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Integration of Peer Communication Fellows into Introductory Materials Science Courses: Wiki Article Development

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Materials Division Technical Session 3

Tagged Division

Materials

Page Count

14

DOI

10.18260/1-2--32996

Permanent URL

https://peer.asee.org/32996

Download Count

447

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Paper Authors

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Sabrina Jedlicka Lehigh University

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Gregory Mark Skutches Lehigh University

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Greg Skutches earned both his Master’s (1997) and Ph.D. (2001) in English with a specialization in Composition and Rhetoric at Lehigh University. He joined the English Department at DeSales University in Center Valley, Pennsylvania in 1999 and returned to Lehigh in 2006 to establish and direct the Writing Across the Curriculum Program and teach courses in literature and first-year writing. In the fall of 2008, he launched the Technology, Research, and Communication (TRAC) Writing Fellows Program, which has grown into an organization of 80 discipline-based peer writing tutors who, in total, work with more than 1,300 students at Lehigh each semester. His research interests include topics in writing across the curriculum, composition theory, argument theory, and peer learning with a special focus on writing fellows programs.

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Siddha Pimputkar Lehigh University Orcid 16x16 orcid.org/0000-0002-0260-7290

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Abstract

This study is a work in progress. The purpose of this project was to enhance the communication abilities of engineering students enrolled in an introductory materials science course, as well as to increase student interest in how materials science applies to their chosen major. The course serves 150-200 students per term and was taught in the traditional manner prior to the introduction of open-ended projects as a new alternative in last two terms. Anecdotal evidence suggests that these projects led to enhanced student understanding of the broader field of materials science; the current investigation is a systemic investigation and documentation of these observations. A constructionist learning approach was chosen to test the working hypothesis that peer-peer mentoring in communication will facilitate higher order learning outcomes (in open-ended projects). Students are asked to do two open ended assignments. The first is to create a video related to the impact of materials science on society. The second is to write a Wiki article about a specific material type. These articles will populate a student-driven archive of Materials Science content to be used in the future by other students. For both projects, students work in small groups in class once per week. Eight weeks are provided to develop the video project, while five are provided for the Wiki article. One-half of the students were provided mentorship from peer communication mentors on the structure and presentation of the assignment. Students will be asked to self-report on the project using a mindset-driven rubric, that focuses on their interest in materials science and understanding of how materials science impacts society. Faculty and more advanced students will also review the articles using a rubric that assesses communication quality from multiple Bloom’s levels. We will report on the structure of these activities, as well as the final data collected related to student mindset and cognition.

Jedlicka, S., & Skutches, G. M., & Pimputkar, S. (2019, June), Integration of Peer Communication Fellows into Introductory Materials Science Courses: Wiki Article Development Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32996

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