Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Joshua Enszer, University of Delaware; Jenni Buckley, University of Delaware

Paper ID #37664Work In Progress: Evolution of A Near-Peer Co-InstructionalModel for A Large-Enrollment First-Year EngineeringCourseHaritha Malladi (Assistant Professor and Director of First-Year Engineering) Haritha Malladi is an Assistant Professor of Civil and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology degree in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engineering from North Carolina State University. She is a teacher-scholar working in the intersection of

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Ha Hang Ai

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program TeamsAbstractTwenty-two colleges and universities have implemented the Vertically Integrated Projects (VIP)model, which consists of multidisciplinary teams, long-term large-scale projects led by faculty,the enrollment of students from different academic ranks, and the ability for students toparticipate for multiple years. At Georgia Institute of Technology, analysis of university exitsurveys found VIP participation correlated with a meaningful effect size on three questions: thedegree to which students’ education contributed to their ability to work in a multidisciplinaryteam; their

Conference Session

Computers in Education Division Technical Session 6: Computer Science Freshman Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tamaike Brown, State University of New York at Oswego; Gursimran Singh Walia, Georgia Southern University; Alex David Radermacher, North Dakota State University; Maninder Singh, St. Cloud State University; Mourya Reddy Narasareddygari, Rider University

Tagged Divisions

Computers in Education

Paper ID #30621Effectiveness of Using Guided Peer Code Review to Support Learning ofProgramming Concepts in CS2 Course: A Pilot StudyDr. Tamaike Brown, State University of New York at Oswego Assistant Professor of Computer Science, Department of Computer Science, State University of New York at OswegoDr. Gursimran Singh Walia, Georgia Southern University Gursimran S. Walia is Professor of Computer Science at Georgia Southern University. His main research interests include empirical software engineering, software engineering education, human factors in soft- ware engineering, and software quality. He is a member of the IEEE

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer I. Clark, Montana State University ; Sarah L. Codd, Montana State University; Angela Colman Des Jardins, Montana State University; Christine M. Foreman, Montana State University; Brett W. Gunnink, Montana State University; Carolyn Plumb, Montana State University; Katherine Ruth Stocker

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

completing graduation requirements. · Assess and evaluate information for personal use.Together, the Mentors and Mentees had the following shared responsibilities: · Set the mentoring agenda (discussing clear expectations and boundaries). · Practice honest communication and interaction. · Accept the “take it or leave it” option without fear of diminishing the helping relationship.Over the summer, the Peer Mentors participated in group training sessions involving reading,writing and discussion-based assignments in order to prepare to be successful Peer Mentors.Training materials used for the Peer Mentors included: • Students Helping Students: A Guide for Peer Educators on Campuses, F. B. Newton, S

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

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

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43142Board 115: Examining Engineering Students’ Gender and Racial Effects inCollege Course Team Peer Assessment: A Quantitative Intersectional ApproachMiss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests include faculty development and change, neurodiverse college student learning experiences and outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Dr. Robin Fowler, University of Michigan

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gary Winn, West Virginia University; Laura Winn, Waynesburg Central High School; Reagan Curtis, West Virginia University; Robin Hensel, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-452: DATA-DRIVEN COMPREHENSIVE MENTORSHIP INENGINEERING: HOW WE ARE ADAPTING THE SOCIAL-STRESS MODEL OFPEER INFLUENCEGary Winn, West Virginia University Gary L. Winn, Ph.D., is a Professor in the Industrial and Management Systems Engineering Department at West Virginia University.Laura Winn, Waynesburg Central High School Laura E. Winn is a senior at Waynesburg High School, Waynesburg, PA and has assisted with the Engineers of Tomorrow summer camp program as a peer mentor.Reagan Curtis, West Virginia University Reagan Curtis, Ph.D., is an Associate Professor of Educational Psychology in the College of Human Resources and Education at West Virginia University.Robin Hensel, West Virginia

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

John W. Sanders, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

Paper ID #17119Scaling Up Project-based Learning for a Large Introductory Mechanics CourseUsing Mobile Phone Data Capture and Peer FeedbackMr. John W. Sanders, University of Illinois, Urbana-Champaign John W. Sanders is currently working toward a Ph.D. in Theoretical and Applied Mechanics at the Univer- sity of Illinois at Urbana-Champaign, where he has served as the official instructor for an undergraduate- level, introductory dynamics course for the past two summers. He holds a B.S. in Engineering Physics and Mathematics from Saint Louis University, and an M.S. in Theoretical and Applied Mechanics from the University of

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Maya Denton, University of Oklahoma; David B. Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

,indicating that such an environment contributes to verbal and written communication skills andlearning to facilitate difficult conversations (the three items in communication skills). In apositive peer climate, students might have a greater opportunity to receive feedback on theirpresentations or writing samples from peers, as well as being able to practice toughconversations and receive advice from students further along in their programs. It is unclear why advisor climate was

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

were requiredto meet every other week, in person, for approximately one hour. During the first meeting ofeach semester, peer mentors helped their mentees develop SMART goals related to theiracademic, social, and professional development; mentors were encouraged to follow-up withtheir students’ progress throughout the academic year and revise goals as necessary. Additionalareas of support that peer mentors were encouraged to address included resume writing,coursework selection, student organization membership, and on-campus resources. Outside ofthese recommendations, peer mentors were encouraged to foster genuine relationships with theirmentees and offer support as needed. At the end of each mentee meeting, peer mentors wererequired to submit

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

AC 2009-428: ASSESSING CREATIVITY IN ARCHITECTURAL DESIGN:EVIDENCE FOR USING STUDENT PEER REVIEW IN THE STUDIO AS ALEARNING AND ASSESSMENT TOOLJoseph Betz, State University of New York Joseph A. Betz is an architect and Professor in the Department of Architecture & Construction Management at the State University of New York College of Technology at Farmingdale. He received his undergraduate and professional degrees in architecture from the Rensselaer Polytechnic Institute and his post-professional degree in architecture from Columbia University. A recipient of the SUNY Chancellor's Award for Excellence in Teaching, he has served as both national Program Chair and Division Chair of the

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Corey Balint, Northeastern University; Christopher Wishon, Northeastern University; Colleen Fritze, Northeastern University

Tagged Divisions

New Engineering Educators

AC 2010-1298: ATLAS - ACADEMIC TEACHING AND LEARNING ASSISTANTSSTUDY: THE USE OF PEERS AS ‘QUALITY MANAGERS’ IN ENGINEERINGCLASS INSTRUCTIONBeverly Jaeger, Northeastern University Beverly K. Jaeger, PhD is a member of Northeastern University’s Gateway Team, a select group of full-time faculty devoted to the First-year Engineering Program at Northeastern University (NU). While she concentrates on first-year engineering courses and instructs across all engineering disciplines, Dr. Jaeger also teaches specialty courses in the Department of Mechanical and Industrial Engineering at NU in Digital Simulation, Facilities Planning, and Human-Machine Systems.Corey Balint, Northeastern University

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #42154Near-Peer Mentors’ Discussions with a Student Avatar Experiencing LogisticalIssues on a First-Year Design TeamDr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has authored numerous engineering-focused

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

Paper ID #15629Team Learning Behaviors: Supporting Team-Based Learning in a First-YearDesign and Communications CourseMs. Nicole Lynn Larson, University of Calgary Nicole is completing her PhD in Industrial Organizational Psychology at the University of Calgary under the supervision of Dr. Thomas O’Neill. She has been working with the Schulich School of Engineering for the past three years. During this period she has been involved in several initiatives, such as assessing student learning and engagement, implementing systems for peer evaluations, and leading teamwork train- ing sessions. Nicole is currently conducting

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #16755Early English Language Assessment to Improve First-Year Student SuccessDr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research projects include a longitudinal study on

Conference Session

Experimentation and Laboratory-Oriented Studies Division (ELOS) Technical Session 2: Manurfacturing, Simulation, Safety, and Technical Writing

Collection

2023 ASEE Annual Conference & Exposition

Authors

Audrey Erin Concepcion; Ryan Hekker; Ean H. Ng, Oregon State University; Chukwudiebube Atagbuzia; Thomas L Doyle, Oregon State University; Jenette K Paul, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

Paper ID #39484Lab Safety Awareness in Incident and Near-miss Reporting by StudentsParticipating in Engineering Societies: A Case StudyAudrey Erin ConcepcionRyan HekkerDr. Ean H. Ng, Oregon State University Ean H. Ng is an assistant professor of Industrial Engineering at Oregon State University. She received her Ph.D. in Systems and Engineering Management from Texas Tech University. Her research interests include engineering economic analysis, high reliability organization, safety engineering, peer effects in workplace safety, and performance measurement.Chukwudiebube AtagbuziaThomas L Doyle, Oregon State UniversityJenette K

Conference Session

Experimentation and Laboratory-Oriented Studies Division (ELOS) Technical Session 2: Manurfacturing, Simulation, Safety, and Technical Writing

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nandhini Giri, Purdue University - West Lafayette (COE); Ajay P. Malshe, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

heterogeneous microelectronics for high-density systems, nanoman- ufacturing for extreme machines, in-space servicing, assembly, and manufacturing (ISAM) at the point of need, and biomanufacturing for lab-made food proteins and food equity. Malshe has trained more than 1400 graduate and undergraduate students and mentored numerous younger engineers in academia and industries. He has published over 225 peer-reviewed manuscripts. He has received over 27 patents and his patent/product conversion rate is more than 70% resulting in more than 20 award-winning engi- neered products applied by leading corporations in energy, defense and aerospace, transportation, EV, die casting, high-performance racing, and other key industrial

Conference Session

Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samuel Snyder, Virginia Tech Department of Engineering Education; Diana Bairaktarova, Virginia Polytechnic Institute and State University

calls.Diana Bairaktarova (Assistant Professor) Associate Proffessor in the Department of Engineering Education at Virginia Tech. © American Society for Engineering Education, 2022 Powered by www.slayte.comWork-in-Progress: Examining how faculty formal and multidisciplinary networks shape ethicalworldviewsLiterature has shown that faculty peers within an educator’s network have the potential toinfluence their perceptions towards pedagogies, multidisciplinarity, and faculty development.While research has examined the influence of individual faculty on one another, less work hasbeen focused on more holistically examining faculty networks’ influences on shaping theirworldviews. We

Conference Session

Biomedical Engineering Division (BED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; David P O'Neill, Northwestern University; Ken Gentry, Northwestern University; Philippa Eshun, Northwestern University

Tagged Divisions

Biomedical Engineering Division (BED)

, feedback, and assessment of each Extended Abstract occur in three stages. Theinstructional team and research team assess each stage differently. Draft stage Peer Review stage Final stage Students… write an abstract then qualitatively and finally, draft, review peer’s draft incorporate feedback using the co-created into final abstract rubric, submission. The instructional does not assess the gives credit for a and grades the final team… abstract draft, complete peer

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

sophomore Bioengineering class, over 50% of students reported feelingunprepared for technical writing assignments (data unpublished), despite some of thesestudents having earned credit for the RHET 105 course. In sum, while the RHET 105 courseprovides many valuable lessons in rhetoric and research-based writing, it cannot provideengineering students with disciplinary-specific skills necessary to write in the genres thatengineering careers will demand.Lack of student preparation for technical writing assignments is one of several challenges thatfaculty face when developing student writers. Teaching technical writing is also very time-intensive. Peer review has been used successfully in some cases, but it requires that students betrained in reviewing

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oyinkansola Aladeokin, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

researchand innovation in STEM disciplines [4]. The workshop provides graduate students withcustomized strategies and guidance to effectively communicate their research findings in scholarlypublications, thereby empowering them to do so.This paper offers comprehensive information regarding the organization, execution, andevaluation of an intensive workshop designed for graduate trainees of a multi-STEM educationalprogram based on the community of practice concept and the social cognitive. A key componentof the workshop was forming a writing accountability group, an innovative strategy wherebytrainees committed to specific manuscript writing goals and provided peer support. It has beenestablished that graduate-specific professional development

Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sarah Lyn Gassman, University of South Carolina; Michelle A Maher, University of South Carolina; Briana Timmerman, UVA Curry School of Education, Charlottesville VA; Charles E. Pierce, University of South Carolina

Tagged Divisions

Graduate Studies

American Society for Engineering Education, 2013 Pedagogical Techniques to Promote Development of Graduate Engineering Students as Disciplinary WritersAbstractAs demands for research productivity increase, faculty, particularly untenured junior faculty,must efficiently expedite the development of their graduate students’ disciplinary writing skills.In response to this need, a semester-long graduate course was offered within the Department ofCivil and Environmental Engineering at the University of South Carolina for the first time in2012. The primary course outcome was for each student to prepare a manuscript ready, or nearready, for submission to a peer reviewed engineering journal at semester’s end. To facilitate

Conference Session

Student Learning and Teamwork

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenifer M. Shannon, Pennsylvania State University, Berks; Rungun Nathan, Pennsylvania State University, Berks

Tagged Divisions

Engineering Technology

one of the key attributes future engineers need in order to becompetitive in the global market according to the National Academy of Engineers1. Yet surveysfrom industry employers often indicate that the communication skills of recent engineeringgraduates are unsatisfactory2. This paper describes a strategy to improve student writtencommunication skills and student engagement with the subject matter by developing the use ofcritical thinking skills during the writing process. The modified pedagogy discussed in thispaper provided students with detailed guidance and clear expectations for each writingassignment. A combination of peer review and instructor comments was used as a means ofproviding feedback for students to incorporate lessons

Conference Session

Multidisciplinary Endeavors: Engineering and Liberal Arts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Summers, Rose-Hulman Institute of Technology; Anique Julienne Olivier-Mason, Brandeis University; Marina Dang, Massachusetts Institute of Technology; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

institutional contexts. In this paper, we analyze the adaptation of one such intervention,the Communication Lab (Comm Lab), a peer-to-peer coaching resource for writing, presenting,and other forms of technical communication [4]. By analyzing three institutions’ iterations of aComm Lab, we argue that a balance between core pedagogical strategies and attention to clientneeds makes the Comm Lab model both identifiable across institutions and flexible enough toadapt to new institutional contexts. For example, the client-based model relies on using peerswith disciplinary expertise to ensure quality feedback. However, the definitions of “peer” and“disciplinary expertise” become more multidisciplinary across institutions according to thestudent population

Collection

2020 First-Year Engineering Experience

Authors

Debjani Sarkar, College of Engineering, Michigan State University

Tagged Topics

Diversity

different opportunities, connect with resources, and bond,socialize, and network with their peers and the greater engineering community.A variety of novel techniques can be implemented to teach and assess communication skillsthrough the delivery of elevator pitches. Students can pitch with dorm mates, peers, and outsidersin their dorms, cafeterias, on elevators, and corridors, and be assessed by peers who can beprovided with a rubric of presentation expectations. Peer review can be in the form of a report oran executive summary, which is another innovative method of enhancing writing skills. They canface mock interviews in an active learning environment in class, with peers enacting as hiringmanagers, company executives, supervisors, and

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

group grade to produce a final grade. Note that allof these approaches assume that peer assement is also performed. In principle, staffassessment could be substituted for peer assessment, but (1) this would consume muchmore staff time, and (2) students would miss out on the metacognitive benefits ofevaluating others’ work. It is true, however, that efficiently processing peer assessmentsrequires significant IT support (see Babik et al. [27] for a discussion of the options).Table 1 shows how the four approaches compare. CPR (and the similar training programused by Coursera) contrasts with the other three approaches because (i) it is used toassess artifacts (writing, reporting, etc.) rather than student contributions to a team, andbecause it

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily M Wortman-Wunder; Miriam Howland Cummings Ph.D., University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver

Tagged Divisions

First-Year Programs Division (FYP)

Rhetorical analysis purposeful writing comparing a popular comparing an engineering source with a document with a more scholarly source literary or personal form Revision and writing process  Drafting; peer critique Every paper requires multiple  Portfolio drafts; structured “peer review” style feedback from classmates. Argument & analysis  Responsible advocacy Students create documents in

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Becker, United States Air Force Academy; Timothy Frank, United States Air Force Academy; Joel Sloan, United States Air Force Academy

Technical Communication Block Lesson 1 What is Technical Communication: Guidelines, Expectations & Examples Lesson 2 Ethics & Roles of Technical Communicators Lesson 3 Communicating Visually & Becoming User-Centered Lesson 4 Peer Review of Students Drafts of Writing Assignment 1In addition to the technical communication block of lessons, the concept of the four pillars wasintegrated throughout the course as each writing assignment designated a different intendedaudience and students had to tailor their content, language, and design appropriately. Instructorsassessed each writing assignment using the same rubric which evaluated students’ appeals toaccessibility, user-centeredness, accuracy, and

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

traits, theCollege’s writing instructor (second author) teaches a first-year online introductory course intechnical writing, Short Engineering Reports (SER). In SER, in addition to learning aboutstylistic traits that distinguish technical writing from other styles, students learn to plan, writeand revise technical memoranda. Students are expected to apply this knowledge and skills, whenthey compose the two memoranda assigned in the co-requisite engineering course, Methods ofEngineering Analysis (MEA). After the students submit the first memo to their engineeringinstructors, the SER instructor provides students feedback and assigns revision tasks. Studentsalso learn to self and peer review their memos, using an analytic “feedback” rubric that

Collection

2001 Annual Conference

Authors

Lisa Lebduska; David DiBiasio

improve student interestand clarify assignment objectives6. A much broader, more programmatic approach to WAC hasbeen undertaken by the Materials Science and Engineering Department at Virginia PolytechnicInstitute, which integrated writing and speaking into eight core courses that students take over athree-year period. The courses in this sequence used a combination of formal and informal(“interpersonal”) communication assignments, peer writing consultants, and supplementalwriting workshops. Their efforts seem to have contributed to the establishment of a requiredzero-credit class for majors that requires students to create a writing portfolio containing theirbest work in a variety of modes from their required classes7.Objectives of the WPI

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eric C. Huang, Manhattan College

Tagged Divisions

Chemical Engineering, Minorities in Engineering

25.499.2majors.15 Peer-mentored individuals “have demonstrated improvements in connectedness toschool and peers.”16 The purpose of this paper is to describe whether a similar effect on socialintegration can be observed, specifically, for students in different graduating classes of the sameengineering discipline.MethodSophomore students entering the chemical engineering discipline were given the opportunity toparticipate in a peer mentoring program organized and monitored by the faculty. Mentors weresenior students in the same discipline who qualified for the respective honor society. At the timeof solicitation, sophomores were informed verbally and in writing that the program wouldrequire meetings with their mentor on a monthly basis. Fourteen sophomore