Conference Session

Online Programs and Program Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Audeen W. Fentiman, Purdue University; Emilie A. Siverling, Purdue University; Rene Alexander Soto Perez, Purdue University; Ruth A. Streveler, Purdue University; Michael C. Loui, Purdue University; Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Graduate Studies

were initially offered only on campus to students currently enrolled in Ph.D.engineering programs at the Purdue University. All of the courses relied upon extensive student-student and student-faculty interaction. Students read assigned materials, discussed them inclass with the instructor, and then used information gleaned from the reading and discussions tocomplete assignments that would be useful in performing their duties as faculty members.Some examples of assignments are a syllabus and materials for a course in the student’stechnical field, an interactive presentation of course materials, a detailed teaching philosophy,and a plan for mentoring graduate students. Students often peer reviewed materials prepared byclassmates, and faculty

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Siny Joseph, Kansas State University - Polytechnic Campus; Jung Oh, Kansas State University - Polytechnic Campus; Raju S. Dandu, Kansas State University - Polytechnic Campus

Tagged Divisions

Graduate Studies

) to a hybrid format. The hybrid format allowed students to take the course online without ever stepping foot in the classroom while at the same time they were provided the option of attending class physically and meeting instructors face-to-face. The format also allowed for synchronous (e.g., video conferencing) and asynchronous (e.g., web-based course material) learning, where if synchronous setting did not work for students at remote locations, a recording was available for the students of meetings, and a further follow-up was encouraged through office hours (in person or video conferencing) or discussion boards. The duration of the course was reduced from 16 weeks to 8 weeks

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward R. Scheinerman, Johns Hopkins University

Tagged Divisions

Graduate Studies

(we have a wide selection of online courses through our Engineering for Professionals programas well as onsite classes if the student resides near campus) or through independent study(directed by the advisor who suggests book chapters and papers to read).At the beginning of the second semester, the student stands for an oral examination—thePreliminary Examination—based on the syllabus developed during the Diagnostic Interview.During the second semester, the student—who has been working on the research programalready—may have preliminary results and can start to refine their proposed research. Workingwith their advisors, they write a more robust research proposal grounded on the ideas in theirapplication and focused through discussions with

Conference Session

Graduate Studies Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois at Urbana-Champaign; Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Mattox Alan Beckman, University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois, Urbana-Champaign

Tagged Divisions

Graduate Studies

thefeedback from the faculty member and GTA supervisor with our current course syllabus shown inAppendix A, we found that the combination of pedagogical and leadership topics aligns well withtheir needs.The second part of the interview is targeted to evaluate the effectiveness of the GTA training pro-gram. With a list of past participants in the course, we asked the interviewees to identify the GTAsthey worked with and rate each one’s job performance using a scale of 1 to 5 (poor, below aver-age, average, good, excellent). The faculty member had worked with nine GTAs on the list: fourGTAs received a rating of excellent, three GTAs received a rating of good, and two GTAs receiveda rating of average. The faculty member elaborated that those rated as