Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

AC 2012-4824: INTRODUCING MEMO WRITING AND A DESIGN PRO-CESS: A FIVE-WEEK SIMULATOR PROJECTDr. S. Scott Moor, Indiana University-Purdue University, Fort Wayne Scott Moor is an Associate Professor of engineering and Coordinator of First-year Engineering at Indi- ana University-Purdue University, Fort Wayne. He received a B.S. and M.S. in chemical engineering from MIT. After more than a decade in industry, he returned to academia at the University of California, Berkeley, where he received a Ph.D. in chemical engineering and an M.A. in statistics. He is a registered Professional Chemical Engineer in California. His research interests include engineering education with an emphasis on developing and testing educational

Collection

1999 Annual Conference

Authors

John E. Nydahl; Colin K. Keeney; Ann Peck

Figure 2. Pre-and Post- Interview Responses to “Expected Types of Page 4.218.4 Professional Technical Writing Tasks”Hearing first hand from their interviewees and then from their peers leaves the students with apowerful impression of just how necessary effective communication skills will be in theirprofessional careers. Based on the interview assignment, students find the amount of timeengineers spend writing may vary from writing just one memo a week to almost full time forproject engineers and managers. But, on the average

Conference Session

NSF Grantees Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Cathy Mariotti Ezrailson, University of South Dakota; Ramesh Talreja, Texas A&M University

relating the energy topic of the week with howit is related to sustainable energy and sustainability generally. The last segment of the recitationis devoted to the homework assignment.The homework each week consists of writing an essay, about two pages in length, on theassigned topic. Three of the essay assignments use the Calibrated Peer Review (CPR4) process.Approximately 10 essays are written over the course of the semester.Table 1: Course Lecture Topics in the first course section on Energy Basics Week Topic 1 Energy Overview Energy Overview Energy Conversions 2 MLK Day Energy for Heating Energy Storage 3 Steam Engine Internal Combustion Engine (Professor, Mech. Eng.) Turbines and Jet Engines

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

. Although the conventionalapproach is still important, lifelong and project-oriented learning for engineers is considered afundamental education in recent times5-7. Providing engineer training to meet this goal is quitechallenging. The degree to which the students develop skills depends on how they solveproblems, write reports, function in teams, self-assess and do peer-review, learn new knowledgeand adapt to changing professional expectations8-11. Recent research shows that engineer trainingand development of critical design skills can be facilitated by providing practice through severalmechanisms that would allow for critical thinking. Instructors should not only simplydemonstrate the problem solving, but also coach students to develop similar

Collection

2001 Annual Conference

Authors

Marion Hagler; John Chandler; A. Dean Fontenot

with the TTU EnglishDepartment and incorporates prevailing composition theory and pedagogy by engagingthe students in such collaborative exercises as peer review and group invention strategies.The overarching aim of both of these courses is to incorporate methods and pedagogiesfrom disciplines in the Humanities to help engineering students learn to read, write, andthink critically about their own discipline.Introduction Page 6.655.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference &Exposition Copyright Ó 2001, American Society for Engineering Education”Students in the Introduction to Electrical and Computer

Collection

2021 First-Year Engineering Experience

Authors

Tracy Anne Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Charles Patrick Jr, Texas A&M University; Pauline Wade, Texas A&M University; Donna Jaison, Texas A&M University; Janie M Moore, Texas A&M University; Lance Leon Allen White, Texas A&M University; Randy Hugh Brooks, Texas A&M University; Samantha Ray, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University; Karan Watson P.E., Texas A&M University

also focus on specific issues related to SoTLprofessional development that more general CoPs cannot [11]. SoTL CoPs can also supportmembers in ways that result in measurable outputs such as peer-reviewed publications [12].II. Writing GroupsMany faculty, both new or experienced, frequently voice challenges of consistently writing forpeer-reviewed publication as the pressure to produce is coupled with the typically solitary natureof writing [13]. To combat this, writing groups are small collections of people that gatherfrequently to support one another in their writing, either through accountability, peer-feedback,or even collaborative writing sessions [14]. The group’s main purpose is to help each other meettheir individual writing goals. Thus

Conference Session

Mechanical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford; Paul E Slaboch, University of Hartford

Tagged Divisions

Mechanical Engineering

writing instruction across thecurriculum. Writing activities include impromptu writing assignments, peer review, outliningand planning exercises. The overall approach to improving students’ skills was: “group-basedtechnical writing development”. Assessment tools include instructor-written observations,student surveys, and in-class analysis of short writing samples by peer evaluation. The courseitself, which focuses on experimental methods in fluid mechanics and heat transfer, stressesexperimental techniques, results presentation, and technical report writing. Experiences in thiscourse have also provided opportunities for honors work, and research opportunities forundergraduate engineering students.Motivation As writing in engineering

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

Materials

Paper ID #11347Writing, Speaking and Communicating – Building Disciplinary Literacy inMaterials Science Undergraduate Students.Dr. Nancy Ruzycki, University of Florida Director of Undergraduate Laboratories, Faculty Lecturer, Department of Materials Science and Engi- neering Page 26.1778.1 c American Society for Engineering Education, 2015 Writing, Speaking and Communicating – Building Disciplinary Literacy in Materials Science Undergraduate StudentsAbstractDisciplinary

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James L. Hanson PE, California Polytechnic State University

Tagged Divisions

Civil Engineering

writing skills. Studentassessment of the teaching methodology is provided. Faculty observations of experiences aredescribed in the paper and suggestions are provided for effective use of this teachingmethodology.Introduction and BackgroundPeer review is common for all scientific publications as well as for engineering design work inprofessional practice. Integration of peer review to the curriculum has been reported for a varietyof implementation modes. Limited experiences in this regard have been reported for civilengineering coursework in relation to technical writing. Rationale for including peer review incoursework includes emphasizing the development of technical writing skills and promoting anactive and collaborative classroom environment

Collection

2022 ASEE - North Central Section Conference

Authors

Emad Y Tanbour, Eastern Michigan University; Suleiman A. Ashur, Eastern Michigan University; Ann Blakeslee, Eastern Michigan University

workshop for the class on peerreviews.The course will be using Canvas Learning Management System to facilities the peer reviewassignment. For consistency of peer evaluation, students will complete the assignment using arubric and leave comments in the comment sidebar in Canvas. The scoring rubric filled in bypeer reviewers will not be added to the grade book. The instructor will assign the final gradeafter reviewing all grades and comments.The names of students who participate in the peer review will show up on the Peer Review Pagein Canvas for each assignment. This will help the instructor identify students who participated inthe peer-review process and assign grades for their participation accordingly.Outcome #2 - Write in ways that achieve the

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

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Athena Lin, Purdue University at West Lafayette (COE)

academic writing in the field. I focused on onedepartment so I could understand the writing expectations embedded within the localized contextof a single department and more broadly within the field of engineering education. In thisdepartment, graduate students take foundational courses that cover several topics related toacademic writing including writing mechanics and style, constructing arguments, searching forrelevant literature, and developing theoretical frameworks. Many of these foundational coursesculminate in scaffolded writing assignments that allow students to practice writing scholarlydocuments with formative feedback from peers and instructors.Drawing from academic literacies theory, my data sources include interviews rather than

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Praveen Kumar Sekhar, Washington State University, Vancouver

Tagged Topics

Diversity, NSF Grantees Poster Session

Situation/Inspiration of thewriting assignments between FYC (English 101) and the introductory engineering laboratorycourse (Mech 309). English 101 Mech 309Students Freshmen JuniorsGenre of writing Research paper Lab reportassignmentsAudience College student peers (general Engineers and engineering college academic audience) student peers (general audience in the engineering field)Purpose To introduce students to To introduce students to academic writing

Collection

1997 Annual Conference

Authors

Mark A. Shields; Bryan Pfaffenberger

Session 2561 Teaching Engineering Career Literacy and Teamwork Communication Skills in the First-Year Writing Course Bryan Pfaffenberger, Mark Shields Technology, Culture, and Communication/University of VirginiaOne of the challenges that has long faced engineering education is to adaptcommunications instruction to the needs of engineering students. English compositioncourses, while appropriate for liberal arts students, do not focus on the communicationskills prized by the organizations that hire engineering students. Such skills include thecapacity for clear technical exposition (including process analysis and

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Starr Jedlicka, Lehigh University

Tagged Topics

Diversity

Tagged Divisions

Materials

Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the

Conference Session

IED Technical Session: Preparing Students for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Kovalchuk, Montana State University; William J. Schell IV P.E., Montana State University

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

Paper ID #21934Writing as a Method to Build Better Engineers: Examining Faculty Percep-tions of Writing’s ImportanceElizabeth Kovalchuk, Montana State University Elizabeth Kovalchuk received her BS in Industrial and Management Systems Engineering from Montana State University in 2017 while serving as a writing tutor and peer coordinator at the campus writing center. She currently works for Naval Undersea Warfare Center in Keyport, WA as an Industrial Engineer. Her research interests include engineering education, engineering management, and narrative training.Dr. William J. Schell IV P.E., Montana State University

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

learning included the ability to ―demonstrate reading,writing, listening, and speaking skills‖ (49). Employers in both industry and academic settingsconsistently rank technical ability and communication and teamwork skills as the most desireableproficiencies.16 Page 22.167.4Our Response to the ProblemPrior to organizing the Writing Support Program, some graduate students found technical writingassistance (outside of input from their faculty advisor) through the English department‘s Writingand Media Help Center35 or, in some isolated cases, by hiring an expert writing consultant orconsulting with peers. Although mostly helpful, experience with

Conference Session

Committee on Educational Policy Presents: Pillars of Our Classrooms

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Civil Engineering Division (CIVIL)

communicate” as part of homework, laboratory section andcoursework with their peers as audience. In a sophomore level circuits course, as part of ahomework assignment students had to write a user’s manual for PSpice, a circuit simulation     software. Writing a User’s Manual is a common task for those entering industry involvingproduct design. In a junior level electronics course lab section, students were required to write amemo to their classmates explaining the behavior of their circuit. This assignment provided anopportunity for the students to explain their circuit to their peers while learning how their peers’circuits worked without having to

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics and Physics

understandingof a particular topic at a particular point in time. These scores can also help students to confrontany misconceptions they might have about a given idea or topic in physics. PCV scores can beprovided by an instructor, or students can use them to provide feedback to their peers. Examplesof how these free-writing activities can be used to boost student understanding and potentiallylead to enhanced ability to solve conceptual physics problems will be shared. Time-saving tipsfor assessing these assignments as well as ideas for adapting this type of writing-based approachin other physics and engineering courses will be shared.Introduction and Motivation for StudyGood communication skills, especially writing-based skil1s, are essential for

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

Best Zone Paper Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh

Tagged Topics

Council of Sections

review for focus,cohesion, coherence, style, grammar and format chairs and co-chairs concentrate on thequality and precision of technical explanation and documentation. The peer review allows Page 22.340.10students to see, first-hand, how other students have addressed structural, content, andtechnical tasks, and requires that they address their fellow students work with maturity andclarity.With 5 reviewers for each paper, students come to appreciate and understand how differentreaders respond to their writing and how to negotiate and process multiple kinds of commentsperspectives towards and optimally effective paper. Students are also further

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Sus- tainable Design & Construction (2016); University of Missouri-Columbia, Columbia, Missouri; Master of Arts in Architectural Studies (2005); Institute of Architecture and Civil Engineering, Sofia, Bulgaria; Professional Diploma in Architecture (1991). Teaching Experience: Senior Lecturer, South Dakota State University, Brookings, South Dakota, College of Engineering, Construction Management Program (2010-present) Interests: Sustainable Building Design and Construction Materials; Engineering Education Pedagody American c Society for Engineering Education, 2020 Writing Good Reflection Questions

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Kendree Sampson; Darin Ridgway; Valerie Young

that occur outside of class and before the material is covered in class. Classroomtime is devoted to some combination of lecture, student presentations, general discussionbetween the students and instructor, peer review, critiques of sample responses from previousyears, and practice quizzes. Writing assignments are checked immediately before or duringclass; but the evaluation of homework is limited to whether or not a good faith effort was made.The instructors do not provide a “correct” answer. Instead, they moderate and guide classdiscussions and provide their own critique of the answers as needed. Closed-book examquestions are chosen from the homework questions so students know ahead of time whatmaterial will be tested on the exams. All of

Collection

1998 Annual Conference

Authors

Jon A. Leydens

Session 2761 To Not Lose Them at the Beginning: Nature and Human Values as a Writing-Intensive Course Jon A. Leydens Colorado School of MinesOn the first day of classes in January of 1982, I was sitting in a first-year philosophy course in theWillard O. Eddy Building on the Colorado State University campus. A balding, elderly man in aworn gray sweater walked in and wrote the words “Willard O. Eddy, Introduction to Philosophy”on the board, and I wondered why he had told us the name of the building but not his own name.He started the class by

Conference Session

ERM Potpourri

Collection

2005 Annual Conference

Authors

Michael Holt; Keith Williamson; Paul Kauffmann; Tarek Abdel-Salam

Page 10.486.7students are better writers than their DE peers. These results contradict classroom scores using Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationfinal exam and laboratory report grades for a writing intensive Fluids Mechanics Laboratorycourse. Using this classroom data as a criterion, DE students out performed their on-campuspeers. Despite these mixed findings, at nearly 65 percent pass rates for at both Engineering (non-DE) and Engineering Technology (DE majority) students imply a need for more contextualwriting in both programs. Based upon this study, several questions deserve future

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reneta Davina Lansiquot, New York City College of Technology; Ashwin Satyanarayana, New York City College of Technology; Candido Cabo, New York City College of Technology/CUNY

Tagged Divisions

Computing & Information Technology

areprovided with social and education networks to support learning. Activities include a WelcomeOrientation, registration workshops, study rooms, a mid-semester social event, and participationin a peer program. Faculty members are trained to implement cooperative learning, alternativeassessment in the classroom, cross-disciplinary writing assignments, and critical thinkingactivities. They also learn how to make use of the campus’s counseling, library, and othereducational resources as well as how to incorporate technology in the learning process.We have implemented LCs at our institution for more than 10 years, and the academicperformance of students participating in LCs reflects the national trends. When compared to thegeneral population at the

Conference Session

Current Issues in Computing

Collection

2002 Annual Conference

Authors

Lonnie Welch

Session 2558 Enhancing Engineering Education with Writing-to-learn and Cooperative Learning: Experiences from a Software Engineering Course Lonnie R. Welch, Sherrie Gradin, and Karin Sandell Ohio University Athens, OH 45701 welch/gradin/sandell@ohio.edu1. Introduction Current progressive teaching movements draw forth strong skepticism as they often seemantithetical to engineering classes. Why would anyone want to switch from the lecture method ofteaching

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xixin Qiu, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

) working with writing centertutors, (2) creating (in-house) discipline-specific writing-intensive course, (3) building upsupport groups consisting of peers, advisors and writing specialists. For the purpose of thisstudy, I review below only first two areas of interest. For a fuller review of the currentlandscape of graduate-level writing support available in engineering, readers should refer toBatson [4].Working with writing center tutorsAs a university-wide service to students, employees and faculties who need professionalsupport for any kind of writing task, writing centers have long served as a default solution toproblems in writing. Engineering professors also commonly recommend the tutoring serviceat the writing center to those who struggle

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan K. Boettger, University of North Texas; Stefanie Wulff

Tagged Topics

NSF Grantees Poster Session

Paper ID #25375Board 17: Teaching STEM undergraduates discipline-specific writing skills:a data-driven learning approachDr. Ryan K Boettger, University of North Texas Ryan K. Boettger is an associate professor and assistant chair in the Department of Technical Communi- cation at the University of North Texas. His research areas include data-driven learning, content analysis, and technical editing. His research in STEM education is currently funded by the National Science Foun- dation. He can be contacted at ryan.boettger@unt.edu.Dr. Stefanie Wulff c American Society for Engineering Education