Conference Session

Emerging Computing and Information Technologies II

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Lee Davis, Florida International University, School of Computing and Information Sciences

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

Science Majors at alarge HSI. The approaches included the use of: (1) Collaborative, team-based and pairedprogramming, active learning, in-class exercises, as well as additional external assignments; (2)Active learning classroom environment whereby the physical space enhances and encouragescollaborative, small group interactions; and (3) In-class Peer Learning Assistants(undergraduates) that have undergone specialized training to facilitate discussion and interactionwith students in an active learning classroom setting. We conducted a study in a Programming Ifor Computer Science Majors (CS1) course to test the efficacy of the 3-pronged approachdescribed above. The control group (lecture based) pass rates were found to be 71%, whereas

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

assessing and improving team function, because these types ofexperiences affect student’s self-efficacy and motivation, which in turn affect their persistenceand retention in engineering.Peer assessments are widely used to both evaluate team function and to understand studentexperiences. Conventionally, they take a top-down approach: the creator of the peer assessmenttool identifies acceptable team behaviors and the students assess each other on those behaviors.They also typically focus on positive aspects of teaming behavior. In this preliminary researchstudy, we take a rather different approach to investigating the engineering student experience onteams. First, it is a bottom-up approach: students themselves describe their teammates and

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

authors cited their affiliation as the Center for Research inApplied Phrenology; the acronym CRAP, a dead giveaway, was apparently overlooked by themanuscript editor. To their delight, a few weeks later they received a notice of acceptance, basedon a rigorous peer review process, and a bill for $800, with directions to send payment to a postoffice box in the United Arab Emirates.2The incident created a whirlwind of commentary in the blogosphere and is but one of severalrecent, deliberate hoaxes aimed at online journals, particularly open access (also dubbed“predatory”) journals. But it also raises important questions in regards to the integrity ofpublished research in STEM-related fields and the ethics of editors and publishers who resort tolying

Conference Session

Topics in Civil ET

Collection

2003 Annual Conference

Authors

Andrew Rose

development are examples that students may not easilysee, but may be significant issues for projects they will encounter during their careers. Developingan appreciation of such issues should be an important aspect of their engineering technologyeducation.Students InvolvedThe students involved were juniors in a B.S. degree program in Civil Engineering Technology(CET). The course was Soil Engineering, a four-credit course that includes a laboratory. Thecourse is designated as “writing enhanced” by the University indicating that 25% of the coursegrade is based on writing assignments. In addition, feedback and opportunities for revision areprovided by a student peer-review process. 8 There were 25 students in the class.Initial Assessment SurveyPrior to

Conference Session

Improving Statics Instruction

Collection

2005 Annual Conference

Authors

Jennifer Kadlowec; Dexter Whittinghill; John Chen

project, our hypothesis is thatsuch learning is facilitated in an active, peer-assisted environment in which the students areprovided frequent and rapid feedback of their state of learning.Background and MotivationBransford et al.1 point out that “effective learning is its durability and transferability,” whichmeans having a long-term impact on how it influences other kinds of learning or its applicationin other contexts. Furthermore, they state: “Learning must be guided by generalized principles(concepts) that are widely applicable. Knowledge learned at the level of rote memorization ofrules and algorithms inhibit transfer and limit durability. Learners are helped in their independentlearning attempts if they have conceptual knowledge

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Sandra Courter, University of Wisconsin-Madison; Joan Kwako, University of Wisconsin-Madison; John Wright, University of Wisconsin-Madison; Deanna Byrnes, Lawrence University; Thatcher Root, University of Wisconsin-Madison; Clif Conrad, University of Wisconsin-Madison

Series5 2 1 0 1 2 3 4 5 6 Criteria: 1-Peer Reviews, 2-Philosophy, 3-Micro-teaching, 4-Presentation, 5-Assessment, 6- ReflectionComments from students on the SALG give context to the data that appear in the linegraph. More comments for fall, 2003 and summer, 2004 are in Appendix D.Fall, 2003 I love the micro-teaching idea. I don’t feel that I gained as much from writing the teaching and learning philosophy as I could have. I think it would be better if I

Collection

2020 Mid-Atlantic Spring Conference

Authors

Janet Liou-Mark, New York City College of Technology; Reggie Blake, New York City College of Technology; Reina Li

underrepresented minorities in STEM. Dr. Liou-Mark was awarded the 2018 Teaching Recognition Award at City Tech, and she was selected as the 2017-2018 Scholar on Campus. She was awarded the 2017 Best of New York Award for her contributions to City Tech. Her research interest in the implementation of the Peer-Led Team Learning (PLTL) instructional model in mathematics has won her the 2011 CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instruction and the Mathematical Association of America Metro New York Section 2014 Award for Distinguished Teaching of Mathematics. She was the former Director of the Peer-Led Team Learning Leadership Program at City Tech, and she has trained over 300 underrepresented minority

Collection

2024 ASEE North Central Section Conference

Authors

Bilquis Ferdousi, Eastern Michigan University

andresponses to their peers were graded with feedback following the formative assessment method.This helped students improve their discussion posts and responses in the next discussion topics.The impact of applying formative and summative e-assessment practices in the active learningenvironment was demonstrated in this case. Students who tried to improve their writing skillsfollowing feedback provided by the instructor in the SpeedGrader in Canvas learningmanagement systems were successful in achieving planned learning objectives. Rather thanoveremphasizing summative assessments, more emphasis was given to formative assessmentpractices. It has been found that combining summative assessments and formative assessmentpractices, with more emphasis on

Collection

2024 ASEE North Central Section Conference

Authors

Mary M McCall M.A., University of Detroit Mercy; Nassif E Rayess, University of Detroit Mercy

Paper ID #44620Developing Teamwork Skills Across the Mechanical Engineering CurriculumMs. Mary M McCall M.A., University of Detroit Mercy I taught Technical Writing and Business Communication at the university and community college level for more than 30 years before retiring in May 2023. My current focus at Detroit Mercy continues to be the Embedded Technical Writing Program for Mechanical Engineering, now in its seventh year.Dr. Nassif E Rayess, University of Detroit Mercy Nassif Rayess is Professor and Chair of Mechanical Engineering at University of Detroit Mercy. He was part of the efforts to introduce entrepreneurially

Conference Session

Developments in Chem Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Joseph Holles

retained, additional topics and assignments havebeen included to more completely cover the graduate school experience. A typical classschedule is shown in Table 1.Table 1: Typical Class ScheduleWeek Class Topic Week Class Topic1 1 Welcome/Introduction 8 1 Paper Writing 2 Library 2 Paper Writing 3 Why Grad School? 3 Paper Writing2 1 Holiday 9 1 Ethics 2 Communications Basics 2 Ethics 3 No Class 3 Ethics3 1 Presentations 10

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Kimberle Kelly; Shannon Walton, Texas A&M University; Rasheedah Richardson, Texas A&M University; Karen Butler-Purry, Texas A&M University; Scott King, Texas A&M University - Corpus Christi

right time)The Right Place: Support on specific job-related needs related to their transitions ● Individual job applications, mock interviews, as they were applying ● Writing groups for own funding and publication developmentThe Right Space: Cohort-based delivery of many activities allowing for peer support ● Transferable skills retreats ● Weekly writing groups ● Scholarly Learning Communities (SLCs)Where are They Now?The following table indicates the discipline, current institution, and position of each cohortparticipant who completed the study. The success of the project outcomes is truly measured bythe success of the cohort members who have undergone the activities listed in the AGEP Model,as listed in Table 1.Table 1. Current

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

Tagged Divisions

Educational Research and Methods

many articles and books on writing in various disciplines, led a number of successful grants on communication in technical fields, and served as the Chair of the Conference on College Composition and Communication. She was previously a member of the faculty at the University of Minnesota.David Bowles, Louisiana State University, Baton Rouge David Bowles is a Technical Communication Instructor in the Engineering Communication Studio at Louisiana State University. He earned a baccalaureate degree in English and a Master of Fine Arts in Creative Writing from Virginia Commonwealth University. He is a former assistant editor of Blackbird: an online journal of literature and the arts, and his

Conference Session

Liberal Education and Leadership

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education

AC 2009-1610: COMMUNICATION PEDAGOGY IN THE ENGINEERINGCLASSROOM: A REPORT ON FACULTY PRACTICES AND PERCEPTIONSJulia Williams, Rose-Hulman Institute of Technology Julia M. Williams is Executive Director of the Office of Institutional Research, Planning and Assessment & Professor of English at Rose-Hulman Institute of Technology, Terre Haute, Indiana. Her articles on writing assessment, electronic portfolios, ABET, and tablet PCs have appeared in the Technical Communication Quarterly, Technical Communication: Journal of the Society for Technical Communication, The International Journal of Engineering Education, Journal of Engineering Education, and The Impact of Tablet PCs and Pen

Collection

1998 Annual Conference

Authors

Paul D. Schreuders; Arthur T. Johnson

to be performed in a short period oftime, just prior to the due date.An alternate strategy is to assign a number of short projects throughout the semester. In thisapproach, three high intensity, short duration projects are assigned. The students must buildexpertise in an area in a matter of only a few days, requiring them to develop both research andtime management skills. In addition, because multiple projects are assigned, projects may beassigned in different disciplines and the students have several opportunities to correct theirmistakes and polish their report writing skills. However, because of their short duration theprojects must be somewhat limited in scope. Furthermore, because of the short duration of theprojects, the students

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

Karen Davis

weeks. The techniques described here could be adapted in a straightforwardmanner to a semester system by splitting the winter term assignments. The class meetsonce a week for 2 hours, and assignments are due on non-class days to increaseturnaround time on grading and returning them. The fall term is devoted to the formationof teams and the writing of a complete design report via weekly incremental writingassignments. Peer-assessed design reviews, project implementation and current eventsassignments take place in the winter quarter, and the writing assignments for projectdocumentation are due every other week. In the spring term, testing, refinement, writingfinal self-assessments, and a peer-assessed presentation and demonstration are done.An

Conference Session

Curriculum Development and Applications

Collection

2008 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University Calumet; Kim Nankivell, Purdue University Calumet; Joy Colwell, Purdue University Calumet

Tagged Divisions

Engineering Design Graphics

upongraduation. By implementing experiential learning in various courses at various levels aneffective program-wide assessment method can be established and faculty will have theopportunity to learn and implement the EL standards both in coursework and throughout theprogram.Communication BenefitsThe students benefit from the multifaceted learning experience, which is strengthened by peer-to-peer interaction, employer-to-learner interaction, and teacher-to-learner interaction. Theteacher-to-learner interaction takes place in scheduled face-to-face meetings and through weeklylogs submitted by the learner. The instructor has the opportunity to respond to logs for moreclarification. The learner, through log submissions, has the opportunity to synthesize

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Emily Knaphus-Soran, University of Washington; Tiffany D. Pan, University of Washington; Eve A. Riskin P.E., University of Washington; Sonya Cunningham, University of Washington; Saejin Kwak Tanguay, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

CoNECD Paper Submissions, Diversity

of color who might nototherwise see themselves reflected in the larger engineering community. Students who are thefirst in their family to attend college may benefit most from the aspects of the program that helpthem develop institutional knowledge and strategies for navigating the university system, andprovide them with community and peers from similar backgrounds. Students who havedemonstrated their academic achievement relative to their peers by receiving a high GPA in highschool, but were not taught the critical reading and writing skills or were otherwise preventedfrom demonstrating their achievement due to cultural/language barriers, benefit from theacademic curriculum provided through the program

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

working). These peer comments and thenumerical peer feedback grade are used along with reported hours as part of the instructorevaluation grade described below.Instructor Evaluations. In aerospace senior design classes, 20% of the grade comes from"Individual Participation", which consists of two instructor evaluations each semester along withattendance, in-class exercises, and individual writing assignments. As stated in the syllabus, "Theinstructor evaluation considers time card data, input from staff members, faculty and industryadvisors, feedback from student leaders and peers, and the subjective assessment of the courseinstructor." To come up with a grade, first the instructor develops a formula using a weightedcombination of hours worked

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan McCarty, University of Florida; Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

to account forreader perceptions and clarity on what the requirements are for the opportunities they apply to.As we have shown with this work, even untrained readers can examine the information present inresumes and determine the type of career someone is interested in. The more likely the untrainedaudience is able to perceive intended pathway, the more likely the resume is to be consideredstrong by our BME competency model. A possible teaching implication of this concept is peer-reviewed resume writing exercises for freshman engineering students. Teaching them theimportance of applying to specific positions with resumes clearly and deliberately designed forthat position, and the use of peer review for determining clarity and a sense of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Wittich; Shannon Bartelt-Hunt, University of Nebraska - Lincoln

environmentalinfrastructure in rural areas. This site has hosted over 60 students over 5 years, including 1 yearof virtual participation due to travel restrictions associated with the COVID-19 pandemic.Detailed discussion and results are provided with respect to the recruitment approach, includingparticular attention to first-generation college students, and the potential negative impacts of theCOVID-19 pandemic on first-generation applicants. This site also incorporates targetedinstruction on technical writing, which occurs over several weeks throughout the first half of thesummer and culminates with a final conference paper deliverable. This approach has yieldedover 20 peer-reviewed journal articles, conference papers, or national conference presentations,which

Conference Session

Faculty Development Toolkit

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University; Walter Bradley, Baylor University

Tagged Divisions

New Engineering Educators

technologies will become our masters ratherthan our tools. The first two authors presented a paper in 2005 that dealt with that issue4.The authors of this paper are certainly not the only ones who have reflected on the issue ofmentoring. The next section describes some recent work done by others.Previous work done by othersPeer mentoring is the first kind of mentoring we would like to discuss. Peer mentoring occurswhen tenure track professors provide advise and support for each other. There are two ways thiscan be done. Younger faculty can write papers and make presentations describing theirexperiences to try to help other young faculty who may be facing the same situations. Thisenables the faculty member to benefit by presenting/publishing his work

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Large Seagrave

Tagged Divisions

Civil Engineering

: Responding to Needs of Industry in a Capstone CourseAbstractResearch has shown that consulting engineering firms need newly graduated junior engineers tobe skilled in communication, especially writing. In response to this plea from the civilengineering industry in Salt Lake Valley, University of Utah has designed a capstone course inits Department of Civil and Environmental Engineering that focuses on written, oral and teamcommunication besides technical and design elements. The course incorporates communicationinstructors from the CLEAR program who collaborate with faculty, lecture in the class, consultwith students and assess assignments in an effort to ensure a higher level of communicationcompetency in graduates.IntroductionUndergraduate

Collection

2000 Annual Conference

Authors

John C. Anderson; David Kelso; Charles Yarnoff; Barbara Shwom; Penny Hirsch

may be patented by the students) • several prosthetics for a local woman whose hand was injured in a fire, allowing her to play tennis, cross country ski, and write with a pen.In both quarters of EDC, we make the problems faced by the student teams as open-ended aspossible. We emphasize conceptual design rather than detail design: students are responsible forcoming up with the best range of ideas they can, developing a good understanding of what theusers’ real needs are, and revising their concept until they strike a good bargain between thepossible and the desirable. And at every stage of the process students must explain, clarify, andillustrate their ideas for real audiences: users, clients, peers, and

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael A. Matthews P.E., University of South Carolina; Gina M. Kunz, University of South Carolina; Kevin Brock, University of South Carolina; Darin Freeburg, University of South Carolina

Tagged Divisions

Graduate Studies

, and criticallyreading the research literature relevant to their new project. Course 2 is for graduate studentswho are preparing to write or present their work in a professional venue. The second coursefocuses on writing, in the standards of the discipline, but with an explicit view of meeting criticalthinking standards. These courses were developed to address common faculty concerns abouttheir graduate students, e.g. poor writing skills; inability to comprehend and act on the literature;inability to develop independence of thought; etc.This paper summarizes course syllabi and typical assignments and approaches to assessingstudent work. Work has begun on the efficacy of these courses, addressing several key questionsconcerning skill

Collection

1996 Annual Conference

Authors

Ian A. Waitz; Edward C. Barrett

hands-on learning, cooperative education, writing-to-learn, and mentoring. The courses jointly serve to educate students in a variety of aspects of professionalengineering practice including solving open-ended problems, integration of disciplinary coursework, projectdevelopment and planning, oral and written communication, peer review, and teamwork. The Experimental Projects Lab is similar to an undergraduate thesis in scope. Each team of two stu-dents chooses an original research project and is guided by a faculty advisor over the span of two semesters.The students participate in all aspects of experimental research including project definition, proposing, design ofthe experiment, construction of apparatus, completion of the experiment

Collection

1999 Annual Conference

Authors

Keith V. Johnson

, document yourclassroom instructions, student outcomes, student testimonies, attend effective teaching workshopsand utilizing constructive criticism.Peer observers/evaluators. Have a faculty member come observe, evaluate your classroominstructions, and write a summary of their evaluations. Request that your peer observer evaluates youon the following areas: knowledge, organization, instructional materials, task assignments,instructional methods, enthusiasm, clarity, student participation, and comprehension. Ask your peerevaluator to be candid and provide as many critical responses as possible. If you get a poorevaluation, discuss potential ways to improve, making sure that your efforts are documented. At alater date, request that same faculty

Collection

2000 Annual Conference

Authors

Nickolas S. Jovanovic

that purpose. The students work harder on their writing with this approach, not onlybecause they do not want their peers to see a poor effort, but also because they get excited aboutseeing their work on the web and about learning about how to create web sites.Finally, this approach to writing is a lot like the engineering design process. In this case, theproducts being designed are, at the very least, a web-based written report and an oralpresentation. Writing the proposals corresponds to the ideation phase of the engineering designprocess. Writing, modifying, and editing the drafts correspond to the refinement phase of theengineering design process, and the production of the final reports corresponds to theimplementation phase of the

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Stani Vlasseva; Valentin Razmov

, American Society for Engineering EducationHere we report on our experiences with a third approach that combines the benefits of bothworlds while suffering from the drawbacks of neither. The idea is to use several sources offeedback – the student herself, other (peer) students, external domain experts, and projectartifacts – to augment feedback coming from instructors. The benefit of doing this is that itreduces the time demands on instructors while providing students with additional feedback, ofteneven more trustworthy, to help them learn.We have implemented this idea in two courses so far, both in software engineering, taught tojunior undergraduate students at the University of Washington in 2002 and 2003, respectively.One contribution of this

Conference Session

Technical Session 11 - Paper 4: Living, Learning & Growing Together: Engineering Your World

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Ana M Dison, University of Texas at Austin

Tagged Topics

CoNECD Paper Sessions, Diversity

create a partnership with the College of Natural Sciences to develop and deliver bias and inclusion workshops and training across the colleges for students, staff, and faculty. She continues to be active in service to the UT community working with peer and professional mentoring programs. She presents to numerous groups on a variety of leadership, inclusion, and career-focused topics. A member of the Women in Engineering ProActive Network (WEPAN) since 2006, Ana completed a three-year appointment to the WEPAN Board of Directors as Communications Director. Ana received the Eyes of Texas Award in 2011, the University’s Outstanding Staff Award in 2012, and the Cockrell School of Engineering Staff Excellence Award. After

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

Page 13.1039.5constructing artifacts such as building a bridge or designing an engine. Partly becausemany undergraduate engineering courses are heavily involved with concepts ofmathematics and physics, students do not develop a well-informed understanding ofengineering practice. Discussing and writing about engineering science offers a means todevelop critical thinking and communication skills that many engineers struggle with.As mentioned earlier, a review of literature suggests that peer-teachers can effectivelymotivate students to engage in science8 and engineering fields9,10, partly because of theirclose ages with the students, and partly because of the freshness of their learningexperience with the same concepts students are about to