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Write from the Start in Engineering: Mixed-Methods Results of a Collaboration between a First-Year Biomedical Engineering Class and a University Writing Center

Conference Session: Exploration of Written and Team Communication
Collection: 2023 ASEE Annual Conference & Exposition
Authors: D'Arcy Randall, Dept. of Mechanical Engineering, The University of Texas at Austin; Hyesun You, The University of Iowa; Daniel S. Puperi, The University of Texas at Austin; Thomas E. Lindsay, The University of Texas at Austin; Rhya Moffitt Brooke, The University of Texas at Austin
Tagged Divisions: Educational Research and Methods Division (ERM)

research introductions. Class homework: Students apply what they learned in the workshop to their second draft. Students begin meeting UWC consultants. At the UWC: The BME writing instructor runs training sessions for consultants. Consultants begin working with students. Week 3 In class: Students bring to class the second draft for peer review. (This second draft is not included in the Assessment.) Week 4 Students submit their final (third) draft. Week 5 Students complete the first set of short reflections on their UWC consultation Post-Semester The BME writing instructor administers the second self

Relevance Score: 1.6728408

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: 1.6693923

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: 1.4615499

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: 1.4542016

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

Relevance Score: 1.4542016

Understanding First-Year Engineering Students' Perceptions of AI-Generated Performance Feedback Reviews

Conference Session: ERM Technical Session: Developing Engineering Competencies I
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, 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)

‭AI-Generated Performance Feedback Reviews‬‭Abstract‬‭ his empirical research, research brief paper, explores engineering students perceptions of‬T‭AI-generated performance feedback reports (PFR) crafted from peer comments in a‬ ‭project-based learning (PBL) class.‬‭Peer feedback‬‭is an effective tool for promoting‬ ‭accountability and reducing social loafing among student teams‬‭. However, students are often‬ ‭ill-equipped to write constructive, actionable feedback that helps their peers effectively improve‬ ‭their teamwork behaviors.‬‭Therefore, feedback literacy‬‭has emerged as an important skill for‬ ‭students to develop in order to take action on the feedback they receive, and one of the key‬ ‭constructs of feedback

Relevance Score: 0.048420392

Overlooked, Underlying: Understanding tacit criteria of proposal reviewing during a mock panel review

Conference Session: Exploration of Written and Team Communication
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Randi Sims, Clemson University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca A. Bates, Minnesota State University, Mankato; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Michigan; Lisa Benson, Clemson University
Tagged Divisions: Educational Research and Methods Division (ERM)

Paper ID #38448Overlooked, Underlying: Understanding tacit criteria of proposalreviewing during a mock panel reviewMs. Randi Sims, Clemson UniversityKelsey Watts, Clemson University Kelsey Watts is a recent graduate from Clemson University. She is part of the Engineering Education Research Peer Review Training (EER PERT) team and has also developed Systems Biology outreach modules for high school students.Ms. Evan Ko, University of Illinois at Urbana - Champaign Evan is recent undergraduate graduate in Bioengineering with a minor in Material Science and Engineer- ing at the University of Illinois at Urbana Champaign.Prof

Relevance Score: 0.048090994

Brief: Development of Feedback Literacy Through Reflections in Project-Based Learning Teams

Conference Session: ERM Technical Session: Developing Engineering Competencies III
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, 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)

-based Learning TeamsAbstractThis theory Research Brief paper aims to introduce an analysis of first-year students’development of feedback literacy through written reflections. Written feedback is an importantfeature of the workplace and the higher education environment. In project-based learningenvironments, peer evaluation is a popular tool to encourage the development of professionalskills in student teams. However, engineering students, especially in their first year of college, donot typically have training in writing effective feedback, which could compound interpretationchallenges. Recognizing this problem, recent studies in higher education have createdframeworks of feedback literacy to understand

Relevance Score: 0.043224968

Creating Social Capital: Developing Resources in a Cohort Program

Conference Session: Engineering Programs and Institutional Factors
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kiara Lynn Steinhorst, University of Nevada, Reno ; Kelsey Scalaro, University of Nevada, Reno; Rachael Ciara Young; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno
Tagged Divisions: Educational Research and Methods Division (ERM)

' experiences within a cohort regarding theirutilization of social capital, we leveraged these definitions to characterize students' networks andhow they used social capital. Specifically, this paper focuses on the support provided to studentsinside and outside of structured institutional support mechanisms (i.e., the cohort program), suchas the connections provided by relationships to faculty or professional contacts and the emotionalsupport of peers and advisors.MethodsThis paper uses qualitative data from an ongoing NSF-funded mixed methods study (NSFgrant #EHR-1833738) which looks at a cohort of academically talented engineering studentswith demonstrated financial need. This larger study used semi-structured focus group interviewsto learn more

Relevance Score: 0.0354949

On meaningfulness and performativity in engineering education methods practices: The “honest” methods section

Conference Session: ERM Technical Session: Evolution of Engineering Education Research Methods
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Stephen Secules, Florida International University
Tagged Divisions: Educational Research and Methods Division (ERM)

representation of it to others?By meaningfulness, I mean the scholar genuinely engages with the realities of the researchendeavor, which include: production of new knowledge; engagement with human participants;positional, epistemological, and ontological complexities; analysis of complex social dynamics;and/or communication of that process to others 1. By performativity, I typically mean writingtowards the expected topics of a research paper but with filler content that does not reckon withthese deeper realities. This sort of methods section has certain trademarks—perfunctory, cookiecutter writing that looks the same in every paper, follows rules without thinking about whetherthey apply, and reveals details that are normatively assumed while not

Relevance Score: 0.033371672

Enhancing Perceived Value of Goal Setting in Engineering Education through a Simple Metacognitive Intervention

Conference Session: ERM Technical Session: Developing Engineering Competencies III
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Joe Dallas Moore, Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University
Tagged Divisions: Educational Research and Methods Division (ERM)

metacognition and told them that they wouldbe engaging in metacognitive activities within the course. Students then articulated a learninggoal, personal goal, and professional goal for the course. They wrote a plan for meeting thesegoals, what support they would need, and what concerns they have about the course. They werealso instructed that they would be discussing their reflective writing with peers in-class.The second reflective metacognitive writing activity required student participants to reflect ontheir learning so far and to assess their progress toward their stated goals. Additionally, studentswere asked to evaluate where they need to put more effort toward meeting their goals, to outlinea strategy that would support their continued progress

Relevance Score: 0.029353231

Introducing The Focus & Action of Students & Teachers Observation Protocol (FASTOP)

Conference Session: Instrument Design and Development
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates; Maria Torres-Demas, Westminster College of Salt Lake City; Chris Mayfield, James Madison University; Helen Hu, Westminster College of Salt Lake City
Tagged Divisions: Educational Research and Methods Division (ERM)

differentresults. For example, the Reformed Teaching Observation Protocol (RTOP) [19]–[21] includes25 elements grouped into “Classroom design and implementation”, “Content”, and “Classroomculture”, each rated on a scale from 0 (never occurred) to 4 (very descriptive). The TeachingDimensions Observation Protocol (TDOP) [22], [23] identifies observed activities every twominutes, using codes such as “Lecturing while writing” and “Lecturing from pre-made visuals”.The Classroom Observation Protocol for Undergraduate STEM (COPUS) [24] was adaptedfrom TDOP, and includes Peer Instruction practices such as “individual thinking/problemsolving” and “discuss clicker question in groups”. The Science and Engineering ClassroomLearning Observation Protocol (SEcLO) [25

Relevance Score: 0.028507994

WIP: The Responses of Engineering College Students with Attention Deficit and Hyperactivity Disorder (ADHD) to Instructional Practices

Conference Session: ERM WIP V: Assessing & Developing Competencies in Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Musabbiha Zaheer, University of Michigan ; Cynthia J. Finelli, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

are in theirlearning process [13]; classroom interactions, both with instructors and peers, significantly shapestudents’ sense of belonging and academic achievement [14]; and lastly, understanding instructors’expectations, which is students’ understanding of course demands and shape their responses toinstructional strategies.MethodsParticipants and Data CollectionAfter receiving approval from the University Institutional Review Board (IRB), we recruitedengineering college students with ADHD at a research-intensive institution located in theMidwestern United States. We emailed a random sample of 1,800 of the 11,104 currently enrolledengineering students, inviting them to attend a focus group or interview if they had previouslyreceived a formal

Relevance Score: 0.027914815

"How did I pass this and I didn't know any of it?:” Reconsidering Social Cognitive Career Theory and the Development of Mathematical Self-Efficacy amid Structural Inequalities

Conference Session: ERM Technical Session: Developing Engineering Competencies III
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

], and proposes an alternative way to think about the role of self-efficacy in careerchoice development. The motivation of this paper was a quantitative study that produced resultsmisaligned with SCCT and a follow-up qualitative study of the same population that usedPVEST to explore underlying reasons. While empirical studies generally support the SCCTmodel (i.e., mathematics self-efficacy is correlated positively with mathematics performance[2]), research with minoritized youth is much less consistent [3], [4], [5], [6]. For example, Blackstudents had higher mathematics self-efficacy compared to White, Hispanic, or Asian peers, butthat did not translate to performance [7], [8]. Using PISA 2003 data, researchers even found asignificant negative

Relevance Score: 0.026107013

Validating the Use of Epistemic Network Analysis to Describe the Nature of Learning in Practice-Based Learning Settings

Conference Session: Educational Research and Methods Division (ERM) Technical Session 15
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lauren Singelmann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.Dr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range

Relevance Score: 0.026057897

Death by 1000 cuts: Workshopping from Black engineering narratives from interview to stage

Conference Session: Research Methodologies – Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Debalina Maitra, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

students in STEM (Ong et al., 2018; McGee, 2018), understanding how Black PhDstudents navigate their engineering studies could be particularly insightful in boosting the enrollment rateand retention. However, all the information related to engineering experiences are only disseminatedtraditionally in the form of peer-reviewed scholarly manuscripts, which has limited impact to those whochoose to read such literature. Given the current socio-political climate in the aftermath of two pandemics(i.e., racism-20 and COVID -19), greater awareness of the ways students from traditionally marginalizedgroups in higher education interact and make sense of their environments is of paramountimportance. Black students have shared stories of microaggressions

Relevance Score: 0.025125764

Nonbinary Engineering Students' Access to Resources Through Cis* and Trans* Alters

Conference Session: Educational Research and Methods Division (ERM) Technical Session 30
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

their identities in cis-heteronormative and masculine society andengineering spaces [12], nonbinary students in higher education experience frequent gender-based discrimination [11], microaggressions [13], and even fear of victimization in hostileenvironments [14]. Frequent exposure to hostile environments can result in nonbinary studentsexperiencing heightened levels of minority stress [15], [16], isolation [17], depression andanxiety [18]. Unsurprisingly, trans* and gender nonconforming students have 10% lower rates ofretention than cisgender and heterosexual peers, while LGBQ students have 7% lower rates ofretention than cisgender and heterosexual peers [19].It is well established that support networks created for cisgender students promote

Relevance Score: 0.024388408

Actualizing Graduate Student Identity, Belonging, and Feelings of Competence in STEM via Personal Story-telling

Conference Session: ERM WIP III: Post-Undergraduate Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University
Tagged Divisions: Educational Research and Methods Division (ERM)

shown to catalyze incidents of student drop-out and degree non-completion [1-2].2. PurposeTo address the pressing challenge of STEM graduate student retention, we explore the use of aworkshop-style, personal storytelling intervention to transform graduate student self-beliefs andperceptions about their professional identity, belonging, and personal competence in STEM. Wehypothesize that, through writing, sharing, and publicly performing a true personal story about aSTEM experience, graduate students can undergo a shift in thinking that fosters their professionalidentity development, promotes their sense of belonging, and negates the effects of impostorism.In this project, we seek to answer the overarching research question: “How does

Relevance Score: 0.024139803

Applied Ethics via Encouraging Intuitive Reflection and Deliberate Discourse

Conference Session: Educational Research and Methods Division (ERM) Technical Session 19
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University
Tagged Divisions: Educational Research and Methods Division (ERM)

ethical decision-making as they are carried out into deliberate discourse in asocial space amongst peers. To investigate the SIMDE framework, students were asked tosolve a professional AI ethics problem in a dilemma-based seven-step learning activity.The qualitative results of this paper examine how constructs in the SIMDE conceptualframework were present in student responses, and what students learned from peerdiscourse that led them to either justify their gut-reaction decision or change their mind.We found that students are impacted by perspective-taking, they use reasoning to defendtheir position rather than seek and appraise truth, and moral self-reflection helps themlearn more about themselves. Moreover, even when students learn new

Relevance Score: 0.024125926

Perceptions of Engineering College Instructors and Their Students Towards Generative Artificial Intelligence (GenAI) Tools: A Preliminary Qualitative Analysis

Conference Session: Educational Research and Methods Division (ERM) Technical Session 22
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dhruv Gambhir, Nanyang Technological University; Yifan Xie, University College London; Ibrahim H. Yeter, Nanyang Technological University; Junaid Qadir, Qatar University; Andy Khong, Nanyang Technological University
Tagged Divisions: Educational Research and Methods Division (ERM)

research interests include STEM+C education, specifically artificial intelligence literacy, computational thinking, and engineering.Junaid Qadir, Qatar University Junaid Qadir is a Professor of Computer Engineering at Qatar University, Doha, Qatar, where he leads the IHSAN Research Lab. His research interests include computer systems, networking, machine learning applications, and ICT for development (ICT4D). With over 150 peer-reviewed publications in leading journals such as IEEE Communication Magazine and IEEE Transactions on Mobile Computing, he has received prestigious teaching awards and research grants from organizations like Facebook Research and Qatar National Research Fund. Junaid Qadir is also an ACM

Relevance Score: 0.023998048

Self-Evaluation of the Introduction to Scientific Research Course Design Based on the Affinity Research Groups (ARG) Model

Conference Session: Educational Research and Methods Division (ERM) Technical Session 18
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

afriendly and encouraging environment for female undergraduate students. Some of the reasons are:(1) Female students are not invited to join a team of male students.(2) Female students feel shy or discouraged from joining a team.(3) Female students are assigned note-taking or report-writing tasks, while male students work inteams on computing and project development.(4) The team members may not consider Female students' ideas or suggestions.(5) Teams schedule their meetings on days/times at a location that female students do not prefer.(6) Course instructors do not observe the team dynamics, so they are unaware of female students'struggles and challenges in teams and fitting into the profession.(7) The course instructor/male students are biased

Relevance Score: 0.023655541

Shifting Views in Changing Times: Towards a Mixed Methods Study Examining Faculty and Student Perceptions on Engineering Ethics

Conference Session: Educational Research and Methods Division (ERM) Technical Session 24
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bradley J. Sottile, The Pennsylvania State University
Tagged Divisions: Educational Research and Methods Division (ERM)

. When a member of your team asks about the resolution to the design concerns, the P.E. tells your colleague that if they raise the concern again the P.E. will have them fired. [Question 1. Likert scale, responses choices: very unethical, somewhat unethical, neither ethical or unethical, somewhat ethical, very ethical] Please select the response that best describes how you interpret the ethics of this scenario. • [Q01.1] How ethical do you think it is for the P.E. to act this way? • [Q01.2] How ethical would your peers think it is for the P.E. to act this way? • [Q01.3] How ethical would current engineering professionals think it is for the P.E. to act this way?Scenario 2: Code SharingHaving been edited since the

Relevance Score: 0.023461416

Evaluation of the Effect of Anonymous Grading on Student Performance on High-Stakes Assessments

Conference Session: Educational Research and Methods Division (ERM) Technical Session 7
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Neha B. Raikar, University of Maryland, Baltimore County; Nilanjan Banerjee
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

improvegender-based performance. However, this could also be due to the sampling bias.The analysis from the second class showed similar trends; hence, we do not elaborate on theresults from the second class here.Summary: We draw two conclusions from our evaluation. First, we observe that anonymousgrading can lead to better grades for certain ethnicities (Ethnicity 2). Secondly, we observe thatanonymous grading does not lead to better grades when considering gender. Figure 7: Grade differences between two genders considered for the two groups.Potential PitfallsWe have found three main limitations of our study. 1) Writing style: The assessments we are considering are handwritten in-person submissions. Some identifiers, like handwriting or

Relevance Score: 0.02283886

A Systematic Implementation of Four Versions of a Course-Based Intervention to Reduce Attrition Among Civil Engineering Students: Overall Study Design and Implementation of First Version

Conference Session: Disciplinary Engineering Education Research – Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Beth (Ann Elizabeth) Wittig, City University of New York, City College of New York, Department of Civil Engineering
Tagged Divisions: Educational Research and Methods Division (ERM)

talk about their responsibilities as college-level learners (e.g., know what is expected,do the work, manage time, present work clearly, write effectively, create productive groups, andcommunicate professionally). A “lack of social integration” is addressed by providing weeklyopportunities to connect with their peers (e.g., partnered in class activities, peer tutoring), withfaculty (e.g., office hours, one-on-one advisement sessions), and with major resources (e.g.,study rooms, major events like mixers, college events like career fairs).The content delivery is designed to be engaging and student-centered. Experiential learningapproaches such as active learning, project-based learning, and service learning are the norm inthe intervention, as is

Relevance Score: 0.022602998

A Comparative Literature Review: Comparing Approaches to Teamwork Assessment in Engineering Education in the US and China

Conference Session: Reviewing Emergent Topics and Theory in Engineering Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Yi Cao, Virginia Tech; Qin Zhu, Virginia Tech; Jennifer M. Case, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

, interviews, self-reflection, and peer assessment [22] are common and valuable approaches to assessingindividuals' teamwork performance. Critical Team Behaviors Form (CTBF) measures teamworkskills in tactical decision-making teams, in which the critical skill dimensions and behaviorsmust be identified and presented in reports. Multiple raters strive for consistency in theirjudgments on assessment reports (David Kraus). Furthermore, the format for the measurementmethodology must be readily understandable and usable [20]. Teamwork assessment tools usedin engineering education have also been studied in the existing literature, for example, self-reflections [23], peer assessment [24], e-portfolio [25], online assessment tools [26].3.2 Methodological

Relevance Score: 0.022487942

Design and Development of Survey Instrument to Measure Engineering Doctoral Students’ Perceptions of Their Teaching Preparedness

Conference Session: Educational Research and Methods Division (ERM) Technical Session 16
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma
Tagged Divisions: Educational Research and Methods Division (ERM)

and importance of keeping studentsengaged and motivated, effective teaching philosophy, and the importance of inclusion regardingstudent diversity. This scale included nine items.Course Design & Delivery scale measured participants’ perceptions of their ability to incorporateeffective teaching practices, writing student learning outcomes, course design and implementation.This scale also included aspects like designing and implementing blended classes, catering forstudents with diverse needs, etc. Eight items were a part of this scale. Table 1. Overview of Scales within the Instrument Scale (# of items) Definition Example Items The Teaching- Students