Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

Integrated Graduate Research Team in a Complex Interdisciplinary Domain: Preliminary Findings. In: SEFI Annual Conference: Global Engineering Recognition, Sustainability and Mobility. Lisbon, Portugal; 2011:303–307.17. The Design-Based Research Collective. Design-based research: An emerging paradigm for educational inquiry. Educ Res. 2003;32(1):5–8. Page 24.1087.1318. Roco M, Bainbridge W. Converging technologies for improving human performance: Integrating from the nanoscale. J Nanoparticle Res. 2002;4:281–295.19. Borrego M, Cutler S. Constructive alignment of interdisciplinary graduate curriculum in

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech; Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

, and research practices in science.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. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

program faculty and describe their research interests and mentoring philosophies 2. Generate questions to learn about the practice of engineering education research 3. Propose connections between research methodologies and research questions 4. Propose connections between engineering education research and practice (policy, curriculum, learning environments, workforce) 5. Consider how faculty interests and mentoring approaches relate to personal interests and mentoring needsStudents take this course during their first term of an engineering education doctoralprogram in combination with another one credit, 50-minute course that serves as anintroduction to the program and field. In addition to the faculty research

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin M. Foley, Applied Physics Program, University of Michigan; Ashley M. Verhoff, Department of Aerospace Engineering, University of Michigan; John J. Pitre Jr., Department of Biomedical Engineering, University of Michigan; Kathleen Marie Ropella, Department of Biomedical Engineering, University of Michigan

Tagged Divisions

Graduate Studies

wherethey are responsible for developing an entire course. Engineering students more often haveresearch assistantships, and available teaching opportunities can be limited to facilitating alaboratory section without developing its content.1 As a consequence, engineering students canbe left without the curriculum development experience necessary to become the next generationof excellent instructors. Some disciplines have recognized the need for graduate student teachingdevelopment;2-4 however, these programs are not widespread.Undergraduate students in engineering are often required to learn specialized skills such asMATLAB, Mathematica, Excel, SolidWorks, and COMSOL Multiphysics. These skills areindispensible in many areas of engineering, yet

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette; Randy R. Rapp, Purdue Building Construction Management Dept.

Tagged Divisions

Graduate Studies

progressive production of ajournal article, the focus of the Capstone Writing Course. Students must submit a credible articlefor possible publication to an industry periodical or academic journal to culminate their graduatestudies. Belcher’s Writing Your Journal Article in Twelve Weeks serves as the basis for thesecond year of resident writing instruction28. To complement this objective, the second yearwriting course also seeks improvement of student ability to condense information from a longerarticle and, then, to integrate and synthesize ideas for a paper from shorter but relatedpublications. The graduate faculty had noted that many students often summarized andsynthesized referenced concepts less adeptly than deemed necessary for their written

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Qunqun Liu, Shanghai Jiao Tong University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

isolation, lack ofcollegiality2-5. These studies offered useful information about different aspects of said students’learning outcomes, experiences or their perceptions of their learning experiences. Nevertheless,few efforts were made to understand their lived learning experiences in U.S. institutions from anintegrated or holistic perspective.Self-authorship theory represents an integrated perspective that examines an individual’sdevelopment towards self-authorship in three dimensions, that is, the epistemological,intrapersonal, and interpersonal dimensions6-7. Self-authorship theory was built upon over fourdecades of prior research within the field of epistemological developmental studies8-12. In thisstudy, we try to understand Chinese engineering

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mandy Wheadon, Purdue University; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

shared anothercommon characteristic 44,45. These commonalities included: foreign students who are sponsoredfinancially by their national governments; students who are sponsored financially by a company;students who work in a research position as part of an integrated university/industrial researchpark community; and students who have previously participated in a professional developmentcourse or workshop offered through the university.Research Design and Data Collection ProceduresEach of the four focus groups consisted of roughly 8-10 participants who were asked toindividually fill out a consent form and a 20 question survey upon arrival at the focus group site.The survey consisted of questions designed gather general demographic information, as

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

current graduate curriculum is preparing them for success in the areas that they identified?Through this work, a survey was developed to capture graduate students regarding these researchquestions. Results of this survey are presented in this work.Literature ReviewThrough the last decade, many researchers have noted a misalignment between knowledge,skills, and attributes desired by employers hiring engineering graduates and the skills whichengineering possess upon graduation. This misalignment occurs both for engineers holdingbachelor’s degrees as well as in Ph.D. students and graduates, pursuing both industry andacademic careers. Many studies have examined the desired skills of baccalaureate-levelengineering graduates (usually from an

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

Center led by North Carolina State University. For her individual and collaborative contributions to engineering education, she has received several university and national. She is a Fellow of the American Society for Engineering Education. She has held several leadership positions in the American Society for Engineering Education, including president in 2010-2011.Ms. Carolyn A Vallas, University of VirginiaDr. Meghan McGlinn Manfra, North Carolina State University Dr. Meghan McGlinn Manfra is an assistant professor of social studies education at North Carolina State University. Her research focuses on digital history, technology integration, and action research for the professional development of teachers. She is a

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

fell in the middle of education and engineering students in all ofthe lifelong learner comparisons. Low reliability of the lifelong learner items (see Table 2)mitigates the impact of these findings, and further analysis is needed. Also, as a role “lifelonglearner” may be complicated in that it is an integrated role in professional careers while moreexplicit and separable as “student” in graduate school.Current and Future Role AlignmentThe analysis of the alignment questions also produced interesting results. First, we see that thereis no statistical difference between any of the groups in terms of (a) what they want to do andwhat they are actually doing now (p = 0.260) with an overall mean of 5.220, (b) what theybelieve is expected of them and