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Enhancing Engineering Lab Report Writing Using Peer Review Assessment

Collection: 2018 ASEE Mid-Atlantic Section Spring Conference
Authors: Rocio Alba-Flores, Georgia Southern University
Tagged Topics: Diversity

Paper ID #243602018 ASEE Mid-Atlantic Section Spring Conference: Washington, District ofColumbia Apr 6Enhancing Engineering Lab Report Writing Using Peer Review AssessmentDr. Rocio Alba-Flores, Georgia Southern University Rocio Alba-Flores received her M.S. and Ph.D. in Electrical Engineering from Tulane University. She is an Associate Professor in the Department of Electrical and Computer Engineering at Georgia Southern University. Her main areas of interest include control systems, robotics, embedded systems, signal and image processing, and engineering education. c American Society for Engineering

Relevance Score: 3.5200176

Board 317: Improving Undergraduate STEM Writing: A Collaboration Between Instructors and Writing Center Directors to Improve Peer-Writing Tutor Feedback

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Robert Weissbach, Indiana University - Purdue University, Indianapolis; Ruth Camille Pflueger, Pennsylvania State University, Behrend ; Immanuel Edinbarough, P.E., The University of Texas, Rio Grande Valley; Corinne C. Renguette, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Gamini P. Mendis, Pennsylvania State University, Behrend ; Matthew Rothrock; Annwesa Dasgupta; Johanna Bodenhamer, IUPUI
Tagged Topics: Diversity, NSF Grantees Poster Session

Paper ID #38796Board 317: Improving Undergraduate STEM Writing: A CollaborationBetween Instructors and Writing Center Directors to Improve Peer-WritingTutor FeedbackDr. Robert Weissbach, Indiana University - Purdue University, Indianapolis Robert Weissbach is currently chair of the department of engineering technology at IUPUI. From 1998 - 2016 he was with Penn State Behrend as a faculty member in Electrical and Computer Engineering Technology. His research interests are in renewable energy, energy storage, and engineering education.Ms. Ruth Camille Pflueger, Pennsylvania State University, Behrend Ruth Pflueger has been the

Relevance Score: 3.2099369

Peer Mentoring for Women in STEM

Conference Session: Women in Engineering Division Technical Session 7
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Sinéad C Mac Namara, Syracuse University; Anne E Rauh, Syracuse University; Michelle M Blum, Syracuse University; Natalie Russo, Syracuse University; Melissa A Green, Syracuse University; Shikha Nangia, Syracuse University
Tagged Topics: Diversity
Tagged Divisions: Women in Engineering

group member receives an accolade or achieves a particular goal, it is celebrated withwithin and without Group. Introductions to new colleagues and championing of each other’sabilities and successes where appropriate are integral aspects of Group.Group has been particularly beneficial for members when it comes to academic writing. Groupmembers have peer-reviewed each other’s writing, particularly in cases where the members havepreviously written for, or been awarded funding from, the same or similarorganizations/opportunities. Other mechanisms to support each other’s writing has come inmultiple forms of peer accountability: expecting reports on daily or weekly writing productivity;meeting for smaller “writing groups” where members use time

Relevance Score: 2.3501158

Improving the Teaching and Learning of Writing through the Writing Studio Model

Conference Session: Electrical and Computer Division Technical Session 5
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University
Tagged Topics: Diversity
Tagged Divisions: Electrical and Computer

Writing through the Writing Studio ModelAbstractThis paper presents the results of a pilot collaboration between the University Writing Centerand a senior-level Electrical Engineering course. To address the growing need forengineering students to improve their written communications skills, the professor added aresearch project to their class. Students then participated in a required writing studio, awriting group of five to seven students who provide feedback to one another on their writingprocesses throughout the semester. The writing studios are facilitated by the UniversityWriting Center undergraduate peer tutors, some of whom are also engineering students.Research in writing studies show that simply assigning

Relevance Score: 2.0981653

Lasting Impacts of a Summer Bridge and Outdoor Experience Program on Student Relationships: A Social Network Analysis

Conference Session: First-Year Programs: Peer Mentoring
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

, she collaborates with the Institute for STEM and Diversity Initiatives at Boise State to organize the RAISE summer program (Recreation and Academics In a Summer Experience) for incoming first-year STEM students. She also teaches courses for first-year engineering students. Ann graduated with her Masters in Materials Science and Engineering with an interdisciplinary emphasis in Public Policy and Administration from Boise State University in 2016.Mrs. Catherine Rose Bates Catherine Bates received a bachelor’s degree in Women’s Studies and Creative Writing from Florida State University and a Master of Fine Arts in Creative Writing with an emphasis in fiction from Arizona State University. She serves as the Program

Relevance Score: 2.097027

WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes

Conference Session: WIP It! Faculty Development Style!
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

College. American c Society for Engineering Education, 2020 WIP: Virtual Writing Group Participation: Surprises & Unintended Outcomes Dr. Lisa B. Bosman, Dr. Erin McCave, Dr. Molly Goldstein, and Dr. Kelli ChelbergIntroduction & BackgroundThis work-in-progress paper emerged from the shared experience of participation in a VirtualWriting Group (VWG) composed of early career engineering education researchers (EER) in avariety of positions at different institutions. In general, this particular group of EERs had limitedresources and access to a peer community at their respective institutions, therefore, the VWGwas formed with the intention to spur EER scholarly activity

Relevance Score: 2.0913727

Writing and Implementing Successful NSF S-STEM Proposals

Conference Session: New Engineering Educators Division Technical Session 2
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

, Ireland. Page 26.1776.1 c American Society for Engineering Education, 2015 Writing and Implementing Successful S-STEM ProposalsAbstractFor over 10 years, the National Science Foundation (NSF) has been funding S-STEM proposals.The S-STEM program “makes grants to institutions of higher education to support scholarshipsfor academically talented students demonstrating financial need, enabling them to enter theSTEM workforce or STEM graduate school following completion of an associate, baccalaureate,or graduate-level degree in science, technology, engineering or mathematics disciplines1.”Currently

Relevance Score: 2.0879083

Valuing Women’s Contributions: Team Projects and Collaborative Writing

Conference Session: Women in Engineering Division Technical Session 7
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jennifer C Mallette, Boise State University; Harold Ackler P.E., Boise State University
Tagged Topics: Diversity
Tagged Divisions: Women in Engineering

women to engagesocially, evidence suggests that women are more likely to have negative experiences with groupwork [5]. Negative experiences in team settings may cause women to feel less valued, different,and or emphasize the fact that they don’t belong, all factors that can lead to women leavingengineering [5]. Furthermore, women often “report feeling that they must work harder than theirmale peer to get teams to acknowledge the work they’ve done” [5]. In fact, men tend tounderestimate their women peers’ competence and knowledge in the classroom [6] and are likelyto dismiss what they view as female-typical speech acts [5]. Other research suggests that incollege courses, writing specifically is undervalued or invisible when compared to

Relevance Score: 2.076649

Inclusive Writing: Pre- and Post-COVID-19

Conference Session: Engineering Physics and Physics Division Technical Session 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Teresa L. Larkin, American University
Tagged Topics: Diversity
Tagged Divisions: Engineering Physics and Physics

community and they know that I would never ask them to participate in ademonstration in which they will look foolish in front of their peers. In no time, I will havestudents jumping up out of their seats to take part in a demonstration. I also let them take outtheir phones and take pictures when we do demonstrations. Students really enjoy this.Example from Physics 230 (Changing Views of the Universe)The second and third short writing examples come from the Physics 230 course and were givennear the start of the Spring 2020 semester. These examples are illustrated in Figures 2 and 3.The example shown in Figure 2 was distributed on the first day of class. Students wereinstructed to submit their responses electronically prior to the second day of class

Relevance Score: 2.0697818

Writing Effective Autograded Exercises Using Bloom's Taxonomy

Conference Session: Computing and Information Technology Division Technical Session 4
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lina Battestilli, North Carolina State University; Sarah Korkes, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: Computing and Information Technology

. She worked on the PowerEN Technology, a blur between general purpose and networking processors and hardware accelerators. She identified and studied workloads at the edge of the network that required high-throughput and fast deep-packet processing. Since 2012, her research has been focused on Computer Science Education, especially in the area of peer collaboration, scaling techniques for large courses, auto-graders and learning analytics. She is also working on software that can be used for teaching and learning. She is investigating techniques and best practices on broadening participation in Computer Science. Women and minorities need to be more involved in tech innovation as companies and teams perform

Relevance Score: 2.0697203

Social Network Analysis: Peer Support and Peer Management in Multidisciplinary, Vertically Integrated Teams

Conference Session: Multidisciplinary Engineering Programs
Collection: 2018 ASEE Annual Conference & Exposition
Authors: J. Sonnenberg-Klein, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Multidisciplinary Engineering

Paper ID #22319Social Network Analysis: Peer Support and Peer Management in Multidisci-plinary, Vertically Integrated TeamsJ. Sonnenberg-Klein, Georgia Institute of Technology Assistant Director, Vertically Integrated Projects (VIP) Program, Georgia Institute of Technology; Doc- toral student in Education at Georgia State University, with a concentration in Research, Measurement and Statistics; Master of Education in Education Organization and Leadership, University of Illinois at Urbana-Champaign; Bachelor of Science in Engineering Physics, University of Illinois at Urbana- Champaign.Dr. Randal T. Abler, Georgia Institute

Relevance Score: 2.0673683

stEm PEER Academy: the Power of Human Capital

Conference Session: Track 1: Technical Session 6: stEm PEER Academy: the Power of Human Capital
Collection: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Elizabeth H. Blume, Northeastern University Engineering PLUS Alliance
Tagged Topics: CoNECD Paper Sessions, Diversity

Paper ID #40759stEm PEER Academy: the Power of Human CapitalDr. Jennifer Ocif Love, Northeastern University Dr. Jennifer Love is a full-time faculty member of Northeastern University’s College of Engineering, most recently in the First Year Engineering program. She is currently the Associate Director for the Center for STEM Education. She has a Bachelor of Science in Mechanical Engineering from Rensselaer Polytechnic Institute (1993), a Master of Science in Biomedical Engineering from The University of Iowa (1997) and a Doctorate in Education from Northeastern University (2022) where she recently completed her

Relevance Score: 2.0606487

Building Research Skills through Being a Peer Reviewer

Conference Session: Enhancing Teaching and Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

) as a publication and its review process, and 3) bestpractices in peer reviewing (i.e., organization, quality considerations, tips for writing reviews).Triads then attend a synchronous session together, and after an icebreaker activity and a briefoverview of the program, they conduct a mock review of a short, published manuscript togetheras a triad during the session. The mock review makes use of a Structured Peer Review form,which helps triads organize their reviews (strengths, weaknesses and recommendations) andprovides the team with insights on what participants are taking into consideration as they conducttheir review. (The Structured Peer Review form, which was developed by the project team, isshown in Figure 2.) The session concludes

Relevance Score: 2.0585904

stEm Peer Academy: Building a Community of Practice

Conference Session: Session 5 - Track 3: stEm PEER Academy
Collection: 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
Authors: Jennifer Ocif Love, Northeastern University; Claire Jean Duggan, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Johne' M Parker, University of Kentucky; Keisha Marie Norris, Miami University
Tagged Topics: CoNECD Paper Sessions, Diversity

foundational research in student retention and other evidence-based practices that engage, enroll, and graduate their women and BIPOC engineers.5. Professional Learning a. Provide a toolbox of resources to guide collaboration and partnerships at their respective institutions, with partners, and with each other (broader impact/broadening participation, proposal development, writing research papers, etc.). b. Expand PEERs’ understanding of national funding opportunities aligned with their institutional goals (NSF grants, national education grants, industry grants, etc). 1017

Relevance Score: 2.0502226

Bias in First-Year Engineering Student Peer Evaluations

Conference Session: First-Year Programs: Student Perceptions and Perspectives
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lea Wittie, Bucknell University; James Bennett, Cornell University; Carly Merrill, Bucknell University ; Jove Graham, Geisinger; Troy Schwab, Bucknell University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Paper ID #32312Bias in First-Year Engineering Student Peer EvaluationsLea Wittie, Bucknell University Lea Wittie is an Associate Professor in the department of Computer Science in the Engineering College at Bucknell University. She has spent the past 4 years coordinating the first year Engineering student Introduction to Engineering and over a decade participating in the program before that.James Bennett, Cornell University James Bennett is a biomedical engineer specializing in medical device design and development. He has earned a Bachelor of Science Degree in Biomedical Engineering from Bucknell University and is currently

Relevance Score: 2.048784

A Review of Bias in Peer Assessment

Conference Session: Diversity Research - Session I
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Jacklin Stonewall, Iowa State University; Michael Dorneich, Iowa State University; Cassandra Dorius; Jane Rongerude PhD, Iowa State University
Tagged Topics: Diversity, Diversity Research

Paper ID #242512018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29A Review of Bias in Peer AssessmentJacklin Hope Stonewall, Iowa State University Jacklin Stonewall is a Ph.D. student in the Departments of Industrial and Manufacturing Systems Engi- neering and Human Computer Interaction at Iowa State University. Her research interests include: gender HCI, decision support systems, sustainability, and the creation of equitable cities and classrooms.Prof. Michael Dorneich, Iowa State University Dr. Michael C. Dorneich is an Associate Professor at Iowa State

Relevance Score: 2.0473454

Successes and Challenges in Supporting Undergraduate Peer Educators to Notice and Respond to Equity Considerations within Design Teams

Conference Session: Undergraduate Peer Educators: Mentoring, Observing, Learning
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park
Tagged Topics: ASEE Board of Directors, Diversity
Tagged Divisions: Liberal Education/Engineering & Society

Paper ID #23278Successes and Challenges in Supporting Undergraduate Peer Educators toNotice and Respond to Equity Considerations within Design TeamsDr. Chandra Anne Turpen, University of Maryland, College Park Chandra Turpen is a Research Assistant Professor in the Physics Education Research Group at the Uni- versity of Maryland, College Park’s Department of Physics. She completed her PhD in Physics at the University of Colorado at Boulder specializing in Physics Education Research. Chandra’s work involves designing and researching contexts for learning within higher education. In her research, Chandra draws from the

Relevance Score: 1.8351016

Veteran Student Leadership Skills in an Engineering Technical Writing Course

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

Relevance Score: 1.7880211

Assessment of a Writing Workshop Model for First-Year Engineering Students

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

Relevance Score: 1.7774231

Visualizing Arguments to Scaffold Graduate Writing in Engineering Education

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

Relevance Score: 1.7749735

Increasing Metacognitive Awareness through Reflective Writing: Optimizing Learning in Engineering

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

Relevance Score: 1.7749119

Leveraging Incentives, Disincentives, and Peer Feedback to Enhance Student Performance

Conference Session: Military and Veterans Division (MVD) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kyle Patrick Ditonto, United States Military Academy; Brandon Lawrence; Sam Yoo, United States Military Academy
Tagged Topics: Diversity
Tagged Divisions: Military and Veterans Division (MVD)

, “ESL students’ experiences of online peer feedback,” Computersand Composition, vol. 24, no. 4, pp. 443–461, Jan. 2007, doi: 10.1016/j.compcom.2007.03.002.[14] D. Boud and N. Falchikov, “Aligning assessment with long‐term learning,” Assessment &Evaluation in Higher Education, vol. 31, no. 4, pp. 399–413, Aug. 2006, doi:10.1080/02602930600679050.[15] K. Lundstrom and W. Baker, “To give is better than to receive: The benefits of peer reviewto the reviewer’s own writing,” Journal of Second Language Writing, vol. 18, no. 1, pp. 30–43,Mar. 2009, doi: 10.1016/j.jslw.2008.06.002.[16] J. van der Pol, B. A. M. van den Berg, W. F. Admiraal, and P. R. J. Simons, “The nature,reception, and use of online peer feedback in higher education,” Computers

Relevance Score: 1.7593063

Designing a Course for Peer Educators in Undergraduate Engineering Design Courses

Conference Session: The Best in DEED
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

Paper ID #18835Designing a Course for Peer Educators in Undergraduate Engineering De-sign CoursesMs. Gina Marie Quan, University of Maryland, College Park Gina Quan is a doctoral candidate in Physics Education Research at the University of Maryland, College Park. She graduated in 2012 with a B.A. in Physics from the University of California, Berkeley. Her research interests include understanding community and identity formation, unpacking students’ relation- ships to design, and cultivating institutional change. Ms. Quan is also a founding member of the Access Network, a research-practice community dedicated to

Relevance Score: 1.7569227

Developing Inclusive Engineers: Teaching Peer-Mentors Principles of Equity and Inclusion

Conference Session: NSF Grantees: RED 2 / Civil Eng
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade
Tagged Topics: Diversity, NSF Grantees Poster Session

Paper ID #31022Developing Inclusive Engineers: Teaching Peer-Mentors Principles ofEquity and InclusionDr. Jennifer Harper Ogle, Clemson University Dr. Jennifer Ogle is a Professor in the Glenn Department of Civil Engineering at Clemson University, and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research portfolio focuses on transportation infrastructure design, safety, accessibility, and management. She is currently the facilitator for the NSF Revolutionizing Engineering and Computer Science Depart- ments (RED) grant at Clemson, and is leading three transformation efforts

Relevance Score: 1.7569227

Supporting Student Learning Through Peer-led Course Support Initiatives

Conference Session: First-year Programs Division: Student Success
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

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

Relevance Score: 1.7554842

Using Peer-Generated Screencasts in Teaching Computer-Aided Design

Conference Session: CAD Within Engineering Design Graphics
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Dongdong Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Deniz Eseryel, North Carolina State University; Uzair Nadeem, Prairie View A&M University; Atiq Islam, Prairie View A&M University; T Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University
Tagged Topics: Diversity
Tagged Divisions: Engineering Design Graphics

, 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