Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

submitted, the students participated in a three-hour peer-review session during which the course instructors gave short (30 min) tutorials on the peerreview process and elements of good technical reports (Week 5). Students formed pairs andreviewed each other's reports. A formative, rather than summative, rubric focused on evaluatingthe writing (Appendix B) was given to the student reviewers to fill out, including criteria such asgenre convention (structure and organization), coherence, multimodal components (figures andtables), and credibility (references). Students then exchanged their reviews and discussed witheach other their questions and comments. Many students engaged in extensive discussions aboutthe technical content of the reports as well

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

 complexity: pretentious words, needless symbols, slash Informal writing: avoid contractions, get, or a lot  Tonal error:  Too many sentences begin with the subject: You need more sophisticated sentence openers to make  better connections between your ideas.  Form (Format, Grammar, Punctuation, Usage) Run‐on sentence: You cannot join two sentences with simply a comma—you need a period, semicolon,  or a conjunction (and, but, or) Wrong word: affect↔effect, anxious↔eager, its↔it’s Grammar error: Punctuation error: Usage error: Format error: Appendix B: Key for the Comments on Diagnostic ParagraphOn your quiz, you will receive comments in the form of combinations of the following letters: A B C D a b c d e fEach letter refers to a specific

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

Society for Engineering Education, 2018 Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teamsAbstractWe describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could

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

Paper ID #23162Motivational Factors of Undergraduate Engineering Students in Introduc-tory Non-technical CoursesDr. YunJeong Chang, University of Virginia Dr. YunJeong (Eunice) Chang is a Research Scientist at the University of Virginia. She earned her PhD in Learning, Design, and Technology program from the University of Georgia. Her research interests involves supporting teaching and learning in higher education and designing online or blended learner- centered learning environments within STEM context.Dr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology &