Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

fourth-year students with first-year students for anevening of “myth busting” conversations. The fourth years offered brief presentations on theirtechnical capstone projects, as well as the human and social dimensions that were critical tothose projects. Then the fourth years engaged in informal conversations with the first-yearsabout the requirements for the different majors, types of capstone projects offered and futurecourses that addressed the human and societal aspects of engineering. The Discussion Sectionswere seen as a great opportunity to foster deliberation between the incoming and outgoingstudents about the relevance of the course and the need to consider human and societal factorsduring the engineering and design processes

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #23301Peer Review and Reflection in Engineering Labs: Writing to Learn and Learn-ing to WriteDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the University of New Mexico in the Organization, Information & Learning Sciences program, and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutioniz- ing Engineering Departments project. She was selected as a

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

understand the content ofthe design project, they are able to address the boundary between being precise and being clear.For even an experienced technical writing teacher, who might have twenty different researchtopics in a class, the ability to comment on precision is challenging. Another advantage of our approach is the depth of the content. Assuming that a student ina typical technical writing course spends 3 hours outside of class for every hour in class onassignments and assuming that 2 of those hours are spent on the writing, the student would spendat most 15 hours researching the topic of the document sequence. However, because eachstudent in Effective Engineering Writing has one entire design course (with 2 hours of largelecture and 3