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This study investigated the influence of engineering design classes with peer assessment on learning outcomes and the learners' and instructor's perceptions of peer assessment. For this purpose, 39 college engineering students in the engineering design class at a university in Korea were asked to conduct peer assessments twice. As a result, engineering design classes with peer assessment significantly improved learners' computational thinking, creative problem-solving, and collective efficacy. The learners and the instructor recognized that peer assessment can help develop problem-solving skills and cultivate a mindset as an engineer in the engineering design. However, they commonly noted the problem of insufficient time for assessment activities during class. Some students also doubled their own and their peers' ability as assessors. This study contributed to expanding the understanding of the role of peer assessment in the context of engineering design education. [ABSTRACT FROM AUTHOR]

BACKGROUND Segmented assimilation theory asserts that children born to immigrants experience divergent paths of incorporation. While some exhibit substantial gains in well-being, others may fare worse than US-origin whites or their own parents. It is certainly true that contemporary immigrants find themselves living in a different context than those who arrived in the United States during the early 20th century. However, it remains an empirical question whether the incorporation process has suddenly become segmented. METHODS We select five of the top European sending regions to ask whether socioeconomic outcomes varied between immigrant-origin populations between 1910 and 1930. We use the Integrated Public Use Microdata Series Multigenerational Longitudinal Panel to link men over a 20-year period. Logistic regression is used to predict probabilities of school enrollment in 1910 among US- and immigrant-origin youths. We then rely on a series of OLS specifications to predict the socioeconomic standing of these men in 1930 as well as differences in father-son status. We also compare relative rates of occupational mobility across country of origin. RESULTS We find evidence of intergenerational mobility as well as convergence in economic success. Though some immigrant-origin groups fare better than others (e.g., the Irish and those from the United Kingdom versus Italians and Germans), our results largely align with classical theories of assimilation. To the extent that segmented assimilation occurs, it emerges in the especially low levels of attainment among German-origin youths. CONTRIBUTIONS Our findings raise important questions about studies that investigate segmented assimilation among immigrant-origin youths. We argue that more work is needed to determine whether downward assimilation is a sign of permanent disadvantage or a shortterm consequence from which youths can recover. [ABSTRACT FROM AUTHOR]

This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students' learning success, even in online-based programs that offer effective technological support. [ABSTRACT FROM AUTHOR]