Conference Session

Computing and Information Technology Division (CIT) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Drew Alex Clinkenbeard, California State University Monterey Bay; Joshua B. Gross, California State University Monterey Bay

Tagged Divisions

Computing and Information Technology Division (CIT)

application displays which students had correct answers sothese students were chosen to explain why they did not choose the incorrect answers. These stu-dents were selected because the instructor did not wish to single out students who got the questionwrong.An addition to the peer instruction model being followed here is the requirement that studentswrite down the questions and their answers to them. The instructor emphasizes that writing downthe question and all the answers, correct or otherwise, is important to their learning [12]. At theend of each class sessions students must turn in a PDF document with their individual answers aswell as the answer arrived at after group discussion. Students were also instructed to write downwhy any of their

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of flow diagram; second, how to mechanically write syntactically correct code. Werealize the abstraction of logic is the key to successful coding. Typically students rush to codedirectly without comprehending the logic. Therefore, they lack a clear definition of the problemthey are trying to solve and a plan of action for how to solve the problem. As one instructionalmethod, we ask students to generate diagram of their logic. Then, we introduce pseudo peerdiagrams to reinforce the construction of visual representations as a roadmap to coding. Weconjecture that pseudo peer diagrams are an effective tool to foster students’ self-check strategywhich reduces instructors’ need to process large amount information generated by students inreal time

Conference Session

Emerging Information Technologies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lakshmi Ramachandran, North Carolina State University; Edward F. Gehringer, North Carolina State University

Tagged Divisions

Computing & Information Technology

AC 2012-4776: AUTOMATIC QUALITY ASSESSMENT FOR PEER RE-VIEWS OF STUDENT WORKLakshmi Ramachandran, North Carolina State UniversityDr. Edward F. Gehringer, North Carolina State University Ed Gehringer is an Associate Professor in the departments of Computer Science and Electrical and Com- puter Engineering at North Carolina State University. He received his Ph.D. from Purdue University and has also taught at Carnegie Mellon University and Monash University in Australia. His research interests lie mainly in computer-supported cooperative learning. Page 25.245.1 c American Society for

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University

Tagged Divisions

First-Year Programs

writingthat would normally be included during an oral presentation of the slides.The last component of each round is the reflection. After completing all previous components,students reflect on their experience and compose a write-up on the two “best” presentations theyreviewed during the peer review process. The reflection includes details about what made themthe “best” presentations and what was learned from each presentation.Though the effectiveness of this instructional approach has been evidenced through anecdotesand previous research findings [1], [2], specific outcomes of the Exploring Engineeringassignment from the perspective of students have not been systematically investigated.Subsequently, this paper aims to answer the following research

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Holton Lee, University of California, San Diego; Jacqueline Linh Le, University of California, San Diego

Tagged Divisions

Civil Engineering

AC 2012-4477: INCORPORATING CLICKERS AND PEER INSTRUCTIONINTO LARGE STRUCTURAL ENGINEERING CLASSROOMSDr. Lelli Van Den Einde, University of California, San Diego Lelli Van Den Einde is a tenure-track lecturer at UC, San Diego, and focuses mostly on undergraduate education in mechanics and design courses. Her past research was in the seismic design of bridge sys- tems, but she is currently focused on assessing and improving engineering education pedagogy through technology. She has been the Faculty Advisor for UC, San Diego’s Society of Civil and Structural En- gineers (SCSE), a student chapter of the American Society of Civil Engineers, for the past two years. Additionally, Van Den Einde is also the Faculty Advisor

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

teacher? Page 25.1436.7Figure 2: What do you think you will learn about yourself from observing a peer teacher?For posttest opened questions the students had these comments: (17 students completed thesurvey)At the end of the semester, when asked, 80 % of the students said yes, they had asked afriend/colleague/peer to observe their presentation skills. When asked a second time “what doyou think you learned about yourself from being observed by a peer teacher?” students nowcommented on more specific details, such as certain teaching methods (i.e. opening the classwith a welcome greeting), “many things that go unnoticed”, “the other peer’s observation helpsassess my teaching ability”. “I learned that my reiterating what I write on

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

Tagged Divisions

First-Year Programs Division (FYP)

composed of a single peer mentor guiding asmall cohort of students. At the start of each fall semester, mentors were asked to write a briefbio segment introducing themselves and their interests. Each first-year student was required tojoin a peer mentor group. Mentees were then grouped based on shared interests with mentors.Once paired with a mentor, the mentees were strongly encouraged to engage in weeklyinteractions, either through attendance at a one-hour event or by maintaining regularcommunication with their mentor. With the goal of improving community bonds amongstfirst-year students, these events were typically fun, social events: meals together, game nights,sporting events, and so on. This arrangement provided first-year students with the

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wanju Huang, Purdue University at West Lafayette (COE); Frederick Berry, Purdue University at West Lafayette (PPI); Marisa Exter, Purdue University at West Lafayette (COE); Ryan Wynkoop

students are given operational definitions for theassessment criteria along with training in conducting peer assessments.” Providing training forstudents to understand the criteria of a rubric allows a student to then successfully and effectivelyevaluate themselves and their peers [7].The focus of this study is to improve the alignment between the assessors’ feedback and theCATME dimensions in an Engineering Technology capstone course. This was accomplishedthrough the implementation of an intervention that further clarified the criteria of the CATMErubric and provided helpful principles for writing actionable feedback for peers.Purpose & Research QuestionsThe purpose of this study is to examine the effectiveness of instructional

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Bernard Fulgham, University of Virginia

Tagged Divisions

Mathematics

Paper ID #19737The Impact of a Flipped Math Course on Peer LearnersDr. Gianluca Guadagni, University of Virginia PhD in Mathematics University of Virginia Lecturer, Applied Mathematics, Department of Engineering and Society, School of Engineering and Ap- plied Sciences, University of Virginia.Dr. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became a full-time Lecturer in 2006

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #18835Designing a Course for Peer Educators in Undergraduate Engineering De-sign CoursesMs. Gina Marie Quan, University of Maryland, College Park Gina Quan is a doctoral candidate in Physics Education Research at the University of Maryland, College Park. She graduated in 2012 with a B.A. in Physics from the University of California, Berkeley. Her research interests include understanding community and identity formation, unpacking students’ relation- ships to design, and cultivating institutional change. Ms. Quan is also a founding member of the Access Network, a research-practice community dedicated to

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #31022Developing Inclusive Engineers: Teaching Peer-Mentors Principles ofEquity and InclusionDr. Jennifer Harper Ogle, Clemson University Dr. Jennifer Ogle is a Professor in the Glenn Department of Civil Engineering at Clemson University, and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research portfolio focuses on transportation infrastructure design, safety, accessibility, and management. She is currently the facilitator for the NSF Revolutionizing Engineering and Computer Science Depart- ments (RED) grant at Clemson, and is leading three transformation efforts

Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Rebecca Bates

Constructing an Interdisciplinary Peer Mentoring Network for First Year Faculty Rebecca A. Bates Minnesota State University, MankatoAbstractThe success of a first year faculty member depends on many things, both internal (inherent to theperson) and external. Given a record of success, i.e., many years of schooling and completion ofa Ph.D., the internal factors contributing to success are already available to most facultymembers. The external factors that contributed to this earlier success may be difficult toduplicate at the new home institution. Along with information about mentoring in general, thispaper presents one method of building

Collection

2001 Annual Conference

Authors

Edward Gehringer

general public,” who haven’t. At the end of the review period, the reviewers assign grades totheir authors. If the reviewers are in general agreement about the quality of the project, theirgrades are used; if not, the instructor takes a peek and makes a final decision. In addition togiving students the experience of writing for their peers, peer review and peer grading is the onlyway to get the work done in such a large class, whose enrollment has ranged from 90 to 120students in recent semesters.Although the class projects provide a lot of raw material for the Website, most of the real workhas been done in a series of summer projects, involving from four to ten students per year.Currently, this is structured as a special section of an individual

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; James Duvall, Oklahoma State University

Tagged Divisions

Educational Research and Methods

AC 2008-897: EVALUATING DIFFERENT ASPECTS OF PEER INTERACTIONUSING AN ON-LINE INSTRUMENTAlan Cheville, Oklahoma State UniversityJames Duvall, Oklahoma State University James Duvall is completing his BSEE degree at Oklahoma State University and expects to attend graduate school studying microwaves or photonics. Page 13.575.1© American Society for Engineering Education, 2008 Evaluating Different Aspects of Peer Interaction Using an On-Line InstrumentBackground and ContextAs universities move towards integrating in-depth team-based design experiences there is anincreasing need to train

Conference Session

Improving Multidisciplinary Engineering Education

Collection

2005 Annual Conference

Authors

Teresa Mayes; John Bennett

ABET Best Practices: Results from Interviews with 27 Peer Institutions Terry S. Mayes, John K. Bennett College of Engineering and Applied Science University of Colorado at BoulderAbstractABET2000 criteria permit a variety of approaches to assessment. While this flexibility allowseach institution the freedom to develop practices best suited to its particular circumstances, suchflexibility can also create doubt whether the assessment practices employed will be found to besatisfactory by ABET evaluators. As the College of Engineering & Applied Science at CU-Boulder prepares for a fall 2005 ABET General

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE P.E., Quinnipiac University; Xiaoyue Jiang, Quinnipiac University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

Paper ID #16737Systematic Team Formation Leading to Peer Support and Leadership SkillsDevelopmentDr. Corey Kiassat P.E., Quinnipiac University Dr. Corey Kiassat is an Assistant Professor and the Director of Industrial Engineering at Quinnipiac Uni- versity and has a BASc and a PhD degree in Industrial Engineering from the University of Toronto. He has an MBA, majoring in Marketing and International Business, from York University. Corey is a Pro- fessional Engineer and has 11 years of industry experience in manufacturing engineering and operations management with General Motors in USA and Canada. He has also been involved

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Andrew I. Neptune, Clemson University

Tagged Divisions

First-Year Programs

Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University.Dr. Andrew I Neptune, Clemson University Andrew Neptune is a lecturer with the General Engineering department at Clemson University. He teaches courses that introduces the engineering disciples, develops problem solving skills, and instructs in com- puter programming, mainly to first

Collection

1998 Annual Conference

Authors

Gary D. Keller; Fred Begay; Antonio A. Garcia; Albert L. McHenry

. For example, summer bridge programs recruit students from high school andneighboring community colleges who may actually attend college at a different institution withinour alliance. This provides students with a broader peer and mentor network than if they wereattending the same school in the fall. Graduate Preparation Institutes similarly recruit fromwithin our alliance, thus increasing the motivation factor for students to spend a summerperforming research and preparing for the GRE and increasing the pool of mentors that they candraw from for writing letters of recommendation for graduate programs around the country.Shared Planning And Management Our AMP is provided oversight by the Governing Board. The specific activities of our

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

Tagged Divisions

Educational Research and Methods

observe the instruction and studentengagement. Students submit their written lesson plans and provide a justification for how theirlesson furthers the aims of the course. All students write self- and peer-assessments. Thedifferentiation, in terms of the student lessons and multiple forms of assessments, allows forvariety in the presentations, and diminishes the likelihood of peer disengagement during thelessons. Peer assessment all but ensures this (e.g., [14] - [17]). Further, research in highereducation indicates that students enjoy the learning “atmosphere” of peer-teaching [18], findtheir peers to be useful adjuncts to the instructor-led content [19], and report confidence and skilldevelopment as a result of participation in the activity [10

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #23310Supporting Student Learning Through Peer-led Course Support InitiativesJenai Kelley Brown, Clemson University Jenai Kelley Brown has a background in college life coaching as well as career counseling. Before com- ing to Clemson University, she was a Senior College Life Coach at Florida State University working primarily with first generation college students. Jenai is currently the Assistant Coordinator for Tutor- ing in Clemson’s Academic Success Center where she trains and manages approximately 60 tutors each semester. While her roles in Higher Education have changed, her primary goal has remained to help

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Constituent Committee

instructors, departments, and colleges. Additionally, the data can be used asan objective source of formative feedback for potential peer mentoring professional development programsor self-evaluation. Smith et. al. (2013) created the validated COPUS with 25 codes (e.g., instructor lectures,instructor writes, student ask question, clicker questions, etc.) that observers mark within 2-minute intervals.Observers can be trained to use the protocol during a 1.5 hour period, reducing the substantial trainingrequired by other commonly utilized protocols such as Teaching Dimensions Observation Protocol (TDOP)and Reformed Teaching Observation Protocol (RTOP) (Smith, et al., 2013). Since the introduction of COPUS, researchers have further validated the tool

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joy M. Adams, University of Michigan; Mical D. DeGraaff, University of Michigan; Gail S Hohner, University of Michigan

Tagged Divisions

Design in Engineering Education

Paper ID #11199Evaluating the Pre-Professional Engineer: Exploring the Peer Review Pro-cessJoy M. Adams, University of Michigan Joy Adams is the Program Manager for the Multidisciplinary Design Program at the University of Michi- gan. In this role, she focuses on Corporate Sponsored Projects, Communications and Student Performance Appraisals. She has seven years of diverse professional Human Resources experience, including prior roles in Training & Development, Campus Recruiting and Talent Management/Leadership Development at various Fortune 500 firms.Mical D. DeGraaff, University of Michigan Mical DeGraaff is a

Conference Session

CAD Within Engineering Design Graphics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dongdong Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Deniz Eseryel, North Carolina State University; Uzair Nadeem, Prairie View A&M University; Atiq Islam, Prairie View A&M University; T Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

, J., 2007, “Promoting advanced writing skills in an upper-level engineering class,” Journal of Engineering Education, 96(2), pp. 117-128.17. Ayar, M., and Yalvac, B., 2010, “A sociological standpoint to authentic scientific practices and its role in school science teaching,” Ahi Evran Uni. Kirsehir Journal of Education (KEFAD), 11(4), pp.113-127.18. Zhang, D., Peng, X., Yalvac, B., Eseryel, Deniz, Nadeem, U., Islam, Atiq and Arceneaux, D., 2015, “Exploring the Impact of Peer-Generated Screencast Tutorials on Computer-Aided Design Education,” 122nd ASEE Annual Conference & Exposition, Seattle, WA, June 14-17, 2015.19. Arnold, J., Sias, J. and Zhang, J., 2002, “Bringing the library to the students: Using technology to

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

individual and group-based activities that aredesigned to prepare the students for the upcoming summative assessments. The first-half of thesemester focuses on technical writing and how to represent complex engineering ideas withvisuals and written descriptions. The second half of the course focuses on down selecting fromall the creative concepts in the individually-generated Idea Notebooks to one that will bepresented as part of the Rocket Pitch. Then the students are given three weeks to work withinthe discussion section on their provisional patent applications.3.0 Research Design The project entails data collection at multiple levels that attend to the course design, pedagogy,and classroom environment that affect the students

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park

Tagged Topics

ASEE Board of Directors, Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #23278Successes and Challenges in Supporting Undergraduate Peer Educators toNotice and Respond to Equity Considerations within Design TeamsDr. Chandra Anne Turpen, University of Maryland, College Park Chandra Turpen is a Research Assistant Professor in the Physics Education Research Group at the Uni- versity of Maryland, College Park’s Department of Physics. She completed her PhD in Physics at the University of Colorado at Boulder specializing in Physics Education Research. Chandra’s work involves designing and researching contexts for learning within higher education. In her research, Chandra draws from the

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

John Spinelli

] 10. Computers and Computing: The contributions of Babbage, Von Neumann and others are considered, as is the effect of computers on modern society. [10, 24, 26] 11. Telecommunications and the Internet: Technological and societal aspects of the “information age” are examined. [6, 24]4. Improving Writing The first two offerings of History of Electrical Engineering provided studentswith extensive feedback about their writing, but improvement in writing, based upongrades, was minimal. Subsequent offerings have made extensive use of peer-review inaddition to instructor feedback, and this appears to have resulted in greater improvementin writing. This experience indicates that an effective way to improve the quality

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Paper ID #37827Thinking Beyond the Service Course Model: IntentionalIntegration of Technical Communication Courses in a BMEUndergraduate CurriculumJulie Stella Julie Stella is a Visiting Lecturer in the Technology Leadership and Communication de- partment of the IUPUI School of Engineering and Technology. She teaches writing and communication to undergraduate engineering students at IUPUI. She has also taught courses at the graduate level in education technology, usable interface design, and ed- ucation public policy. Her background is fairly diverse, though it centers on writing and teaching. Ms. Stella spent 11

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jesus Gonzalez, The University of Texas Rio Grande Valley; Ruth Pflueger, Pennsylvania State University, Behrend College; Robert Weissbach, Indiana University - Purdue University Indianapolis; Johanna Bodenhamer, IUPUI

of the Engineering Technology department at IUPUI. © American Society for Engineering Education, 2022 Powered by www.slayte.comComparison of Undergraduate Student Writing in Engineering Disciplines at Campuses with Varying DemographicsIntroductionEmployers of STEM graduates, especially industries, often emphasize the need for improvementin STEM undergraduate writing skills1. Research findings show that students in STEM fieldslack strong writing skills2.Writing is generally recognized as fundamental to the formation andcommunication of scientific and technical knowledge to peer groups and general audiences. Inthis aspect, persuasive writing is an essential

Conference Session

Writing and Communication I

Collection

2005 Annual Conference

Authors

Robert Askew; Cari-Sue Wilmot; Colley Hodges; Richard Bannerot

time in the fall 2004. The paper will describethe development of the course-specific workshops and the establishment of a “draft review”process utilizing a peer Writing Consultant. Student surveys were used to assess theeffectiveness of the new process. The student response was positive, but a few students resistedthe implementation of a significant writing component into a “design” class. Only minormodifications were implemented as the intervention continues for this spring semester.IntroductionSince 1980 the BSME degree at the University of Houston (UH) has required a sophomoredesign class. Initially, the course covered primarily the design process and design methodology.A semester-long design, fabricate and test team-project was the major

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

TransferabilityAbstractData show that underrepresented minority (URM) engineering students have lower rates ofcompletion and higher rates of attrition in their doctoral studies than their majority peers. Toaddress attrition and support students, we have developed a research-based intervention that wecall the Dissertation Institute (DI). As part of a five-year NSF-funded project, we havedeveloped and refined the DI as a one-week intensive writing and workshop experience for URMin the final phases of their engineering doctoral degrees. We have hosted two DIs to date (2017and 2018) and we are preparing for our third DI in 2019. The goal of the DI is to offer practicaland timely experiences for URM doctoral students to contribute to their degree success. At thesame time