Conference Session

Women in Engineering: A Potpourri

Collection

2002 Annual Conference

Authors

Peg Boyle Single; Naomi Chesler; Borjana Mikic

Session 3592 Peer-Mentoring for Untenured Women Faculty: The Leadership Skills and Community-Building Workshop Naomi C. Chesler, Borjana M. Mikic, Peg Boyle Single University of Vermont/Smith College/University of VermontAbstractPeer mentoring is a promising strategy for improving the presence, retention and advancement ofwomen faculty members in engineering. Strategies for maintaining and increasing therepresentation of women faculty members in engineering departments may also increase theretention of female students pursuing engineering careers. As a first step toward

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Melissa Wrobel, University of Michigan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-progress introduces the KLIQED tool along with itsrationale, a template, emerging evidence on its effectiveness from students’perspectives, and tips for instructors. Future work includes survey data analysisand a content analysis of the peers’ comments collected from completed KLIQEDsheets to further assess the effectiveness of the tool.Keywords: Oral communication, student engagement, project-based learning,attentionBackground and MotivationThe value of oral communication skillsCommunication skills, including reading, writing, listening, and presenting, are essentialcompetencies for entering the workforce and for participating in society. Therefore, degreeprograms in all disciplines (e.g. liberal arts, science, and engineering) are expected to

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University

Tagged Divisions

First-Year Programs

of Peer Mentoring is discussed and offered to students with each type ofmentoring (Scheduled Peer Mentoring and Mentor-Mentee Pair). Due three major topics in thelecture component of the course, the peer mentoring sessions were observed to driven by thematerial in those topics. Therefore, for the purpose of data collection and analysis ofperformance, the peer mentoring schedules were categorized. The three categories are: 1)Assistance with MS Excel concepts and Graphing Techniques 2) Assistance with Programmingin MATLAB and 3) Assistance with Project Management and technical writing for the DesignProject. In the previous work, the baseline was determined based on the grades in the first twoapplication assignments. The author noticed that the

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

changeeffort, along with two co-peers. The change effort focused on developing realistic designchallenges for core courses, increasing use of rubrics and attention to professional skills inassessment, and teaching technical writing in ways that align to research-based approaches.Data collection and analysisWe collected multiple kinds of data to document faculty participation. We recorded andtranscribed multiple faculty meetings, including professional development workshops, retreats,and industry advisory board meetings, observed faculty teaching, and gathered field notes andreflective accounts. To supplement these naturalistic data, we invited faculty to be interviewedusing semi-structured questions, resulting in seven audio-recorded interviews that

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 3: Integration of Math, Computing, and AI in First-Year Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Minnesota State University, Mankato; Sarah Jane Grigg, Embry-Riddle Aeronautical University - Daytona Beach; Darcie Christensen, Minnesota State University, Mankato

Tagged Divisions

First-Year Programs Division (FPD)

the alternatives are independent, which one(s) are acceptable? b. If the alternatives are mutually exclusive, which one(s) are acceptable?Appendix B: The Peer-Review AssignmentInstructionsPlease read through the instructions below before starting. You will watch one problem-solvingvideo and provide feedback using a designated rubric. Professionalism counts. Make sure toproofread your work and cite appropriately. 1)​ If you are registered for Fluids this semester, complete this assignment. If you are not taking Fluids this semester, see your professor for an alternative assignment. 2)​ Upload your recorded Problem-Solving Session and image/writing of your solved problem from Fluids (or alternative course assigned by

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

interdependence among the group members.At this point in the term, teams may not have fully established norms or agreed oncommunication methods.Teams with students requiring accommodations had nearly double the number of comments oncommunication challenges and poor team dynamics compared to their peers. One student noted,“I think we could probably have more communication between members while writing thereport. We’ve been dividing and conquering sections of the lab report, but I think a lot of thestuff should be more cooperative in nature amongst sections.”when reflecting on early struggles. Another mentioned:“My group mates stopped working at about 8:30 pm on Friday night when the report was due.The report was not done. I believe they think they had

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

empathy and metacognitive skills (Topping,2003). However, it is important to note that engaging in a feedback process does notautomatically mean that learning takes place (Kollar & Fischer, 2010), and providing usefulfeedback is challenging even for college students (Nilson, 2003).In engineering learning environments, participation in the exchange of peer feedback can be ameaningful activity for students. In undergraduate engineering courses, peer assessment has beenused to provide feedback on writing (e.g., Carlson, Berry, & Voltmer, 2005), presentations (e.g.,Hersam, Luna, & Light, 2004), teamwork skills (McGourty & De Meuse, 2000; Ohland et al.,2005), and design solutions (Adams & Siddiqui, 2015; Yilmaz & Daly, 2016

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

report on thehelpfulness of feedback from both the course instructor and student peers, the results were notconclusive17,18. More generally, while there are many studies comparing peer and instructorfeedback in other domains such as English writing, rigorous characterization and comparison ofpeer and expert feedback in engineering design is limited.Taking a grounded theory methodological approach19, the wider aim of this research is toanalyze actual feedback provided by students and course instructors in design review meetingsthat utilize peer review and to expose the characteristics of each, with the ultimate intent ofevaluating and comparing their benefits and suitability. The focus of this paper is on the first stepof this process, which is

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna Newsome Holcomb, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Lakshmi Raju

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Georgia TechPeer Leader Resources Survey 1: What do you want out of a peer mentor in ECE Select all that apply Self-developed Discovery Studio? Write-in provided Survey 2: What support did your peer leader in ECE Discovery for “any other types Studio provide? of support” • Help completing ECE Discovery Studio Assignments • Help building a community at Georgia Tech • Help finding opportunities at Georgia Tech • Help navigating difficult

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lorine Awuor Ouma, Pennsylvania State University; Cynthia Howard-Reed, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

experiences ofgraduate students, these studies less often distinguish between domestic and internationalstudents. International students experience additional unique challenges that further affect theirgraduate school experiences in comparison to their domestic peers [18]. Some of thesechallenges include differences in institutional culture leading to lower language, writing, andleadership self-efficacy, geographical separation and reduced social support from family andfriends, language barriers, and adjustment to climatic, cultural, and social differences [6], [7].These unique challenges result in isolation, disconnectedness, and lower self-confidence amonginternational students [6].However, studies examining peer mentorship programs designed to

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Grace Hellen Ford, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #48209WIP: A Peer-Taught Course to Lower Barriers to Undergraduate ResearchExperiencesMs. Grace Hellen Ford, University of Virginia Grace Ford is a third-year undergraduate student pursuing her bachelors in Biomedical Engineering at the University of Virginia.Dr. Brian P. Helmke, University of Virginia Brian Helmke is Associate Professor of Biomedical Engineering at the University of Virginia (UVA), where he teaches courses in diverse topics such as physiology, mechanobiology, biotransport, and bioelectricity. Brian also serves as Faculty Consultant to the UVA Center for Teaching Excellence, acting as facilitator

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joseph B Herzog, University of Indianapolis; Joan Matutes, University of Indianapolis; Shelby Hacker; Stephen J Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis

primary focus of this program was social, rather than academic, unlike many otherprograms studied in the past [3]. Mentees were required to join a peer group, but not required toattend, and no academic incentives or financial costs were attached, differing from someprograms [4]. Peer mentors and mentees met on alternating weeks for activities such as lunch,school athletic events, gaming, laser tag, and others.MethodsAt the start of the semester, mentors were asked to write a brief bio segment introducingthemselves and their interests. We had 80 first year students, and all were required to join a peermentor group. Mentees were then grouped based on shared interests with mentors. Next, mentorswere instructed to tabulate attendance, brief

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Richard Layton, Rose-Hulman Institute of Technology; Matthew Ohland, Purdue Engineering Education; Hal R. Pomeranz, Deer Run Associates, Inc.

. Ohland is an Associate Professor in Purdue University’s Department of Engineering Education and is the Past President of Tau Beta Pi, the national engineering honor society. He received his Ph.D. in Civil Engineering with a minor in Education from the University of Florida in 1996. Previously, he served as Assistant Director of the NSF-sponsored SUCCEED Engineering Education Coalition. He studies peer evaluation and longitudinal student records in engineering education.Hal R. Pomeranz, Deer Run Associates, Inc. Hal R. Pomeranz is a computer network security and database programming consultant. He is a co-founder of Deer Run Associates, Inc., currently operating in Eugene, Oregon

Conference Session

Computing & Information Technology: Curriculum and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Masoud Naghedolfeizi, Fort Valley State University; Xiangyan Zeng, Fort Valley State University; Chunhua Dong, Fort Valley State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

articial intelligence, information processing, and engineering education. He is the author of numerous research and pedagogical articles in his areas of expertise.Dr. Xiangyan Zeng, Fort Valley State University Xiangyan Zeng received her Ph.D. in computer science from University of the Ryukyus, Japan. She is currently a professor of computer science at Fort Valley State University. Her research interests include image processing, pattern recognition and machine learning.Dr. Chunhua Dong, Fort Valley State University c American Society for Engineering Education, 2018 Enhancing Computer Science Program through Revising Curriculum, Peer Tutoring/Mentoring, and Engaging Students in Undergraduate

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

Tagged Topics

NSF Grantees

AC 2011-2548: NSF GRANTEE PRESENTATION: CHALLENGES OF IM-PLEMENTING A PEER MENTORING PROGRAM TO SUPPORT STEMLEARNINGFarrokh Attarzadeh, University of Houston Farrokh Attarzedeh earned his Ph.D. in Electrical Engineering from the University of Houston in 1983. He is an associate professor in the Engineering Technology Department, College of Technology at the University of Houston. He teaches software programming and is in charge of the senior project course in the Computer Engineering Technology Program. He is a member of ASEE and has been with the University of Houston since 1983. Dr. Attarzadeh may be reached at FAttarzadeh@central.uh.eduDeniz Gurkan, University of Houston Deniz Gurkan received her B.S. (1996) and

Collection

1999 Annual Conference

Authors

Flora McMartin

I:\Submission\ASEE-393.doc Building Better Teamwork Assessments: A Process for Improving the Validity and Sensitivity of Self/Peer Ratings Eric Van Duzer and Flora McMartinAbstract: A process employing both quantitative and qualitative methods was developed toimprove the validity and sensitivity of self/peer ratings in assessing teamwork skills.Preliminary results indicate a dramatic improvement in the sensitivity of scales in measuringdifferences between student skill levels. The data also indicate that the process improves thevalidity of the ratings in measuring what the developers

Collection

2025 ASEE -GSW Annual Conference

Authors

Haiying Huang, The University of Texas at Arlington; Monica Franco, The University of Texas at Arlington

Tagged Topics

Diversity

Paper ID #49649Integrating Peer-Led-Team Learning (PLTL) and Design Thinking to improvestudent success in Engineering StaticsProf. Haiying Huang, The University of Texas at Arlington Prof. Haiying Huang is a professor of Mechanical and Aerospace Engineering and the Director of Engineering Education at the College of Engineering at the University of Texas Arlington. Her research interests include design thinking pedagogy, collaborative learning, and faculty development. ©American Society for Engineering Education, 2025 1

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Rubric sub-dimension.The students were also required to give written feedback in response to eight prompts associatedwith the three MEA Rubric dimensions (APPENDIX B). The written feedback was collectedthrough a series of textboxes. The Mathematical Model dimension had five textboxes, the Re-Usability & Modifiability dimension had two textboxes, and the Share-Ability dimension hadone textbox to complete. The explanations of required focus for the peer feedback within thethree dimensions follow. Page 25.1323.5For the Mathematical Model dimension, the students were required to write feedback concerningthe degree to which the teams’ math model

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Christine Duong, University of Waterloo; Meagan Flus, University of Waterloo; Gregory Litster, University of Waterloo; Jordan Nickel, University of Waterloo; Aaron Dai, University of Waterloo

Tagged Divisions

Design in Engineering Education

towards a design studio environment evolving from traditional mentor-apprentice relationships [2].Significant prior research has explored the role peer feedback plays in student learning. Cho andMacArthur [13] found that peer feedback provided by multiple peers was more effective inimproving students’ writing performance than feedback provided by a single expert, or a singlepeer reviewer. Although some students held negative perceptions of the fairness and reliability ofreceiving feedback from peers, they derived benefits from participating in peer assessment,exemplifying a higher degree of reflection and more effective revisions of their own work [14].More recently, studies have investigated the role of peer feedback in design reviews/critiques

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

a team of 4 or 5students). Thus, based on the technical quality of the bridge designs, the lower peer ratings forMiddle Eastern students may reflect biased ratings by peers, while the lower peer ratings ofChinese students appear to have some objective justification.It is possible that in fact Middle Eastern and Chinese students contributed less to the team projectthan majority peers, on average. Putting together the written report and completing the groupdiscussion elements could be distributed unevenly among team members. For example, thosewith better writing skills may naturally take on these tasks. While the quality of the bridge itselfcreated by Middle Eastern students was comparable to average students in the course, the MiddleEastern

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zachariah J. Beasley, University of South Florida; Les A. Piegl, University of South Florida; Paul Rosen, University of South Florida

Tagged Divisions

Educational Research and Methods

. Garden, M. S. Roh, J. E. Lee, C. M. Balch, and T. A. Aloia, “Reviewing the review: a qualitative assessment of the peer review process in surgical journals,” Research integrity and peer review, vol. 3, no. 1, p. 4, 2018. [5] W. Xiong, D. Litmaan, and C. Schunn, “Natural language processing techniques for research- ing and improving peer feedback,” Journal of Writing Research, vol. 4, no. 2, pp. 155–176, 2012. [6] K. Cho, “Machine classification of peer comments in physics,” in Educational Data Mining 2008, 2008. [7] K. Lundstrom and W. Baker, “To give is better than to receive: The benefits of peer review to the reviewer’s own writing,” Journal of second language writing, vol. 18, no. 1, pp. 30–43, 2009. [8] I

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, University of Central Arkansas; Pamela L. Dickrell, University of Florida; Katherine DeJesus

Tagged Divisions

First-Year Programs Division (FYP)

with groups, N/A Please share how the peer Reassured Me, Gave me compliments, Work through mentors helped you develop problems with me, Gave me extra time, Provided direction confidence when working in /support, Encouragement, Welcoming, Kind, Let students try the makerspace classroom. first/ fostered learning, Helpful, N/A (Confidence) Please share what new Programming /coding, Writing, Presentation skills, Soldering, technical skills you learned in Tool use, Drafting, 3D printing, Prototyping, Other, Circuits, this course. (Technical Skills) N/A How did the peer mentors

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Joanna K. Garner, Old Dominion University

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #33981Near-Peer Mentoring and Early Exposure to Computer Science –Quantitative and Qualitative ResultsDavid Hartenstine, Western Washington University David Hartenstine is a Professor of Mathematics at Western Washington University. He earned his PhD at Temple University.Perry Fizzano, Western Washington University Perry Fizzano earned his BS degree in Computer Science from Widener University and his MS and PhD in Computer Science from Dartmouth College. He had stints in academia and industry prior to joining WWU in 2005. He served as department chair from 2012 - 2019. His research interests are in optimization

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Ghio, Northeastern University; Sydney Anne Morris, Northeastern University; Hannah Marie Boyce, Northeastern University; Bradley Joseph Priem, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Divisions

Women in Engineering

, explainingcourse material to struggling students, adjusting to different learning styles, and acting as amentor for other students [9], [16]. Through addressing these challenges, peer tutors are providedthe opportunity to foster a variety of skills that are essential for their personal development.Previous research has revealed that by participating in peer tutoring programs in science,engineering, or writing, peer tutors can develop key leadership skills, including communication,ability to work in a team, empathy, and presentation skills that follow them after graduation intotheir professional lives [10], [17] - [21]. Another impact associated with being a peer tutor infields like nursing, science, and engineering is the enhancement of qualities relating

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Bailey, Rochester Institute of Technology (COE)

Tagged Divisions

Biomedical Engineering

replied “I feel the student instruction left me wanting formore guidance towards more specific lab goals.” When asked what they will carry with theminto other classes or other aspects of life, responses were almost all positive and included“writing good procedures”, “how to measure a signal”, “it was useful to learn how to effectivelyteach someone how to conduct an experiment”, “signal processing capabilities, experience, andconfidence”, and “how to work with and teach peers.” While many of the responses supportedthe objective of this technique, some showed a student-perceived dependence on the instructor.The end of semester institutional course evaluations (n=35 out of 47 students) had two textresponse questions. The first asked for comments and

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Beverly Kristenson Jaeger, Northeastern University; Kerri Liss, Northeastern University; Bea van den Heuvel; Ellen Wilson, Northeastern University

Tagged Divisions

New Engineering Educators

Paper ID #6753Those who can, teach. Immersing Students as Peer Educators to EnhanceClass ExperienceDr. Beverly Kristenson Jaeger, Northeastern University Beverly Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the first-year Engineering Program at Northeastern Uni- versity. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, and Human-Machine Systems. Dr. Jaeger has been the recipient of several awards in engineering education for both

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University

not coded).The authors looked at the proportion of comments related to the conceptualization of the study,design, method, analysis, interpretations and conclusions, and presentation (quality ofexpression). Two-thirds of comments overall were related to the Planning & Execution of thestudy, and one-the third to the Presentation. Twenty percent of weaknesses were attributed toConceptualization, 11% to Design, 12% to Procedures, 7% to Measurement, 22% to Analyses &Results, 16% to Interpretations/Conclusions, 9% to Editing/Writing, and 3% to “General.” Aswith other studies of peer review, inter-class correlations of publication recommendations werelow (x̄r=.20). That authors found minimal consensus across reviewers does not

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; Moses Ling, Pennsylvania State University

Paper ID #37499Developing an AE Tutoring Engaging Advising & Mentoring(TEAM) Program: a Peer Cohort EnvironmentRyan Solnosky Ryan Solnosky is an Associate Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated BAE/MAE degrees in architectural engineering from The Pennsylvania State University in 2009 and his Ph.D. in architectural engineering from The Pennsylvania State University in 2013. Dr

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

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

AC 2009-1474: PEER AND SELF ASSESSMENT IN DEVELOPING TEAM SKILLSIN A CORE DESIGN SEQUENCEKeith Sheppard, Stevens Institute of Technology Keith Sheppard is a Professor of Materials Engineering and Associate Dean of Engineering at Stevens Institute of Technology. He earned the B.Sc. from the University of Leeds, England and Ph.D. from the University of Birmingham, England, both in Metallurgy. As Associate Dean, Sheppard is primarily responsible for undergraduate programs. He is a past Chair of the ASEE Design in Engineering Education Division.Edward Blicharz, Stevens Institute of Technology Edward Blicharz is a Distinguished Service Associate Professor in the Electrical and Computer