Displaying all 13 results
- Conference Session
- Graduate Studies Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shannon Barker, University of Virginia; Amy Clobes, University of Virginia
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- Diversity
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- Graduate Studies
theapplication materials to seek out that information, as well as descriptors for each criterion’snumerical rating. A score is given for each criterion and then all criteria scores are totaled andused as part of the overall admissions evaluation.Faculty dialogues, meetings, and educational emails were used to increase implementation of therubric across the school beginning with the admissions cycle for students matriculating in the Fallof 2019. The rubric was updated for the admissions cycle for students matriculating in the Fall of2020 based on continued feedback of faculty users, and review by premier experts in the field ofholistic graduate admissions. In the admissions cycle for students matriculating in the Fall of 2020,57% of admitted PhD students
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky
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Institute in Berlin, Germany in the summer of 2019. Immediately following graduation, she started pursuing a Master’s in BAE under the mentorship of Drs. Czarena Crofcheck and Eduardo Santillan-Jimenez, performing her research in the laboratories of UK CAER. Julia’s research focuses on the development of methods for the depolymerization of lignin, this being a main constituent of biomass. In so doing, Julia’s work aims to convert this largely waste material into a sustainable source of chemicals and fuels, thereby significantly improving the economics of biorefineries. Her graduate studies and research are currently supported by the NSF LSAMP Bridge to Doctorate Fellowship.Keren Mabisi, University of Cincinnati Keren
- Conference Session
- Graduate Studies Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Catherine T. Amelink, Virginia Polytechnic Institute and State University; Mayra S. Artiles , Arizona State University
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- Diversity
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- Graduate Studies
drawn from attendees at theconsortium’s annual conference. Based on conference attendee demographics, we find thissample is representative of most of the URM population pursuing graduate engineering degreesin the U.S. per the National Science Foundation and ASEE By the Numbers [3], [16]. Wefocused our study on this sample purposefully, as these students would be more likely tohighlight a variety of support structures that have enhanced their doctoral journey and supportedtheir persistence [17]. The consortium brings together institutional liaisons, industry representatives, andstudents. The consortium hopes to positively impact the number of URMs who are graduatedegree earners in the U.S. working together to encourage underrepresented
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kate Caroline Batson, University of Georgia
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- Diversity
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- Graduate Studies
—is of paramountimportance.The importance of communication within the engineering industry has prompted an ideologicalshift in higher education—especially regarding the skills engineering students should possess.Learning outcomes of engineering students are moving from emphasis on students’ technicalabilities towards what are termed ‘soft skills’ that complement technical expertise—one suchskill being successful communication. In fact, the main accrediting board for the Engineeringfield—the Accreditation Board for Engineering and Technology (ABET)—listed the students’“ability to communicate effectively with a range of audiences” (ABET, 2017) as one of its maincriteria for institutions seeking accreditation. Troy and Liang (2019) echo this
- Conference Session
- Graduate Studies Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
the area of Public Health and Psychosocial Behavior have performedstudies on the mental health level of immigrants. Filion et al. (2018) carried out a quantitativeanalysis using the National Health Interview Survey on “the Strength and DifficultiesQuestionnaire.” Comparing the responses from foreign-born non-citizens and U.S.-born citizens,they found that immigrant adolescents experience relatively more long-term emotional difficultieswhen compared to U.S.-born citizens (Shekunov 2016). Eskenazi et al. (2019) found a strongrelationship between the perceived immigration policy vulnerability on the mental and physicalhealth of U.S.-born Latino adolescents. Alegría et al. (2018) devoted a review study to examinethe role of social resilience in
- Conference Session
- Graduate Studies Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tilman Wolf, University of Massachusetts Amherst; Russell Tessier, University of Massachusetts Amherst; Yadi Eslami, University of Massachusetts Amherst; Christopher V. Hollot, University of Massachusetts Amherst; George Bryan Polivka, Shorelight Education
- Tagged Divisions
- Graduate Studies
graduate students discouraged by the tone of U.S. policies and rhetoric,” ASEE Prism, pp. 24–29, Mar. 2019.[2] E. Redden, “International student numbers decline,” Inside Higher Ed, Nov. 2020. [Online]. Available: https://www.insidehighered.com/news/2020/11/16/ survey-new-international-enrollments-drop-43-percent-fall[3] R. M. Lehman and S. C. Conceic¸a˜ o, Motivating and Retaining Online Students: Research- Based Strategies That Work. San Francisco, CA: Jossey-Bass, A Wiley Brand, 2014, ch. Concerns and Opportunities for Online Student Retention.[4] P. Bawa, “Retention in online courses: Exploring issues and solutions—a literature review,” SAGE Open, vol. 6, no. 1, Jan. 2016.[5] T. Wolf, C. V. Hollot, R
- Conference Session
- Graduate Studies Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan
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- Graduate Studies
, “Mental health and academic attitudes and expectations in university populations: results from the healthy minds study,” Journal of Mental Health, vol. 27, no. 3, pp. 205–213, 2018. https://doi.org/10.1080/09638237.2017.1417567[10] S. J. Bork & J. L. Mondisa, “Science, Engineering, and Mathematics Graduate Student Mental Health: Insights from the Healthy Minds Network Dataset,” Paper presented at 2019 ASEE Annual Conference & Exposition, 2019. https://peer.asee.org/33255.[11] S. Lipson, S. Zhou, B. Wagner, K. Beck, & D. Eisenberg, “Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic Disciplines,” Journal of College Student
- Conference Session
- Graduate Studies Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ella L. Ingram, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Cory Hixson, Colorado Christian University; Julia M. Williams, Rose-Hulman Institute of Technology
- Tagged Divisions
- Graduate Studies
programscomplete a semester-long placement at a primarily undergraduate institution (Hixson et al., 2015;McCord et al., 2014). These placements provide dual benefit. Graduate students experience animmersive internship in some academic role (e.g., teacher of record in an engineeringdepartment, assessment coordinator in the institutional research office, education researchconsultant in a teaching and learning center) and host institutions gain new perspectives andengineering education expertise in their units. For a more detailed description of participants’experiences during REEFE, please see McCord et al. (2014), Hixson et al. (2015), and Maxey(2019). The internship opportunities were created by two host institutions, with varied optionsbeing available
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette
- Tagged Topics
- Diversity
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- Graduate Studies
-authored the paper nominated by the ASEE Committee on Diversity, Equity, and Inclusion for ASEE Best PIC Paper for 2018. Most recently, she received her school’s Award for Excellence in Mentoring, Award for Leadership, and a 2019 award from the College of Engineering as an Outstanding Faculty Mentor of Engineering Graduate Stu- dents. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and recently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at apawley@purdue.edu. American c Society for Engineering Education, 2021
- Conference Session
- Graduate Studies Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia
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- Diversity
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- Graduate Studies
] H. L. Perkins, M. Tsugawa-Nieves, J. Chestnut, Blanca Miller, A. Kirn, and C. Cass, “The role of engineering identity in engineering doctoral students’ experiences,” presented at the 2017 American Society of Engineering Education Annual Conference & Exposition, Columbus, Ohio, 2017, Accessed: Sep. 13, 2019. [Online].[6] J. P. Gee, “Identity as an analytic lens for research in education,” Review of Research in Education, vol. 25, pp. 99–125, Jan. 2000.[7] B. E. Ashforth, “Role identities,” in Role transitions in organizational life: an identity- based perspective, Mahwah, N.J: Routledge, 2001, pp. 23–51.[8] M. J. Carter and C. Fuller, “Symbols, meaning, and action: The past, present, and future of symbolic
- Conference Session
- Graduate Studies Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Liesl Klein, Purdue University at West Lafayette; Greg J. Strimel, Purdue University at West Lafayette
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- Diversity
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- Graduate Studies
. Behav. Manag., vol. Volume 12, pp. 195–208, Mar. 2019.[4] J. A. Cranford, D. Eisenberg, and A. M. Serras, “Substance use behaviors, mental health problems, and use of mental health services in a probability sample of college students,” Addict. Behav., vol. 34, no. 2, pp. 134–145, Feb. 2009.[5] K. Levecque, F. Anseel, A. De Beuckelaer, J. Van der Heyden, and L. Gisle, “Work organization and mental health problems in PhD students,” Res. Policy, vol. 46, no. 4, pp. 868–879, May 2017.[6] A. M. McAlister, D. M. Lee, K. M. Ehlert, R. L. Kajfez, C. J. Faber, and M. S. Kennedy, “Qualitative coding: An approach to assess inter-rater reliability,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017
- Conference Session
- Graduate Studies Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Thomas L. Acker, Northern Arizona University; Nena E. Bloom, Northern Arizona University
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- Diversity
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- Graduate Studies
identified a number ofaspects of the model most important for establishing the consortium, including the importance ofexternal facilitation, committed faculty, staff and administrators, and useful tools and procedures.The research also identified some areas for model modification. This replicable model adds tothe knowledge base concerning establishment of an expandable university consortium ingraduate STEM education.IntroductionWind power is now a major source of energy in the U.S. electric power system. Over the pasttwo decades, the annual growth rate for wind power capacity installations in the United Stateshas averaged over 20%. In 1995, less than 0.1% of the net electricity generation in the U.S. camefrom wind power; by 2019, nearly 7.5% of the
- Conference Session
- Graduate Studies Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Luis Enrique Guardia, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
students at their institutions,” Teach. Learn. Inq., vol. 7, no. 2, Art. no. 2, Sep. 2019, doi: 10.20343/teachlearninqu.7.2.7.[8] J. H. Waldeck, V. O. Orrego, T. G. Plax, and P. Kearney, “Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end,” Commun. Q., vol. 45, no. 3, pp. 93–109, Jun. 1997, doi: 10.1080/01463379709370054.[9] W. Wright-Harp and P. A. Cole, “A Mentoring Model for Enhancing Success in Graduate Education,” Contemp. Issues Commun. Sci. Disord., vol. 35, no. Spring, pp. 4–16, Mar. 2008, doi: 10.1044/cicsd_35_S_4.[10] N. A. of S. Medicine Engineering, and, P. and G. Affairs, B. on H. E. and Workforce, and C. on E. M. in STEMM, The Science of Effective Mentorship in