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Work in Progress: Scaffolding Revision with Rubrics, Peer Review, and Reflection in a Technical Communication Course

Conference Session: Writing and Technical Communications
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dianne Grayce Hendricks, University of California, Santa Cruz; William Charles Sobolewski, University of California, Santa Cruz
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

describe our approach of scaffolding the process of student revision of writtenassignments with grading rubrics, peer review, and reflection. This work-in-progress is the firsttime we have graded rough drafts according to a rubric, although we have extensive experiencein using peer review and reflection to scaffold better writing outcomes for students [1-4].Here we describe our approach to scaffolding the student revision process in three steps: 1) Grade based on grading rubric for rough drafts. We provide grading rubrics for rough drafts when the assignment is posted, and then give students a grade on their rough draft. Using a grading rubric on rough drafts is the novel aspect of our work-in-progress. (10 points in total

Relevance Score: 3.1049843

Design of an Aerospace Industry-Informed Technical Writing and Communication Course

Conference Session: Aerospace Division (AERO) Technical Session 2
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Glen Roderic Coates, Pennsylvania State University; Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University
Tagged Divisions: Aerospace Division (AERO)

Research Council [5-6].New pedagogical approaches to EC include an increasing focus on topic-specific proceduralwriting; engineering-specific templates and citations; and highly structured assignments withclear applications and a team-based component. Studies have shown that engineering students inparticular respond best and perform better in technical writing tasks with clear deadlines,expectations, peer review phases, and rubric-based assessments [5].EC pedagogy is also changing as a result of the overall importance of engineering technical workrises in industry. Calling it the Communication Coefficient (CC) method, researchers advocatethat engineering students’ experiences in the communication classroom can be improved if theyare advised in

Relevance Score: 1.7755669

Board 395: Supporting STEM Faculty in Adopting and Adapting Writing Pedagogies

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bruce Kovanen, University of Illinois Urbana-Champaign; Paul Prior; John R Gallagher, University of Illinois Urbana-Champaign; Celia Mathews Elliott, University of Illinois Urbana-Champaign; John S Popovics P.E., University of Illinois Urbana-Champaign; S. Lance Cooper, University of Illinois Urbana-Champaign; Julie L Zilles, University of Illinois Urbana-Champaign
Tagged Topics: Diversity, NSF Grantees Poster Session

a process orientation [14] to report writing, with studentscompleting various milestones throughout the semester that represented various sections of thereport (e.g., executive summary, objectives, methodology). Dr. Roesler was interested inadditional methods of providing feedback to students before milestone drafts were assessed bygraduate teaching assistants.Over the course of the Fall 2019 semester, WAES team members John Popovics, BruceKovanen, and Gail Scott worked with Dr. Roesler to develop a framework for peer review. Inthis case, peer review was implemented during class time and framed as an opportunity forstudents to explore alternative organizational structures for the report and to improve their own.For example, when assessing

Relevance Score: 1.7739314

Improving Technology Student Critical Thinking Skills Through Trained Writing Tutor Interactions

Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 2
Collection: 2024 ASEE Annual Conference & Exposition
Authors: David Clippinger, Behrend College; Ruth Camille Pflueger, Penn State University; Steven Nozaki, Penn State University
Tagged Divisions: Multidisciplinary Engineering Division (MULTI)

the results of an investigationof an intervention with the potential to improve students’ identification of the optimal solution tothe problems posed by sponsors.The intervention represents an extension of research funded by an NSF IUSE: EHR Multi-institutional grant to improve writing support for engineering students on their technicaldocuments through the use of peer writing tutors from non-technical backgrounds,collaboratively trained by engineering faculty and writing tutor supervisors. The project, WritingAssignment Tutor Training in STEM (WATTS), has been conducted in three universities overthree years and has demonstrated statistically significant improvement in STEM undergraduatewriting after students received tutoring from WATTS

Relevance Score: 1.7704797

Utilizing Natural Language Processing for Assisting in Writing English Sentences

Conference Session: Spotlight on Diverse Learners
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sung Je Bang, Texas A&M University; Saira Anwar, Texas A and M University
Tagged Divisions: Computers in Education Division (COED)

Processing for Assisting in Writing English SentencesAbstractMany non-English speaking international students come to the United States to pursueundergraduate engineering programs. However, most of them struggle to learn and use Englishproficiently. This struggle to learn and use English poses various challenges. For example, suchstudents struggle to describe their plans and thoughts to their college peers and colleagues atwork. Also, it is mostly harder for such students to make their place in academic or industrycareers. Some of these difficulties arise because students cannot identify sentence structures ordifferences between various types of sentences in English. Writing in complete sentences is oneway to convey

Relevance Score: 1.7654661

Machine Learning Tools in the Technical Writing Classroom: A Modular Approach

Conference Session: ML and Generative AI Tools and Policies
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University
Tagged Divisions: Computers in Education Division (COED)

severaldimensions—formality, level of detail, conciseness, sentence structure; and (4) serve as a tool toeducate engineering students’ on the true distinctions between human writing and LLM-sourcedtext, challenging them to find LLM-written content online (e.g., social media posts and LinkedInblogs). Using additional tools that analyze syntax (Expresso), students can become aware of theirown writing style, how it contrasts with their peers, and how to objectively alter and improvewriting tendencies that challenge readability. Below in Figure 3, modules 1-3 are presented as aseries of steps with the inclusion of experimentation and play, which are integral for truelearning. Adult learners reported adapting and adopting selected LLM-assisted

Relevance Score: 1.7654661

Poetry Writing as a Creative Task to Enhance Student Learning

Conference Session: Industrial Engineering Division (IND) Technical Session 2
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Emma S Atherton, University of Florida; Elif Akcali, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Industrial Engineering Division (IND)

Paper ID #43872Poetry Writing as a Creative Task to Enhance Student LearningEmma S Atherton, University of Florida Emma S. Atherton is an incoming Management Consultant and a recent graduate from the University of Florida with a Master of Engineering in Industrial and Systems Engineering, with a concentration in Production and Service Operations. She additionally received her Bachelor of Science in Industrial and Systems Engineering from the University of Florida, with a minor in Sales Engineering.Prof. Elif Akcali, University of Florida Dr. Elif Akcali is an Associate Professor in the Department of Industrial and

Relevance Score: 1.7628978

Peer Mentor Program Strategy for Improvement in First-Year Student Retention

Conference Session: First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis
Tagged Divisions: First-Year Programs Division (FYP)

composed of a single peer mentor guiding asmall cohort of students. At the start of each fall semester, mentors were asked to write a briefbio segment introducing themselves and their interests. Each first-year student was required tojoin a peer mentor group. Mentees were then grouped based on shared interests with mentors.Once paired with a mentor, the mentees were strongly encouraged to engage in weeklyinteractions, either through attendance at a one-hour event or by maintaining regularcommunication with their mentor. With the goal of improving community bonds amongstfirst-year students, these events were typically fun, social events: meals together, game nights,sporting events, and so on. This arrangement provided first-year students with the

Relevance Score: 1.7361883

(Re)visions: Approaches to Teaching Technical Communications and Professional Development in a Multidisciplinary Engineering Capstone Course

Conference Session: Writing and Technical Communications
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lynn Hall, The Ohio State University; Bob Rhoads P.E., The Ohio State University; Tyler James Stump, The Ohio State University
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

existing assignments and course structure, the embedded technicalcommunications faculty member assessed where writing interventions could be added to the flowof the course without adding too much additional work for students or faculty. This resulted in: 1. Adding status memos where each team member, in rotation, took turns sending out weekly agendas, leading meetings, taking minutes, and communicating project status via the memo genre. 2. Embedding points in assignment rubrics dedicated to revision to incentivize students to review and incorporate changes based on previous instructional feedback. 3. A peer response activity for student presentations where each student in the class was guided in providing

Relevance Score: 1.6747929

Initial Investigations into the Link Between Spatial and Technical Communication Skills

Conference Session: Writing and Technical Communications
Collection: 2024 ASEE Annual Conference & Exposition
Authors: John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

continued success in industry [12]-[16]. Despite the importance of technicalcommunication skills, there exists a disparity between what academia reports the technicalcommunication capabilities of recently graduated engineering students is and what industry isreporting. Other research has found that 50 percent of mechanical engineering department headsconsidered recently graduated students to have strong technical communication skills, whereasindustry leaders considered only 9 percent of graduates to have strong technical communicationskills [17]. This disconnect may exist because of a lack of targeted communication and writingassignments that do not teach an iterative and peer review process for writing [18]. There mayalso be a need for engineering

Relevance Score: 1.6718682

Small Shifts: New Methods for Improving Communication Experiences for Women in Early Engineering Courses

Conference Session: Writing and Technical Communications
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott; Ashley Rea, Embry-Riddle Aeronautical University, Prescott; Brian Roth, Embry-Riddle Aeronautical University, Prescott; Katrina Marie Robertson, Embry-Riddle Aeronautical University, Prescott; Trey Thomas Talko, Embry-Riddle Aeronautical University, Prescott
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Paper ID #42974Small Shifts: New Methods for Improving Communication Experiences forWomen in Early Engineering CoursesDr. Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott Jonathan Adams is an assistant professor of rhetoric and composition and the writing program administrator at Embry-Riddle Aeronautical University in Prescott, AZ. His research on rhetorical theory, infrastructure, and communication pedagogy informs his teaching of courses in rhetoric, composition, and technical communication in engineering.Ashley Rea, Embry-Riddle Aeronautical University, PrescottBrian Roth, Embry-Riddle Aeronautical

Relevance Score: 1.6693608

Work in Progress: Motivational Differences Between Civil and Environmental Engineering Doctoral Students in the Pre-writing and Writing Phases

Conference Session: Educational Research and Methods Division (ERM) Technical Session 20
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Eduardo Rodriguez Mejia M.Sc., Rowan University; Cheryl A. Bodnar, Rowan University
Tagged Divisions: Educational Research and Methods Division (ERM)

research courses could also considerincluding references related to the dissertation writing process (e.g., institutional templates, writing centerinformation, online resources) to better prepare students for the transition to the writing phase of theirdoctoral program. Finally, gatherings could be offered for those students in the writing phase (e.g.,,writing retreat or writing day) to provide a space for them to share with their peers and make meaningfulprogress on their dissertation.Future work will focus upon completing interviews with doctoral students of the program during theSpring 2024 semester to better understand the results obtained about their experiences and perceptions ofcoursework and research activities (i.e., pre-writing and

Relevance Score: 1.6648891

Impact of Learning Transfer-focused Lab Writing Modules to the Writing Instructional Materials by Engineering Lab Instructors

Conference Session: Joint Session: Experimentation and Laboratory-Oriented Studies Division and Civil Engineering Division
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dave Kim, Washington State University, Vancouver; Charles Riley P.E., Oregon Institute of Technology; John D Lynch, Washington State University; Ken Lulay P.E., University of Portland; Sean St. Clair, Oregon Institute of Technology
Tagged Divisions: Civil Engineering Division (CIVIL), Experimentation and Laboratory-Oriented Studies Division (DELOS)

collaborators attracted close to $1M in research grants to study writing transfer of engineering undergraduates. For technical research, he has a long-standing involvement in research concerned with the manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for marine and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with a focus on fatigue strength improvement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Charles Riley P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and

Relevance Score: 1.664033

Board 323: Investigating Engineering Undergraduates’ Writing Transfer from Two First-Year Writing-Intensive Sites to Introductory Engineering Labs

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Franny Howes, Oregon Institute of Technology; Wendy Michelle Olson, Washington State University, Vancouver; Dave Kim, Washington State University, Vancouver
Tagged Topics: NSF Grantees Poster Session

, GFRP, nanocomposites, etc.) for marine and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with a focus on fatigue strength improvement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas. ©American Society for Engineering Education, 2024Work-in-progress: An Investigation of Engineering Undergraduates’ Writing Transfer from Two First-Year Writing-Intensive Sites to Introductory Engineering LabsAbstractTransfer of learning theory explains how learners can apply their previously acquired knowledgeand skills in a new situation or

Relevance Score: 1.663177

Board 142: Work in Progress: Engaging STEM Students in Revising Technical Writing Assignments

Conference Session: Multidisciplinary Engineering Division (MULTI) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Johanna Bodenhamer, Indiana University-Purdue University Indianapolis; Corinne C. Renguette, Indiana University-Purdue University Indianapolis; Robert Weissbach, Indiana University-Purdue University Indianapolis
Tagged Topics: Diversity
Tagged Divisions: Multidisciplinary Engineering Division (MULTI)

technical writing skills in STEMdisciplines is well documented. Solutions have been proposed, implemented, and inconsistently sustained.One approach to improving disciplinary technical writing is through Writing Assignment Tutor Trainingin STEM (WATTS). WATTS is an interdisciplinary, collaborative approach in which STEM faculty workwith writing centers and generalist peer tutors to provide just-in-time assignment-specific feedback tostudents. WATTS research was funded by an NSF IUSE collaborative grant (award #s 2013467,2013496, & 2013541). In WATTS, the STEM instructor collaborates with the writing center supervisorand prepares materials for the tutor-training including assignment examples, a glossary of terms, areas ofconcern, and the

Relevance Score: 1.4925861

Examining the Opportunities and Challenges of Using Artificial Intelligence for Engineering Technical Writing Courses

Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 10
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Susan J Ely, University of Southern Indiana; Milad Rezvani Rad, University of Southern Indiana
Tagged Divisions: Multidisciplinary Engineering Division (MULTI)

advancement ofChatGPT:“It’s a good tool for explanation, not great for solving calculations.”“It should use better resources when providing information.”“Updating to current data rather than data two years old.”Conclusion:Although the process of writing an essay was remarkably simpler when ChatGPT was used forwriting, independent writing yielded more accurate and dependable results. By so doing, studentsnoted that when they do research on their own, they can use valid sources such as published booksand journal articles rather than blogs and non-peer-reviewed research works. Furthermore, studentsunderstood that the statistics provided by ChatGPT are not up to date for they should rely oncredible sources such as official government websites for the

Relevance Score: 1.4773768

Mechanical Engineering Reasoning Diagram: How Can Modeling Engineering Thinking Support Learning in Writing Intensive Labs?

Conference Session: Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Therefore,researchers suggest that guided and scaffolding peer reviews approach has a positive impact ondeveloping engineering students’ technical writing skills in lab courses [11], [12]. In addition,Geisler [15] claimed that the transition from novice to expert is mediated by academic literacy1 This project was funded by a University of Michigan Enhancing Engineering Education Grant.practices. Thus, many researchers developed new curricula using the Writing in Disciplines(WID) approach to integrate technical writing into engineering lab courses [13], [16], [17].Engineering education scholars connect engineering thinking with the teaching of lab-intensivecourses. Wolff [18] suggested engineering educators should explicitly teach students about

Relevance Score: 1.4770001

Work In Progress: Impact of Collaborative Learning Strategies on Anxiety Reduction in Introductory Programming Courses

Conference Session: First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Joseph Ekong, Western New England University; Arnab A. Purkayastha, Western New England University; Gladys Ekong
Tagged Divisions: First-Year Programs Division (FYP)

communicatetheir ideas. In this approach, students are encouraged to formulate their thoughts in writing andthen engage in oral interaction with a peer. VNPS on the other hand is a teaching technique thatinvolves students leaving their seats and participating in a group setting while standing at a verticalnon-permanent surface like a whiteboard to accomplish a task. An added advantage of the VNPSapproach is that it provides students the opportunity of seeing the work done by other groups,thereby gaining insights into ideas they may decide to adopt. It has been suggested that the use ofvertical non-permanent surfaces for group tasks promotes greater thinking, classroomparticipation, discussion, persistence, and knowledge mobility [12].The overarching

Relevance Score: 1.474868

Board 66: Impact of ChatGPT on Student Writing in Construction Management: A Study of Applied Risks

Conference Session: Construction Engineering Division (CONST) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tianjiao Zhao, East Carolina University; George C. Wang P.E., East Carolina University; Ron Chance, East Carolina University; Chelsea Rebecca Buckhalter, East Carolina University
Tagged Divisions: Construction Engineering Division (CONST)

,” ijli, vol. 2, no. 3, pp. 1–47, Jul. 2023, doi: 10.54855/ijli.23231.[8] M. Salvagno, F. S. Taccone, and A. G. Gerli, “Can artificial intelligence help for scientific writing?,” Crit Care, vol. 27, no. 1, p. 75, Feb. 2023, doi: 10.1186/s13054-023-04380-2.[9] F. A. Shah, “IS CHATGPT A SILVER BULLET FOR SCIENTIFIC MANUSCRIPT WRITING?,” JPMI, Mar. 2023, doi: 10.54079/jpmi.37.1.3219.[10] T. Day, “A Preliminary Investigation of Fake Peer-Reviewed Citations and References Generated by ChatGPT,” The Professional Geographer, vol. 75, no. 6, pp. 1024–1027, Nov. 2023, doi: 10.1080/00330124.2023.2190373.[11] F. Farhat, S. S. Sohail, and D. Ø. Madsen, “How trustworthy is ChatGPT? The case of bibliometric analyses,” Cogent Engineering

Relevance Score: 1.4744112

Work in Progress: Transforming the Freshman Engineering Experience through Peer-Mentorship and Professional Competency Workshops

Conference Session: First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center
Tagged Divisions: First-Year Programs Division (FYP)

district and is in the process of creating a mentorship program to help high school students transition to university. His research interests include first-year university students’ experience, high school students’ transition to university, peer-to-peer mentorship, and student support networks.Ms. Sarah Huizar, University of Texas at El Paso Sarah Huizar is a Program Manager for UTEP’s Center for Research in Engineering and Technology Education (CREATE). She develops, implements, and manages a wide range of activities through the center’s STEMShine grant. She specializes in mentorship, essential skills building for freshman engineering students, project planning, community building through eSports, writing and design.Dr

Relevance Score: 1.4706472

Student Perspectives on Skills Required in Engineering and Computing Sciences Courses

Conference Session: First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University
Tagged Divisions: First-Year Programs Division (FYP)

skillsFigure 1b: The first-year bottom skills.Among second-year students, time management was the most important skill receivingapproximately 74% of responses (Figure 2a). Understanding the mathematical language in aproblem and self-learning and recognizing the need for lifelong learning received responses of45% and 43%, respectively. Work in teams, the last top skill, effectively received a response of31%. In Figure 2b, communicating effectively in writing was selected as the least valued skillfrom the second-year students, receiving 7% of responses. Applying the Engineering code ofethics and Managing a Project using appropriate project management tools tied for the secondlowest important skill with 4.8% of responses. Conducting a proper literature

Relevance Score: 1.4677359

Work in Progress: Establishing a Peer-Mentoring Program for Transfer First-Year Engineering Students

Conference Session: First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Leslie Bartsch Massey, University of Arkansas; Chris Cagle
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Paper ID #43068Work in Progress: Establishing a Peer-Mentoring Program for Transfer First-YearEngineering StudentsMrs. Leslie Bartsch Massey, University of Arkansas Leslie Massey is an advanced instructor in the First-Year Engineering Program at the University of Arkansas. She received her BS in Biological Engineering and MS in Environmental Engineering from the University of Arkansas. She previously served as a project manager for the Arkansas Water Resources Center, but returned to join the College of Engineering faculty in 2013 to pursue her passion of teaching.Mr. Chris Cagle ©American Society

Relevance Score: 1.4662801

Improving Peer Feedback in Project-Based Learning Contexts: An Investigation into a First-Year Engineering Intervention

Conference Session: Educational Research and Methods Division (ERM) Technical Session 29
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Marin Jayne Fisher Hale, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
Tagged Divisions: Educational Research and Methods Division (ERM)

feedback quality (Task, Gap, and Action) forstudents who received the intervention, with the largest gain in students writing peer commentswith more actionable feedback We also found a significant difference in the length of peerfeedback comments between the class with the intervention and the class without theintervention. However, throughout data analysis, we observed gaps in our chosen framework,and as such, we are developing and testing an improved rubric to quantitatively rate studentfeedback. This paper will help instructors learn an approach toward aiding students in writingactionable feedback, improving the overall quality of qualitative peer comments. Further, wepresent the development of a rubric that can be used to assess peer feedback

Relevance Score: 1.4546971

Mentoring for Making: Peer Mentors Working with Learners in a Making-Focused Engineering Course

Conference Session: First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Louis S. Nadelson, University of Central Arkansas; Pamela L. Dickrell, University of Florida; Katherine DeJesus
Tagged Divisions: First-Year Programs Division (FYP)

with groups, N/A Please share how the peer Reassured Me, Gave me compliments, Work through mentors helped you develop problems with me, Gave me extra time, Provided direction confidence when working in /support, Encouragement, Welcoming, Kind, Let students try the makerspace classroom. first/ fostered learning, Helpful, N/A (Confidence) Please share what new Programming /coding, Writing, Presentation skills, Soldering, technical skills you learned in Tool use, Drafting, 3D printing, Prototyping, Other, Circuits, this course. (Technical Skills) N/A How did the peer mentors

Relevance Score: 1.4492409

Investigating the Impact of College Students’ Personal Characteristics on Peer Assessment: A Multilevel Linear Modeling Approach

Conference Session: Educational Research and Methods Division (ERM) Technical Session 10
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments.Mark Mills, University of Michigan Mark Mills (he/him) is a Data Scientist on the Research & Analytics team at University of Michigan’s Center for Academic Innovation. He directs and supports analytics across CAI’s portfolio of educational technologies. His experience is in prediction and classification of longitudinal and hierarchically

Relevance Score: 1.4474996

Board 76: Expansion of Peer Tutoring Program to In-Class Sessions in Multiple Disciplines

Conference Session: Educational Research and Methods Division (ERM) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Cara J Poor P.E., University of Portland
Tagged Divisions: Educational Research and Methods Division (ERM)

Paper ID #40991Board 76: Expansion of Peer Tutoring Program to In-Class Sessions in MultipleDisciplinesDr. Cara J Poor P.E., University of Portland Dr. Poor teaches many of the integral undergraduate civil engineering courses at University of Portland, including hydraulics, fluids, and environmental engineering. Dr. Poor is a licensed professional engineer with ongoing research in green infrastructure. ©American Society for Engineering Education, 2024 Expansion of Peer Tutoring Program to In-Class Sessions in Multiple DisciplinesAbstractPeer tutoring has been used for