engineering, structural engineering, transportationengineering, and water resources engineering). Mirroring the departments’ graduate studentpopulation, students in this course were drawn from a broad band of nationalities anddemonstrated varying degrees of proficiency with the English language. Six students (27%)were female, with the smaller number of females than males reflecting the reality that femalesare underrepresented in STEM disciplines8.At semester’s start, students provided self-descriptions of prior writing activities. Responsesrevealed that 13 students (59%) had authored or coauthored a published or submitted scholarlypaper, while 14 (64%) had authored or coauthored a conference paper. Six (27%) reported theyhad never contributed to
, Corporate Members Council, College Industry Partnership Division, and leaders fromindustry and universities across the country to define, develop, and implement a high-quality andcoherent system of postgraduate professional education for working engineering professionals in Page 14.1076.4industry, as a complement to the existing research base, that: reflects the modern process and systematic practice of engineering for the deliberate creation, development, and innovation of new needed technologies for the advancement of U.S. competitiveness, improvement of economic growth, national security, and quality of life provides
cultivate an engineeringworkforce that represents our entire population [1-4]. Research has shown positive educationalbenefits when students interact with those who come from different perspectives and livedexperiences, contributing to improved complex thinking, intellectual self-confidence andengagement, improved motivation to understand the perspectives of others, greater feelings ofcitizenship, and a stronger motivation to achieve [5-11]. Measurable performance benefits havealso been observed in the workplace [12-16]. These reasons and others reflect the importance ofbuilding an engineering workforce with the breadth of knowledge, perseverance, andunderstanding of societal needs required to address today’s global challenges.STEM programs in
large universityin the Midwest with more than 3400 graduate students spread among 13 different engineeringprograms. This sample size, though small, is sufficiently large for quality qualitative work in thisinitial exploration.33 This small sample size was also a reflection of the limited population ofreturners. A potential list of students was initially identified through Graduate School records,sorted by the number of years between the BS or MS degree and when the students started theirPh.D. With those criteria, only 29 domestic engineering students at the University met ourdesired conditions. We emailed these students to invite them to participate in the study andscheduled interview times with those who responded. The demographic data for our
and attitudes thatmight not be otherwise documented in company records.As this was an exploratory study, our recruitment practices reflect a sample of convenience. Werelied on contacts of our team members. An initial introduction email was sent to contacts atseveral government and industry employers via email, who then further shared our recruitmentemail with others at their workplaces.Individuals who agreed to participate were interviewed via videoconferencing or in person at atime and location convenient to them. One researcher conducted all six interviews. Interviews alllasted approximately 30 minutes each. Participants were compensated $50 for their time. Theinterviews were audio recorded and later transcribed. To protect their identities
expertise, technological affordances, and assessment strategies is as clear as possible” (p.105).In contemporary pedagogy, it is crucial that learning environments provide learners ampleopportunities to actively participate in learning that will mimic real-world professional settings.Literature has shown that formative learning activities that engage learners in a collaborative andreflective manner also reflect current professional practices [6], [7], [8]. Formative assessmentsprovide instructors a truer representation of the knowledge and skills gained by the learners byusing various techniques throughout the teaching and learning processes [9].Assessments should also inculcate a culture of heathy dialogues among peers and go beyondassessing
position individuals assimilar or different from others within networks of relationships and organizational structures (see Burkeand Stets, 2010; Walton & Jones, 2018). These self-meanings can be based in beliefs about one’s personalor individual characteristics (e.g., I can learn new things quickly), one’s role in relation to others in agroup (e.g., I am a problem solver, organizer, leader), and one’s membership in broad social groups orcategories (e.g., I am a black, female, graduate student). Each of these different bases of identity (Burke,2003; Deaux and Burke, 2010) provide self-reflective meanings that are “built-up” from interactiveprocesses and experiences through which individuals seek self-verification, or a correspondence of
Technology and African American Studies (2006) from George Mason University.Shaundra Daily, Massachusetts Institute of Technology Shaundra Bryant Daily is a doctoral candidate at the MIT Media Laboratory, working in the Affective Computing Group. Her main interests include the design of technological tools to enable reflection on attitudes, beliefs, and values. She holds a Bachelor (2001) and Master (2003) of Science in Electrical Engineering from the Florida Agricultural and Mechanical-Florida State University College of Engineering. She recently finished a Master of Science (2005) degree at the Media Laboratory where she designed and evaluated interfaces to support affective development through
. Innovation 16. Argument construction 17. Intellectual risk Domain B: Personal B1: Personal qualities 18. Enthusiasm Effectiveness 19. Perseverance 20. Integrity Definition: The personal 21. Self-confidence qualities and approach to 22. Self-reflection be an effective researcher. 23. Responsibility B2: Self-management 24. Preparation and
: 1) breakingmisconceptions of creativity, 2) understanding the link between research and creativity, and 3) theimpact on research activities. These are discussed below.Students were specifically asked how learning about the creative process impacted theirunderstanding of research. For this question, the theme of breaking misconceptions of creativityemerged in some student responses. As one student noted, he or she previously did not see researchas being related to creativity. The student’s statement reflects the frequent misconception ofcreativity as being related to art, rather than to engineering or the sciences. This student alsorecognizes that being creative in research involves a systematic process, rather than a freewheelingactivity
effective latent variable model and instrument that reflects the factors of college students’ retention. c American Society for Engineering Education, 2019 Creating a Successful Pathway to Graduate Studies: The Student Integrated Intern Research Experience (SIIRE)AbstractFor the health of the engineering profession and the nation, increasing the number and diversityof engineering students going on to graduate studies is imperative. The Student Integrated InternResearch Experience (SIIRE) is successfully addressing this situation, supporting students fromundergraduate through graduate school. SIIRE recruits a diverse group of first-year students tobegin in SIIRE in their sophomore year and
carrysomewhat different meanings), peer review is often associated with Peter Elbow’s teacherlesspedagogy of the 1970s, shifting the responsibility for feedback from the instructor to thestudent.2The literature refers to numerous benefits from peer review. Topping et al. suggest that peerreview can create “an enhanced sense of ownership and personal responsibility.”4 Peer feedbackmay also support student engagement and reflection in their learning.5 In fact, some researchsuggests that students may actually get as much or more from student critiques of their work asfrom instructor feedback.3 In addition, work in peer review also proposes that students can learnfrom giving as well as receiving feedback.4,5 Topping et al. lists a wide array of
specifically as StreamLeads (Table 2; 50.5% female; 49.5% male). These students are pursuing a range of degrees,including an increasing number of BME undergraduate students, given recent increases inprogram size and mentorship strategies. While the engagement of doctoral trainees is notsurprising given focus on professional skill development for future academic pursuits, we areconsistently surprised by the number of Master’s trainees involved in the program. In the contextof skill development, Master’s students may consider teaching and mentorship development in amore tangential manner, such that experience with educational strategies will translate to work innon-academic settings. It is further likely that this trend reflects student engagement at
Page 23.599.9research experience. This finding is consistent with prior research about students’ motivationsfor undergraduate research,3,11,18,20,21 and is a reflection of students’ practical concerns aboutexploring options and preparing for future careers (whether in research, academia, or industry).The post-experience survey revisited several of these issues as part of a larger examination ofstudents overall impressions of the summer research experience. Students were asked to indicatetheir level of agreement with a series of value statements about the summer experience using afive-point Likert scale (Strongly Agree=1, Agree=2, Neutral=3, Disagree=4, StronglyDisagree=5). Table 7 summarizes students’ responses to these questions in the post
effective approach to increasing applicability was toemploy real-life communication interaction scenarios—included for practice, reflection, andmodeling36, 37, 38, 39, 40. These scenarios were drawn from composites identified in CareerWISEfocus groups41, described earlier, which found the four major themes that affect attrition andpersistence decisions for graduate women in STEM: (1) advisor issues, (2) balance issuesbetween work and non-work life, (3) climate issues related to the STEM environment, and (4)delays and setbacks. These four major themes were then incorporated into the content andpresented as multidimensional (i.e., pertaining to more than one theme) self-tests and/or real-lifecommunication interaction scenarios. An example of a
avoid thisissue.14–19 Previous work by the authors and others have studied specific characteristics that arenecessary for success in industry and academic careers for Ph.D.-holding students.16,18,20 Watsonand Lyons (2011) studied engineering industry job solicitations in order to determine the mosthighly-requested skills for Ph.D.s working in industry.13 These recommendations reflect thepoint of view of professionals working in the field.The work by these researchers is useful; however, the lack of research that examines graduatestudents’ perspectives on the skills they require for professional success is concerning. Ifgraduate students’ views of what skills are important for them to develop during their graduatetraining do not align with the
underlying factor structures for items across all fourteenmodules through the exploratory factor analysis. A confirmatory factor analysis will thenevaluate the proposed emerging factor structure. The analysis will conclude with a finalizedfactor structure, completing steps four and five in the instrument development process. Futurework past this project will extend to step 6, in which we will work to interview current science,engineering, and mathematics graduate students to ask them to comment on the final surveyinstrument and reflect on what areas regarding to their current mental health experiences aremissing.The ultimate purpose of this work is to create an instrument that measures science, engineeringand mathematics graduate students’ mental
opinion when comparing the research program to the cap stone course, probablybecause they had not taken that course. One student did not understand the question. A few students provided their own comments. One student reflected: “The undergraduateresearch project provided me with motivation to continue a graduate degree and it served as apre-view or short example of what I will actually do in a graduate program.” Another studentsaid: “I believe that undergraduate research must form part of any undergraduate engineeringstudent’s [education].” A third stated: “The research experience is basically the only motivationthat I get in undergraduate studies to continue graduate ones.” And one student said: “Groupwork and communications were excellent
only concentrate on financial andaccounting measures. These traditional measures fail to address many issues thatbusinesses should be concerned with and fail to monitor multiple dimensions ofperformance.2 Traditional measures provide insufficient and distractive reports formanagers to use to make decisions. Numerous studies indicate the limitations andineffectiveness of the traditional financial performance measures. Kaplan and Norton3pointed out that financial measures only focus on the past and are unable to reflect currentvalue-added actions. Financial measures fail to include other critical factors such ascustomer satisfaction, employee satisfaction, and the quality of products or services.4Financial measures only represent one perspective
3 2Total 25 6 43 25 5 44 67 9 23 8Where Do We Go From Here?To encourage faculty committees to search “actively” versus “passively” for candidates, searchcommittees must explore underlying assumptions about the search process itself. Passive searchcommittees reflect the attitude of: “We are a top university. The best candidates will naturallyapply.” On the other hand, active search committees understand the challenges in recruiting thebest candidates, especially women and minorities. They approach searches with the assumptionthat: “The best candidates are highly recruited. We must seek them out.” Figure 2 displays thissearch continuum.Figure 2: Search Committee
Colleges(NASULGC)3. Totally, 700 institutions responded to the survey. The results indicate that newenrollments at most of the U.S. institutions seem to be increasing, with respondents reportingmore increases than declines (although growth rate has declined). Twenty-two percent of theresponding institutions experiencing declines in international student enrollments cited rigorousvisa application processes and concerns over delays/denials as the major reason for the decline,followed by cost of tuition/fees at U.S. institutions and decisions to enroll in institutions within Page 14.788.2another country. Several educators believe the declines reflect
for professional graduateengineering education that enables continued growth of graduate engineers in industry and governmentservice throughout their entire professional careers ─ from entry-level through the highest levels ofprofessional engineering leadership for innovation and creative practice. This model reflects the mannerby which practicing engineers recognize real-world needs, understand the issues involved, learn theexisting state-of-the art of technology through self-directed and experiential learning, identify andformulate realistic specifications required for effective solution, direct scientific research efforts to gain abetter understanding of phenomena involved, and actually create, develop, and innovate new ‘ideas
doctoral holders with the knowledge, skills, and abilities to be successful in thischanging environment12,13 . The preparation of doctoral students in research is one area said to be mismatched, withscholars contending that faculty members are still functioning as usual. That is, faculty membersare socializing (or cloning) doctoral students to be researchers like themselves14,15,1 . There isalso the assumption that doctoral students will assume faculty positions in programs and ininstitutions similar to the programs and institutions they were trained in11 . Another line ofresearch posits that doctoral students assist faculty members with research that further promotesthe faculty member’s research agenda but may not advance (or reflect
for a sample assessment question).Students completed self-assessments of each competency in which they rated their currentstanding on a nine-point scale, with a score of nine reflecting expert status. An open-endedquestion was posed for each competency in which justifications for the rating were solicited.Additionally, advisors completed assessments rating their graduate students on each competency.Individual feedback reports were generated for each student based on the assessment results (SeeAppendix A for a sample feedback report).Following the assessment phase, each student and his or her advisor were presented with anindividualized feedback report. A member of the research team then met with each student-advisor pair to review the
engineer’s career. This is not due to any type of negative impressionof such students, but rather from an unawareness of the issue. Many organizations’representatives, when contacted, were sympathetic to the issues faced by such students; however, Page 26.859.6due to the lack of knowledge of what options existed, it was difficult to gather information aboutwhat options may exist; this difficulty is reflected in the relatively small list of organizationsrepresented in this study.Future work should include further investigation, with a broader sampling of engineering andprofessional societies represented. Furthermore, the value of professional societies
India.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and re- flective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice
7.0%development must 6.0%reflect this common 5.0% 4.0% 2000spirit of purpose as we 2005build our future.” 7. 3.0% 2010 2.0%This commonality of 1.0%purpose offers the 0.0%opportunity for a high 55 to 59 65 to 69
. Discussions areusually open-ended and if these are not properly designed, students tend not to put much effortinto them. The examples in this paper show how it is possible to design open-ended discussionsthat are very highly structured to provide opportunities for students to reflect on the coursematerials from an angle that is not in the textbook and other course materials. The effectiveness of distance education can be enhanced by promoting opportunities forstudents to exchange ideas. However, students in distance education courses are usually verybrief in discussions due to many activities at their jobs and personal lives. Therefore, it is theresponsibility of the course developer and designer to create discussions that require students to
liberalarts programs and engineering programs (Ref. 3). The implementation of the concept at NJITand the concept itself (now including PhD and MBA programs) has gone through several stagesof development since that time, driven by a number of factors that reflect the transition of NJITfrom a specialized, primarily undergraduate institution to a major public research university(Ref. 1) with over 40 Master's programs, 18 doctoral programs, and graduate enrollmentapproaching 3000. The initial concept was to allow undergraduates to proceed smoothly into thenew Master's programs that were being developed, allowing enhancement of theirprofessionally-based education and providing a vehicle for faculty and students to work onMaster's level Projects and Theses
, to join in an afternoon session ofdefining the critical components of effective leadership. Theywere able to join in small groups to discuss their own experiencesof working with inspiring, admirable leaders and the impact thoseleaders have had on them. By the end of the first day, the grouphad developed a full set of characteristics they felt reflected theideal leader of the future and were able to consider which of thesecharacteristics matched the image they would embrace for theirfuture.The following two days, students spent time individually, in smallgroups and as a large group, learning about their assessmentresults, synthesizing the data and developing a short and long-range plan of action. Through interpretations of the