Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa L. Larkin, American University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

community and they know that I would never ask them to participate in ademonstration in which they will look foolish in front of their peers. In no time, I will havestudents jumping up out of their seats to take part in a demonstration. I also let them take outtheir phones and take pictures when we do demonstrations. Students really enjoy this.Example from Physics 230 (Changing Views of the Universe)The second and third short writing examples come from the Physics 230 course and were givennear the start of the Spring 2020 semester. These examples are illustrated in Figures 2 and 3.The example shown in Figure 2 was distributed on the first day of class. Students wereinstructed to submit their responses electronically prior to the second day of class

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise H. Bauer, Methodist University

Tagged Divisions

Multidisciplinary Engineering

available until 2021). The plans are to develop longitudinal studies on how thestudents’ writing improves (or does not improve) throughout their four years in the programthrough a series of rubric assessments, feedback from clients, QEP and general educationassessments, and even peer evaluations. Incorporating writing in the engineering curriculum is arequirement at Methodist University through our Writing Across the Curriculum initiative;however, as writing is an important skill for which prospective employers desire, we can furtherdeepen the integration by implementing some of these concepts in every engineering class. Theplan we have in place will begin that process. Our hope is to create a meaningful and seamlessincorporation of writing from

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lina Battestilli, North Carolina State University; Sarah Korkes, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

. She worked on the PowerEN Technology, a blur between general purpose and networking processors and hardware accelerators. She identified and studied workloads at the edge of the network that required high-throughput and fast deep-packet processing. Since 2012, her research has been focused on Computer Science Education, especially in the area of peer collaboration, scaling techniques for large courses, auto-graders and learning analytics. She is also working on software that can be used for teaching and learning. She is investigating techniques and best practices on broadening participation in Computer Science. Women and minorities need to be more involved in tech innovation as companies and teams perform

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ilan Gravé, Elizabethtown College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

responsible for all sections in the same lab.This means that the size of the sample considered was not uniform.An important issue that remains inconclusive is the distribution of the merit for the monitoredprogress in the writing skills of the students in the sequence of lab courses.We the instructors, do in most cases witness a dramatic improvement in student writing skillsfrom their incoming year to their last year reports in advanced courses. These improvements areundoubtedly due to a large variety of factors – including natural maturity, expanding educationfrom all courses, strong contributions from courses in the core curriculum including writingintensive classes, hands-on activities, learning from peers and from teamwork and more. It isprobably

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

Paper ID #12430Promoting Metacognition through Writing Exercises in Chemical Engineer-ingDr. Mariajose Castellanos, University of Maryland, Baltimore CountyDr. Joshua A Enszer, University of Maryland, Baltimore County Page 26.1276.1 c American Society for Engineering Education, 2015 Promoting Metacognition through Writing Exercises in Chemical EngineeringAbstractA high-level goal of all disciplines is for students to develop the capacity for lifelong learning. Todevelop the capacity of lifelong

Conference Session

Innovative Instructional Strategies

Collection

2009 Annual Conference & Exposition

Authors

John Schmeelk, Virginia Commonwealth University Qatar Branch; Jean Hodges, Virginia Commonwealth University Qatar Branch

Tagged Divisions

Mathematics

AC 2009-115: WRITING TECHNIQUES FOR IMPLEMENTINGPROJECT-DIRECTED MATHEMATICSJohn Schmeelk, Virginia Commonwealth University Qatar Branch John Schmeelk, Virginia Commonwealth University, Qatar Branch Campus Dr. John Schmeelk is a Professor of Mathematics at Virginia Commonwealth University, Doha Qatar Branch, where he is engaged in applied mathematics, generalized functions, image processing and educational pedagogy. He received his PhD from George Washington University in Washington, D.C. He was awarded many summer faculty grants to go to Fort Rucker, Alabama implementing procedures utilizing generalized functions. He has been an invited speaker to conferences in Australia

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter M. Ostafichuk, University of British Columbia; Jim Sibley, University of British Columbia, Vancouver; H.F. Machiel Van der Loos, University of British Columbia

Tagged Divisions

Educational Research and Methods

AC 2012-4547: PEER-TO-PEER ASSESSMENT IN LARGE CLASSES: ASTUDY OF SEVERAL TECHNIQUES USED IN DESIGN COURSESDr. Peter M. Ostafichuk, University of British Columbia Peter Ostafichuk is a Senior Instructor and the Associate Head (yeaching) in the Department of Me- chanical Engineering at the University of British Columbia. He has co-developed and coordinates the multi-award winning integrated Mech 2 program for second-year mechanical engineering. Ostafichuk received a B.A.Sc. in engineering physics in 1997 and a Ph.D. in mechanical engineering in 2004, both from the University of British Columbia.Mr. Jim Sibley, University of British ColumbiaDr. H.F. Machiel Van der Loos, University of British Columbia H.F. Machiel Van

Conference Session

Innovations in Computer Engineering Technology Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Veeramuthu Rajaravivarma, SUNY-Farmingdale

Tagged Divisions

Engineering Technology

AC 2008-881: CLASSROOM EXPERIENCE OF PEER-TO-PEER NETWORKTECHNOLOGY AS NEXT GENERATION TELEVISIONVeeramuthu Rajaravivarma, SUNY-Farmingdale V. Rajaravivarma is currently with the Electrical and Computer Engineering Technology at SUNY, Farmingdale State College. Previously, he was with Tennessee State University, Morehead State University, North Carolina A&T State University, and Central Connecticut State University. Dr. Rajaravivarma teaches electronics, communication, and computer networks courses to engineering technology students. His research interest areas are in the applications of computer networking and digital signal processing

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

Tagged Topics

NSF Grantees

AC 2011-1781: WRITING EFFECTIVE EVALUATION AND DISSEMINA-TION/DIFFUSION PLANSThomas A. Litzinger, Pennsylvania State University, University Park Dr. Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Edu- cation and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He is an Associate Editor of Advances in Engineering Education and a Fellow of ASEE.Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amanda Simson, University of New Haven; Judy Randi Ed.D., University of New Haven; Amanda Lynn Becker, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

during group assignedtechnical memos. One student’s response written as a recommendation for improving technicalcommunication instruction may explain why learning from peers was perceived as less effectivethan other strategies: “It’s fun (emphasis added) learning by knocking an anonymous writer butmore difficult to exercise personal criticism.” Apparently, this student found self-evaluation andresponse to personalized feedback more valuable than anonymous peer review. Student’sfeedback to both the engineering and writing instructor on incorporating this level of writinginstruction was positive, in agreement with the data in Table 4.Table 4: Student perceptions on how helpful various teaching techniques were at teaching writing. A score of 4 is

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven R Walk, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

Other Written Assignments (LtW) 10 Peer-assessed Team Skills 10The prompts were introduced approximately weekly using an overhead projection andverbal instruction. The purpose of the low-stakes writing exercise was repeated: to help thestudent improve his or her technical writing skills and to improve learning of lecture- andlaboratory- based knowledge. Each submitted assignment was scored, i.e., marked-up, bythe author according to a writing skills rubric made available and reviewed with thestudents.17 (See Table 2). Students were provided also a list of common editor’s marks sothat they could readily decipher and interpret the author’s comments and corrections.Trends in

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Paper ID #22319Social Network Analysis: Peer Support and Peer Management in Multidisci-plinary, Vertically Integrated TeamsJ. Sonnenberg-Klein, Georgia Institute of Technology Assistant Director, Vertically Integrated Projects (VIP) Program, Georgia Institute of Technology; Doc- toral student in Education at Georgia State University, with a concentration in Research, Measurement and Statistics; Master of Education in Education Organization and Leadership, University of Illinois at Urbana-Champaign; Bachelor of Science in Engineering Physics, University of Illinois at Urbana- Champaign.Dr. Randal T. Abler, Georgia Institute

Conference Session

Faculty Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University; Mary Bridget Kustusch, DePaul University

Tagged Topics

Faculty

research.After they have been accepted, we ask them to write a short statement of research interest, inparticular identifying which of the current PEER working groups they are interested in and why(or proposing a new working group). These initial statements, combined with our experiences ofprevious years, help us to plan for workshops that we think will be needed by the current cohort.For example, in 2017, we had many more new participants joining us with diverse interests thanin previous years, so we placed a stronger emphasis on forming working groups at the beginning.In addition, these statements induct participants into the communicative guiding principle.While we do plan a schedule based on these initial interactions with participants, the

Conference Session

Writing Is Fundamental

Collection

2009 Annual Conference & Exposition

Authors

David Beams, University of Texas, Tyler; Luke Niiler, University of Alabama

Tagged Divisions

Liberal Education

beginning of the senior year. This attrition had multiplecauses, e.g., changing majors, leaving school, or declining to continue participation. This smallsample would provide little assurance that their attitudes and perceptions about writing wererepresentative of the cohort. We believed that the only way to obtain any data representative ofthe peers of our remaining cohort was to invite the participation other seniors who had notpreviously taken part in EWI. In any case, written materials that were solely the work of theremaining cohort were not available to us as the senior design project reports (consisting of amid-year report and a final report) were the work of project teams.Results of Likert scale attitude surveyFive Likert-scale survey

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Frederick Berry, Rose-Hulman Institute of Technology

been a renewed emphasis on student teams and onstudent-provided formative feedback within an assessment process anchored in learningoutcomes.The authors report on the integration of Calibrated Peer Review™ (CPR™) – a web-deliveredstudent feedback tool – used in three courses at Rose-Hulman Institute of Technology. Sinceacademic year 2002, the authors have developed course activities that highlight writing and peerevaluation as central components of • RH131 (Rhetoric and Composition): An introductory composition course required of all students at this college of engineering. • ECE 361 (Engineering Practice): A sophomore-level course covering project design specifications, team roles, effective conduct of team

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

class’ new engineering report assignment and method. Thestudents were assigned to write a one- to two-page reflective statement responding to the promptbelow. The students were directed to target as primary audience the Dean of the College ofEngineering, with peers and the instructor being a “transparent” secondary audience. Prompt: "How and why (or why not) did your experience working on the Lego car assembly line Report Project provide you with educational benefit(s) toward developing your engineering communication skills?” Page 23.15.15To remove instructor bias from the review of student feedback, the instructor solicited

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Denise Tombolato-Terzic, Christopher Newport University; Daniel P. Richards, Old Dominion University; Pilar Pazos, Old Dominion University; Megan McKittrick, Old Dominion University; Julia Romberger, Old Dominion University; Otilia Popescu, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

written work might include peer reviewsand written instructor’s feedback. Those methods are especially important in online studentlearning communities in which projects can mimic future job tasks as a part of a globalworkforce. Today, various STEM careers do include online data share of written documents andinclude collaborative writing tasks.10Writing in Math-Intensive CoursesStudents who are taking courses with intensive mathematics often have to create their homeworkor project reports using software that includes equation editing tools such as Equation Editor inMS Word or LaTeX, both of which influence students’ thinking and computation process.11 Awriting process is often defined as non-linear, a process that includes revisions, edits

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7066Engineering Writing for the General Public: A Classroom ApproachDr. Elisa Warford, University of Southern California Elisa Warford is a senior lecturer in the Engineering Writing Program at the University of Southern Cal- ifornia, where she teaches undergraduate and graduate courses in written and oral engineering commu- nication. Her current research interests include the rhetoric of science and portrayals of engineering and technology in American literature. She is also a professional technical editor specializing in engineering writing for academia and industry. She holds a Ph.D. in English from the

Conference Session

Track 1: Technical Session 6: stEm PEER Academy: the Power of Human Capital

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Elizabeth H. Blume, Northeastern University Engineering PLUS Alliance

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #40759stEm PEER Academy: the Power of Human CapitalDr. Jennifer Ocif Love, Northeastern University Dr. Jennifer Love is a full-time faculty member of Northeastern University’s College of Engineering, most recently in the First Year Engineering program. She is currently the Associate Director for the Center for STEM Education. She has a Bachelor of Science in Mechanical Engineering from Rensselaer Polytechnic Institute (1993), a Master of Science in Biomedical Engineering from The University of Iowa (1997) and a Doctorate in Education from Northeastern University (2022) where she recently completed her

Collection

2001 Annual Conference

Authors

Edward Gehringer

Society for Engineering Education Annual Conference & ExpositionCopyright  2001, American Society for Engineering Education grades through the peer evaluation process. In addition, in several group writing exercises they compete against other writing teams for extra credit points. Importantly, a component of their grade is based on evaluation by their team members on their performance as a peer reviewer and their performance as a collaborative task contributor.”Let us call peer revision in (non-blind) groups Strategy V. It differs from Strategy G, where thestudents evaluate authors who are not in their own group.In Strategy V, all of the students in a particular group are working on their ownassignment. If we assume instead that

Conference Session

Case Studies and Programs to Improve Graduate Students' Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanne Lax, Purdue University, West Lafayette; Audeen W. Fentiman, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

.7 Because of the relativelylimited research on peer review of oral presentations as a way of giving graduate engineeringstudents the feedback they need to improve, this paper necessarily draws on some of theliterature on peer review of writing on undergraduate and graduate levels, in engineering andresearch in higher education, and extrapolates some findings to oral presentation peer review.The paper focuses on why peer review is useful, different methods of it, and several classroomexamples.RubricsEffective peer review is only as good as the criteria on which it is based and the instructionprovided. Yet, similar to the process of learning to do oral presentations, engineering graduatestudents often lack formal training in performing peer

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Chin, East Carolina University; Nancy Study, Virginia State University

Tagged Divisions

New Engineering Educators

. Page 15.826.1© American Society for Engineering Education, 2010 Keys to Publishing in Peer Reviewed JournalsAbstractA plethora of literature exists to which new engineering educators can refer that will assist themsucceed as scholars. Blocking out time to write every day or every week; learning to say “no”;ignoring bad reviews and heeding critical reviews; reading; writing, writing, writing; exhibiting awillingness to change; being flexible; and being reasonable are included among the suggestionsthe literature promotes. The intent of this paper in contrast was to provide new engineeringeducators with a framework for negotiating the journal publication process. In particular, thepaper addresses the procedures for producing a

Collection

1998 Annual Conference

Authors

Marc A. Mesmer; Elizabeth A. Eschenbach

Session 2630 Web Based Forms for Design Team Peer Evaluations Elizabeth A. Eschenbach1 and Marc A. Mesmer2 Humboldt State UniversityAbstractThis paper describes the use of web based forms for a peer review process used in teachingENGR 111: Introduction to Design and is a follow up of work reported at the 1997 ASEEmeeting: Using Peer Evaluations for Design Team Effectiveness. The paper describes thefunctionality of the web based software and provides examples of web based peer evaluationsforms, as well a summary of the training students receive on how to write a good peer

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

, without having to waituntil all students’ work has been graded. Indeed, peer assessment is one of the fewscalable approaches to assessment: as the amount of work to assess increases, theresources available for assessment increase proportionally.Perhaps the most frequent use of peer assessment is for teaching writing. Writing for anaudience of their peers forces them to explain themselves well enough so that they can be 1understood by non-experts. It also gives them the benefit of seeing and responding totheir peers’ reactions to what they write.Writing is important in engineering, of course. It is a good way for students to grapplewith ethical issues that arise in their professional development [5, 6

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

) as a publication and its review process, and 3) bestpractices in peer reviewing (i.e., organization, quality considerations, tips for writing reviews).Triads then attend a synchronous session together, and after an icebreaker activity and a briefoverview of the program, they conduct a mock review of a short, published manuscript togetheras a triad during the session. The mock review makes use of a Structured Peer Review form,which helps triads organize their reviews (strengths, weaknesses and recommendations) andprovides the team with insights on what participants are taking into consideration as they conducttheir review. (The Structured Peer Review form, which was developed by the project team, isshown in Figure 2.) The session concludes

Collection

1997 Annual Conference

Authors

Elizabeth A. Eschenbach

project, each student has a 15 minute conference with the class instructor.During the conference, the student presents a team evaluation on a computer disk, discussing thestrengths and weaknesses of the team and all team members (including him or herself). Then thestudent and the instructor discuss ways to improve team productivity. The instructor gives thestudent hints on how to write a more descriptive evaluation.At the end of the semester, each team member turns in a self evaluation and peer evaluation ofall team members on a disk. The evaluations from all team members are combined and then splitinto summary evaluations, one for each team member. A summary evaluation is returned to eachteam member during the final period of the class. The

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

NSF Grantees Poster Session

, the feedback comes more quickly. An author canusually see the feedback as soon as the reviewer provides it, rather than having to wait until theinstructor or TA is finished grading all the students. Finally, peer assessment forces students towrite in a way that their peers can understand. They can’t use shorthand that the instructor, withhis/her superior knowledge, is expected to decipher. They learn to write for an audience of theirpeers, which is exactly the skill they need for later in their careers. Peer assessment has beenshown to improve learning across the curriculum [1].Online peer-assessment systems perform the same basic functions, though they often havefeatures aimed at the types of courses taught by their designers, e.g., art

Collection

2010 North Midwest Section

Authors

Douglas F. De Boer

gradingevent.)Also, before the next class Armani will try the new assignment. A diligent Armani will refer tothe textbook and find help as needed and invent ways to check answers. Students like that wouldprobably thrive under any form of instruction. However, maybe Armani will skip the assignedreading in an attempt to save time. Some answers will be correctly found, but many will not. IfArmani does not have enough time or perseverance to finish well, the peer grading rubric willencourage Armani to at least think about and write something down for each problem. Also, Proceedings of the 2010 ASEE North Midwest Sectional Conference

Conference Session

ChE Department and Faculty Issues

Collection

2005 Annual Conference

Authors

Valerie Young

education.It includes both discipline-specific resources (e.g., demonstrations, tutorials, on-line experiments,course notes) and more general resources for educational research and improvement (e.g.,guidelines for writing and assessing student learning outcomes). Although other databases exist,MERLOT is unusual because it includes a system for peer review. Editorial boards assignobjects already in the database to reviewers with relevant technical expertise. Reviewers’comments on technical content, ease of use, and educational potential are then displayed in thedatabase along with the link to the learning object as well as suggestions for how to incorporatethe learning object into a course. The MERLOT engineering editorial board is actively

Collection

2000 Annual Conference

Authors

Matthew Ohland; Richard Layton

Session 3530 Comparing the Reliability of Two Peer Evaluation Instruments Matthew W. Ohland, Richard A. Layton University of Florida / North Carolina A&T State UniversityAbstractThis paper presents an analysis of student peer evaluations in project teams to compare thereliability of two different evaluation procedures. The project teams consist of junior-levelstudents in a mechanical engineering design course taught by Layton for five semesters in 1997,1998, and 1999.The peer-evaluation instruments were used by students to evaluate their teammates’contributions to the team’s deliverables—oral and