Ayala has had the opportunity to work for a number of engineering consulting companies, which have given him an important perspective and exposure to industry. He has been directly involved in at least 20 different engineering projects related to a wide range of industries from petroleum and natural gas industry to brewing and newspaper industries. Dr. Ayala has provided service to professional organizations such as ASME. Since 2008 he has been a member of the Committee of Spanish Translation of ASME Codes and the ASME Subcommittee on Piping and Pipelines in Spanish. Under both memberships the following Codes have been translated: ASME B31.3, ASME B31.8S, ASME B31Q and ASME BPV Sections I.While maintaining his industrial work active, his research activities have also been very active; Dr. Ayala has published 90 journal and peer-reviewed conference papers. His work has been presented in several international forums in Austria, USA, Venezuela, Japan, France, Mexico, and Argentina. Dr. Ayala has an average citation per year of all his published work of 33.25. Dr. Jennifer Kidd, Old Dominion UniversityDr. Jennifer Kidd is a Senior Lecturer in the Department of Teaching and Learning at Old Dominion University. Her research interests include student-authored digital content, classroom assessment, especially peer review, and diversity issues. She currently has support from the National Science Foundation for research and development related to online peer review systems.c American Society for Engineering Education, 2017 Peer Review for Enhancing Disciplinary Writing in Engineering AbstractProfessional engineers spend a considerable portion of their day writing, yet disciplinary writing skills are not addressed in many engineering courses. This study investigates peer review as a mean to enhance student writing in engineering courses. Students completed formative peer reviews using an online peer review system for a group project in a fluid mechanics course (with online and face-to-face sections) and for an individual writing assignment in a senior capstone class in mechanical engineering. A university-wide rubric for disciplinary writing was used to assess student writing performance on interim and final assignments completed over the course of a semester. Online surveys were used to assess student perceptions of the peer review process. The study was implemented over two semesters with iterative revisions in instruction made between semesters based on initial findings. Results suggest that peer review can increase student performance, as long as reflections are used to prompt student revision, regardless of the class delivery method or assignment type.
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This chapter describes a unique educational initiative requiring students to write their own, shared textbook using wiki technologies. This chapter attempts to address the strengths and weaknesses of this type of educational program. In addition, it explores the philosophical underpinnings of such a process, the implications of this process for educational systems in general, and several methods for incorporating this type of project into every level of education. Special emphasis is placed on exploring how student-authoring addresses skills including information literacy skills, that are underserved in more traditional educational settings.
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