Collection

2003 ASEE North Midwest Section Conference

Authors

Julia Apple-Smith; Dave Holger; Shannon Miner

universities and industry in 14 countries around the world over thepast three years. These cross-departmental teams of three to five faculty are lead by a facultymember. Prior to departure, the team creates goals which reflect the College’s mission to growand expand international partnerships and opportunities for our faculty and students.As noted in the attached IMPACT “Key Initiatives Criteria,” faculty are encouraged to incorporatethe following into their international visits: - Research Opportunities - Course Credit Compatibility - Faculty & Students Exchanges - Industry Visits - Investigation of Large Group Programs - Experiencing the CultureThe following are examples of the results from

Conference Session

Track 5: Technical Session 4: The Next Leaders Academy: Learned Experience from an AI Summer Camp Experience

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Delano White, The Gaskins Foundation; Whitney Gaskins, University of Cincinnati

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Reflection 5 Students present their AI projects and participate in discussions about the ethical implications of their work.The camp was designed to give a diverse group of students a strongfoundation in several topics. The students participated in a workshop onethics and how it can drive decisions and were given resources on how to formdebate positions and how to tell an effective story. The program included acapstone project that was judged by local IT leaders.Day 1 The group was provided an introduction to AI with respected educatorsleaders in the fieldDay 2 The day focused on the creating ethical frameworks. The facilitator leda workshop on ethics and making decisions along ethical lines. The studentsalso learned

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Faculty Development Division (FDD)

card on EngineeringUnleashed.com,and (5) Upload a minimum of four completed student metacognitive reflection submissions tothe learning management system.2.1.2 Curriculum Development - Training Overview The professional development training followed the backwards curriculum designapproach ([11], a structured approach to curriculum development that ensures student learning isguided toward assessments designed to provide evidence students have mastered the learninggoal or objectives. Participants received peer and facilitator feedback three times throughout theprofessional development program. The Learning Goal was provided to the participants [8]. The purpose of the learninggoal is to articulate how students will be changed as a

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3: Projects and Student Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Carlos Okantey; Clifton L. Kussmaul, Green Mango Associates, LLC; Esther Mensah; Eugene Eluerkeh; Oscar Rodriguez

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

ideas, formed teams,worked to identify and address important elements and issues, and presented their project. Thispaper briefly describes the current and planned structure of the Palm GreenLab; describes theStartup Weekend; reports results from participant reflections; and outlines lessons learned andfuture directions. Projects included agricultural products, education software, and electionsoftware. During the weekend, participants completed a Strength - Improvement - Insight (SII)reflection. Strengths focused on teamwork and collaboration, entrepreneurial thinking, andcreativity and problem solving. Improvements focused on teamwork issues and the foodprovided. Insights focused on the value and challenges of teamwork.1. IntroductionPalm

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University - Bozeman; Sidrah MGWatson

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

these environments. However,whether LGBTQ students experience self-concept or social fit may determine avoidancebehaviors that may ultimately lead them to abandon a STEM major and their STEM career goals.The disclosure of LGBTQ identity to others then reflects both higher self-concept fit and socialfit in that LGBTQ students can be their “true selves” in STEM environments and have theirLGBTQ identities validated by their peers. The decision to compartmentalize LGBTQ identitieswithin STEM environments reflects social identity threat posed by a lack of self-concept and/orsocial fit. Given what prior research has indicated about the LGBTQ climate in STEM, then,these environments would be expected to pose more social identity threat than many

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Svend Christiansen, Aalborg University; Lykke Bertel; Bettina Dahl, Aalborg University

pre-studyof existing and best practices (activity 1 in figure 1) and on establishing and testing out virtualSTEMlabs (activity 4) as well as on recruiting schools, pre-college engineering institutions andteachers to LabSTEM (activity 5). In early 2022, the iterative process of developing a problem-based and STEM-integrated teaching approach and testing it in practice has commenced(activities 2 and 3).Preliminary findingsAs DBR allows for, and emphasizes the continuous reflection on and adapting to potentials,challenges, and critical issues in practice to improve theories, methods, designs, and practicingawareness and reflexiveness is crucial in all stages of proposing, preparing, facilitating andassessing research and educational designs

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Sean Knecht, Penn State University

Tagged Topics

Diversity

, but ratherdue to the unpredictability of the number of projects each semester, the specific needs of thoseprojects, the number of students from each major taking Capstone that particular semester, andthose students preferences regarding the available projects. Potential systemic solutions to these issues all have clear limitations. Removing theability of the students to provide project preferences would likely exacerbate the enumeratedproblems. Requesting that sponsors provide a larger number of potential projects that could beimplemented selectively depending on the distribution of student majors in a given semester is anexcessive burden on sponsors and likely would not reflect their needs regarding potentialimmediacy of solutions

Conference Session

Curriculum Challenges

Collection

2022 ASEE Zone IV Conference

Authors

Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Casey James Keulen, University of British Columbia, Vancouver; ANGELA Mercy RUTAKOMOZIBWA

Tagged Topics

Conference Submission

discussion on preparing for multi-campus course development.• Reflect on some best practices for teaching multi-campus courses in an international context.As implemented, learning material for this module is heavily interactive and includes videos andH5P content such as slideshows to promote engagement. Learning activities are structuredaround reflection and role playing, where the student considers the possible variety of learningexperiences available within a multi-campus learning context. By framing benefits andchallenges early in the course, participants are provided motivation to approach the rest of themodules through a very practical lens.C.3. Module 2: Multi-campus instructional frameworkThis is an asynchronous module and is the last module

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Elmer Irizarry Rosario, University of Puerto Rico, Mayaguez Campus; Laura Garcia Canto; Rocio Sotomayor-Irizarry, University of Puerto Rico, Mayaguez Campus; Ruben Leoncio Caban, Polytechnic University of Puerto Rico; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

accounting of how the experience generated by thecrossroads that the program creates, share how they are served by the program. The experiencesgenerated between the professional interdisciplinarity, the approach to infrastructure’ssustainability, and the concept of resiliency have impacted the experience of servingness forstudents in the program. This paper presents students’ reflections on the contribution of RISE-UP in students’ development of the following non-academic outcomes of servingness:leadership identity, critical consciousness, research and graduate school aspirations and civicengagement.2. Methods and Results.The methodology selected for this study is based on case studies. Case studies can be used togain insight on in-depth personal

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joel Mejia, The University of Texas at San Antonio; Alberto Esquinca, San Diego State University

Latino/a/x teachers. The research teamcoached teachers to create and adapt engineering lessons for their students, which included a highpercentage of students classified as ELs. Together we created a community of practice that fosteredconfianza (trust) [9] and colaboración (collaboration) where teachers could share and have access toexpertise from member of the community of practice, and facilitated through both formal and informalinteractions. These strategies were intended to serve as a resource for collaborative reflection anddeeper learning of and about engineering and funds of knowledge. Three researchers with expertise inengineering, bilingual education and learning sciences facilitated the coaching sessions whereworkshops, monthly

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University, Logan; Angela Minichiello, Utah State University, Logan; Zain ul Abideen, Utah State University, Logan ; Talha Naqash, Utah State University, Logan; Assad Iqbal, Arizona State University

Tagged Topics

NSF Grantees Poster Session

thinking and reasoning. To be effective problem-solvers, students mustunderstand the relationship between the MKT, SRC and SRM throughout the problem-solving activities.Four research questions will guide the research: (1) How do students perceive their self-regulation ofcognition (SRC) and motivation (SRM) skills for generic problem-solving activities in EM courses; (2) Howdoes students’ metacognitive knowledge about problem-solving tasks (MKT) inform their Taskinterpretation?; (3) How do students’ SRC and SRM dynamically evolve?; and (4) How do students’ SRCand SRM reflect their perceptions of self-regulation of cognition and motivation for generic EM problem-solving activities?A sequential mixed-methods research design involving quantitative and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert A Baffour, University of Georgia; Adel W. Al Weshah, University of Georgia; Eliza A Banu, University of Georgia; Ramana Pidaparti, University of Georgia; Kun Yao, University of Georgia; Barbara Norton McCord P.E., University of Georgia; Adam Wineland, University of Georgia

Tagged Topics

NSF Grantees Poster Session

. • Developed Separate evaluation instrument for each focus area. • Conducted several evaluations site visits.Faculty involved: Seven (7)ResultsIn this project, faculty peer observation was conducted in two groups, with one group focusing onthe flipped classroom model and the other on lecture-based teaching method. Both groups startedby developing a peer observation instrument that was specific to their teaching modality. The maincontent for these two instruments is shown below in table 1. This instrument was used to gatherfeedback from peers on various aspects of teaching, including course design, classroommanagement, and student engagement. The results of the evaluation showed that the peerobservation process encouraged instructors to reflect on

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aakash Gautam, San Francisco State University; Shasta Ihorn; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University

Tagged Topics

Diversity, NSF Grantees Poster Session

programming constructs, (2) facilitatingcollaborative learning, and (3) implementing pedagogical strategies for differentiation. Thesethree practices are not novel; in fact, they are supported by extensive research in computingeducation and cognitive science [7, 8, 9, 10]. We provide reflections on strategies to adapt thesepractices to support instructors in resource-constrained settings in enabling computing for all.MethodologyThe approach discussed in the paper is exploratory and incremental. The first author, who alsoteaches an introductory programming course, observed that towards the end of the semester, manystudents who completed his introductory programming course voiced uncertainty regardingvarious concepts covered in the class. The

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs Division (FYP)

objectives of the module 0% Lesson Theory-focused passive content with 10% automatically graded quizzes at the end of the content. Emulate Long-form video showing worked 20% example problems using a think-aloud protocol. Students are required to submit the emulated problem solution. Activity Akin to traditional homework, these are 30% new problems that can be solved using the tools and techniques shown in the emulate and lesson content. Reflection Self-reflective survey about the students’ 3% learning. Next Steps Project mini-milestones aimed at

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Ken Gentry, Northwestern University; David P. O'Neill, Northwestern University; Philippa Eshun

Tagged Divisions

Biomedical Engineering Division (BED)

, sophomore laboratory course?IntroductionThis work-in-progress study assesses the impact of reflective practices, including peer reviewusing a co-created rubric, on written assignments in a sophomore-level, biomedical engineeringlaboratory course. As an introduction to experimentation, the course covers the statistical designof experiments and the quantification of measurement data quality. Topics include problem-solving skills, scientific writing, and hypothesis generation amongst other research-related topics.Evidence-based pedagogy used in the course includes standards-based grading and reflection.This study is motivated by work demonstrating the inclusive and effective nature of peer review,co-created rubrics, and standards-based grading. An

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa K. Murray, Western New England University; Andrea T. Kwaczala, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

entrepreneurial-mindedlearning (EML) with DEI efforts through the design prompt. It is beneficial to make connectionsfrom historical designs to inspire novel approaches to design opportunities. Reflecting onindividual’s unique designs and their individual influences from historical approaches can bringawareness. It can be difficult to initiate conversations around DEI, especially in engineering designclassrooms. The incorporation of DEI in this DfAM workshop helps to naturally coach students toengage in an inclusive classroom environment where they feel an increased sense of belongingand become more socially aware of others differing cultures by talking about one’s own uniquebackground with classmates. This workshop spearheads discussions on diversity

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer M. Case, Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa Benson, Clemson University; David A. Delaine, The Ohio State University; Shawn S. Jordan, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Susan M. Lord, University of San Diego; Rhonda Papp, University of San Diego; Edward Tyler Young, The Ohio State University; Yevgeniya V. Zastavker, Olin College of Engineering

Tagged Topics

Diversity, NSF Grantees Poster Session

equipping faculty with the knowledge and skills necessary to create such opportunities. This work is integrated with Dr. Zastavker’s efforts to understand the ways in which such environments may be sup- ported by critically reflective practices and how these environments serve to induct engineering students into educational careers. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and imple- mentation of project-based experiences in fields ranging from science to engineering and design to social sciences. ©American Society for Engineering Education, 2023 Lessons Learned doing Secondary Data Analysis in Engineering

Collection

ASEE-NE 2022

Authors

Tedi Qafko, Wentworth Institute of Technology; Trevyn Larson; Andrew Michael Seredinski, Wentworth Institute of Technology

layers, to calculate contrast of reflected light betweenregions with a crystal and without. The equation was noted to be easily derived to fit multiplelayers of incidence stacked on top of one another by changing electric field (E) equations withmatrix forms. We begin from matching the E-field above and below each interface:𝐸𝑛 = 𝐸𝑖𝑛 + 𝐸𝑟𝑛 = 𝐸𝑡𝑛 + 𝐸′𝑟(𝑛+1) ,where n represents the layer count, i indicates E-field from an incident ray, r from a reflected ray,and t from a transmitted ray. The prime indicates a phase shift across the thickness of the layer.The light’s magnetic fields (H) are described in the terms of electric fields in the form: 𝜖𝐻𝑛 = √𝜇0 (𝐸𝑖𝑛 − 𝐸𝑟𝑛 )𝑛𝑛−1 𝑐𝑜𝑠𝜃𝑖𝑛 , 0where nn is the

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ming Li, Beijing Foreign Studies University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

from historicaland cultural perspective. This research first analyzes the origins of entrepreneurial culture inhigher engineering education; secondly, explores the influences of entrepreneurial culture inhigher engineering education; finally, analyzes the implications of entrepreneurial culture inhigher engineering education based on a cultural perspective, especially in the culturalecology of Chinese mainland. This research preliminarily shows that the practice ofengineering entrepreneurship education within colleges and universities in Chinese mainlandurgently seeks rational reflection on the inheritance of traditional culture, the valuesexcavation of traditional business culture, the value recognition of entrepreneurship education,and

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Uma Balaji, Fairfield University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

) understand specifications of commercially availableparts and use them to create a system – “obstacle avoiding robot” and v) create a robot or asubsystem. In addition, the course envisaged that students develop lesson plans in order toengage in mentoring of middle school students based on the understanding of their educationalbackground, write a weekly reflection report and make improvements on the delivery of lessonplan and help mentees build a finished product – an obstacle avoiding robot, from thecommercially available parts. Topics covered in the course included – Microcontrollers, Programing, Digital I/O,Encoders, Infrared sensor, Ultrasonic sensor, LIDAR, Gyroscope, Accelerometer,Magnetometer, Wireless interface to microcontroller, RC

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Kelly Ottman, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

meeting with teammates.At the beginning of ERT, students delivered team products through traditional written formats ofWord and Google Docs. Holding onto what had worked well in the past, it appeared thatcompleting team-based work was limited with reliance on “cut-and-paste” methods.New tools that reflected a virtual environment were needed to shift the focus to collaborativelearning. In a just-in-time fashion, faculty learned and utilized tools such as JamBoard [5] andMural [6]. These tools provided platforms for students to discuss, learn from each other, and stillproduce a product. They also allowed the faculty to see students’ collaborative processes, whilestill having a finished product to assess with rubric criteria.Students, used to face

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Rebekah Burke P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; John C. Ryan, The Citadel

Tagged Divisions

Community Engagement Division

real world environmental, social, political, ethical, health and safety,constructability, and sustainability constraints. This project provided an academic enrichmentand curriculum engagement for students to apply their knowledge to benefit the community. Thispaper discusses capstone design project objectives, student learning activities, educationaloutcome assessment mapping, faculty reflections and lessons learned.IntroductionIn professional practice, engineers build successful careers out of solving open-ended problems[1]. However, the well-structured and constrained problems that engineering students tend tosolve at the early level coursework, do little to prepare them for the complexity of ambiguousand unstructured real-world problems [1

Collection

1981 North Midwest Section

Authors

Lester W. Spencer

between the incident ray and the perpendicular is great enough, the refracted ray will bend 90 degrees from the perpendicular as shown in figure lb. The angle of incidence at which this occurs is called the critical angle. At angles of incidence greater than the critical angle, no light will pass into the second medium, as shown in figure le. There- fore, the light is entirely reflected back into the first medium and if the interfact is very smooth Figure lb. CRITICAL ANGLE and is protected from contamination, virtually no light is lost in this total internal reflection (Kapany, 1960) . For the simplified schematic shown in figure 2a, the core will have the highest refractive index (n1 in figure 2b) and the cladding index will

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

be able to move beyond it in engineeringeducation. Here, the focus is on the circumstances that led to the emergence and prevalence of theterm in two different contexts: (1) the discourse community of speakers of English as representedin the Oxford English Dictionary (OED) and (2) the discourse community of engineeringeducation as reflected in papers published by the American Society for Engineering Education(ASEE) in the period 1996-2020. The combination of these two perspectives reveals that (1) theconversation on soft skills is by no means limited to engineering education; (2) interest in thetopic has increased dramatically since 1996; and (3) implementation of the EC2000 accreditationcriteria provided the impetus for the dramatic

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Cooperative and Experiential Education

viable solutions, we determined the most reasonablesolution comprised of four unique groups. After the four-group solution was selected, therepresentative sorts, distinguishing statements, and interview data were used to develop thegroup profile.There were some overall trends in the data. First, the specific co-op role and the dailyresponsibilities heavily influenced student views on learning. Students who were working asintegral part of a team ranked statements related to teamwork higher than those who wereoperating more independently. The influence of role on learning is to be expected as learning isoften context specific.Additionally, many of the participants disagreed with statements that included the phrase “whenI reflected and thought

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Starr Jedlicka, Lehigh University

Tagged Topics

Diversity

Tagged Divisions

Materials

Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division

and one trained volunteer. By having two observers, multiple perspectives are capturedand the post-observation discussion is more robust. During the pre-observation meeting, the newinstructor goes over the course syllabus, lesson plan for the day they are to be observed, andpresents an overview of student feedback collected so far. They also inform the observers whataspects of their teaching they most want feedback on to help guide the actual observation. Onceobserved, the two observers share notes and write up a one-page summary of their observation.The instructor completes a self-reflection sheet before the post-observation meeting is conducted.At the debriefing, the conversation always begins with the instructor’s self-reflection

Conference Session

The 'Strengths' of Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reihaneh Jamshidi, University of Hartford

Tagged Divisions

Mechanics

makes it challengingfor them to reflect on the comments and implement changes [9].The objective of the present work is to develop a method of providing feedback to students in aconcise and contextualized manner. The process involves searching students’ lab reports for theirwriting mistakes and sorting the relevant extracts into categories and identifying themes. Eachtheme consists of several errors that are clustered together under one particular construct. It isanticipated that by categorizing students’ mistakes into themes and providing feedback on eachof the themes, students find higher motivation for improvement compared to the situation wherethey are given individual comments on each and every one of their mistakes in an unsorted

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Gerald Tembrevilla, McMaster University; Andre Phillion P.Eng., McMaster University; Thomas E. Doyle, McMaster University; Shelir Ebrahimi, McMaster University; Colin McDonald P.Eng., McMaster University; Melec Zeadin, McMaster University; Bosco Yu, McMaster University

bestpractices of combining TAs and IAIs in a course. A mixed methodology [2, 3] was employed. Itconsisted of a self-assessment survey regarding TAs (N=50) and IAIs’ (N=5) roles, preparation,and experiences, and a follow-up semi-structured interview with TAs (N=15) and IAIs (N=5).Findings showed that synergy between TAs and IAIs revolved around five themes, whichinclude: (i) complementarity of roles, (ii) practical issues, (iii) reflective practices, (iv)professional development, and (v) perceived student engagement. The TAs and IAIs perceivedthat first-year students’ overall learning experience in the course was enhanced.To further promote such synergy, this study’s findings suggested the following: (1) establishconsistency and coherence with all