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

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

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

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

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

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

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Starr Jedlicka, Lehigh University

Tagged Topics

Diversity

Tagged Divisions

Materials

Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Sus- tainable Design & Construction (2016); University of Missouri-Columbia, Columbia, Missouri; Master of Arts in Architectural Studies (2005); Institute of Architecture and Civil Engineering, Sofia, Bulgaria; Professional Diploma in Architecture (1991). Teaching Experience: Senior Lecturer, South Dakota State University, Brookings, South Dakota, College of Engineering, Construction Management Program (2010-present) Interests: Sustainable Building Design and Construction Materials; Engineering Education Pedagody American c Society for Engineering Education, 2020 Writing Good Reflection Questions

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

changeeffort, along with two co-peers. The change effort focused on developing realistic designchallenges for core courses, increasing use of rubrics and attention to professional skills inassessment, and teaching technical writing in ways that align to research-based approaches.Data collection and analysisWe collected multiple kinds of data to document faculty participation. We recorded andtranscribed multiple faculty meetings, including professional development workshops, retreats,and industry advisory board meetings, observed faculty teaching, and gathered field notes andreflective accounts. To supplement these naturalistic data, we invited faculty to be interviewedusing semi-structured questions, resulting in seven audio-recorded interviews that

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

a team of 4 or 5students). Thus, based on the technical quality of the bridge designs, the lower peer ratings forMiddle Eastern students may reflect biased ratings by peers, while the lower peer ratings ofChinese students appear to have some objective justification.It is possible that in fact Middle Eastern and Chinese students contributed less to the team projectthan majority peers, on average. Putting together the written report and completing the groupdiscussion elements could be distributed unevenly among team members. For example, thosewith better writing skills may naturally take on these tasks. While the quality of the bridge itselfcreated by Middle Eastern students was comparable to average students in the course, the MiddleEastern

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #28522Comparing Effectiveness of Peer Mentoring for Direct Admit andCollege-Ready FreshmenDr. Teresa J. Cutright, The University of Akron Dr. Cutright is a Professor of Civil Engineering at The University of Akron. She has a B.S., M.S., and Ph.D. in Chemical Engineering with emphasis on environmental remediation techniques with over 20 years of experience conducting site assessments, soil characterizations and treatability studies for a variety of environmental contaminants. In addition she also conducts education research via an EPA education grant and a NSF Scholarships for STEM education. Most recently she

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eileen Haase, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

. During class, one team after another came to the board to present theirsolutions to their peers and answer questions about the topic. If necessary, the faculty wouldclarify the answer in writing on the board. Due to the language barrier, when the faculty talked itdid not help students understand the material. The Ugandan students learned the material byworking through problems together, talking to each other, and asking each other questions. 4Figure 1: The figure on the left represents typical instructor-led learning (blue) supplemented withlearner-centered (green) activities such as team based learning, think-pair-share, and reviewing tutorials.Due

Collection

2020 First-Year Engineering Experience

Authors

Debjani Sarkar, College of Engineering, Michigan State University

Tagged Topics

Diversity

different opportunities, connect with resources, and bond,socialize, and network with their peers and the greater engineering community.A variety of novel techniques can be implemented to teach and assess communication skillsthrough the delivery of elevator pitches. Students can pitch with dorm mates, peers, and outsidersin their dorms, cafeterias, on elevators, and corridors, and be assessed by peers who can beprovided with a rubric of presentation expectations. Peer review can be in the form of a report oran executive summary, which is another innovative method of enhancing writing skills. They canface mock interviews in an active learning environment in class, with peers enacting as hiringmanagers, company executives, supervisors, and

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

possible scenarios,practicing cooperative learning elements and using vocabulary according to context. The role ofthe PLTL coordinator is to observe the group interaction while allowing students to generatetheir own knowledge on how to teach the concepts and will intervene only when needed.After each training session, peer leaders were asked to write a two-page reflection on whatworked and did not work in their groups, in planned activities, and logistics. There was no timelimit for the reflection. According to Mezirow [15], reflective thinking is considered a learningtool that promotes higher thinking skills and deep learning among adults. Prompt questions werethe following: 1) How was the process to create the session? What worked and what did

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

experiences for scientists and engineers. c American Society for Engineering Education, 2020Evaluating Peer Coaching in an EngineeringCommunication Lab: A Quantitative Assessment ofStudents’ Revision ProcessesAbstract Communication is a crucial skillset for engineers, yet graduates ​[1]–[3]​ and theiremployers ​[4]–[8]​ continue to report their lack of preparation for effective communication uponcompletion of their undergraduate or graduate programs. Thus, technical communicationtraining merits deeper investigation and creative solutions. At the 2017 ASEE Meeting, weintroduced the MIT School of Engineering Communication Lab, a discipline-specific technicalcommunication service that is akin to a writing center, but

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

course ends (e.g., as peer tutors or project mentors), • help improve the course (e.g., by creating new active-learning exercises over the material, or scoping out new technological developments that could be incorporated into the course), and • keep you in contact with current industrial practice (e.g., by serving as a scrum master or training others in the practice).This way of looking at a course reflects a subtle, but important, difference in devising courseprojects. The question is not, How can I specify projects that will familarize students with thecourse content? but rather, How can I design projects that will help students find their role inpromoting their own learning and that of their classmates? This

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Johannes Weickenmeier, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

showed examples of scientific writing in preparation of defining the student’s own reports. - Peer Review Process: Peer Review is a fundamental part of any rigorous scientific process. In the workshop, we present how to assess the strengths and weaknesses of a publication with respect to properly defining the work’s objectives, the suitability of their methods, the representation of their results, and the validity of their discussion and conclusion points. We outline the impact of a supportive feedback culture in the scientific community and the relevance of considerate and inquisitive review of the work of peers.We conducted a total of four breakout sessions, 15 minutes each, and 3 students per room. In thefirst breakout room, each

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

data for a planned multiple semester longer term project.This paper contains (1) motivation and goals for this work, (2) outcomes and learning objectives,(3) instructions on how to design this kind of assignment, (4) the video assignment write up, (5)the rubric for the video, (6) the rubric for peer feedback, and (7) the rubric for reflection. Thispaper focuses on the structure and instruments used during the course.About the CourseArtificial Intelligence (AI) is being used to tackle more and more of the real-world problemsaround us. EECS 4901 Special Topics: Introduction to Artificial Intelligence will introducestudents to the fundamentals of Artificial Intelligence (AI). During this course students will lookat various problems being solved

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

experiences with peers asa major contributor to their dissatisfaction with engineering. Many of these negative experiencesoccur in team projects that are ubiquitous in engineering programs. In the absence of intentionalinstruction on teamwork and effective collaboration methods, students—especially women—struggle and have negative experiences that stymie the self-efficacy and confidence-building thatshould occur during the senior year. The objective of this paper is to highlight key issues withengineering capstone projects and to identify best practices that result in better outcomes forwomen. This work evolved from the first author’s experience in teaching the civil engineeringcapstone course and from participating in a “Writing in the Disciplines

Conference Session

Innovative Approaches to Improving Student Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew James Scarborough, University of Vermont; Katherine D. McMahon, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

wereused. These writing assignments asked students to not only explain the causes of the Flint WaterCrisis, but also to propose strategies to prevent another crisis like the one experienced in Flint.Lastly, to provide a sense of community, the problem sets were solved in pre-assigned studentgroups and writing assignments underwent a process of peer-review.Integrating teaching-as-research, learning communities, and learning-through-diversity.Teaching-as-research was used to develop this report. Throughout this report, we aim todetermine if our intervention (a Flint Water Crisis case study) benefited student learning. Wecollected and analyzed data to test our hypothesis, and we make recommendations for futurecohorts based on evidence. To encourage

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. Werner, S. Ishizaki, S. Rohrbach, D. Dzombak, and J. Miller, “An analysis of engineering students’ use of instructor feedback and an online writing tutorial during drafting and revision,” in IEEE International Professional Communication Conference, 2015.[12] S. Taylor, “Comments on Lab Reports by Mechanical Engineering Teaching Assistants,” J. Bus. Tech. Commun., vol. 21, no. 4, pp. 402–424, 2007.[13] D. J. Boud and W. H. Holmes, “Self and peer marking in an undergraduate engineering course,” IEEE Trans. Educ., vol. 24, no. 4, pp. 267–274, 1981.[14] J. McGourty, P. Dominick, and R. R. Reilly, “Incorporating student peer review and feedback into the assessment process,” in FIE’98. 28th Annual Frontiers in

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

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. c American Society for Engineering Education, 2020 Continuing to Promote Metacognitive Awareness in a First-Year Learning Strategies CourseAbstractThis complete, evidence-based practice paper builds upon our previous work [1] in

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan L. Anderson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, providing practice for the student, is essential for successful learning andretention of programming. Feedback time during these sessions becomes more limited as thenumber of students increases, hence supplemental instruction (SI) can be utilized to increasefeedback and student interactions. Here, we demonstrate how the implementation of SI, asdeveloped by UMKC, in combination with tablet based demonstrations and hand-written/program-specific examples are effectively used to improve student grades and courseevaluations. Weekly SI sessions were developed to reiterate key concepts from the lab for thatweek and also provided students with a peer-friendly environment where they could engage inquestions/discussion without the presence of the course

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Student

Virginia Tech, Clemson, Utah State,Arizona State, Ohio State, and others formalizing in the years since then. Other less formalized PhDpathways in engineering education have also appeared, expanding the possibilities of PhD study. Thus,the process of graduate school, while familiar to many academics, is also always becoming new. Whilesharing strategies and insights about graduate school has been done several times before [4], [5], it isimportant to update and reiterate those pieces of advice in new realities.Furthermore, while an intense and specific experience, most people only ever complete the PhD processonce. Each step of the process— coursework, qualifying or comprehensive exams, dissertation proposal,research, dissertation writing, and

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

research sources from prior classes, but also knew this might be a newerskill for most. Consequently, the teaching team provided students with a brief guide reviewinghow to search library databases and find relevant literature.After first-round submissions had been turned in, students were tasked with writing peer reviewsof the submissions of other teams. Several reasons were given to them for this, including theopportunity to see more examples of bias and a variety of ways of presenting information, aswell as practice with providing helpful feedback to others. Students were given the opportunityto revise and resubmit their conceptual models based on peer feedback.Intervention phase 2: Proposing a new design/research to create valueThe next phase

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John A. Nestor, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Immerwahr at Villanova University [36] andshown in Table 5 [40]. A copy of this rubric was included in the course syllabus to communicatediscussion expectations to students.All FYS courses at Lafayette College are writing courses, and the St. Martin’s Handbook [41] isused as a secondary text for students learning academic writing skills. They employ a process-writing approach in which students submit first drafts which they then revise after feedback froma peer Writing Associate and the instructor.The first writing assignment, which is given out during the first week of class, asks students toreflect on their own lived experience with semiconductor technology in terms of how they learnand work, communicate with friends and family, and seek

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Natalie Schaal, Loyola Marymount University; Meredith Jane Richter, Loyola Marymount University; Christian Tiong-Smith, Loyola Marymount University

Tagged Topics

Diversity

Engineering. At LMU, her main research areas are divided along two avenues: (1) numerical simulations of earthquake source physics, which relates to her graduate work, and (2) developing, imple- menting, and assessing the effectiveness of educational interventions that support student persistence in STEM.Ms. Meredith Jane Richter, Loyola Marymount University Meredith Richter is a mechanical engineering undergraduate student at Loyola Marymount University in Los Angeles, CA. She is interested in peer-mentoring research because she is a female engineer striving to change the stigma and demographic makeup of STEM disciplines. She is currently involved in her senior design project, which focuses on using additive manufacturing

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

Tagged Topics

Diversity, NSF Grantees Poster Session

andcommunities; (2) peer cohorts, providing social support structure for students and enhancingtheir sense of belonging in engineering and computer science classrooms and beyond; and (3)professional development from faculty who have been trained in difference-education theory, sothat they can support students with varying levels of understanding of the antecedents of collegesuccess. To ensure success of these interventions, the CAPS program places great emphasis ondeveloping culturally responsive advisement methods and training faculty mentors to facilitatecreating a culture of culturally adaptive advising. More details of CAPS interventions can befound in [4].CAPS program is a 5-year project that started fall 2018. The program planned to support

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

studies and professional practice, little has been done tointegrate IL to engineering curriculum.Research Questions:Does intentional information literacy instruction impact the quality of research produced by first-year students? Does the type of intervention make a difference?To operationalize these questions, the level of synthesis, quality of citations, as well as thewriting conventions were examined. The writing convention would be the primary level of IL inthe instruction. Can students use proper formatting and write a foundational piece of research.The quality and quantity of the citations, as well as their level of relation to the topic shows adeeper level of understanding and implementation of the IL instruction. The synthesis level ofthe

Conference Session

Factors Influencing Curriculum Development: International Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johnny Crayd Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Maia Greene-Havas, Virginia Polytechnic Institute and State University; Abram Diaz-Strandberg, Virginia Tech Department of Engineering Education; Sophia Vicente, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

International

. just communicate, just um, have a little bit problem.”Making Experiences of interactions and “In engineering especially, it is soFriends relationships with U.S students. hard to get close with people because you start talking to them and the subject just does not get any deeper.”Working in Academic experiences in “I was in high school we write ourTeams collaborating with U.S. peers in group paper by our own, and when I go here projects