Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Smith P.E., University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #26477Guided Peer Review of Technical Writing for Large Laboratory CourseDr. Natasha Smith P.E., University of Virginia Dr. Smith is an Associate Professor at the University of Virginia. c American Society for Engineering Education, 2019 Guided Peer Review of Technical Writing for a Large Laboratory CourseAbstractLaboratory courses, and in particular laboratory reports, are logical choices to assess two par-ticular student outcomes: ‘the ability to design and conduct experiments, as well as to analyzeand interpret data;’ and ‘the ability to communicate effectively.’ If

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelly J. Cunningham, University of Virginia

Tagged Divisions

Graduate Studies

Paper ID #25266Graduate Engineering Peer Review Groups: Developing Communicators andCommunityKelly J. Cunningham, University of Virginia Kelly Cunningham is the director of the Graduate Writing Lab in the School of Engineering and Ap- plied Science at the University of Virginia. She holds a PhD in applied linguistics & technology and human-computer interaction (co-majors) from Iowa State University of Science & Technology and an MA in intercultural studies/TESOL. She has worked with ESL students since 2007 and in graduate com- munication support since 2014. Her research draws from qualitative methods, appraisal

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

desirable, especially where instructors model a correction andrequest that students themselves make the remaining corrections.In addition to asking students to revise based on instructor feedback, engaging in peer review canbe beneficial, especially for the peer-reviewer [6]. Likewise, written and oral feedback from apeer learning facilitator or graduate teaching assistant can help students learn [3], even withdifficult writing tasks such as argumentation and synthesis [23].In the current study, we consider different variants of feedback-and-revision, as implemented bythree different engineering faculty in laboratory courses.MethodologyStudy design & research questionsIn this study, we developed and evaluated the impact of a collaborative

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton P.E, Washington State University; Anna Karin Roo, Washington State University

Tagged Divisions

Civil Engineering

the students wrote theirexecutive summaries. With the submitted summaries, the students were split into small peerreview groups separating students by expertise (ie. students with one type of expertise withinthe field of civil engineering (i.e. structural) would review summaries written by students with adifferent expertise (i.e. water resources)). After the peer review portion of the class period, therewas a whole class discussion regarding the any action that students could take to improve theirsummaries. In the peer review session, students used non-evaluative feedback questions to helpguide their peer review sessions. The three questions came from Elbow’s (1998) non-evaluativesayback process for writing feedback: non-evaluative

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ilan Gravé, Elizabethtown College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

responsible for all sections in the same lab.This means that the size of the sample considered was not uniform.An important issue that remains inconclusive is the distribution of the merit for the monitoredprogress in the writing skills of the students in the sequence of lab courses.We the instructors, do in most cases witness a dramatic improvement in student writing skillsfrom their incoming year to their last year reports in advanced courses. These improvements areundoubtedly due to a large variety of factors – including natural maturity, expanding educationfrom all courses, strong contributions from courses in the core curriculum including writingintensive classes, hands-on activities, learning from peers and from teamwork and more. It isprobably

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

NSF Grantees Poster Session

, the feedback comes more quickly. An author canusually see the feedback as soon as the reviewer provides it, rather than having to wait until theinstructor or TA is finished grading all the students. Finally, peer assessment forces students towrite in a way that their peers can understand. They can’t use shorthand that the instructor, withhis/her superior knowledge, is expected to decipher. They learn to write for an audience of theirpeers, which is exactly the skill they need for later in their careers. Peer assessment has beenshown to improve learning across the curriculum [1].Online peer-assessment systems perform the same basic functions, though they often havefeatures aimed at the types of courses taught by their designers, e.g., art

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

coordination with other faculty.The first research question examined by this paper is to determine if students can be objectiveand constructive through peer assessments to make a positive difference in team members’leadership skills. It is important to point out that students enrolled in the sophomore levelTechnical Writing Course are mixed with students from four different engineering majors andtwo science majors. Additionally, these students are primarily residence-only students and sharemany campus activities: dorm life, dining facility meals, etc., and have increased contact witheach other.A quick comparison of the averaged individual score at week one and five indicates over 37.5%of the students had improvements in their overall peer leadership

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

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

College Industry Partnerships

Paper ID #26024Returning to an Industry-informed Technical Writing and CommunicationCourse DesignDr. Alyson Grace Eggleston, The Citadel Alyson G. Eggleston received her B.A. and M.A. in English with a focus on writing pedagogy and linguis- tics from Youngstown State University and her Ph.D. in Linguistics from Purdue University. Her research and teaching interests are in technical and scientific writing pedagogy and the interaction of language and cognition. She is an Assistant Professor in the Department of English, Fine Arts, and Communications at The Citadel, The Military College of South Carolina.Dr. Robert J. Rabb

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Liberal Education/Engineering & Society

, including device general research, Troubleshooting wikis, and future Repair Guides. 4) Milestone 3: Provides a tutorial in the proper pairing of device photography and technical prose, such that both are semantically redundant, and either could be followed in isolation to correctly execute a repair process. Students create 5-7 Repair Guides for various device components that they identified in their Project Proposal. 5) Milestone 4: Provides standards for usability testing and peer review of the three resource pages described above (Troubleshooting wiki, Device page, and Repair Guides) [14].Student Feedback and PerformanceThe Citadel’s Technical Writing and Communication students strongly fit learning

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Constituent Committee

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

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

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

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Ware, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; John R. Gallagher, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois, Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

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

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy M. Clobes, University of Virginia; Lindsay Wheeler, University of Virginia

Tagged Divisions

Graduate Studies

with a variety of audiences. 2. To expose students to a diverse set of future career opportunities available to STEM PhD holders.With an immersive training experience in mind, the SciComm program integrated a variety ofknowledge-based learning activities about communication, practice with communicating, andpractical experience communicating with various audiences. Program participants also engagedwith peers, practitioners, and professionals throughout the program. The program curriculum included three primary components: a) bi-weekly seminarmeetings, b) communication challenges, and c) mentorship by University alumnus/a. The threecomponents were designed to integrate hands-on learning and practical application to helpstudents

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

explored in addition to testing the correlation between these measures. In terms ofexplanatory variables, it would be beneficial to expand the survey items being used to measureeach of the terms, or to find a consensus on what each item is specifically measuring (i.e., is itmeasuring self-efficacy or comfort with self-disclosure). There are other measures of socialsupport that could and should be explored outside of self-sufficiency, sense of belonging, and socialself-efficacy.Given the specific academic disciplines being targeted, it would be beneficial to measure the levelof social support one feels at one’s school and department by determining how the presence ofsocial support from one’s peers, teachers, administrators, and advisors influence

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Willi Brand, University of California, Irvine; Joel Lanning P.E., University of California, Irvine

Tagged Divisions

Civil Engineering

gradually increased incomplexity, with students receiving feedback on report structure, grammar/spelling, conciseness,figures/tables, and overall argument through drafting, classroom presentations, peer review, andone-on-one group meetings.In 2016 and 2017, students were given examples of “real world” technical reports and articles asexamples of technical writing, and in 2018 students were only given other students reports (withexamples of A, C, and F work) and encouraged to search articles and reports for additionalexamples.2.3 Study Outline2.3.1 DataThree major data sources were used to evaluate the effectiveness of the interventions. 1) Anonymous course evaluation survey data. Course evaluations were conducted every year of the

Conference Session

Mechanical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford; Paul E Slaboch, University of Hartford

Tagged Divisions

Mechanical Engineering

writing instruction across thecurriculum. Writing activities include impromptu writing assignments, peer review, outliningand planning exercises. The overall approach to improving students’ skills was: “group-basedtechnical writing development”. Assessment tools include instructor-written observations,student surveys, and in-class analysis of short writing samples by peer evaluation. The courseitself, which focuses on experimental methods in fluid mechanics and heat transfer, stressesexperimental techniques, results presentation, and technical report writing. Experiences in thiscourse have also provided opportunities for honors work, and research opportunities forundergraduate engineering students.Motivation As writing in engineering

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics and Physics

understandingof a particular topic at a particular point in time. These scores can also help students to confrontany misconceptions they might have about a given idea or topic in physics. PCV scores can beprovided by an instructor, or students can use them to provide feedback to their peers. Examplesof how these free-writing activities can be used to boost student understanding and potentiallylead to enhanced ability to solve conceptual physics problems will be shared. Time-saving tipsfor assessing these assignments as well as ideas for adapting this type of writing-based approachin other physics and engineering courses will be shared.Introduction and Motivation for StudyGood communication skills, especially writing-based skil1s, are essential for

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan K. Boettger, University of North Texas; Stefanie Wulff

Tagged Topics

NSF Grantees Poster Session

Paper ID #25375Board 17: Teaching STEM undergraduates discipline-specific writing skills:a data-driven learning approachDr. Ryan K Boettger, University of North Texas Ryan K. Boettger is an associate professor and assistant chair in the Department of Technical Communi- cation at the University of North Texas. His research areas include data-driven learning, content analysis, and technical editing. His research in STEM education is currently funded by the National Science Foun- dation. He can be contacted at ryan.boettger@unt.edu.Dr. Stefanie Wulff c American Society for Engineering Education

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Clippinger, Penn State Erie, The Behrend College; Kathleen Jernquist, U.S. Coast Guard Academy; Steven Nozaki, Penn State Erie, The Behrend College; Fredrick A. Nitterright, Penn State Erie, The Behrend College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

knowledge [13]. A coherent curriculum can also support the teambuilding,collaboration, and peer response practices crucial to undergraduates’ professional development.Developing a coherent writing program, however, demands extensive time, labor, and resources,and among the most persistent challenges is addressing sentence-level expression.While undergraduates in their third year can identify points at which their content and rhetoricalknowledge “begin to merge” [14], addressing the subtleties of sentence-level expression requiresfaculty and mentors with disciplinary and rhetorical expertise. Teaching style, syntax, anddiction through typical English handbooks cannot effectively address nuances of expressionexpected by professional readers; however

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Matthew Rhudy

Short Writing Assignments within a Laboratory Course to Improve Understanding and Interest in Course MaterialAbstractWriting exercises incorporated within technical courses has been shown to be effective inimproving critical thinking among engineering students. Specifically, short writing assignmentscan be implemented within upper level engineering courses to deepen student understanding ofconcepts. These assignments, while considered within some upper level courses, are notcommonly implemented within laboratory courses, which instead typically use laboratory reportassignments. Since students in our program already take another course which uses traditionallab reports, it is desirable to introduce some unique writing

Collection

2019 Fall Mid Atlantic States Conference

Authors

Basak Taylan, Graduate Center of City University of New York; Ashwin Satyanarayana, New York City College of Technology; Sawdiatou Samb, New York City College of Technology

Paper ID #28489A Writing Tool that Provides Real-Time Feedback to Students on their Gram-mar Using Deep LearningMiss Basak Taylan, Graduate Center of City University of New York Basak Taylan is a Ph.D. candidate in Computer Science Department at the Graduate Center of the City University of New York. She received a bachelor’s degree in Computer Engineering from Mersin Univer- sity, Turkey and a master’s degree in Computer Science from New York University Polytechnic School of Engineering. Her current research interest is natural language processing, machine learning, and AI.Dr. Ashwin Satyanarayana, New York City College of

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society

10more about practice. Two, this understanding could help them to feel less anxious about writingoverall and thus more able to try approaches that would help them write effectively.Additionally, students came to understand the benefits of having a process in mind when theyworked. Many of the student comments focused on time management and needing sufficienttime to be able to revise their work before submitting, indicating a stronger focus on process,particularly revision. They also began talking about revising as part of that process, includingseeking out and receiving feedback from instructors and peers as they revised. This emphasis onprocess is visible in the two top goals for the spring semester: writing more concisely and usingrevision (see

Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sabrina Jedlicka, Lehigh University; Gregory Mark Skutches, Lehigh University; Siddha Pimputkar, Lehigh University

Tagged Divisions

Materials

Paper ID #26714Integration of Peer Communication Fellows into Introductory Materials Sci-ence Courses: Wiki Article DevelopmentDr. Sabrina Jedlicka, Lehigh UniversityDr. Gregory Mark Skutches, Lehigh University Greg Skutches earned both his Master’s (1997) and Ph.D. (2001) in English with a specialization in Composition and Rhetoric at Lehigh University. He joined the English Department at DeSales University in Center Valley, Pennsylvania in 1999 and returned to Lehigh in 2006 to establish and direct the Writing Across the Curriculum Program and teach courses in literature and first-year writing. In the fall of 2008, he

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University

Tagged Divisions

First-Year Programs

of Peer Mentoring is discussed and offered to students with each type ofmentoring (Scheduled Peer Mentoring and Mentor-Mentee Pair). Due three major topics in thelecture component of the course, the peer mentoring sessions were observed to driven by thematerial in those topics. Therefore, for the purpose of data collection and analysis ofperformance, the peer mentoring schedules were categorized. The three categories are: 1)Assistance with MS Excel concepts and Graphing Techniques 2) Assistance with Programmingin MATLAB and 3) Assistance with Project Management and technical writing for the DesignProject. In the previous work, the baseline was determined based on the grades in the first twoapplication assignments. The author noticed that the

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

empathy and metacognitive skills (Topping,2003). However, it is important to note that engaging in a feedback process does notautomatically mean that learning takes place (Kollar & Fischer, 2010), and providing usefulfeedback is challenging even for college students (Nilson, 2003).In engineering learning environments, participation in the exchange of peer feedback can be ameaningful activity for students. In undergraduate engineering courses, peer assessment has beenused to provide feedback on writing (e.g., Carlson, Berry, & Voltmer, 2005), presentations (e.g.,Hersam, Luna, & Light, 2004), teamwork skills (McGourty & De Meuse, 2000; Ohland et al.,2005), and design solutions (Adams & Siddiqui, 2015; Yilmaz & Daly, 2016

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zachariah J. Beasley, University of South Florida; Les A. Piegl, University of South Florida; Paul Rosen, University of South Florida

Tagged Divisions

Educational Research and Methods

. Garden, M. S. Roh, J. E. Lee, C. M. Balch, and T. A. Aloia, “Reviewing the review: a qualitative assessment of the peer review process in surgical journals,” Research integrity and peer review, vol. 3, no. 1, p. 4, 2018. [5] W. Xiong, D. Litmaan, and C. Schunn, “Natural language processing techniques for research- ing and improving peer feedback,” Journal of Writing Research, vol. 4, no. 2, pp. 155–176, 2012. [6] K. Cho, “Machine classification of peer comments in physics,” in Educational Data Mining 2008, 2008. [7] K. Lundstrom and W. Baker, “To give is better than to receive: The benefits of peer review to the reviewer’s own writing,” Journal of second language writing, vol. 18, no. 1, pp. 30–43, 2009. [8] I

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cem Karacal, Southern Illinois University, Edwardsville; Ma Zenia N. Agustin, Southern Illinois University, Edwardsville; George Pelekanos, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #26265Integrated Mathematics Enrichment, Peer Mentoring, Tutoring, and Fresh-men Course for Student SuccessDr. Cem Karacal, Southern Illinois University, Edwardsville Dr. Cem Karacal is a Professor of Industrial Engineering and Dean of the School of Engineering at Southern Illinois University Edwardsville. He obtained his Ph.D. and M.S. degrees from Oklahoma State University in 1991 and 1986, respectively. His received his B.Sc. degree from Middle East Technical University, Ankara, Turkey in 1982. He has experience in industry and academia. His main research and teaching interest areas are simulation modeling

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Yukio Yoritomo, University of Illinois, Urbana-Champaign; Nicole Turnipseed, University of Illinois, Urbana Champaign; Maxx Joseph Villotti, University of Illinois, Urbana-Champaign; Aric Tate, University of Illinois, Urbana-Champaign; Kelly Searsmith, University of Illinois, Urbana-Champaign; Matthias Grosse Perdekamp, University of Illinois, Urbana Champaign; Paul Prior, University of Illinois, Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics

, scaffolding the development of the research paper, and assigning some peer review.Yet, no instruction was given on how to effectively revise, resulting in nominal improvementbetween versions of many papers (based both on assessment and instructor perceptions). Ourwork suggests that Phys 280 contained, at least in an embryonic stage, writing learning goalsmore sophisticated than “to enable [a student] to improve [his or her] writing skills,” but thatthese learning goals had not been explicitly communicated to students or fully articulated ininstructional practice.The grading scheme used in Phys 280 before participation in WAE was based on point-deductions. Many sections were devoted to formatting specifications (e.g., -4 points for wrongheader format