Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Prasun Lala, École de Technologie Supérieure; Félix Langevin Harnois, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Graduate Studies

Neurophysiology from the Aerospace Medical Research Unit (AMRU) at McGill University and is part of the research support staff in Electrical and Computer Engineering at the Centre for Intelligent Machines (CIM) at McGill ´Mr. F´elix Langevin Harnois, Ecole de Technologie Sup´erieure ´ Librarian at Ecole de technologie sup´erieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collabo- ration with 3 professors and a researcher, on the SARA service which uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop their scientific

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

, taken several classes with the ratee, listened to rateepresentations, read ratee writing, been involved with ratee lab research, and worked with theratee on any form of the professional project.An organization called Reliant Talent Management Solutions provided a platform for surveysurvey distribution. Raters provided scores for each ratee using the previously constructedBARS. In an open response section below each BARS, raters were asked to provide concreteexamples of the ratee behavior to justify their ratings. The Reliant software then generated areport for each of the ten students that compared self, supervisor (advisor), peer, and subordinateratings side by side. An example of the score comparison is presented in Figure 1.Figure 1. Example

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ben D. Radhakrishnan, National University

Tagged Divisions

Graduate Studies

(includes Peer teamwork and leadership (includes teamwork and leadership (includes Feedback form data) Peer Feedback form data) Peer Feedback form data) Appendix 2 Capstone Writing Quality Rubrics

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies

professional developmentprogram for graduate students in science and engineering at a small private Midwest university[6][7]. Graduate students self-select into this program. With this program, we offer a series ofinformation sessions at the beginning of a semester as well as speak with faculty advisors aboutthe program to encourage their students to participate. If students are interested, they are asked tosign up for the program and to provide contact information. The first full year of the programwas considered the pilot year and had 12 students who participated in at least some part of theprogram.Once a student expresses interest, the student is asked to provide the name of their researchadvisor as well as select several of their peers to fill out

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, and suggests the additional challenges that could arise for those doctorallearners in interdisciplinary contexts.Journal clubs, list mediated examinations, and proseminars are three pedagogical approaches thathave been discussed in writings on doctoral education. Golde identifies the first two of theseapproaches, journal clubs and readings lists, as signature pedagogies by which differentdisciplines address goals of helping doctoral students learn to work with the literature [8].Journal clubs, which are common in medicine and biological sciences, are somewhat formalsettings in which individuals come together to discuss pre-chosen scholarly articles. Because theprocess of reading a single article is repeatedly made visible in the journal club

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

Classroom Assessment Technique (CATs) [1]. MuddyPoints (MP) is one of these techniques. It is a tool used to collect feedback about student learningissues and points of confusion. Many times, it takes the form of a ‘Minute Paper’ where studentsare asked to spend the last minute or so of class anonymously writing their responses to a coupleof questions. These questions help the instructor recognize any disconnects between what theysaid and what the students actually heard (e.g., What was the main point of today’s class? Whatdid you find most confusing?) [2]. Instructors can then take this feedback and leverage it toenhance student learning by adapting future content delivery and course facilitation methods.Responding to this information at the

Conference Session

Graduate Studies Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Divisions

Graduate Studies

particular task and their beliefs about the relative cost and value of that task [15]– [17]. Individuals’ competence beliefs and the costs and values they associate with a particularchoice are informed by their past experiences, personal identity beliefs, the societal/culturalcontext, and individuals’ interactions with these cultural norms or expectations [16], [17]. Ourfindings suggested that returners perceived higher levels of costs in a number of areas comparedto their direct-pathway peers. These costs included academic costs, which relate to individuals’feelings about their academic performance, relationships with peers, and adjusting to a new typeof work and environment; balance costs, which include challenges with family and