Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Anne Nichols, Texas A&M University

Tagged Divisions

Architectural

ReviewAbstractCalibrated Peer Review (CPR™) is a web-based software tool for incorporating writingassignments in courses that are not typically writing intensive. The goal is for students to writeand critique the work of their peers on technical topics by learning to calibrate writing samplesand anonymously reviewing a subset of their classmates writing assignments, freeing theinstructor from the time consuming task of grading every student’s work.This tool was used for two terms in a required architectural structural systems course in theMaster of Architecture graduate program at Texas A&M University. The intended studentlearning outcomes were improved written communication of structural knowledge onassessments, particularly essay exam questions, and in a

Conference Session

Engineering Libraries Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel R. Putnam, University of Florida; Amy G. Buhler, University of Florida; Caroline Reed, University of Florida; Jean L Bossart P.E., University of Florida; Neelam Bharti; Mickey S. Schafer, University of Florida

Tagged Divisions

Engineering Libraries

project includes an annotated bibliography and a document design analysis paper.Tabs were created for the two group assignments: ● Formal research report. Working in a small group, students establish a research question, devise a method discover and collect the data. Individually, students write a research report that presents and analyzes the data collected as a group. The resources included in the research guide for the group assignment are definitions and differences between a) research articles, b) peer-reviewed (or refereed) articles, c) review articles, d) technical reports, e) conference papers, and f) trade publications. Also included in the research guide are links to science databases such as Compendex

Conference Session

Trend in Construction Engineering Education I

Collection

2006 Annual Conference & Exposition

Authors

Amitabha Bandyopadhyay, SUNY

Tagged Divisions

Construction

assignments must be persuasive or informative • All final submission must be reviewed by at least one peer • All final submissions must be accompanied by the draft (with corrections/comments made by the peer)Critical Thinking and WritingWilliam Zinsser states, “Writing is thinking on paper.”5 And we can not agree more. Oneof the primary objectives of the writing-intensive course in construction course was toenhance critical thinking among the students. It is the instructor’s obligation to make thestudent think. We found in our earlier experiment with writing across curriculum thatduring writing laboratory report most students had problem writing the conclusion. Manystudents amusingly wrote “I enjoyed the lab very much” or “This is a very

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

abilityto communicate effectively.Implementation DetailsThrough the semester-long conference research paper activity students experience writing anabstract, multiple paper drafts, a peer review, and the publication of a final camera ready paper inthe printed and bound class conference proceedings. In addition, the students present theirresearch papers orally at a class conference held at the end of the term. The paper writingactivity takes the place of a standard final exam and consequently is worth 200 points or theequivalent of about 20 percent of the students’ overall course grades. During each phase of thepaper writing process, students begin to earn points towards their overall conference paper grade.American University uses the Blackboard web

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Steven Peretti; James Spivey; Paula Berardinelli; Naomi Kleid; Deanna Dannels; Chris Anson; Lisa Bullard; Dave Kmiec

consultant a work-in-progress for discussion in aworkshop setting.The consultation sessions emphasize the importance of developing and implementing a systematic writingand editing process. Often the consultant facilitates the integration of the collaborative writing, presenting,and editing skills that students were exposed to in the module by helping them apply these skills tocreating the reports and presentations required by the laboratory portion of the course.For the final consultation of the semester, several teams of students meet during the common module timeand rehearse their presentations in a critical speaking environment where they can participate in theevaluation process and respond to real questions and answers from their peers. This

Collection

2000 Annual Conference

Authors

Rebecca A. Pinkus; Craig A. Simmons

"focus" workshops that are offered separate from the seminar series.In an effort to make the seminar interactive, we incorporated various activities that required thestudents to participate actively. Not surprisingly, there was universal agreement that theseinteractive exercises were necessary to supplement the lectures. The students felt the discussionsas a class and in small groups were particularly valuable because of the variety of opinions thatcame out of these discussions. The students were generally less satisfied with the exercises thatinvolved peer review and in-class writing. Some students felt that because these exercises wereperformed in class under time constraints, they were unrealistic. Others felt the that their peers’comments

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

College Industry Partnerships

Paper ID #26024Returning to an Industry-informed Technical Writing and CommunicationCourse DesignDr. Alyson Grace Eggleston, The Citadel Alyson G. Eggleston received her B.A. and M.A. in English with a focus on writing pedagogy and linguis- tics from Youngstown State University and her Ph.D. in Linguistics from Purdue University. Her research and teaching interests are in technical and scientific writing pedagogy and the interaction of language and cognition. She is an Assistant Professor in the Department of English, Fine Arts, and Communications at The Citadel, The Military College of South Carolina.Dr. Robert J. Rabb

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette; Josh Boyd, Purdue University; Rebecca R Essig, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

skills were the responsibilityof other parts of the university, not engineering.16It is further worth noting some exceptions to these writing-averse practices. For instance, Parettiand Burgoyne recommend problem-based learning as an approach that can enable greaterattention to communication instruction and practice in upper-level design courses, finding thatboth students and faculty found these kinds of writing assignments useful.20 And House et al.described a curriculum where approaches such as student writing portfolios, incorporatingwriting into several engineering courses, and using a combination of rubrics and peer reviewimproved student learning outcomes related to communication.21While these sources advocate for more writing within the

Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

clicking for online advertising. There were two educational projects. The firstexamined belief revision through animated sequences using cases from I, Robot. The secondwas a web tutorial for novice users on machine learning in music recommendation systems. Thisproject ultimately formed the basis for one student‟s thesis work on human interfaces for musicrecommendation systems. Finally, seven students chose to write their own words of fiction.Students were allowed to write fiction in their native language so peer-review was used to betterevaluate the creative works. Technical topics addressed included: 1) Turing Tests and anexamination of intelligence, cognition and consciousness, 2) the limits of knowledge and logic:How much can we know? 3) belief

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

James Hanson; Julia Williams

understandabout a concept and how they would approach a problem.Our ultimate goal as instructors is to help students develop the skills necessary to succeed in theirchosen profession. Therefore, the objectives of the Writing-to-Learn assignments forprofessional practice are as follows: 1. During summer internships and after graduation, students annotate calculations. 2. During summer internships and after graduation, students effectively communicate with co-workers and supervisors when discussing ideas or problems.In professional practice, design calculations are reviewed for a variety of reasons including peer-review and litigation. It is unreasonable to believe that a practicing engineer will rememberspecific thoughts about a set of

Conference Session

General Topics in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; John A. Nychka, University of Alberta; Roger Graves, University of Alberta

Tagged Divisions

Graduate Studies

story in the form of a journal paper. 4. Publishing in a large and productive research group: the human element of collaboration.Writing Studies Research First, writing studies research reveals that students learn to write in a social context 3,4. Theirsocial groups include relationships with advisors, research groups, peer writing groups, anddepartmental activities 5,6. Putting students in writing groups, where they give each otherfeedback, can substantially reduce the strain on both the student and the advisor. Second, aresearch paper is a specific genre of writing, so if we think students don’t know how to write inthis style when they start, we are right, because they have never been taught to write in this newgenre 7.Teaching

Collection

1996 Annual Conference

Authors

Bryan Pfaffenberger; Susan Carlson-Skalak; John P. O'Connell; Timothy P. Scott; Mark A. Shields

2653 Teaching Professional Development in the First-Year Writing Course Bryan Pfaffenberger, Susan Carlson, John P. O'Connell, Timothy P. Scott, Mark A. Shields School of Engineering and Applied Science, University of Virginia Abstract to ethical dilemmas are prized just as highly as problem-solving expertise. Engineering educatorsTwo of the significant thrusts of reform in the first- are calling for curriculum reforms that will bringyear engineering curriculum--creating enthusiasm

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society

, including device general research, Troubleshooting wikis, and future Repair Guides. 4) Milestone 3: Provides a tutorial in the proper pairing of device photography and technical prose, such that both are semantically redundant, and either could be followed in isolation to correctly execute a repair process. Students create 5-7 Repair Guides for various device components that they identified in their Project Proposal. 5) Milestone 4: Provides standards for usability testing and peer review of the three resource pages described above (Troubleshooting wiki, Device page, and Repair Guides) [14].Student Feedback and PerformanceThe Citadel’s Technical Writing and Communication students strongly fit learning

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Ricardo Jacquez, New Mexico State University; Veera Gnaneswar Gude, New Mexico State University; Michele Auzenne, New Mexico State University; Chris Burnham, New Mexico State University; Adrian Hanson; Jeanne Garland, New Mexico State University

instructors to the seminar attendees who in turn transfer thesemethods to their students in the class environment.The fundamental importance of this training is exemplified in the benefit to the students. Theassignments that are used in CE 356 are based on individual and collaborative learning throughindividual and team-based activities. The assignments include brainstorming exercises,explaining concepts to other students, group writing assignments, case study analysis, writing toa realistic audience, solving (open-ended) what-if problems, and peer review of their work. Thebenefit of these WAC activities is reflected in the effort to guide the students to more activelyparticipate and be engaged in a full spectrum of Bloom’s levels of learning. A

Collection

1997 Annual Conference

Authors

Julie E. Sharp

in reading assignments. Inaddition, writing more often can improve students' writing skills. These benefits for the studentcan occur without assessment or even feedback. However, when certain feedback techniquesare used, the possibilities for writing improvement increase. Feedback techniques can includethe following: class discussion small group discussion peer evaluation instructor comments in an individual conference self evaluation brief, instructor-written comments (e.g., with journals) Page 2.454.1 Let's consider five options for adding learning-intensive ungraded writing

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Clippinger, Pennsylvania State University, Behrend ; Ruth Camille Pflueger, Pennsylvania State University, Behrend College; Steven Nozaki, Pennsylvania State University, Behrend ; Johanna Fouts Bodenhamer

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Writing. Paper presented at 2019 ASEEAnnual Conference & Exposition , Tampa, Florida. 10.18260/1-2—33610[2] Ware, R., & Turnipseed, N., & Gallagher, J. R., & Elliott, C. M., & Popovics, J. S., & Prior, P., &Zilles, J. L. (2019, June), Writing Across Engineering: A Collaborative Approach to Support STEMFaculty’s Integration of Writing Instruction in their Classes Paper presented at 2019 ASEE AnnualConference & Exposition , Tampa, Florida. 10.18260/1-2—33671[3] Damron, R., & High, K. (2009, June), Writing To Learn: The Effect Of Peer Tutoring On CriticalThinking And Writing Skills Of First Year Engineering Students Paper presented at 2009 AnnualConference & Exposition, Austin, Texas. 10.18260/1-2—5684[4

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

graphical elements first and then completing the writing the next week.This is a beneficial writing practice because technical writing is typically centered around theresults and having the graphical elements in the document before they start writing encouragesthem to focus on important take-aways from the experiment [13]. To help students catchmistakes before final submission, we implemented a short peer review activity at the beginningof the third week of each experiment. Teams bring print outs of their graphical elements to classand trade with a nearby team. Before they start reviewing, we discuss how to give constructivefeedback and how they can use the assignment analytic rubric to help them check the work. Notonly does this activity help each

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

communicate ideas to other engineers, and that “relevant peers” providean example and standard for writing. From these opinions, we can conclude that students do notseem to consider engineers good or interesting writers, and that there is no need to consider awider audience for their writing. However, Winsor (author, “Writing Like an Engineer”) findsthat engineering writing is rhetorical and that the audience matters. Including these impressionsof engineering writing for students could help their understanding of the importance of technicalwriting and some of its subtleties.Students are also frustrated with course materials that do not relate to real-world applications orare sometimes obsolete4 , resulting in a non-motivational course structure

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

fall 2007 students. Writing fellows areassigned to work in our University Writing Center with freshman composition sectionsand are undergraduate peer tutors who assist in developing writing skills through workwith students on course papers. The authors have also discussed asking the researchquestion a bit differently, to what extent do the student critically think and write asopposed to are they able to critically think and write.The interrater reliability information provided some interesting questions for futureresearch: 1) How effective are norming sessions on reliability? 2) How do Engineering faculty see writing and critical thinking differently than English faculty? 3) How reliable and valid are the

Conference Session

Mentoring and Development of New Faculty

Collection

2009 Annual Conference & Exposition

Authors

Laurie Garton, Texas Engineering Experiment Station; Luisa Deckard, Texas Engineering Experiment Station

Tagged Divisions

New Engineering Educators

summary, in bi-weekly peer review meetings with three to four other workshop participants, and in additional meetings with all workshop participants. These activities give investigators the opportunity to obtain substantive feedback on their proposals and to acquire in-depth information on a range of proposal-related issues, such as analyzing the target funding agency’s mission, presenting project ideas to program managers, improving writing and formatting, developing evaluation and assessment components, and preparing budgets. By the conclusion of the workshop, investigators have prepared a complete grant application, which they may then submit to the external funding agency of their choice.• One-on-one consultation – Separately from the

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students at SJSU. IntroductionIn Fall 2011, SJSU received a U.S. Department of Education grant, AANAPISI, to improve thewriting skills of Asian-American students at SJSU. This grant has several focus areas, one ofwhich is the improvement of writing and writing instruction in General Education (GE) classes.A significant percent of SJSU’s incoming freshmen are remedial in English or mathematics. PerCSU policy, students must clear their remedial status within one year or they are disenrolled fromthe CSU. A look into retention rates shows that there is a higher attrition among remedial studentsthan their non-remedial peers. Also, the time to graduation is typically lengthened up to two yearsfor students who need remedial classes.Many of these remedial

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Arlene Russell, University of California, Los Angeles; Patricia Carlson, Rose-Hulman Institute of Technology; Warren Waggenspack, Louisiana State University, Baton Rouge; Warren Hull, Louisiana State University, Baton Rouge; william Monroe, Louisiana State University, Baton Rouge; Chester Wilmot, Louisiana State University, Baton Rouge

Technology.CPR (http://cpr.molsci.ucla.edu/ ) is an online application that enables students to criticallyreview other students’ written assignments as a learning tool for their own written work. Centralto the success of CPR is a process that calibrates a student’s ability to critically review a writtenassignment by having that student evaluate example writing assignments of varying quality.Only after a student has achieved a successful calibration level is that student allowed to proceedto the anonymous peer review of other students’ assignments. Studies have shown that inaddition to improving written skills, the CPR process also enhances student learning of theunderlying technical content.4, 6

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; David Sawyers, Ohio Northern University; John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

paper in thatstudents edit the papers written by their peers. In Olds the emphasis is more on trueediting (comments on structure, whether the paper is correct for the audience, etc.) ratherthan simply on identifying errors.Proofreading AssignmentsMultiple assignments throughout the term were used in order to evaluate and improve thestudents’ ability to proofread. Students were regularly provided with a set of readingquestions for each section of the technical writing course. These assignments, and somerelated questions on the mid-term exam, asked them to find the errors in a sentence.These typically related to specific topics in technical communication, such asconciseness, punctuation, capitalization, etc. Since these were typically done with

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #34637Visualizing Arguments to Scaffold Graduate Writing in EngineeringEducationDr. Kristen Moore, University at Buffalo, The State University of New York Kristen R. Moore is an Associate Professor in the Department of Engineering Education at University at Buffalo. Her research focuses primarily on technical communication and issues of equity, inclusion, and social justice. She is the author of Technical Communication After the Social Justice Turn: Building Coalitions for Action (2019), in addition to a range of articles. She has received a number of awards for her research, including the Joenk Award for the best

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

aerospace, automotive, and rail structures. He has been the author or co-author of over 180 peer-reviewed papers in these areas.Dr. Charles Riley, P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). ©American Society for Engineering Education, 2023 Assessing Faculty Implementation of Laboratory Report Writing Instructional ModulesAbstract“An ability to develop and conduct appropriate experimentation, analyze and interpret data, anduse

Collection

2003 GSW

Authors

Ifte Choudhury; Ricardo E. Rocha; Richard Burt

brings writing into as many classrooms as possible 2. Brief and varied (cross-disciplinary) writing forms that receive both instructor and peer responses Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington Copyright © 2003, American Society for Engineering Education 3. Focuses on writing as learning – the principle that cognitive processes involved in writing and knowledge acquisition are very similar 2.Without a requirement to master writing skills, the graduate is initially handicapped inhis/her chosen professional world. This handicap continues until these skills areacquired6. This despite dramatic increases in

Conference Session

Panel: Embedding Writing in Experiential Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Debbie Morrow, Grand Valley State University; Tracy Volz, Rice University; Ann Saterbak, Duke University; Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb, California State Polytechnic University, Pomona; William A. Kitch, Angelo State University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #22876Panel: Embedding Technical Writing with Experiential Learning Compo-nents into Engineering CurriculaDr. Lindsay Corneal, Grand Valley State University Lindsay Corneal is an Associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.Ms. Debbie Morrow, Grand Valley State University Debbie Morrow currently serves as Liaison Librarian to the School of

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patti Wojahn, New Mexico State University; Germain Degardin, Southwest Outreach Academic Research (SOAR) Center; Muhammad Dawood, New Mexico State University; Melissa J. Guynn, New Mexico State University; Rachel Boren, New Mexico State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Celotta, E. Curran, M. Marcus, and M. Loe. (2016).“Assessing the impact of a multi-disciplinary peer-led-team learning program on undergraduate STEM education.” Journal of University Teaching & Learning Practice, 13(1), pp. 1-21. Available at: http://ro.uow.edu.au/jutlp/vol13/iss1/5[15] F. Boch and A. Piolat (2005). “Note taking and learning: A summary of research. The WAC Journal, 16, pp. 101-113.[16] M.C. Everett (2013). “Reflective journal writing and the first-year experience. International Journal of Teaching and Learning in Higher Education 25(2), pp. 213-222.[17] A. Siegesmund. (2016). “Increasing student metacognition and learning through classroom- based learning communities and self

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

James Newell

Impact of Structured Writing and Awareness of Cognition on Effective Teaming James Newell1, Kevin Dahm1, Roberta Harvey2, and Heidi Newell1 1 Department of Chemical Engineering and 2College of Communications Rowan University Glassboro, NJ 08028AbstractMetacognition is the awareness and understanding by a student of his or her own learningown skills, performance, preferences, and barriers. This paper describes a pilot scaleeffort to develop metacognition in engineering teams at Rowan University, throughstructured writing, and the use of the Learning Combination Inventory (LCI). Thetheoretical basis for the LCI is the

Conference Session

IED Technical Session: Preparing Students for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Miller, University of Minnesota, Twin Cities; Daniel Emery

Tagged Divisions

Industrial Engineering

Documents 1 Lisa A. Miller – Associate Teaching Professor, Department of Industrial and Systems Engineering, University of MinnesotaDaniel Emery – Assistant Director, Writing Across the Curriculum, University of Minnesota1. INTRODUCTIONThe collaborative nature of the engineering discipline is often translated to the classroom viagroup project work. The positive impact of project-based learning (PBL) has been welldocumented in the research literature and in previous ASEE proceedings, including successfulapplications as described in Yousaf et. al, 2010, and Figges and Vogt, 2017. Peer response tostudent writing and team-based learning are well established, evidence based practices thatimprove student learning (Cho and