Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

indisciplinary activities – not as a simple skill that can be learned once, and transferred to new,disparate, inter-and-extra-disciplinary situations. Altering entrenched constructs of writing-as-product and writing-as-discrete-skill-set, WAC activities can introduce faculty and graduate TAsto best practices from Writing Studies, helping them think through basic tenets of “good” writingpedagogy (i.e., writing-as-process and writing-as-knowledge-making, effective and efficientinstructor and peer response practices, and more clearly elaborated assignment design).WAC has traditionally employed workshop models to convey its principles to faculty acrossdisciplines. WAC programs are usually housed in whatever department administers first-yearwriting, and

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Royce A Francis, The George Washington University; James P Ferguson, The George Washington University

Paper ID #45014Exploring the role of engineering judgment in engineering educationthrough writing praxis in a 3rd year systems engineeringwriting-in-the-disciplines [WID] courseDr. Royce A Francis, The George Washington University Dr. Royce Francis is an Associate Professor in the Department of Engineering Management and Sys- tems Engineering [EMSE] at the George Washington University. At George Washington, Dr. Francis’s engineering education research explores the relationships between professional identity formation and engineering judgment. His other research interests include infrastructure resilience and risk assessment

Conference Session

Manufacturing Materials and Processes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dave (Dae-Wook) Kim, Washington State University, Vancouver; Wendy M. Olson, Washington State University, Vancouver

Tagged Divisions

Manufacturing

in Professional Writing, Journal of Engineering Education, 99:427-438.[4] Yalvac, B., Smith, H. D., Troy, J. B., and Hirsch, P. (2007). Promoting Advanced Writing Skills in an Upper-Level Engineering Class, Journal of Engineering Education, 96: 117-128.[5] Ekoniak, M., Scanlon, M.J., Mohammadi-Aragh, M.J. (2013). Improving student writing through multiple peer feedback, IEEE Frontiers in Education Conference, 626 – 628.[6] Furman B. and Robinson, W. (2003). Improving Engineering Report Writing with Calibrated Peer Review,The 33rd ASEE/IEEE Frontiers in Education Conference, November 5-8, Boulder, CO.[7] Smelser, R. E. (2001). How to Build Better Engineers A Practical Approach to the Mechanics of Text. Quarterly-National

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

Conference Session

Mechanical Engineering Division (MECH) Technical Session 13: Lab Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology; Ken Lulay, P.E., University of Portland; John D. Lynch

Tagged Divisions

Mechanical Engineering Division (MECH)

. Alba-Flores [5] implemented the peer review process in a Circuit Analysis lab course resulting in anincrease in students’ awareness about the importance of technical writing and improved writingassessment results. Corneal [6] developed a sequence of three templates to guide studentsthrough the process of technical report writing and implemented it in a first-year engineering labcourse.According to the theories of learning transfer [7], describing how past experiences affect learningand performance in a new situation, the transfer of writing skills from first-year composition toengineering can be classified as ‘far transfer’ that contains very few abstract or generaloverlapping features [8]. In a previous study to improve engineering

Conference Session

Innovation in Design Education

Collection

2002 Annual Conference

Authors

Anneliese Watt; Jeff Froyd; Julia Williams

withopportunities to apply these strategies to specific writing challenges, then the connectionsthat students make between design and technical writing might be strengthened and thequality of both writing and design might be improved.Usability testingAs technical communicators, we want to help students understand the value of testingtheir writing on intended readers and revising the document according to reader needs.We teach three kinds of document testing: text-based testing, expert-based testing, anduser-based testing. In the text-based approach, the document is tested against guidelinesor checklists, often in a class peer review situation. Expert-based testing is achieved bysoliciting feedback on the document from professionals either expert in the

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca R Essig, Purdue University; Cary David Troy, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #10109Adventures in paragraph writing: the development and refinement of scal-able and effective writing exercises for large enrollment engineering coursesMs. Rebecca Rose Essig, Purdue UniversityDr. Cary David Troy, Purdue University, West Lafayette Ph.D., Stanford University, Civil and Environmental Engineering (2003) Assistant Professor, Purdue Uni- versity, School of Civil Engineering (2007-present)Prof. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Assistant Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an

Collection

2023 PSW

Authors

Helen Choi

maintain quality control over instruction and to better understand andrespond quickly to graduate students' needs and preferences, the Hub's co-directorslimited the delivery of tutoring instruction to themselves. Both instructors are full-timeteaching faculty in the technical communication program housed within the engineeringschool, and both have decades of teaching graduate-level academic communication inspecific fields, including engineering, law, and international relations.This type of instructional delivery bypasses some of the questions encountered by someuniversity writing centers such as the efficacy of peer or undergraduate tutors [3], aswell whether tutors should be generalists or specialists within students' fields. Astechnical

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

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

Conference Session

Supporting Successful Progression From First-year Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Riley P.E., Oregon Institute of Technology; Dave Kim, Washington State University Vancouver; Ken Lulay, University of Portland; John D. Lynch, Washington State University Vancouver; Sean St. Clair, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

collaborators attracted close to $1M research grants to study writing transfer of engineering undergraduates. For the technical research, he has a long-standing involvement in research concerned with manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for automotive, marine, and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with the focus of fatigue strength im- provement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Ken Lulay, University of Portland BSME, University of Portland, 1984 MSME, University of Portland, 1987 PhD

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

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

Computer Education Management Tools

Collection

2007 Annual Conference & Exposition

Authors

Richard House, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

incorporating communication into technical coursesmay be mitigated by the use of peer review; by setting students up in peer review sessions, they canread and comment on the work of others as a means to improving their own communication skills.Many of us who have employed peer review have seen the benefits firsthand.1-5 The process of readingand reviewing the written documents of other students—submitting their own documents to beassessed by other students, reviewing documents that try to fulfill the same assignment they havewritten—has a measurable impact on the student’s own writing. Studies of peer reviewing strategiesconfirm what many of us have seen in our own classrooms. The process for peer review, with fewexceptions, remains the same. Students

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, University of Central Arkansas; Pamela L Dickrell, University of Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

. ©American Society for Engineering Education, 2025Mentoring You Supports My Development as a Professional Engineer: How Peer Mentors Benefit from Mentoring PeersIntroductionPeer mentoring programs have become common on college campuses. Frequently, peer mentorsare hired to work in writing centers or math learning centers to tutor students on learning andcompleting assignments. Peer mentors have also been integrated into courses such as with theLearning Assistant (Barrasso & Spilios, 2021) and Supplemental Instruction (Dawson et al.,2014) programs. It is also common for peer mentors to be involved in laboratory courses such aschemistry (Damkaci et al., 2017) and physics (Rehse et al., 2020). More recently, peer mentorsare

Collection

2024 South East Section Meeting

Authors

Brian Aufderheide, Hampton University; LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia); Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Daniel Webster Fairley II, 100 Black Men of Central Virginia

Tagged Topics

Diversity

Paper ID #40935Ethics Case Study Project: Broadening STEM Participation by NormalizingImmersion of Diverse Groups in Peer to Near Peer CollaborationsDr. Brian Aufderheide, Hampton University Dr. Brian Aufderheide is Associate Professor in Chemical Engineering at Hampton University. He com- pleted his PhD in Chemical Engineering at Rensselaer Polytechnic Institute. His areas of expertise are in advanced control, design, and modeling of biomedical, chemical and biological processes.LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia) LaNika Barnes, a certified High School Science and Equity Resource

Conference Session

Using IT to Enhance Design Education

Collection

2005 Annual Conference

Authors

Ritsuko Izuhara; Hideo Miyata; Toshiyuki Yamamoto; Kazuya Takemata; Masakatsu Matsuishi

Session 1625 A Peer-to-Peer and Instructor-to-Students Interactive Learning Process in Engineering Design Courses Enhanced by an e-Learning System Masakatsu Matsuishi, Dr. of Engineering Matsuishi@neptune.kanazawa-it.ac.jp Kazuya Takemata, Dr. of Engineering Takemata@ neptune.kanazawa-it.ac.jp Toshiyuki Yamamoto, Ph.D. caitosh@ neptune.kanazawa-it.ac.jp Division of Engineering Design

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

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

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

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

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan L. Hart, Saint Louis University, Parks College of Engineering

Tagged Divisions

Civil Engineering

themselves and with industrialfacilitators. During the final, the videos were anonymously assessed by their peers as to whether or not thevideos answered the initial questions posed and how useful proposed improvements were. Additionally, thegroups peer assessed themselves by dividing a limited number of points for the project among team membersand indicating why they felt each team member should be given a certain number of points for theircontributions. At the end of viewing the videos, individual students were again asked to write a reflectivepaper defining what a civil engineer was and why they wanted to pursue civil engineering as a profession.At the end of the reflective paper they were to self assess their association with that definition on

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

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

to the Three Gorges Dam in China. In that way, all students were required to thinkabout an international project to some degree. This was another suitable model to teach studentsabout globalization. The older Three Gorges Dam assignments were no longer available forcontent analysis as part of this research. Final Reflective EssaysIn the first part of the final essay assignment, students were required to write about oneprofessional society meeting (such as ASCE, AGC, SWE, etc.) or professional developmentactivity (such as the career fair, design expo, civil engineering graduate seminar) that they hadattended during the semester. Of these options, EWB represents the opportunity that is the mostobviously global in nature. The percentages

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kamarza Mulia, Chemical Engineering Department, Faculty of Engineering, Universitas Indonesia; Elsa Krisanti, Chemical Engineering Department, Universitas Indonesia

Tagged Divisions

Liberal Education/Engineering & Society

Practice shaking hands and audience analysis for and audience analysis making a presentation 2 / Oral presentation, visual Practice one minute impromptu presentation; assign aids, assessment criteria topics for the two minute presentation 3 / Two minute presentation Peer assessment (presentation) without visual aids 4 / Two minute presentation Peer assessment (presentation); assign reading without visual aids materials for teaching note writing 5 / Effective reading, Practice writing a summary for teaching notes; peer summarizing, teaching notes assessment (teaching notes); assign students to find writing guidelines reading

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

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jordan E. Trachtenberg, Rice University

Tagged Topics

Diversity

Tagged Divisions

Student

) What does writing look like in engineering? • Increase peer and instructor dialogue in feedback [Chong 2012] Theory of situated cognition:* Written, oral, and visual communication exercises: 2) Which skills do engineering students

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Shenghua Wu, University of South Alabama; Min-Wook Kang, University of South Alabama; John Cleary, University of South Alabama; Lisa LaCross, University of South Alabama

Tagged Topics

Diversity, Professional Papers

lack the structured guidanceand technical proficiency necessary for success. While they are often required to write, theirpreparation may be insufficient, hindering their competence and readiness for workforcedevelopment. This pilot study introduces a 9-week intensive course designed to address this gapby providing comprehensive instruction across a range of essential topics. These include goalsetting, topic selection, the research life cycle, ethics and misconduct, AI usage (such asChatGPT), and various writing skills such as illustration, data analysis, citation, and references.A key feature of the course is the opportunity for students to write a state-of-the-art reviewpaper, guiding them through the entire process—from drafting to peer

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Prasun Lala, École de Technologie Supérieure; Félix Langevin Harnois, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Graduate Studies

Neurophysiology from the Aerospace Medical Research Unit (AMRU) at McGill University and is part of the research support staff in Electrical and Computer Engineering at the Centre for Intelligent Machines (CIM) at McGill ´Mr. F´elix Langevin Harnois, Ecole de Technologie Sup´erieure ´ Librarian at Ecole de technologie sup´erieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collabo- ration with 3 professors and a researcher, on the SARA service which uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop their scientific