software system calledCalibrated Peer Review.23 This system was developed at UCLA, is currently in use at about 100institutions for writing instruction, and is now under development for use with presentations atLouisiana State University.24Bibliography1. Payne, D. and B. Blakely, eds. "Multimodal Communication: Rethinking the Curriculum". 2004-2008, ISUComm at Iowa State University: Iowa City, IA. Page 15.1021.102. Payne, D. and B. Blakely, eds. "ISUComm Foundation Courses: Student Guide for English 150 and 250". 2007, ISUComm at Iowa State University: Iowa City, IA.3. Carnegie Mellon Enhancing Education Program
as a researcher. A great example is the patent mining activity described later in thispaper. In this activity, students learn about intellectual property and practice developingpatentable inventions – a skill which advisors find a useful part of the student’s technicaltraining. One of our communication activities is a peer manuscript review, in which groups ofstudents provide feedback on each-other’s technical papers. This activity improves the students’technical writing skills while easing the editing burden on the advisor.The various TESP activities are offered monthly at all partner institutions. Some activities canbe shared among institutions via online teleconferencing technologies (WebEx, GoogleHangouts, Skype), but many are
Copyright 2001, American Society for Engineering EducationWith the adoption of these new requirements, engineering technology educators must developnew ways of evaluating their courses and/or programs. Although there may be many ways tomeet these new requirements, whatever method is developed should include the followingcharacteristics: a. be easy to learn and use, with minimal faculty time commitment, b. allow faculty to easily write appropriate educational objectives based upon the new eleven criteria for their courses, c. encourage students to write meaningful outcomes of true learning, based upon the eleven new criteria, d. provide tabular and graphical information that can be used to validate that the instructor’s
narratives.Author 1 invited Authors 3 and 4 to take part in the data collection process based on their sharedinterests. We then began writing individually. To write individually, we engaged in a “datageneration exercise” [12], which includes chronologically listing major events or experiences,the circumstances of these events as well as stating why these events are important. In terms ofcollaboration style, we adopted Partial concurrent collaboration, where researchers contribute todifferent stages in the process but do not fully engage from the beginning to the end.The concurrent model allowed us to write individually based on the overarching prompt and thenshare stories with the team. Sharing the stories with the group helped us add probing questions
GPTZero and TurnItIn claim to identify whether a student’s writing was One key aspect of this paper is the distinction betweenproprietary and open-source large language models. Proprietary produced by generative AI, but they are highly inaccurate.models, such as OpenAI’s ChatGPT, are often considered less They tend to flag simple or predictable writing as AI-secure and privacy-invasive compared to open-source generated. Studies show that such false positives occur morealternatives like Meta’s Llama. Educating students on the frequently among certain groups, including
of efficacy based on their ability to contribute toteam efforts or diminished confidence in success when they repeatedly required the assistance oftheir peers during group work.25, 26 This type of vicarious experience remained an influenceamong CHE 205 students as well. Ben, an international student in CHE 205, described doubts inhis ability to succeed in the course because he seemed to always be the person in his homeworkgroup asking questions and not understanding. …we’re sort of set up in like this group project where um, you’re working with a group on your homework and…I go in, personally, like reading the homework in advance and try to do it by myself but whatever I don’t understand, like I can’t – I don’t feel
. Page 11.52.1L. Fink, University of Oklahoma Dr. L. Dee Fink, an off-campus evaluator, is the person responsible for developing and implementing the evaluation plan, and he has an extensive background in pedagogy and assessment. Because of this expertise, Dr. Fink will be responsible for: 1.) developing and© American Society for Engineering Education, 2006 monitoring the pedagogical models being used, 2.) leading the orientation programs for both undergraduate peer teachers and the faculty members involved, to make sure they fully understand the pedagogy procedures being used, 3.) developing the evaluation plan and materials, 4.) collecting and analyzing the evaluation
(mechanics) course has been completelyrestructured. Prior to the restructuring, the course had a traditional structure, consisting of aseparate lecture (3 hours three times per week), laboratory (3 hours once a week) and recitation(1.5 hours once a week). Beginning in 2009, the traditional structure was discarded in favor of asingle, blended class meeting 2.5 hours three times per week. Moreover, the new class wasdesigned to operate as an active learning course (i.e. with very little lecture) by making use ofseveral active learning methods including peer instruction (aka think-pair-share) and interactivepeer laboratories. The implementation of the active learning methods was done in phases overseveral years and each phase was assessed using the
engineering students who have made it beyond traditional exit points inengineering, and into upper division courses. This understanding will be developed throughaddressing the following research questions (RQ):RQ 1) What experiences, affective domain traits, and social capital resources explainengineering students’ development of engineering role identity and feelings of belongingness?RQ 2) In what ways are these experiences unique for first generation engineering students whencompared to continuing generation peers?This increased understanding will be further utilized by the research team in subsequentqualitative phases of the research project by exploring grounds for causation and thedevelopmental role of any significant factors play in development
, learning new study techniques, new academichabits, and of course new concepts. These techniques develop from various sources,including self-taught trial and error, advice from friends, and directives from faculty.Unfortunately, if students do not eventually find successful tactics, they struggle and aredissatisfied with their experience or leave without having completed the program. Whilefaculty members, tutors, mentors, advisors, and more are a valid source of advice, studentsare more likely to make progress among peers. Meanwhile, recent graduates and current junior/senior students often have a wealth ofinformation regarding successful (and unsuccessful) study habits and other academic skillsgained through experience. These are often passed
the 2019 RAMP program, and how wepropose to continue this iterative process in the 2020 RAMP program. As we write this, RAMPin 2020 is expected to be fully online, a virtual program, as we shelter from the Covid-19 virus.Finally, we suggest why the PAR approach may be especially helpful for creating moresupportive and beneficial environments for women in engineering majors.In Section 2.0 RAMP student recruitment and demographics are discussed. The design andimplantation of PAR focus groups and online survey methods are presented in Section 3.0.Section 4.0 shows the results of data analysis and Section 5.0 summarizes the contributions andoutlines future work.2.0 RAMP Student Recruitment and DemographicsThe RAMP program is advertised to all
and the Commonwealth supports key initiatives in diversity, equity, and inclusion atall levels. [12]In contrast, there is low participation of women and low representation of URM in STEM and ahigh number of women in poverty in the region. Common STEM barriers include a lack ofmentors and role models; lack of awareness and understanding of STEM opportunities; and lackof academic preparation for STEM degree programs. Societal and cultural biases favor somecareers (nursing and teaching, for example) over others (e.g., engineering and science) forwomen, meaning fewer women pursue certain STEM fields. Those who do sometimes lackfamily and peer support.OriginsPVWIS was founded on the idea of access. The range of access for women in STEM isdependent
had complementary components that involved: (1) matching participants with facultyand other undergraduates (peer-mentoring) or graduate student researchers under the supervisionof the faculty for direct hands-on training in relevant computational and experimental researchmethods, (2) participation in research-oriented field trips (e.g., various labs on campus, Ad AstraRocket Co., near the Johnson Space Center of the National Aeronautics and SpaceAdministration [NASA], etc.) (3) participation in professional-development seminars (GREpreparation, technical writing), and (4) presenting formal research papers at professionalconferences and submitting to refereed journals.The REU programs coordinated with the college’s own summer program and the
all the book assignmentsuntil I realized that there is some useful information in there. I wasn’t taking the book workseriously at first, until it hit me, that I could actually apply this material to my life! The bookreally does a good job of actually relating to you personally.” Two students mentioned that theylearned about the “FE” exam in the textbook. “I found the book to easily be read and I wouldone hundred percent recommend the book to all students in the engineering discipline.”The students were asked to write about their peers in the class. One student wrote: “From mypeers I learned the important facet of humans. Everyone was so different yet we are allmotivated to be disciplined the same and go through the same struggles. Being in a
Technology (CWIT) at the University of Maryland, Baltimore County. She is currently on sabbatical leave as a Visiting Professor in the College of Computing and Information Sciences at Northeastern University. She received a Ph.D in Computer Science from the University of North Car- olina, Chapel Hill and an AB in Computer Science from Harvard University. She established an interna- tionally recognized visualization research program supported by over $9,000,000 in external funding as PI or CoPI, including the NSF CAREER award. Dr. Rheingans has over eighty peer-reviewed publications, including the NIH/NSF Visualization Research Challenges report, published in 2006 by IEEE. Dr. Rhein- gans co-chaired the papers program for
]. Research shows that student interest in STEM field decreases as their grade levelsincrease [2]. It is expected that in the next five years, there will be a shortage of talented andskilled employees in STEM fields [1], [2].Among the reasons that U.S. students lack interest in STEM fields is their perception that formalK-12 STEM education is not directly relevant to their daily life experiences [3], [4]. Themathematical and scientific content presented in formal settings does not appear to be directlyuseful in their day-to-day experiences and their interactions with others in their community.Content knowledge is often presented in a way that seems compartmentalized and impractical [3]– [7]. Especially in their social interactions with peers, family
and analyzed at the time of this writing. By comparison, peers in theCollege of Engineering had first and second year retention rates of 50% and 38%, respectively, onaverage. Peers in other FIGs performed comparably to the FORCES cohorts. Overall, students inlearning communities were retained at higher rates than those who were not in learningcommunities. We note, however, that the results varied for each separate cohort, as did the levelof significance of the results. The FORCES retention rate was never significantly different fromthe other engineering FIG students. 70 61 59
facilitation of activities (before and while visiting K-12 students), writing skills used when preparing an outreach activity proposal (to includespecific instructions on how to adapt it to fit the needs of the community partners) and withwritten reflections of the experiences from the visits to the K-12 classrooms. The schedule of thecourse included four to six visits to the K-12 selected schools to nurture the development of atrusting learning environment. The EGR 299 S course was also a creative way to engage andimprove retention of CPP engineering students.E-Girl eventIn 2013, when funding was obtained to develop the “Hispanics in Engineering” program, the E-Girl event was created by two CPP female engineering students (Hadasa Reyes, a
students, who entered the Tickle College of Engineering as freshmen.A program which spans a five-year process--two years at the community college, a summerbridge program, and three years at University of Tennessee--is proposed. Activities includefaculty exchange between institutions, student skills seminars, sustained mentoring, intra-cohortpeer learning, and inter-cohort peer-teaching. The individual elements of the program as well asthe synergistic integration of elements have been chosen to balance two influences: (1) aprogram designed with theoretical influence from Tinto’s Theory of Voluntary StudentDeparture, and (2) a practical acknowledgment of demonstrated success at the University ofTennessee. This paper will provide a summary of the
neutral and 14% disagreed. Questions 10and 11 evaluated the communications skills. Over 90% agreed that the project successfullyenhanced their skills on writing effective reports and reporting the solution to the customer while10% were neutral and 5% disagreed. Similarly, 91% strongly and 9% agreed that the projecthelped them to improve their skill on working with their peers. Survey Results 100 90 80 70 60 50 40 30 20 10 0 No.1 No.2 No.3 No.4 No.5 No.6 No.7 No.8 No.9 No.10 No.11
includingteamwork, presentation skills, leadership skills, self-assurance, and breaking gender stereotypes.Women professionals in various science and engineering fields also met and discussed with theparticipants helping them visualize a future career in STEM and gain exposure to the variety ofoptions available to them. As a culminating project the girls who participated in the camp createdmulti-media video presentations with robotics, similar to the RoboPlay Video Competition, andmade presentations in front of parents and peers. The girls were given robotics kits to take backto their middle schools so they can start computing and robotics clubs of their own. Coaches andassistant coaches continue to mentor girls over the academic school year to facilitate
activitiesas a refresher and to provide peer insight, while in other departments only certainclasses/sessions are mandatory for second-tour faculty. The usual teaching assignment fora majority of our faculty is three years, i.e., rotating first and second tour faculty. Three of the eleven departments with longer formal programs report that a seniorfaculty member runs the summer program. Eight departments report that a junior rotating(usually a 3rd year) faculty member runs the summer program with a senior facultymember (Program Director, Group Director, Division Chief) overseeing the program. Inmost cases, the rotating faculty director is the Course Director of the course that most ofthe new faculty will be teaching. Many of the departments
Course Learning Outcome Assessment Tool Outcomes Have experience with writing proposals and doing proper 1 Project proposal 3 literature reviews. Have experience with conducting market and customer needs Customer needs analysis 3 2 analysis and Ethnographic study Formulate design requirements for potential solutions, including technical and non-technical specifications, while Final report 3
Awards. Increase financial support for low-income students with academicability/talent or potential for engineering degree programs by offering an average of 24scholarships per year over a 6-year period to at least 36 unique students. Attention will be givento recruiting students from backgrounds that are underrepresented in engineering at theUniversity.II. Multi-Layered Mentoring. Support student’s academic success, matriculation, sense ofbelonging, persistence, and career aspirations with faculty mentors, peer mentors and industrymentors; coordinate with academic advising.III. Social and Academic Support. Foster cohort formation through collaborative design teamprojects for introductory engineering design courses, regular S-STEM activities
institution. The greater the academic andsocial integration, the greater the student’s institutional and goal commitment and the greater theprobability the student will persist. Studies conducted by Pascarella and Chapman3, Pascarellaand Terenzini5, and Terenzini and Pascarella7 to test the validity of Tinto’s model generallysupport the relationship between social integration and persistence, particularly at four-yearresidential institutions and for women. These and other studies have concluded that Tinto’smodel has “reasonable predictive power in explaining variance in freshman yearpersistence/voluntary withdrawal”4Social integration is the result of “informal peer group associations, semi-formal extra-curricular
theirincorporation to the project; monitoring students’ progress by supervision of peer & industrymentors and class instructor; continuous evaluation and assessment of the learning experiencethrough weekly reports and a final project presentation to the company’s CEO. Completing theeducational cycle, cultural competencies are developed throughout the model components byexposing the students to interactions with industry personnel at several levels including staffengineers, technicians, and blue-collar operators with different cultural and ethnical backgrounds.The whole experience ensures the development of the students’ ability to value diversity and towork effectively across cultures, while learning and practicing fundamental concepts ofindustrial
asked for individual work Page 23.1097.4Receiving unpermitted help on an assignment 26 46Turning in work done by someone else 5 11In a course requiring computer work, copying a 10 9friend’s program rather than doing your ownUsing false or forged excuse to obtain extension on 16 25due date or to delay writing an exam Plagiarism on PapersCopying a few sentences of material from a written 36 49source
instrument was adapted from “AssessingGeneral Education: A Questionnaire to Initiate Campus Conversation” by Jack Meacham anddistributed by the American Association of Colleges and Universities. The last question in thesurvey asked faculty to rank the quality of the general education program on a scale from 1 to 5,where 1 was associated with the statement, “Our general education program satisfies the minimalaccreditation requirements.” The score of 5 was associated with the statement, “Our generaleducation program surpasses in quality those of our peer institutions.” With 40 % of the facultyresponding (and 61% of the respondents from the college of arts and sciences), the meanresponse to this question of quality was 2.9, the median was 3.0 and the
classmate) where the resulting learning or cognitiveengagement was not possible without another person's presence or input [1, 2]. Examples includeworking with peers to construct a deeper understanding of course material through group activityor interacting with the instructor in a way that augments understanding [1, 2].Constructive - Activities in which the cognitive load of students is heightened, and asks them to"produce outputs that contain ideas that go beyond the presented information" [1, p. 77]. Examplesinclude creating diagrams to organize course content, rephrasing the instructors lecture into thestudent’s own words, etc. [1, 2]Active - Activities in which students are only cognitively engaged at a basic level, such as note
are alreadyunderrepresented in STEM careers. Since engineering in North Carolina schools has appearedonly in a career-linked capacity, thinking of engineering, not as a discipline but as an integratorand bringer of relevance to any class, represents a true paradigm shift.This paper describes a recent effort to write educational standards for the state of North Carolinathat define engineering in the K-12 space. The intent is for engineering to be integratedthroughout K-12 education, not as stand-alone classes, but as a part of any class. The effort todevelop a description of what all students should know and be able to do with respect toengineering began with the various standards in use in other states and incorporated informationfrom NAE