Collection

1998 Annual Conference

Authors

Walter W. Fisher; Carol Crowley; Connie Kubo Della-Piana

. Evaluate the consequences of a logging ban. Make a recommendation for the “best” solution to the problem. Determine public policy regarding whose land it is and who should benefit.The writing process included pre-writing exercises for discovery, writing drafts, and rewritingdrafts. The process also included proofreading, editing, peer review, and conferring with peer Page 3.603.8 -8-facilitators and the instructor. Pre-writing included instruction in developing a subject, occasion,audience, and purpose and introducing the topic, restriction of the topic, and illustration

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nisha Kondrath, Villanova University; Mark A. Jupina, Villanova University

Tagged Divisions

Electrical and Computer

Engineering Villanova University, Villanova, PA 19085 While no single pedagogy may work best all of the time when instructing students, we seek to create an exciting and dynamic learning environment to motivate students to become erudite self-learners in our rapidly changing world. Active and peer-to-peer learning strategies were employed both inside and outside of the lab environment in a two-course electronics sequence at the Department of Electrical and Computer Engineering at Villanova University. This flipped-lab approach was employed in an attempt to determine if this approach would (1) provide opportunities for faculty to challenge the students to perform more complex electronic circuit designs (2) foster more

Conference Session

Projects,Teams & Cooperative Learning

Collection

2004 Annual Conference

Authors

Gregory Mason

teamwork and technical writing in engineering practice. They are also asked whether they enjoy working in a team. Evaluation Method: Survey results are tallied and summarized.Team Peer Evaluation Description: Team peer evaluation forms are modified versions of similar forms presented at the BESTEAMS workshop at the ASEE Annual Conference 20015. Each team member is asked to rate themselves and the other team members in various categories relating to the member’s performance in the team. The BESTEAMS surveys were modified by adding the following questions: “Does the team member contribute to

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

Tagged Topics

CoNECD Paper Sessions, Diversity

do you plan to study? What kind ofresearch interests you?" And "Who are you? What is your story?" With peer review,revision plans, and ultimately pulling the writing together into a polished statement;with a day long closing institute in September. 20 Program Design 2021: Adapting and Changing Mid-Stream ▪ GRE scholarships ▪ GEM Grad Lab ▪ NSF GRFP workshop ▪ Graduate school research & personal statements workshops ▪ Monthly asynchronous group workshops ▪ By mid-summer, completely asynchronous, individual & small group ▪ Graduate school research, personal

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathleen F. Gygi, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

College Industry Partnerships

; andthat locating and choosing appropriate artifacts produces anxiety for most students. Studentswere able to overcome these challenges and found both the process of constructing the portfolioand having the portfolio to be valuable. The studio setting provided a number of opportunitiesand benefits that other reporting requirements do not, including: 1) meeting other participants inthe program and sharing reflections with their peers; 2) addressing how the experience preparedthem for future practice with employers as the intended audience; and 3) articulating theirunderstanding of what engineers do, and what contributes to effective practice.Our pilot Co-op project suggested that writing the final experience report involves an unknownaudience. Our

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Ben Jelen, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

: this topic focused on reliving a special moment of achievement and recognition; • Introduce your readers to a mentor who supported you: this topic often highlighted the contributions of a teacher, parent, or other mentor who helped to guide the student.Students wrote a different story every week, first as a draft (followed by a review session withstudent peers and the instructor) and then as a revised text. Students did not receive a grade fortheir weekly writing; instead, the course focused on writing feedback that could allow the studentto develop their own writing process.In a required junior-level Thermodynamics course and in two upper-level elective courses inCivil and Environmental Engineering, students were asked to write

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bret Austin Arnold, University of Tulsa; Alison J. Kerr, University of Tulsa; Bradley J. Brummel, University of Tulsa; Michael W. Keller, University of Tulsa

Tagged Divisions

Graduate Studies

, taken several classes with the ratee, listened to rateepresentations, read ratee writing, been involved with ratee lab research, and worked with theratee on any form of the professional project.An organization called Reliant Talent Management Solutions provided a platform for surveysurvey distribution. Raters provided scores for each ratee using the previously constructedBARS. In an open response section below each BARS, raters were asked to provide concreteexamples of the ratee behavior to justify their ratings. The Reliant software then generated areport for each of the ten students that compared self, supervisor (advisor), peer, and subordinateratings side by side. An example of the score comparison is presented in Figure 1.Figure 1. Example

Collection

2024 CIEC

Authors

Carmen Cioc; Noela Haughton; Sorin Cioc

the strengths and weaknesses of various team members including theirown, etc. [13 – 15].Communication skills included the ability to engage with different stakeholders (e.g., peers andfaculty), being able to create and present information orally and in writing and being mindful oftheir own verbal and non-verbal cues [16 - 19]. The third group of skills are largely consideredentrepreneurial and includes various skills related to making connections to a variety ofcontextual issues, being engaged in creative thinking, being curious, and striving to add value to Proceedings of the 2024 Conference for Industry and Education Collaboration Copyright ©2024, American Society for Engineering Education

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE, Quinnipiac University; Michael Ben-Avie, Quinnipiac University

). Improvement was observed in students’ evaluation of theircapability to write a very clear and well-organized paper (4.00 vs. 5.13, p = .015). These areearly indicators of students’ enhanced academic habits of mind. If the trend continues, then it isexpected that the students will have higher scores on metrics of academic habits of mind andachievement after entering into their second year of college (figure 3). Figure 3: Improvement of FA students’ academic habits of mind and achievementRegistered for Spring 2022The students in the FA had higher retention rates than their SCE peers with math placement testscores of 2, 3, and 4. All nine FA students were retained, whereas 38 out of 42 non-FA studentswere retained (figure 4). When comparing

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

Tagged Topics

Diversity, NSF Grantees Poster Session

disciplines with special efforts toward womenand underrepresented student populations.The initiatives developed through the grant include a retention center learning space; careerexploration industry partnerships; undergraduate research and travel; peer advising; peermentoring; and pre-college outreach.Implementation & AssessmentRetention Center Learning SpaceAs part of the grant initiatives, a study and resource space was created within the College ofEMS. A classroom in one of the two engineering academic buildings was identified andapproved by university administrators for the center’s location. An interactive forum was held inthe spring of 2013 in the classroom that would be the future location of the center in order togather input from

Conference Session

International Engineering Education I

Collection

2004 Annual Conference

Authors

Dyani Saxby; Saeed Foroudastan

enough challenges forcollege students, international students face several additional pressures. These includeadjusting to an entirely new culture and surroundings, as well as building relationshipswith their new peers 1. Page 9.796.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationAdditional pressures are placed on those international students who do not speak Englishas their native language. This is one of the major obstacles facing international students.Language barriers can exacerbate struggles with class work

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University

Tagged Divisions

Materials

include instructors, peers, engineers or the general population. Forpracticing engineers this may include colleagues, superiors, clients or manufacturers. Included intenor is the mood that the language communicates. For example, if an engineering student iscommunicating in class with his or her peers, the mood may be casual or inquisitive. In contrast,if a practicing engineer is providing a design recommendation to a manufacturer, the mood mightbe professional and authoritative. Typically, the tenor dictates which mode of communication ismost appropriate. The third variable of register, mode, refers to the medium of communication orspecifically how one will be communicating. For example, communication can occur verbally orthrough writing. The in

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura D Hahn, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois

Tagged Divisions

New Engineering Educators

from the model in Buskit et al.:1. A pre-observation meeting with the Collins Scholar and two observers.2. The observation itself, often videotaped.3. Observer debriefing: The two observers discuss and write up a summary of their findings.4. Self-reflection: The Collins Scholar is invited to watch the video, and writes a self- Page 26.789.2 analysis of the class session.5. A post-observation meeting to discuss the class observed, the participants’ impressions, and strategies for continued improvement.The findings from Brinko’s review of the literature on the effectiveness of peer feedback haveframed and guided the way we train our observers

Conference Session

Improving Laboratory Education in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Divisions

Chemical Engineering

arbitration of a helpful instructor4, 14-16.Despite the importance of UO courses in chemical engineering programs, many faculty membersavoid opportunities to teach them. Myriad time-consuming and (at times) frustrating tasks arerequired of the UO instructor, including assigning student teams, preparing students forlaboratories, grading reports, and assessing peer evaluation results. Since faculty are often busywith other commitments such as research, grant writing, student advising, etc., it isunderstandable that instructors feel they do not have the time available to do an excellent jobteaching UO courses15, 16.Considering the importance of UO courses to the ChE curriculum, it would be ideal to relieve thepressure of time constraints upon

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Victoria Bill, New York University Tandon School of Engineering; Rui Li, New York University; Jack Bringardner, Colorado School of Mines; Ingrid Paredes, New York University Tandon School of Engineering

and assessment tool [13]. However, they do not make or teach anexplicit connection between portfolio documentation and project communication for future jobapplications or other career opportunities.SettingThis first-year engineering course is taught in a large, private university in the US Northeastregion. The course is one semester long, with lecture, lab, recitation, and a semester-long designproject. Roughly 350 students take the course in the Fall semester, and 300 enroll in Springsemester. Lectures are led by the first-year faculty director and invited faculty, administrators, orindustry guests and introduce students to relevant topics in engineering education. In recitation,engineering and writing faculty lead active sessions on

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of Saint Thomas; Jeff Jalkio, University of Saint Thomas; Paul R. Ohmann, University of Saint Thomas

Tagged Divisions

Engineering Physics & Physics

course.IntroductionThe study we present in this paper arose from two separate trends in our university and the largerhigher-education community, plus an observation. The first is the trend in Physics education tofocus on teaching for conceptual understanding, for example, through Peer Instruction1 orWorkshop Physics (which is part of The Physics Suite).2 The second trend is the push to improvestudent writing through programs such as Writing Across the Curriculum, and in particularthrough Writing to Learn, where short writing exercises are used to help students think through aconcept or a problem.3 The observation was that a considerable fraction of our students, whiletalking to other students in class or asking the instructor a question, was referring to

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

teamsatisfaction and student assessments of team contributions. In first year team-based studentdesign courses, instructors use student self- and peer-assessment information to gauge teamfunctioning and even to affect student project scores. However, students’ identity characteristics,such as their gender and race, may impact the scores they receive from others as well as thescores they assign. The poster will also describe the creation of and results from a learning-analytics style investigation of the researcher’s own student team assessment data, and the posterpresentation will allow others to query the data set with their own questions. The final data setincludes assessment information from 620 first-year engineering students working in 132 teamsof 4

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

curriculum divides the process ofcreating a professional digital portfolio into ten weekly tasks, each of which takes between thirtyminutes to an hour to complete. A fundamental part of the P2P process is the weekly feedbackto students on their portfolio progress provided by faculty. In addition, at each campus, studentshave been offered the opportunity to engage in a peer feedback process—sometimes online andother times in person.Throughout the ten weeks of creating a professional portfolio, students are asked to uploadevidence of and write narratives about their accomplishments in four categories: 1) Research, 2)Teaching, 3) Service, and 4) Lifelong Learning.Typically, students upload published papers or powerpoints used during conference

Conference Session

Construction Engineering Division (CONST) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan, Florida A&M University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

longer for a weaker student to finalize the project. As a result, theproject sometimes does not improve the students' weak abilities, knowledge, and teamworkcapabilities.This research investigates the educator's methods at the undergraduate level for engineering andparticularly construction engineering technology courses to analyze, assess, evaluate, and resolveteamwork problems. In addition to a literature review of the experienced and reported methods,the author shares different methods practiced in several years of teaching in various institutionsand countries.One of the methods with the better outcome is the student involvement in the assessment of theirteammates. How to arrange peer assessment is one of the topics. The related forms, their

Conference Session

Teams and Teamwork in Design I

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

teaming skills through a sequence of core design courses starting inFreshman Year is discussed. In the first course in the sequence basic concepts are given foreffective teamwork and related individual behaviors. A survey is used at this point to assessstudents’ prior team and group work experience as well as their attitudes toward team-basedwork. After participation as a team member in the major design project, students are given a firstexposure to a peer feedback questionnaire in which they assess their own attitudes andperformance on the team and as well as those of their team-mates. This thread in teaming iscontinued in the second design course by revisiting the peer-feedback questionnaire at mid-semester and the use of team charters where

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Valentin Razmov, University of Washington; Richard Anderson, University of Washington

meetings 1.23 1.43 1.75 Post-milestone in-class retrospectives n/a n/a 1.00 Post-milestone anonymous peer reviews 1.15 1.31 1.38 Iterative format of reflective writing assignments 0.63 1.13 1.38Note that the averages were not uniformly as high among all questions we asked the students, butthese central aspects of agile teaching were generally rated much higher.Additional free-form feedback on the reflective writing assignments came from a student in anearlier course who found the virtual “conversation” (of responding to the instructor’s responses)stimulating and wrote, “The

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

Paper ID #8451Take Ownership of Learning Outside Classroom:Dr. Wenli Guo, Queensborough Community College Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc. Page 24.1152.1 c American Society for Engineering Education, 2014 Take Ownership of Learning Outside Classroom: Reflection through Journal Writing in a Conceptual Physics Course

Conference Session

Innovations in Freshman Engineering

Collection

2002 Annual Conference

Authors

Rachel Callison; Bob Lorence; Dan Budny; Kate Thomes

, form, and grammar. Anadditional lesson learned during the Fall 2000 semester was that there was a need to include apeer review in which every student would be assigned another student’s paper to review. Thus,in the Spring 2001 Term, a peer review process was implemented. The usefulness of thisapproach has been widely documented [13-14].ResultsTo date, we have 2 years of experience with ENGR 0011 and ENGR 0012. During the first year(2000-2001) we were able to design the basic concept of the writing and library integration intothe freshman curriculum, and during the second year (2001-2002) we modified the concept toaccount for our experiences.Near the beginning of each semester, students had been quite apprehensive about the prospect ofpreparing

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gunter Bombaerts; Karolina Doulougeri, Eindhoven University of Technology

Tagged Divisions

Engineering Ethics

specificdifferences are not possible in this course. Cases will be developed about topics that are ofinterest for the different students. This will be done in collaboration with teachers fromstudents’ major departments to increase the chance to success. The real-life cases will involvereal stakeholders that are considered experts by the students and will bridge the gap betweenthe technical content they are interested in and the historical and ethical aspects. Onlinetutorials on reading and writing will be provided to assist students’ academic skills. Afeedback platform will be used to facilitate peer and teacher feedback. More time duringtutorials will be given for individual feedback for each team. Finally, students will have thepossibility to form their

Collection

2018 Gulf Southwest Section Conference

Authors

Kenneth Van Treuren

, manufacturing, and servicing jet engines.” Fig. 3 Example of a Student Team Logo, Name, and Mission Statement [10] students very familiar with the details surrounding the re- engine project. While writing this position paper, the teams were to pick a team name, a logo, and a mission statement (Fig. 3

Collection

2007 Fall ASEE Middle Atlantic Section Conference

Authors

Alfred A. Scalza

responsibilities put on them in theirown team arena. They work as a team to research and present a full term paper. This paper is firstpresented as a written assignment and then they present it orally and must defend their findings beforetheir peers. “No amount of skill in writing can disguise research that is poorly designed or managed” 6.Their peers tend to hold them and their research to a higher standard than the professor might dare. Thediscussions after the oral presentation of a group’s work are sometimes long and even heated.Success and FailureBefore I talk about success and failure, let me point to some other factors that I believe affect the results.First, the class size in both instances is about the same. Research indicates that within a

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

developed andevaluated by the group through presentations to take place during the subsequent IndependentResearch module. To provide time for trainees to review the scientific literature over the winter Page 24.1087.7break prior to the deciding on a research topic, the Ethics module was moved to the beginning ofthe fall. The Y2 writing module syllabus was prepared by a team of trainees over the summer,based on their newly acquired knowledge from that year’s Teaching and Learning module.Year 2 (Fall)Deliverables and outcomes: Trainees will write a short technical document from outline to draft,evaluate their peers' technical writing and provide

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

column (the maximum grade is the total number of badgesavailable). In the comment section, the instructor adds the recently earned badge name. Thestudents are encouraged to write (or draw) each badge earned onto their name signs.Below are the specific EM/KEEN course objectives [3] that students will gain with throughoutthe course if you implement this type of system. KEEN Related Course Outcomes/Learning Objectives [3]: • Develop an appreciation of hard work & recognize the benefits of focused and fervent effort • Accept responsibility of their own actions and credit the action of others • Demonstrate an ability to set, evaluate, and achieve personal & professional goals • Be able to teach and learn from peers

Conference Session

Capstone Design I

Collection

2009 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Steven Welch, Oklahoma State University

Tagged Divisions

Design in Engineering Education

the participants. In early after actionreviews a large number of students alluded to “being so close to success but not making it”.Another common sentiment was that the teams had made a large number of avoidable mistakes,none of which was fatal in and of itself but which in combination doomed the project. Reflectingon these statements and making inquiries of other faculty and students in the program it wasdiscovered that nowhere in the degree program was there formal instruction in the process ofengineering design. Comparisons with programs at peer universities found similar curricula.Information on the design process is available in several textbooks that have been published inthe past five years 3,5.There were two hurdles to adoption of

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

cultivating understanding, they wereutilized to explore student reactions to course content including the InclusiveMag/GenderMagmethods and Engineering for Social Justice criteria expanded in subsequent sections. Promptsincluded questions about studio, lecture, homework, group work, group dynamics, coursecontent, and student experience. A few example focused free-writing prompts are included here: What did you learn about your peers’ cognitive styles? What did you learn about your cognitive style? Who is your customer? What does customer discovery have to do with bias reduction? Do you think reliability or efficiency is more important? What are unknown unknowns? How does policy relate to technology