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

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

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

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

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra A. Yost, University of Detroit Mercy; Laurie A. Britt-Smith, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

thinkers and writers. 3. Locate, evaluate, and incorporate outside sources (e.g. critical essays, interviews, statistical information, websites, etc.) into their own writing as a means of furthering their own purpose and goals. 4. Demonstrate an awareness of audience in writing. 5. Demonstrate a mastery of MLA documentation style and be aware of other forms of documentation (e.g., APA, Chicago Style.) 6. Integrate the words and ideas of sources into their own writing, knowing both how to recognize plagiarism and how to avoid it. 7. Become increasingly proficient in word processing and electronic editing both in revising their own work and in offering peer reviews of the works of others. 8. Illustrate revision skills by

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tristan T. Utschig, Georgia Institute of Technology; Judith Shaul Norback, Georgia Institute of Technology; Jeffrey S. Bryan, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

published and presented work on a variety of topics, including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching diversity, and peer coaching. Utschig completed his Ph.D. in nuclear engineering at the University of Wisconsin, Madison, where he worked on safety issues for fusion reactor designs.Dr. Judith Shaul Norback, Georgia Institute of Technology Judith Shaul Norback received her B.A. from Cornell magna cum laude and her master’s and Ph.D. from Princeton. She has worked in the area of workplace communication skills for 25 years, starting at Edu- cational Testing Service in 1987, then founding and directing the Center for Skills Enhancement

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth A. DeBartolo, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology; Risa Robinson, Rochester Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

) and they also complete a peer feedback form that goes back to thepresenter. This form, adapted from the U.S. Military Academy’s T4E evaluation form8, is usedas a tool to objectively provide critical feedback to the presenter, and also to give the workshopdevelopment team information on potential problem areas that could be the focus of newworkshops. In addition, each presenter’s session is video-recorded. At the end of the day,participants receive copies of their feedback and a DVD of their microteaching session. Thefinal assignment is for each participant to review the feedback, watch the DVD, and write andsubmit a one-page reflection that discusses the strengths and weaknesses of his or her ownsession, as well as any other observations from

Conference Session

Innovations in Promoting Technological Literacy II

Collection

2012 ASEE Annual Conference & Exposition

Authors

J. Douglass Klein, Union College

Tagged Divisions

Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

, visually compelling format, and will givethem practice in oral expression. The seminar format of the class means that students will frequently voice their questions, andare expected to prepare for class in small in-person and online groups. In particular, studentswill frequently work in pairs, a format which offers the pedagogical advantages of groups, whileensuring participation of all (both) members.22 In addition to the motivating and creativeaspects, pairwork enables students to explore the questions they bring to class, and to try outtheir arguments on their peers. In addition to a college-wide end-of-term student course evaluation, students course areassessed using a six-point writing rubric. Because of the highly interdisciplinary

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wesley Marshall P.E., University of Colorado, Denver; Michael Tang, University of Colorado, Denver; Stephan A. Durham, University of Colorado, Denver

Tagged Divisions

Liberal Education/Engineering & Society

education pedagogy. Results of this research have been published in peer review journals on the followingtopics: 1) A comparison of student satisfaction of course delivery among online, blended, and regular students (Byrne and Tang 2006); 2) A gender study of the perception of the learning effectiveness of instructional tools used in online and blended learning (Byrne and Tang 2007); and 3) A study as to whether or not online students cheat more than regular students and a demographic profile of students who plagiarize or collaborate on exams (Tang, Byrne et al. 2007). One of the studies suggests that both students and faculty generally prefer face-to-facelecturing and individual tutoring (Byrne and

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Enrique D. Gomez, Pennsylvania State University, University Park; Esther Gomez, Pennsylvania State University, University Park; Angela D. Lueking, Pennsylvania State University, University Park

Tagged Divisions

Liberal Education/Engineering & Society

takeinitiative to pursue these opportunities for themselves. The ambassador is able to discuss howtheir “extra-curricular” experiences (internships, research, activities, etc) shaped both theircollege experience and the opportunities that have opened up to them regarding future careers.The first year students can begin their college careers seeing an example of someone who hasbeen through the experience and has reached goals relating to future careers. The ambassador isa relevant role model, a peer to whom students are able to relate. Additionally, the examplesprovided show how the work that the student has done in their engineering college career is Page

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean Hertzberg, University of Colorado, Boulder; Bailey Renee Leppek, University of Colorado, Boulder; Kara E. Gray, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

responded to these challenges with enthusiasm, enjoying their collaborations withthose from the other side of the divide, and demonstrating mastery of much of the technical content provided inthe course. In two other respects, outcomes from the course have far exceeded expectations. First, the range ofphysics demonstrated and the quality of images have been worthy of awards and archival publication 2–5. Second,and certainly more importantly, students report that their perception of the world around them has beenbroadened to include fluid physics, in a way that no other course has done. Students write to the instructor yearslater, enthusing about seeing mixing in a liquid soap dispenser, or vortexes in an unusual cloud. This neverhappens with