Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Clippinger; Ruth Pflueger, Pennsylvania State University, Behrend College; Steven Nozaki, Pennsylvania State University, Behrend College

Paper ID #36840Using Writing Center Peer Tutors as a Means to ImproveMechanical Engineering Technology Student WritingDavid ClippingerRuth Camille Pflueger (Director)Steven Nozaki (Assistant Teaching Professor) . © American Society for Engineering Education, 2022 Powered by www.slayte.com Using Writing Center Peer Tutors as a Means to Improve Mechanical Engineering Technology Student WritingAbstractDespite the well-established importance of written communication skills for students in STEMdisciplines, the quantitative assessment of STEM writing remains an evolving field. The presentwork seeks

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

intrinsically motivated. Surprisingly, our previous studyon students’ resistance to active learning indicated that a number of students did not perceive theyare learning effectively [30]. In fact, according to a report published by Wijnia et al. [31], studentsin PBL environment may not always be better motivated compared to their peers in the lecture-based environment. Their perception of the learning environment and autonomy played anessential role in their motivation. It is thus interesting to assess the student’s perception of thelearning environment as well as themselves with the ML approach. Our research will also furtherthe understanding of where project-based learners are generally landing on the continuum (Figure2) and how their motivation to

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Daignault; Audra Morse, Michigan Technological University

) make the callfor higher education faculty and administrators to identify and implement new strategies toprovide support to dissertation writers. The Graduate School at Michigan TechnologicalUniversity answered this call with the inception of WRITE-D: Writing in the Discipline.The purpose of the WRITE-D program is to provide a dedicated time and space for graduatestudents to gather within their department to improve writing skills and make progress towardwriting goals. The program is similar to other writing groups in that it provides a small-groupatmosphere, opportunity for discussion, and interaction with peers.5 The group is unique in that itis sponsored by the Graduate School, but executed within individual STEM departments so thatgraduate

Collection

2005 GSW

Authors

M. M. Darwish; M. H. Akram; B. L. Green

Session T1A1 PALM-Peer Assisted Learning Methodology M. H. Akram, M. M. Darwish, and B. L. Green Engineering Technology Department Texas Tech University AbstractEnrollments in engineering programs have not been keeping pace with expected jobgrowth in industry. Administrators have been trying hard to increase enrollments, improvethe retention rate of entering freshmen; and improve the percentage of engineeringstudents completing an engineering program in a predetermined period. The attrition rateof students in engineering programs

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Pirkey, West Virginia University

. Prompt 3: What plans do you have for approaching and solving this problem?Some examples of the problems analyzed include:Problem 1: When concentrations of formaldehyde in the air exceed 33µg/ft3 (1µg = 1 microgram= 10-6 gram), a strong odor and irritation to the eyes often occurs. One square foot of hardwoodplywood paneling can emit 3365 µg of formaldehyde per day. A 4-ft by 8-ft sheet of thispaneling is attached to an 8-ft wall in a room having floor dimensions of 10-ft by 10-ft. · If there is no ventilation in the room, write a linear equation that models the amount of formaldehyde (F) in the room after x days. · Find the total number of micrograms of formaldehyde that are released into the air by the paneling

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University - Kingsville; G. Beate Zimmer, Texas A&M University - Corpus Christi; David Hicks

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

research focuses on creating inclusive and equitable learning environments through the development and implementation of strategies geared towards increasing student sense of belonging.Audrey Boklage (Dr.)Madison E. Andrews © American Society for Engineering Education, 2022 Powered by www.slayte.com Peer Mentors Forging a Path in Changing Times “When I first started thinking about inclusivity, I recognized that I wanted to share what I was learning. I also want to spread word about my department and even more I want to spark more interest for STEM and/or engineering, keep working on inclusive practices, and work on

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Mallette, Boise State University

learning through teamwork, while the latter focuses on projects that allow studentsand faculty to leverage the potential of teams to solve problems and support projects that oftenhave tangible outputs beyond the classroom. In some cases, in-class writing and work can beused alongside collaborative learning, where the goal is using writing and peer engagement tolearn course concepts more effectively [11, 12]. In other cases, teamwork assignments may notfocus on writing specifically but use writing to communicate design solutions or data analysis.Typically, these projects may culminate in a report, a presentation, or some tangible product thatinvolves writing (e.g. a final team report communicating results to a project sponsor). Theseprojects may

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

graphical elements first and then completing the writing the next week.This is a beneficial writing practice because technical writing is typically centered around theresults and having the graphical elements in the document before they start writing encouragesthem to focus on important take-aways from the experiment [13]. To help students catchmistakes before final submission, we implemented a short peer review activity at the beginningof the third week of each experiment. Teams bring print outs of their graphical elements to classand trade with a nearby team. Before they start reviewing, we discuss how to give constructivefeedback and how they can use the assignment analytic rubric to help them check the work. Notonly does this activity help each

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wanju Huang, Purdue University at West Lafayette (COE); Frederick Berry, Purdue University at West Lafayette (PPI); Marisa Exter, Purdue University at West Lafayette (COE); Ryan Wynkoop

students are given operational definitions for theassessment criteria along with training in conducting peer assessments.” Providing training forstudents to understand the criteria of a rubric allows a student to then successfully and effectivelyevaluate themselves and their peers [7].The focus of this study is to improve the alignment between the assessors’ feedback and theCATME dimensions in an Engineering Technology capstone course. This was accomplishedthrough the implementation of an intervention that further clarified the criteria of the CATMErubric and provided helpful principles for writing actionable feedback for peers.Purpose & Research QuestionsThe purpose of this study is to examine the effectiveness of instructional

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Paper ID #37827Thinking Beyond the Service Course Model: IntentionalIntegration of Technical Communication Courses in a BMEUndergraduate CurriculumJulie Stella Julie Stella is a Visiting Lecturer in the Technology Leadership and Communication de- partment of the IUPUI School of Engineering and Technology. She teaches writing and communication to undergraduate engineering students at IUPUI. She has also taught courses at the graduate level in education technology, usable interface design, and ed- ucation public policy. Her background is fairly diverse, though it centers on writing and teaching. Ms. Stella spent 11

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jesus Gonzalez, The University of Texas Rio Grande Valley; Ruth Pflueger, Pennsylvania State University, Behrend College; Robert Weissbach, Indiana University - Purdue University Indianapolis; Johanna Bodenhamer, IUPUI

of the Engineering Technology department at IUPUI. © American Society for Engineering Education, 2022 Powered by www.slayte.comComparison of Undergraduate Student Writing in Engineering Disciplines at Campuses with Varying DemographicsIntroductionEmployers of STEM graduates, especially industries, often emphasize the need for improvementin STEM undergraduate writing skills1. Research findings show that students in STEM fieldslack strong writing skills2.Writing is generally recognized as fundamental to the formation andcommunication of scientific and technical knowledge to peer groups and general audiences. Inthis aspect, persuasive writing is an essential

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Michael Alley, Pennsylvania State University

mentioned earlier, the design of our study assumes that the body of papers published in theproceedings of ASEE annual conferences is representative of practices and trends in engineeringcommunication pedagogy and research. Following the method used by Neeley and Alley (2020),we used the search function in the PEER repository to identify papers dealing with engineeringcommunication. Specifically, we conducted a title search for “communication or writing orspeaking or presentations.” Papers that served one or more of the four functions listed belowqualified as relevant to engineering communication as we have defined it here:(1) develop or assess the communication abilities of engineering students,(2) assess engineering students’ attitudes and

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheila Gobes-Ryan, University of South Florida; Kingsley Reeves, University of South Florida; Elizabeth Vicario, University of South Florida; Walter Silva Sotillo, University of South Florida; Victor Ventor, University of South Florida; Ardis Hanson

that were perceived asneeded to improve students’ critical thinking and communication skills. This paper discusseshow writing assignments are being used in a probability and statistics course to aid in meetingthis data literacy goal for students by integrating several writing-across-the curriculumapproaches into the course.Literature ReviewData LiteracyData literacy is a type of numeracy literacy that has evolved from the umbrella category ofinformation literacy. D’Ignazio and Bhargava [1] defined data literacy as “the ability to read,work with, analyze and argue with data as part of a larger inquiry process.” Prado and Marzal [2]recognized that a part of numeracy is “the ability to communicate quantitative information toothers in speech and

Collection

2022 ASEE - North Central Section Conference

Authors

Emad Y Tanbour, Eastern Michigan University; Suleiman A. Ashur, Eastern Michigan University; Ann Blakeslee, Eastern Michigan University

workshop for the class on peerreviews.The course will be using Canvas Learning Management System to facilities the peer reviewassignment. For consistency of peer evaluation, students will complete the assignment using arubric and leave comments in the comment sidebar in Canvas. The scoring rubric filled in bypeer reviewers will not be added to the grade book. The instructor will assign the final gradeafter reviewing all grades and comments.The names of students who participate in the peer review will show up on the Peer Review Pagein Canvas for each assignment. This will help the instructor identify students who participated inthe peer-review process and assign grades for their participation accordingly.Outcome #2 - Write in ways that achieve the

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Athena Lin, Purdue University at West Lafayette (COE)

academic writing in the field. I focused on onedepartment so I could understand the writing expectations embedded within the localized contextof a single department and more broadly within the field of engineering education. In thisdepartment, graduate students take foundational courses that cover several topics related toacademic writing including writing mechanics and style, constructing arguments, searching forrelevant literature, and developing theoretical frameworks. Many of these foundational coursesculminate in scaffolded writing assignments that allow students to practice writing scholarlydocuments with formative feedback from peers and instructors.Drawing from academic literacies theory, my data sources include interviews rather than

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Connor Jenkins, The Ohio State University; Krista Kecskemety, The Ohio State University

Paper ID #37753Instructional Feedback Practices in First-Year EngineeringTechnical Writing Assignments: Qualitative CodingSynthesis, Analysis and ComparisonConnor Jenkins (Student Research Assistant) Connor is an Electrical Engineering PhD Student from Ohio State who graduated from the Ohio State University with a B.S. in Electrical and Computer Engineering in 2021. He currently works as a graduate research associate in the Wearable and Implantable Technology group at the ElectroScience Laboratory. His electrical engineering research interests include bioelectromagnetics, and electromagnetic device design, while his

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

Paper ID #36977How Writing a Book on Engineering helped Rewrite OurInterests in the Field - An AutoEthnographyKritin MandalaZoë Karen Kay DaileyKayli Heather BattelSreyoshi Bhaduri Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. As part of Global Talent Management Science at Amazon, she employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce. Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.). She earned her Bachelors degree in Mechatronics

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Charles Riley, Oregon Institute of Technology; Dave Kim, Washington State University-Vancouver; Ken Lulay, University of Portland; John Lynch, Washington State University

Paper ID #37931Work in Progress: Supporting Engineering LaboratoryReport Writing with Modules Targeted for InstructorsCharles Riley (Professor) Professor and Graduate Program Director Civil Engineering Department Oregon Institute of Technology I conduct research in diverse areas of engineering education from professional skills, to writing, to gender and ethics. I also maintain a structures laboratory to conduct full-scale structural component testing and field investigations of highway bridges.Dave Kim Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineering and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Lisa Benson, Clemson University; Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato

helped me as a researcher, because it has really helped me think more clearly about what it is that makes a good manuscript.Importantly, this participant shares that the SPR prompted them to share manuscript strengthsinstead of solely focusing on weaknesses in a review, which not only is beneficial in supportingauthors, but also contributes to developing a schema for what constitutes a “good” manuscript.Research and Writing SkillsThe majority of mentees and mentors agreed the program improved their research skills (Fig. 4).All seven mentors who responded to the exit survey reported that they believed there is aconnection between peer review skills and ability to conduct research. One mentor shared: Being able to "see" how

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University

not coded).The authors looked at the proportion of comments related to the conceptualization of the study,design, method, analysis, interpretations and conclusions, and presentation (quality ofexpression). Two-thirds of comments overall were related to the Planning & Execution of thestudy, and one-the third to the Presentation. Twenty percent of weaknesses were attributed toConceptualization, 11% to Design, 12% to Procedures, 7% to Measurement, 22% to Analyses &Results, 16% to Interpretations/Conclusions, 9% to Editing/Writing, and 3% to “General.” Aswith other studies of peer review, inter-class correlations of publication recommendations werelow (x̄r=.20). That authors found minimal consensus across reviewers does not

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; Moses Ling, Pennsylvania State University

Paper ID #37499Developing an AE Tutoring Engaging Advising & Mentoring(TEAM) Program: a Peer Cohort EnvironmentRyan Solnosky Ryan Solnosky is an Associate Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated BAE/MAE degrees in architectural engineering from The Pennsylvania State University in 2009 and his Ph.D. in architectural engineering from The Pennsylvania State University in 2013. Dr

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deana Delp; Maria Dixon, Arizona State University

, besides email, has beenincorporated into the program. At the end of every semester we have the mentees and mentorsfill out a survey about the EASE program.Select responses from the peer mentee survey are shown below.● Your participation in the EASE program has improved your ability to utilize your time efficiently: ○ “Me and one of my peer mentors came up with a matrix on how to prioritize my tasks using my planner according to how urgent and important they are. As I write this, I have only been using this matrix for a week but it does help quite a bit on prioritizing my tasks.” ○ “I am thinking of many different ways to utilize my free time based on the urgency of my assignments from my classes

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Taiylor Rayford, University of Illinois at Urbana - Champaign; Nidia Ruedas-Gracia, University of Illinois at Urbana - Champaign; Molly Goldstein, University of Illinois at Urbana - Champaign; Corey Schimpf, University at Buffalo, The State University of New York; Lara Hebert, University of Illinois at Urbana - Champaign; Lorena Escamilla, University of Illinois at Urbana - Champaign; Jesus Zavala, University of Illinois at Urbana - Champaign

/07448481.1993.9936334.[9] J. J. Snyder, J. D. Sloane, R. D. P. Dunk, and J. R. Wiles, “Peer-Led Team LearningHelps Minority Students Succeed,” PLOS Biology, vol. 14, no. 3, p. e1002398, Mar. 2016, doi:10.1371/journal.pbio.1002398.[10] R. F. Frey, A. Fink, M. J. Cahill, M. A. McDaniel, and E. D. Solomon, “Peer-Led TeamLearning in General Chemistry I: Interactions with Identity, Academic Preparation, and aCourse-Based Intervention,” J. Chem. Educ., vol. 95, no. 12, pp. 2103–2113, Dec. 2018, doi:10.1021/acs.jchemed.8b00375.[11] N. S. Stephenson, I. R. Miller, and N. P. Sadler-McKnight, “Impact of Peer-Led TeamLearning and the Science Writing and Workshop Template on the Critical Thinking Skills ofFirst-Year Chemistry Students,” J. Chem. Educ., vol. 96, no. 5

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mia L Renna, University of Illinois at Urbana - Champaign; Rebecca Avgoustopoulos, University of Illinois at Urbana - Champaign; Ryan Ware; Karthik Pattaje Sooryanarayana, University of Illinois at Urbana - Champaign; John S Popovics, University of Illinois at Urbana - Champaign; Julie L Zilles, University of Illinois at Urbana - Champaign

units developed by the CE Writingproject [24], and a switch to individual submissions of all assignments. The decrease in number ofrequired report submissions allowed space for scaffolding and focused assignments, including self-and peer-review, to be added to the curriculum. Additionally, due to assignments being submittedindividually rather than collaboratively, the reduction in reports submitted maintains the TAsworkload. The language units developed by the CE Writing Project provide a framework for aprocess orientation to writing and impart a strong connection to professional civil engineers’writing [23]. Design of rubrics that are aligned with core concepts, course-specific training forTAs, and feedback from TAs were crucial in developing

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gaurav Nanda, Purdue University at West Lafayette (COE); Siqing Wei, Purdue University at West Lafayette (COE); Matthew Ohland, Purdue University at West Lafayette (COE); Andrew Katz, Virginia Polytechnic Institute and State University; Christopher Brinton, Purdue University at West Lafayette (COE)

timeline: 2017-19 (pre-pandemic), 2020 (beginning of pandemic), and 2021 (mature phase ofpandemic). Students were enrolled in mandatory first-year engineering courses at the research site, wherestudents were systematically assigned to teams for learning and projects. Students were asked toparticipate in the survey four times per course, roughly at the stages of the beginning of the course, thebeginning, the middle and the end of the of the team final projects. Students were instructed to provideconstructive feedback in writing to themselves and teammates via CATME interfaces on their teamworkbehaviors.To analyze students’ peer comments on teamwork behaviors, we utilized natural language processing andmachine learning techniques, and qualitative

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Joshua Enszer, University of Delaware; Jenni Buckley, University of Delaware

Paper ID #37664Work In Progress: Evolution of A Near-Peer Co-InstructionalModel for A Large-Enrollment First-Year EngineeringCourseHaritha Malladi (Assistant Professor and Director of First-Year Engineering) Haritha Malladi is an Assistant Professor of Civil and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology degree in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engineering from North Carolina State University. She is a teacher-scholar working in the intersection of

Conference Session

Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samuel Snyder, Virginia Tech Department of Engineering Education; Diana Bairaktarova, Virginia Polytechnic Institute and State University

calls.Diana Bairaktarova (Assistant Professor) Associate Proffessor in the Department of Engineering Education at Virginia Tech. © American Society for Engineering Education, 2022 Powered by www.slayte.comWork-in-Progress: Examining how faculty formal and multidisciplinary networks shape ethicalworldviewsLiterature has shown that faculty peers within an educator’s network have the potential toinfluence their perceptions towards pedagogies, multidisciplinarity, and faculty development.While research has examined the influence of individual faculty on one another, less work hasbeen focused on more holistically examining faculty networks’ influences on shaping theirworldviews. We

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Becker, United States Air Force Academy; Timothy Frank, United States Air Force Academy; Joel Sloan, United States Air Force Academy

Technical Communication Block Lesson 1 What is Technical Communication: Guidelines, Expectations & Examples Lesson 2 Ethics & Roles of Technical Communicators Lesson 3 Communicating Visually & Becoming User-Centered Lesson 4 Peer Review of Students Drafts of Writing Assignment 1In addition to the technical communication block of lessons, the concept of the four pillars wasintegrated throughout the course as each writing assignment designated a different intendedaudience and students had to tailor their content, language, and design appropriately. Instructorsassessed each writing assignment using the same rubric which evaluated students’ appeals toaccessibility, user-centeredness, accuracy, and

Collection

2005 GSW

Authors

Ross Kastor; Robert Askew; Richard Bannerot; Paul Ruchhoeft; Elena Poltavtchenko; Colley Hodges; Chad Wilson; Cari-Sue Wilmot

, American Society for Engineering Education“Writing Consultants,” or peer writing coaches, who provide one-on-one tutoring. TheseWriting Consultants are full-time students, primarily undergraduates, who havedemonstrated high aptitude in writing and leadership skills. In response to increasingfaculty interest in discipline-specific writing, the Writing Center created a Writing In theDisciplines (WID) program in Fall 2002. Staff in the WID program work with instructorsto intervene in courses across the campus in which communications skills are stressed.The rationale for the intervention is that general composition courses cannot adequatelyprepare students for discipline-specific writing. (More information on the UH WritingCenter and its WID Program