Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiara Lynn Steinhorst, University of Nevada, Reno ; Kelsey Scalaro, University of Nevada, Reno; Rachael Ciara Young; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods Division (ERM)

' experiences within a cohort regarding theirutilization of social capital, we leveraged these definitions to characterize students' networks andhow they used social capital. Specifically, this paper focuses on the support provided to studentsinside and outside of structured institutional support mechanisms (i.e., the cohort program), suchas the connections provided by relationships to faculty or professional contacts and the emotionalsupport of peers and advisors.MethodsThis paper uses qualitative data from an ongoing NSF-funded mixed methods study (NSFgrant #EHR-1833738) which looks at a cohort of academically talented engineering studentswith demonstrated financial need. This larger study used semi-structured focus group interviewsto learn more

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

through Video Annotated Review of Faculty TeachingAbstractReflection is a critical need for peer observations and reviews to initiate a change in practice(Race, 1998; Allen, 2002; and Bell, 2002). It is maintained, however, that the self-reflectionsmust be adequate to effect this change, and that there are challenges involved in developingmeaningful reflective practices (Harvey and Knight, 1996). Literature exists that definesadequate self-reflection and provides reasons why many instructors fall short when they self-reflect. However, studies on instructor reflective statements and how they might evolve overtime and in the context of a cohort of peer reviewers has not been extensively studied. Thisstudy compares both pre

Conference Session

Scholarship in Engineering Technology

Collection

2004 Annual Conference

Authors

Abi Aghayere

faculty workload model.The current paper focuses on strategies that will encourage, facilitate, and provide support for thegrowth of scholarship in ET. Some of the “ways and means” for increasing scholarlyproductivity that are currently being implemented in the College of Applied Science andTechnology (CAST) at Rochester Institute of Technology (RIT) are discussed. These include:developing a college scholarship website, developing a scholarship mentoring program,developing web-based venues of dissemination and peer review, developing grant proposal andscholarly writing workshops, and identification and cultivation of support resources forscholarship. The early results and experiences from implementing some of these strategies at RITare discussed

Conference Session

Multidisciplinary Design

Collection

2003 Annual Conference

Authors

Stephen Peretti; Paula Berardinelli; Naomi Kleid; Deanna Dannels; Chris Anson; Lisa Bullard; Dave Kmiec

members who were unable to attend that module(members from other disciplines who had class at that time) were asked to relay information totheir team members during the team’s normal meeting times. Teaming instruction focused on fourcontent areas: creating team ground rules, the stages of team development (forming, storming,norming, performing), establishing team roles, and writing team minutes. Throughout the course,multidisciplinary teams had to complete three team assignments: team minutes and logs, peerreview sheets, and reflection assignments. Team minutes and logs detailed what happened atteam meetings in terms of the design progress. Peer review sheets were assignments wherestudents had to evaluate other team members so that the advisor

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

-represented groups who may not have access to college-educated role models within theirfamilies and who may not otherwise have access to professional and academic engineeringmentors. PROMES was launched at the University of Houston in 1974 and incorporates keyrecommended structural elements such as a formal introductory course for new freshmen andincoming transfer students, clustering of students in common sections of their courses, adedicated study center, and structured study groups.1 In addition, peer mentors assist freshmenand new transfer students throughout the first year.There is a second learning community within the College of Engineering that supports successfor a different, although sometimes overlapping, cohort. This second community is

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Sheppard, Clemson University; Aradaryn Marsh, Clemson University; Lisa Benson, Clemson University

to arrange and often felt riskybecause while sharing thoughts and ideas in the classroom could be viewed as collaboration,doing so in writing could be viewed as cheating. Some respondents noted feeling less isolated than they had prior to COVID-19 becausethey had not developed strong relationships with peers, instructors, TAs and other groups, sothey felt the playing field was more level. Students identified a variety of factors that made them feel most disconnected amidCOVID-19. Many centered around a lack of close interaction with people on campus. Studentsreported coming to campus less, and when they attended in-person classes, being seated far apartmade organic conversation unlikely. An additional outcome was decreased

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kyle Joe Branch, University of Utah; Anthony Butterfield, University of Utah

Tagged Divisions

Chemical Engineering

. From these analyses, twovariables emerged as highly predictive of student performance: scores on peer evaluations andhomework submission timeliness. This relationship remains strong even when the measure ofstudent performance is adjusted so that student peer evaluations and late penalties on homeworkassignments do not directly factor into their adjusted overall score. We discuss potentialexplanations for and practical implications of this result.BackgroundBeginning in Spring 2013 we implemented a new freshman-level chemical engineeringlaboratory course [1, 2]. In this course, students work on open-ended product and process designprojects in teams of three to four. We use many different presentation techniques in order to caterto different

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

rebecca devasher, Rose-Hulman Institute of Technology; Patrick Ferro, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley; David Mutchler, Rose-Hulman Institute of Technology; shannon sexton, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

review tools.Unfortunately, few students answered this question, but many provided a wide variety of othercomments concerning the peer review instead.Some students preferred the tablet PC to other tools for peer review while other students did notcare for the tablet for peer review. Those students who indicated in their comment a preferencefor the tablet PC did so because they found the comments to be easier to distribute, save, access,and track changes. “It was easier to have an electronic copy. The tablet was useful for writing by hand on the electronic copy. Because I had an easily accessible electronic copy I was more likely to use the peer review.” --RH 330 student “I could take notes on the document

Conference Session

Professional Development in Materials Engineering

Collection

2008 Annual Conference & Exposition

Authors

Katie Cadwell, University of Wisconsin - Madison; Wendy Crone, University of Wisconsin - Madison

Tagged Divisions

Materials

• Error, Negligence, Misconduct, Human Subjects in Research • The Basics of Laboratory Safety • Literature Search Skills • Strategies for Reading Journal Article • Peer Review of Scientific Papers • Plagiarism • How to Document Your Research • Treatment of Research Data • How Research Is Funded • Student Research and Intellectual Property • Publication, Authorship, Patenting, Copyright and Trademark • Writing an Abstract • Presentation of Research • REU and Fellowship Opportunities for

Collection

2001 Annual Conference

Authors

Regina Zmich; Thomas Wolff

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education introductory writing course), Integrated Arts and Humanities, and Integrated Social Science (the latter three course categories are used to meet MSU’s general education requirements. • Enrollment in small sections of the ROSES freshman seminar. • A tutoring program emphasizing math and science courses. • A contingent of peer leaders, typically sophomores who were in the ROSES program the previous year.Living in the same residence hall provides the setting for the above mentioned academicinteractions. ROSES students study together in their rooms, in the lounges, and in

Conference Session

Emerging Computing and Information Technologies II

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Lee Davis, Florida International University, School of Computing and Information Sciences

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

Science Majors at alarge HSI. The approaches included the use of: (1) Collaborative, team-based and pairedprogramming, active learning, in-class exercises, as well as additional external assignments; (2)Active learning classroom environment whereby the physical space enhances and encouragescollaborative, small group interactions; and (3) In-class Peer Learning Assistants(undergraduates) that have undergone specialized training to facilitate discussion and interactionwith students in an active learning classroom setting. We conducted a study in a Programming Ifor Computer Science Majors (CS1) course to test the efficacy of the 3-pronged approachdescribed above. The control group (lecture based) pass rates were found to be 71%, whereas

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

assessing and improving team function, because these types ofexperiences affect student’s self-efficacy and motivation, which in turn affect their persistenceand retention in engineering.Peer assessments are widely used to both evaluate team function and to understand studentexperiences. Conventionally, they take a top-down approach: the creator of the peer assessmenttool identifies acceptable team behaviors and the students assess each other on those behaviors.They also typically focus on positive aspects of teaming behavior. In this preliminary researchstudy, we take a rather different approach to investigating the engineering student experience onteams. First, it is a bottom-up approach: students themselves describe their teammates and

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

authors cited their affiliation as the Center for Research inApplied Phrenology; the acronym CRAP, a dead giveaway, was apparently overlooked by themanuscript editor. To their delight, a few weeks later they received a notice of acceptance, basedon a rigorous peer review process, and a bill for $800, with directions to send payment to a postoffice box in the United Arab Emirates.2The incident created a whirlwind of commentary in the blogosphere and is but one of severalrecent, deliberate hoaxes aimed at online journals, particularly open access (also dubbed“predatory”) journals. But it also raises important questions in regards to the integrity ofpublished research in STEM-related fields and the ethics of editors and publishers who resort tolying

Conference Session

Tablet and Portable PCs for Education

Collection

2009 Annual Conference & Exposition

Authors

David Bowman, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Computers in Education

Use on Facilitating Student InteractionsAbstractThe objective of this study is to examine how Tablet PCs affect the interaction between studentswhen working in pairs on in-class assignments, and to study the effects of shared Tablet PC useon learning. Prior studies have demonstrated that engaging students in the learning processthrough active discussion and/or problem-solving with their peers improves learning. Tablet PCsallow students to engage in learning activities while using unique digital Inking and sharingcapabilities.In this pilot study, significant differences were observed between students working on paper andTablet PCs (“Paper” and “Tablet,” respectively) in terms of the frequency of observations

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Anthony Trippe

Maryland, Penn State and the State University of New York (SUNY).On the web, SUNY Teaching, Learning and Technology is at < http://cms.suny.edu/ >.Experiences from the Virtual ClassroomI present these distance learning faculty happenings based mostly upon my own personalexperience and partly based upon the experiences of my peers. (5)My initial distance learning courses were developed and presented for the University ofPhoenix (UOP) Online campus in 1997. These were courses addressing businessapplications of information technology. Later courses in Operating Systems, Statisticsand Computer Programming were prepared and delivered for UOP and RochesterInstitute of Technology.After a rigorous interview process, I was invited to attend a new

Conference Session

Instructional Technology--What Works

Collection

2002 Annual Conference

Authors

Anthony Trippe

encouraged(better required) to attend training and mentoring program prior to the conduct of theirfirst DL course. Page 7.557.1 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”Experiences from the Virtual ClassroomI present these distance learning faculty happenings based mostly upon my own personalexperience and partly based upon the experiences of my peers. (5) Not all experiences inthe online teaching environment can be generalized to all faculty and all institutions.Faculty development programs need to be

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ariana Turner, Georgia Institute of Technology; Hye Yeon Lee, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

paintings found in Indonesia—date back at least 43,900 years (George, 2019).Humans came into being with a set of basic survival needs, in which storytelling played a crucialrole. Storytelling transcends boundaries and disciplines, with fictional and non-fictional storiesbeing depicted and disseminated through art, technology, writing, and speaking. Because storiesplay a critical role in offering opportunities for meaning and connection in our lives, manyscholars and researchers have attempted to harness its benefits through storytelling interventionsand approaches (Pennebaker & Beall, 1986; Sharif et al., 2018; Suhr et al., 2017). Theseapproaches take on an array of forms, ranging from written journal entries to the oral sharing ofstories with

Conference Session

Multidisciplinary Engineering Technology Courses

Collection

2010 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina, Charlotte

Tagged Divisions

Engineering Technology

write up or the oral presentation. Really did a lot during the project, particularly with the final Tony Romo 1.05 document. Betty Crocker 1.05 Overall good participator. Note: “Total” must equal the number of rated team members or Total 3.00 3.0 Figure A-1: Completed sample peer evaluation by “Johnny Debb” on his fellow group members. Table A-1: Example of Total Group Assessments and Resulting Final Grades: Johnny Tom Tony

Collection

2001 Annual Conference

Authors

Charles Yokomoto; Maher Rizkalla

# 8: Effectiveness technical writing. A guest lecturer from the technical communication program share presents a program on writing an effective report. Samples of successful reports are used for illustration.Week # 9: Student presentation #2. Students present a progress report on their design projects.Week # 10: Top-down design. Students learn to do top-down design, a new methodology, a new approach used computer-aided manufacturing. Instruction covers writing a behavioral descriptive language, means of simulation, synthesizing, optimizing, and finally implementation with ASIC or FPGA.Week # 11: The electronic manufacturing sector--local and

Conference Session

Improving Statics Instruction

Collection

2005 Annual Conference

Authors

Jennifer Kadlowec; Dexter Whittinghill; John Chen

project, our hypothesis is thatsuch learning is facilitated in an active, peer-assisted environment in which the students areprovided frequent and rapid feedback of their state of learning.Background and MotivationBransford et al.1 point out that “effective learning is its durability and transferability,” whichmeans having a long-term impact on how it influences other kinds of learning or its applicationin other contexts. Furthermore, they state: “Learning must be guided by generalized principles(concepts) that are widely applicable. Knowledge learned at the level of rote memorization ofrules and algorithms inhibit transfer and limit durability. Learners are helped in their independentlearning attempts if they have conceptual knowledge

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Sandra Courter, University of Wisconsin-Madison; Joan Kwako, University of Wisconsin-Madison; John Wright, University of Wisconsin-Madison; Deanna Byrnes, Lawrence University; Thatcher Root, University of Wisconsin-Madison; Clif Conrad, University of Wisconsin-Madison

Series5 2 1 0 1 2 3 4 5 6 Criteria: 1-Peer Reviews, 2-Philosophy, 3-Micro-teaching, 4-Presentation, 5-Assessment, 6- ReflectionComments from students on the SALG give context to the data that appear in the linegraph. More comments for fall, 2003 and summer, 2004 are in Appendix D.Fall, 2003 I love the micro-teaching idea. I don’t feel that I gained as much from writing the teaching and learning philosophy as I could have. I think it would be better if I

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

 a  reflection  are  most  engaging—can  be  more  helpful  to  a  student’s  confidence  than  evaluative  or  judgment  feedback  is.    Providing  feedback  about  what  works  in  a  piece  of  student  writing  reinforces  positive  behavior.      When  evaluative  feedback  is  provided,  it  is  vital  that  the  student  be  in  control  of  that  feedback.    In  P2P,  one  of  the  20  tasks  is  for  students  to  write  a  “feedback  request”  detailing  their  own  questions  about  their  ePortfolio.    They  go  on  to  share  this  request  during  peer  feedback

Collection

2004 GSW

Authors

Richard Bannerot; Ross Kastor; Paul Ruchhoeft

. One of the aspects of engineering design that sets it apart from design in manyother disciplines is analysis. We wanted to assure that our designs were based on goodengineering analysis and produced a satisfactory artifact.Demonstration of a Successful DesignValidation of the product of the design is an important part of the design process. Weprefer projects that result in an artifact that can be tested (validated). The question is whatto do about artifacts that fail their “test”, about teams that fail to produce a testable artifactand about projects that, by definition, will not produce an “artifact.”Quality Evaluation and Feedback for Writing and Oral AssignmentsGrading assignments is of course required. “Quality” evaluation and useful

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

Creating and integrating effective graphics Providing clear technical descriptions Providing logical transitions between ideas Unifying paragraphs Providing constructive criticism for peers Writing or presenting effectively as a team Listening and participating productively in a team meeting Thinking critically about political, social, and economic constraints Thinking critically about ethical ramifications Writing effective email Employing audience-appropriate tone and style Using proper grammar, punctuation, and spellingWe then asked our

Collection

2020 Mid-Atlantic Spring Conference

Authors

Janet Liou-Mark, New York City College of Technology; Reggie Blake, New York City College of Technology; Reina Li

underrepresented minorities in STEM. Dr. Liou-Mark was awarded the 2018 Teaching Recognition Award at City Tech, and she was selected as the 2017-2018 Scholar on Campus. She was awarded the 2017 Best of New York Award for her contributions to City Tech. Her research interest in the implementation of the Peer-Led Team Learning (PLTL) instructional model in mathematics has won her the 2011 CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instruction and the Mathematical Association of America Metro New York Section 2014 Award for Distinguished Teaching of Mathematics. She was the former Director of the Peer-Led Team Learning Leadership Program at City Tech, and she has trained over 300 underrepresented minority

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Andrea M. Motto, Virginia Tech ; Kelly J. Cross, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

rubrics 15 28 3 8 peer evaluation 11 16 37 57 Structured Activities Provide templates/examples 33 56 NA NA Students give presentations 25 73 NA NA Skills are graded 25 48 18 57 Provide writing assignments 46 113 NA NA “we talk about” it 12 20 12 17

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

working). These peer comments and thenumerical peer feedback grade are used along with reported hours as part of the instructorevaluation grade described below.Instructor Evaluations. In aerospace senior design classes, 20% of the grade comes from"Individual Participation", which consists of two instructor evaluations each semester along withattendance, in-class exercises, and individual writing assignments. As stated in the syllabus, "Theinstructor evaluation considers time card data, input from staff members, faculty and industryadvisors, feedback from student leaders and peers, and the subjective assessment of the courseinstructor." To come up with a grade, first the instructor develops a formula using a weightedcombination of hours worked

Conference Session

Topics in Civil ET

Collection

2003 Annual Conference

Authors

Andrew Rose

development are examples that students may not easilysee, but may be significant issues for projects they will encounter during their careers. Developingan appreciation of such issues should be an important aspect of their engineering technologyeducation.Students InvolvedThe students involved were juniors in a B.S. degree program in Civil Engineering Technology(CET). The course was Soil Engineering, a four-credit course that includes a laboratory. Thecourse is designated as “writing enhanced” by the University indicating that 25% of the coursegrade is based on writing assignments. In addition, feedback and opportunities for revision areprovided by a student peer-review process. 8 There were 25 students in the class.Initial Assessment SurveyPrior to

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. The 2010 test results show that nine of the students scored PartiallyProficient on the language arts/literacy test and one student scored Proficient. There are five testsubsets and those scores are reported in percents. It is the expository writing sample score that isof interest in this study because that is the writing genre that the students will use to explain anddescribe their engineering experiences. The scores of the partner students ranged from 40%-60%.The 2011 Grade 5 NJASK scores will be administered in May 2011, but the results will not beavailable to the schools until mid-August.Approach/Methods/MaterialsThe CIESE staff member visits the class twice per month and leads the lessons with theassistance of the teacher. The approach to

Conference Session

Curriculum Development and Applications

Collection

2008 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University Calumet; Kim Nankivell, Purdue University Calumet; Joy Colwell, Purdue University Calumet

Tagged Divisions

Engineering Design Graphics

upongraduation. By implementing experiential learning in various courses at various levels aneffective program-wide assessment method can be established and faculty will have theopportunity to learn and implement the EL standards both in coursework and throughout theprogram.Communication BenefitsThe students benefit from the multifaceted learning experience, which is strengthened by peer-to-peer interaction, employer-to-learner interaction, and teacher-to-learner interaction. Theteacher-to-learner interaction takes place in scheduled face-to-face meetings and through weeklylogs submitted by the learner. The instructor has the opportunity to respond to logs for moreclarification. The learner, through log submissions, has the opportunity to synthesize