Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

not coded).The authors looked at the proportion of comments related to the conceptualization of the study,design, method, analysis, interpretations and conclusions, and presentation (quality ofexpression). Two-thirds of comments overall were related to the Planning & Execution of thestudy, and one-the third to the Presentation. Twenty percent of weaknesses were attributed toConceptualization, 11% to Design, 12% to Procedures, 7% to Measurement, 22% to Analyses &Results, 16% to Interpretations/Conclusions, 9% to Editing/Writing, and 3% to “General.” Aswith other studies of peer review, inter-class correlations of publication recommendations werelow (x̄r=.20). That authors found minimal consensus across reviewers does not

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; Moses Ling, Pennsylvania State University

Paper ID #37499Developing an AE Tutoring Engaging Advising & Mentoring(TEAM) Program: a Peer Cohort EnvironmentRyan Solnosky Ryan Solnosky is an Associate Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated BAE/MAE degrees in architectural engineering from The Pennsylvania State University in 2009 and his Ph.D. in architectural engineering from The Pennsylvania State University in 2013. Dr

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

this skill developmentmore intentionally. Specifically, we will add two additional short readings on leadership ofdiverse teams, and we will ask mentors to write short reflections (a few paragraphs) at three orfour time points during the semester. We believe this scaffolded reflection will enhance mentors’learning and retention of this critical information, as shown in other studies of double looplearning and scaffolded reflection [10,11].Suggested Best Practices for Working with Peer MentorsOver five years of teaching this course, we have found that certain practices for mentorrecruitment and facilitation have improved the project experience for students, mentors, andinstructors. For example, we:  Recruit excellent former students of the

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

AC 2009-1474: PEER AND SELF ASSESSMENT IN DEVELOPING TEAM SKILLSIN A CORE DESIGN SEQUENCEKeith Sheppard, Stevens Institute of Technology Keith Sheppard is a Professor of Materials Engineering and Associate Dean of Engineering at Stevens Institute of Technology. He earned the B.Sc. from the University of Leeds, England and Ph.D. from the University of Birmingham, England, both in Metallurgy. As Associate Dean, Sheppard is primarily responsible for undergraduate programs. He is a past Chair of the ASEE Design in Engineering Education Division.Edward Blicharz, Stevens Institute of Technology Edward Blicharz is a Distinguished Service Associate Professor in the Electrical and Computer

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michelle E. Jordan , Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10605Exploring How Design Critique Processes Shape Fifth Graders’ Peer Inter-action in Collaborative Engineering ProjectsDr. Michelle E. Jordan , Arizona State University Michelle Jordan earned her PhD in Educational Psychology at the University of Texas at Austin, focusing her studies on learning, cognition, and motivation with an emphasis on classroom discourse. She joined the Mary Lou Fulton Teachers College at Arizona State University in 2010. Her interdisciplinary research draws on traditions in qualitative inquiry, sociolinguistics, complexity theories, and the learning sciences. Partnering with teachers

Conference Session

Capstone and Design Projects in Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware; Beth (Becky) Kano Kinney, University of Delaware

Tagged Divisions

Engineering Technology

variety of disciplines to create an online peer evaluation system.The system accommodates numerical grading schemes in which student team members can useinstructor-defined rubrics or other criteria to evaluate or rate contributions to the team effort ofthemselves and fellow team members.To provide beneficial feedback to the students, the system encourages essay responsecommentary that students can write about themselves and other team members. The commentscan be compiled by the system and forwarded to the instructor. To insure anonymity and thatcomments released to students are constructive, the system gives the instructor the ability toexamine all comments and provide appropriate editing before the comments are anonymouslyforwarded to the

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deana Delp; Maria Dixon, Arizona State University

, besides email, has beenincorporated into the program. At the end of every semester we have the mentees and mentorsfill out a survey about the EASE program.Select responses from the peer mentee survey are shown below.● Your participation in the EASE program has improved your ability to utilize your time efficiently: ○ “Me and one of my peer mentors came up with a matrix on how to prioritize my tasks using my planner according to how urgent and important they are. As I write this, I have only been using this matrix for a week but it does help quite a bit on prioritizing my tasks.” ○ “I am thinking of many different ways to utilize my free time based on the urgency of my assignments from my classes

Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Rebecca Bates; Marilyn Hart; Mezbahur Rahman

Developing Academic, Professional and Life Skills in Undergraduate Engineers through an Interdisciplinary Peer-Mentoring Support System Deborah Nykanen, Rebecca Bates, Marilyn Hart, Mezbahur Rahman Minnesota State University, Mankato Civil Engineering / Computer Science / Biological Sciences / Mathematics1. IntroductionUndergraduate engineering programs prepare students for a career in engineering by buildingknowledge of fundamental engineering concepts and developing skills in engineering design.Due to limitations on program credits, broadening the student’s education beyond the requiredengineering coursework is typically limited to mandatory humanity and social science electives.Developing

Conference Session

Trends in Construction Engineering Education I

Collection

2008 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; James Koehn, Chadron State College

Tagged Divisions

Construction

AC 2008-1480: PEER ASSESSMENT OF TEAM WORK AND COLLABORATIVELEARNING IN CONSTRUCTION/CIVIL ENGINEERINGEnno Koehn, Lamar University Enno “Ed” Koehn is Professor of Civil Engineering at Lamar University. Dr. Koehn has served as the principle investigator for several research and development projects dealing with various aspects of construction. He also has experience in the design, scheduling, and estimating of facilities. He has authored/co-authored over 200 papers in engineering education, as well as the general areas of civil and construction engineering. Dr. Koehn is a member of ASEE, AACE International, ASCE, NSPE, Chi Epsilon, Tau Beta Pi, Sigma Xi, and is a registered Professional

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

own reviews, which violates the college level governance documents’ specification thatfaculty will not be responsible for initiating the review of their teaching. In addition, eachdepartment chair brought their own expertise and approach to the process of review. While thiscan allow for each chair to tailor the approach to the individual faculty member under review, itdoes not ensure that the evaluation addresses the criteria required to write a robust letter insupport of the faculty’s teaching to be included in a successful dossier for promotion and tenure.Because of a lack of standard procedures, the department chair benefits from a peer review ofteaching program in several ways, including eliminating uncertainty around who is

Conference Session

Topics Related To Engineering Design Graphics Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie

Tagged Divisions

Engineering Design Graphics

drawings quite seriously.Many of them took time to write out notes and comments, often repeating specificinformation/terminology that had been used by the instructor and in the book about the errorsthey found. Anecdotal evidence based on questions asked of students during lab indicated thathaving a peer grade their assignments made them focus a little more on their work and putadditional effort into understanding the necessity of dimensioning rules. Student commentsduring the review sessions included: “It’s hard to figure out what someone else was thinking on their drawing when its dimensions are different than mine.” “Why is it easier to find someone else’s mistakes than it is to find mine before I turn it in?” “I

Conference Session

Nuclear and Radiological Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Samuel A. Heider, U.S. Military Academy; Bryndol A. Sones, U.S. Military Academy; Brian E. Moretti, Department of Physics and Nuclear Engineering

Tagged Divisions

Nuclear and Radiological

Paper ID #10874Multi-Disciplinary Teams and Collaborative Peer Learning in an Introduc-tory Nuclear Engineering CourseSamuel A. Heider, U.S. Military Academy BA Physics from the Universty of Nebraska at Lincoln, 2004 PATRIOT Missile system Fire Control Officer 2004-2007, PATRIOT Fire Direction Center Officer 2007, BCT Company Commander 2007-2008, Validation Transition Team Leader (AFG) 2008-2009, Engineer Captain Career Course 2010 MS Nuclear Engineering from Kansas State University, 2012 Instructor United States Military Academy 2012-PresentCol. Bryndol A. Sones, U.S. Military AcademyDr. Brian E. Moretti, Department of Physics

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

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

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Taiylor Rayford, University of Illinois at Urbana - Champaign; Nidia Ruedas-Gracia, University of Illinois at Urbana - Champaign; Molly Goldstein, University of Illinois at Urbana - Champaign; Corey Schimpf, University at Buffalo, The State University of New York; Lara Hebert, University of Illinois at Urbana - Champaign; Lorena Escamilla, University of Illinois at Urbana - Champaign; Jesus Zavala, University of Illinois at Urbana - Champaign

/07448481.1993.9936334.[9] J. J. Snyder, J. D. Sloane, R. D. P. Dunk, and J. R. Wiles, “Peer-Led Team LearningHelps Minority Students Succeed,” PLOS Biology, vol. 14, no. 3, p. e1002398, Mar. 2016, doi:10.1371/journal.pbio.1002398.[10] R. F. Frey, A. Fink, M. J. Cahill, M. A. McDaniel, and E. D. Solomon, “Peer-Led TeamLearning in General Chemistry I: Interactions with Identity, Academic Preparation, and aCourse-Based Intervention,” J. Chem. Educ., vol. 95, no. 12, pp. 2103–2113, Dec. 2018, doi:10.1021/acs.jchemed.8b00375.[11] N. S. Stephenson, I. R. Miller, and N. P. Sadler-McKnight, “Impact of Peer-Led TeamLearning and the Science Writing and Workshop Template on the Critical Thinking Skills ofFirst-Year Chemistry Students,” J. Chem. Educ., vol. 96, no. 5

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #32353Pair-to-Pair Peer Learning: Comparative Analysis of Face-to-Face andOnline Laboratory ExperiencesDr. Nebojsa I. Jaksic, Colorado State University, Pueblo NEBOJSA I. JAKSIC earned the Dipl. Ing. (M.S.) degree in electrical engineering from Belgrade Uni- versity (1984), the M.S. in electrical engineering (1988), the M.S. in industrial engineering (1992), and the Ph.D. in industrial engineering from the Ohio State University (2000). He currently serves as a Pro- fessor at Colorado State University Pueblo teaching robotics and automation courses. Dr. Jaksic has over 90 publications and holds two patents. His

Conference Session

ETD Accreditation and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University

Tagged Divisions

Engineering Technology

Paper ID #17861Assessing Communications and Teamwork Using Peer and Project SponsorFeedback in a Capstone CourseDr. Michael Johnson, Texas A&M University Dr. Michael D. Johnson is an associate professor in the Department of Engineering Technology and In- dustrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #28522Comparing Effectiveness of Peer Mentoring for Direct Admit andCollege-Ready FreshmenDr. Teresa J. Cutright, The University of Akron Dr. Cutright is a Professor of Civil Engineering at The University of Akron. She has a B.S., M.S., and Ph.D. in Chemical Engineering with emphasis on environmental remediation techniques with over 20 years of experience conducting site assessments, soil characterizations and treatability studies for a variety of environmental contaminants. In addition she also conducts education research via an EPA education grant and a NSF Scholarships for STEM education. Most recently she

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cem Karacal, Southern Illinois University, Edwardsville; Ma Zenia N. Agustin, Southern Illinois University, Edwardsville; George Pelekanos, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #26265Integrated Mathematics Enrichment, Peer Mentoring, Tutoring, and Fresh-men Course for Student SuccessDr. Cem Karacal, Southern Illinois University, Edwardsville Dr. Cem Karacal is a Professor of Industrial Engineering and Dean of the School of Engineering at Southern Illinois University Edwardsville. He obtained his Ph.D. and M.S. degrees from Oklahoma State University in 1991 and 1986, respectively. His received his B.Sc. degree from Middle East Technical University, Ankara, Turkey in 1982. He has experience in industry and academia. His main research and teaching interest areas are simulation modeling

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Elsa Villa; Louis Everett

Session 1526 Increasing Success in a Dynamics Course through Multi-Intelligence Methods and Peer Facilitation Louis J. Everett, Elsa Q. Villa College of Engineering The University of Texas at El Paso1.0 AbstractThe University of Texas El Paso (UTEP) located in a multicultural region of far west Texas has astudent population which is more than 70% Hispanic. UTEP is one of the largest producers ofHispanic engineers in the United States and prides itself in providing access to an exceptionalquality

Conference Session

Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey James Kado, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education Division (DEED)

Paper ID #42177Examining the Effect of Design Stimuli on Perception of Peer Contribution inDesign TeamsCorey James Kado, Florida Polytechnic University He is a senior-level student at Florida Polytechnic University, majoring in Mechanical Engineering. He is a Student Research Assistant under Dr. Elisabeth Kames, focusing on Design Neurocognition.Dr. Elisabeth Kames, Florida Polytechnic University Elisabeth Kames is an Assistant Professor at Florida Polytechnic University. Her focus is on design and manufacturing, including engineering education within the mechanical engineering department. Her research focuses the impact of

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University

Tagged Divisions

Design in Engineering Education

Paper ID #33164”Adding Stuff From Other People”: How Peer Comparison InfluencesConceptual Modeling in Precollege Engineering ContextsMs. Katelyn Stenger, University of Virginia Katelyn Stenger is a Ph.D. fellow in the Behavioral Science for Sustainable Systems program at the Convergent Behavioral Science Initiative at the University of Virginia. She researches behavioral designs for complex systems. Previously, she worked as a mechanical engineer helping design and construct high-rise buildings. She received her B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology.Prof. Jennifer L. Chiu, University of

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dongdong Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Deniz Eseryel, North Carolina State University; Uzair Nadeem, Prairie View A&M University; Atiq Islam, Prairie View A&M University; Deron Arceneaux, Prairie View A&M University

Tagged Divisions

Computers in Education

Paper ID #12508Exploring the Impact of Peer-Generated Screencast Tutorials on Computer-Aided Design EducationDr. Dongdong Zhang, Prairie View A&M University Dongdong Zhang is currently an Assistant Professor in the Department of Mechanical Engineering at the Prairie View A&M University. He graduated from University of Missouri-Columbia with a Ph.D. degree in Mechanical Engineering. His research interests include: Micro- and Nano-Fiber Reinforced Compos- ites Processing Simulation, Transport Phenomenon in Polymer Composites Processing; Finite Element Analysis (FEA), Computational and Numerical Algorithms; Computer

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eileen Haase, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

. During class, one team after another came to the board to present theirsolutions to their peers and answer questions about the topic. If necessary, the faculty wouldclarify the answer in writing on the board. Due to the language barrier, when the faculty talked itdid not help students understand the material. The Ugandan students learned the material byworking through problems together, talking to each other, and asking each other questions. 4Figure 1: The figure on the left represents typical instructor-led learning (blue) supplemented withlearner-centered (green) activities such as team based learning, think-pair-share, and reviewing tutorials.Due

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Tamara Floyd-Smith, Tuskegee University; Nanette M. Veilleux, Simmons College; Caitlin Hawkinson Wasilewski, Seattle Pacific University

Tagged Divisions

New Engineering Educators

Paper ID #8505People Matter: The Role of Peers and Faculty in Students’ Academic En-gagementDr. Melani Plett, Seattle Pacific UniversityDr. Denise Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University, Stanford, CA, in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Tech- nology, Atlanta, in 1989 and 1995, respectively. She received the M.Ed. from the University of Wash- ington in 2008. She is currently an Associate Professor with the Electrical Engineering Department, University of Washington, Seattle, and she

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bushra Tawfiq Chowdhury, Virginia Tech; Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University; Akshay Sharma, Virginia Tech, Industrial Design

Tagged Divisions

Design in Engineering Education

Paper ID #9073Student Experiences In An Interdisciplinary Studio-Based Design Course:The Role Of Peer ScaffoldingMs. Bushra Tawfiq Chowdhury, Virginia Tech Bushra Tawfiq Chowdhury is highly motivated, focused and result oriented individual, pursuing a career which provides a challenging and a dynamic environment. Holding a Master’s in Information security and having a strong leadership attitude.Takes advantage of communication, organizational, multitasking and technical skills with a diverse work experience involving academics and in the IT industry. Currently a PhD student in the in the Department of Engineering Education

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Nathan Delson, eGrove Education; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Minju Kim, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego

Tagged Divisions

First-Year Programs Division (FYP)

, the instructor decided to pilot peer oral exams in the nextoffering of the course (Spring Quarter 2021).Several differences ought to be noted between peer review, as conventionally implemented, andpeer oral exams to further emphasize the motivation for the latter. Firstly, in peer review,students in reviewer roles typically evaluate or write a critique of the work of their peers beforemeeting with them, whereas during the meeting, they go through the work with them, givingtheir critique or explaining their evaluation and offer pointers for improvement [78], [19], [77].In peer oral exams, on the other hand, the objective of the peer examiner is to dynamically probethe peer examinee’s knowledge and understanding, or, technically speaking, to

Conference Session

Race/Ethnicity Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Monica L. Ridgeway, Vanderbilt University ; Ebony Omotola McGee, Vanderbilt University; Dara Elizabeth Naphan-Kingery, Vanderbilt University; Amanda J. Brockman, Vanderbilt University

Tagged Topics

Race/Ethnicity

Paper ID #241792018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Black Engineering and Computing Doctoral Students’ Peer Interaction thatFoster Racial IsolationDr. Monica L. Ridgeway, Vanderbilt University Monica L. Ridgeway is a first year Post-Doctoral Research Fellow apart of the Academic Pathways Pro- gram at Vanderbilt University. She has joined the Explorations in Diversifying Engineering Faculty Ini- tiative (EDEFI) research team lead by Drs. Ebony McGee and William H. Robinson. Monica has recently received her Ph.D. in Science Education from the