Conference Session

Measuring Impact: Libraries, Librarians, Instruction, and Institutions

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Matthew Markowitz, Cornell University; Jill H. Powell, Cornell University; Jeffrey T. Hancock, Cornell University

Tagged Divisions

Engineering Libraries

Page 24.1259.2Abstract In 2010, librarian Jeffrey Beall started a list of journals that allegedly use predatorypractices to recruit manuscripts for publication. Coined “Beall’s List,”1 this working cataloguehighlights over two hundred open-access journals that may feign editorial processes, peer-review, or other procedures of a reputable publisher. Given the recent attention to scientificmisconduct2-8, an important question is whether there are methods to detect predatory publishersfrom authentic ones. In this study, we apply an automated language analysis technique from the social sciencesto examine how predatory and authentic journals differ in their writing style in the About Us andAim/Scope sections of their websites

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Joanne Lax, Purdue University

Tagged Divisions

Liberal Education

messaging, instant messaging, and email, people arecommunicating with more frequency, speed, and ease than ever before. However, some of thesame characteristics that make electronic communication so appealing to so many young peoplemay be leading to some nonstandard writing in educational and professional contexts.Interestingly enough, a review of the literature reveals few educational efforts to systematicallyteach the correct use of electronic communication. Thus, this paper discusses ways to teachengineering students how to communicate effectively and politely in their email interaction withprofessors, potential employers, peers, and others. An interactive class session has beendeveloped for the discussion and practice of some of the conventions

Collection

1997 Annual Conference

Authors

Marilyn Dyrud

Session 2647 Attitudinal Aspects of Assessing Student Writing Marilyn A. Dyrud Oregon Institute of Technology AbstractFor many instructors, regardless of academic field, evaluating student writing is a thankless task,one that requires a seemingly endless amount of time. Consequently, attitudes regardingassessment may be less than positive. This paper explores faculty attitudinal aspects of gradingstudent writing by examining the results of a survey administered to engineering technologyfaculty at Oregon Institute of Technology

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Hu, Westminster College of Salt Lake City; Tricia D. Shepherd; Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #37231The CS POGIL Activity Writing ProgramDr. Helen Hu, Westminster College of Salt Lake City Helen H. Hu received her Ph.D. in computer science from the University of Utah. She is a Professor of Computer Science at Westminster College and a member of the ACM. Her research interests include active learning pedagogies and broadening participation iTricia D. ShepherdDr. Clifton L. Kussmaul, Green Mango Associates, LLC Clif Kussmaul is Principal Consultant at Green Mango Associates, LLC. Formerly he was Associate Professor of Computer Science at Muhlenberg College. Visiting Fulbright-Nehru Scholar at the University

Conference Session

Programmatic Issues in Physics or Engineering Physics

Collection

2009 Annual Conference & Exposition

Authors

Teresa Larkin, American University

Tagged Divisions

Engineering Physics & Physics

. She also enjoys preparing (and especially eating) Indian, Ethiopian, Chinese, and Thai cuisines. Dr. Larkin can be reached at: American University, Department of Physics, 4400 Massachusetts Ave. NW, Washington, DC 20016-8058; 202-885-2766. [tlarkin@american.edu] Page 14.950.1© American Society for Engineering Education, 2009 Peer Review from a Student PerspectiveABSTRACTWriting has been shown to serve as an effective tool to improve the quality of studentengagement and learning. This paper will provide a strategy in which writing can be used toenhance student understanding within the

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Frederick Berry; Patricia Carlson

ABET ASSESSMENT USING CALIBRATED PEER REVIEWIntroductionMost engineering programs have some type of capstone design experience. At Rose-HulmanInstitute of Technology (Rose) the Electrical and Computer Engineering (ECE) Department alsohas a similar set of courses. Therefore, the ECE Department decided to use senior design toassess EC3(g) (ABET Engineering Criterion 3-g): “ability to communicate effectively”.However, we needed/wanted a tool to help us develop our assessment process for EC3(g).The ECE Department was introduced to the Calibrated Peer Review (CPR) [1]. CPR is anonline-tool with four structured workspaces that perform in tandem to create a series of activitiesthat reflect modern pedagogical strategies for using writing

Conference Session

Communication and Collaboration

Collection

2009 Annual Conference & Exposition

Authors

Julie Sharp, Vanderbilt University; Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Liberal Education

communication course for engineering majors at Vanderbilt University School ofEngineering uses student peer reviews to encourage revision of written communication. Using achecklist to rate required components and to write comments, students offer constructivefeedback so that writers can revise the assignment before submitting it for grading. Students’written analyses of each other’s papers can be used in large or small classes to improve writing.This portion of the paper describes effective procedures for including student peer review ofwriting assignments in the classroom, provides examples of useful checklists for rating students’written work, discusses possible issues to avoid, and presents students’ assessment of theprocess.The civil engineering

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sinéad C Mac Namara, Syracuse University; Anne E Rauh, Syracuse University; Michelle M Blum, Syracuse University; Natalie Russo, Syracuse University; Melissa A Green, Syracuse University; Shikha Nangia, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

group member receives an accolade or achieves a particular goal, it is celebrated withwithin and without Group. Introductions to new colleagues and championing of each other’sabilities and successes where appropriate are integral aspects of Group.Group has been particularly beneficial for members when it comes to academic writing. Groupmembers have peer-reviewed each other’s writing, particularly in cases where the members havepreviously written for, or been awarded funding from, the same or similarorganizations/opportunities. Other mechanisms to support each other’s writing has come inmultiple forms of peer accountability: expecting reports on daily or weekly writing productivity;meeting for smaller “writing groups” where members use time

Conference Session

Experimentation and Laboratory-Oriented Studies Division (ELOS) Technical Session 2: Manurfacturing, Simulation, Safety, and Technical Writing

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yan Wu, University of Wisconsin - Platteville

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

Paper ID #36849Cultivating technical writing skills through a scaffold peerreview-approach of lab reports in a junior-level laboratory courseDr. Yan Wu, University of Wisconsin - Platteville Yan Wu graduated from Tsinghua University, Beijing, China, in 1996 with a bachelorˆa C™s degree in Precision Instruments and a minor in Electronics and Computer Technology. She received her M.S. degree in Mechanical Engineering from the University of Alaba ©American Society for Engineering Education, 2023 Cultivating technical writing skills through a scaffold peer review of lab reports in a junior

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Ken Gentry, Northwestern University; David P. O'Neill, Northwestern University; Philippa Eshun

Tagged Divisions

Biomedical Engineering Division (BED)

Paper ID #38280Work in Progress: Can In-Class Peer Reviews of Written AssignmentsImprove Problem Solving and Scientific Writing in a Standard-Based,Sophomore Laboratory Course?Dr. Casey Jane Ankeny, Northwestern University Casey J. Ankeny, PhD is an Associate Professor of Instruction at Northwestern University. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University where she studied the role of shear stress in aortic valve disease. Currently, she is investigating equitable

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

C. LaShan Simpson, Mississippi State University; Ed Dechert, Mississippi State University

Tagged Divisions

Biomedical Engineering

Paper ID #23533Work in Progress: The Use of Scaffolding and Peer Reviews to Improve Ef-fective Writing Skills in Biomedical EngineersDr. C. LaShan Simpson, Mississippi State University Dr. Simpson received her B.S. in Biochemistry from Clemson University. Her doctoral research focused on developing cell therapy treatments for vascular calcification. Her research interests were in targeted therapies and she strengthened her polymer expertise during her postdoctoral training at Rice University. Her postdoctoral work focused on injectable gene therapy for bone grafting. As an independent researcher, her work is focused on

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

AC 2009-2450: PAIRED-COURSE AND PEER-TUTORING IMPACT ONCRITICAL-THINKING AND WRITING SKILLS OF FIRST-YEARENGINEERING STUDENTSKaren High, Oklahoma State University KAREN HIGH earned her B.S. from the University of Michigan in 1985 and her M.S. in 1988 and Ph.D. in 1991 from the Pennsylvania State University. Dr. High is an Associate Professor in the School of Chemical Engineering at Oklahoma State University where she has been since 1991. Her main technical research interests are Sustainable Process Design, Industrial Catalysis, and Multicriteria Decision Making. Her engineering education activities include enhancing mathematics, communication skills, critical thinking and creativity in engineering

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

Paper ID #13867Teaching Peer Review of Writing in a Large First-Year Electrical and Com-puter Engineering Class: A Comparison of Two MethodsMr. Mike Ekoniak, Virginia TechMolly Scanlon Scanlon, Virginia Tech Molly J. Scanlon is an Assistant Professor at Nova Southeastern University where she teaches undergrad- uate and graduate writing courses. She received her PhD in Rhetoric and Writing from Virginia Tech. Her research interests include visual rhetoric, public rhetoric, and writing across the disciplines.M Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant research professor with a

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #31373Pair-to-Pair Peer LearningDr. Nebojsa I Jaksic P.E., Colorado State University, Pueblo NEBOJSA I. JAKSIC earned the Dipl. Ing. degree in electrical engineering from Belgrade University (1984), the M.S. in electrical engineering (1988), the M.S. in industrial engineering (1992), and the Ph.D. in industrial engineering from the Ohio State University (2000). He is currently a Professor at Colorado State University-Pueblo teaching robotics and automation courses. Dr. Jaksic has over 90 publications and holds two patents. Dr. Jaksic’s interests include robotics, automation, and nanotechnology engineering

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Paper ID #6142Enhancing Peer-Learning Using Smart DevicesProf. Zahed Siddique, University of Oklahoma Dr. Siddique is currently a professor at the School of Aerospace and Mechanical Engineering of Uni- versity of Oklahoma. His research interests are in areas of product design, product platform design, and engineering education. He is the faculty advisor of the Sooner Racing Team (FSAE) and coordinator of the Mechanical Engineering Capstone program.Dr. Firas Akasheh, Tuskegee UniversityDr. Gul E. Okudan Kremer, Pennsylvania State University, University Park Dr. G¨ul E. Okudan Kremer is an associate professor of Engineering

Conference Session

Innovations in CE Education Poster Session

Collection

2005 Annual Conference

Authors

Scott Hamilton

negative aspects of group dynamics being developed in teams.An observation of homework submissions indicated the process was meeting with more successthan the previous semester. Some students clearly continued to like the idea and appreciated theincentive to check their work for accuracy. The author also observed much more documentationof help received during the review process, but he noted that not everyone had yet bought intothe approach. The author observed a few cases of students who would take the 5% cut for nothaving peer review done at all. He also noted that there were cases of students writing notes tothe effect, “My work did not match my reviewer’s work, but I could not find the error.” Closerinspection of these comments usually found

Collection

2005 GSW

Authors

M. M. Darwish; M. H. Akram; B. L. Green

Session T1A1 PALM-Peer Assisted Learning Methodology M. H. Akram, M. M. Darwish, and B. L. Green Engineering Technology Department Texas Tech University AbstractEnrollments in engineering programs have not been keeping pace with expected jobgrowth in industry. Administrators have been trying hard to increase enrollments, improvethe retention rate of entering freshmen; and improve the percentage of engineeringstudents completing an engineering program in a predetermined period. The attrition rateof students in engineering programs

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Bryan Hill, University of Arkansas; Abraham Lachowsky, University of Arkansas

Tagged Divisions

First-Year Programs

AC 2007-1460: A SUCCESSFUL ENGINEERING PEER MENTORING PROGRAMCarol Gattis, University of Arkansas Carol S. Gattis, Ph.D. is an associate professor of Industrial Engineering at the University of Arkansas. She also directs and develops new programs for the college-wide efforts of recruitment, retention and diversity.Bryan Hill, University of Arkansas Bryan Hill, an industrial engineer, is the associate director of recruitment, retention and diversity for the College of Engineering at the University of Arkansas. Bryan managed the 2005-2006 pilot engineering peer mentoring program.Abraham Lachowsky, University of Arkansas Abraham Lachowsky is a senior undergraduate student in the Industrial

Conference Session

Software Engineering Constituent Committee Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sally Sue Richmond, Pennsylvania State University, Great Valley; Kailasam Satyamurthy, Penn State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley

Tagged Divisions

Software Engineering Constituent Committee

Paper ID #16485Exploring the Value of Peer AssessmentMrs. Sally Sue Richmond, Pennsylvania State University, Great Valley Sally Sue Richmond is a Lecturer in Information Science at the School of Graduate Professional Stud- ies, Penn State Great Valley. Richmond has a B.A. in Art and an M.S. in Information Science from The Pennsylvania State University. She has 25+ years experience in industry as a software developer, net- work analyst, trainer, and Help Desk supervisor. She teaches courses in Human-Computer Interaction, Computer Organization and Design, Computer Forensics, Microprocessors and Embedded Systems, Net- working

Collection

1999 Annual Conference

Authors

Deborah B. Kaufman; Hugh Fuller; Richard M. Felder

. PEER RATING OF TEAM MEMBERS Name__________________________________________ Group#_____________ Please write the names of all of your team members, INCLUDING YOURSELF, and rate the degree to which each member fulfilled his/her responsibilities in completing the homework assignments. The possible ratings are as follows: Excellent Consistently went above and beyond—tutored teammates, carried more than his/her fair share of the load Very good Consistently did what he/she was supposed to do, very well prepared and cooperative Satisfactory Usually did what he/she was supposed to do, acceptably prepared and cooperative

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Pirkey, West Virginia University

. Prompt 3: What plans do you have for approaching and solving this problem?Some examples of the problems analyzed include:Problem 1: When concentrations of formaldehyde in the air exceed 33µg/ft3 (1µg = 1 microgram= 10-6 gram), a strong odor and irritation to the eyes often occurs. One square foot of hardwoodplywood paneling can emit 3365 µg of formaldehyde per day. A 4-ft by 8-ft sheet of thispaneling is attached to an 8-ft wall in a room having floor dimensions of 10-ft by 10-ft. · If there is no ventilation in the room, write a linear equation that models the amount of formaldehyde (F) in the room after x days. · Find the total number of micrograms of formaldehyde that are released into the air by the paneling

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University - Kingsville; G. Beate Zimmer, Texas A&M University - Corpus Christi; David Hicks

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

scores using an instructor-created rubric. Following the assessment activity, rather than simply revising the individualreports, students worked in teams to develop a single improved team report using what they hadlearned from peer assessment. Students were surveyed to assess perceived learning gains.Results of the survey combined with instructor observations suggest that the peer assessmentactivity met the desired goals. Peer assessment will likely be utilized in future versions of thecourse and expanded to other writing assignments though some modifications may be necessaryto address current limitations.Introduction All first-year engineering students at the University of Louisville are required to take anIntroduction to Engineering

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Maya Trotz, University of South Florida; Ken Thomas, University of South Florida; Jeffrey Cunningham, University of South Florida; Qiong Zhang, University of South Florida

Tagged Divisions

Educational Research and Methods

degree in Civil Engineering from Stanford University, and his PhD in Civil & Environmental Engineering from Stanford University. He has authored over a dozen papers in peer-reviewed scientific journals. Page 15.705.1Qiong Zhang, University of South Florida© American Society for Engineering Education, 2010 Improving writing in civil and environmental engineeringcourses using CLAQWA, an online tool for writing improvementAbstractA required ABET student outcome of engineering programs is “communication” which,according to the American Society of Civil Engineers BOK means that a student can“Plan, compose, and integrate

Conference Session

Teaching Styles and Peer Review

Collection

2003 Annual Conference

Authors

Charles McIntyre

semester. Provide meaningful feedback to your peer related to his or her syllabus. Provide meaningful feedback to your peer related to classroom observations of his or her teaching strategies. Provide meaningful feedback to your peer related to the evidence of student learning that your peer collects from his or her students.Step 2.): Attend group meetings with your PRT leader. Page 8.103.3 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”Step 3.): Write three reflective

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #9195Management and Assessment of a Successful Peer Mentor Program for In-creasing Freshmen RetentionMr. Jeff Johnson, LeTourneau University Jeff Johnson is an Instructor at LeTourneau University. He received his B.S. in Mechanical Engineering Technology from LeTourneau in 1994 then proceeded to spend 16 years in industry focusing on machine and civil design as well as project management. In 2010 he began his teaching career at his alma mater to share his experiences with engineering and technology students. He is currently a co-PI on the schools NSF-STEP retention grant.Prof. Alan D. Niemi, LeTourneau University

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

desirable, especially where instructors model a correction andrequest that students themselves make the remaining corrections.In addition to asking students to revise based on instructor feedback, engaging in peer review canbe beneficial, especially for the peer-reviewer [6]. Likewise, written and oral feedback from apeer learning facilitator or graduate teaching assistant can help students learn [3], even withdifficult writing tasks such as argumentation and synthesis [23].In the current study, we consider different variants of feedback-and-revision, as implemented bythree different engineering faculty in laboratory courses.MethodologyStudy design & research questionsIn this study, we developed and evaluated the impact of a collaborative

Conference Session

Issues in Engineering Technology Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Otilia Popescu, Old Dominion University; Vukica M. Jovanovic, Old Dominion University

Tagged Divisions

Engineering Technology

number of undecided answers,41%, were on question 6 asking how this assignment helped to learn the use of databases andelectronic library resources to search for reliable information. While the instructor put a lot ofeffort in explaining the importance of peer reviewed publications, in their final papers manystudents still included websites as references and did not search for peer-reviewed referencepapers published in journals and conference proceedings.Conclusions and Future WorkIntroducing a technical writing assignment in a lower division electrical circuits course was apositive experience for the instructor as well as the students. The majority of the studentsparticipating in the survey agreed that technical writing is important for their

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Richard Figliola; Beth Daniell; Art Young; David Moline

lab reports to focused writing of a section: abstract, results withdiscussion, or a conclusion. Focusing on only one section at a time allowed for substantialinstructor-student feedback and student practice without substantial workload on either party.Also, in the second semester, we made more use of peer review. Our logic here was that students Page 8.818.5“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education”continue to learn to write more effectively by reading the work, good or bad, of others. Andstudents take attentive

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Writing through the Writing Studio ModelAbstractThis paper presents the results of a pilot collaboration between the University Writing Centerand a senior-level Electrical Engineering course. To address the growing need forengineering students to improve their written communications skills, the professor added aresearch project to their class. Students then participated in a required writing studio, awriting group of five to seven students who provide feedback to one another on their writingprocesses throughout the semester. The writing studios are facilitated by the UniversityWriting Center undergraduate peer tutors, some of whom are also engineering students.Research in writing studies show that simply assigning