Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Arlene Ann Russell; Warren N. Waggenspack Jr., Louisiana State University; Chester G. Wilmot, Louisiana State University; Boz Bowles, Louisiana State University; David R. Voltmer, Rose-Hulman Institute of Technology; W. Todd Monroe, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Dianne Raubenheimer, Meredith College

Tagged Divisions

Liberal Education/Engineering & Society

Peer Review writing assignments have been components of all the general chemistrylaboratory courses at UCLA since 1997. Typically, two or three assignments are made during a10-week quarter. All deal with the theory or practice of the topics in the courses.Assignment Rationale: At UCLA, the upload feature focused on teaching scientific graphingskills for first-year engineers and physical scientists in a quantitative chemistry laboratorycourse. As Tufte articulated in 1983,1 “Translating and communicating data into a graphicalformat ranks high as an essential scientific skill.” The skill, however, is at best relegated toappendices in high school texts, and future engineers first encounter scientific graphing incollege in general chemistry, their

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Livingston, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Mary Jane Szabo, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

their ideas informally with their peers--rather than just asking a few students toshare examples in class--each student had the opportunity to develop ideas before submitting amore formalized version to me. This additional writing option provided students with practicecommunicating their ideas and resulted in clearer, more complete memos.In transforming a face-to-face course to a hybrid course, the central challenge is determiningwhich activities are better suited for the LMS vs. the classroom. In the hybrid version of my[Prof. Livingston] course the graded course projects remained the same, but many of theactivities that would take place during class time were moved to the LMS and a portion of thegrade allocated for successful completion of

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Donnell, Georgia Institute of Technology; Betsy M. Aller, Western Michigan University; Michael Alley, Pennsylvania State University, University Park; April A. Kedrowicz, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

deal of debugging. Gragson tells arepresentative story of a chemistry laboratory class that was modified in an effort to promotegeneral improvement in student writing skills by offering extended instruction on report writingand better writing feedback on graded reports.9 To meet these goals, the number of projectreports was reduced from 10 to 4, and the instructors created from scratch a writing manual foruse in the course. An elaborate peer-review process was also implemented, along with a systemfor assuring that students actually performed their peer-reviewing tasks. This paper judgesstudent performance to be satisfactory, but large questions remain open; student retention of thewriting lessons was not assessed in subsequent classes or in

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Mobrand, University of Washington; Jennifer A Turns, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

their future professional lives. The ways in whichstudents attended to these dimensions of communication varied greatly between students.Introduction Strong communication skills can really make an engineer stand out among their peers, especially since engineers are known for their expertise and creativity, but lack of communication skills. Engineers that can communicate well are better collaborators, and often get more opportunities to shine, since they are usually the team member that presents work.The above quote, taken from a student portfolio, shows a recognition of the empowering natureof effective communication.In this paper we report on an exploratory study aimed at discovering the ways in whichengineering

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

course, itis also critical that students receive individual feedback to assess and improve theircommunication skills. Similar to most Senior Design courses, the VU course emphasizes teamperformance, and it has been determined that team assignments can mask communicationdeficiencies of individual students. This is especially prevalent in the area of technical writing Page 22.1135.4where the faculty advisor may not know the author of each paper section. Therefore, it isimportant to provide communication feedback to both teams and individuals.Multiple techniques are used to improve the consistency of faculty technical communicationfeedback. First

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mathew D. Evans, Arizona State University; Michelle Jordan, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

important reasonsfor engineering students to learn to use multiple mediums to communicate with the public. Forone, self-promotion; it is becoming more common for research journals to invite or requireauthors of peer-reviewed work to write summaries for the public. For instance, authors acceptedto PLOS journals are required to submit a non-technical summary of their work, and scientists’social media presence is increasingly recognized by university promotion and tenurecommittees29. Finally, there is an increased need for an informed and scientifically literatecitizenship in democratic societies due to the grand challenges of the 21st century24, and anincreasing expectation for scientists and engineers to take responsibility for contributing to

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Anique Julienne Olivier-Mason, Brandeis University; Marina Dang, Massachusetts Institute of Technology; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

institutional contexts. In this paper, we analyze the adaptation of one such intervention,the Communication Lab (Comm Lab), a peer-to-peer coaching resource for writing, presenting,and other forms of technical communication [4]. By analyzing three institutions’ iterations of aComm Lab, we argue that a balance between core pedagogical strategies and attention to clientneeds makes the Comm Lab model both identifiable across institutions and flexible enough toadapt to new institutional contexts. For example, the client-based model relies on using peerswith disciplinary expertise to ensure quality feedback. However, the definitions of “peer” and“disciplinary expertise” become more multidisciplinary across institutions according to thestudent population

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

traits, theCollege’s writing instructor (second author) teaches a first-year online introductory course intechnical writing, Short Engineering Reports (SER). In SER, in addition to learning aboutstylistic traits that distinguish technical writing from other styles, students learn to plan, writeand revise technical memoranda. Students are expected to apply this knowledge and skills, whenthey compose the two memoranda assigned in the co-requisite engineering course, Methods ofEngineering Analysis (MEA). After the students submit the first memo to their engineeringinstructors, the SER instructor provides students feedback and assigns revision tasks. Studentsalso learn to self and peer review their memos, using an analytic “feedback” rubric that

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristine Horvat, University of New Haven; Judy Randi, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

Habits throughout Undergraduate Engineering CoursesAbstractThe ability to communicate well is an important skill for engineers in the workplace. Thisdescriptive study describes a collaboration between a writing specialist and an engineeringinstructor to integrate writing instruction into engineering coursework. The sample included all12 students in a junior level Chemical Engineering (CHME) laboratory course. These samestudents were followed through the next course in the sequence, taught by the same chemicalengineering instructor. Intensive guidance was provided to students in the junior level lab,including co-taught lectures, feedback on drafts, and required revision tasks. Scaffolds and team-taught activities were gradually faded for the

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

3 of 4 8. Engineering Technology T123 Issues in Engineering 1 • “Writing Proficiency in Engineering Technology Students and Skill Technology Education 5 of 5 Development in the Classroom” #11907 9. First Year Programs M427 Design in the First 1 • “Implementing and Evaluating a Peer Review of Writing Exercise in a Year: Challenges and 3 of 6 First-Year Design Project” #12126 Successes 10. Materials T536 (Technical Session 1) 1 • “Writing, Speaking, and Communicating-Building Disciplinary

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

April A. Kedrowicz, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

expectations for the assignment, and review writing consultation sections the criteria for evaluation Contemporary Students prepare a 5 minute Communication instructors provide Students deliver presentations in small groups, Issues presentation that informs their audience instruction on organization, delivery, and receive feedback from peers and the Presentation about a contemporary civil engineering visual aids, discuss expectations for the communication instructor, and have the issue

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katarina Larsen, KTH - Royal Institute of Technology; Johan Gustav Gärdebo, KTH Royal Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

forteam communication, critical reflection in relation tosources and assumptions. Page 26.1586.3From the perspective of pedagogy and classroom learning, the underlying reasons forimplementing these tools are to:  Advance the student‟s ability of self-assessment through explicitmodels and frameworks for analytical thinking, discussing and writing texts,within the humanities and social sciences.  Practice peer learning through combining web forums and seminars.  Reflect on learning process to achieve a meta-understanding, e.g.awareness of their learning process and ways to improve further.The paper is organized in fivesections

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

were Rose-Hulman Institute of Technology, Brandeis University, and theMassachusetts Institute of Technology. The expertise and research interests within the group ofauthors ranged from rhetoric and composition, writing in the disciplines, and peer coaching tomicrobiology and chemistry. All of the authors had been trained in the Communication Lab(Comm Lab) program, “a STEM-specific writing center where students can meet face-to-facewith a peer knowledgeable in their discipline to get feedback on STEM writing andcommunication genres.” The research reported in the paper compared “adaptations of the CommLab across several disciplines and three institutions by drawing on quantitative and qualitativeComm Lab and institutional contexts.” The authors

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

comments about specific roles that each team member took on.Generally, women who took on non-technical roles were praised by their male peers. One malestudent said, in regards to his female teammate: “[Female teammate] did a lot of the work thateveryone else necessarily didn't want to do as well as making sure everybody else was doingwhat needed to be done and knew the upcoming deadlines. She took on kind a projectmanagement role.” Women themselves also responded positively to being in a non-technicalrole. One woman in ​First Year Engineering Projects​ said: For the final project, I feel like I learned a lot and and really grew as an engineer. I was in charge of a lot of the writing assignments and posters. In the past I have struggled

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

experiences for scientists and engineers. c American Society for Engineering Education, 2020Evaluating Peer Coaching in an EngineeringCommunication Lab: A Quantitative Assessment ofStudents’ Revision ProcessesAbstract Communication is a crucial skillset for engineers, yet graduates ​[1]–[3]​ and theiremployers ​[4]–[8]​ continue to report their lack of preparation for effective communication uponcompletion of their undergraduate or graduate programs. Thus, technical communicationtraining merits deeper investigation and creative solutions. At the 2017 ASEE Meeting, weintroduced the MIT School of Engineering Communication Lab, a discipline-specific technicalcommunication service that is akin to a writing center, but

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

to the technical solution; highlighting the gap inknowledge; announcing the importance of the project; and identifying harms and benefits ofproblem and solution.Not all of these moves are necessary to communicate to a reader from a related community ofpractice, whose technical knowledge and understanding of tacit assumptions closely match thatof the writer: for instance, a supervisor or peer working in the same area, for whom certainmoves (e.g., the real-world problem or how the technological solution links to it) are self-evident. But in order to communicate projects to non-expert audiences, all of these moves areneeded. Fig. 1. Proposal evaluation sheet. This document was used at several stages in the proposal-writing process

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

in the factthat engineers were never intended to be creative or in any way able to write anything thatbordered on the creative arts. Over these past years, the College of Engineering at MichiganState University has endeavored to open up the flood gates and let the creative juices flow. Tenyears have passed and many of the naysayers have slipped away into the shadows, mumblingabout their distrust of “soft skills” but unable to completely disregard the quality and quantity ofthe creative works that have been produced by every level of engineer: student, faculty, and staff(and now elementary, middle, and high school students).IntroductionA poetry forum was created eleven years ago to simply provide a place where engineeringstudents could

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

) .Project-based Learning as a Vehicle for Social Responsibility and Social Justice in Engineering Education.Silvia de Freitas, C. C., Beyer, Z. J., Al Yagoub, H. A., & DeBoer, J. (2018). Fostering Engineering Thinking in a Democratic Learning Space: A Classroom Application Pilot Study in the Azraq Refugee Camp, Jordan.Smith, J. M., & Lucena, J. C. (2018). Social Responsibility in Engineering Education and Practice: Alignments, Mismatches, and Future Directions.Svihla, V., Hubka, C. A, & Chi, E. (2018). Peer Review and Reflection in Engineering Labs: Writing to Learn and Learning to Write.Tang, X. (2018). From 'Empathic Design' to 'Empathic Engineering': Toward a Genealogy of Empathy in Engineering

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Kelly J Cross, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

and Engineering Instructors." Technical Communication Quarterly, 2003. 12(1): p. 7-24.12. Smith, S., "The Role of Technical Expertise in Engineering and Writing Teachers’ Evaluations of Students’ Writing." Written Communication, 2003. 20(1): p. 37-80.13. Taylor, S.S. and M.D. Patton, "Ten engineers reading: disjunctions between preference and practice in civil engineering faculty responses." Journal of Technical Writing and Communication, 2006. 36(3): p. 253-271.14. Thaiss, C. and T.M. Zawacki, Engaged writers and dynamic disciplines: Research on the academic writing life. 2006, Portsmouth: Heinemann.15. Ohland, M.W. and R.A. Layton. "Comparing the reliability of two peer evaluation instruments." in

Conference Session

Improving Presentation Skills Through Summer Research and Ambassador Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Necia Werner, Carnegie Mellon University; Joanna Dickert, Carnegie Mellon University; Nisha Shanmugaraj, Carnegie Mellon University ; Kevin G. Monahan, Carnegie Mellon University; Stephanie Wallach, Carnegie Mellon University; Jennifer Keating, Carnegie Mellon University

Tagged Divisions

Liberal Education/Engineering & Society

writing, in ways that respond to different communication scenarios (goal: draw on rhetorical analysis concepts to practice adjusting communications for different audiences and contexts). ● Learn to communicate your professional strengths and research interests in ways that are clear, concise, and engaging to diverse audiences (goal: understand and draw on known best practices for communicating complex information). ● Engage in peer feedback and self-reflection exercises to deepen your thinking about how to communicate your research (goal: wherever possible, have students demonstrate learning through peer sharing activities).Learning outcomes were embedded across five workshops (see Table

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

curriculum divides the process ofcreating a professional digital portfolio into ten weekly tasks, each of which takes between thirtyminutes to an hour to complete. A fundamental part of the P2P process is the weekly feedbackto students on their portfolio progress provided by faculty. In addition, at each campus, studentshave been offered the opportunity to engage in a peer feedback process—sometimes online andother times in person.Throughout the ten weeks of creating a professional portfolio, students are asked to uploadevidence of and write narratives about their accomplishments in four categories: 1) Research, 2)Teaching, 3) Service, and 4) Lifelong Learning.Typically, students upload published papers or powerpoints used during conference

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

 a  reflection  are  most  engaging—can  be  more  helpful  to  a  student’s  confidence  than  evaluative  or  judgment  feedback  is.    Providing  feedback  about  what  works  in  a  piece  of  student  writing  reinforces  positive  behavior.      When  evaluative  feedback  is  provided,  it  is  vital  that  the  student  be  in  control  of  that  feedback.    In  P2P,  one  of  the  20  tasks  is  for  students  to  write  a  “feedback  request”  detailing  their  own  questions  about  their  ePortfolio.    They  go  on  to  share  this  request  during  peer  feedback

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

Creating and integrating effective graphics Providing clear technical descriptions Providing logical transitions between ideas Unifying paragraphs Providing constructive criticism for peers Writing or presenting effectively as a team Listening and participating productively in a team meeting Thinking critically about political, social, and economic constraints Thinking critically about ethical ramifications Writing effective email Employing audience-appropriate tone and style Using proper grammar, punctuation, and spellingWe then asked our

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Andrea M. Motto, Virginia Tech ; Kelly J. Cross, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

rubrics 15 28 3 8 peer evaluation 11 16 37 57 Structured Activities Provide templates/examples 33 56 NA NA Students give presentations 25 73 NA NA Skills are graded 25 48 18 57 Provide writing assignments 46 113 NA NA “we talk about” it 12 20 12 17

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; Alexander T. Dale, Engineers for a Sustainable World

Tagged Divisions

Liberal Education/Engineering & Society

Initiative (WPSI)5. WPSI supports several institutions with diversecourses that all focus on the same wicked problem each year, with WPSI providing a differentwicked problem every year along with shared guest lecturers and infrastructure for inter-institutional peer review and faculty support. (See Hess et al. 6,7 for more information on WPSI).ENGR 1060/2060 centers around three main topics throughout the semester: socialentrepreneurship, sustainability, and wicked problems. In addition to learning about these topics,students complete a semester-long group project to write a business plan for a social enterprisethat will address that year’s specific wicked problem (provided by WPSI). Students also workon five individual writing assignments that they

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Isabel Simões de Carvalho P.E., ISEL, Lisbon, Portugal; Christy Moore, University of Texas, Austin

Tagged Divisions

Liberal Education/Engineering & Society

class level.All inputs are analyzed and put into the place chosen by the learning community – thewhole class.The specific research assignment above mentioned is chosen from a list of Energy relatedtopics. This assignment goes on for six weeks with an online collaborative component.Students are requested to research, to engage in information management and validation,to establishing comparisons and decide on what works best in each case, share (facts andfigures) and discuss (supporting arguments) with their peers. At the end of the semesterthe students need to write a report and prepare a presentation to be delivered in-class forformative and summative assessment

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

communication.Specifically, we conducted a title search for “communication or writing or speaking orpresentations” and then examined the papers individually to determine whether they serve one ormore of four functions: (1) develop or assess the communication abilities of engineering students, (2) assess student attitudes and experiences in communication courses, (3) analyze pedagogical strategies or curriculum design processes for teaching engineering students to communicate, or (4) provide fundamental understanding of engineering writing and speaking. The search function in PEER makes it possible to identify trends across the divisions ofASEE and over time, but this function is far from perfect. A strategy like the title search

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Deters, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

practice-based knowledge and writing knowledge andemphasized the importance of visualization tools in learning certain concepts.An Engineering Way of DoingAn engineering way of doing appeared most frequently across the interviews, and three relatedcodes emerged: being a student; hardness, rigor, and quality; and how classes should be taught.First, being a student captures participants’ beliefs about how engineering students should act,including approaches to classes, as well as reflections about their experiences being anengineering student during the pandemic. Each participant reflected on their approach to classesduring the pandemic. For example, participant 1001M described his work style as “get ahead,stay ahead” and did not feel his peers were

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

. Provide at least one change that the team could make to improve its performance moving forward. Free Write 6 10/29/20 Please submit a 5-minute free write entry in your journal. Set up a 5-minute timer on your phone/computer and write freely for the allotted time. Use the time to reflect on what you’re learning (and/or frustrated by) in this class, or other classes. Suggested Prompt: How do you feel that the Lerman Technique is working out for us? Free Write 7 11/12/20 How has participating in the in-class peer critique process

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

-directed inquiry to identify, critically evaluate, and cite relevant literature. 5. Provide feedback to others on their writing, speaking, and teamwork abilities. 6. Demonstrate ability to work in teams and manage team projects. 7. Design and deliver effective oral presentations. 8. Understand ethics and sustainability in engineering.ABET outcomes #4, 5, and 7 will be assessed as follows:(4) An ability to communicate effectively with a range of audiences.Assessment: Communicate different engineering topics involving ethics and sustainability to avariety of audiences (public, peers, experts in field, etc.) in oral and written formats, consideringfeedback from peer review and instructor.Implementation: Using knowledge of the audience to