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Welcoming and Building Community for Graduate Students Through Remote Tech Environments

Conference Session
Graduate Studies Division Technical Session 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Marianna Savoca, Stony Brook University; Rachel F. Perlman, Stony Brook University; Kimberly Bell, Stony Brook University; Monica Bugallo, Stony Brook University
Tagged Divisions
Graduate Studies
Paper ID #32535Welcoming and Building Community for Graduate Students Through Re-moteTech EnvironmentsDr. Marianna Savoca, Stony Brook University Marianna Savoca is both an administrator and faculty member. She teaches career development, leader- ship, and external relations, collaborates with faculty on research and programmatic initiatives, as well as oversees internships and practicum experiences for graduate and undergraduate students. She leads campus-wide efforts to scale career development and access to high-impact experiential education for students in all majors and degree levels. She is Co-PI on two NSF-funded
Relevance Score: 2.1396544

A Framework for Examining Engineering Doctoral Student Identity

Conference Session
Graduate Studies Division Technical Session 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies
mathematics and science in California and Oklahoma. American c Society for Engineering Education, 2021 A Framework for Examining Engineering Doctoral Student Role IdentityAbstract This paper presents the Role Identities of Doctoral Engineering Doctoral Students(RIDES) framework for the examination of engineering doctoral students’ role identities.Identity of engineering students at the undergraduate level has been widely explored, butcomparably few studies have explored identity at the doctoral level [1]. Identity development isfundamental to becoming part of the community of practice of graduate school and academia(e.g., [2]); thus
Relevance Score: 1.746693

Visualizing Arguments to Scaffold Graduate Writing in Engineering Education

Conference Session
Graduate Studies Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies
Visualizing Arguments to Scaffold Graduate Writing in Engineering EducationAbstractMany graduate students come to engineering education research with technical backgrounds inengineering. This can present a challenge for them in learning to write social science research,with new expectations around the structure of academic arguments for the field of engineeringeducation research. Existing research suggests that even graduate students familiar with writingstrategies struggle when entering new communities of practice and disciplines. Although somescholarship has focused on writing, minimal strategies for encouraging argumentation through arhetorical approach have been developed for graduate students. Unlike a focus on writtenproduct
Relevance Score: 1.2070775

Theoretical and Applied Perspectives on Online Graduate Engineering Education: Learning-Centered Vision, Administration, and Course Design

Conference Session
Graduate Studies Division Technical Session 4
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University
Tagged Divisions
Graduate Studies
four tenets (community,identity, practice, and meaning) are well distributed in graduate education. For example,coursework most easily fits into the “practice” category but incorporates aspects of “community”(potentially working with others in class), and “meaning” as courses apply theoretical material topractical relevant engineering applications. A research component of a graduate program, too,spans multiple sectors, falling mainly into the “meaning” category, earning depth and expertisethrough a research experience, but also promotes development of “identity,” “community” withlabmates, and “practice” in the application of coursework principles to real research problems.Layered on top of CoP theory is a more specialized theory, that of
Relevance Score: 1.0123582

Academic Writing at the Doctoral and Professional Level in Engineering: The Current State of the Field and Pathways Forward

Conference Session
Graduate Studies Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kate Caroline Batson, University of Georgia
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies
personaldevelopment through collaboration, knowledge sharing, and analysis. I will briefly introduceexamples of learning communities developed within Colleges of Engineering—including that ofNew Mexico Tech and the École de Technologie Supérieure in Montreal, Canada—that havereported both success and challenges.STEM FellowsSimpson et al. (2015) sought to address the lack of graduate level-writing support of engineeringstudents at their institution, New Mexico Tech, a university who has strong specialized programsin areas such as mechanical engineering, atmospheric and astrophysics, earth sciences, andpetroleum engineering. Simpson and colleagues developed a graduate STEM CommunicationFellows program aimed at “creating opportunities to develop organic
Relevance Score: 0.83053225

Description, Assessment, and Outcomes of Three Initial Interventions Within a National Science Foundation Research Traineeship (NRT): Onboarding Event, Career Exploration Symposium, and Multidisciplinary Introductory Course

Conference Session
Graduate Studies Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky
Tagged Divisions
Graduate Studies
currently serves as an evaluator for several NSF programs including a National Science Foundation Research Traineeship (NRT) program. Dr. Schutzman has a Ph.D. in Educational Policy and Evaluation in Higher Education from the University of Kentucky, a M.A. from Northern Kentucky University, and a B.A. from Centre College. Methodologically, she is trained in both qualitative and quantitative research and evaluation designs, data collection, analyses, and results dissemination. Dr. Schutzman has extensive experience in program development, implementation, and evaluation in K-12, community college, four-year university, and non-traditional education settings. American c
Relevance Score: 0.6548877