Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gene Hou, Old Dominion University; Feifei Zhong, Southwest Jiaotong University; Orlando M. Ayala, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

traditional,descriptive ones. Furthermore, as new technologies continue to progress rapidly and coursecontent and laboratory instrumentation continue to evolve in order to keep pace, laboratorymanuals will also have to be revised frequently in order to stay relevant and effective. A laboratory manual revision process was developed in this study in order to supportthese new types of laboratory classes. It is a four-step process, which includes: 1) CollectingAudience Responses, 2) Scaffolding the Class Project, 3) Project Report Writing Requirementand 4) Peer-Review and Reflection. This development was carried out based upon the technicalwriting framework, as it is believed that technical writing can promote critical thinking andactive learning

Conference Session

Teaching with ML and Generative AI

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bobby F Hodgkinson, University of Colorado Boulder; Nathan Eric Whittenburg, University of Colorado Boulder

Tagged Divisions

Computers in Education Division (COED)

customer feedback data on Amazon, categorizing opinions into positive,negative, and neutral sentiments, showcasing its utility in understanding customer perceptions. Inthe context of academic peer reviews, Kim and Calvo [4] introduced a method for summarizingfeedback in academic essay writing, employing sentiment score-based techniques to analyzereviews written by engineering students, highlighting the application of sentiment analysis ineducational settings. Finally, Wang and Wan [5] focused on sentiment analysis of peer reviewtexts for scholarly papers, proposing a multiple instance learning network with an abstract-basedmemory mechanism to predict overall recommendations and identify sentiment polarities in peerreview texts, thereby

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Johannes Weickenmeier, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

showed examples of scientific writing in preparation of defining the student’s own reports. - Peer Review Process: Peer Review is a fundamental part of any rigorous scientific process. In the workshop, we present how to assess the strengths and weaknesses of a publication with respect to properly defining the work’s objectives, the suitability of their methods, the representation of their results, and the validity of their discussion and conclusion points. We outline the impact of a supportive feedback culture in the scientific community and the relevance of considerate and inquisitive review of the work of peers.We conducted a total of four breakout sessions, 15 minutes each, and 3 students per room. In thefirst breakout room, each

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed S. Lyons, University of South Carolina

Tagged Divisions

Graduate Studies

doctoral programs would preparethem in different skills shown in Table 1. Results indicated that participants felt that doctoralgraduates would be prepared to some degree in all the skills listed in Error! Not a validbookmark self-reference.. Over 70% of participants felt that doctoral programs would preparethem well in designing experiments. Results indicated that over 60% of participants felt thatdoctoral programs would prepare them well in written communication, reviewing literature,writing peer-reviewed papers, writing reports, learning independently and workingindependently. At least 50% of participants indicated that solving problems, designingcomputational studies and giving presentations were skills in which they expected to be

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

, Dr. Leilani Arthurs AbstractFew studies have examined engineering faculty use of observation protocols to evaluate teachingin the classroom including those that specifically focus on the Classroom Observation Protocolfor Undergraduate STEM (COPUS). Toward this end, this ongoing pilot study exploresengineering faculty’s experiences utilizing the COPUS tool. Paired faculty teams trained in theuse of COPUS conducted multiple peer observations of instructors teaching both undergraduateand graduate classes within the College of Engineering at a large Midwestern research intensiveinstitution. Upon completion of the paired faculty classroom observations, researchers conductedfocus group interviews with the

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

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 that peer review was almost always done within the15 minutes prior to the turn-in deadline, thus

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Stephanie Sheffield, University of Michigan; Magel P. Su, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

faculty and staff. Since students are usually more willing to share concerns with their peermentors, the peer mentors are an invaluable resource for determining student needs, and thefeedback allows the instructional team to adjust each semester accordingly to best serve students.Reflections on Teamwork Topics. In the course management system, students complete weeklyreadings and reflections on teamwork topics. Reflection is a critical component of learning fromexperience [18], and we believe that directed reflection helps students to abstract lessons fromtheir teamwork experiences. Most of the weekly lessons include a link to an outside reading;topics included collaborative writing tools, giving and receiving feedback, the value of diversityon

Conference Session

Two-Year to Four-Year Transfer Programs: Best Practices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE); James E Moon, Rochester Institute of Technology (COE); Mike Eastman, Rochester Institute of Technology (CAST); Daniel P Johnson, Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST)

Tagged Divisions

Two Year College Division

experience in the latest tools and technologies, and (v) to provideincreased career opportunities and job placement rates through mandatory co-op experiences.The TiPi program awarded 25 scholarships in each of the last three academic years for a total of75 new transfer students in our engineering and engineering technology programs.At the beginning of the Fall semester of 2015, the status of these 75 scholars was as follows: 19had graduated, 33 were carrying full-time academic load, 19 were in paid co-op positions, and 4had left the program. So, our retention rate has been approximately 95%.This paper describes the characteristics of the 75 scholars, compares their academic performancerelative to their peers, and their placement in paid cooperative

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

) Carnegie Mellon’s Global Communication Center, which has been moved to be partof their larger Student Academic Success Center [10].Other engineering programs might partner with English, technical communication, writingstudies, and/or communication programs to call on writing and teaching expertise. A moreminimal partnership might involve pairing engineering students with technical communicationediting students [11]. Alternately, some approaches involve creating cross-disciplinary teams tocollaborate on client-based projects, thus offering students the opportunity to learn from peers ina range of disciplines while working for a real client to solve a specific, real-world problem [7].These partnerships can involve an instructor based in a technical

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

course ends (e.g., as peer tutors or project mentors), • help improve the course (e.g., by creating new active-learning exercises over the material, or scoping out new technological developments that could be incorporated into the course), and • keep you in contact with current industrial practice (e.g., by serving as a scrum master or training others in the practice).This way of looking at a course reflects a subtle, but important, difference in devising courseprojects. The question is not, How can I specify projects that will familarize students with thecourse content? but rather, How can I design projects that will help students find their role inpromoting their own learning and that of their classmates? This

Conference Session

Accreditation and Assessment in SE Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet E. Burge, Miami University; Paul V. Anderson, Miami University, Ohio; Michael Carter, North Carolina State University; Gerald C. Gannod, Miami University; Mladen A. Vouk, North Carolina State University

Tagged Divisions

Software Engineering Constituent Committee

pts if some points are missing, 3 pts if the overall summary is missing or if some peer evaluation comments are not given a thoughtful response, 0 otherwise. In addition, significant point reductions may occur if any of the following are detected: 1. Use of any graphics, pictures, text without appropriate citations (the source MUST be given for any graphics used, etc.) 2. Lack of sensitivity towards the clients using the project 3. Inappropriate responses to audience questions5.3 Instructor supportsThe August 2010 workshop contained four sessions on teaching each of the fourcommunication skills—reading, writing, speaking, and teaming. These were designed tohelp project

Conference Session

Graduate Student Support

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael A. Matthews P.E., University of South Carolina; Darin Freeburg, University of South Carolina; Kevin Brock, University of South Carolina; Gina M. Kunz P.h.D., University of South Carolina

Tagged Divisions

Graduate Studies

research results. The final project is a substantive draft of a manuscriptsubmission or other major writing product. Students typically begin submitting drafts of theirfinal project by mid-term.As with Course 1, assignments are submitted via BlackBoard so that the class can view,comment, and discuss the work of their peers. Drafts are generated with critical thinking prompts(analogous to those illustrated in Table 2 for Course 1). A given assignment is intended to resultin only a very few pages of writing; assignments are designed to accumulate, leading ultimatelyto the final term project. The textbook currently used for Course 2 is “Writing Science: How toWrite Papers that Get Cited and Proposals that Get Funded” [18]. We have found that this

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Dawn Hilliard, The Johns Hopkins University; Ryan Hearty, The Johns Hopkins University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-received, we would like to increase the way we support the students at JHU. We planto expand our website to include more student-facing resources and offer workshops on populartopics. We also want to build a repository with resources for our consultants and offer earlier,more efficient training to build their confidence.E. TCL Strengths From the data collected, we can see that the TCL is popular with both our student clientsand our employees. While many universities employ peer-to-peer models with undergraduatestaff in writing centers to cut costs, a recurring theme in the student surveys and interviews wasthe expertise of the consultants. Students value meeting one-on-one with faculty members orgraduate student consultants who know a lot

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

data for a planned multiple semester longer term project.This paper contains (1) motivation and goals for this work, (2) outcomes and learning objectives,(3) instructions on how to design this kind of assignment, (4) the video assignment write up, (5)the rubric for the video, (6) the rubric for peer feedback, and (7) the rubric for reflection. Thispaper focuses on the structure and instruments used during the course.About the CourseArtificial Intelligence (AI) is being used to tackle more and more of the real-world problemsaround us. EECS 4901 Special Topics: Introduction to Artificial Intelligence will introducestudents to the fundamentals of Artificial Intelligence (AI). During this course students will lookat various problems being solved

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

[16]. Matusovich et al. found that half of engineeringinstructors believed that communication skills were taught by someone else [17]. Integratingwriting in several engineering courses and giving students exposure to writing tasks throughouttheir time in college is ideal, but this can be difficult to achieve [16]. Leydens advocates forteaching sociotechnical communication in opposition to the notion that engineering writing isneutral or objective [18]. House, et al. showed evidence that assigning writing portfolios,integrating writing into several courses, and using rubrics and peer review are effective methodsfor teaching writing in engineering [19].The curriculum for writing instruction can also range from technical, discipline-based

Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Danial Hohne, University of Michigan; Leeann Fu, University of Michigan; Barry Barkel, University of Michigan; Peter Woolf, University of Michigan

Tagged Divisions

Chemical Engineering

12.1485.6 Figure 1: Writing process for wiki articles.After the presentation, student reviewers would submit anonymous peer reviews of the article.These reviews were given in standard form asking the reviewer to provide key points, majordifficulties with the article and specific improvements needed. The reviews were then compiledand given to the authors for rebuttal. One week after the initial review of the article, the rebuttalswere given to the reviewers who then submitted final reviews based on the edits completed bythe initial authors. The authors are assigned grades from the reviewers based on their work andreviewers are also graded on the quality of their reviews. One benefit of the wiki format is thatall reviews

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University

Tagged Divisions

New Engineering Educators

structure / idea presentation strategy and because what reviewers lookfor evolves over time. Further, each agency has their own emphasis / desired presentation of theproposed project. Basically, to continue to secure funding, a person has to continually seekfunding and continually learn how to best accomplish that task.#4: Don’t attempt to plan research / write in a vacuumThe best way to learn and the quickest way to transition from unfunded proposals to fundedproposals is to get feedback and help. It’s true that trial and error learning is not the mostefficient, but peer-review mechanisms dictate this. Most new faculty are acutely aware that theyhave a fixed timeline to attain funding, but shouldn’t let this hinder their learning. Any givenidea

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Regina Hannemann, University of Kentucky

Tagged Divisions

Design in Engineering Education

paperintends to show a set of report outlines along with evaluation tools and rubrics used in a one-semester senior design capstone course.The author of this paper has taught the senior design capstone course in Electrical and ComputerEngineering at the University of Kentucky for several years. During this time a set of reportingoutlines for the students were developed. The course is offered as a one-semester class and thestudents need to write a proposal, a midterm executive summary, and a final report. For all ofthese reports the students are given an outline to follow. The students also need to hand inself/peer evaluations three times per semester. These self/peer evaluations have been adaptedfrom different self/peer evaluations found on the

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

M. Austin Creasy, Purdue University at West Lafayette (PPI)

product of a team effort. A grading scheme has been developed, over several yearsof capstone courses, that assists in grading the individual student relative to the team’ssuccess on the project and the individual team member’s contributions as assessed bythe team. This process uses a variety of survey questions related to the project whereeach team member rates themselves and their peers over a 10-point scale. Stipulationsare placed on the rating to ensure that students provide a range in the assessment forthe group members. The survey scores are normalized using the z-score in an attemptto remove individual grading variances between each team member. Each student’sindividual grade is calculated from the team average grade, as assessed by

Collection

2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings

Authors

Frederick Berry; Anne Lucietto; Andrew Scott

in 2003 through the development of an instrument focused on peer and self-assessmentcalled the Comprehensive Assessment of Team Member Effectiveness. The system enhancesteam development by creating accountability and feedback for team members, suggesting thatteam members and instructors have a positive team learning experience.Capstone Courses – Multi Institutional Collaboration. The previous work by the multi-institutional collaboration identifies the current work done in many capstone courses includingthose factors that are measureable1. Those measurable factors3 are included in CATME, thus theauthors have chosen to use note taking 4, filing 5, goal setting6,7, and other reflective open ended Proceedings of the 2018

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; John Lynch, Washington State University; Pavel Pisarchuk, Washington State University; Allegra Bryant; Danielle Gedlick, Washington State University; Terry Sjolander, Washington State University

laboratory courses. Dr. Kim and his collaborators attracted close to $1M research grants to study writing transfer of engineering undergraduates. For the technical research, he has a long-standing involvement in research concerned with manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for automotive, marine, and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with the focus of fatigue strength improvement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.John D Lynch John Lynch received the BSEE degree from the University of Utah in

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

Kyle Simmons, University of Utah; Susan Sample, University of Utah; April Kedrowicz, University of Utah

Tagged Divisions

Liberal Education

we consider the SPIRAL curriculum that hasbeen implemented. ME 1000 is the first of a four-semester sequence where students will beworking in groups and applying teamwork skills to their engineering, oral communication, andwriting assignments. The fact that students interpreted the instruction as meaningfully relevantand also noticed an improvement in proficiency lends itself nicely to the next step in the SPIRALsequence. We are hopeful that students’ perceptions of writing and speaking instruction willimprove in future semesters, due to their appreciation for effective teamwork to both engineeringand communication practices.Peer EvaluationsA review of students’ peer evaluation memos provides additional insight into their experienceswith

Conference Session

Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois at Urbana - Champaign; Yanfen Li, University of Massachusetts Lowell; Shanna Rose Thompson, University of Massachusetts Lowell; Nicole Danielle Jackson, Sandia National Laboratories; Shweta Dabetwar

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

. Inrecent years, programs such as Michigan’s NextProf workshop and CU Boulder’s ACTIVEFaculty Development and Leadership Intensive, have emerged that bring together Ph.D. studentsand postdocs to network with peers as well as meet and learn from faculty at host institutionsregarding the job search. Any review of faculty application materials happens briefly duringthese events, which does not allow scaffolding for the participants or application materialrevision opportunities. Other programs focus their preparation on certain types of institutions(e.g., Stanford’s Preparing Future Professors and predominantly undergraduate institutions),disciplines (e.g., Rising Stars in Mechanical Engineering and the University of Chicago’s FutureFaculty Conference

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia

Tagged Divisions

Student Division (STDT)

direction, but provided a mechanism for each of us todiscuss, vent, and work on solutions collaboratively.Rachel: Similarly, I had co-writing meetings in my early years with peer faculty from outside myunit. These were truly accountability sessions where we could each make progress on ourindividual and collective projects (when applicable). While the focus was writing, these types ofsessions also provided opportunities to discuss institutional challenges and understand how otherorganizations approached the issues.Rachel: While I received strong disciplinary peer support, I was in a new department and did nothave near peer faculty within my own unit (i.e., there were no recently tenured faculty). Thus, itwas immensely valuable that I engaged with

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Horstman, University of Illinois at Urbana-Champaign; Danielle Jamie Mai, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois at Urbana Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

groups found them to be the most valuable aspects of the program.Pace. iFEAT was designed to be a multi-month program to allow time for writing of applicationmaterials, specifically cover letters, teaching statements, and research statements. Seminars orpanels were held approximately every three weeks, with peer-review groups convening betweenthe scheduled events. Programming began in late October, and the three aforementioneddocuments were to be drafted by mid-January, allowing approximately 2.5 months for draftingthese documents. The program structure dictated when certain application materials should bedone, although there was no particular reason that the seminars were to be done in the chosenorder. Applicants were asked to rank the pace

Conference Session

Documenting Success

Collection

2005 Annual Conference

Authors

Steven Mickelson

university grant that funds much of our learning community initiative.Notably, our assessment program is approved through our university human subjectscommittee. Following the discussion of our assessment methods, we will present thefindings from our research regarding the student participants.Assessment MethodsBoth quantitative and qualitative assessment methods have been used for data collection.Specifically, we have gathered information through student records (retention, gradepoint, academic progress), student and peer mentor surveys, student and peer mentorfocus groups, and student writing samples.‡ First-year composition courses are frequently taught by graduate students or by adjunct staff, which has

Conference Session

Communication and Professional Skills in BME

Collection

2007 Annual Conference & Exposition

Authors

Joe Tranquillo; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

“writer” for every assignment. It should benoted that groups naturally lend themselves to peer assessment of writing as a mechanismfor revision. A slight twist on group assignments was used in BMEG 401 to highlight thechallenges of group communication. The entire class (13 students) was challenged tocreate a single graphic and present it in class, to the instructor, 48 hours later. The resultsof this exercise were used to motivate a discussion of large group dynamics andmanagement.The Importance of AudienceFor all assignments it is important that students consider their audience. Most of theirlives, students have been satisfying an instructor who will use their communications toassign a grade. It is the perpetuation of this format that leads to

Conference Session

Supporting the Capstone Experience

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathan Miner, Iowa State University of Science and Technology; Aliye Karabulut Ilgu, Iowa State University of Science and Technology; Jennifer S. Shane, Iowa State University of Science and Technology; Katherine Madson, Iowa State University of Science and Technology

Tagged Divisions

Civil Engineering

the semester. After each team-based project was completed, thestudents were also asked to evaluate themselves and their team member’s teamwork skills.Preliminary analysis of the data showed that students had relatively high pre-semester teamworkconfidence. Students rated themselves lower than their peers on the first evaluation, however,peer evaluation ratings decreased throughout the semester while self-evaluation ratings remainedrelatively constant.IntroductionTraditional classrooms are often structured in a way in which students take notes and listen tolectures during class time and are assigned individual homework assignments to be completedoutside of class. This style allows students to passively take in information, though

Conference Session

Computers in Education Division Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Alicia L. Lyman-Holt, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

memo and Gantt chart, a graduate school statement of purpose, a draft poster, anda draft final report. The assignments serve two purposes: developing skills such as how to createa poster or write a literature review, and keeping the projects on schedule so that all students arefully prepared to present at the Young Researchers Symposium. Page 25.1493.6After deliverables are posted, students are required to review and comment on the work of atleast two of their peers that are not based at their research site. The CMS provides a threadeddiscussion linked to each deliverable. All students can browse each other’s work and leavequestions and

Conference Session

Meeting ABET Requirements

Collection

2006 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Mechanical Engineering

. New York: Macmillan Publishing Company,Inc., 1985.Davis, B.G., Tools for Teaching, San Francisco: Jossey-Bass, 1993.Elliot, N. et al. "The Assessment of Technical Writing: A Case Study," Journal of Technical Writing andCommunication, Vol.24, No.1, Winter 1994, p.9.Foster, D. A Primer for Writing Teachers. Upper Monclair,New Jersey: Boynton/Cook, 1983.Houp, K.W., and T.E.Pearsall. Reporting Technical Information. New York: Macmillan, 1988.Lefferts, R. How to Prepare Charts and Graphs For Effective Reports. New York: Barnes and Noble Books, 1981.Miller, R. L. and B. Olds, "A Model Curriculum for A Capstone Course in Multidisciplinary Engineering Design,"Journal of Engineering Education, Vol.83,No.4 October 1993, pp. 311-323.Peer commentary on