Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships, Graduate Studies

-III, the final in the series. The student would report on the results of the action learning projectat that time, share what they had learned in their leadership of that project, and how they hasimpacted their organization through their leadership of the team. Finally, the students wereasked to continually update their plans to reflect new learning, new progress and newinformation about themselves, integrating new knowledge and lessons from experience.At that time, much remained to be done in order to know the overall impact of this innovativedesign. As we looked to the future, we had some hunches about overall outcomes. It was ourintention to continue to monitor the individual and collective outcomes as the students movedforward in their

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

participants’perceptions of the climate in their departments, unconscious bias, gender and race biases, andmentoring students with family responsibilities. The workshop also features several presentationsby experts in the field.EvaluationIn order to evaluate the effectiveness of TESP we gather data related to student skills, attitudes,products, and ideas. The TESP evaluation approach is three-pronged: self-assessment, reflection,and skills assessment (Fig. 3). Every activity includes a student self-assessment of skills andattitudes using a 5 point Likert scale. After each activity, students write a 1-2 paragraph Self Assessment •  Perceived Skill Gain

Conference Session

Supporting Diversity through Co-curricular Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Julie M.W. Rojewski, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

among graduate students of the range of choices, opportunities, and challenges that women must navigate, and of the impact of culture, community, and context on women, whether in their personal lives, in higher education, or in the workplace. 2. Encourage and support the development of community among graduate students.The first goal is more specific, and reflects a desire to promote Michigan State University’s corevalue of inclusiveness.4 Graduate students participating in this program were encouraged toreflect on the unique choices and challenges posed to women in STEM fields, and to considertheir own goals and measures of success. The second goal reflects broader efforts within theCollege of Engineering and Michigan State

Conference Session

Interdisciplinary Graduate Programs

Collection

2008 Annual Conference & Exposition

Authors

Linda Anthony, Rutgers, The State University of New Jersey; Marjory Palius, Rutgers, The State University of New Jersey; Carolyn Maher, Rutgers, The State University of New Jersey; Prabhas Moghe, Rutgers, The State University of New Jersey

Tagged Divisions

Graduate Studies

beneficial for guests in attendance (transient members of the community;see below), as well as for review of video data from IRIFs.Instructions that are given to the presenting students for their ~25-30 minute PowerPoint ™presentations reflect our design of the IRIF as an activity system for a cross-disciplinarycommunity. First, students are to include both (i) a description of the context/motivation for thework and explanation of key terminology or concepts that may be unfamiliar to attendees whowork in other disciplinary areas and (ii) presentation in reasonable detail of a research “nugget,”e.g. a recent accomplishment/milestone, nascent hypothesis, newly proposed protocol, etc. (i.e.subject matter that might also be presented within a meeting of

Conference Session

Measuring Success of Graduate Program Components

Collection

2009 Annual Conference & Exposition

Authors

Wendy Crone, University of Wisconsin, Madison; Raelyn Rediske, University of Wisconsin, Madison; Steve Ackerman, University of Wisconsin, Madison; Sharon Dunwoody, University of Wisconsin, Madison

Tagged Divisions

Graduate Studies

nonscientific audiences,” specifically policymakers and business leaders18. Warren, Weiss,Wolfe, Friedlander, and Lewenstein sum the message up by writing: “[a] cultural shift is under way,reflecting the higher stakes of research, and an increased recognition by scientists, stakeholders, andpolicymakers that (i) scientists need to get their message out, (ii) scientists need training to learn how todo so, and (iii) training should begin at the graduate level”19 . In a recent editorial in Science, AlanLeshner, the chief executive officer of the American Association for the Advancement of Science(AAAS), has echoed this call20. By offering training at the graduate level, one could conceivably reach allfuture scientists, and that effect would trickle up as

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Monica Cox, Purdue University; Jeeyeon Hahn, Purdue University; Nathan McNeill, Purdue University; Asawaree Kulkarni, Purdue University

Tagged Divisions

Graduate Studies

, fromwhich a user selects his/her role, or function, in using the tool. The G-RATE consists of theObserver, Student, Graduate Teaching Assistant, Researcher, and Administrator functions. Thedescriptions of these functions are:≠ Administrator: An administrator can modify the observation parameters of the G-RATE (e.g., modifying the code strings of the observation categories and selecting appropriate questions for GTAs and undergraduate students). This occurs at the beginning of the lab session.≠ Observer: An observer can record the observational data that reflect GTAs’ instructional practices in elements of the How People Learn (HPL) framework7 during lab sessions.≠ Student: Students who are enrolled in the observed lab session can

Conference Session

Professional Graduate Education and Industry

Collection

2010 Annual Conference & Exposition

Authors

Stephen Tricamo, New Jersey Institute of Technology

Tagged Divisions

Graduate Studies

the needs of creative engineering practice in industry toenhance U.S. technological innovation and competitiveness. This paper implements the findingsof the National Collaborative as a model pilot effort at a major university. The Masters forEngineering Professionals to be introduced at New Jersey Institute of Technology is reflective ofthe skills, knowledge and actions required for early career development in developingengineering leaders for the first stage of Direct Leadership [Levels 1-3 Engineering]. Thepostgraduate engineering curriculum has been designed as a matrix of advanced studies versusskills, knowledge and actions required for Level 3 engineering. Program emphasis is placed uponengineering creativity, innovation, and its

Conference Session

Graduate Student Support

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael A. Matthews P.E., University of South Carolina; Darin Freeburg, University of South Carolina; Kevin Brock, University of South Carolina; Gina M. Kunz P.h.D., University of South Carolina

Tagged Divisions

Graduate Studies

quality of thinking by systematic metacognitive reflection on their thinking.Paul and Elder make CT operational by practice in three dimensions of critical thinking [3].These are a set of elements of thought (purpose, questions, data and information, etc.), a set ofintellectual standards (clarity, accuracy, precision, relevance, depth, etc.), and a set of intellectualvirtues of a good critical thinker (intellectual humility, courage, honesty, empathy, etc.) We positthat the elements of thought map onto the intellectual content of a typical refereed journal article(and to other forms of research communications as well). Furthermore, we maintain that theintellectual standards map onto review standards used for refereed journals (and other writing

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

undergraduate researchers and their own role at theuniversity (faculty member, post-doctoral scholar, etc.). The survey did not ask for otheridentifying demographic information (gender, ethnicity, discipline, etc.), in order to preserve thementors’ anonymity. Appendix A details the pre-experience survey questions.The focus of the second survey was to understand how mentors actually interacted with theirundergraduate research assistants, including details like how many hours per week, on average,were spent interacting with students and how the mentors provided constructive feedback. Thepost-experience survey also asked mentors to reflect on their own preparation for mentoringundergraduates, and to assess their satisfaction with the summer research

Conference Session

Educating Students for Professional Success

Collection

2009 Annual Conference & Exposition

Authors

Shekar Viswanathan, National University, San Diego; Howard Evans, National University, San Diego

Tagged Divisions

Graduate Studies

, Page 14.666.8challenges them to reflect on their own qualities and competencies in relation to theeducational experience, and to move toward greater personal and professional development in 7their chosen area at the competitive global marketplace. This curriculum is also able toincrease the students' capacities as reflective practitioners. Students, who are highly aware oftheir roles in their professions, are able to assess and improve their effectiveness through thisapproach.The pedagogical approach followed in this program engages students as active participants intheir own learning, in interaction with others, in response to real world problems, and in waysthat parallel the process of fieldwork

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

or teaching assistant support, as well as by providing students who take the course as partof their graduation, professional development, and/or teaching requirements. Finally, external in-dustry sponsors offer additional, sustainable financial support as well as some industry-perspectiveinstruction in return for the opportunity to recruit from a pool of graduate students.ActivitiesThe course consists of a weekly seminar that can be taken for one or two credit hours. Seminarsare taught in an active-learning style, with plentiful group discussions and in-class activities suchas think-pair-share. Some seminars are supplemented by reflective writing assignments. Studentswho take the course for two credits also complete a research project and

Conference Session

Innovative Graduate Programs and Methods, Developing Master's & Ph.D. Programs and Graduate Teaching Assistants

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University; Karly Anne Danhausen, Middle Tennessee State University; Chelsea Rae Nihill, Middle Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

chance to showcase their science and business acumen for a chance to have a joboffer at the end of the internship. The internship shows the students how to apply their heart forscience with a mind for business, and the impact their contributions can make in a real worldsetting.Internship presentations consist of a PowerPoint presentation detailing the student’s place ofemployment, job duties, work results, and overall reflection of the internship experience. Everystudent in the MSPS program is invited to view the presentations of their fellow classmates. Thisallows them to have an idea of what is expected when they go to work for an industry, and whatkind of internships are available for each concentration. Student’s viewing the presentations

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael J. Dyrenfurth, Purdue University, West Lafayette; Kathryne Ann Newton, Purdue Polytechnic Institute, Purdue University, West Lafayette; Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mary E. Johnson, Purdue University, West Lafayette; Randy R. Rapp, School of Construction Management, Purdue Polytechnic Institute

Tagged Divisions

Graduate Studies

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

connections between teaching skills and leadershipskills in the course based on our reflection and feedback from the first version. Our programevaluation uses two surveys: the STEM GTA-Teaching Self-Efficacy Scale 5 and a modifiedversion of Alpay and Walsh’s skill-perception inventory. 6In this paper, we will describe our collaborative design process, strategic partnerships withvarious engineering departments, and enhancements of the integrative approach. Additionally, wewill discuss students’ perceptions of how well the program enhanced their teaching andleadership skills and how much they viewed teaching opportunities as a source of transferableleadership skills.Program OverviewOur program takes an integrative approach in two ways: 1) incorporating

Conference Session

Methods & Techniques in Graduate Education

Collection

2007 Annual Conference & Exposition

Authors

Ronald Kane, New Jersey Institute of Technology; Clarisa Gonzalez-Lenahan, New Jersey Institute of Technology

Tagged Divisions

Graduate Studies

packages. The university model is that PhD students will have multiplesources of support that reflect their progress through the program. Engineering programs andscience programs tend to have slightly different approaches to the timing of such support but theoverall intent is the same. This also reflects the difference between traditional start-points forengineering PhDs compared to science and non-science PhDs. In engineering, the start-pointtends to be at the conclusion of an appropriate prior Master's degree. In the sciences, this tends tobe at the conclusion of an appropriate prior Bachelor's degree with a Master's degree having adifferent status in some of these fields than it does in engineering.In 1990, there was a major change in the

Conference Session

Mentoring Graduate Students - Diversity and Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Cyndi Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, Minorities in Engineering

Purpose of This Element 1 Setting the Context Introduces the theme of the module along with what students should be able to do by the end of the module; Encourages students to reflect upon their values and attitudes about the topic (e.g., the best traits of a good mentor) 2 Warm-Up An often light-hearted activity that gets students to think about a topic without

Conference Session

Methods, Techniques and New Programs in Graduate Education

Collection

2010 Annual Conference & Exposition

Authors

Hetal Jasani, Northern Kentucky University; Traian Marius Truta, Northern Kentucky University

Tagged Divisions

Graduate Studies

training but on cultivating deep insightsinto contemporary IT, so that graduates of the MSCIT program can have a broader impact on theIT workplace– moving beyond mere doing, to teach, lead, and create.One of the key cornerstones of the College of Informatics to have emerged over its three-yearhistory is its grounding in Data Privacy and Security. The MSCIT program reflects this specialstrength by weaving these themes into most of its courses.Another crucial element of the College is its Infrastructure Management Institute (IMI). Theprogram leverage IMI’s contacts with the business community to enrich its capstone bestpractices seminar, where students’ ability to hone their thinking and communication skills in agroup context are developed. An

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

to rising seniors given the right circumstances.I. IntroductionIn recent years, the College of Engineering at Villanova University has increased its emphasis ongraduate research programs, thereby supplementing its traditional focus on undergraduateeducation. This is reflected in the increase in externally-funded projects, resulting in a pushtowards developing a nationally-recognized graduate program. The Department of MechanicalEngineering has played a key role in this movement, where the number of Ph.D. graduates hasgrown from the program’s inception approximately 10 years ago to an anticipated 9 graduates in2014.One important element of growing a graduate program lies in the recruiting and retention ofquality graduate students. The

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel W. Walsh, California Polytechnic State University, San Luis Obispo; Lanny Griffin, California Polytechnic State University, San Luis Obispo; Robert S. Crockett, California Polytechnic State University

Tagged Divisions

Graduate Studies

significantly and systematicallydifferent from starting salaries in another location. The MS salary significantly exceeds the BSsalary, by between twelve and fifteen percent depending on the year. The data show that startingsalaries for MS graduates is increasing over time, and that their salaries do increase with time inservice. The data are presented in Figure 2. The x-axis in this plot reflects the student year ofgraduation, the open circles reflect starting salaries reported by students who graduated with their4+1 degrees during that year. The open squares reflect the reported current salaries – salariesreported during the last survey - for students who graduated during the year indicated on the xaxis . There is not necessarily a one to one

Conference Session

Educating Students for Professional Success

Collection

2010 Annual Conference & Exposition

Authors

Andrea Burrows, The University of Cincinnati; Anant Kukreti, The University of Cincinnati; Mike Borowczak, The University of Cincinnati; Amr Safwat, The University of Cincinnati

Tagged Divisions

Graduate Studies

analyze the impact of the program’srequired summer class, yearlong practicum classes, mentoring activities, and self-reflection onthe individual graduate students’ ability to effectively communicate their research and lessons tothe high school students.The paper will use data collected throughout the previous year, from the summer instructionalplanning class, weekly graduate student reflections, weekly practicum classes, self-reflectionnotes from bi-weekly meetings with the high school teachers, meetings with the faculty mentors,and most importantly from data collected after several key major lessons taught by each graduatestudent at their locally assigned high schools.Currently in its ninth year, program findings indicate that the experiences in

Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erika A. Mosyjowski, University of Michigan ; Shanna R. Daly, University of Michigan; Diane L Peters, University of Michigan; Steven J. Skerlos, University of Michigan

Tagged Divisions

Graduate Studies

think about the length of the survey?  Do you have any concerns about the survey design?Our advisory board did not find significant problems with the survey and made severalsuggestions for improvement. We revised our survey to reflect this feedback. See Table 2 forexamples:Table 2: Examples of advisory board feedback Original Version Suggestion Revised VersionStrategies used to reduce concerns Add question about advisor to this Added question about advisor as adid not include a mention of the section source of supportadvisor“Please estimate the average time Measure these based on work week “Please estimate the average timeyou spend on

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

methods research, and innovative approaches to teaching. Currently, she teaches within the first-year engineering program at Ohio State while maintaining an active engineering education research program.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

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

in the assignment resulted in self-reflection on their own teaching skills.The students learned that observing a peer teacher made them aware of teaching strategies andmethods that work or do not work and why; and how to constructively give and receivefeedback.GTIs are coached in both giving and receiving feedback from a peer, which includes discussionson the roles of the observer and the one being observed. Students are provided with a rubric(Appendix A) for this project with the deliverable being a paper that describes the experience.Using the rubric as a guide the paper requires a detailed description of each part of theassignment, the pre-observation meeting, the observation, the post-observation meeting and aformal letter providing

Conference Session

Case Studies and Programs to Improve Graduate Students' Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Srinath Sibi, Stanford University; Matthew T. Ikeler; Leigh Hagestad, Stanford University; Wendy G. Ju, Stanford University

Tagged Divisions

Graduate Studies

enthusiasts and non car-enthusiasts. Asignificant portion of the curriculum content included a theoretical definition of emotiondefined in its broadest sense 21 to characterize and classify emotions with the intent toguide students during observation and reflection, and to prepare students to buildpreliminary insights from their reflections. Detail provided in a later section, “StudentsWatched Videos for Preliminary Assessment.”The general purpose of our study is to understand the user experience of driving a fully orpartially autonomous vehicle. We also seek to investigate designing emotion – that iscultivating and observing emotion while driving -- and find interface interventions thatmight help ameliorate issues with attention, trust, discomfort

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Ekembu Kevin Tanyi, Norfolk State University; IRVING K CASHWELL Jr, Norfolk State University; Tasha Zephirin, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

project12. Reflected on 5 13 11 8 -2weekly progress13. Managed 1 10 6 9 -4interpersonal dynamics14. Leveragedstrengths of group 0 11 5 11 -6members15. Demonstratedopenness to 5 14 7 9 -7constructive criticism1 Individual: I feel that I did this item well this week2 Team: I feel that my team as a whole did this item well this week3 Importance: This aspect of team science was very important this weekGoal Setting: There is a high level of agreement between the responses to the question of

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University

Tagged Divisions

Graduate Studies

the presenters.Workshops are scheduled on a weekly basis for ten consecutive weeks during both the fall andspring academic semesters. During summer session, the same series of workshops is presented ina one-week intensive course. Paper flyers and email messages are sent to the 70 differentacademic units on campus inviting graduate students, faculty, and staff to attend. Individuals arefree to register for as few or as many of the workshops as they would like. Graduate studentswho participate in at least eight of the ten workshops have the opportunity to earn one-hourpass/no-pass credit by simultaneously enrolling in a course on college teaching. This courserequires students to write reflective essays related to their experiences in the

Conference Session

Mentoring Graduate Students

Collection

2008 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Sarah Root, University of Arkansas; Emine Cagin, University of Michigan

Tagged Divisions

Graduate Studies

these mentoring relationships can be extraordinarily productive, they also can behighly variable in quality because of the individualized nature of the experience.A different approach is to incorporate senior graduate students as a resource for mentoring lessexperienced graduate students, especially in relation to teaching practices. Some peer-mentoringprograms arrange graduate students into pairs, where the pair can establish a long-term, one-on-one mentor-mentee relationship. Bollis-Pecci and Walker point out that this kind of pairingbenefits not only the mentee, but also the mentor in the form of opportunities for reflection, aswell as original perspectives and ideas coming from the less experienced GSI.8Centralized mentoring programs

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Graduate Studies

. Additionally, they areexpected to plan and teach a short lesson that includes active learning to a small cohort of theirpeers. During this practice teaching session, a trained facilitator helps the TA and his/hercolleagues reflect on the strengths of the lesson and any areas of improvement. Although a one-day orientation with a follow-up training module may not be as extensive of training as a week-long orientation or a semester long course, the strategic emphasis on active learning during thisorientation warrants a close review. This paper investigates the following research questionsfocused on TAs and active learning:  How do graduate student instructors describe ‘active learning’ and use these teaching methods in their classes?  What

Conference Session

Research and Graduate Studies

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Andrew Janeski, Virginia Tech; Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech; Chris Venters, Virginia Tech

Tagged Divisions

Graduate Studies

this paper, we provide an overviewof the workshop organization and expand on the findings from the workshop, presenting detailedexamples and recommendations across a wide range of disciplines, types of universities, andlevels of faculty experiences. Specific findings centered on the idea that expectations should bemade clear to students as early as possible. We conclude with the implications for the graduateengineering community and offer recommendations for faculty members interested in continuingthis discussion at their institution.BackgroundDespite ongoing research in higher education, the basic model of doctoral education hasremained unchanged for several decades1. How the training of doctoral students is conducted,however, reflects