Displaying all 7 results
- Conference Session
- Supporting Diversity through Co-curricular Programming
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- 2015 ASEE Annual Conference & Exposition
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- Renetta G. Tull, University of Maryland, Baltimore County; Alexis Y. Williams, University of Maryland Baltimore County; Shawnisha Shonté Hester, University of Maryland Baltimore County
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- Diversity
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- Graduate Studies
STEM” project in Puerto Rico, and the Latin and Caribbean Consortium of Engineering Institutions’ (LACCEI) ”Women in STEM” forum. Tull is a Tau Beta Pi ”Eminent Engineer.”Dr. Alexis Y. Williams, University of Maryland Baltimore County Dr. Alexis Y. Williams serves as a member of the Department of Human Development and Quantitative Methodology teaching faculty at the University of Maryland, College Park. She is Assistant Director for PROF-it (Professors-in-Training), a University System of Maryland teaching professional development program housed at UMBC, designed for STEM graduate students and postdocs, and open to any who are interested in academia. Her research, teaching, and service address achievement motivation
- Conference Session
- Design and Assessment of Graduate Curriculum
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- 2015 ASEE Annual Conference & Exposition
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- Homero Gregorio Murzi, Virginia Tech; Prateek Shekhar, University of Texas, Austin; Lisa D. McNair, Virginia Tech
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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
- Conference Session
- Graduate Recruitment & Professional Development
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- 2015 ASEE Annual Conference & Exposition
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- Bolun Huang, Microsoft Corp.; Samantha Wang; Narasimha Reddy
- Tagged Divisions
- Graduate Studies
anecdotallyvalidated by many school hiring practices. Second, we did not want a school’s ranking to beimpacted by its own decisions; the ranking of a program has to be validated by decisions ofothers. Hence, we only consider the incoming edges of our hiring graph, i.e., only the Ph.D.shired by other programs impact its ranking. Third, the hiring graph is somewhat self-consistent inthe sense that we don’t need any external input in the process of ranking. For example, if we wereto consider hiring by industry, we would need to somehow have a notion of the relative value of a“Google hire” versus an “IBM hire”. Fourth, since the hiring slots tend to be few and expensive inresources, we postulate rankings based on hiring decisions are harder to “game”.There are
- Conference Session
- Graduate Recruitment & Professional Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Adam Blake Baker, University of Michigan; Diane L Peters, Kettering University; Steve J. Skerlos, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
directly addressed needs she had identified in her industry experience and her plansfollowing her PhD directly related to the outcomes of her research work2. For those returnerswho decide to return to a position outside of academia in industry or government aftercompleting their PhD, their past experience likely enables them to advance in their careers morerapidly to higher positions with greater impact than their direct-pathway peers are able to do. Inaddition to returners’ rich work experience, they represent a largely untapped source of potentialengineering graduate students. The National Science Foundation has called for additionalpathways to and through advanced engineering programs5. Engineers with advanced training arecrucial for success in
- Conference Session
- Exploring Graduate Student Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Natascha M Trellinger, Purdue University, West Lafayette; Brook Sattler, University of Washington; Jennifer A Turns, University of Washington
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- Diversity
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- Graduate Studies
in preparing future scholars.The blended experience was carefully designed for the graduate students to aid theirdevelopment as engineering education scholars. The graduate students had the opportunity tolearn about research activities through online workshops and then immediately implement theseideas. First, the graduate students practiced interviewing and using the protocol by practicingwith another graduate student. Next they transcribed and analyzed the interview with theirpioneer, and finally, the graduate students authored a profile about their pioneer. Literature on Page 26.1783.3informal science education suggests that informal
- Conference Session
- Teaching & Learning in Graduate Programs
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- 2015 ASEE Annual Conference & Exposition
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- Branimir Pejcinovic, Portland State University
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- Diversity
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Paper ID #11841Using Systematic Literature Reviews to Enhance Student LearningProf. Branimir Pejcinovic, Portland State University Branimir Pejcinovic received his Ph.D. degree from University of Massachusetts, Amherst. He is a Pro- fessor and former Associate Chair for Undergraduate Education at Portland State University, Electrical and Computer Engineering department. In this role he has led department-wide changes in curriculum with emphasis on project- and lab-based instruction and learning. His research interests are in the areas of engineering education, semiconductor device characterization, design and simulation
- Conference Session
- Supporting Diversity through Co-curricular Programming
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- 2015 ASEE Annual Conference & Exposition
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- Katy Luchini-Colbry, Michigan State University; Julie M.W. Rojewski, Michigan State University
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- Diversity
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Paper ID #11657”Leaning In” by Leaving the Lab: Building Graduate Community throughFacilitated Book DiscussionsDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Initiatives at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and enhancing