Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

overview of these ideas and how they shaped the course design – the learningobjectives and the learning environment. This provides a rationale for establishing thecourse as a model based on best practices.Description and explanation of learning objectivesThe central idea of the course is to help graduate students become future professionals.Professional practices are cultivated and sustained either explicitly or implicitly withincommunities of practice16. As such, the notion of legitimate peripheral participation15provides a useful framework for understanding the experiences of graduate students (asfuture professionals) as they enter, navigate, and work in a new field of research. Thecommunity of practice framework is a form of cognitive

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

engineering course innovations. She has worked extensively in the design of assessment tools for course methods and activities. She is a faculty development consultant with previ- ous experience in instructional design, and the instructor of the Graduate Assistant Seminar for training engineering teaching assistants at Penn State. Page 24.189.1 c American Society for Engineering Education, 2014 Applying Research-Based Principles and Theory to Practice: The redesign of a graduate teaching assistant training seminarAbstractWhat do Graduate Student Instructors (GSI) expect from a

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University; Kimberly Monique Holmes, George Mason University

Tagged Divisions

Graduate Studies

, professional development, STEM edu- cation, intercultural training, e-portfolios best practices, and training evaluation and measurement. He has had the opportunity to present at regional, national, and international conferences his works and collabo- rations in these areas. In the field of e-learning and development, he has collaborated with organizations such as Johns Hopkins, Special Olympics, and the Graduate School at UMBC. Currently, he is one of the members of the Learning Transformation Research Group at Virginia Tech. In addition, Mr. Nino is a certified public translator, conference interpreter, and copywriter. In 2011, he founded Surplus Solutions, offering a wide variety of solutions to businesses, including

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Korine Steinke Wawrzynski, Michigan State University; Megan A. Shannahan, Michigan State University

Tagged Divisions

Graduate Studies

Page 24.1234.4component of successful mentoring relationships, and a failure to communicate clearly aboutschedules, goals and deadlines can lead to difficult relationships between mentors and students.Thus, the pre-experience survey asked mentors whether they had discussed practical concerns(e.g., work schedules, lab safety, research procedures) and whether they had explored broaderissues like the responsible conduct of research and the societal impact of research in this area.Since the pre-experience survey was deployed about 10 days into the summer programs, theseresponses capture mentors’ conversations with students in the first week or two of theundergraduate research experience.The response options for this set of questions were Yes/No

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron P. Wemhoff, Villanova University

Tagged Divisions

Graduate Studies

Students to Pursue Graduate Research at an Undergraduate-Focused InstitutionAbstractA course was created with the goal of enhancing the visibility of the Mechanical EngineeringDepartment graduate research program at a university containing high-quality seniorundergraduate students. The course includes standard lectures where graduate students presenttheir research to undergraduate students, and specialized lectures on library resources andacademic careers. This course was designed to motivate undergraduate students to remain attheir undergraduate institution for a research-based graduate degree, to improve communicationskills for existing graduate students, and to supplement ABET criteria not frequently seen in corecourses

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L Peters, Kettering University; Steve Skerlos, University of Michigan; Adam B. Baker, University of Michigan

Tagged Divisions

Graduate Studies

Paper ID #8969The PhD Advising Relationship: Needs of Returning and Direct-PathwayStudentsMs. Erika Mosyjowski, University of MichiganDr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Research Scientist and Adjunct Assistant Professor in the College of Engi- neering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University. Her research focuses on idea gen- eration, design strategies, design ethnography, creativity instruction, and engineering practitioners who return to graduate school. She teaches

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Cyndi D. Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

- due Graduate School. Ms. Lynch is a registered veterinary technician, focusing on animal behavior. Her research focuses on doctoral student engagement and assessment of doctoral student learning outcomes in identified best practices, including mentoring, developing effective writing strategies, recruitment, reten- tion, and transition courses, and doctoral student professional development. Ms. Lynch instructs Purdue’s Preparing Future Faculty course and the Preparing Future Professionals course. Page 24.201.1 c American Society for Engineering Education, 2014

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janie McClurkin, Purdue University, West Lafayette; Velvet Fitzpatrick, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Cyndi Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Faculty Early Career (CAREER) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient.Ms. Cyndi Lynch, Purdue University, West Lafayette Cyndi Lynch is the Director of Fellowships and Graduate Student Professional Development for the Pur- due Graduate School. Ms. Lynch is a registered veterinary technician, focusing on animal behavior. Her research focuses on doctoral student engagement and assessment of doctoral student learning outcomes in identified best practices, including mentoring, developing effective writing strategies, recruitment, reten- tion, and transition courses, and doctoral student professional development. Ms. Lynch instructs Purdue’s Preparing Future Faculty course and the

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Mehmet C. Ozturk, North Carolina State University; Renata S. Engel P.E., Pennsylvania State University, University Park; Carolyn A. Vallas, University of Virginia; Meghan McGlinn Manfra, North Carolina State University ; Tom Snyder, North Carolina State University; Chunlei Wang, Florida International University; Veena Misra, North Carolina State University

Tagged Divisions

Graduate Studies

Paper ID #9815Translational Engineering Skills Program (TESP): Training innovative, adap-tive, and competitive graduate students for the 21st century work forceDr. Elena Nicolescu Veety, North Carolina State University Elena Veety received the Ph.D. degree in electrical engineering from North Carolina State University, Raleigh, NC, in 2011. Her research focused on liquid crystal polarization gratings for tunable optical filters and telecommunications applications. Since 2011, she has been a Teaching Assistant Professor of Electrical and Computer Engineering at North Carolina State University. Currently, she is the Assistant

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda M. Head, Rowan University; Melanie Basantis, Rowan University; Steven H. Chin, Rowan University; Bernard Pietrucha, Rowan University

Tagged Divisions

Graduate Studies

Obj 2: Provide a forum for hands-on training and practice Obj 3: Emphasize best practice teaching techniquesGOAL III: Enhance Professional development opportunities Obj 1: Create an open mentoring environment between Fellows and Faculty Obj 2: Encourage self-efficacy and self-confidence of TF’s in public-presentation environment Obj 3: Provide the opportunity for TFs to review basic knowledge Obj 4: Reinforce critical thinking skills through public dialogMethodsThere are eight TFs who participated in the training program, six men and two women. Theywere all new BS graduates from this university in one of the four following disciplines:Chemical Engineering, Civil Engineering, Electrical and Computer

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech; Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

, and research practices in science.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Homero Gregorio Murzi, Virginia Polytechnic Institute and State University; Prateek Shekhar, Virginia Tech; Timothy Kinoshita, Virginia Polytechnic Institute and State University; Christina Seimetz Wade, Virginia Tech; Richard M. Goff, Virginia Tech Department of Engineering Education; Debarati Basu, Virginia Tech

Tagged Divisions

Graduate Studies

supervisors, this might be a limiting factor in otheruniversity climates.RecommendationsThe following sections will discuss recommendations for future courses or programssimilar to the practicum experience, as well as a model for how this experience could beimplemented for other graduate teaching experiences.General RecommendationsThe effectiveness of this engineering education practicum course indicates that it haspotential as a useful approach to GTA training and future engineering faculty training.Ground the course in relevant literature establishes the importance of constructingteaching strategies around established research and proven practices. This sentiment isechoed by the Innovations with Impact report published by ASEE as an important

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

Page 24.1087.6 process in science and engineering research. While the Independent Research module focuses on scientific preparedness, the Best Practices in Teaching and Learning module offers the trainees a window into how they, and others, learn, and how research can guide the design of teaching and learning environments. This module provides trainees scaffolding for the annual redesign and assessment of the IGERT curriculum. Trainees read and discuss relevant literature, guided by an engineering education professor and trainees under her mentorship. The application of educational frameworks such as Backwards Design33 and How People Learn5 are used to help guide trainees consideration of