. Stay connected with your research sponsors – New faculty member should stay connected to research sponsors even during times that no research with that sponsor is occurring. Spend time each day writing research proposals and peer-reviewed publications – This will help to maintain a steady level of writing and accomplish proposal and paper submission goals. Encourage journal writing from M.S. and Ph.D. students – The new faculty member should encourage co-writing papers with current and past M.S. and Ph.D. students. This will assist the faculty member in producing increased levels of peer-reviewed publications. If the student writes the entire article, consider
other devices to joinits network. The peer-to-peer topology also has a PAN coordinator. However, it differs from the startopology in that any device can communicate with any other device as long as they are in rangeof one another. Peer-to-peer topology allows more complex network formations to beimplemented such as a mesh networking topology. Applications such as industrial control andmonitoring, wireless sensor networks, asset and inventory tracking, intelligent agriculture, andsecurity would benefit from such a network topology. Beacons are used to synchronize the attached devices to the network to identify the PANand describe the structure of the super frames. Any device desiring to communicate during thecontention access
. Werner, S. Ishizaki, S. Rohrbach, D. Dzombak, and J. Miller, “An analysis of engineering students’ use of instructor feedback and an online writing tutorial during drafting and revision,” in IEEE International Professional Communication Conference, 2015.[12] S. Taylor, “Comments on Lab Reports by Mechanical Engineering Teaching Assistants,” J. Bus. Tech. Commun., vol. 21, no. 4, pp. 402–424, 2007.[13] D. J. Boud and W. H. Holmes, “Self and peer marking in an undergraduate engineering course,” IEEE Trans. Educ., vol. 24, no. 4, pp. 267–274, 1981.[14] J. McGourty, P. Dominick, and R. R. Reilly, “Incorporating student peer review and feedback into the assessment process,” in FIE’98. 28th Annual Frontiers in
world wide web for peer to peer communication on design teams. However, the need Page 7.1307.1for engineers to communicate effectively through technical writing on the web is growing. Many“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition CopyrightÓ 2002, American Society for Engineering Education”engineering employers use internal and external webs for business communication. Therefore,instructors must develop engineering students’ ability to effectively communicate on the web.In an Advanced Manufacturing course in the Manufacturing Engineering program at MiamiUniversity in Oxford
response,the effort has evolved to include more thorough education on what constitutes plagiarism duringthe first weeks of the course. As a result, in the subsequent semesters, the culture of a higherstandard is developing and the more rigorous expectation is generally known through the studentpopulation. The second focus of this work grew as natural questions from the effort to bringrigor to technical writing in the department. What is the perception of academic integrity issuesamong undergraduate students and faculty in the department and does it shift during a student’scareer? Where on the spectrum of “unacceptable” do various actions fall? Is it “more OK” tocopy a homework assignment from a peer than it is to scour the internet for a solutions
participants indicated an expert skill level was needed in these areasand less than 5% rated these skills as non-essential.Results suggest that marketing products/processes, managing others, identifying customer needsand writing peer reviewed papers are some of the least important skills for entry-levelengineering Ph.D.s in industry. Less than 2% of participants felt that it was essential to have anexpert skill level in marketing. Over 20% of participants responded that marketingproducts/processes was not an essential skill for Ph.D.s in industry. Managing others,identifying customer needs and writing peer reviewed papers had over 10% of participantsindicating it was not an essential skill.Participants were solicited for additional essential skills to
-longprojects in teams of 5-8 (typically), following the incremental delivery approach5 with a shortiteration cycle – we set intermediate project deliveries roughly once every 2.5 weeks. After eachdelivery, instructors facilitate in-class retrospectives. Instructors also meet separately with eachproject team to provide feedback, address questions, and “take the pulse” of the team. 2-3 timesduring the term, usually shortly after some of the project deliveries, students completeanonymous peer evaluations for their teammates, offering constructive feedback. Each studentalso completes 2-3 individual reflective writing assignments during the term, to which instructorsprovide extensive written feedback and follow-up questions, engaging students in
Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University. c American Society for Engineering Education, 2020 Continuing to Promote Metacognitive Awareness in a First-Year Learning Strategies CourseAbstractThis complete, evidence-based practice paper builds upon our previous work [1] in
Student Self-Assessment Peer Assessment Instructor Assessment Figure 9. Comparison of Assessment Processes in Frequency Response Tester ProjectIn observing student performance over the project history, several interesting points and areas forcontinued instructional design refinements have been discovered. One area of concern is thatgroup members have difficulty writing and applying information from circuit designdescriptions. This is evident in the comprehensive technical reports that require group membersto use peer materials. To help eliminate this deficiency, model circuit descriptions will be takenfrom technical publications and given to students for review. The instructor
practices and experiences in researchmethods. Unique to this distance-learning course is the incorporation of team-based activelearning activities in every lecture. In this active learning course, students learn quantitativeresearch methods by practicing the set of procedures in class. Students are expected toincorporate their research topics as examples throughout the class. Topics in research methodsinclude: defining research problems, conducting a literature review, qualitative and quantitativedata analysis, developing experimental designs, survey design, visual presentation of results,research ethics, and the process of writing a peer-reviewed journal article. The course culminatesin students’ research proposal.This paper discusses the lessons
‚ Develop your course homepage‚ Lesson on Objectives ‚ Final approved topic & goal ‚ First Draft of‚ Write your objectives for 1-hour online lesson Objectives (Incl. peer‚ Receive & implement peer feedback ‚ Reading on Objectives feedback) for objectives ‚ First Draft Course‚ Develop your course homepage homepage‚ Revise objectives as needed ‚ Review examples of 1-hour ‚ Revised objectives‚ Receive peer feedback on course online lessons ‚ Course homepage homepage
programming.A series of biweekly group assignments are woven into the project-based curriculum, culminating with afinal project exhibition and written reflection. These assignments, called Milestones, assess thepresentation, graphical communication and writing skills of the teams as well as their individualleadership skills. The written reports are collected during “Town-hall Meetings” associated with eachMilestone. During the Town-hall Meetings the project manager, a role that rotates between the groupmembers during the semester, presents the progress of the project to the class using appropriate visualsand drawings (graphics) prepared in sketching software such as AutoCAD or SolidWorks. At the end ofthe presentation, the project manager is required
compelling manner that can enhance education.It is also evident, the technology to create and deploy eBooks has reached a tipping point.However, there are few guiding principles for how the eBook publishing process can exist withinthe requirements for tenure track faculty to undertake the Promotion & Tenure process with itsrigorous peer review component. There is also a lack of compelling evidence for how to beststructure interactive educational activities to maximize learning across a variety of differentdevices (PC, Tablets, mobile phones).This paper presents the best practices developed by a collaboration of faculty and an eBookpublisher to best maximize learning and address the unique requirements of tenure-track facultypublishing eBooks
produced a real challenge for the course design. However, thecourse was designed to mitigate these issues, focusing on offering multiple learning opportunities andencouraging peer learning and tutoring.The course provided different learning activities, such as students’ reviewing recorded videos,recitation videos, online discussions, peer learning and peer tutoring, and LA sessions, which helpedstudent not only learn but also build a great learning community. LA sessions had been proven tosupport student success. The learning assistants had an important role in the traditional class. The LAsession in the online class was to mirror the experiences of the traditional class. “Happy Hour”- avirtual office hour hosted by the instructor was a key
by engaging in peer criticalcommentary (AHS Foundation Course Commonalities, 2007). My course fulfills the AHScommonality goals but differs in other respects to the AHS foundation courses at Olin and itdiffers considerably with respect to art courses taught at other colleges and universities. In theSeeing and Hearing course students improve their communication skills and develop a personalvision making use of contemporary digital media tools as vehicles for expression. One of theunusual aspects of the course as compared to art courses in other schools is that photography,video, audio and writing are offered in a single course, whereas other schools normally offer asingle medium per course, and they are not structured with engineering
combination of lecture and student-led project work designed tointroduce/guide students through the engineering design process. The instructional team metseveral times to discuss desired improvements to curriculum and student communicationoutcomes. Based on those initial meetings, the technical communications faculty developedactivities and delivered lectures over a range of topics including: • Writing for audience and purpose • Common professional genres (emails, memos, reports) • Technical communications style • Best practices for developing and delivering presentations • Best practices for poster presentations • Best practices for document design • Providing peer feedback • Data visualization and effective graphics
writing papers relating to agriculture and engineering in composition and using newlylearned technical writing skills for report writing in engineering graphics and design andengineering problem solving. Both quantitative and qualitative methods were employed to assessthe ABE Learning Community. Results are reported, including survey data which reveals that onaverage, students agreed or strongly agreed that they developed or enhanced their team skillsthrough collaborative assignments in their learning community classes, and on average, studentsagreed or strongly agreed that they are excited to be a part of the field of engineering andtechnology. Focus group data are also reported.IntroductionUniversity campuses across the nation are adding
Engineering Villanova University, Villanova, PA 19085 While no single pedagogy may work best all of the time when instructing students, we seek to create an exciting and dynamic learning environment to motivate students to become erudite self-learners in our rapidly changing world. Active and peer-to-peer learning strategies were employed both inside and outside of the lab environment in a two-course electronics sequence at the Department of Electrical and Computer Engineering at Villanova University. This flipped-lab approach was employed in an attempt to determine if this approach would (1) provide opportunities for faculty to challenge the students to perform more complex electronic circuit designs (2) foster more
Education, 2017 SCUPI Derby – A New Approach to “Introduction to Mechanical Design” D. Liang and A. Evans Sichuan University – Pittsburgh Institute Chengdu, Sichuan, People Republic of China F. C. Lai Anadarko Presidential Professor School of Aerospace and Mechanical Engineering University of Oklahoma, Norman, OK, USAAbstractThe sophomore class of “Introduction to Mechanical Design” in SCUPI is rather unique in thesense that it pairs a traditional mechanical design class with an English writing class that iscentered on technical writing. To the
that all toooften we not only do not count the cost, we are not even aware of it. In this particular instancethe costs, and risks, are significant.The primary change is that production and distribution costs have decreased radically and so themotivation for, and enforcement of peer review of freely available materials has diminished,therefore the reliability and validity of the information obtained by a simple search engine is nowsuspect. Anyone can write a technical article and post it onto the Internet quite easily. Efficientsearch engines, such as Google, and active self-promotion can ensure that the article will befound by potential users. The only form of “peer-review” left is how high on the list the searchengine puts a particular item
. Students were required to use several library resources. They referenced journal articles, technical books, and internet sources, and were required to demonstrate proper technical citation using the IEEE citation style. For most students, this was their first experience with technical writing. They quickly realized that it was different from the writing they had done before in high school English, history, and other non-technical courses. Furthermore, they went through a writing revision process in which their paper went through three iterations of review: self, peer, and instructor review. All reviews were done prior to the final grading of the paper. Individual Oral Presentation: The second project, early
and clearly evaluated part of the coursework.The typical course approved for WAC credit has three to five writing assignments that receivewritten faculty response. The kinds of assignments vary greatly depending on the discipline.They could take the form of expository essays, creative writings, journals, logs, lab reports legalbriefs, summaries or problem sets. Depending on the lengt h and number of assignments, facultymight also consider the value of peer critiques, and group or individual conferences to improvestudent writing. Faculty submit proposals to a Writing Board to have their courses certified asWAC courses. They must have their courses recertified periodically. Certification is for boththe course and for the faculty. Each faculty
researchers and technicians. If theybecome faculty members, they mentor graduate students, teach classes and write proposalsdespite no formal training in any of these roles. Their success in these roles is measured by theirproductivity and ability to bring financial resources. For example, a faculty member is measuredfor tenure on the number of publications in peer-reviewed journals, student evaluation fromdifferent courses they teach and success in obtaining extramural funds. These outcomes dependon the ability of a faculty member i) in coaching graduate students to be productive, ii) in Page 14.79.2teaching courses effectively, and iii) writing
rapid departmental growth. ‚ Enhance students’ data analysis abilities and reinforce technical concepts by reducing time spent learning course-specific laboratory formatting and procedural requirements. ‚ Improve the quality of technical writing and report organization by using team leader oversight, team participation and accountability, peer review, and direct instructor-to- student feedback. ‚ Develop interpersonal and leadership skills through team laboratory experience, resolving conflicts and barriers and exercising leadership.The approach developed for implementation in the 2005-06 academic year included (1) the useof a department-consistent laboratory report format, (2) the introduction of additional
teamwork and technical writing in engineering practice. They are also asked whether they enjoy working in a team. Evaluation Method: Survey results are tallied and summarized.Team Peer Evaluation Description: Team peer evaluation forms are modified versions of similar forms presented at the BESTEAMS workshop at the ASEE Annual Conference 20015. Each team member is asked to rate themselves and the other team members in various categories relating to the member’s performance in the team. The BESTEAMS surveys were modified by adding the following questions: “Does the team member contribute to
, taken several classes with the ratee, listened to rateepresentations, read ratee writing, been involved with ratee lab research, and worked with theratee on any form of the professional project.An organization called Reliant Talent Management Solutions provided a platform for surveysurvey distribution. Raters provided scores for each ratee using the previously constructedBARS. In an open response section below each BARS, raters were asked to provide concreteexamples of the ratee behavior to justify their ratings. The Reliant software then generated areport for each of the ten students that compared self, supervisor (advisor), peer, and subordinateratings side by side. An example of the score comparison is presented in Figure 1.Figure 1. Example
AC 2007-1132: USING AWARENESS OF LEARNING PROCESSES TO HELPSTUDENTS DEVELOP EFFECTIVE LEARNING STRATEGIESKevin Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University. He has received the 2002 ASEE PIC-III Award, 2003 Joseph J. Martin Award, 2004 Raymond W. Fahien Award and 2005 Corcoran Award for his contributions to engineering education.Roberta Harvey, Rowan University Roberta Harvey is an Assistant Professor in the Department of Writing Arts at Rowan University. She has been part of the faculty team that teaches Sophomore Clinic I since 1998 and played a key role in the development of the integrated design and communication pedagogy of the
. Evaluate the consequences of a logging ban. Make a recommendation for the “best” solution to the problem. Determine public policy regarding whose land it is and who should benefit.The writing process included pre-writing exercises for discovery, writing drafts, and rewritingdrafts. The process also included proofreading, editing, peer review, and conferring with peer Page 3.603.8 -8-facilitators and the instructor. Pre-writing included instruction in developing a subject, occasion,audience, and purpose and introducing the topic, restriction of the topic, and illustration
). Improvement was observed in students’ evaluation of theircapability to write a very clear and well-organized paper (4.00 vs. 5.13, p = .015). These areearly indicators of students’ enhanced academic habits of mind. If the trend continues, then it isexpected that the students will have higher scores on metrics of academic habits of mind andachievement after entering into their second year of college (figure 3). Figure 3: Improvement of FA students’ academic habits of mind and achievementRegistered for Spring 2022The students in the FA had higher retention rates than their SCE peers with math placement testscores of 2, 3, and 4. All nine FA students were retained, whereas 38 out of 42 non-FA studentswere retained (figure 4). When comparing
disciplines with special efforts toward womenand underrepresented student populations.The initiatives developed through the grant include a retention center learning space; careerexploration industry partnerships; undergraduate research and travel; peer advising; peermentoring; and pre-college outreach.Implementation & AssessmentRetention Center Learning SpaceAs part of the grant initiatives, a study and resource space was created within the College ofEMS. A classroom in one of the two engineering academic buildings was identified andapproved by university administrators for the center’s location. An interactive forum was held inthe spring of 2013 in the classroom that would be the future location of the center in order togather input from