Displaying all 8 results
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- 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
mathematics and science in California and Oklahoma. American c Society for Engineering Education, 2021 A Framework for Examining Engineering Doctoral Student Role IdentityAbstract This paper presents the Role Identities of Doctoral Engineering Doctoral Students(RIDES) framework for the examination of engineering doctoral students’ role identities.Identity of engineering students at the undergraduate level has been widely explored, butcomparably few studies have explored identity at the doctoral level [1]. Identity development isfundamental to becoming part of the community of practice of graduate school and academia(e.g., [2]); thus
- Conference Session
- Graduate Student Support
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Matilde Luz Sanchez-Pena, Purdue University-Main Campus, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)
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target themsystematically within programs. Therefore, it remains to the graduate students to createknowledge to support each other during their journeys through graduate education. Thus, thisstudy takes the approach of researcher to participant, to uncover our own experiences as ESLgraduate students. The experiences we have during our doctoral training influence the development of anidentity as researchers and as potential future scholars that will facilitate the education of the newgenerations or will perform successfully in non-academic contexts. The construction of suchidentities would influence our persistence in our graduate programs. A recent study aboutengineering doctoral students used Identity-Based Motivation theory to explore
- Conference Session
- Graduate Studies Division Technical Session 2
- Collection
- 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
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Visualizing Arguments to Scaffold Graduate Writing in Engineering EducationAbstractMany graduate students come to engineering education research with technical backgrounds inengineering. This can present a challenge for them in learning to write social science research,with new expectations around the structure of academic arguments for the field of engineeringeducation research. Existing research suggests that even graduate students familiar with writingstrategies struggle when entering new communities of practice and disciplines. Although somescholarship has focused on writing, minimal strategies for encouraging argumentation through arhetorical approach have been developed for graduate students. Unlike a focus on writtenproduct
- Conference Session
- Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3
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- 2017 ASEE Annual Conference & Exposition
- Authors
- Gary K. Nave Jr., Virginia Tech; Amy L. Hermundstad, Virginia Tech; Michael Stewart, Virginia Tech; Michele Ruth Waters, Virginia Tech; Emily Garner, Virginia Tech; Mohammed Seyam, Virginia Tech; Chelsea R. Corkins, Virginia Tech; Karen P. DePauw, Virginia Tech
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Tech. He currently serves as the Director of Programs for the Graduate Student Assembly and is the founding president of the Graduate Engineering Mechanics Society, both at Virginia Tech.Ms. Amy L. Hermundstad, Virginia Tech Amy Hermundstad is a doctoral student and Graduate Research Assistant at Virginia Tech. She received her B.S. in Mechanical Engineering from Colorado State University and is currently pursuing an M.S. in Mechanical Engineering and a Ph.D. in Engineering Education. Her research interests include the professional development of engineering students through out-of-class activities.Michael Stewart, Virginia Tech Michael Stewart (Ph.D. candidate, Third Lab, Center for Human-Computer Interaction, Dept
- Conference Session
- Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences
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- 2016 ASEE Annual Conference & Exposition
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- Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University; Steven J. Skerlos, University of Michigan; Megan Kaczanowski, University of Michigan
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- Diversity
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- Graduate Studies
education, her research interests include engineering education, particularly as related to innovation, professional identity development, and supporting the recruitment and persistence of underrepresented students within engineering.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Professor of Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Edu- cation from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those
- Conference Session
- Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1
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- 2017 ASEE Annual Conference & Exposition
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- Jaclyn K. Murray, University of Michigan; Shanna R. Daly, University of Michigan; Erika Mosyjowski, University of Michigan; Diane L. Peters, Kettering University
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University of Dayton (2003) and a Ph.D. in Engineering Edu- cation from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and en- trepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes.Ms. Erika Mosyjowski, University of Michigan Erika Mosyjowski is a PhD student in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She also earned a Master’s in Higher Education at Michigan and a Bachelor’s in
- 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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personaldevelopment through collaboration, knowledge sharing, and analysis. I will briefly introduceexamples of learning communities developed within Colleges of Engineering—including that ofNew Mexico Tech and the École de Technologie Supérieure in Montreal, Canada—that havereported both success and challenges.STEM FellowsSimpson et al. (2015) sought to address the lack of graduate level-writing support of engineeringstudents at their institution, New Mexico Tech, a university who has strong specialized programsin areas such as mechanical engineering, atmospheric and astrophysics, earth sciences, andpetroleum engineering. Simpson and colleagues developed a graduate STEM CommunicationFellows program aimed at “creating opportunities to develop organic
- Conference Session
- Mental Health of Graduate Students
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh
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programs as well as programs in the Engineering Education Systems and Design PhD program. Her research interests include topics related to student persistence, STEM doctoral student experiences, faculty mentorship and development, modeling and analysis of complex manufacturing systems, and the development of new discrete event simulation methodologies. Bekki is the co-director of the interdisciplinary, National Science Foundation supported CareerWISE research program, which strives to: 1) understand the experiences of diverse women who are pursuing and leaving doctoral programs in science and engineering and 2) increase women’s persistence in science and engineering doctoral programs through the development and