Conference Session

Nuclear and Radiological Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryndol A. Sones, United States Military Academy

Tagged Divisions

Nuclear and Radiological

organized into groups of 2-3 with a direct faculty mentor andan external client who is recognized as a subject matter expert doing current workin that field. In the fall of senior year, the course starts deliberately slow andexhaustive in identifying, analyzing, and communicating design options to peers,faculty mentors, and external clients. Throughout the course, a thread that ties thetwo semesters together is the writing and presenting for an engineeringconference which usually occurs within a month of graduation. All studentsfinish the experience with a publication in the conference proceedings. Ratherthan assess all ABET SOs a-k, the course has a central focuses on assessing theability to design a system, component, or process (SO c) and

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Graduate Studies

Observation Project assignment. This Alternate Assignment requires thestudent to attend a teaching and learning workshop or write a paper based on a pedagogicalarticle that they found in an engineering journal such as the Journal for Engineering Education.Because it is important for the student to practice giving a presentation to a group, the studentpresents to the class on the topic they selected for this assignment. This ensures that the non-teaching student has an opportunity to be observed and receive feedback from their peers in theclass. The instructor gives feedback as well in summary statements after the students arefinished.The three assignments, Peer Observation Project, Teaching Observation Project, and the

Conference Session

Improving Communication Skills in ME

Collection

2003 Annual Conference

Authors

Theresa McGarry; Edward Young; Elisabeth Alford

Session 1098Teaching and Grading in Conferences: Improving Students’ Understanding of Expectations and Evaluations Edward Young, Elisabeth M. Alford, Theresa McGarry University of South CarolinaAbstract: This paper describes the results of a novel approach in a senior mechanical engineeringlab course, which combined team reporting, self-assessment of writing, conference grading, andconsultative techniques that help learners improve both their communicative competence and theirperformance. We argue that the approach increases communications assignments and makes themmore effective

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Hue Van Tran; Steven Reyer; James Friauf; Owe Petersen; Katherine Wikoff

Humanities.Instructors provide evaluation and feedback on writing in all of these writing-intensive courses.In EN-131 Composition, instructor feedback is supplemented (and amplified) by evaluation andfeedback provided by other students through peer critiques generated in small-group writingworkshops. EN-131 students are then required to implement that feedback through revision ofmultiple drafts. During the peer-review process, students also engage in self-assessment andreflection on their own writing, albeit somewhat obliquely. Critiquing other students’ workhelps to develop the editing skills and awareness of quality standards necessary for students toevaluate their own work, and the multiple-draft writing process encourages continual self-reflection and

Conference Session

Entrepreneurism in BME

Collection

2004 Annual Conference

Authors

David Smith; John Troy; Penny Hirsch

nature of this session varied. One year itinvolved a debate; another year the instructor analyzed the conventions of some of the articlesassigned for the writing project. In 2003, students were also encouraged to take drafts of theirsecond papers to the university’s peer tutoring center for additional review. Page 9.1206.6Step 4: Grading the final paper. Instructor grading is the most time-consuming and important Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004 American Society for Engineering Educationactivity, especially on the first paper

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; Roberta Harvey, Rowan University

Tagged Divisions

Educational Research and Methods

AC 2008-2300: USING LET ME LEARN® TO PROMOTE METACOGNITION ANDFOSTER TEAMING SKILLSKevin Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University and a certified Let Me Learn® consultant. He earned his BS at Worcester Polytechnic Institute (92) and his PhD at Massachusetts Institute of Technology (98). He is the recipient of several ASEE awards, including the 2002 PIC-III Best Paper Award, the 2003 Joseph J. Martin Award and the 2004 Raymond W. Fahien Award.Roberta Harvey, Rowan University Roberta Harvey is an Associate Professor in the Department of Writing Arts at Rowan University and a certified Let Me Learn® Consultant. She teaches writing

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Alan Degenhardt, University of Illinois, Urbana-Champaign; Brian S. Woodard, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

reports which the authors deemed generally unimpressive, so thestructure of the class was changed to address this deficiency. Students now submit two individualwritten assignments prior to the final technical report, which are returned with inline feedbackfrom the instructor. Additionally, students are assigned to blind peer review reports fromclassmates. Evidence has been collected to compare similar final reports between offerings of thecourse, and evaluations show a drastic improvement in the quality of the final reports with theseadditional writing assignments and feedback as part of the course. Surveys are taken at thebeginning and end of the semester to assess student perceptions of their skills in several areas.The results of these surveys

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olukemi Akintewe, University of South Florida; Walter Alejandro Silva Sotillo; James Anderson

Tagged Divisions

Continuing Professional Development Division (CPD)

) Grant #DUE 1525574.References[1] P. Anderson et al., "How writing contributes to learning: new findings from a national study and their local application," Peer Review, vol. 19, no. 1, pp. 4-9, 2017.[2] U. National Academy of Engineering, The engineer of 2020: Visions of engineering in the new century. National Academies Press Washington, DC, 2004.[3] M. Palmquist, "A Middle Way for WAC: Writing to Engage," WAC Journal, vol. 31, 2020.[4] T. Cary, K. J. Brent, B. Josh, B. Natascha Trellinger, and R. E. Rebecca, "Writing to Learn Engineering: Identifying Effective Techniques for the Integration of Written Communication into Engineering Classes and Curricula (NSF RIGEE project)," New Orleans, Louisiana

Collection

2000 Annual Conference

Authors

Nora Valeiras; Luis A. Godoy

first interviewed and fill a questionnaire which is used as a diagnosis ofthe situation.The name of the workshop has involved over time. In 1997 it was called “Peer-ReviewWorkshop” and the present it is called “Workshop on the Process of Publication inEngineering”. The workshop is framed on a wider activity called “Initiative to Strengthenthe Publications in Engineering Faculty” which is directed by the Dean of Engineering.3. Contents of the workshopThe workshop has an open structure formed by units. During the first unit the activitiesare centered on reading, analysis of texts, and writing using papers by other authors asbasic elements. Arguments and discussions are built using such texts. As the workshopprogresses, each participant uses his

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #38448Overlooked, Underlying: Understanding tacit criteria of proposalreviewing during a mock panel reviewMs. Randi Sims, Clemson UniversityKelsey Watts, Clemson University Kelsey Watts is a recent graduate from Clemson University. She is part of the Engineering Education Research Peer Review Training (EER PERT) team and has also developed Systems Biology outreach modules for high school students.Ms. Evan Ko, University of Illinois at Urbana - Champaign Evan is recent undergraduate graduate in Bioengineering with a minor in Material Science and Engineer- ing at the University of Illinois at Urbana Champaign.Prof

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Roger Wallace; David Adams

report—all with transmittal letters. We developedinstructional materials and assignment sheets to provide students with guidance. Both coursesincorporate one opportunity for a formal feedback/revision cycle.Civil & Environmental Engineering Writing Center (CEEWC). The department sponsors a peerconsultant writing center for students. Several students work in this center, providing coveragefor 8-10 hours per week. The technical writing specialist supervises these students (who werealready employed in the University Writing Center). The center has a dedicated space. Facultye-mail copies of assignment sheets and course issues to these peer consultants.Stand Alone Technical Communications Course (CE 462). The technical writing specialist

Conference Session

Capstone Design III

Collection

2008 Annual Conference & Exposition

Authors

Morshed Khandaker, University of Central Oklahoma; Peter Orono, Indiana University-Purdue University-Indianapolis; Stephen Ekwaro-Osire, Texas Tech University

Tagged Divisions

Design in Engineering Education

academicsemesters. Each project generally involves more than two members. The final group report,presentation, and oral interview are the usual methods to evaluate each member’s contribution tothe project. Since these tools sometimes do not suffice, peer assessment questionnaires have alsobeen suggested by researchers to evaluate each student’s contribution to the project. The goal ofthis research was to evaluate each student’s participation in a team based project from the oralpresentation performance. The result will provide an additional assessment tool for an instructorto effectively evaluate each student’s performance in a group. To accomplish this, team projectdata was collected from freshman and senior level courses from two universities

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katarina Larsen, KTH - Royal Institute of Technology; Johan Gustav Gärdebo, KTH Royal Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

forteam communication, critical reflection in relation tosources and assumptions. Page 26.1586.3From the perspective of pedagogy and classroom learning, the underlying reasons forimplementing these tools are to:  Advance the student‟s ability of self-assessment through explicitmodels and frameworks for analytical thinking, discussing and writing texts,within the humanities and social sciences.  Practice peer learning through combining web forums and seminars.  Reflect on learning process to achieve a meta-understanding, e.g.awareness of their learning process and ways to improve further.The paper is organized in fivesections

Conference Session

Industrial Engineering Division (IND) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janice Mejía, Northwestern University; Katherine Scharfenberg, Northwestern University; Jill Hardin Wilson, Northwestern University

Tagged Divisions

Industrial Engineering Division (IND)

require engineering professors teaching capstone courses to spendconsiderable time evaluating student writing. Varied teaching tools and methods to convey theimportance of communication in professional environments may also be incorporated to enhancestudent learning. Clear communication within an engineering capstone course is important forstudents and engineering instructors.  The work in progress describes an effort to improve communication and assessment of studentlearning in an industrial engineering capstone course. To better assess learning objectives,several changes were made to the curriculum over a four-year period. The changes include thedevelopment of a course guide, updated rubrics, project charter discussions, teamworkassessments

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Britney Russell, University of Connecticut; Antigoni Konstantinou, University of Connecticut; Ayah Abdallah, University of Connecticut; Fayekah Assanah, University of Connecticut

Tagged Divisions

Graduate Studies Division (GSD)

student community in scientific communication. This evidence-based practice paperdescribes the implementation of a unified “Professional Development” (PD) course series tosupport the success of graduate students. This PD program features a course to enhance thestudents' verbal scientific communication skills through a practical, feedback-driven, and peer-reviewed format. A scientific writing course, a course complementary to scientificcommunication, is being developed to help students improve their writing skills. A key objectiveof both these communication courses is to teach graduate students how to use storytelling inspeaking and writing to make their scientific findings clear and engaging for all audiences. It alsoexplains how storytelling can

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

Nancy Thompson; Eric Vilar; Beth Davidson; John Brader; Michael Matthews; Elisabeth Alford; Sirena Hargrove-Leak

8.776.11 offered the client our knowledge, which was shared among employees worldwide. This “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education” company’s operating premise is distributed cognition, the ability to learn from peers and near- peers, and to pass this knowledge to the client as well as use it to meet the client’s needs. This procedure is similar to what students must learn when writing or researching a task for their professors. The premise of the company is that the employee is never alone, whether solving a problem or creating a new design. This premise can be translated into distributed

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the students with feedback on intermittentsolutions - can be especially challenging when it is hoped that students will understand andrespond to the feedback in ways that indicate learning has taken place. The aim of this study isto examine how students in a first-year engineering course perceive and respond to feedbackreceived from a Graduate Teaching Assistant (GTA) and their peers as they iterate throughmultiple drafts of their solutions to Model-Eliciting Activities (MEAs). In this paper, we reportcase findings based upon three interviews each from four students from a single team thatparticipated in the interviews following three MEAs implemented in a single semester. Findingsindicated all four students struggled with the feedback

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

better and deeperunderstanding of engineering concepts and practices through realistic projects [10, 11]. Writingexperience also promotes students’ academic engagement, and providing students with formativefeedback on their writing can improve their mindset, belonging, and perseverance in college [12,13]. Effective oral communication can build student’s self-confidence and enhance theirconnections and inclusions with peers and faculties. Creating a supportive learning environmentthrough practices like engagement and providing opportunities for positive interactions amongdiverse peers can further promote students' sense of belonging [14].Research SignificanceWhile industry increasingly values engineers with strong technical skills and

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Warren Hull, Louisiana State University, Baton Rouge; Dianne Raubenheimer, North Carolina State University; Arlene Russell, University of California, Los Angeles

University ofCalifornia--Los Angeles (UCLA). This partnership is supported by a CCLI--Phase II grant toextend an established software platform (Calibrated Peer Review™) to include both oral andvisual communication within engineering education.BackgroundCalibrated Peer Review™ (CPR) is a web-based application that enables students to criticallyreview other students’ written assignments anonymously, but only after they have achieved asuccessful calibration level via online critiques of standardized assignments. The current projectexpands and enhances this widely used “learning by writing” tool to a more comprehensive“learning by communication” model that includes graphical/pictorial and oral presentation tools.The principal intellectual contribution

Conference Session

Curriculum in Electrical and Computer Engineering Technology: Part II

Collection

2009 Annual Conference & Exposition

Authors

HongLi Luo, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Engineering Technology

applications ≠ Know the fundamental lossless compression and lossy compression techniques ≠ Know the current image compression and video compression standards ≠ Know the basic technologies in designing adaptive multimedia applications ≠ Know the different protocols for multimedia transmission ≠ Write a simple Internet networking application using socket programming ≠ Know the current peer-to-peer multimedia networking applications ≠ Gain hands-on experiences on multimedia transmission technologiesTo accomplish these objectives, the course is composed of lectures, homework, laboratoryassignments, literature readings and course project. Hands-on laboratories are mainly designed tohelp students get familiar with the multimedia compression

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Tara Hornor, The Citadel; William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel

Tagged Divisions

Mathematics

engineering, highway design. engineering management, geographic information systems, and land surveying. He has served in numerous leadership positions in ITE, ASCE and TRB. American c Society for Engineering Education, 2021 Impact of Calculus Peer Mentoring on Leadership Development and Math Self-EfficacyIntroductionPilot ExCEL Calculus SequenceWe have recently piloted a three-semester Calculus experience for scholars in the Excellence inCivil Engineering Leadership (ExCEL) program, which is sponsored through a National ScienceFoundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant. The goal of the ExCEL

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joakim Sigurd Wren, Linköping University, Sweden

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

communication and other workplace skills as described in [18]. Writing togetherwith other students as well as to read and discuss others students’ texts are also considered tocontribute to strengthen writing ability. Only 3% see a strict peer-to-peer-review as way toimprove writing skills. Based on the teacher-student discussions and the discussions amongteachers, the author expected the students to be more positive to the cooperation within andbetween student groups. The reason for this will be investigated further.When the students’ responses are linked to the theories initially presented, concordance appears.Although the survey is limited, certain things are highlighted. It is valid for, among other things,the students’ awareness of need for this

Conference Session

Graduate Student Experiences

Collection

2004 Annual Conference

Authors

Angela Linse; Tammy VanDeGrift; Jessica Yellin; Jennifer Turns

ofconsulting experience in industry, which made her unique among the participants in the pilotoffering of the program.ProcessMarcy had not experienced writing a teaching statement before participating in the ETPP. She Page 9.1006.11often questioned the utility of activities provided on the topic sheets, but usually completed theweekly writing tasks. Marcy also felt she had little teaching experience when she started the Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Educationprogram, and through talking with her peers

Conference Session

Engineering Libraries Division (ELD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dianna Morganti, Texas A&M University; Angie Dunn, Texas A&M University

Tagged Divisions

Engineering Libraries Division (ELD)

. In fact, many of the ideas presented by theassociation are extracurricular in nature, which has been found to be ineffective for reachingengineering graduate students, according to meta-synthesis [1]. While librarians are oftenspecialized in the areas engineering graduate students lack and seek personal mentorship in, theyare often stuck in providing that support by ineffective means. The typical engineering curriculum does not have courses on research methods, few havecourses on research integrity or publication ethics, proposing research, writing, peer reviewing,or how your worldview influences your research [4, 5]. Published engineering literature, in fact,often leaves many of these important aspects of research as assumed [5

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Orla Smyth LoPiccolo

understand course material, how this material can be used, and to teach students how tolearn. Many faculty see the first two points as obvious and the third is often neglected. Oneproven method of retaining course content that is taken for granted by teachers and students isnote-taking. It has always been a fundamental activity of academic life, yet students are seldomtaught how to write their own notes. One method to aid students in retaining knowledge is theuse of skeleton notes (outlines) or guided notes (partial notes). In a previous paper2 the authorfound that students who were given guided notes scored 25.71% higher in retaining knowledgeagainst their peers who wrote their own notes. To further this research, this paper is apreliminary study

Conference Session

Learning and Assessment II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Randy Dean Kelley P.E., University of Pittsburgh, Johnstown

Tagged Divisions

Mechanical Engineering

students transfer to a largetime commitment on already taxed professors for grading. Therefore, the question is: how doyou increase the amount of material absorbed without increasing the students’ workloadexcessively?This paper deals with “mini” research papers assignments. The term “mini” research papersrefer to papers less than 5 pages. The papers should contain the important aspects of a fullresearch papers, namely: introduction, theory, procedure, results, conclusions and a referencerequirement of at least three peer reviewed papers.The case study papers specifically address a certain concept in the broad field of heat transfer.For heat transfer, there are three sub-categories that stand out; conduction, convection andradiation. A mini

Collection

1998 Annual Conference

Authors

Kenneth Reid

use softwaresimulation as a tool. Students are now introduced to design, the use of software simulation,formal report writing, and peer evaluation through this project at the beginning of their collegecareer. --------------------------------------------------------The introduction to circuit analysis (“Electrical Circuits I” - EET 102) course at the PurdueUniversity Electrical Engineering Technology Department at Indiana University PurdueUniversity Indianapolis is structured with a lecture section and a laboratory section like manysimilar courses nationwide. The laboratory section of Circuits I was structured with 16 weeklylaboratory assignments, performed by student teams typically consisting of two to three

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Tracy Volz; David McStravick

would be spent meetingCain Project provides a group of faculty in small groups to discuss the students’ papersmembers that specialize in communications and peer review would be dropped.training to be available for the evaluation of In fall 2002, the revised approach was used in athese initial reports. This approach allowed senior laboratory course, which containedidentification of students with report writing essentially the same students as in the previousdeficiencies before the formal laboratory reports spring fluids lab course. The topic chosen forwere submitted and offered an opportunity to this paper related to error analysis. Thegive feedback and

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

were Rose-Hulman Institute of Technology, Brandeis University, and theMassachusetts Institute of Technology. The expertise and research interests within the group ofauthors ranged from rhetoric and composition, writing in the disciplines, and peer coaching tomicrobiology and chemistry. All of the authors had been trained in the Communication Lab(Comm Lab) program, “a STEM-specific writing center where students can meet face-to-facewith a peer knowledgeable in their discipline to get feedback on STEM writing andcommunication genres.” The research reported in the paper compared “adaptations of the CommLab across several disciplines and three institutions by drawing on quantitative and qualitativeComm Lab and institutional contexts.” The authors

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

year computing students were asked to keep a weeklyblog to describe their learning experiences. Students were also responsible for doing peer reviewby posting comments on their peers’ reflections. The results of this case study indicated thatstudents progressed to different stages of reflection and engaged in dialogic and criticalreflection. Also, students not only felt positive about the reflection but also showed satisfactionfor the received feedback [20], [32]. In many of these studies, students were reporting theirthoughts from a particular direction, e.g., professional skills in general [20], [28], [34],communication or writing skill [29], [31], or critical thinking [31], [33]. In some cases, studentswere provided with other peers