Collection

2019 ASEE Zone I Conference & Workshop

Authors

Matthew Rhudy

Short Writing Assignments within a Laboratory Course to Improve Understanding and Interest in Course MaterialAbstractWriting exercises incorporated within technical courses has been shown to be effective inimproving critical thinking among engineering students. Specifically, short writing assignmentscan be implemented within upper level engineering courses to deepen student understanding ofconcepts. These assignments, while considered within some upper level courses, are notcommonly implemented within laboratory courses, which instead typically use laboratory reportassignments. Since students in our program already take another course which uses traditionallab reports, it is desirable to introduce some unique writing

Collection

2019 Fall Mid Atlantic States Conference

Authors

Basak Taylan, Graduate Center of City University of New York; Ashwin Satyanarayana, New York City College of Technology; Sawdiatou Samb, New York City College of Technology

Paper ID #28489A Writing Tool that Provides Real-Time Feedback to Students on their Gram-mar Using Deep LearningMiss Basak Taylan, Graduate Center of City University of New York Basak Taylan is a Ph.D. candidate in Computer Science Department at the Graduate Center of the City University of New York. She received a bachelor’s degree in Computer Engineering from Mersin Univer- sity, Turkey and a master’s degree in Computer Science from New York University Polytechnic School of Engineering. Her current research interest is natural language processing, machine learning, and AI.Dr. Ashwin Satyanarayana, New York City College of

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Rafael Hernandez, Mississippi State University

Tagged Divisions

Graduate Studies

they needed guidance to agree wherethey demonstrated some independence (3.5 at course start) and this increased to a greater overallindependence (4.1) by the end of the course. The students self-rated skills compiling theliterature, organizing it, and recognizing missing information did not change substantially fromcourse beginning to course end (4.0 to 4.2). While the course did not involve practice analyzingraw data, it did involve describing how the data analysis would be conducted. Pre and postcourse ratings in this area increased from 3.7 to 4.2. Experience writing research articles wasrated 3.7 in the beginning and 4.0 in the end although only two students in the class had actuallypublished a peer-reviewed research article. This rating

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Kaitlyn Pigeon, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs

Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interest include faculty development, the peer review process, the doctoral experience, and the adoption of evidence-based teaching strategies. American c Society for Engineering Education, 2021 Work-in-Progress: Short Online Films to Help First-Year Students Write Reports as EngineersIntroduction From grade school through first-year composition, engineering students take

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Andrew H. Theiss, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Student

. (2000). Integrating Writing Instruction into Engineering Courses: A Writing Center Model. Journal of Engineering Education.3. Ekoniak, M. Scanlon, M.J., & Mohammadi-Aragh, M.J. (2013). Improving Student Writing Through Multiple Peer Feedback. Frontiers in Education Conference, IEEE.4. Travers, P.D. Better Training for Teaching Assistants. (1989). College Teaching, Vol. 37, No.4.5. Mena, I.B., Diefes-Dux, H.A., & Capobianco, B.M. (2013). Socialization Experiences Results from Doctoral Engineering Teaching Assistantships. The Journal of Higher Education, Vol. 84, No. 2.6. Luft, J.A., Kurdziel, J.P., Roehrig, G.H. & Turner, J. (2004). Growing a Garden without Water: Graduate Teaching Assistants in Introductory Science

Collection

2000 Annual Conference

Authors

Teresa L. Hein

Session 3230 Writing: A Novel Strategy to Bring Issues in Science and Engineering to Non-Majors Teresa Larkin-Hein American University, Washington, DCAbstractWriting has long been established to be an effective means of expressing one’s ideas, thoughts,and understanding about nature and the world. This paper will report on an ongoing researchstudy designed to address the role of writing in terms of the assessment of student learning. Tothis end, a new instructional technique for incorporating writing into

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

James Joseph Lynch, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy

]  Have teaching assistants or mentors [4], [5], [10]  Have a writing instructor embedded in the engineering course [4], [6]  Include formal audience analysis [5], [6]  Assign pre-lab and post-lab assignments [4], [6]  Start with partial reports, i.e. one section at time, work toward a complete report [2], [9]  Have dedicated writing center [5]  Critique previously published articles [10]The feedback process is important for students to improve their technical communication. Thefeedback is a combination of instructor review, TA/mentor review, and peer review [4], [8], [9],[10].This paper summarizes the development of the in-context technical communication in theMechanics of Materials (MOM) laboratory class which is the

Conference Session

Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering Division (CIVIL)

Paper ID #36811Refining Instructional Modules for Engineering Lab Writing Using aCommunity of Practice ApproachDr. Charles Riley, Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 15 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). While he teaches freshman to graduate- level courses across the civil engineering curriculum, his focus is on engineering mechanics. He im- plements classroom demonstrations at every opportunity as part of a

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer C. Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Divisions

Liberal Education/Engineering & Society

10more about practice. Two, this understanding could help them to feel less anxious about writingoverall and thus more able to try approaches that would help them write effectively.Additionally, students came to understand the benefits of having a process in mind when theyworked. Many of the student comments focused on time management and needing sufficienttime to be able to revise their work before submitting, indicating a stronger focus on process,particularly revision. They also began talking about revising as part of that process, includingseeking out and receiving feedback from instructors and peers as they revised. This emphasis onprocess is visible in the two top goals for the spring semester: writing more concisely and usingrevision (see

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; Roberta Harvey, Rowan University; Brian Lefebvre, Rowan University; Heidi Newell, Rowan University; James Newell, Rowan University

2006-876: DEVELOPING METACOGNITIVE ENGINEERING TEAMS THROUGHTARGETED WRITING EXERCISES AND STUDYING LEARNINGPREFERENCESKevin Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University. He received his Ph.D. from MIT and his B.S. from WPI. Among his areas of interest are computing and process simulation in the curriculum, and integrating economics and design throughout the curriculum. He has received the 2005 Ray Fahien Award, 2003 Joseph J. Martin Award and the 2002 PIC-III Award from ASEE.Roberta Harvey, Rowan University Roberta Harvey is an Assistant Professor in the Writing Arts Department at Rowan University. She holds a Ph.D. from the

Conference Session

Writing and Communication I: Innovative Models for Curriculum and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Marie Paretti, Virginia Tech; Lisa McNair, Virginia Tech; Diana George, Virginia Tech; kelly belanger, Virginia Tech; Lisa Norris, Virginia Tech

Tagged Divisions

Liberal Education

AC 2007-2247: OUTCOMES ASSESSMENT AS A SITE OF INTEGRATION: ABETMEETS THE COUNCIL OF WRITING PROGRAM ADMINISTRATORSMarie Paretti, Virginia Tech Marie Paretti is an Assistant Professor of Engineering Education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC).Lisa McNair, Virginia Tech Lisa McNair is an Assistant Professor of Engineering Education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC).Diana George, Virginia Tech Diana George is a Professor of English at Virginia Tech, where she directs the First-Year Writing Program.kelly belanger, Virginia Tech Kelly Belanger is an Associate

Collection

2000 Annual Conference

Authors

Frances S. Johnson; Carlos C. Sun; Anthony J. Marchese; Heidi L. Newell; John L. Schmalzel; Roberta Harvey; Ravi Ramachandran; Paris von Lockette; Kevin Dahm

faculty as part of a teaching team has on students’ perceptions ofthe importance of writing to engineering and the overall quality of student writing.Sophomore Engineering Clinic I, planned and taught by faculty from the College ofCommunication and the College of Engineering, combines argumentative discourse,technical communication, and engineering design labs. While the course is jointlyplanned, it had previously been individually delivered. Worth four credits, three creditswere devoted to writing and one to engineering design. As part of the present study,engineering faculty are attending 2 of the 4 writing sections. They actively join in classdiscussions, assist in peer critiques, ask questions, seek clarifications, and provide reallife

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette; Randy R. Rapp, Purdue Building Construction Management Dept.

Tagged Divisions

Graduate Studies

the initial program structure has allowed the Purdue BCMdistance MS program to reach a nearly 100% completion rate for the last two cohorts of students.A current shortcoming of the Capstone Writing Course is a failure to create adequate interest on Page 24.966.12the part of graduating students to pursue journal article revisions. As would be expected, thejournal paper submissions that result from the course are seldom adequate to meet peer reviewacceptance without at least some revision. After two years of combined daily activity to meetcareer demands and course requirements, students are happy to accept their diploma. Becausethese students

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

included writing code,designing software architecture, and teaching corporate education. His writing in industryincluded design documentation, test plans, proposals, standards documents, process documents,user documentation, and some business documentation. His audience for these documents wasgenerally his peers, and the documentation was intended to be informative, used for training andoccasionally for decision-making. He said that in his industry experience, “everyone assumesyou must already know how to write” because of being a university graduate. He also mentionedthat he modified his writing based on the audience, including their preferences for format, anddiscussed the issue of length and level of detail. In his experience, design documents

Conference Session

Experience in Assessing Technological Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise M Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Ryan C. Campbell, University of Washington; Elizabeth Burpee; Mee Joo Kim, University of Washington- Seattle

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #7656When Engineering Students Write about Waste Electronics: Trends in howthey Think of Global ImpactsDr. Denise M Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Technology in 1989 and 1995, respectively. She also holds an M.Ed. from the University of Washington (2008) and has worked in industry (Applied Materials). She is currently a faculty member with the Electrical Engineering De- partment, University of Washington, Seattle, and she was

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meghan Allen, University of British Columbia

Tagged Divisions

Computing and Information Technology Division (CIT)

Paper ID #48099Students’ Experiences of Learning Technical Writing in Computer ScienceCourses: Perspectives on AssessmentDr. Meghan Allen, University of British Columbia Meghan Allen is an Associate Professor of Teaching in Computer Science at the University of British Columbia, where she has been teaching since 2007. She holds a PhD in Curriculum and Pedagogy and is interested in designing curriculum, understanding student experience, and mentoring future teaching-focused computer science faculty members. ©American Society for Engineering Education, 2025 Students’ Experiences of

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Cherish C. Vance, The Ohio State University; Kimberle Ann Kelly; Janel L Ortiz, California State Polytechnic University, Pomona; Shawanee' Patrick, Texas A&M University; Philip Olawale Adebo; David Chimene; Joseph William Newton Leo Reustle, Hampton University Department of Marine and Environmental Science

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development Division (CPD)

have a dedicated time and place to get together towork on, improve on, and progress in their writing [8]. Funded by Graduate School, this writinggroup allowed peer discussions and interactions, as well as presentations by facilitators on avariety of writing topics [8]. This small group environment for dedicated writing is similar to theWriting Sessions described in our paper, but without the limitation of disciplines, or the type ofwriting. The importance of writing beyond graduate school has long been recognized by multiplegroups so much so that several institutions have incorporated writing related workshops andprograms for faculty [13]-[17]. Most of these efforts, though focused on writing engagementsand improving writing competencies

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

VJ Tocco, University of Florida; Kevin Buettner; Madeline G Sciullo, University of Florida; Jennifer Sinclair Curtis, University of California, Davis; Jason E. Butler, University of Florida

Tagged Divisions

Student

California, Davis, Davis, CAAbstractA team of experienced Ph.D. candidates developed and facilitated discussion in a semester-longweekly workshop that outlined basic research skills for a small cohort of first year doctoralstudents in Chemical Engineering. Session topics included professionalism, analyzing researcharticles, scientific writing mechanics, and designing presentation slides, among others. The peer-led approach provided an informal classroom setting, which fostered interactivity and stimulatedstudents’ willingness to participate in discussions. Incorporating such a workshop in otherdepartments or universities could greatly benefit all fledgling researchers and their principalinvestigators by boosting the students’ productivity and

Conference Session

Committee on Educational Policy Presents: Holistic Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marie Bond, University of Illinois, Urbana-Champaign; Ramez Hajj, University of Illinois, Urbana-Champaign; Jeffery R. Roesler, University of Illinois, Urbana-Champaign; Arthur R. Schmidt III, University of Illinois, Urbana-Champaign; Jacob Henschen, University of Illinois, Urbana-Champaign

Tagged Divisions

Civil Engineering Division (CIVIL)

, two near-peer mentoring programs are described and implemented in thecontext of a large (200+ students) project-based introduction civil and environmental engineering(CEE) course. They were developed to provide sustainable, effective methods for near-peermentoring that could be implemented on a larger scale. The two near-peer mentoringframeworks, targeted mentoring and general mentoring, were developed based on the followingobjectives: 1. Provide first-year mentees with additional project input and technical writing and presentation feedback. 2. Provide first-year mentees additional information about campus life, the curriculum, and professional opportunities based on the experience of current upper-level students. 3. Create

Conference Session

Innovations in ME Laboratory Instruction

Collection

2008 Annual Conference & Exposition

Authors

David Shaw, Geneva College

Tagged Divisions

Mechanical Engineering

laboratory course often lead to last-minute writing withlittle time spent in reflection and review2. Stephen Brookfield3 speaks to the heart of the teacherwhen he describes our motivation to instill habits of self-evaluation and peer evaluation. “Sooner or later students leave the intellectual enclave of higher education and return to the workaday world. For them to have acquired the habit of examining their own work critically as a detached observer is an incalculable benefit”. “Likewise, for students to have learned something of the art of peer evaluation – of giving helpful critical insights to colleagues and intimates in a manner that affirms rather than shames – develops in them in them a capacity that will be sought out by their peers

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Arlene Ann Russell; Warren N. Waggenspack Jr., Louisiana State University; Chester G. Wilmot, Louisiana State University; Boz Bowles, Louisiana State University; David R. Voltmer, Rose-Hulman Institute of Technology; W. Todd Monroe, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Dianne Raubenheimer, Meredith College

Tagged Divisions

Liberal Education/Engineering & Society

Peer Review writing assignments have been components of all the general chemistrylaboratory courses at UCLA since 1997. Typically, two or three assignments are made during a10-week quarter. All deal with the theory or practice of the topics in the courses.Assignment Rationale: At UCLA, the upload feature focused on teaching scientific graphingskills for first-year engineers and physical scientists in a quantitative chemistry laboratorycourse. As Tufte articulated in 1983,1 “Translating and communicating data into a graphicalformat ranks high as an essential scientific skill.” The skill, however, is at best relegated toappendices in high school texts, and future engineers first encounter scientific graphing incollege in general chemistry, their

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chang Kyoung Choi, Michigan Technological University; Nancy B. Barr, Michigan Technological University

Tagged Divisions

Graduate Studies

this topic or subject matter, considering the peer presentations and reflections? 2. Which part of the class do you find more thought-provoking, the teacher presentation or the student presentations? 3. Did the student presentations motivate you to participate and explore other related topics? 4. Does the Q&A based on your reflection induce you to participate in the presentation? (Question changed in F' 19 to "How and why does the Q&A based on your Reflection induce you to participate in the presentation?") 5. Please write your three most valuable takeaways from your peers' presentations. 6. Do you think breaking a class into two parts (professor's lectures and the peer presentations) helps you

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

Knowing Students: Diversity & Retention

Collection

2004 Annual Conference

Authors

Steven Zemke; Donald Elger

Session 1430 Growing Undergraduate Student Mentoring Skills Using a Reflective Practice Guided by Peer Feedback Steven C. Zemke, Donald F. Elger University of IdahoAbstractOur university is facing increasing enrollment as well as decreasing funding. Class sizes andfaculty workloads are rising. As a result, the students’ personal connection with the faculty isdecreasing. To cost effectively augment the faculty effort and simultaneously increaseconnection with students we are utilizing undergraduate student mentors. Since excellentmentoring skills

Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sabrina Jedlicka, Lehigh University; Gregory Mark Skutches, Lehigh University; Siddha Pimputkar, Lehigh University

Tagged Divisions

Materials

Paper ID #26714Integration of Peer Communication Fellows into Introductory Materials Sci-ence Courses: Wiki Article DevelopmentDr. Sabrina Jedlicka, Lehigh UniversityDr. Gregory Mark Skutches, Lehigh University Greg Skutches earned both his Master’s (1997) and Ph.D. (2001) in English with a specialization in Composition and Rhetoric at Lehigh University. He joined the English Department at DeSales University in Center Valley, Pennsylvania in 1999 and returned to Lehigh in 2006 to establish and direct the Writing Across the Curriculum Program and teach courses in literature and first-year writing. In the fall of 2008, he

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Semahat Siddika Demir

, Biomedical Engineering,University of Wisconsin at Madison) and her colleagues started for female faculty in engineering[3]. Dr. Chesler’s program was funded by Engineering Information Foundation to develop athree-year workshop series of community-building and peer-mentoring in a small group ofuntenured women faculty. First year their workshop with an Outward Bound adventure in Mainefocused on leadership skills and risk-taking. The second year workshop emphasized writing andcreative-expression skills in Vermont. The workshop attendees were joined by senior speakersand role models, Dr. Ilene Busch-Vishniac (Dean of Engineering, Johns Hopkins University) andDr. Denice Denton (Dean of Engineering, University of Washington), who shared their insightsand

Conference Session

Program Support Initiatives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Civil Engineering

Paper ID #33684Leader Development Model (LDM) Through Self- and Peer-assessment Acrossthe CurriculumDr. Alyson Grace Eggleston, The Citadel Alyson G. Eggleston is an Assistant Professor in the Department of English, Fine Arts, and Communica- tions at The Citadel, The Military College of South Carolina, where she teaches STEM-focused technical writing and communication, writing-intensive courses for international students, and linguistics. She re- ceived her PhD from Purdue University in Linguistics, and she has a BA and MA in English with concen- trations in TESOL and writing pedagogy from Youngstown State University. Her

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

Critiquing Skills in a Bioengineering LaboratoryAbstractDeveloped at UCLA, Calibrated Peer Review™ (CPR) is a web-based tool developed to helpstudents improve their technical writing and critiquing skills. In 2006 and 2007 we used CPR inan upper-level tissue culture laboratory course in which students conduct viability, attachment,and proliferation assays using fibroblast cells. After completing their experiments, students usePowerPoint to construct a technical poster that illustrates their experimental methods, results, andconclusions.For the CPR component of the assignment, students first evaluate three sample posters suppliedby the instructor to calibrate their critiquing skills. After this step, students conduct a blindreview of three peers

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