Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University

Tagged Divisions

Educational Research and Methods

Paper ID #19905Implementing Peer-Review Activities for Engineering Writing AssignmentsDr. Stacie I. Ringleb, Old Dominion University Stacie Ringleb is an associate professor in the Department of Mechanical and Aerospace Engineering at Old Dominion University. Dr. Ringleb received a B.S. in biomedical engineering from Case Western Re- serve University in 1997, a M.S.E. from Temple University in Mechanical Engineering in 1999, and a PhD from Drexel University in Mechanical Engineering in 2003. She completed a post-doctoral fellowship in the Orthopedic Biomechanics Lab at the Mayo Clinic. Dr. Ringleb research interests

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Anne Nichols, Texas A&M University

Tagged Divisions

Educational Research and Methods

Technology in ArchitectureAbstractCalibrated Peer Review (CPR) is a web-based software tool for incorporating writingassignments in course that are not typically writing intensive. The intent is for students to writeand critique the work of their peers on technical topics by learning to calibrate writing samplesand then anonymously reviewing a subset of their classmates writing assignments, freeing theinstructor from the time consuming task of grading every student’s work.This learning tool was used for a required graduate course in architectural structural systems inthe Master of Architecture program at Texas A&M University. The student learning outcomewas to improve the performance of a written term report on an architectural building case

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Olivia W. Murch, Purdue University ; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Paper ID #22589Comparing Peer-to-Peer Written Comments and Teamwork Peer Evalua-tions.Dr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in evaluation and research in engineering education, computer science education, teacher education, and technology education. Dr. Brawner is a founding member and former

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Rebecca Damron, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Educational Research and Methods

AC 2009-2080: WRITING TO LEARN: THE EFFECT OF PEER TUTORING ONCRITICAL THINKING AND WRITING SKILLS OF FIRST-YEAR ENGINEERINGSTUDENTSRebecca Damron, Oklahoma State University REBECCA DAMRON earned her B.A. from the University of Wisconsin-Madison in 1987 in South Asian Studies, her M.A. in Teaching English as a Second Language in 1992 from Oklahoma State University, and her Ph.D. in Linguistics in 1997 from Oklahoma State University. Dr. Damron worked in the writing program in the department of English at the University of Tulsa from 1996-2001, and is currently an Assistant Professor of English and Director of the OSU Writing Center at Oklahoma State University. Her main research interests

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin, Platteville

Tagged Divisions

Educational Research and Methods

taught using the control method.As such, this paper helps to address a gap in the engineering writing education literature, in thatfew studies have investigated the effect of various methods in an experimental fashion. Oneexception is the work of Jensen and Fisher,(1) who showed that the use of student peer reviewwas found to be positively correlated with an improvement in student writing proficiency. Thefindings were based on a comparison of scores on a writing assignment at the beginning of thesemester and a writing assignment at the end of the semester for a control section and a testsection.BackgroundThe test method was guided by advice gleaned from the technical writing and engineeringwriting instruction literature. Two very practical

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Maya Trotz, University of South Florida; Ken Thomas, University of South Florida; Jeffrey Cunningham, University of South Florida; Qiong Zhang, University of South Florida

Tagged Divisions

Educational Research and Methods

degree in Civil Engineering from Stanford University, and his PhD in Civil & Environmental Engineering from Stanford University. He has authored over a dozen papers in peer-reviewed scientific journals. Page 15.705.1Qiong Zhang, University of South Florida© American Society for Engineering Education, 2010 Improving writing in civil and environmental engineeringcourses using CLAQWA, an online tool for writing improvementAbstractA required ABET student outcome of engineering programs is “communication” which,according to the American Society of Civil Engineers BOK means that a student can“Plan, compose, and integrate

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jung Oh, Kansas State University-Salina; Judith Collins, Kansas State University-Salina

Tagged Divisions

Educational Research and Methods

common goal to solve a problem, contribute information, and share tools.Students were asked to take the initiative of assigning roles within a team (e.g. a file manager, acommunicator, an editor). The chemistry faculty identified the students from the technicalwriting course who had previously taken the chemistry course and encouraged their contributionsas “knowledgeable peer”/“experienced peer” with their chromatography lab experiences.Technical writing course students wrote summaries of relevant information based on retrievedarticles, and posted the original and the summary to “group files”. Students were to read eachothers work in preparation for planning and building a PowerPoint presentation. The softwareautomatically labeled each uploaded

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter M. Ostafichuk, University of British Columbia; Jim Sibley, University of British Columbia, Vancouver; H.F. Machiel Van der Loos, University of British Columbia

Tagged Divisions

Educational Research and Methods

AC 2012-4547: PEER-TO-PEER ASSESSMENT IN LARGE CLASSES: ASTUDY OF SEVERAL TECHNIQUES USED IN DESIGN COURSESDr. Peter M. Ostafichuk, University of British Columbia Peter Ostafichuk is a Senior Instructor and the Associate Head (yeaching) in the Department of Me- chanical Engineering at the University of British Columbia. He has co-developed and coordinates the multi-award winning integrated Mech 2 program for second-year mechanical engineering. Ostafichuk received a B.A.Sc. in engineering physics in 1997 and a Ph.D. in mechanical engineering in 2004, both from the University of British Columbia.Mr. Jim Sibley, University of British ColumbiaDr. H.F. Machiel Van der Loos, University of British Columbia H.F. Machiel Van

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

communicate ideas to other engineers, and that “relevant peers” providean example and standard for writing. From these opinions, we can conclude that students do notseem to consider engineers good or interesting writers, and that there is no need to consider awider audience for their writing. However, Winsor (author, “Writing Like an Engineer”) findsthat engineering writing is rhetorical and that the audience matters. Including these impressionsof engineering writing for students could help their understanding of the importance of technicalwriting and some of its subtleties.Students are also frustrated with course materials that do not relate to real-world applications orare sometimes obsolete4 , resulting in a non-motivational course structure

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of flow diagram; second, how to mechanically write syntactically correct code. Werealize the abstraction of logic is the key to successful coding. Typically students rush to codedirectly without comprehending the logic. Therefore, they lack a clear definition of the problemthey are trying to solve and a plan of action for how to solve the problem. As one instructionalmethod, we ask students to generate diagram of their logic. Then, we introduce pseudo peerdiagrams to reinforce the construction of visual representations as a roadmap to coding. Weconjecture that pseudo peer diagrams are an effective tool to foster students’ self-check strategywhich reduces instructors’ need to process large amount information generated by students inreal time

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; James Duvall, Oklahoma State University

Tagged Divisions

Educational Research and Methods

AC 2008-897: EVALUATING DIFFERENT ASPECTS OF PEER INTERACTIONUSING AN ON-LINE INSTRUMENTAlan Cheville, Oklahoma State UniversityJames Duvall, Oklahoma State University James Duvall is completing his BSEE degree at Oklahoma State University and expects to attend graduate school studying microwaves or photonics. Page 13.575.1© American Society for Engineering Education, 2008 Evaluating Different Aspects of Peer Interaction Using an On-Line InstrumentBackground and ContextAs universities move towards integrating in-depth team-based design experiences there is anincreasing need to train

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

Tagged Divisions

Educational Research and Methods

observe the instruction and studentengagement. Students submit their written lesson plans and provide a justification for how theirlesson furthers the aims of the course. All students write self- and peer-assessments. Thedifferentiation, in terms of the student lessons and multiple forms of assessments, allows forvariety in the presentations, and diminishes the likelihood of peer disengagement during thelessons. Peer assessment all but ensures this (e.g., [14] - [17]). Further, research in highereducation indicates that students enjoy the learning “atmosphere” of peer-teaching [18], findtheir peers to be useful adjuncts to the instructor-led content [19], and report confidence and skilldevelopment as a result of participation in the activity [10

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

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Kathleen Gygi, University of Washington

Tagged Divisions

Educational Research and Methods

activity coding shows that participants were getting adviceon their writing (e.g., grammar and style issues), an opportunity to judge the effectiveness oftheir writing through clarification requests from the colleagues, information necessary toimprove the documents through the genre negotiations and audience discussions, and evensupport for gaining confidence in their writing through the affective interactions. Theclarification codes indicate that participants were encouraged to articulate and explain theirportfolio elements—their peers challenged their conceptions of teaching, wished for evidence toback up the claims in their statements, or were unclear about the terminology used in theirstatements. By doing so, participants would have the

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, students did their best to adapt to the new way of learning, but the change intheir educational experience was drastic. In particular, students lost the opportunity to engagewith peers in person and form personal connections with them. This is especially concerninggiven that, as Alexander Astin writes, “the student's peer group is the single most potent sourceof influence on growth and development during the undergraduate years" [15, p. 54][3].The existing knowledge base repeatedly validates the importance of peer support in both socialand academic systems in college. Ideally, students should have all the resources they need tocommunicate with peers, whether in a physical or virtual learning environment. However, webelieve that due to the abrupt

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit, Leuven; Jos Vander Sloten, Katholieke Universiteit, Leuven

Tagged Divisions

Educational Research and Methods

christel.heylen@mirw.kuleuven.be 2 Jos Vander Sloten, Faculty of Engineering, Division of Biomechanics and Engineering Design, K.U.Leuven, Belgium Technical communication and technical writing are important skills for the daily work- life of every engineer. In the first year engineering program at KU Leuven, a technical writing program is implemented within the project based course ‘Problem Solving and Engineering Design’. The program consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition a peer review assignment, together with an interactive lecture using clicking devices, are incorporated within the assignments of the

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

report on thehelpfulness of feedback from both the course instructor and student peers, the results were notconclusive17,18. More generally, while there are many studies comparing peer and instructorfeedback in other domains such as English writing, rigorous characterization and comparison ofpeer and expert feedback in engineering design is limited.Taking a grounded theory methodological approach19, the wider aim of this research is toanalyze actual feedback provided by students and course instructors in design review meetingsthat utilize peer review and to expose the characteristics of each, with the ultimate intent ofevaluating and comparing their benefits and suitability. The focus of this paper is on the first stepof this process, which is

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

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Bill Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Page 15.1226.4choice answer, write a short answer explanation, and report their confidence. A distribution ofthe responses was displayed in bar graph form after the question was answered. In most cases,the class was encouraged to self-select groups of two or three students and discuss their answers.During this group discussion, the instructor did not interact with the groups directly except toanswer general questions. Therefore, the responses were entirely comprised of the co-construction within the student group. The exercise was assigned again and, in addition to theresponses above, students identified the members of their Peer Instruction group. In all cases, aclass wide discussion followed.In this paper, a subset of four question pairs

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

profession.  appeared confident, demonstrated command of the classroomThe VAPR process allows the faculty reviewers to benefit from the review process as a means toreview another’s teaching, but to also gain insight into multiple perspectives including theexpertise of the TLE. Once all reviews are complete, the OoR then reviews their own video withthe comments and writes a post-observation reflection in the final minute timestamp of the video.In traditional faculty observation, the comments and post-reflection occur during a debriefing,where the instructional coach or peer takes notes during the review process and discusses whatwas observed in a face-to-face meeting. The limitation in the traditional review is that many ofthe comments are de

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #12371Student Perceptions on the Impact of Formative Peer Team Member Effec-tiveness Evaluation in an Introductory Design CourseProf. Nathan Mentzer, Purdue University, West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

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

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Katie Sullivan, University of Utah; April Kedrowicz, University of Utah

Tagged Divisions

Educational Research and Methods

instruction in this course was similar to thespeaking instruction, although the averages were slightly lower (see table 6).Item Mean ModeThe writing instructor’s lecture and peer review facilitation effectively 3.00 3.00assisted me in understanding how to organize a proposal.The writing instructor’s lecture and peer review facilitation effectively 2.89 3.00assisted me in understanding how to write a proposal.The writing instructor’s feedback on my review draft was helpful. 2.97 3.00I applied feedback to subsequent writing assignments. 3.40 3.00The writing instructor encouraged me to develop my writing

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

3 of 4 8. Engineering Technology T123 Issues in Engineering 1 • “Writing Proficiency in Engineering Technology Students and Skill Technology Education 5 of 5 Development in the Classroom” #11907 9. First Year Programs M427 Design in the First 1 • “Implementing and Evaluating a Peer Review of Writing Exercise in a Year: Challenges and 3 of 6 First-Year Design Project” #12126 Successes 10. Materials T536 (Technical Session 1) 1 • “Writing, Speaking, and Communicating-Building Disciplinary

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; Roberta Harvey, Rowan University

Tagged Divisions

Educational Research and Methods

AC 2008-2300: USING LET ME LEARN® TO PROMOTE METACOGNITION ANDFOSTER TEAMING SKILLSKevin Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University and a certified Let Me Learn® consultant. He earned his BS at Worcester Polytechnic Institute (92) and his PhD at Massachusetts Institute of Technology (98). He is the recipient of several ASEE awards, including the 2002 PIC-III Best Paper Award, the 2003 Joseph J. Martin Award and the 2004 Raymond W. Fahien Award.Roberta Harvey, Rowan University Roberta Harvey is an Associate Professor in the Department of Writing Arts at Rowan University and a certified Let Me Learn® Consultant. She teaches writing

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the students with feedback on intermittentsolutions - can be especially challenging when it is hoped that students will understand andrespond to the feedback in ways that indicate learning has taken place. The aim of this study isto examine how students in a first-year engineering course perceive and respond to feedbackreceived from a Graduate Teaching Assistant (GTA) and their peers as they iterate throughmultiple drafts of their solutions to Model-Eliciting Activities (MEAs). In this paper, we reportcase findings based upon three interviews each from four students from a single team thatparticipated in the interviews following three MEAs implemented in a single semester. Findingsindicated all four students struggled with the feedback

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

year computing students were asked to keep a weeklyblog to describe their learning experiences. Students were also responsible for doing peer reviewby posting comments on their peers’ reflections. The results of this case study indicated thatstudents progressed to different stages of reflection and engaged in dialogic and criticalreflection. Also, students not only felt positive about the reflection but also showed satisfactionfor the received feedback [20], [32]. In many of these studies, students were reporting theirthoughts from a particular direction, e.g., professional skills in general [20], [28], [34],communication or writing skill [29], [31], or critical thinking [31], [33]. In some cases, studentswere provided with other peers

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

to the technical solution; highlighting the gap inknowledge; announcing the importance of the project; and identifying harms and benefits ofproblem and solution.Not all of these moves are necessary to communicate to a reader from a related community ofpractice, whose technical knowledge and understanding of tacit assumptions closely match thatof the writer: for instance, a supervisor or peer working in the same area, for whom certainmoves (e.g., the real-world problem or how the technological solution links to it) are self-evident. But in order to communicate projects to non-expert audiences, all of these moves areneeded. Fig. 1. Proposal evaluation sheet. This document was used at several stages in the proposal-writing process

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

andrapidly diagnosing their conceptions of a situation. This study introduces an innovativeinstructional method, called “pseudo peer diagram” (PPD), where students compare andcontrast their work with others as a formative feedback mechanism. Fourteen studentswho graduated from the First Year Engineering Honors Program were asked to generatefree body diagrams to interpret equilibrium in the provided systems. PPDs werepresented to enable a direct comparison and to serve a metacognitive function forstudents who use them as feedback to practice and build up their own self-checkstrategies. In order to understand how individuals cognitively process PPDs, this studyused think-aloud protocol to make students’ cognition explicit.This study revealed several

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

through Video Annotated Review of Faculty TeachingAbstractReflection is a critical need for peer observations and reviews to initiate a change in practice(Race, 1998; Allen, 2002; and Bell, 2002). It is maintained, however, that the self-reflectionsmust be adequate to effect this change, and that there are challenges involved in developingmeaningful reflective practices (Harvey and Knight, 1996). Literature exists that definesadequate self-reflection and provides reasons why many instructors fall short when they self-reflect. However, studies on instructor reflective statements and how they might evolve overtime and in the context of a cohort of peer reviewers has not been extensively studied. Thisstudy compares both pre