Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel P. Dempsey, University of Massachusetts Lowell; Carol Barry, University of Massachusetts, Lowell; Joey Mead, University of Massachusetts Lowell

Tagged Divisions

Graduate Studies, Student

and safe operation of laboratory equipment, and  More efficient and effective literature searches.Since about 88% of the 25 students in this graduate student group are interested industry careers,the new thrust in the 2011-2012 program focused on developing researchers with well-roundedskillsets (i.e., professional, literary, communication skills) that are needed in industry. Sincemany domestic and international students enter into the American workforce without such skills,these new graduates require a certain amount of time for "professional acclimation," whichresults in reduced production for the individual and affects the young researcher’s psyche as wellas the hiring company’s bottom line. The graduate students themselves

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Rachel Louis Kajfez, Virginia Tech

Tagged Divisions

Student

. Page 23.1155.1 c American Society for Engineering Education, 2013 Teaching Your First Large Lecture: Surviving with Attentive and Engaged StudentsAbstractThe usual and customary appointment for a graduate teaching assistant or even new instructor inengineering is a recitation, workshop, laboratory or small classroom of typically 30 students orless. Hence, most practical advice for promoting attentiveness and engagement centers on thattype of environment. In those environments, individual student-instructor interaction is easilypossible in order to keep students attentive and engaged. Although less common, some newinstructors are assigned to teach large lectures (>75

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Student

tenure she created Energy Clubs for students in grades 3-5. Albers is passionate about experiential learning and strongly encourages the inclusion of hands-on activities into a curriculum. Her dissertation spans the Colleges of Engineering and Education and quantifies the effects of hands-on activities in an engineering lecture.Dr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley received a B.S. in Electrical Engineering in 1984 and an M.S. in Electrical Engi- neering in 1985 from Virginia Tech. She received her Ph D. in Electrical and Computer Engineering from North Carolina State University in 1992. Dr. Bottomley worked at AT&T Bell Laboratories as a member of technical staff in Transmission

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

engineering course, Fundamentals of Soil Mechanicsand Foundation Engineering (FSMFE). The course was 6 credit-hour seminar that was taught inan asynchronous, fully online format over 11 weeks, and a prerequisite in the Geotechnical trackof the Master of Civil Engineering (MCE) program. The content of this course aligned well withboth my professional background and my previous teaching experience with a traditional lectureand laboratory courses covering similar topics. At the time, however, I had never developed ortaught an asynchronous online course and was eager to find out more about working within thismedium. Therefore, for the 2011 spring semester I registered for both the CAP and AIDEcourses, hoping that together they would provide a

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

through selected quotations how the proposedresearch mentoring models exist and apply to each of the mentoring relationships, regardless ofgender composition, research area, type of laboratory or experimental work, etc. The coachingmodel is explained first from the perspective of 3 mentoring pairs: Mia and Annie (both female),Nate and Scott (both male), and Russell and Rachel (male mentor and female mentee). Thesupervisory model follows, as demonstrated by Dwayne and Amelia (male mentor and femalementee), Keeley and Veronica (both female), and Drake and Shannon (male mentor and femalementee). These gender pairings are summarized in Table 2Error! Reference source not found