Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University

Tagged Divisions

Educational Research and Methods

Paper ID #19905Implementing Peer-Review Activities for Engineering Writing AssignmentsDr. Stacie I. Ringleb, Old Dominion University Stacie Ringleb is an associate professor in the Department of Mechanical and Aerospace Engineering at Old Dominion University. Dr. Ringleb received a B.S. in biomedical engineering from Case Western Re- serve University in 1997, a M.S.E. from Temple University in Mechanical Engineering in 1999, and a PhD from Drexel University in Mechanical Engineering in 2003. She completed a post-doctoral fellowship in the Orthopedic Biomechanics Lab at the Mayo Clinic. Dr. Ringleb research interests

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Environmental Engineering

and thinking through writing. Exploratory writing exercise involved atopical discussion of stormwater treatment process. A formal writing exercise was given in theform of a stormwater pollution prevention plan (SWPPP) assignment which included a peer–review session prior to final grading. A reflective writing exercise was included to summarizelearning experiences through classroom and writing activities throughout the semester to identifyareas of strengths and weaknesses and accomplishments and pitfalls and areas/topics for futuredevelopment.Student learning experiences and the effectiveness of writing exercises were discussed. Thebenefits of writing exercises were evaluated through the ABET outcomes and a survey andevaluation of students

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

compositionprocess in the context of the writing-as-a-way-of-learning movement.2. Evolution of Computer-Mediated Peer Review (CMPR) SystemsDespite proven benefits, integrating effective peer-review into a course requires much effort.Using computers to facilitate the process of peer-review was a logical progression. Early peerresponse systems made use of email exchanges among student reviewers. With digital advancesin the 1990s, CMPR systems – such as MUCH (Many Using and Creating Hypermedia, 1994) –automated allocation of files for review, stored responses, calculated results, and gave access topeer feedback.9 Also, Eschenbach exploited web-enabled software to integrate e-assessment inan engineering design course.10In the 2000s, increasing use of computers

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Necia Werner, Carnegie Mellon University; Suguru Ishizaki, Carnegie Mellon University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #20491Making the Invisible Visible in Writing Classrooms: An Approach to Increas-ing Textual Awareness using Computer-Aided Rhetorical AnalysisNecia Werner, Carnegie Mellon University Dr. Necia Werner is an Assistant Teaching Professor of English and Director of the professional and technical writing programs at Carnegie Mellon University. Werner serves on the advisory committee (AdCom) of the IEEE Professional Communication Society, and as an Associate Editor for the teaching case section of the IEEE Transactions on Professional Communication.Suguru Ishizaki, Carnegie Mellon University Suguru Ishizaki is an

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amanda Simson, University of New Haven; Judy Randi Ed.D., University of New Haven; Amanda Lynn Becker, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

during group assignedtechnical memos. One student’s response written as a recommendation for improving technicalcommunication instruction may explain why learning from peers was perceived as less effectivethan other strategies: “It’s fun (emphasis added) learning by knocking an anonymous writer butmore difficult to exercise personal criticism.” Apparently, this student found self-evaluation andresponse to personalized feedback more valuable than anonymous peer review. Student’sfeedback to both the engineering and writing instructor on incorporating this level of writinginstruction was positive, in agreement with the data in Table 4.Table 4: Student perceptions on how helpful various teaching techniques were at teaching writing. A score of 4 is

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Denise Tombolato-Terzic, Christopher Newport University; Daniel P. Richards, Old Dominion University; Pilar Pazos, Old Dominion University; Megan McKittrick, Old Dominion University; Julia Romberger, Old Dominion University; Otilia Popescu, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

written work might include peer reviewsand written instructor’s feedback. Those methods are especially important in online studentlearning communities in which projects can mimic future job tasks as a part of a globalworkforce. Today, various STEM careers do include online data share of written documents andinclude collaborative writing tasks.10Writing in Math-Intensive CoursesStudents who are taking courses with intensive mathematics often have to create their homeworkor project reports using software that includes equation editing tools such as Equation Editor inMS Word or LaTeX, both of which influence students’ thinking and computation process.11 Awriting process is often defined as non-linear, a process that includes revisions, edits

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

, without having to waituntil all students’ work has been graded. Indeed, peer assessment is one of the fewscalable approaches to assessment: as the amount of work to assess increases, theresources available for assessment increase proportionally.Perhaps the most frequent use of peer assessment is for teaching writing. Writing for anaudience of their peers forces them to explain themselves well enough so that they can be 1understood by non-experts. It also gives them the benefit of seeing and responding totheir peers’ reactions to what they write.Writing is important in engineering, of course. It is a good way for students to grapplewith ethical issues that arise in their professional development [5, 6

Conference Session

Engineering Management Division Technical Session 1: Programs, Pedagogies, and Practices

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ekaterina Koromyslova, South Dakota State University; Teresa J.K. Hall, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

Engineering Management

evaluative nature of the process also meant that both observers providedindependent feedback to the faculty member under observation. Longitudinal data across foursemesters and five different courses provided context for assessment of teaching methods,efficacy, and relevance in content.Adoption of Barrick’s peer observation five-step process and adaptation of his process todepartment performance standards led to implementation of a seven-step peer observationprocess for the department. See Appendix 1 for an overview of the process (Figure 5), includingforms used by the peer (Figure 6) and supervisor (Figure 7). These two additional steps toBarrick’s methodology (post-observation dialogue and observation write-up) serve to “close aloop” which is a

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Bernard Fulgham, University of Virginia

Tagged Divisions

Mathematics

Paper ID #19737The Impact of a Flipped Math Course on Peer LearnersDr. Gianluca Guadagni, University of Virginia PhD in Mathematics University of Virginia Lecturer, Applied Mathematics, Department of Engineering and Society, School of Engineering and Ap- plied Sciences, University of Virginia.Dr. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became a full-time Lecturer in 2006

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #18835Designing a Course for Peer Educators in Undergraduate Engineering De-sign CoursesMs. Gina Marie Quan, University of Maryland, College Park Gina Quan is a doctoral candidate in Physics Education Research at the University of Maryland, College Park. She graduated in 2012 with a B.A. in Physics from the University of California, Berkeley. Her research interests include understanding community and identity formation, unpacking students’ relation- ships to design, and cultivating institutional change. Ms. Quan is also a founding member of the Access Network, a research-practice community dedicated to

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jordan E. Trachtenberg, Rice University

Tagged Topics

Diversity

Tagged Divisions

Student

) What does writing look like in engineering? • Increase peer and instructor dialogue in feedback [Chong 2012] Theory of situated cognition:* Written, oral, and visual communication exercises: 2) Which skills do engineering students

Conference Session

Electrical and Computer Division Technical Session 10

Collection

2017 ASEE Annual Conference & Exposition

Authors

Salman Siddiqui, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University; Mohammad Abdul Ahad, Georgia Southern University

Tagged Divisions

Electrical and Computer

effectively is presented. Several strategies were used like faculty instruction,using rubrics as a guide for assessment, peer reviewing and engaging a student writing fellow toassist students in this process. The effectiveness of these strategies was verified using multiplestatistical assessment methods and the students’ performance before and after the interventionwas compared with emphasis on the writing-to-learn process. Qualitative data is also presentedto assess the benefit of the intervention for students learning the course content.IntroductionIn general, students’ performance increases with their engagement in the learning process1. Aspart of the engineering curriculum, the engineering students start building their analytical andproblem

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

and the changes they made due to peer review.The novelty of our specific approach to peer review lies in the combination of three qualities: 1) The degree of student contribution to setting standards for both effective writing and effective critique. This gives students ownership and a stake in these standards, as well as providing scaffolding for critical thought about formal and casual professional communication. 2) The degree of scaffolding for student critique. A criticism of peer review is that student reviewers can be unconstructive. Our approach includes a structure to help students stay focused and provide helpful critiques. 3) The degree of reflection required of students toward learning, retaining, and

Conference Session

Construction 4: Construction Education Curriculum and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Construction

support a topic using existing literature,develop a well-crafted research question, and design a clear research framework were alsoadded27.The students are encouraged to take the required three credit technology research course (TECH646) offered by the college during the same semester as Construction Research Fundamentals.TECH 646 prepares students to write and research using a standard university thesis format withan introduction to a variety of methodologies used in technology research. The group mentoringand peer reflection of the Construction Research Fundamentals course complements andsupports the mostly lecture activities of the college research course. Table 2 shows the basicoutline of the Construction Research Fundamentals schedule. Table

Collection

AEE Journal

Authors

Nicola Brown

5 ADVANCES IN ENGINEERING EDUCATION Updating Assessment Styles: Website Development Rather Than Report Writing for Project Based Learning Courses Table 1. Stages of the project and assessments for the course. Individual assessment Group assessment Stage Description criteria criteria Stage 1: The students produce a functioning website which Individual piece of Peer assessment of Current

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa Capobianco, The College of New Jersey; Courtney June Faber, University of Tennessee

Tagged Divisions

Student

the preservice teachers’ final project where they wrote andtaught a 20-minute lesson on a topic of their choice. The preservice teachers planned theirlessons using the recommended lesson plan format. Some documented their process bycompleting a written log of their steps and/or a screen capture video. After completing theirlesson planning, the preservice teachers completed a reflection about the process of writing theirlesson plan and presented their lesson to their peers. The purpose of the written log and screencapture video was to see the specific processes used by each preservice teacher to complete thelesson. The aim of the reflection was to gain an understanding of how the preservice teachersviewed their process of writing lesson plans

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

included writing code,designing software architecture, and teaching corporate education. His writing in industryincluded design documentation, test plans, proposals, standards documents, process documents,user documentation, and some business documentation. His audience for these documents wasgenerally his peers, and the documentation was intended to be informative, used for training andoccasionally for decision-making. He said that in his industry experience, “everyone assumesyou must already know how to write” because of being a university graduate. He also mentionedthat he modified his writing based on the audience, including their preferences for format, anddiscussed the issue of length and level of detail. In his experience, design documents

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

this skill developmentmore intentionally. Specifically, we will add two additional short readings on leadership ofdiverse teams, and we will ask mentors to write short reflections (a few paragraphs) at three orfour time points during the semester. We believe this scaffolded reflection will enhance mentors’learning and retention of this critical information, as shown in other studies of double looplearning and scaffolded reflection [10,11].Suggested Best Practices for Working with Peer MentorsOver five years of teaching this course, we have found that certain practices for mentorrecruitment and facilitation have improved the project experience for students, mentors, andinstructors. For example, we:  Recruit excellent former students of the

Conference Session

ETD Accreditation and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University

Tagged Divisions

Engineering Technology

Paper ID #17861Assessing Communications and Teamwork Using Peer and Project SponsorFeedback in a Capstone CourseDr. Michael Johnson, Texas A&M University Dr. Michael D. Johnson is an associate professor in the Department of Engineering Technology and In- dustrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

profession.  appeared confident, demonstrated command of the classroomThe VAPR process allows the faculty reviewers to benefit from the review process as a means toreview another’s teaching, but to also gain insight into multiple perspectives including theexpertise of the TLE. Once all reviews are complete, the OoR then reviews their own video withthe comments and writes a post-observation reflection in the final minute timestamp of the video.In traditional faculty observation, the comments and post-reflection occur during a debriefing,where the instructional coach or peer takes notes during the review process and discusses whatwas observed in a face-to-face meeting. The limitation in the traditional review is that many ofthe comments are de

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilia Dewi Tanu, University of Maryland, College Park; Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland

Tagged Divisions

Student

psychology, and the learning sciences. Through in-situ studies of classroom and institutional practice, Chandra focuses on the role of culture in science learning and educational change. Chandra pursues projects that have high potential for leveraging sustainable change in undergraduate STEM programs and makes these struggles for change a direct focus of her research efforts. c American Society for Engineering Education, 2017 The Role of Empathy in Supporting Teaching Moves of Engineering Design Peer EducatorsAbstractEmpathy is a diverse and complex phenomena by which humans relate their experiences to oneanother. This work explores empathy as a resource for engineering

Conference Session

Women in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kaitlin I Tyler, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Nicole D. Jackson, University of Illinois at Urbana-Champaign; Wan-Ting Chen, University of Illinois at Urbana Champaign; Chaoyang Liu, University of Illinois at Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign

Tagged Divisions

Women in Engineering

ideassolidified. Year 3 included seven new seminars and five new peer review sessions.The “Psychology of Research Statements” panel session was added to help participants begin tothink about the type of research they would like to conduct in the next phase of their careers.This session came about from a discussion with an Education professor on how writing aresearch statement for faculty positions is a different type of writing compared journal articlesand a dissertation that participants may be more familiar with.The “Brainstorming Research Ideas” session was added so that participants could hear fromfaculty on their process of generating new research ideas. A key question to motivate the sessionwas where does one’s creativity or inspiration for

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Ha Hang Ai

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program TeamsAbstractTwenty-two colleges and universities have implemented the Vertically Integrated Projects (VIP)model, which consists of multidisciplinary teams, long-term large-scale projects led by faculty,the enrollment of students from different academic ranks, and the ability for students toparticipate for multiple years. At Georgia Institute of Technology, analysis of university exitsurveys found VIP participation correlated with a meaningful effect size on three questions: thedegree to which students’ education contributed to their ability to work in a multidisciplinaryteam; their

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

sophomore Bioengineering class, over 50% of students reported feelingunprepared for technical writing assignments (data unpublished), despite some of thesestudents having earned credit for the RHET 105 course. In sum, while the RHET 105 courseprovides many valuable lessons in rhetoric and research-based writing, it cannot provideengineering students with disciplinary-specific skills necessary to write in the genres thatengineering careers will demand.Lack of student preparation for technical writing assignments is one of several challenges thatfaculty face when developing student writers. Teaching technical writing is also very time-intensive. Peer review has been used successfully in some cases, but it requires that students betrained in reviewing

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

group grade to produce a final grade. Note that allof these approaches assume that peer assement is also performed. In principle, staffassessment could be substituted for peer assessment, but (1) this would consume muchmore staff time, and (2) students would miss out on the metacognitive benefits ofevaluating others’ work. It is true, however, that efficiently processing peer assessmentsrequires significant IT support (see Babik et al. [27] for a discussion of the options).Table 1 shows how the four approaches compare. CPR (and the similar training programused by Coursera) contrasts with the other three approaches because (i) it is used toassess artifacts (writing, reporting, etc.) rather than student contributions to a team, andbecause it

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Topics

NSF Grantees Poster Session

quickly. A large portion of the readability is based on sentence structure, grammar, and clear writing; all attributes that are difficult to judge quickly. This is further exemplified by the fact that neither of the reviewers are native English speakers. • For nearly all the evaluations, the computer algorithmic approach was still superior to human evaluation. The underlying problem with computer evaluation was the need for detailed training data.Conclusions and Next StepsWhile the results are not surprising, they do demonstrate why random assignment is so popularin peer review. Attempts to find a meaningful, resource conscious approach to quicklyclassifying student work for peer review have found the problem to be

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alex Jordan Hanson, Massachusetts Institute of Technology; Peter Lindahl, Massachusetts Institute of Technology; Samantha Dale Strasser, Massachusetts Institute of Technology; Alison F. Takemura, Massachusetts Institute of Technology; Dirk R. Englund, Massachusetts Institute of Technology; Jaime Goldstein, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

initiatives were launched at MIT. Onewas the Communication Lab, a departmental writing and technical communication center staffedby peer tutors (graduate students and postdoctoral researchers). Communication Labs have beenimplemented in four departments, including Electrical Engineering and Computer Science (EECS).Another intervention was a graduate-level communication course, which the EECS Communica-tion Lab helped design and operate.The details of these two interventions are described in this section, followed by analysis and com-parison in Section 4. ASEE FIE Approach 2014 2015 2016 2014 2015 2016 Total References Course 0 2

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gene Hou, Old Dominion University; Feifei Zhong, Southwest Jiaotong University; Orlando M. Ayala, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

traditional,descriptive ones. Furthermore, as new technologies continue to progress rapidly and coursecontent and laboratory instrumentation continue to evolve in order to keep pace, laboratorymanuals will also have to be revised frequently in order to stay relevant and effective. A laboratory manual revision process was developed in this study in order to supportthese new types of laboratory classes. It is a four-step process, which includes: 1) CollectingAudience Responses, 2) Scaffolding the Class Project, 3) Project Report Writing Requirementand 4) Peer-Review and Reflection. This development was carried out based upon the technicalwriting framework, as it is believed that technical writing can promote critical thinking andactive learning

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Arash Mahboobin, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, CA: John Wiley &Sons pp.120, 231, 247, 261Fulwiler, T. (1987a). The Journal Book. Portsmouth, NH: Boynton/Cook Publishers, 45-46Fulwiler, T. (1987b). Teaching with Writing. Upper Montclair, NJ: Boynton/Cook Publishers,37-44Gragson, D. & Hagen, J. (2010). Developing Technical Writing Skills in the Physical ChemistryLaboratory: A Progressive Approach Employing Peer Review. Journal of Chemical Education,87(1), 62-65Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks, CA: Sage PublicationsNorusis, M. (2005). SPSS 14.0 statistical procedures companion. Upper Saddle River, NJ:Prentice Hall, 152, 183Olds, B. (1994). Using Draft Reviews to Improve Writing and Thinking in Engineering Classes.Proceeding of the Frontiers 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