Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer M. Mansfield, Arizona State University; Terry L. Alford, Arizona State University; N. David Theodore, Arizona State University

Tagged Divisions

Graduate Studies

with f2f students as the primary audience. Online students to be observers rather thanfull participants in the course.This paper looks at reversing that model by creating courses where the online student experienceis the starting point for course design. The authors researched best practices in online educationto reinvent lectures, assessments, and interactions and used a Backwards Design approach toreinvent a graduate level materials science course. The process developed became known as theDesign for Online (DFO) model.Lectures were pre-taped in a studio and broken into smaller digestible chunks. Each of the videoswas based upon clearly identified outcomes that focused on higher order thinking as defined byBloom’s Taxonomy. In order to

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meredith Welch-Devine, University of Georgia; Ramana Pidaparti, University of Georgia; K. Paige Carmichael, University of Georgia; Janet E. Rechtman, University of Georgia; Brandy B. Walker, University of Georgia; Julie A. Coffield, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Technology (PCAST. ) “Transformation and opportunity: The future of the U.S. research enterprise”, Report to the President, 2012.[5] C. Wendler, B. Bridgeman, R. Markle, F. Cline, N. Bell, P. McAllister and J. Kent. Pathways Through Graduate School And Into Careers. Princeton, NJ: Educational Testing Service, 2012.[6] H. S. Barrows, Practice-Based Learning: Problem-Based Learning Applied To Medical Education. Springfield, IL: Southern Illinois University, 1994.[7] H. S. Barrows, How To Design A Problem-Based Curriculum For The Preclinical Years. New York, NY: Springer, 1985.[8] I. Choi, Y. C. Hong, H. Park, and Y. Lee, “Case-based learning for anesthesiology: Enhancing dynamic decision-making skills through

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ben D. Radhakrishnan, National University

Tagged Divisions

Graduate Studies

Paper ID #21171Pragmatic Framework for Graduate-level Sustainability Capstone ProjectsMr. Ben D. Radhakrishnan, National University Prof. Ben D Radhakrishnan is currently a full time Faculty in the School of Engineering, Technology and Media (SETM), National University, San Diego, California, USA. He is the Program Director/Lead Fac- ulty for MS Sustainability Management Program. He develops and teaches Engineering and Sustainabil- ity Management graduate level courses. Ben has taught Sustainability workshops in Los Angeles (Army) and San Diego (SDGE). His special interests and research include promoting Leadership in

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Mansfield, Arizona State University; Terry L. Alford, Arizona State University; N. David Theodore, Arizona State University

Tagged Divisions

Graduate Studies

Paper ID #22495Misconception Clarification in Online Graduate CoursesMs. Jennifer Mansfield, Arizona State University Jennifer Mansfield is an instructional Designer at Arizona State University (ASU). She is housed in the Ira A. Fulton College of Engineering within the Global Outreach and Extended Education (GOEE) de- partment.Dr. Terry L. Alford, Arizona State University Dr. Alford holds the rank of professor in the School for the Engineering of Matter, Transport, and Energy. He currently integrates JTF tools and concepts into his on-line course delivery.N. David Theodore, Arizona State University

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eric Holloway, Purdue University, West Lafayette; David F. Radcliffe, Swinburne University of Technology

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

potential applications in theUS.This paper opens with a review of the best known undergraduate KSA frameworks in the US,providing both a context and a history of how these KSA frameworks came to be and how theyhave evolved over time. As these frameworks are familiar to most faculty in the US not leastbecause of ABET accreditation, they provide a common reference point for thinking aboutcomparable KSA frameworks for graduate programs, especially Ph.D. programs. This isfollowed by a survey of reports over the past decade calling for reform of the doctorate in theUS, Canada, UK, Europe, and Australia with a focus on being more explicit about developingbroader graduate attributes. We explore in some detail the Researcher Development Framework(RDF), or

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

campus, designed a new teaching and leadership program and successfully offered it as apilot course for three semesters. Desiring to prepare graduate students for careers in bothacademia and industry, this program aims to enhance the teaching skills of graduate teachingassistants (GTAs) while simultaneously augmenting their professional skills. The goal is to trainthe next generation of leaders who will possess technical and academic expertise as well ascritical skills such as communication, organization, and relationship building. The team used anintegrative approach to design and later modify the course. This paper describes this approach, aswell as the results of an investigation into whether the course impacted GTA perceptions ofteaching

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron; Nidaa Makki; Esther R. Wain-Weiss, Universtiy of Akron

Tagged Divisions

Graduate Studies

an hour. All of the doctoral students in cohort one were invited to participate andthey all agreed to be interviewed and audio recorded.The following questions guided the focus group interview: 1. Can you tell me about the impact the program had your preparation and interest for an academic career, with respect to your role as an engineering educator? 2. To what extent are you using the information learned about teaching engineering in your current practice? 3. How prepared do you feel in the teaching aspects of an academic career? 4. To what extent did this program support your job search efforts in relation to teaching engineering? 5. How would you describe a good engineering educator? 6. What were the best

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, Pennsylvania State University; Kirsten S Hochstedt, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther W. Gomez, Pennsylvania State University; Manish Kumar

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

StudentsAbstract Research Experiences for Undergraduates (REU) programs have been shown to promotepositive outcomes such as increased interest in graduate school and STEM careers for theirparticipants. Research has also shown how graduate students benefit from mentoringundergraduate researchers—namely they receive instrumental research support, improveteaching skills, and develop socioemotionally. Less research, however, has investigated the waysin which graduate students mentor undergraduate REU participants, and how the mentoring rolemay impact the graduate students. To address this gap in the literature, the current studyexamines the way in which graduate students mentor, and the impact of the mentor role ongraduate students participating in a

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bret Austin Arnold, University of Tulsa; Alison J. Kerr, University of Tulsa; Bradley J. Brummel, University of Tulsa; Michael W. Keller, University of Tulsa

Tagged Divisions

Graduate Studies

J. Kerr, University of Tulsa Alison Kerr is a graduate student at The University of Tulsa. She is pursuing a doctoral degree in Industrial-Organizational Psychology. Her research interests include training development and evaluation as explored across a variety of academic disciplines and organizational settings. She is currently assist- ing on a number of training projects aimed at developing engineering students on relevant non-technical professional skills including ethical practice and presentation.Dr. Bradley J. Brummel, University of Tulsa Dr. Brummel is an Associate Professor of Industrial/Organizational Psychology at The University of Tulsa. He received his PhD from the University of Illinois at