Paper ID #16737Systematic Team Formation Leading to Peer Support and Leadership SkillsDevelopmentDr. Corey Kiassat P.E., Quinnipiac University Dr. Corey Kiassat is an Assistant Professor and the Director of Industrial Engineering at Quinnipiac Uni- versity and has a BASc and a PhD degree in Industrial Engineering from the University of Toronto. He has an MBA, majoring in Marketing and International Business, from York University. Corey is a Pro- fessional Engineer and has 11 years of industry experience in manufacturing engineering and operations management with General Motors in USA and Canada. He has also been involved
Paper ID #15120Gender in the Workplace: Peer Coaching to Empower Women in the Class-room and as ProfessionalsDr. Jennifer L. Groh, Purdue University, West Lafayette Dr. Groh joined the Purdue Women in Engineering Program (WIEP) in 2009. She received a B.S. in microbiology from Purdue University, and a Ph.D. in microbiology from the University of Oklahoma. Prior to joining WIEP, she was the Graduate Programs Coordinator in the Purdue Weldon School of Biomedical Engineering. As Associate Director of WIEP, Dr. Groh administers the undergraduate Mentee & Mentor Program and the Graduate Mentoring Program, teaches two Women in
students, in teams, were asked to answer questions about how to handle renovation expenses. The students had to write a report and do a presentation while abroad. b. Videologs: The students were tasked with recording 1 to 2 minute long educational videos of various locations we visited. The objective of this project was to encourage students to research the places we were going to in advance. They had to prepare and memorize a script prior to departure, and film at the location using a GoPro camera. The students were told to briefly comment on something interesting, engineering-wise and/or engineering-economics-wise. After the students
engineering students who have made it beyond traditional exit points inengineering, and into upper division courses. This understanding will be developed throughaddressing the following research questions (RQ):RQ 1) What experiences, affective domain traits, and social capital resources explainengineering students’ development of engineering role identity and feelings of belongingness?RQ 2) In what ways are these experiences unique for first generation engineering students whencompared to continuing generation peers?This increased understanding will be further utilized by the research team in subsequentqualitative phases of the research project by exploring grounds for causation and thedevelopmental role of any significant factors play in development
Professor NegotiationsCase 1: Starting offer at a top-ten engineering research programDr. Taylor Smith, having completed a two-year international post-doctoral experience at a majorinternational laboratory – and having proved worth by already having several externally fundedgrants in addition to numerous peer-reviewed papers, applied for two top-ten engineeringprogram assistant professor positions. The candidate was selected for campus interviews at eachplace, and the interview experiences consisted of the typical two full days of interview, includingbreakfasts, lunches and dinners, with various combinations of faculty, graduate students and staff– rigorous interviews designed to vet future colleagues for their ability to take on the research
Kirshon is a Decision Science major at Carnegie Mellon University with an additional major in Professional Writing and a minor in Public Policy and Management. c American Society for Engineering Education, 2016 Teamwork in Engineering Undergraduate Classes: What problems do students experience?AbstractWhile teamwork is commonly integrated into engineering programs, it often discourages womenand minorities. The purpose of the current research is to better understand what teamworkproblems women and minorities most frequently encounter and the resources they currently havefor solving these problems. The researchers report findings from a two-part study. In Part I, 677engineering
than either of the twoeffects alone.”[21] In his study, Henson[21] suggests that we may be able to predict outcomes notbased on a person’s past aptitude or grade point average, but rather, on their self esteem,dogmatism, and intrinsic or extrinsic motivation to be successful.[21] Evidence of the use of performance comparisons in efficacy belief formation is supportedby other research and supports the claim of self-efficacy theory that vicarious experiences aremore influential on students who have little experience in a particular area such as in comingfreshman engineering students.26 Yet, another study stated that individuals “who are lessconfident, experience negative interactions with peers and instructors, and hold
Each (points) (points) (points) (points) (points) Item Professional, Peer-Reviewed & Communicated External Grants received 5 larger than $50,000 Published International Journal articles / Book 5 Chapters Published Articles; National or International 4 12 4 Conference Paper/Proceedings External grants received less than $50,000 but 4 more than $20,000 External grants received 3 6 6 less than $20,000 Research/poster presentations given at 3
to, say,the norms of a writing seminar where all are expected to acquire the skill without finding outwho is incapable at writing. What seemed to be coming up in this interview was a daily experience of beingconstructed as incapable, in programming (for Isaac) and/or in engineering. We call this thecultural construction of ability, of being “not cut out for” the discipline. The disability at play inthis educational fact is not one that often gets labeled or spoken out loud in those terms, thoughneither is it only living inside one student’s head. The sort of ability hierarchies at play herehave a mutually acknowledged meaning and institutional consequences. By cultural constructionof ability we mean to acknowledge the many levels on
Career Hiring Process Satisfaction Navigation Integration Leadership Scholarship Recognition (WLI) Grant writing (F) Promoting Mid-Tenure Grant Climate Your Work
career track. The study also examined the factors of support within the institution, withan emphasis on understanding the effectiveness of various programs and policies (i.e. family-friendly policies, mentoring programs, faculty diversity initiatives) designed to support womenfaculty in engineering.Background on the Problem Compared to their male peers in academic engineering programs, the female faculty isless likely to reach full professorships (Easterly and Ricard, 2011; Touchton, 2008). Rather,women are concentrated at the lower ranks of academia as assistant professors, lecturers andadjunct faculty (Fox, 2010). In 2006, women accounted for 30.5% of non-tenure track instructors, but only 11.9% of associate professors and 3.8% of full
roles in their colleges anduniversities, and face the same challenges to increase the number of women in their fields. TheSociety of Women Engineers provides copious resources to assist women in all of these areas.Regional and Society conferences offer workshops directed at career development for femalefaculty and for those aspiring towards a faculty position including the following topics from themost recent Society conference in 2015: ● How to Choose your Academic Service Obligations Wisely ● Reviewing Academic Papers: How to Give Useful, Effective Feedback as a Peer Reviewer ● Pedagogy 101 - Introduction to Teaching ● Tips on Grant Proposal Writing for NSF CAREER Grants and Other Programs ● Alternative Pathways to an Engineering
driven by a variety ofdifferent factors. Some individuals were simply the only individual working in a particularfunction and felt the lack of like others to collaborate with. Maureen expressed this feeling fromthe first day she walked into her job: “I was the only in-house developer. I didn’t know what I was doing and I had no one to help me. The first day, I walked in and they told me they promised five iPad apps in three months…” (Maureen, Women’s)In Maureen's case, feelings of isolation produced doubt regarding her ability to meet heremployer's expectations. Her isolation amplifies her job stress. In other cases, peers with similarjob descriptions were present in the work environment but the age gap between the early
who pioneered thefunds of knowledge approach is nearly absent in our review because a large portion of their workwas conducted on elementary students. Thus, we consider primary sources, sources that helpanswer our research questions. A detail explanation of the types of sources that we excluded fromthis study are outlined in the next sub-section.4. Finding and cataloging sourcesIn the fall of 2015, papers indexed in the following five electronic databases were searched 1)Engineering Village, 2) Scopus, 3) Academic Search (EBSCO), 4) Educational Full Text (EBSCO)and 5) the ASEE PEER database. Table 2 outlines the exact search strings that were used in allfive of the electronic databases. For each database, we indicated that the search string