Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. The 2010 test results show that nine of the students scored PartiallyProficient on the language arts/literacy test and one student scored Proficient. There are five testsubsets and those scores are reported in percents. It is the expository writing sample score that isof interest in this study because that is the writing genre that the students will use to explain anddescribe their engineering experiences. The scores of the partner students ranged from 40%-60%.The 2011 Grade 5 NJASK scores will be administered in May 2011, but the results will not beavailable to the schools until mid-August.Approach/Methods/MaterialsThe CIESE staff member visits the class twice per month and leads the lessons with theassistance of the teacher. The approach to

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

-represented groups who may not have access to college-educated role models within theirfamilies and who may not otherwise have access to professional and academic engineeringmentors. PROMES was launched at the University of Houston in 1974 and incorporates keyrecommended structural elements such as a formal introductory course for new freshmen andincoming transfer students, clustering of students in common sections of their courses, adedicated study center, and structured study groups.1 In addition, peer mentors assist freshmenand new transfer students throughout the first year.There is a second learning community within the College of Engineering that supports successfor a different, although sometimes overlapping, cohort. This second community is

Conference Session

Multidisciplinary Engineering Technology Courses

Collection

2010 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina, Charlotte

Tagged Divisions

Engineering Technology

write up or the oral presentation. Really did a lot during the project, particularly with the final Tony Romo 1.05 document. Betty Crocker 1.05 Overall good participator. Note: “Total” must equal the number of rated team members or Total 3.00 3.0 Figure A-1: Completed sample peer evaluation by “Johnny Debb” on his fellow group members. Table A-1: Example of Total Group Assessments and Resulting Final Grades: Johnny Tom Tony

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Andrea M. Motto, Virginia Tech ; Kelly J. Cross, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

rubrics 15 28 3 8 peer evaluation 11 16 37 57 Structured Activities Provide templates/examples 33 56 NA NA Students give presentations 25 73 NA NA Skills are graded 25 48 18 57 Provide writing assignments 46 113 NA NA “we talk about” it 12 20 12 17

Collection

2001 Annual Conference

Authors

Regina Zmich; Thomas Wolff

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education introductory writing course), Integrated Arts and Humanities, and Integrated Social Science (the latter three course categories are used to meet MSU’s general education requirements. • Enrollment in small sections of the ROSES freshman seminar. • A tutoring program emphasizing math and science courses. • A contingent of peer leaders, typically sophomores who were in the ROSES program the previous year.Living in the same residence hall provides the setting for the above mentioned academicinteractions. ROSES students study together in their rooms, in the lounges, and in

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

 a  reflection  are  most  engaging—can  be  more  helpful  to  a  student’s  confidence  than  evaluative  or  judgment  feedback  is.    Providing  feedback  about  what  works  in  a  piece  of  student  writing  reinforces  positive  behavior.      When  evaluative  feedback  is  provided,  it  is  vital  that  the  student  be  in  control  of  that  feedback.    In  P2P,  one  of  the  20  tasks  is  for  students  to  write  a  “feedback  request”  detailing  their  own  questions  about  their  ePortfolio.    They  go  on  to  share  this  request  during  peer  feedback

Collection

2001 Annual Conference

Authors

Charles Yokomoto; Maher Rizkalla

# 8: Effectiveness technical writing. A guest lecturer from the technical communication program share presents a program on writing an effective report. Samples of successful reports are used for illustration.Week # 9: Student presentation #2. Students present a progress report on their design projects.Week # 10: Top-down design. Students learn to do top-down design, a new methodology, a new approach used computer-aided manufacturing. Instruction covers writing a behavioral descriptive language, means of simulation, synthesizing, optimizing, and finally implementation with ASIC or FPGA.Week # 11: The electronic manufacturing sector--local and

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

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Sheppard, Clemson University; Aradaryn Marsh, Clemson University; Lisa Benson, Clemson University

to arrange and often felt riskybecause while sharing thoughts and ideas in the classroom could be viewed as collaboration,doing so in writing could be viewed as cheating. Some respondents noted feeling less isolated than they had prior to COVID-19 becausethey had not developed strong relationships with peers, instructors, TAs and other groups, sothey felt the playing field was more level. Students identified a variety of factors that made them feel most disconnected amidCOVID-19. Many centered around a lack of close interaction with people on campus. Studentsreported coming to campus less, and when they attended in-person classes, being seated far apartmade organic conversation unlikely. An additional outcome was decreased

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kyle Joe Branch, University of Utah; Anthony Butterfield, University of Utah

Tagged Divisions

Chemical Engineering

. From these analyses, twovariables emerged as highly predictive of student performance: scores on peer evaluations andhomework submission timeliness. This relationship remains strong even when the measure ofstudent performance is adjusted so that student peer evaluations and late penalties on homeworkassignments do not directly factor into their adjusted overall score. We discuss potentialexplanations for and practical implications of this result.BackgroundBeginning in Spring 2013 we implemented a new freshman-level chemical engineeringlaboratory course [1, 2]. In this course, students work on open-ended product and process designprojects in teams of three to four. We use many different presentation techniques in order to caterto different

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

for project managementand ensure teams worked through a process to complete a project. Because the course was two-credit hours, a 50-minute lecture was scheduled weekly on Wednesday afternoon, and a one-hour(1hr)/40-minute lab was scheduled weekly for Friday morning. The lecture portion providedopportunities for instructors to inform students about weekly topics to be integrated into courseassignments and reports. The 1hr/40-minute lab sessions were less structured to allow for workingteam meetings, with individualized instructor support, and time for mock presentations, writing,or project planning sessions. The end result for the course was a 15-minute presentation with 5-minute Q&A session and a comprehensive report that allowed

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

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

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

Materials Division (MATS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Chambers, University of Michigan; Katie Snyder, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Materials Division (MATS)

” and communicate that forward to their peers. Our tentative plan is to ask next year’s(now this year’s) students to test and comment on the revised versions and iterate further.Grant writing The third deliverable was again collaboratively written on teams; this time, the task wasto draft a grant proposal to a fictional government agency offering funds for projects usingmagnets in novel ways. In this case, we provided a lecture content and recommendations aheadof the project to familiarize students with typical features of grant proposals, with particularemphasis on establishing the need, using key evidence from their lab work to support theirproposal, and building a cohesive credible argument for their proposed idea across all sections

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

Conference Session

ENT-6: Fostering Creativity, Communication, and Impact in Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lynn Hall, The Ohio State University; Bob Rhoads P.E., The Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

technical/professional communications into thecourse and emphasizing those skills inherent to the KEEN 3Cs have been to: 1. Provide opportunities for students to collaborate with a diverse and multidisciplinary group with different backgrounds. 2. Create a course where students can develop a broader perspective on problem-solving and innovation. 3. Enhance students’ abilities to make connections between background knowledge, new knowledge, and to integrate diverse knowledge and skillsets. 4. Emphasize the need to adapt communication styles for various audiences while giving students opportunities to improve through the writing process: draft, revise, and provide feedback to peers, and utilize feedback from their

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

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

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

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

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

Engineering Technology Division (ETD) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Divisions

Engineering Technology Division (ETD)

learning and helpinstructors enact cognitive, social, and epistemological learning goals related to active learning[4], [23]. For example, concept questions are commonly used within Peer Instruction (PI) [12], ateaching practice that asks students to complete a concept question, asks them to talk to theirpeers about the answer choices, and then asks students to redo it. PI has been shown to promoteimproved learning outcomes [5], [12], [13], [24] - [30], making teaching practices that utilizeconcept questions promising to probe into student understanding.In this study, students were often asked to justify their answer choice in writing. Such a practiceencourages writing-to-learn (WTL) through a low-stakes reasoning task. WTL in STEM classeshas been

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

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

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