guide students through the cognitive and metacognitive processes of choosingtopics, asking questions, identifying an appropriate problem and locating adequate data sources.The worksheets are introduced in a linear manner and completed in order. This progressive pathis intended to provide a logical and methodical approach for developing research questions.However, each worksheet can be completed independently. The worksheets can also be used as apedagogical approach to introduce research methods into the classroom. The design activityworksheets have been used in multiple venues: undergraduate and graduate data visualizationcourses, workshops and more recently, a graduate seminar designed to help students identifytheir thesis topics in partial
students’ experience and degree completion. Such challenges havehighlighted the need for further discussion and reform in graduate education. One such examplewas a workshop with graduate students, administrators, faculty members, and postdoctoralresearchers that culminated in suggestions for engineering graduate education: (1) clarifyexpectations, (2) attend to the community, (3) organize the research group for mentoring, and (4)structure student development toward independence [8].A civil engineering research group at a public research-intensive university developed a retreat tosupport socialization, address the aforementioned challenges, and integrate best practices ingraduate education while also drawing on organizational change and workforce
Wighton Fellow for excellence in development and teaching of laboratory-based courses in Canadian UG engineering programs. c American Society for Engineering Education, 2020 Graduate student pedagogical impact through development and delivery of a collaborative inquiry focused high school STEM programAbstractConsidering a changing academic landscape that desires skill development beyond that oftraditional research, post-secondary STEM students now require broad opportunities to improvetheir translatable skill set. Notably, we routinely observe an increasing number of doctoralstudents focused on developing their teaching skills, given opportunities to pursue
and mentoring philosophies);helping mentees become independent researchers and make appropriate plans for their futurestudies and careers; and fostering an environment that values inclusion, diversity and ethicalresearch practices.Discussions about ethics are woven throughout the CMSE 890 curriculum, in contexts that rangefrom the best practices for handling outlying data in experimental results to the implications ofhow unconscious biases about gender might impact opportunities for women in STEM. Allgraduate students at MSU are required to complete a minimum of 6 hours of discussion-basedtraining in the responsible conduct of research (RCR) prior to graduation. Given the emphasis onethics within this course and the interactive, discussion
the higher education achievement gapthat persists for individuals from groups historically underrepresented in STEM fields, such asfemales and ethnic minority groups (specifically African Americans, Hispanics, NativeAmericans, and Pacific Islanders), including the reliance on traditional quantitative academicmetrics, like GRE scores and GPA, used by graduate admissions committees [24-26]. GREscores have been proven to be a poor indicator of graduate school success time and time again[27-34]. Additionally, research shows that many factors affect GPA beside academic potential,including race, gender, first generation status, high school size, and family income [28,35].Evidence-based best practices have identified other more holistic factors as
significantly across institutions. How CC faculty participation in research isaccounted for in tenure and promotion at CC is quite variable. For instance, inside our partnership,research expectations for faculty at the CC of the CUNY system are much higher than at EPCC.However, UG research at CC is recognized [8] as a high impact practice to support student successthat can positively impact graduation, STEM retention, and transfer rates.H-AGEP provides training to the Fellows in best mentoring practices of undergraduate students inresearch. Workshops on student mentoring and on research opportunities at CC are given to theFellows. CC faculty mentors provide opportunities for some of the Fellows to mentor CC studentsin research projects.4.2.3
often report low levels ofconfidence in a wide range of teaching skills, from facilitating group discussions to handlingstudent cheating. 2,3 In light of these issues, it is crucial to establish effective programs to train andsupport new GSIs in developing both pedagogical knowledge and practical teaching skills.There exists substantial evidence suggesting that semester- or year-long courses aimed towardtraining GSIs are effective in increasing GSI self-efficacy. 2,3,4 The benefits of these coursesinclude improvements in GSI competency that persist years after the course is completed. 5Numerous works have been published in recent years detailing best practices andrecommendations for the development of these graduate student teaching courses
, Michigan Technological University As Professor of Practice - Engineering Communications, Dr. Nancy Barr developed a multi-faceted tech- nical communications program in the Mechanical Engineering-Engineering Mechanics Department at Michigan Technological University. She delivers embedded communication and teaming instruction to undergraduate students, teaches two graduate engineering communication courses, assists faculty and GTAs in crafting and evaluating assignments that reflect real-world engineering situations. Her current research focuses on gender dynamics in collaborative projects and portfolio assessment practices. The author of three mystery novels and an award-winning short story, Barr has a Ph.D. in Rhetoric
engineering master’sdegrees awarded, and 12.1% of engineering doctoral degrees awarded across the United States.There is a significant and troubling decrease in the representation of Hispanic or Latinx, Blackand/or African American, American Indian or Native American, and Hawaiian/Pacific Islandersas we move up the graduate seniority levels. This is a concern that is mirrored in a lack ofcontinuance to graduate study across all Science, Technology, Engineering, and Mathematics(STEM) fields. While there is currently an extensive body of research on the factors that predictthe retention of racially minoritized groups in undergraduate education, it fails to providescholarly insights or recommendations for practice on factors that impact graduate
in the field of mechanobiology, she is also interested in research in engineer- ing education. Specifically, she explores increasing graduate student retention rates, mentoring graduate students and supporting underrepresented populations in STEM.Dr. Madalyn D. Kern, University of Colorado Boulder Dr. Madalyn D.Kern received her B.S., M.S. and Ph.D. in Mechanical Engineering through the University of Colorado at Boulder. Her doctoral thesis focused on characterizing adhesion between a micro-patterned surface and a soft substrate for the application of optimizing the mobility of a surgical robot capable of navigating portions of the gastrointestinal tract. She is a recipient of a NSF Graduate Research Fellowship