providing the means for motivational andbehavioural monitoring5.Although the personal statement is to be written outside of the workshops, the workshopexercises were designed to support students in writing their personal statement by offering thetime and space for reflection, discussion, and peer feedback. The specific workshop exercisestarget elements of the personal statement to inspire participants with ideas and content forformulating their personal statement. We posit that participants’ personal

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University

Tagged Divisions

Educational Research and Methods

normally implementedoutside of computing academic programs may not be enough to provide the “fail-fast”; fast-paced environment context for implementing SEL skills.Mentorship and having representative examples of persons succeeding in a field is importantto a computing student’s sense of belonging [5] – [6], self-confidence, and success ofundergraduate students as well as high school students. Mentorship by older generationssuch as professors, departmental leadership, or advisors helps college students avoid thepitfalls of repeating mistakes in undergraduate education. However, there are times whennear-peer mentorship, or mentorship from slightly older students, may be more helpful thanreceiving mentorship from older individuals [4]. These cases

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan L. Anderson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, providing practice for the student, is essential for successful learning andretention of programming. Feedback time during these sessions becomes more limited as thenumber of students increases, hence supplemental instruction (SI) can be utilized to increasefeedback and student interactions. Here, we demonstrate how the implementation of SI, asdeveloped by UMKC, in combination with tablet based demonstrations and hand-written/program-specific examples are effectively used to improve student grades and courseevaluations. Weekly SI sessions were developed to reiterate key concepts from the lab for thatweek and also provided students with a peer-friendly environment where they could engage inquestions/discussion without the presence of the course

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

modulus, bond energy, thermal expansion and melting points. Wealso created an activity sheet with five short answer questions to scaffold and guide students tointerpret specific aspects of the information provided in the graphs and figures. Students were 1    asked to write their responses on the worksheets. The accompanying activity sheet delivered aninquiry-oriented activity in which the data and relations embedded within the graphs and figureswere followed by questions that directed students to generate analyses and conclusions. All participants read an introductory text individually for 10-15 minutes. Sections of thistext was taken from

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; BaDoi Nguyen Phan, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins School of Medicine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of team based collaborative learning. In addition to theshort-term knowledge gain acquired through peer instruction, we also measured long-termretention of final exam material four months’ post-final. On both the final exam and the fourmonth post-final retest, students scored significantly higher on material taught through TBL.Thus, team based learning, which includes a combination of reading, writing, kinesthetic andaural methods of learning, demonstrated significant short- and long-term gains in contentretention.BackgroundThe Johns Hopkins University Biomedical Engineering (BME) course Molecules and Cells is amandatory class for BME majors, primarily taught during fall of their sophomore year. Inaddition, approximately ten percent of the

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Rubrics that will be used to judge the quality of the presentations by guest speakers as well as students and to guide the reflections written on guest speakers and student presentations to help students learn to identify and judge entrepreneurial competencies. 4. A description and guidelines for playing and for writing reflections for the individual student online business game-which were transferred from the prior course. 5. A description and guidelines for participating as a team in the’$5.00 create a business game’ which is intended to help students integrate the content of the entire Principles course as well as focus on achieving the enduring understandings

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph H. Holles, University of Wyoming

Tagged Divisions

Educational Research and Methods

subsequent undergraduate research. The Research Methods course will be broadly focused by providing a general approach toresearch and graduate school preparation appropriate for all majors in the Engineering College.Alternative approaches from the literature that are used to teach students how to conduct researchwill be compared and contrasted. Course topics will include: finding a research mentor,literature search skills, using the scientific method for approaching a research problem,developing a research methodology, writing a funding proposal, delivering a researchpresentation, and selecting and applying for graduate school. The motivation for this work,course details, learning objectives, course schedule, and course assignments will be

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeannine E. Turner, Florida State University; Min Tang; Shayne Kelly McConomy, Florida A&M University/Florida State University; Mostafa Papi; Jerris Hooker, Florida A&M University/Florida State University

Tagged Divisions

Educational Research and Methods

their instructor (e.g., I sought feedback from my instructor about potential errors inmy objective-statements; α = .87). Feedback-Seeking Peers. A total of 6 items assessed students’ direct feedback-seekingfrom their peers (e.g., I asked other students for suggestions on how I could improve my designcomponents; α = .87). Value of Feedback. A total of 5 items assessed students’ perceptions of the value ofobtaining feedback (e.g., Feedback on my technical writing can help me become a betterprofessional engineer; α = .83). Cost of Feedback. A total of 7 items assessed students’ students’ perceptions of the costof obtaining feedback (e.g., My colleagues would think poorly of me if I asked them for feedbackon my problem statement

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

Aviation in Cincinnati, Ohio, leading the certification effort for the LEAP-1A/1C HPC airfoil vibratory stress responses. Dr. Cress received his doctoral and master’s degrees from the University of Notre Dame, both in aerospace engineering; and his undergraduate bachelors of mechanical engineering degree from the University of Dayton.Dr. Patrick W. Thomas, University of Dayton Dr. Patrick W. Thomas is Associate Professor and Director of Undergraduate Programs in English at the University of Dayton. His research interests include workplace literacy, writing technologies, empirical methodologies, computer-mediated communication, and professional and technical writing instruction. Since 2011, he has taught a variety of

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Daisie Boettner, United States Military Academy

Tagged Divisions

Educational Research and Methods

, faculty can encounter difficulty ensuring individualgrades reflect the quantity and value of individual work and not just the collective grade of thegroup. This paper outlines the various steps the mechanical engineering faculty took to provide amore standardized, objective, fair grading process in the capstone course. These steps includeuse of a non-numeric rubric for grading briefings, graded peer reviews, a more objective rubricfor grading written documents, and the use of course directors to standardize the grading process.Introduction The mechanical engineering curriculum at the United States Military Academy (USMA)includes a capstone design project as a culminating experience that draws on fundamentalengineering concepts students have

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Miguel Ramos, University of Houston; Mequanint Moges, University of Houston; Victor Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Reddy Talusani, Houston Community College System; Shruti Karulkar, University of Houston

Tagged Divisions

Educational Research and Methods

results of an NSF sponsored program to implement an undergraduatepeer-to-peer mentoring model using concept mapping at the College of Technology-ComputerEngineering Technology (CoT-CET) program of the University of Houston. Realizing thebenefits of combining peer-to-peer mentoring with the use of concept mapping as a learning tool,the CoT-CET program launched a pilot program in fall 2008 to its freshman course in order toimplement and assess the impact of incorporating the two models. The study compares skillsreported by the students at the beginning of the semester with those collected at the end of thesemester. It also presents the results of the performance achieved by the mentored students in thepilot group and the performance of students who

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University

Tagged Divisions

Educational Research and Methods

value. Each of the three components are discussed in depth. Successfulstudents using this model have produced peer-reviewed publications, conference presentations,awards, new businesses, and grant funding. To quantify what students are learning, what makessuccessful students, and how this type of learning can be supported, learning objective data from28 students were collected during a semester to explore the different pathways that studentschoose. This work defines the learning objective creation process, explains how it is used forassessment in a cardiovascular engineering course, and suggests how to implement thisassessment strategy in other courses. Example learning objectives from a variety of students arepresented and discussed, as well

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

students to write a summary of what has been covered in the lectureto asking them to collaboratively work on real-world problems and projects. The effectiveness of activelearning strategies compared to the traditional lecture approach, when implemented well, has beenempirically validated and documented in engineering education literature. The purpose of this mixed-methods study was to explore engineering faculty’s use of active learning strategies in their teaching in aMidwestern university’s college of engineering context. Data sources included a survey about the facultyknowledge and use of active learning strategies and follow-up semi-structured interviews that aimed togather an in-depth understanding of their implementation of active learning

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; daniel ferguson, Illinois Institute of Technology; Elizabeth Howard, Illinois Institute of Technology; June Ferrill, Rice University; Lisa Getzler-Linn, Lehigh University

Tagged Divisions

Educational Research and Methods

evolved over the past decade focusingon professional skills, such as ethical awareness, and from the reports by the National Academyon the attributes of the engineer of 20202 3. While most engineering students have presumablybeen exposed to an engineering Code of Ethics, it has not been established that this exposure hasa great impact on their future decision making. The ideal outcome, presumably, is that allstudents would be able to recognize a situation, in professional or personal life, that presented anethical dilemma, would be able to analyze the challenge from a variety of perspectives anddiscuss it with relevant peers, and make an informed decision, recognizing the ways in whichthey were adhering to some codes of ethics but perhaps not to

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

).  Each team will be given 10 minutes to present. Everyone must present. (see presentation rubric on evaluation)  Summaries and analyze the points in a 2-page report – due Sept 24  Write a 1 page reflection journal and submit it online (Sept 27)  Please also fill in the peer rating form (Sept 27) Page 24.382.5 Figure 1. Instructions for the Engineering Overview AssignmentReferring to Figure 1, the next step after reading the literature and peer teaching is theprogress check. The purpose of this step is to ensure that students have managed to findsuitable engineers to interview, and to provide feedback on their understanding from

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, which are presented withoutconnecting the use of concepts to real-world problems. Currently, less than half of the threemillion students entering higher education to pursue a STEM field persist to earn a STEMdegree3. The drop-out rate from STEM is even more prominent in minorities and women4;however, participating in undergraduate research and developing a strong peer network has beenshown to increase persistence5,6,7,8,9. While we seek to engage students in research experiences toencourage persistence, in the University of Illinois at Urbana Champaign’s (UIUC)Bioengineering Department attrition is not a major problem, but by engaging students in focusedresearch experiences we seek to increase persistence in scientific research after graduation

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony Ferrar, Temple University; Pete Watkins, Temple University

Tagged Divisions

Educational Research and Methods

Initiatives. After graduating in 2015, he joined the BEARS Lab (B&E Applied Research and Science) in the nuclear engineering program at the University of Florida as postdoctoral researcher where he investigated spent fuel storage and cancer treatment. Throughout his graduate and postdoctoral experiences he participated in teaching, student mentorship, and faculty development as an instructor and advocate for learning inno- vation. He joined the Temple University faculty in 2015, where he focuses on Engineering Entrepreneur- ship, Social Networking and Connections in Higher Education, Peer-to-Peer Mentorship, and Open and Inclusive Education.Pete Watkins, Temple University Pete Watkins is an Associate Director in

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

Tagged Divisions

Educational Research and Methods

best medium option tocommunicate with the target audience. Contemporary engineers are also required tocommunicate globally, since interactions with peers and other audiences located in differentparts of the world are very common in most industrial segments.The communication challenges of engineers in industry include difficulties with public speakingand miscommunication in writing. Expertise in these two communication aspects need to bemore appropriately developed among engineering students in order to prepare them to theindustry demands. Cross-generational communication challenges or difficulties related tocommunication between older and younger generations of engineers were also one of thecommunication challenges revealed in this study

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Award. Her dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala. American c Society for Engineering Education, 2021Negotiating Belongingness: A Longitudinal Narrative Inquiry of a Latina, First-GenerationCollege Student’s Experience in the Engineering CultureAbstractResearch studies have long argued that a sense of belonging is essential for minoritized students’continued engineering persistence. Common factors that have been found to promote a sense ofbelonging include campus diversity, institution’s culture, perceived class comfort, facultyinteractions, and peer support. Yet

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

conducted research into heavy metals concentrations in plants and soils on Pine Ridge Reservation and ethnographic research on Rosebud Reservation. That reservation research is part of an ongoing National Science Foundation (NSF)-sponsored Pre-Engineering Education Collabora- tive led by Oglala Lakota College (a tribal college) in cooperation with South Dakota School of Mines and Technology, and SDSU. She has recently served as a principal investigator for a South Dakota Space Grant Consortium project designed to create interest in STEM education and careers among high school girls at Flandreau Indian School. She has publications in peer-reviewed regional conference proceedings and international journals and has recently

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Matthew Verleger, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

Educational Research and Methods

usedthroughout the entire sequence for feedback and assessment. This rubric is provided to thestudents before they begin writing the first draft. This rubric is currently being examined forreliability and validity.After students receive feedback on their first draft from the teaching assistant, they makerevisions to their procedure and submit a second draft that enters a calibrated double-blind peerreview. Each team receives three or four critiques. Teams then utilize these critiques to finalizetheir procedure which is submitted for grading to the teaching assistant. Page 13.689.4In the five years since MEAs were first implemented in the first-year