ASEE PEER - Search Results

Displaying all 24 results

Using Calibrated Peer Review As A Teaching Tool For Structural Technology In Architecture

Conference Session: Writing and Portfolios
Collection: 2008 Annual Conference & Exposition
Authors: Anne Nichols, Texas A&M University
Tagged Divisions: Educational Research and Methods

Technology in ArchitectureAbstractCalibrated Peer Review (CPR) is a web-based software tool for incorporating writingassignments in course that are not typically writing intensive. The intent is for students to writeand critique the work of their peers on technical topics by learning to calibrate writing samplesand then anonymously reviewing a subset of their classmates writing assignments, freeing theinstructor from the time consuming task of grading every student’s work.This learning tool was used for a required graduate course in architectural structural systems inthe Master of Architecture program at Texas A&M University. The student learning outcomewas to improve the performance of a written term report on an architectural building case

Relevance Score: 3.5354273

Using Virtual Teams To Improve Information Literacy And Distributed Cognition In A Collaborative Writing And General Chemistry Assignment

Conference Session: Writing and Portfolios
Collection: 2008 Annual Conference & Exposition
Authors: Jung Oh, Kansas State University-Salina; Judith Collins, Kansas State University-Salina
Tagged Divisions: Educational Research and Methods

common goal to solve a problem, contribute information, and share tools.Students were asked to take the initiative of assigning roles within a team (e.g. a file manager, acommunicator, an editor). The chemistry faculty identified the students from the technicalwriting course who had previously taken the chemistry course and encouraged their contributionsas “knowledgeable peer”/“experienced peer” with their chromatography lab experiences.Technical writing course students wrote summaries of relevant information based on retrievedarticles, and posted the original and the summary to “group files”. Students were to read eachothers work in preparation for planning and building a PowerPoint presentation. The softwareautomatically labeled each uploaded

Relevance Score: 2.113611

Evaluating Different Aspects Of Peer Interaction Using An On Line Instrument

Conference Session: Fostering and Assessing Effective Teaming
Collection: 2008 Annual Conference & Exposition
Authors: Alan Cheville, Oklahoma State University; James Duvall, Oklahoma State University
Tagged Divisions: Educational Research and Methods

AC 2008-897: EVALUATING DIFFERENT ASPECTS OF PEER INTERACTIONUSING AN ON-LINE INSTRUMENTAlan Cheville, Oklahoma State UniversityJames Duvall, Oklahoma State University James Duvall is completing his BSEE degree at Oklahoma State University and expects to attend graduate school studying microwaves or photonics. Page 13.575.1© American Society for Engineering Education, 2008 Evaluating Different Aspects of Peer Interaction Using an On-Line InstrumentBackground and ContextAs universities move towards integrating in-depth team-based design experiences there is anincreasing need to train

Relevance Score: 1.7345282

Using Let Me Learn® To Promote Metacognition And Foster Teaming Skills

Conference Session: ERM Poster Session
Collection: 2008 Annual Conference & Exposition
Authors: Kevin Dahm, Rowan University; Roberta Harvey, Rowan University
Tagged Divisions: Educational Research and Methods

AC 2008-2300: USING LET ME LEARN® TO PROMOTE METACOGNITION ANDFOSTER TEAMING SKILLSKevin Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University and a certified Let Me Learn® consultant. He earned his BS at Worcester Polytechnic Institute (92) and his PhD at Massachusetts Institute of Technology (98). He is the recipient of several ASEE awards, including the 2002 PIC-III Best Paper Award, the 2003 Joseph J. Martin Award and the 2004 Raymond W. Fahien Award.Roberta Harvey, Rowan University Roberta Harvey is an Associate Professor in the Department of Writing Arts at Rowan University and a certified Let Me Learn® Consultant. She teaches writing

Relevance Score: 0.048279908

Research On The Evolution Of College Instructors' Perspectives Of Teaching And Learning

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

Relevance Score: 0.03417914

An Integrated Approach To Grading A Mechanical Engineering Capstone Design Course At The United States Military Academy

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

Relevance Score: 0.02880105

Enhancing Ethical Awareness Within Undergraduate Multidisciplinary Teams By Preparing Codes Of Ethics

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

Relevance Score: 0.028139219

Impact Of Feedback And Revision On Student Team Solutions To Model Eliciting Activities

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

Relevance Score: 0.027561676

Development Of A Team Interaction Observation Protocol And A Self Efficacy Survey Using Social Cognitive Theory As A Framework

Conference Session: Fostering and Assessing Effective Teaming
Collection: 2008 Annual Conference & Exposition
Authors: Senay Purzer; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Stephen Krause, Arizona State University
Tagged Divisions: Educational Research and Methods

. The relationship between self-efficacy andachievement has also been studied in mathematics14,15 and writing16. For example, Pajares andMiller (1994)14 studied self-efficacy in the context of mathematical problem solving. They foundthat math self-efficacy was the most powerful predictor of math problem solving compared toother predictors including prior mathematics experience. Schunk and Swartz (1993)17 studied therelationship between writing self-efficacy and writing skills of fifth grade students. They found astrong correlation between self-efficacy, writing skills and strategy use. Students that receivedspecific progress feedback performed better than the control group that received only generalfeedback. One of our research goals is to

Relevance Score: 0.026619835

Motivating Research In An Engineering Teaching Institution

Conference Session: ERM Potpourri
Collection: 2008 Annual Conference & Exposition
Authors: Howard Evans, National University; Shekar Viswanathan, National University
Tagged Divisions: Educational Research and Methods

and making presentations at conferences and meetings. Evidence indicative ofresearch contributions may include but is not limited to the following: • Inventions and innovations that lead to patents, • Publication of research results in recognized professional journals, • Participation in writing textbooks or professional manuals and design guides, • Presentation of research results at professional meetings, particularly invited presentations at national or international meetings; • Receipt of research grants, • Receipt of research awards, and • Directing student research.Of the above mentioned evidences, some are considered more important than others. Forexample

Relevance Score: 0.023985188

Social Science Research In Engineering Education: Lessons Learned

Conference Session: Emerging Issues in Engineering Education Research and Pedagogy
Collection: 2008 Annual Conference & Exposition
Authors: Susan Walden, University of Oklahoma; Cindy Foor, University of Oklahoma; Deborah Trytten, University of Oklahoma
Tagged Divisions: Educational Research and Methods

typical federal granting agency time period ofthree years does not allow sufficient time for data collection, processing, and the comprehensiveanalysis to publish a book without multiple no-cost extensions.Another challenge to publication of this work is disciplinary differences in the treatment ofconference publications. In disciplines like computer science, full-paper peer reviewedpublications at the best conferences are of similar stature to journal publications. In socialscience disciplines, conferences have less stature and full proceedings often aren’t published.Without rigorous full-paper peer review, the engineers on our team are unable to get academiccredit for this work. This practice has inhibited the team from publishing in social

Relevance Score: 0.02214703

Apples And Oranges? A Proposed Research Design To Examine The Correspondence Between Two Measures Of Engineering Learning

Conference Session: Assessment
Collection: 2008 Annual Conference & Exposition
Authors: Patrick Terenzini, The Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Matthew Ohland, Purdue Engineering Education; Russell Long, Purdue University
Tagged Divisions: Educational Research and Methods

the focal outcome. The variability of these local itemsand scales is considerable. One study's review of instruments used in studies published inarchival journals or conference proceedings identified 286 outcome items that mapped to one ofthe 11 EC2000 outcomes. Between 20 to 40 survey items were associated with each of 11 a-koutcomes.7 The item bank containing these items was subsequently reduced through editing, re-writing, and writing original items and became the foundation for developing nine factoriallyderived scales that (with two exceptions) map unambiguously to the EC2000 learning outcomecriteria.In addition to the measurement uncertainties evident in the wide variety of available items andinstruments scattered throughout the

Relevance Score: 0.021516018

Assessment Of Students' Oral Communication Skills: Do Students And Workplace Supervisors Rely On General Response Patterns?

Conference Session: Assessment
Collection: 2008 Annual Conference & Exposition
Authors: Mieke Schuurman, Pennsylvania State University; Laura L. Pauley, Pennsylvania State University; Dennis Gouran, Pennsylvania State University
Tagged Divisions: Educational Research and Methods

instrument was part of the online final evaluationform that co-op students and their employers are required to complete at the end of the workterm. See Table 1 below for the individual items of the oral communication skills instrument. Asindicated in the introduction, all items were formulated positively in this version of the Page 13.238.3instrument.For the fourth research question, we used another question from the final evaluation form.Students and supervisors were to indicate how well the student demonstrated the ability tocommunicate effectively through interpersonal skills, formal presentations, and technical writing(ABET criterion 3g). The

Relevance Score: 0.018073536

Thinking About Graduate School

Conference Session: Student Recruitment and Retention
Collection: 2008 Annual Conference & Exposition
Authors: Mary Anderson-Rowland, Arizona State University
Tagged Divisions: Educational Research and Methods

challenge to getting more underrepresented minoritystudents to graduate school is get them to more frequently consider the graduate school option.The myths and reasons given by students on why they do not consider or want to attendengineering graduate school are many. Engineering faculty have the prestige to effectivelycounteract the attitudes about graduate school that the students have formed based onmisinformation, peer pressure, the mass media, campus information sources, and family not toattend graduate school.4 Here are some of these attitudes: • Tired of school7 • Want to start earning a living7 • Want to work at least a while before going to graduate school7 • Going to graduate school results in loss of industrial

Relevance Score: 0.015200731

Longitudinal Study Of Australian Engineering Graduates: Perceptions Of Working Time

Conference Session: ERM Potpourri
Collection: 2008 Annual Conference & Exposition
Authors: James Trevelyan, University of Western Australia; Sabbia Tilli, University of Western Australia
Tagged Divisions: Educational Research and Methods

help triangulate findings from the framework study. This studyprovided descriptors for aspects of engineering practice using terminology that is meaningful inany discipline3. For example, one of the 85 aspects is “Reduce costs (either in design,construction, operations or maintenance) use detailed technical and business knowledge toachieve required cost reductions while minimizing performance loss”. Not all engineers work inevery aspect, however, each aspect is supported by detailed evidence from the study. Someaspects have been part of every participant’s work, such as “Coordinate work of peers,subordinates and superiors; perform technical checks on work, watch for roadblocks, mayprovide advice and feedback, may review technical competence

Relevance Score: 0.013992452

Utilizing A Social Cognitive Theoretical Framework To Investigate The Influences Of A Summer Undergraduate Research Experience On Participants’ Academic And Career Plans

Conference Session: STEM Pipeline: Pre-College to Post-Baccalaureate
Collection: 2008 Annual Conference & Exposition
Authors: Julie Trenor, University of Houston; Olga Pierrakos, James Madison University
Tagged Divisions: Educational Research and Methods

, WELCOME. She is the principal investigator for several grants related to recruitment and retention of diverse engineering students, including a National Science Foundation Research Experiences for Undergraduates site and a Research Experiences for Teachers site.Olga Pierrakos, James Madison University OLGA PIERRAKOS is an Assistant Professor in the School of Engineering at James Madison University. Prior to this, Dr. Pierrakos served as National Academy of Engineering CASEE Postdoctoral Engineering Education Researcher (PEER) at Virginia Tech and aspects of this published work were a result of this postdoctoral appointment. Dr. Pierrakos holds a B.S. in Engineering Science and

Relevance Score: 0.013992452

The Four Domain Development Diagram: A Tool For Designing Development Centered Teaching

Conference Session: Student Engagement and Motivation
Collection: 2008 Annual Conference & Exposition
Authors: Linda Vanasupa, California Polytechnic State University; Trevor Harding, California Polytechnic State University; William Hughes, California Polytechnic State University
Tagged Divisions: Educational Research and Methods

the multiple natural known-relationshipswithin the learner’s development to promote a greater internal drive for learning.Over the course of a three-year period, three cohorts (totaling ~120 students) have participated inlearning experiences which have been designed according to the relationships in the Four-Domain Development Diagram. Engineering students in "learning experiences" designedaccording to the diagram report significantly higher levels of interaction with peers as learningcollaborators, greater use of integrative cognitive strategies during self-directed learning and ahigher degree of moral reasoning than comparison groups (these results are being publishedelsewhere). While it is not possible to establish a definitive cause

Relevance Score: 0.013684418

The Party's Over: Sustaining Support Programs When The Funding Is Done

Conference Session: Institutional and Curricular Reform
Collection: 2008 Annual Conference & Exposition
Authors: John Gardner, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University; Amy Moll, Boise State University
Tagged Divisions: Educational Research and Methods

points out the Foundation Coalition leaders regard their model as anevolving process.Colbeck4 draws on a broader academic tradition to develop an Institutional Process Model whichshe tests against experiences in the ECSEL Coalition. In this work, the processes that govern Page 13.1251.3institutionalization are categorized in three separate groups: regulative (administrative rules,budgetary constraints), normative (“peer pressure,” fear of “looking bad” to peers) and cognitive(being convinced that the change is “the right thing to do”). Among the conclusions in the studywas the result that the cognitive processes were the strongest of the

Relevance Score: 0.013684418

Moving From Pipeline Thinking To Understanding Pathways: Findings From The Academic Pathways Study Of Engineering Undergraduates

Conference Session: SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1
Collection: 2008 Annual Conference & Exposition
Authors: Cynthia Atman, University of Washington; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Ronald Miller, Colorado School of Mines; Karl Smith, University of Minnesota; Reed Stevens, University of Washington; Ruth Streveler, Purdue University; Christine Loucks-Jaret, University of Washington; Dennis Lund, University of Washington
Tagged Divisions: Educational Research and Methods

of difficult concepts in engineering science.Christine Loucks-Jaret, University of Washington CHRISTINE LOUCKS-JARET is a Technical Communication Specialist with the Center for the Advancement of Engineering Education at the University of Washington, providing technical writing and editing services to the CAEE team. Tina has an MS in Technical Communication from the University of Washington. She is currently a member of the American Society for Engineering Education and the Society for Technical Communication.Dennis Lund, University of Washington DENNIS LUND joined the CAEE team in 2003 and is currently the Assistant Director. Prior to joining CAEE, he worked in a variety

Relevance Score: 0.013447511

"Thinking Outside The Book" Or "Why My Students Want To Be Called Big Drips"

Conference Session: ERM Potpourri
Collection: 2008 Annual Conference & Exposition
Authors: Amy Miller, University of Pittsburgh -Johnstown
Tagged Divisions: Educational Research and Methods

to think outside the book. Studentsare asked to find real life examples of the theories and equations learned throughout the courseand to present them to the class. For junior level courses, the topics are broad and oftensomething of personal interest. For senior level classes, the students are to talk to practicingengineers to find actual case studies. In all instances, the topics presented, utilize course theoriesand/or equations. Working in teams students prepare reports and “fun” presentations to be givento their peers. In a class wide competition, the winners are awarded a trophy and given theauspicious title of “The Big Drip” for Fluid Mechanics and “The Great Gear Head” for MachineDesign.IntroductionUpon graduation, young engineers

Relevance Score: 0.013312357

Identifying Roles And Behaviors Of Informal Leaders On Student Design Teams

Conference Session: Fostering and Assessing Effective Teaming
Collection: 2008 Annual Conference & Exposition
Authors: Diane Zemke, Gonzaga University; Steven Zemke, Gonzaga University
Tagged Divisions: Educational Research and Methods

that don’t flyin a machine shop—at least the ones I’ve been in.” Cory also functioned as the informaltechnical expert, yet he easily accepted input from other members, incorporating good ideas intothe team’s solution. Cory used some humor during the assigned work. For example, whenplanning a repetitive task as part of a solution, Cory said they should write “Rinse and repeat—that’s what’s on shampoo bottles.” However, when time pressure mounted, the humorevaporated and the task became paramount. Cory also worked some with his team to buildconsensus and check group understanding, asking “Are we good with this [aspect of theproblem]?” Further, he gave positive feedback on other members’ work, noting when it was welldone.However, Cory was not