Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

Computers in Education Division (COED)

severaldimensions—formality, level of detail, conciseness, sentence structure; and (4) serve as a tool toeducate engineering students’ on the true distinctions between human writing and LLM-sourcedtext, challenging them to find LLM-written content online (e.g., social media posts and LinkedInblogs). Using additional tools that analyze syntax (Expresso), students can become aware of theirown writing style, how it contrasts with their peers, and how to objectively alter and improvewriting tendencies that challenge readability. Below in Figure 3, modules 1-3 are presented as aseries of steps with the inclusion of experimentation and play, which are integral for truelearning. Adult learners reported adapting and adopting selected LLM-assisted

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #34637Visualizing Arguments to Scaffold Graduate Writing in EngineeringEducationDr. Kristen Moore, University at Buffalo, The State University of New York Kristen R. Moore is an Associate Professor in the Department of Engineering Education at University at Buffalo. Her research focuses primarily on technical communication and issues of equity, inclusion, and social justice. She is the author of Technical Communication After the Social Justice Turn: Building Coalitions for Action (2019), in addition to a range of articles. She has received a number of awards for her research, including the Joenk Award for the best

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University, Vancouver; Charles Riley, P.E., Oregon Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

aerospace, automotive, and rail structures. He has been the author or co-author of over 180 peer-reviewed papers in these areas.Dr. Charles Riley, P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). ©American Society for Engineering Education, 2023 Assessing Faculty Implementation of Laboratory Report Writing Instructional ModulesAbstract“An ability to develop and conduct appropriate experimentation, analyze and interpret data, anduse

Collection

2003 GSW

Authors

Ifte Choudhury; Ricardo E. Rocha; Richard Burt

brings writing into as many classrooms as possible 2. Brief and varied (cross-disciplinary) writing forms that receive both instructor and peer responses Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington Copyright © 2003, American Society for Engineering Education 3. Focuses on writing as learning – the principle that cognitive processes involved in writing and knowledge acquisition are very similar 2.Without a requirement to master writing skills, the graduate is initially handicapped inhis/her chosen professional world. This handicap continues until these skills areacquired6. This despite dramatic increases in

Conference Session

Panel: Embedding Writing in Experiential Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Debbie Morrow, Grand Valley State University; Tracy Volz, Rice University; Ann Saterbak, Duke University; Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb, California State Polytechnic University, Pomona; William A. Kitch, Angelo State University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #22876Panel: Embedding Technical Writing with Experiential Learning Compo-nents into Engineering CurriculaDr. Lindsay Corneal, Grand Valley State University Lindsay Corneal is an Associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.Ms. Debbie Morrow, Grand Valley State University Debbie Morrow currently serves as Liaison Librarian to the School of

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patti Wojahn, New Mexico State University; Germain Degardin, Southwest Outreach Academic Research (SOAR) Center; Muhammad Dawood, New Mexico State University; Melissa J. Guynn, New Mexico State University; Rachel Boren, New Mexico State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Celotta, E. Curran, M. Marcus, and M. Loe. (2016).“Assessing the impact of a multi-disciplinary peer-led-team learning program on undergraduate STEM education.” Journal of University Teaching & Learning Practice, 13(1), pp. 1-21. Available at: http://ro.uow.edu.au/jutlp/vol13/iss1/5[15] F. Boch and A. Piolat (2005). “Note taking and learning: A summary of research. The WAC Journal, 16, pp. 101-113.[16] M.C. Everett (2013). “Reflective journal writing and the first-year experience. International Journal of Teaching and Learning in Higher Education 25(2), pp. 213-222.[17] A. Siegesmund. (2016). “Increasing student metacognition and learning through classroom- based learning communities and self

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

James Newell

Impact of Structured Writing and Awareness of Cognition on Effective Teaming James Newell1, Kevin Dahm1, Roberta Harvey2, and Heidi Newell1 1 Department of Chemical Engineering and 2College of Communications Rowan University Glassboro, NJ 08028AbstractMetacognition is the awareness and understanding by a student of his or her own learningown skills, performance, preferences, and barriers. This paper describes a pilot scaleeffort to develop metacognition in engineering teams at Rowan University, throughstructured writing, and the use of the Learning Combination Inventory (LCI). Thetheoretical basis for the LCI is the

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Royce A Francis, George Washington University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner, George Washington University

Tagged Divisions

Liberal Education/Engineering & Society

effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Rachel Riedner, George Washington University Rachel Riedner is Associate Dean of Undergraduate Studies and Professor of Writing and of Women’s, Gender, and Sexuality Studies at the George Washington University, Washington, DC, USA. American c Society for Engineering Education, 2021Engineering judgment and decision making in undergraduate student writingAbstractThe exploration of engineering judgment in undergraduate education should be grounded at

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Teresa Larkin, American University

Tagged Divisions

Engineering Physics & Physics

topic both before and after it has been discussed in class. The following section provides a collective summary of instructor observations regardingthe free-writing writing activity. In addition, it provides some concluding thoughts in terms ofapplications of these writing activities to other domains of science and engineering.V. SUMMARY AND CONCLUSIONS Critical to the writing activities is the feedback provided to the students. The benefits ofinstructor- (as well as peer-) feedback are numerous. The instructor-student relationship isquickly fostered and enhanced. Because students are given prompt critical and detailedfeedback, they take the writing activities very seriously. The quality of student work is clearlyimproved

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy L. Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet; Carl F. Jenks, Purdue University, Calumet

Tagged Divisions

Graduate Studies, Minorities in Engineering

research-based works. Thisproblem is also a result of student confusion on who the audience is for their writing—scholarlywriting is not addressed to the instructor but to their professional peers in the discipline.14 Mostfaculty will encourage the use of passive voice to address these issues. This avoids the firstperson problem that students fall into, and helps create the proper academic tone.Citation and Attribution of Sources and Academic HonestyThe concept of research ethics and academic honesty in regard to written submissions bygraduate students is of significant importance to all graduate faculty members. Unfortunately,many graduate students do not know or fully understand the concept of academic honesty orproper attribution of sources

Collection

1997 Annual Conference

Authors

James A. Newell

Session 2513 The Use of Peer-Review in the Undergraduate Laboratory James A. Newell Department of Chemical Engineering University of North Dakota, Grand Forks, ND 58202-7101IntroductionThe value of peer review in developing both critical thinking and student writing skills is well-documented (1-4). The first drafts tend to be improved because the students’ realize that their peerswill be reading their writing (5). Additionally, the student is provided with a formalized to revisethe original report in response to the review. The reviewer benefits by being forced

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

communicate technical ideas in such a way that people without knowledgeof industry-specific jargon can still understand. Additionally, a semester-long graduate course atthe University of South Carolina is designed to prepare graduate students to write an engineeringmanuscript with the specific intent of being peer-reviewed and published3. The content of thecourse includes specific instructions on the purpose of and information in the four sections of atypical engineering research article. Page 24.64.3At K.U. Leuven in Belgium, a technical writing course has been implemented that centersaround a checklist of goal writing abilities4. Here, each of the

Conference Session

Student Learning and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Josh Coffman, University of Arkansas; Joseph Rencis, University of Arkansas; Daniel Jensen, United States Air Force Academy; Christina White, Columbia University; Ashland Brown, University of the Pacific; Jiancheng Liu, University of the Pacific; Kristen Kaufman, University of Texas, Austin

Tagged Divisions

Mechanical Engineering

AC 2010-281: STRUCTURED PROCESS FOR WRITING, REVISING, ANDASSESSING MULTIPLE-CHOICE QUIZZESJosh Coffman, University of Arkansas Josh Coffman is a M.S. student in the Department of Mechanical Engineering at the University of Arkansas, Fayetteville. He has worked as a civil design technician for Crafton, Tull, Sparks, and Associates in Russellville, Arkansas. He received a B.S. in Mechanical Engineering from Arkansas Tech University in 2006. V-mail: 479-970-7359; E-mail: jacoffma@uark.edu.Joseph Rencis, University of Arkansas Joseph J. Rencis has been professor and Head of the Department of Mechanical Engineering at the University of Arkansas, Fayetteville since 2004. He has held the inaugural

Conference Session

Industrial Engineering Division (IND) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma S Atherton, University of Florida; Elif Akcali, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IND)

Paper ID #43872Poetry Writing as a Creative Task to Enhance Student LearningEmma S Atherton, University of Florida Emma S. Atherton is an incoming Management Consultant and a recent graduate from the University of Florida with a Master of Engineering in Industrial and Systems Engineering, with a concentration in Production and Service Operations. She additionally received her Bachelor of Science in Industrial and Systems Engineering from the University of Florida, with a minor in Sales Engineering.Prof. Elif Akcali, University of Florida Dr. Elif Akcali is an Associate Professor in the Department of Industrial and

Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Anne Nichols, Texas A&M University

Tagged Divisions

Architectural

ReviewAbstractCalibrated Peer Review (CPR™) is a web-based software tool for incorporating writingassignments in courses that are not typically writing intensive. The goal is for students to writeand critique the work of their peers on technical topics by learning to calibrate writing samplesand anonymously reviewing a subset of their classmates writing assignments, freeing theinstructor from the time consuming task of grading every student’s work.This tool was used for two terms in a required architectural structural systems course in theMaster of Architecture graduate program at Texas A&M University. The intended studentlearning outcomes were improved written communication of structural knowledge onassessments, particularly essay exam questions, and in a

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Arlene Russell, University of California, Los Angeles; Patricia Carlson, Rose-Hulman Institute of Technology; Warren Waggenspack, Louisiana State University, Baton Rouge; Warren Hull, Louisiana State University, Baton Rouge; william Monroe, Louisiana State University, Baton Rouge; Chester Wilmot, Louisiana State University, Baton Rouge

Technology.CPR (http://cpr.molsci.ucla.edu/ ) is an online application that enables students to criticallyreview other students’ written assignments as a learning tool for their own written work. Centralto the success of CPR is a process that calibrates a student’s ability to critically review a writtenassignment by having that student evaluate example writing assignments of varying quality.Only after a student has achieved a successful calibration level is that student allowed to proceedto the anonymous peer review of other students’ assignments. Studies have shown that inaddition to improving written skills, the CPR process also enhances student learning of theunderlying technical content.4, 6

Conference Session

IED Technical Session: Preparing Students for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Miller, University of Minnesota, Twin Cities; Daniel Emery

Tagged Divisions

Industrial Engineering

Documents 1 Lisa A. Miller – Associate Teaching Professor, Department of Industrial and Systems Engineering, University of MinnesotaDaniel Emery – Assistant Director, Writing Across the Curriculum, University of Minnesota1. INTRODUCTIONThe collaborative nature of the engineering discipline is often translated to the classroom viagroup project work. The positive impact of project-based learning (PBL) has been welldocumented in the research literature and in previous ASEE proceedings, including successfulapplications as described in Yousaf et. al, 2010, and Figges and Vogt, 2017. Peer response tostudent writing and team-based learning are well established, evidence based practices thatimprove student learning (Cho and

Conference Session

Electrical and Computer Engineering

Collection

2003 Annual Conference

Authors

Edward Gehringer

. At the end of the period, the reviewer gives the author a grade. Each author getsreviews from several reviewers, whose grades are averaged. At the end of the review period,there is a final round when students grade each other’s reviews. Their grade is determined by thequality of both their submitted work and their reviewing.This paper reports on our use of peer review in two computer architecture courses, amicroarchitecture course and a parallel-architecture course. Students in these courses engaged ina variety of peer-reviewed tasks: Writing survey papers on an aspect of computer architecture,making up homework problems over the material covered in class, creating machine-scorablequestions on topics covered during the semester, animating

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia A. Carlson, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees

model ofmanuscript submission and peer-review in the conduct of scientific inquiry.1 The pedagogicalframework draws from the “writing across the curriculum” (WAC) movement’s premise thatverbal and visual composition are an analog for thinking and that communication assignmentscan be used to mediate student learning in complex problem-solving situations.21.1 CPR Components that Enable Learning -- Four structured workspaces perform in tandemto create a rich series of activities that reflect modern pedagogical strategies for usingcommunication in the learning process. Table A summarizes these stages in a typical CPRsession. Table A: Four Structured Workspaces of CPR SEGMENT ACTIVITY

Collection

1999 Annual Conference

Authors

Edward Gehringer

single individual to review. It forces studentsto learn to write clearly for their peers, since their grade depends upon it. It can be used togenerate problems for future homework and tests, by assigning students to make up a probleminvolving the course material. It can be used to generate resources for students in a course, asstudents can be assigned to browse the Web for further material related to each lecture. Itpromises a scalable solution to managing large courses, because the work of the course staffincreases less than linearly with the number of students.1. IntroductionAs technology marches onward toward the 21 st century, the rapidity of change forces educatorsto revise their curricula frequently, while high-tech industry seeks

Conference Session

IT-based Instructional Technologies

Collection

2010 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University; Abhishek Gummadi, North Carolina State University; Reejesh Kadanjoth, North Carolina State University; Yvonne Marie Andrés, Global Schoolnet.org

Tagged Divisions

Information Systems

, can be accomplished by a simple extension tostudent peer review.Expertiza [1, 2] is a Web-based system for peer-reviewing student work. After studentssubmit their work by uploading a file or writing on a wiki, other students are assigned toreview their work. Author and reviewer communicate in double-blind fashion using rubrics.The reviewer fills out a rubric that includes several questions about the author’s work, as Page 15.886.2 Figure 1. Filling out a review formProceedings of the 2010 American Society for Engineering Education Annual Conference & Exposition 1Copyright ∏ 2010, American Society for

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James R. Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

-STEM Center to Texas ISD teachers. Her research interests include structural health monitoring and control, structural dynamics, earthquake engineering, and engineering education.James R. Morgan, Texas A&M University Page 22.854.1 c American Society for Engineering Education, 2011 Incorporating Technical Peer Review of Civil Engineering Student ProjectsAbstractPracticing engineers use peer review of most work products on a regular basis. While peerreview of team members and peer review of classmate’s writing and presentation has beenextensively researched, the use of student peer review of

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

bedemoralizing4,6. Students also often defer to their reviewers’ suggestions without engaging withthem or making meaning out of them, in order to attain better grades5,6. And though studentsprefer to receive honest and straightforward critiques, they are not all yet in a position to give it;there is great variation in both participation and quality of feedback among peer discussants6.These drawbacks are reminiscent of similar ones within peer-to-peer review activities in writingcourses. Among writing educators, these shortcomings are often mitigated by providing morescaffolding within the peer review activity itself. Recommended practices include providingstudents with guiding questions to help them focus on important feedback7; instructing studentsto

Conference Session

Engineering Management Division Technical Session 1: Programs, Pedagogies, and Practices

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ekaterina Koromyslova, South Dakota State University; Teresa J.K. Hall, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

Engineering Management

evaluative nature of the process also meant that both observers providedindependent feedback to the faculty member under observation. Longitudinal data across foursemesters and five different courses provided context for assessment of teaching methods,efficacy, and relevance in content.Adoption of Barrick’s peer observation five-step process and adaptation of his process todepartment performance standards led to implementation of a seven-step peer observationprocess for the department. See Appendix 1 for an overview of the process (Figure 5), includingforms used by the peer (Figure 6) and supervisor (Figure 7). These two additional steps toBarrick’s methodology (post-observation dialogue and observation write-up) serve to “close aloop” which is a

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Rui Wang, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Gaurav Nanda, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

have already proposed algorithms, pipelines and tools to resolve the issues based onthe U.S. Health Insurance Portability and Accountability Act (HIPAA)’s requirement onprotecting protected health information [6]–[8]. However, HIPAA requires protection on lots ofunexpected information in the academic setting, such as locations, dates, telephone numbers, faxnumbers, social security numbers, etc. [9]. In the education context, Rudniy reported anautomating deidentification project using peer feedback textual data for online writing projectsvia MyR [10]. However, our peer to peer comment data is structured in groups to facilitateteamwork learning so that it is highly possible that the commenter mentions more than one groupmember, which might

Conference Session

Construction Session 1: Sustainable Practices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott Kelting, California Polytechnic State University, San Luis Obispo; Eric A. Holt, University of Denver; Nathan Barry, University of Nebraska - Kearney

Tagged Divisions

Construction

Construction Engineering from the University of Nebraska. c American Society for Engineering Education, 2016 Peer and Student Review of an Online Construction Management Sustainability Course This paper presents the delivery system for an online construction management course in sustainability and the built environment at a major university. Information about the course layout, assignments, discussions, and assessments are provided in this paper. The course provides a systems approach to green building science that includes sustainable site development, water use efficiency, renewable energy, improving material use, indoor environmental quality, and design innovation. The authors

Conference Session

Military and Veterans Division (MVD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyle Patrick Ditonto, United States Military Academy; Brandon Lawrence; Sam Yoo, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

, “ESL students’ experiences of online peer feedback,” Computersand Composition, vol. 24, no. 4, pp. 443–461, Jan. 2007, doi: 10.1016/j.compcom.2007.03.002.[14] D. Boud and N. Falchikov, “Aligning assessment with long‐term learning,” Assessment &Evaluation in Higher Education, vol. 31, no. 4, pp. 399–413, Aug. 2006, doi:10.1080/02602930600679050.[15] K. Lundstrom and W. Baker, “To give is better than to receive: The benefits of peer reviewto the reviewer’s own writing,” Journal of Second Language Writing, vol. 18, no. 1, pp. 30–43,Mar. 2009, doi: 10.1016/j.jslw.2008.06.002.[16] J. van der Pol, B. A. M. van den Berg, W. F. Admiraal, and P. R. J. Simons, “The nature,reception, and use of online peer feedback in higher education,” Computers

Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University; Ferry Pramudianto, North Carolina State University ; Abhinav Medhekar, North Carolina State University; Chandrasekar Rajasekar, North Carolina State University; Zhongcan Xiao, North Carolina State University

Tagged Divisions

Computers in Education

–72).8. Lauw, H. W., Lim, E. P., & Wang, K. (2007). Summarizing review scores of “unequal” reviewers. In SIAMInternational Conference on Data Mining.9. Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peerreview system. Computers & Education, 48(3), 409–426.10. De Alfaro, L., & Shavlovsky, M. (2014, March). CrowdGrader: A tool for crowdsourcing the evaluation ofhomework assignments. In Proceedings of the 45th ACM technical symposium on Computer science education (pp.415-420). ACM.11. Chiou, Y., & Shih, T. K. (2015). Auto grouping and peer grading system in massive open online course(MOOC). International Journal of Distance Education Technologies (IJDET), 13(3), 25

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Mehmet Cetin, Temple University; Jyothsna Kavuturu

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

only journals2.The students were asked to write a critique consisting of the solutions to the problems. The list ofthe topics is given in Table 2. The first 4 topics were taught in the class in detail. However, the5th topic by design was a new topic that was not covered in the class. By the virtue of experienceand training obtained from the 4 topics, the students were expected to obtain the relevantknowledge from five peer reviewed journal articles and complete the deliverables. The reportswere graded as shown in Table 2.Results and DiscussionThe pre and post intervention groups scored on the average 69.6% and 70.3% on the test given atthe beginning of the semester on basic principles of Physics, Chemistry and Biology. The scoresindicate that

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Rufus Carter; Lisa F. Bullard; Douglas G. Schmucker; Misty Loughry; Richard Felder; Matthew Ohland; Richard Layton; Cynthia Finelli

Session 1526 Developing a Peer Evaluation Instrument that is Simple, Reliable, and Valid Matthew W. Ohland, Misty L. Loughry, Rufus L. Carter, Lisa G. Bullard, Richard M. Felder, Cynthia J. Finelli, Richard A. Layton, and Douglas G. Schmucker General Engineering, Management, Clemson University / Institutional Research and Assessment, Marymount University / Chemical and Biomolecular Engineering, North Carolina State University / Center for Research on Learning and Teaching-North, University of Michigan / Mechanical Engineering, Rose-Hulman Institute of Technology / Civil Engineering, Western Kentucky