Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Britney Russell, University of Connecticut; Antigoni Konstantinou, University of Connecticut; Ayah Abdallah, University of Connecticut; Fayekah Assanah, University of Connecticut

Tagged Divisions

Graduate Studies Division (GSD)

, offering workshopsand seminars focused on scientific writing, public speaking, and presentation skills [9,10]. Someinstitutions have partnered with professionals to provide practical insights and real-worldscenarios, enriching the learning experience. Furthermore, there's a growing trend ofinterdisciplinary courses where students from different scientific backgrounds collaborate,simulating a more diverse communication environment [11,12,13]. Research in this field has alsoemphasized the importance of peer-to-peer learning, creating student-led discussion groups, andassessments focused on improving communication skills [11,13,14,15,16,17]. Digital platforms,like online courses and webinars, have also been leveraged to reach a wider audience

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bharani Nagarathnam, Texas A&M University; Bimal P. Nepal, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Kourtney Rogers Gruner, Texas A&M University

Tagged Divisions

Graduate Studies Division (GSD)

instructional models and strategies for capstone designcourses [12, 13] including evaluation of learning outcomes [14, 15, 16]. While this literaturedoes inform practice, literature specific to graduate-level engineering course use of capstones isseverely limited. Therefore, this paper hopes to provide suggestions and recommendations forcapstone project use within graduate level online contexts.Capstone Project OverviewStudents are required to complete an individual capstone project under the guidance of aninstructor and steering committee members from their company or industry in their second year.The project is a 9-month long effort to apply the key learnings from the program and bring valueto the sponsor companies. The project focuses on a narrow

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

could practice their skills and attempt to makeimprovements to their classroom teaching style to find what would be most beneficial to thestudent's learning as well as their own comfort. They also found that they were able to developskills beyond being able to convey material, but also learned how to develop a course from theground up, which included the opportunity to construct a syllabus and lesson plan, run aclassroom taking into account time constraints and student and abilities, and how to account forstudent expectations for the course. As many had not had the chance to teach prior to theSPECTRA experience, the lower-stakes environment of a research course may have providedthem opportunity to develop their identities and skills as

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Victoria, University of Florida; Laura Melissa Cruz Castro, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Divisions

Graduate Studies Division (GSD)

) theresearch articles presented may not reflect all the work and research performed informally and notpublished, (4) the Kitchenham and Bacca method for systematic literature review does not addressthe effects that various types of systematic review questions have on systematic review procedures,(5) industry training programs are not likely to publish peer reviewed studies on their in-houseworkforce training programs, (6) massive open online courses (MOOCs) are also unlikely topublish peer reviewed studies because of the large volume of students, (7) there is not concretedefinition of what a “workforce training program” is and (8) the quality of the identified papersfor this literature review included was not assessed; therefore, any literature that