Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

Paper ID #22176Promoting Good Scientific Communication Habits by Leveraging the Com-munity of Practice within a Single Research Group ´Mr. F´elix Langevin Harnois, Ecole de Technologie Sup´erieure ´ Librarian at Ecole de technologie sup´erieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collabora- tion with 3 professors and a researcher, on a service that uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop

Collection

2000 Annual Conference

Authors

Peter J. Shull

the bottom line being a resulting lower grade. (This is in spite of discussions during the course on grading particulars and responsibility to review prior reports and work of others.)IV. Establish an Element of Peer Pressure Through Group Discussion of Graded WorkAmong others, the goals of the group writing project consisted of: • Improving writing skills through reviewing written material prepared by other students as they selected the positive and negative aspects of each other’s writing style. • Improving report quality through “peer pressure” of realizing that another student is reviewing your work. • Provide an opportunity for other students to review material for errors in

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

theirdesign decisions and addressing each area, students had to brief their project to the entire class.Even though the other students had the same baseline knowledge as they did on the technicalmaterial, they had no previous knowledge of the application. The team briefing the class had tobe clear, succinct, and communicate their design and application to fellow engineers who had theopportunity to ask questions. The instructor graded them on their presentation, and a smallnumber of their peers provided written comments back on their presentation skills. In addition tothese demonstrations, teams submitted a lab report for grade. Instructors for the course havenoted the overall improvement in writing quality and consistency over the last two years

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

Information and Network Security

Collection

2011 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

Computing & Information Technology

they are writing on. It gives them experience inorganizing their thoughts for their peers, which in itself can lead to gains in writing ability[3]. Writing for peers differs from writing for an “expert” audience as students normally do,because peers cannot be expected to understand the material unless it is well explained. Itteaches students to “find truth” on the Web, by making inferences based on reading multiplesources and evaluating their respective claims.While students may not immediately appreciate the pedagogical benefits of wiki textbooks,they do understand their price advantage. The idea of a free textbook has instant appeal. Ifstudents are asked to pay for a textbook, then they should reap some benefit from it

Conference Session

Architectural Engineering Education I

Collection

2005 Annual Conference

Authors

Sze-wai Chan; Ming-yin Chan

surveyor of abuilding team. It is hoped that they could learn from the process. Each group was required tosubmit a set of documents prepared by the group at the end of the academic year forassessment. The documents included a written report, meeting minutes, diary and drawings.An oral presentation was assessed by a group of tutors. The project carried a highly weightedfactor for their final year curriculum and lasted for an academic year. The assessmentcomponents include writing skills, operational skills, presentation skill, and professionalcompetence. The difficulty of assessment is not only quantity of work, but also quality ofwork. Literature review has suggested a number of approaches. Common methods areweighting factor, pool of marks, peer

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Constance Kampf; Dave Kmiec

– Why is it a problem? – Why should it be solved now? – Why is it compelling (cost/benefit)? • Link to your solution – How will your solution contribute to solving the problem? – How will people be affected by the outcomes of your solution?In the context of a memo, these components are rather granular—sentence and paragraph level.Beyond providing structural and informative points of consideration for students in theproduction of documents, the problem-solution memo scheme gives the writing consultant avocabulary for discussing the components of the students’ memos during the review and revisephase and gives students a vocabulary for discussion during cooperative writing and peer

Collection

2021 ASEE Midwest Section Conference

Authors

Justin M. Hutchison; Edward Peltier

thebeginning of the course and expressed a desire to have spent more time selecting a better topic.Second, blind student peer review was incorporated into the discussion project, and again, selectstudents were averse to this type of feedback."Personally, I found the discussion paper to be useful, but I wish I would have picked a bettertopic/paper to write off of. The topic I used was covered in one of the last weeks of class and aftercovering that content, what I had been reading and writing about made so much more sense! Maybea little more discussion about what makes a good paper would be helpful. Even if you decide [on]one topic, picking the actual paper you want to cover is so hard! I think I ended up finding andskimming 20 or 30 papers before

Conference Session

Mentoring Graduate Students for Success

Collection

2002 Annual Conference

Authors

Patricia Stubblefield; Elisabeth Alford

Engineering"Similarities Between Writing a Thesis/Dissertation and Writing Major Research Proposals andReports" (10 minutes) Speaker: Professor of Electrical Engineering"The Ethical Dimensions of Writing and Talking About Research" (10 minutes) Speaker: Coordinator of the Engineering Ethics Program"Incubating Ideas" Discussion and exercise led by PCC staff (15 minutes)"Coherence in Writing" (15 minutes) Discussion and exercise led by PCC staff"Managing and Surviving the Dissertation Process" (30 minutes) Discipline-specific, peer-led discussionTwo engineering faculty members participated in the workshop. A professor of electricalengineering discussed the similarities between writing the dissertation and writing

Collection

2005 GSW

Authors

Ross Kastor; Robert Askew; Richard Bannerot; Paul Ruchhoeft; Elena Poltavtchenko; Colley Hodges; Chad Wilson; Cari-Sue Wilmot

, American Society for Engineering Education“Writing Consultants,” or peer writing coaches, who provide one-on-one tutoring. TheseWriting Consultants are full-time students, primarily undergraduates, who havedemonstrated high aptitude in writing and leadership skills. In response to increasingfaculty interest in discipline-specific writing, the Writing Center created a Writing In theDisciplines (WID) program in Fall 2002. Staff in the WID program work with instructorsto intervene in courses across the campus in which communications skills are stressed.The rationale for the intervention is that general composition courses cannot adequatelyprepare students for discipline-specific writing. (More information on the UH WritingCenter and its WID Program

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Katie Sullivan, University of Utah; April Kedrowicz, University of Utah

Tagged Divisions

Educational Research and Methods

instruction in this course was similar to thespeaking instruction, although the averages were slightly lower (see table 6).Item Mean ModeThe writing instructor’s lecture and peer review facilitation effectively 3.00 3.00assisted me in understanding how to organize a proposal.The writing instructor’s lecture and peer review facilitation effectively 2.89 3.00assisted me in understanding how to write a proposal.The writing instructor’s feedback on my review draft was helpful. 2.97 3.00I applied feedback to subsequent writing assignments. 3.40 3.00The writing instructor encouraged me to develop my writing

Conference Session

Innovation in the Civil Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

expected, a large portion (40%) of the total project grade is based on the draft. Aguideline entitled “Effective Engineering Writing,” which was adapted from Parker,(8) isgiven to the students (and included as Appendix E).The students turn in one copy of the draft report for the instructor, with all group mem-bers identified. Each group also turns in additional anonymous copies with no identifica-tion of group members. These anonymous copies are randomly distributed to othermembers of the class who have one week to perform a peer evaluation of the draft. Moredetails on the peer evaluation are given in the “Peer Assessment” section below. Thegrade on the final draft is determined using the student peer assessments and a gradingrubric used by the

Conference Session

ETAC/ABET RELATED OUTCOME BASED ISSUES

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Weissbach P.E., Pennsylvania State University, Erie; Ruth Camille Pflueger, Pennsylvania State University in Erie, the Behrend College

Tagged Divisions

Engineering Technology

process, butoftentimes engineering technology students have few opportunities to develop their skills in thisarea as they matriculate through their chosen degree program. Many programs require only oneor two writing courses outside of the major. In addition, courses that require communication inthe form of laboratory reports often provide minimal feedback regarding appropriate writingstyle, the effective support of results with analysis, and maintaining efficiency in writing.In this paper, a new approach is presented that unburdens some of the responsibility from theinstructor to peer tutors outside of the engineering technology major who are skilled writers.Although this effort has been ongoing, with engineering technology students required to

Conference Session

Mentoring Graduate Students for Success

Collection

2002 Annual Conference

Authors

Patricia LaCourse; Barrett Rock

, Dubuque, Iowa:Kendall/Hunt Publishing, 1988.22. Olds, B. M., "Four Effective Writing Strategies for Engineering Classes. III. Peer Editing," Journal ofEngineering Education, vol. 88, no. 1, 1999, pp. 53-57. Page 7.38.6 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationPAT LACOURSE is the Engineering and Science Librarian at Scholes Library, New York State College ofCeramics, Alfred University. Besides developing the science and engineering collection and providing referencesupport, LaCourse is

Conference Session

Military and Veterans Division Technical Session 2: Veteran Identity & Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Military and Veterans

understanding, and make clear toveterans and their classroom peers the relevance of military writing for all kinds of writing, evenconventional academic prose [9].Instructors can and should address military service in a way that can be comfortable andgenerative through knowledge of military writing experiences. Hadlock notes that despite theirstated discomfort in a writing classroom, veteran students often have previous training in writingconcepts, but they can also fail to connect previous training with the kind of assignments foundin college writing classes [9]. Veteran students need to know how the elements taught in acomposition class are expansions of ideas to which they have already had exposure. TWCinstructors with a military background may be

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jim Richardson

the University of West Virginia has anoutstanding peer review of student learning—the Majors. 2 “The Majors are design projects thestudents must complete individually and defend in front of at least two faculty members.” TheMajors, which date back to the 1970s, incur significant faculty time, however. Other examplesof peer review of student work include: faculty-colleague check sheet evaluations of projectreports3, reviews of student portfolios and course folders of capstone design work3, annualevaluation of portfolios of student writing assignments by faculty advisors 4, and before- Page 7.106.1graduation evaluation of writing assignment

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

possible scenarios,practicing cooperative learning elements and using vocabulary according to context. The role ofthe PLTL coordinator is to observe the group interaction while allowing students to generatetheir own knowledge on how to teach the concepts and will intervene only when needed.After each training session, peer leaders were asked to write a two-page reflection on whatworked and did not work in their groups, in planned activities, and logistics. There was no timelimit for the reflection. According to Mezirow [15], reflective thinking is considered a learningtool that promotes higher thinking skills and deep learning among adults. Prompt questions werethe following: 1) How was the process to create the session? What worked and what did

Collection

1996 Annual Conference

Authors

Martha Ostheimer; Hal Tharp

, peer-evaluation, and group evaluation of problemsolving strategies, as well as written and oral communication skills. The course is built around uniqueteam-projects that each group creates. The course also includes significant writing-to-learn activities thatencourage students to reflect on and develop an awareness of their problem solving processes andcommunication skills. The students also work in teams, and in pairs, to evaluate the process of solvingproblems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasison students becoming more self-aware of the strengths and weaknesses of their problem solving abilities,and on students becoming capable of evaluating the effectiveness of their communication

Conference Session

Promoting Technical Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Graduate Studies Division (GSD)

takes place to build student’s self-appraisal skills.Many video examples are used in class to show presenting styles, use of different structures,opening and closing a talk, gesturing, tone and adapting information to different audiences.Students analyze the speeches of Hans Rosling, Max Tegmark, Barack Obama and other globallyknown speakers and scientists, as well as presentations from their peers. Focused observation ofspeakers helps students define their own presentation style and also supports in-class exercisesthat break down the many elements of a presentation. Targeting single elements such astransitions or fielding questions allows students to build capacity through experimentation. Aswith the writing course, Ph.D. students greatly

Collection

2024 South East Section Meeting

Authors

John W. Brocato, University of Georgia

Tagged Topics

Diversity

continues the conversation begun in the first meeting and introduces the course’smajor writing assignment, the Individual Professional Development Plan (IPDP). Thisassignment requires students to craft a specific plan for their college careers and beyond, a planthat in its final form may be a written paper, a narrated presentation (PowerPoint, etc.), or amultimedia work of some sort. Students also submit multiple drafts and participate in a guidedpeer review of each other’s work. The third engineering-communication class meeting reviewsprevious strategies and guidelines along with some of the common issues arising out of the firstdrafts and peer reviews, after which students have one more week before submitting their finaldrafts. Although the

Conference Session

Emerging Computing and Information Technologies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

Computing & Information Technology

isasked to fill out a rubric that asks certain questions about the student author’s work. Forsummative review, the reviewer is asked to rate the work numerically based on a set ofcriteria (organization, clarity, etc.).Peer review has been widely used in higher education since the 1970s, and onlinesystems have been available for over 20 years. The largest ongoing project in this area isthe NSF-funded Calibrated Peer Review (CPR) project [11], which has been used bymore than a quarter-million students. While the pedagogical benefits of peer review arewell established, students must be trained in how to write an effective review. CPR doesthis by having students review three artifacts supplied by the instructor: one is a modelartifact, and the other

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

basic concepts in mechanics to be opened a little wider.VI. SUMMARY AND CONCLUSIONS A variety of quantitative and qualitative assessment tools are currently available withinthe PER community. Qualitatively, the current study made use of free-writing activities to assessstudent understanding of basic mechanics. Critical to the writing activities is the feedbackprovided to the students. The benefits of instructor- (as well as peer-) feedback are numerous.The instructor-student relationship is quickly fostered and enhanced. Because students are givenprompt critical and detailed feedback, they take the writing activities very seriously. Oneoutcome is the quality of the students‘ work is clearly improved. Furthermore, the writingactivities

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maryam Mirabolghasemi, Mississippi State University

Tagged Divisions

New Engineering Educators Division (NEE)

analyzing the results. This form of peer interaction encouragesthe students to present a persuasive argument and engage in a technical discussion. An audienceof peers is less authoritative and less intimidating than the course instructor, and may serve as alearning resource for students (Hilgers et al., 1999).In addition to the benefits presented above, by learning and practicing other modes of technicalcommunication, engineering students develop a foundational skill that is key to their futuresuccess (Prausnitz and Bradley, 2000; Kmiec, 2004). Writing emails, preparing budgets andjustifying them, and taking meeting minutes are examples of routine tasks for engineers(Tranquillo and Cavanagh, 2007; Lepek and Stock, 2011). Nonetheless, engineering

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renata Fortuna Ramos, Rice University

Tagged Divisions

Biomedical

. Without changing thecontent of the class or the equipment used, active learning was introduced in 2013 at threedifferent stages of the class:1. Before lab: An extra lab session was offered to one team of students per section per week todevelop their capacity to be peer-leaders. These students worked in groups to gain an in-depthunderstanding of the material to be covered the following week in lab.2. During lab: The peer-leaders present a short lecture covering the necessary backgroundinformation. Additionally, they serve as ‘experts’ helping their peers troubleshoot and completethe lab activities.3. After lab: Peer-leaders write a modified in-lab protocol with detailed instructions on how toimplement a new laboratory activity that reinforces the

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Behzad Beigpourian, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette; Frederick C. Berry, Purdue Polytechnic Institute; Matthew W. Ohland, Purdue University, West Lafayette; Siqing Wei, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

University. Recent research has focused on 1) using writing and communication assignments to improve the teaching of engineering design and 2) developing a flexible mobile studio pedagogy using the Mobile Studio Instrumentation Board.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper

Conference Session

Scholarship in Engineering Technology

Collection

2005 Annual Conference

Authors

Nancy Denton; Sarah Leach

© 2005, American Society for Engineering Education” 24% e. other __________ 6. Based on your experience with ASEE, the peer review process has impacted the scholarly aspects of the Annual Conference Proceedings 24% a. by substantially raising the quality of the writing 57% b. by raising the quality of the writing somewhat 10% c. in no significant way d. in a negative way. (Explain _______) 7. At your institution, how do you feel ASEE Conference Proceedings papers are perceived, with respect to their role in scholarly endeavor? 5% a. conference proceedings papers do not imply scholarship, especially not

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

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

Collection

1999 Annual Conference

Authors

Sohail Anwar; Paula Ford

illustrations. • Compose effective sentences. • Evaluate their documents to be sure that the documents fulfill their purpose and to ensure that they can be revised if necessary. • Collaborate effectively with their peers in a community of writers who provide feedback on each others’ work and occasionally write together. • Write several specific kinds of documents that recur in technical and scientific communities. • Employ computer technology effectively in the solution of communication problems. • Communicate in an ethically responsible manner.There are, of course, several options for creating a syllabus that will meet the course objectives.One approach is to have students write one

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

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