Conference Session

New Engineering Educators: Tricks of the Trade I

Collection

2007 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Jason Keith, Michigan Technological University; Donald Visco, Tennessee Technological University

Tagged Divisions

New Engineering Educators

the peer-review process. For example, prior to any work being submitted by the group forpublication, students in the group not affiliated with the paper can serve as reviewers. Theyshould provide written reviews of the submission in the same manner as would occur atprofessional journal. Such student-student interaction allows them to establish a formalprofessional relationship with the colleagues in their group.As a final example, students can benefit from learning to write professional correspondenceregarding committee meetings, abstract submissions, or requests for papers. It may be necessaryto instruct the student on email etiquette (carbon copying advisor on lab correspondences, papersubmissions, etc.) including salutations and signatures

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Janice Miller-Young, Mount Royal College; Sean Maw, Mount Royal College

Tagged Divisions

Design in Engineering Education

course. Revision is also encouraged, forexample in an early assignment where groups of students write instructions for building a given Page 12.621.4Lego mechanism, which are then marked by another group who try to follow the instructions andgive feedback. The groups learn from their peers the importance of accuracy and clarity inwriting as well as drawing, then get a chance to revise their instructions before handing them into the instructor. We believe these activities not only help to improve the students’ performanceon subsequent projects, but to increase students’ awareness of the skills they have gained.Team evaluationsThe students work

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

David Pape, Central Michigan University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 11.100.10 one. It is also generally more difficult to write. Reports are not graded by the pound. Proceedings of the American Society for Engineering Education Annual Conference & Exposition Copyright  2006, American Society for Engineering EducationAppendix B: Technical Memo Evaluation RubricAuthor: Lab Partner: Professor: Each Evaluator Should Score Each Parameter From 0 to 5Evaluation Parameter Evaluator Self Peer Prof1. Form: Is the report in memo form? Does the memo use language and vocabulary appropriate for technical writing

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

spaces. I struggled in writing my counterstory; most of mywriting in recent years has been strictly about my scientific work. The main venues of discussingmy personal experiences, without filtering myself to be palatable, have been with my peers alsointerested in changing the culture of belonging in academia. I hope to continue exploringacademic spaces such as this that encourage conversation around changing the systems of 9oppression that have become normalized and make academia more accessible to a diversity ofthought and peoples.Our Shared Positionalities - Jerry & Crystal When Jerry entered our engineering research lab, we became

Conference Session

Computers in Education Division Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

JUDITH VIRGINIA GUTIERREZ; Aurelio Lopez-Malo, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla

Tagged Divisions

Computers in Education

receive feedback in real time. After these experiences, students said it would bemore useful if all applications are considered as being able to write, take photos, take up otherprograms and the sharing of information between peers in real time, not only with the teacher.They mentioned the communication and collaborative work is much more streamlined using theTablet PCs and associated technologies. Selected quotes follow: “The Tablets have much potential as the deal also depends on everyone, but I personally think it takes up very well if a Tablet has much potential in so many ways, as well as speeding up the class could be a database much larger recordings could be because that I think helps a lot, have a recording, and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts, Lowell; Anna Rumshisky, University of Massachusetts, Lowell; Milo Koretsky, Tufts University

Tagged Topics

NSF Grantees Poster Session

to Conceptually Challenging QuestionsIntroductionThis NSF Grantee Poster Session paper describes work on an NSF-funded collaboration betweenengineering education and machine learning researchers to automate the coding of short-answerexplanations written by students to conceptually challenging questions in mechanics andthermodynamics [1], [2]. Concept questions, sometimes called ConcepTests [3], are challengingmultiple-choice questions that allow students to practice utilizing conceptual knowledge in newscenarios. These questions have been used within multiple active learning strategies to promoteconceptual understanding and student engagement [4] - [11]. Furthermore, students can be askedto write short-answer explanations

Conference Session

MVCC Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Francis Rogers III, United States Military Academy; Michael A. Butkus P.E., U.S. Military Academy; Russell Barrett Thomas Sr, United States Army; Jeffrey A. Starke, U.S. Military Academy

Tagged Divisions

Military and Veterans Constituent Committee

, leading professional developmentsessions, writing position or staff decision papers, and completing correspondence courses. Theobservation that students clearly perceived the connection between the teaching experience andwhat they will do as Army officers suggests that we are supporting development in this area.ConclusionThe mission of the United States Military Academy at West Point involves educating, training,and inspiring our students. The Environmental Engineering Seminar contributes to this missionfor students in their final semester before graduation. Student leaders educate peers on theprinciples of engineering, which augments the military training students receive through sharingtheir experiences, and inspires them to take ownership of

Conference Session

Concurrent Paper Tracks Session II Courses

Collection

2016 ASEE International Forum

Authors

Jennifer Craig, Massachusetts Institute of Technology

Tagged Topics

International Forum

Paper ID #17485TEACHING ORAL COMMUNICATION AT A RUSSIAN UNIVERSITY:HELPING ENGLISH LANGUAGE LEARNERS PRESENT THEIR ENGI-NEERING DESIGNSMs. Jennifer Craig, Massachusetts Institute of Technology Jennifer Lynn Craig is a lecturer in the Department of Comparative Media Studies/Writing at the Mas- sachusetts Institute of Technology where she teaches writing, oral communication, and collaborative skills to engineering students in the Department of Aeronautics and Astronautics. She has consulted in the grad- uate program of the Department of Mechanical Engineering as well as in industry. Ms. Craig has also consulted and taught

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Topics

Diversity, NSF Grantees Poster Session

their College DegreeAbstractThis study explains a National Science Foundation (NSF) funded program established at aHispanic-Serving Institution (HSI). The Research-Oriented Learning Experiences (ROLE)program’s goal is to improve Latinx undergraduate students’ research skills while buildingstrong connections with other peers and near-peer mentors. Funded under the NSF BroadeningParticipation in Engineering Program, the ROLE program seeks to encourage Latinx students tobecome involved in research activities in Engineering, where students can experience andperform research through hands-on activities. As a theoretical framework, the Resilience Cycleguided this study with the rationale that Latinx as minority students face numerous challengesand

Conference Session

Professional Development and Scholarship

Collection

2007 Annual Conference & Exposition

Authors

Warren Hill, Weber State University

Tagged Divisions

Engineering Technology

eachof these areas and how this weighing is used to calculate an overall rating for the faculty memberundergoing evaluation.Information GatheringThere are several sources of information that are available and used for the purposes ofevaluation. The types and kinds of information sources vary depending upon the area beingevaluated, namely whether one is looking at teaching, scholarship, or service. One sourcenormally common to all three of these is a self-report from the faculty member describing his orher accomplishments in each of these areas over the period for which they are being evaluated.Another common source of information is peer review. In talking about peer review, it isimportant to have the right group of peers doing the evaluation

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deana Delp, Arizona State University; Maria Dixon, Arizona State University; Crislana Rafael, Arizona State University; Jacob Underwood, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

engineeringstudents with ASD that offers peer mentoring to help with the transition to and engagement incollege life. The mentors offer guidance in honing executive functioning skills, identifyingessential resources, fostering social connections, developing self-advocacy skills, and effectivelynavigating the campus environment. Through an undergraduate research initiative, undergraduateengineering researchers have immersed themselves into this program, conducted research onneurodiverse learning and communication skills, and developed a prototype applicationspecifically for the peer mentoring program. Initially the student researchers developed surveysto determine the needs and interests in a customized application. Using the survey results, theydeveloped a

Collection

2009 ASEE Midwest Section Conference

Authors

Kellie Schneider; Heath A. Schluterman; C. Richard Cassady

Composition II 3For the Freshman Science Elective, FEP students choose between University Chemistry II (withlaboratory) and University Physics II. All eight CoE degree programs accept either course, butstudents are made aware of specific departmental preferences prior to spring registration. TheUniversity Core Elective can be any course that satisfies one of the requirements of the UofAcore curriculum in the social sciences, humanities, and fine arts.Like similar students at many of our peer institutions, a significant number of FEP students donot have the mathematics ACT score (27 or greater) required to enroll in Calculus I as a newfreshman. Most of these students qualify to take Precalculus Mathematics. The FEAP

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Rocco Piccinino, Smith College

Tagged Divisions

Engineering Libraries

substantive introduction to information literacy, building on first-semester writing intensive courses and a college-wide online quiz-tutorial to offer discipline-specific instruction in information literacy. This course lays the groundwork for additionalinformation literacy instruction throughout the engineering core curriculum and in the capstonedesign clinic.Information literacy topics are integrated with course material in mass and energy balances usingthe organizing vehicle of a semester-long project on Life-Cycle Assessment. The engineeringlibrarian taught a class that was tailored to the course and the LCA projects; developed a course-specific web site to direct students to relevant library resources they would use in completing theproject

Collection

2017 ASEE Midwest Section Conference

Authors

Kim Fowler; Don Gruenbacher

knowledge and tools from various courses and experiences and modelparts of a professional work environment.There are several goals for the course: • Bring order to ill-defined problems and recognize the following issues in addressing problems: o All problems are ill-defined. o Most engineering solutions are suboptimal. o All design efforts have ambiguity. • Understand that communication is integral to all professional endeavors. Consequently, students must: o write formal documentation on engineering projects, and o give oral presentations to professionals. • Understand engineering solutions in a broader societal context. Projects and class materials are considered in the

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jorge Loyo Rosales, Rice University; Maria Raynal Gutiérrez, Tecnologico de Monterrey (ITESM)

other engineering and non-engineering majorsregistered for the course. In the Fall 2021, 19 students registered, 5 identified as female and 14as male. Majors represented were: Civil Engineering (11 students), Mechatronic Engineering (2),Biotechnological Engineering (5) and International Relations (1).COIL experience learning outcomesThe learning outcomes for the COIL experience were: 1. Students will improve their ability to understand, communicate, and work with peers of diverse cultures by sharing perspectives on a specific issue related to the SDGs. 2. Students will become familiar with organizational and academic aspects of academic cultures other than their own. 3. Students will improve their ability to collaborate with

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Mark Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute; Lester Gerhardt, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

withpeer evaluations, each student was also asked to write a reflective memo. Both the reflectivememo and peer evaluation questions were designed to force the student to think critically abouttheir team experience. The words used for the assignment are shown in figure 3 below.For this assignment you should reflect upon your participation on the project and comment onyour key strengths and how it has contributed to the overall effort. You should also describepossible weaknesses and opportunities for improvement, the major challenges and issues faced,and what you have learned from the experience. Comment on what might have been donedifferently to make your learning experience more productive.In addition, you should prepare a peer evaluation for

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

culturaldimensions as they pertain to UI features (e.g., content, organization, navigation, verbal rhetoric,tone, design) in two websites that are produced by the same company for two different countries[11] - [12]. Students seek to assess how effective the sites are in meeting their audiences’ needs.They write a draft report to the hypothetical Marketing Director of the company website thatthey chose (this report is not sent out), conduct a peer review of other students’ draft reports,revise and finalize their own report, and create and present an oral presentation to their peers.This report assignment involves active, collaborative, problem-based learning [13]. The reportassignment counts for 20 percent of the final grade and is holistically graded with

Conference Session

Graduate Student Experiences

Collection

2009 Annual Conference & Exposition

Authors

Jin-Hwan Lee, Georgia Institute of Technology; Carla Purdy, University of Cincinnati; Ian Papautsky, University of Cincinnati

Tagged Divisions

Graduate Studies

who worked as teaching assistants for a laboratory class discussedteaching skills and safety issues in laboratory classes. In the final course, The AcademicProfession, the academic job search process and writing actual job applications were explored.The samples of cover letter, curriculum vita, statement about teaching, and statement aboutresearch from the PFF coordinator helped us prepare our applications. Peer reviews wereperformed, with the students giving useful feedback to each other. Student members whoalready had finished their final defense and tried to find a position discussed their experiences.The offered forums with faculty and students offered very helpful discussions of pedagogicalethics, faculty roles, and responsibilities

Conference Session

Making an Impact: Building Support with Data and Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hilda Teresa Ayala-Gonzalez, University of Puerto Rico, Mayagüez ; Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

, to support the needs of our engineering students.Fig. 8. GRIC Library services supporting the research lifecycle.Since communication skills in English are fundamental to succeed in STEM fields, especially forEnglish as Second Language students, the GRIC has also integrated peer-to-peer support with ateam of Graduate Writing Facilitators (GWF). The GWF’s are a team of three graduate studentswith diverse multidisciplinary backgrounds (Engineering, Science, and English), trained to offeracademic services in oral and written communication in English to meet the needs of all ourgraduate programs. Through writing clinics (e.g., English grammar and style, tone and audience,visual design, transition and clarity, and oral presentations in general

Collection

2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

Community was recently expanded toinclude second-year students to accommodate student requests. Not only does the livingcommunity offer a way for students to develop friendships, it also creates an environment wellsuited for academic work. Our paper includes an overview of our ABE living community, whichincludes both engineering and technology students. We developed this arrangement to strengthenstudents’ existing learning communities through additional interaction with ABE peers in aliving community, to encourage interaction and collaboration between our two undergraduatestudent majors, and to increase interaction of these students with the ABE faculty. In addition,we present the results of our assessment, which includes a year-end survey, student

Collection

2007 Fall ASEE Middle Atlantic Section Conference

Authors

Paul Stanton; Duane Fairfax

the research5.2. Using Peer Assessments After initially assigning students to groups, instructors must then provide direction, guidance, andcontinual observation of the teams’ progress. As part of the guidance, instructors should ensure that eachgroup has a method for policing itself in the form peer assessments. In order for students to embrace thecooperative learning environment, they must feel that there is a method of ensuring fairness in grading.Nothing will demoralize students faster than for a non-contributing student to receive a high grade basedsolely on the other group members’ efforts. Research shows that students derive a much greater sense ofsatisfaction and higher test scores from groups that have the ability to provide a

Collection

2000 Annual Conference

Authors

Hisham Alnajjar

pairing or clustering of courses in which a group of 20-plus studentstake two or three courses together. The goal was to get faculty to cooperate on the sharedoutcomes between the clustered (FIGed) courses, which are called “Integrative LearningBlocks (ILBs)”. The idea was very successful as far as students’ performance, interest,and their GPA. In 1998 the College of Engineering (COE) had a pilot FIG, involving anintroductory engineering course and a writing course. Recently, the COE received asignificant grant from the NSF for “Integrating Engineering Design with Humanities,Sciences and Social Sciences” where the experience gained from the pilot FIG comes invery handy. This paper is to explain the procedure of the FIG and the ILBs, assess

Collection

2006 ASEE Midwest Section Conference

Authors

Jung Oh, Kansas State University at Salina; Alysia Starkey, Kansas State University at Salina

professional information resources available within the specific discipline (i.e.IEEE, Compendex, Applied Science & Technology Index). Many students had neverbeen introduced to an academic database before, so time was also spent discussing theadvantages/disadvantages of peer reviewed resources and the Internet. A distinctimprovement as to the quality of information students selected to assist in completingtheir assignment was shown in their final report.In the “Chromatography” report, students are expected to search for information about“Chromatography” using databases, Internet, and/or print references, in order to learnhow chromatography is used in various fields, and to write a summary report on theirlearning process. Students are to (1

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

-directed inquiry to identify, critically evaluate, and cite relevant literature. 5. Provide feedback to others on their writing, speaking, and teamwork abilities. 6. Demonstrate ability to work in teams and manage team projects. 7. Design and deliver effective oral presentations. 8. Understand ethics and sustainability in engineering.ABET outcomes #4, 5, and 7 will be assessed as follows:(4) An ability to communicate effectively with a range of audiences.Assessment: Communicate different engineering topics involving ethics and sustainability to avariety of audiences (public, peers, experts in field, etc.) in oral and written formats, consideringfeedback from peer review and instructor.Implementation: Using knowledge of the audience to

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

discussionsto write rules and norms for their teams helps to raise awareness in students of these issues. Theresults show a positive impact of the introduced interventions, especially around teamwork andcollaboration with peers. The results offer insights on how we can continue this study and followthe cohort of students through time to see if the impact lasts beyond the first year.Pre-/Post-survey data ResultsResults from comparing the pre- and post-survey results are shown in Table 2. A value of 1indicates No Agreement and 7 indicates Strongly Agree. There was no significant difference inthe survey results for Question 1 either from the beginning to the end of Fall 2020 or between theend of Fall 2019 and Fall 2020. When comparing Fall 2019 (no

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Maria M. Larrondo Petrie

satisfactory submission is accepted by thetechnical writing grader. Final approval of the technical writing grader is worth a certain amountof points on these class assignments to motivate student completion. The same could be donewith oral presentations, standardized forms are developed for evaluation by the faculty and peers,the evaluation results are dated and posted to the CMM management tool, a video tape of thepresentation can also be digitized and posted to the tool for later comparison. Also posted to themanagement tool would be designated team project design reports and assessments of theindividual’s team leadership and collaboration skills by the faculty and team members. This willdocument improvements in communications, team and leadership

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria Alves, Texas A&M University; Ahmarlay Myint, Texas A&M University; Zenon Medina-Cetina, Texas A&M University; Sonia Garcia, University of Georgia

In 2015, staff and faculty at Texas A&M University (TAMU) partnered with the YucatanInitiative Project (YIP), to create a program in Yucatan, Mexico where engineering studentscould develop their global mindset and gain research experience early in their college career,through a high-impact learning opportunity. The Engineering Learning Community Introductionto Research (ELCIR) Program was launched in the spring academic semester of 2015, throughthe joint efforts of organizations and institutions in Texas and Yucatan: • Access & Inclusion Program and its Engineering Success Program (tx.ag/TAMUAI) o Provides academic and peer support to economically disadvantaged first generation underrepresented minority

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

required to manageprospective situations.”1 A GTA in this course will learn pedagogy and teaching skillsconcurrently. The course activities include peer observations, microteaching, observations bythe instructor which include a video capture of the student teaching, and reflective papers. Thestudent skills acquired are practice and feedback, reflecting on one’s own abilities andexperiences, course design (writing learning objectives, selecting appropriate methods andassessments, grading), and communicating with students. Research on the effectiveness ofvideo feedback as a training component indicates that it is effective in improving instructionalquality.2The learning experience for GTAs being trained to teach provides learning of the

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Seema C Shah-Fairbank P.E., California State Polytechnic University, Pomona; Paul R Hottinger, California State Polytechnic University, Pomona; Shonn Haren, Cal Poly Pomona

those skills, such asinformation literacy and written communication, into a water resources course in the College ofEngineering at California State Polytechnic University, Pomona (Cal Poly Pomona). We willdescribe a process in which students developed skills in information literacy and writtencommunication that supported the engineering outcomes associated with ethics and professionalresponsibility. Prior to Fall Semester 2019, students taking this course were required to write apaper regarding a water resources catastrophe. Apart from a prompt that asked them to provide acritical evaluation of a specific failure and to support their position through peer-reviewedsources and other relevant sources, no further course time or additional resources

Conference Session

Engineering Management Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Princy L. D. Johnson, Liverpool John Moores University; Kathryn W. Jablokow, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

capture any change in their most 18 minutes Belbin test preferred/manageable/least preferred roles after the learning sessions and the activity Coursework: N/A Reflective Final course assessment: To capture their 15 days Self-reflection writing (up to leadership journey through the course. 15 pages) Post-coursework 2 6 Peer review: to capture peer feedback and 10 minutes peer feedback the ability to give constructive feedback. Post-coursework N/A