AC 2008-897: EVALUATING DIFFERENT ASPECTS OF PEER INTERACTIONUSING AN ON-LINE INSTRUMENTAlan Cheville, Oklahoma State UniversityJames Duvall, Oklahoma State University James Duvall is completing his BSEE degree at Oklahoma State University and expects to attend graduate school studying microwaves or photonics. Page 13.575.1© American Society for Engineering Education, 2008 Evaluating Different Aspects of Peer Interaction Using an On-Line InstrumentBackground and ContextAs universities move towards integrating in-depth team-based design experiences there is anincreasing need to train
ABET Best Practices: Results from Interviews with 27 Peer Institutions Terry S. Mayes, John K. Bennett College of Engineering and Applied Science University of Colorado at BoulderAbstractABET2000 criteria permit a variety of approaches to assessment. While this flexibility allowseach institution the freedom to develop practices best suited to its particular circumstances, suchflexibility can also create doubt whether the assessment practices employed will be found to besatisfactory by ABET evaluators. As the College of Engineering & Applied Science at CU-Boulder prepares for a fall 2005 ABET General
Paper ID #16737Systematic Team Formation Leading to Peer Support and Leadership SkillsDevelopmentDr. Corey Kiassat P.E., Quinnipiac University Dr. Corey Kiassat is an Assistant Professor and the Director of Industrial Engineering at Quinnipiac Uni- versity and has a BASc and a PhD degree in Industrial Engineering from the University of Toronto. He has an MBA, majoring in Marketing and International Business, from York University. Corey is a Pro- fessional Engineer and has 11 years of industry experience in manufacturing engineering and operations management with General Motors in USA and Canada. He has also been involved
Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University.Dr. Andrew I Neptune, Clemson University Andrew Neptune is a lecturer with the General Engineering department at Clemson University. He teaches courses that introduces the engineering disciples, develops problem solving skills, and instructs in com- puter programming, mainly to first
. For example, summer bridge programs recruit students from high school andneighboring community colleges who may actually attend college at a different institution withinour alliance. This provides students with a broader peer and mentor network than if they wereattending the same school in the fall. Graduate Preparation Institutes similarly recruit fromwithin our alliance, thus increasing the motivation factor for students to spend a summerperforming research and preparing for the GRE and increasing the pool of mentors that they candraw from for writing letters of recommendation for graduate programs around the country.Shared Planning And Management Our AMP is provided oversight by the Governing Board. The specific activities of our
observe the instruction and studentengagement. Students submit their written lesson plans and provide a justification for how theirlesson furthers the aims of the course. All students write self- and peer-assessments. Thedifferentiation, in terms of the student lessons and multiple forms of assessments, allows forvariety in the presentations, and diminishes the likelihood of peer disengagement during thelessons. Peer assessment all but ensures this (e.g., [14] - [17]). Further, research in highereducation indicates that students enjoy the learning “atmosphere” of peer-teaching [18], findtheir peers to be useful adjuncts to the instructor-led content [19], and report confidence and skilldevelopment as a result of participation in the activity [10
Paper ID #23310Supporting Student Learning Through Peer-led Course Support InitiativesJenai Kelley Brown, Clemson University Jenai Kelley Brown has a background in college life coaching as well as career counseling. Before com- ing to Clemson University, she was a Senior College Life Coach at Florida State University working primarily with first generation college students. Jenai is currently the Assistant Coordinator for Tutor- ing in Clemson’s Academic Success Center where she trains and manages approximately 60 tutors each semester. While her roles in Higher Education have changed, her primary goal has remained to help
instructors, departments, and colleges. Additionally, the data can be used asan objective source of formative feedback for potential peer mentoring professional development programsor self-evaluation. Smith et. al. (2013) created the validated COPUS with 25 codes (e.g., instructor lectures,instructor writes, student ask question, clicker questions, etc.) that observers mark within 2-minute intervals.Observers can be trained to use the protocol during a 1.5 hour period, reducing the substantial trainingrequired by other commonly utilized protocols such as Teaching Dimensions Observation Protocol (TDOP)and Reformed Teaching Observation Protocol (RTOP) (Smith, et al., 2013). Since the introduction of COPUS, researchers have further validated the tool
Paper ID #11199Evaluating the Pre-Professional Engineer: Exploring the Peer Review Pro-cessJoy M. Adams, University of Michigan Joy Adams is the Program Manager for the Multidisciplinary Design Program at the University of Michi- gan. In this role, she focuses on Corporate Sponsored Projects, Communications and Student Performance Appraisals. She has seven years of diverse professional Human Resources experience, including prior roles in Training & Development, Campus Recruiting and Talent Management/Leadership Development at various Fortune 500 firms.Mical D. DeGraaff, University of Michigan Mical DeGraaff is a
, J., 2007, “Promoting advanced writing skills in an upper-level engineering class,” Journal of Engineering Education, 96(2), pp. 117-128.17. Ayar, M., and Yalvac, B., 2010, “A sociological standpoint to authentic scientific practices and its role in school science teaching,” Ahi Evran Uni. Kirsehir Journal of Education (KEFAD), 11(4), pp.113-127.18. Zhang, D., Peng, X., Yalvac, B., Eseryel, Deniz, Nadeem, U., Islam, Atiq and Arceneaux, D., 2015, “Exploring the Impact of Peer-Generated Screencast Tutorials on Computer-Aided Design Education,” 122nd ASEE Annual Conference & Exposition, Seattle, WA, June 14-17, 2015.19. Arnold, J., Sias, J. and Zhang, J., 2002, “Bringing the library to the students: Using technology to
improve technical writing instruction in laboratory courses, a multidisciplinary team ofprofessors in the departments of Writing and Engineering (1) developed a curricular frameworkthat integrates common practices of teaching technical writing in tandem with existing engineeringlaboratory courses and (2) trained a set of students to be Engineering Writing Fellows (EWF),undergraduate engineering students who tutored peers in their technical writing assignments. Thispaper will share the student and instructor opinions of these initiatives employed in the LinearCircuits Analysis Laboratory course. Analysis of the initiatives was conducted via student surveyand comparison of student writing pre and post EWF tutoring. Results show students
indisciplinary activities – not as a simple skill that can be learned once, and transferred to new,disparate, inter-and-extra-disciplinary situations. Altering entrenched constructs of writing-as-product and writing-as-discrete-skill-set, WAC activities can introduce faculty and graduate TAsto best practices from Writing Studies, helping them think through basic tenets of “good” writingpedagogy (i.e., writing-as-process and writing-as-knowledge-making, effective and efficientinstructor and peer response practices, and more clearly elaborated assignment design).WAC has traditionally employed workshop models to convey its principles to faculty acrossdisciplines. WAC programs are usually housed in whatever department administers first-yearwriting, and
Paper ID #45014Exploring the role of engineering judgment in engineering educationthrough writing praxis in a 3rd year systems engineeringwriting-in-the-disciplines [WID] courseDr. Royce A Francis, The George Washington University Dr. Royce Francis is an Associate Professor in the Department of Engineering Management and Sys- tems Engineering [EMSE] at the George Washington University. At George Washington, Dr. Francis’s engineering education research explores the relationships between professional identity formation and engineering judgment. His other research interests include infrastructure resilience and risk assessment
in Professional Writing, Journal of Engineering Education, 99:427-438.[4] Yalvac, B., Smith, H. D., Troy, J. B., and Hirsch, P. (2007). Promoting Advanced Writing Skills in an Upper-Level Engineering Class, Journal of Engineering Education, 96: 117-128.[5] Ekoniak, M., Scanlon, M.J., Mohammadi-Aragh, M.J. (2013). Improving student writing through multiple peer feedback, IEEE Frontiers in Education Conference, 626 – 628.[6] Furman B. and Robinson, W. (2003). Improving Engineering Report Writing with Calibrated Peer Review,The 33rd ASEE/IEEE Frontiers in Education Conference, November 5-8, Boulder, CO.[7] Smelser, R. E. (2001). How to Build Better Engineers A Practical Approach to the Mechanics of Text. Quarterly-National
research introductions. Class homework: Students apply what they learned in the workshop to their second draft. Students begin meeting UWC consultants. At the UWC: The BME writing instructor runs training sessions for consultants. Consultants begin working with students. Week 3 In class: Students bring to class the second draft for peer review. (This second draft is not included in the Assessment.) Week 4 Students submit their final (third) draft. Week 5 Students complete the first set of short reflections on their UWC consultation Post-Semester The BME writing instructor administers the second self
. Alba-Flores [5] implemented the peer review process in a Circuit Analysis lab course resulting in anincrease in students’ awareness about the importance of technical writing and improved writingassessment results. Corneal [6] developed a sequence of three templates to guide studentsthrough the process of technical report writing and implemented it in a first-year engineering labcourse.According to the theories of learning transfer [7], describing how past experiences affect learningand performance in a new situation, the transfer of writing skills from first-year composition toengineering can be classified as ‘far transfer’ that contains very few abstract or generaloverlapping features [8]. In a previous study to improve engineering
withopportunities to apply these strategies to specific writing challenges, then the connectionsthat students make between design and technical writing might be strengthened and thequality of both writing and design might be improved.Usability testingAs technical communicators, we want to help students understand the value of testingtheir writing on intended readers and revising the document according to reader needs.We teach three kinds of document testing: text-based testing, expert-based testing, anduser-based testing. In the text-based approach, the document is tested against guidelinesor checklists, often in a class peer review situation. Expert-based testing is achieved bysoliciting feedback on the document from professionals either expert in the
Paper ID #10109Adventures in paragraph writing: the development and refinement of scal-able and effective writing exercises for large enrollment engineering coursesMs. Rebecca Rose Essig, Purdue UniversityDr. Cary David Troy, Purdue University, West Lafayette Ph.D., Stanford University, Civil and Environmental Engineering (2003) Assistant Professor, Purdue Uni- versity, School of Civil Engineering (2007-present)Prof. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Assistant Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an
activity coding shows that participants were getting adviceon their writing (e.g., grammar and style issues), an opportunity to judge the effectiveness oftheir writing through clarification requests from the colleagues, information necessary toimprove the documents through the genre negotiations and audience discussions, and evensupport for gaining confidence in their writing through the affective interactions. Theclarification codes indicate that participants were encouraged to articulate and explain theirportfolio elements—their peers challenged their conceptions of teaching, wished for evidence toback up the claims in their statements, or were unclear about the terminology used in theirstatements. By doing so, participants would have the
maintain quality control over instruction and to better understand andrespond quickly to graduate students' needs and preferences, the Hub's co-directorslimited the delivery of tutoring instruction to themselves. Both instructors are full-timeteaching faculty in the technical communication program housed within the engineeringschool, and both have decades of teaching graduate-level academic communication inspecific fields, including engineering, law, and international relations.This type of instructional delivery bypasses some of the questions encountered by someuniversity writing centers such as the efficacy of peer or undergraduate tutors [3], aswell whether tutors should be generalists or specialists within students' fields. Astechnical
collaborators attracted close to $1M research grants to study writing transfer of engineering undergraduates. For the technical research, he has a long-standing involvement in research concerned with manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for automotive, marine, and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with the focus of fatigue strength im- provement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Ken Lulay, University of Portland BSME, University of Portland, 1984 MSME, University of Portland, 1987 PhD
pronounced awareness of how writing works within a given discipline—not only as amethod of transmission, but a means of learning. There is some evidence, in effect, that thesophomores see in their writing a greater purpose than simply completing an assignment for agrade. The words “perceive,” “understand,” and “comprehend” crop up repeatedly: thesestudents are writing to learn, writing their way into the discipline of Engineering. The authorssuggest that this point marks the beginning of what may be “normal discourse” for these Page 11.694.8students, that is, “a conversation within a community of knowledgeable peers.” 18 Of course,there are those
incorporating communication into technical coursesmay be mitigated by the use of peer review; by setting students up in peer review sessions, they canread and comment on the work of others as a means to improving their own communication skills.Many of us who have employed peer review have seen the benefits firsthand.1-5 The process of readingand reviewing the written documents of other students—submitting their own documents to beassessed by other students, reviewing documents that try to fulfill the same assignment they havewritten—has a measurable impact on the student’s own writing. Studies of peer reviewing strategiesconfirm what many of us have seen in our own classrooms. The process for peer review, with fewexceptions, remains the same. Students
] 10. Computers and Computing: The contributions of Babbage, Von Neumann and others are considered, as is the effect of computers on modern society. [10, 24, 26] 11. Telecommunications and the Internet: Technological and societal aspects of the “information age” are examined. [6, 24]4. Improving Writing The first two offerings of History of Electrical Engineering provided studentswith extensive feedback about their writing, but improvement in writing, based upongrades, was minimal. Subsequent offerings have made extensive use of peer-review inaddition to instructor feedback, and this appears to have resulted in greater improvementin writing. This experience indicates that an effective way to improve the quality
Paper ID #37827Thinking Beyond the Service Course Model: IntentionalIntegration of Technical Communication Courses in a BMEUndergraduate CurriculumJulie Stella Julie Stella is a Visiting Lecturer in the Technology Leadership and Communication de- partment of the IUPUI School of Engineering and Technology. She teaches writing and communication to undergraduate engineering students at IUPUI. She has also taught courses at the graduate level in education technology, usable interface design, and ed- ucation public policy. Her background is fairly diverse, though it centers on writing and teaching. Ms. Stella spent 11
of the Engineering Technology department at IUPUI. © American Society for Engineering Education, 2022 Powered by www.slayte.comComparison of Undergraduate Student Writing in Engineering Disciplines at Campuses with Varying DemographicsIntroductionEmployers of STEM graduates, especially industries, often emphasize the need for improvementin STEM undergraduate writing skills1. Research findings show that students in STEM fieldslack strong writing skills2.Writing is generally recognized as fundamental to the formation andcommunication of scientific and technical knowledge to peer groups and general audiences. Inthis aspect, persuasive writing is an essential
time in the fall 2004. The paper will describethe development of the course-specific workshops and the establishment of a “draft review”process utilizing a peer Writing Consultant. Student surveys were used to assess theeffectiveness of the new process. The student response was positive, but a few students resistedthe implementation of a significant writing component into a “design” class. Only minormodifications were implemented as the intervention continues for this spring semester.IntroductionSince 1980 the BSME degree at the University of Houston (UH) has required a sophomoredesign class. Initially, the course covered primarily the design process and design methodology.A semester-long design, fabricate and test team-project was the major
ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal
TransferabilityAbstractData show that underrepresented minority (URM) engineering students have lower rates ofcompletion and higher rates of attrition in their doctoral studies than their majority peers. Toaddress attrition and support students, we have developed a research-based intervention that wecall the Dissertation Institute (DI). As part of a five-year NSF-funded project, we havedeveloped and refined the DI as a one-week intensive writing and workshop experience for URMin the final phases of their engineering doctoral degrees. We have hosted two DIs to date (2017and 2018) and we are preparing for our third DI in 2019. The goal of the DI is to offer practicaland timely experiences for URM doctoral students to contribute to their degree success. At thesame time
expectations for thetechnical communications associated with a multidisciplinary capstone design course in theCullen College of Engineering at the University of Houston have been upgraded through agrowing relationship with the University of Houston Writing Center. Even though the evolutionof this activity is still in progress, the interaction has already resulted in a series of just-in-timeworkshops, opportunities for individual consultations for the students with peer WritingConsultants, the general upgrading of the communication requirements for the course, and thedevelopment of extensive instructions and grading criteria for oral and written assignments. Thisinteraction has already expanded to other courses and other departments in the College