Conference Session

Military and Veterans Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

, theoretical, and analytical skills associated with theirdevelopment. In the model, sophomores engage by learning the skills associated with directleadership of individuals and small teams and the management of duties. In a sophomore-leveltechnical writing course (required of all engineering and computer science majors), sophomore-level leader development was assessed using the institution’s criteria. These small teams had ahands-on, technical assignment that lasted several weeks. There was a difference in leadershipskills and communication skills observed between the traditional students with their formalleadership curricula and the student veterans. Student peers consistently rated student veteranshigher in all areas of the leadership attributes

Conference Session

NSF Grantees Poster Session

Collection

2008 Annual Conference & Exposition

Authors

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

AC 2008-2059: USING WRITING TO ASSESS LEARNING IN ENGINEERINGDESIGN: QUANTITATIVE APPROACHESPatricia Carlson, Rose-Hulman Institute of TechnologyFrederick Berry, Rose-Hulman Institute of Technology Page 13.1370.1© American Society for Engineering Education, 2008 Using Writing to Assess Learning in Engineering Design: Quantitative ApproachesINTRODUCTIONThis poster (and paper supplement) presents the final results from NSF grant #0404923 –“Writing for Learning and Assessment in Engineering Design Courses.” Quantitativeresults are given from three years using Calibrated Peer Review™ (CPR™) as apedagogy and assessment tool in a junior-level

Conference Session

Aerospace Division (AERO) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glen Roderic Coates, Pennsylvania State University; Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

Aerospace Division (AERO)

Research Council [5-6].New pedagogical approaches to EC include an increasing focus on topic-specific proceduralwriting; engineering-specific templates and citations; and highly structured assignments withclear applications and a team-based component. Studies have shown that engineering students inparticular respond best and perform better in technical writing tasks with clear deadlines,expectations, peer review phases, and rubric-based assessments [5].EC pedagogy is also changing as a result of the overall importance of engineering technical workrises in industry. Calling it the Communication Coefficient (CC) method, researchers advocatethat engineering students’ experiences in the communication classroom can be improved if theyare advised in

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Teresa Larkin, American University; Dan Budny, University of Pittsburgh

Tagged Divisions

Engineering Physics & Physics

understanding within introductoryphysics and engineering curricula. The prominent strategy to be described involves havingstudents research, write, and present a paper at a formal class “conference” held at the end of theterm. Throughout this process, students are exposed to all aspects of preparing a professionalconference paper including the submission of an abstract, preparation of a paper for review,participation in a rigorous peer review, and presentation of their final paper at the conference.One focus of this paper will be to highlight each of the aspects of the paper writing process,placing particular emphasis on the significance of the peer review process. A discussioninvolving the rubrics developed and used during the peer review process will

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Kovanen, University of Illinois Urbana-Champaign; Paul Prior; John R Gallagher, University of Illinois Urbana-Champaign; Celia Mathews Elliott, University of Illinois Urbana-Champaign; John S Popovics P.E., University of Illinois Urbana-Champaign; S. Lance Cooper, University of Illinois Urbana-Champaign; Julie L Zilles, University of Illinois Urbana-Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

a process orientation [14] to report writing, with studentscompleting various milestones throughout the semester that represented various sections of thereport (e.g., executive summary, objectives, methodology). Dr. Roesler was interested inadditional methods of providing feedback to students before milestone drafts were assessed bygraduate teaching assistants.Over the course of the Fall 2019 semester, WAES team members John Popovics, BruceKovanen, and Gail Scott worked with Dr. Roesler to develop a framework for peer review. Inthis case, peer review was implemented during class time and framed as an opportunity forstudents to explore alternative organizational structures for the report and to improve their own.For example, when assessing

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Mallette, Boise State University

learning through teamwork, while the latter focuses on projects that allow studentsand faculty to leverage the potential of teams to solve problems and support projects that oftenhave tangible outputs beyond the classroom. In some cases, in-class writing and work can beused alongside collaborative learning, where the goal is using writing and peer engagement tolearn course concepts more effectively [11, 12]. In other cases, teamwork assignments may notfocus on writing specifically but use writing to communicate design solutions or data analysis.Typically, these projects may culminate in a report, a presentation, or some tangible product thatinvolves writing (e.g. a final team report communicating results to a project sponsor). Theseprojects may

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

were analyzed. These student papers formed the entirety of ayear-group cohort of students enrolled in a Mechanical Engineering Technology program at theauthors’ institution. As will be discussed in the conclusion, this analysis was part of a multi-yeareffort to measure the effect of student peer tutoring on student writing style. The cohort ofstudents whose work was measured for this paper were those who had received no peer tutoring.The nineteen works used as the source data for the examples of student writing averaged 463words in length (median = 387) and ranged between 1,595 words at the longest and 99 words atthe shortest (IQR 206 to 520).ResultsResults obtained from each of the methods described here are as follows in tables 2,3,4 and 5

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

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Clippinger, Behrend College; Ruth Camille Pflueger, Penn State University; Steven Nozaki, Penn State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the results of an investigationof an intervention with the potential to improve students’ identification of the optimal solution tothe problems posed by sponsors.The intervention represents an extension of research funded by an NSF IUSE: EHR Multi-institutional grant to improve writing support for engineering students on their technicaldocuments through the use of peer writing tutors from non-technical backgrounds,collaboratively trained by engineering faculty and writing tutor supervisors. The project, WritingAssignment Tutor Training in STEM (WATTS), has been conducted in three universities overthree years and has demonstrated statistically significant improvement in STEM undergraduatewriting after students received tutoring from WATTS

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

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

Spotlight on Diverse Learners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sung Je Bang, Texas A&M University; Saira Anwar, Texas A and M University

Tagged Divisions

Computers in Education Division (COED)

Processing for Assisting in Writing English SentencesAbstractMany non-English speaking international students come to the United States to pursueundergraduate engineering programs. However, most of them struggle to learn and use Englishproficiently. This struggle to learn and use English poses various challenges. For example, suchstudents struggle to describe their plans and thoughts to their college peers and colleagues atwork. Also, it is mostly harder for such students to make their place in academic or industrycareers. Some of these difficulties arise because students cannot identify sentence structures ordifferences between various types of sentences in English. Writing in complete sentences is oneway to convey