Displaying results 1 - 30 of 35 in total
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- Pedagogy and Teaching Preparation in Graduate Programs
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory
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- Graduate Studies
Paper ID #28938Modifications to a graduate pedagogy course to promote active learningand inclusive teachingMs. Kara Danielle Fong, University of California, Berkeley Kara Fong is a PhD student in the Department of Chemical and Biomolecular Engineering at the Uni- versity of California, Berkeley. She earned a bachelor’s degree in Chemical Engineering from Stanford University as well as a Master of Philosophy in Materials Science and Metallurgy from the University of Cambridge.Dr. Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory Shannon Ciston is the User Program Director at the Molecular Foundry at
- Conference Session
- Online Programs and Program Assessment
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- 2019 ASEE Annual Conference & Exposition
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- Gonca Altuger-Genc, State University of New York, Farmingdale; Bahar Zoghi, State University of New York, Farmingdale
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Paper ID #25879Introducing a New Graduate Degree in Technology Management: ProgramOverview and Assessment PlanDr. Gonca Altuger-Genc, State University of New York, Farmingdale Dr. Gonca Altuger-Genc is an Assistant Professor at State University of New York - Farmingdale State College in the Mechanical Engineering Technology Department. She is serving as the MS Technol- ogy Management Graduate Program Coordinator. Her research interests are engineering education, self- directed lifelong learning, virtual laboratories, and decision-making framework development for design and manufacturing environments.Dr. Bahar Zoghi, State
- Conference Session
- Developing Teaching and Mentoring Skills
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- 2018 ASEE Annual Conference & Exposition
- Authors
- Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch
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Dr. Blake Everett Johnson received his doctorate in Theoretical and Applied Mechanics at the University of Illinois at Urbana-Champaign in 2012. Dr. Johnson now works as a lecturer and lab manager in the De- partment of Mechanical Science and Engineering at the University of Illinois. While remaining interested and active in the field of experimental fluid mechanics, he has chosen to spend most of his professional energy on improving the teaching of thermo/fluids laboratory courses through the development of en- gaging and intellectually-stimulating laboratory exercises, as well as improving introductory mechanics education and design courses in the MechSE department.Dr. Matthew D. Goodman, University of Illinois
- Conference Session
- Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses
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- 2016 ASEE Annual Conference & Exposition
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- Katy Luchini-Colbry, Michigan State University; Mary Anne Walker, Michigan State University
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- Diversity
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- Graduate Studies
effect) of putting some point first (or burying data in a table at the back of the report). Such a discussion might naturally open a wider discussion of the ethical aspects of the relationship a researcher has with funders and with those who may use the research (for example, what innovations may be published or what warnings should go into a report).10Learning to collect accurate, precise data is also an important component of many engineeringcurricula. Past researchers have explored many aspects of data collection, analysis and reporting,such as error analysis,11 scientific measurement,12 and laboratory procedures.13From Accuracy and Precision to Ethics: Evolution of the CurriculumThe ethics exercise
- Conference Session
- Teaching & Learning in Graduate Programs
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- 2015 ASEE Annual Conference & Exposition
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- Guangming Chen, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Gbekeloluwa B. Oguntimein, Morgan State University; Young-Jae Lee, Morgan State University
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advanced education or career advancement. Many Morgan State University (MSU) graduate students come from economically disadvantaged families and have very limited financial support for their full-time graduate study. Some of them solely count on the scholarships provided by the school or have to take out student loans. Supported by National Science Foundation (NSF) Scholarships for Science, Technology, Engineering, and Mathematics (S-STEM), NASA research grants and other Federal research grants, many MSU engineering graduate students have been involved in applied research projects with NASA Goddard Space Flight Center, Army Research Laboratory, and the local industry. These projects include but
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- 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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- Robert N. Coffey Jr., University of Michigan; Katy Luchini-Colbry, Michigan State University
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12% 11% 6% 8% 9% Laboratory skills 9% 12% 11% 5% 10% Preparing for 8% 5% 2% 3% 4% graduate school Problem solving 7% 2% 3% 3% 3% Clarification of 5% 3% 0 4% 3% career pathIn examining students’ desired outcomes, the most frequently occurring responses highlightedstudents’ interest in developing knowledge, skills, and experience related to the research process.A desire for discipline-related content knowledge acquisition was the
- Conference Session
- Professional Skills for Graduate Students
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- 2018 ASEE Annual Conference & Exposition
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- Eric Holloway, Purdue University, West Lafayette; David F. Radcliffe, Swinburne University of Technology
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- Graduate Studies
Paper ID #21688Review of Global Trends in Knowledge, Skills, and Abilities (KSA) Frame-works Applicable to Ph.D. Programs in EngineeringMr. Eric Holloway, Purdue University, West Lafayette Eric Holloway currently serves as the Senior Director of Industry Research in the College of Engineering at Purdue University, where he focuses on industry research in the College of Engineering. From 2007-2013, Eric served as the Managing Director and the Director of Instructional Laboratories in the School of Engineering Education at Purdue University. As Director, he was in charge of the building and implementation of the Ideas to
- Conference Session
- Improved Pathways to Graduate Studies
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- 2019 ASEE Annual Conference & Exposition
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- La'Tonia Stiner-Jones, Ohio State University; Wolfgang Windl, Ohio State University
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students for dental school.Dr. Wolfgang Windl, Ohio State University Wolfgang Windl is Professor and Graduate Studies Chair in the Departments of Materials Science and Engineering at The Ohio State University. Before joining OSU, he spent four years with Motorola, ending his tenure as Principal Staff Scientist in the Digital DNA Laboratories in Austin, TX. Previously, he held postdoctoral positions at Los Alamos National Laboratory and Arizona State University and received his diploma and doctoral degree in Physics from the University of Regensburg, Germany. His numerous awards include the first Fraunhofer-Bessel Research Award from the Humboldt Society in 2006; the 2015 Boyer Award for Excellence in Undergraduate
- Conference Session
- Pedagogy and Teaching Preparation in Graduate Programs
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- 2020 ASEE Virtual Annual Conference Content Access
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- Miguel Velez-Reyes P.E., University of Texas at El Paso; Fenot Aklog, Columbia University; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, City College of New York; Ivonne Santiago P.E., University of Texas at El Paso; Jorge E. González, City College of New York; Jeff Sivils, El Paso Community College; Harry Meeuwsen, University of Texas at El Paso; Fred Moshary, City University of New York; Joseph Barba, City University of New York
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American c Society for Engineering Education, 2020 Paper ID #31573 presentations, and his research has attracted more than $30M in external funding. He is a Fellow Mem- ber of the American Society of Mechanical Engineering (ASME), and Vice-Chairman of the American Meteorological Society Board on the Urban Environment. He was appointed in 2015 by the Mayor of the City as Member of the Climate Change Panel for the City of New York, and more recently as Senior Visiting Scientist of the Beijing Institute of Urban Meteorology and of Brookhaven National Laboratory. He was named in 2019 the
- Conference Session
- Developing and Establishing Graduate Study Programs - Graduate Studies Division Technical Session 2
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- 2017 ASEE Annual Conference & Exposition
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- Janet Callahan, Boise State University; Cheryl B. Schrader, Missouri University of Science and Technology; Darryl P. Butt, University of Utah; Timothy Andersen; Tammi Vacha-Haase, Boise State University; Amy J. Moll, Boise State University
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. He further statedthat when evaluating a possible investment, a key criterion in assessing investment risk is theability of the regional infrastructure and population base to be able to locally produce at least 30percent of the doctoral level engineering and science talent that will be required by the startupfirm. Thus, access to advanced academic research and development laboratories and advancedacademic programs in engineering is critical to success.Because of the need to further develop the high-tech economy, and with support from localindustry and the state government, three doctoral programs were developed over the last tenyears. The following three programs will be discussed, Electrical and Computer Engineering(ECE), the
- Conference Session
- Graduate Studies Division Poster Session
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- 2019 ASEE Annual Conference & Exposition
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- Carrie A. Obenland, Rice Office of STEM Engagement; Carolyn Nichol, Rice University
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about GradStudent STEM Share, 60% of teacher responses included some mention of the researcherssharing about their educational backgrounds and the importance of school. For example, oneteacher wrote, “[They shared] how education revolutionizes our abilities and future.” Twoteachers also specifically mentioned that the classroom visits expanded students’ understandingof science by noting, “Knowing there is science everywhere! Even outside the laboratory,” and,“They showed my students how scientific concepts are applied in the world outside theclassroom.” The teachers replied with similar responses to the question, “How did Grad StudentSTEM Share impact your students?” One teacher noted, “Not only did they inform the studentsabout their research
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- Graduate Studies Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Chi-Ning Chang, The University of Kansas; Guan Kung Saw, Claremont Graduate University; Uriel Lomelí-Carrillo, The University of Texas at San Antonio; Mingxia Zhi, Northside Independent School District; Kahlí Romano, Claremont Graduate University ; Ryan Culbertson, The University of Texas at San Antonio
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negatively affected bythe COVID-19 pandemic.Introduction As of late March 2020, in response to the Coronavirus Disease 2019 (COVID-19)pandemic, hundreds of colleges and universities in the United States (and across the globe)suspended face-to-face classes, closed campuses, and only allowed essential activities and corefacilities to continue. The pandemic disrupted engineering graduate students’ regular learningroutines, which typically include in-person laboratory research and mentoring activities. As aresult, engineering students during the COVID-19 pandemic may particularly experiencechallenges to their academic progress, career preparation, financial security, and physical/mentalhealth [1]–[6]. During school closures, faculty were
- Conference Session
- Developing Teaching and Mentoring Skills
- Collection
- 2018 ASEE Annual Conference & Exposition
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- Joseph C. Tise, Pennsylvania State University; Kirsten S Hochstedt, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther W. Gomez, Pennsylvania State University; Manish Kumar
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students work with faculty members atthe host university, they typically work most closely on a day-to-day basis with graduate studentor postdoctoral mentors who work in the faculty member’s laboratory. The majority of theengineering mentorship literature is focused on faculty as mentors, not graduate student mentorsor postdoctoral researchers. Generally, much of the existing literature relating to mentorship in engineering exploresthe mentor’s experience (typically focusing on faculty as mentors) (Dolan & Johnson, 2009;Mena & Schmitz, 2013; Revelo & Loui, 2016; Tsai, Kotys-Schwartz, Louie, Ferguson, & Berg,2012, 2013) rather than the mentee’s experience (Ahn, 2014; Ahn, Cox, Diefes-Dux, &Capobianco, 2013; Faurot, Doe
- Conference Session
- Graduate Studies Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Audrey Rorrer, University of North Carolina at Charlotte; David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Harish P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Deep Prajapati, University of North Carolina at Charlotte
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a decade of classroom teaching experience at both the K-12, including mathematics and science, and higher education levels and has led multi-million dollar grants providing PD to school districts across the state of North Carolina related to STEM education.Praveen Ramaprabhu, University of North Carolina at Charlotte Praveen Ramaprabhu is a Professor of Mechanical Engineering & Engineering Sciences at UNC Char- lotte, where he heads the Laboratory for Multiscale Computational Fluid Dynamics (LMCFD). Starting with his Ph.D. research at Texas A&M University, Dr. Ramaprabhu has worked extensively using ex- periments and careful numerical simulations to advance the understanding of turbulent mixing due to
- Conference Session
- Professional Development for Graduate Students
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- 2020 ASEE Virtual Annual Conference Content Access
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- Dennis W. Hess, Georgia Institute of Technology
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frustrations inleadership positions; accounts of situations that have been described in newspapers and reports inacademia, industry, and national laboratories. Numerous scenario examples can be found in [10].Discussion of the scenarios is performed in the following way. Background information on thetopic (e.g., leadership fundamentals, ethics and professionalism, building trust, creativity,teamwork, running meetings, conflict management, communication, delivering bad news) ispresented via 6-8 power point slides. A question or discussion situation is then presented.Attendees are divided into teams of 3-5, depending upon the total number present, and are given5-7 min to discuss the scenario posed. In a formal course, I promote diversity in ideas
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- Graduate Study Programs Supporting Diversity and Underrepresented Minority Students - Graduate Studies Division Technical Session 4
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- 2017 ASEE Annual Conference & Exposition
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- George Tyler Fischer, U.S. Navy; Fazil T. Najafi, University of Florida
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turbine that will rotate along the vertical axis to capturebi-directional flow patterns. With the financial support from the Department of Energy (DOE),and other support from the National Renewable Energy Laboratories, and the University ofMinnesota’s St. Anthony’s Falls Laboratory, Verdant Power was able to design and testcomposite blades (improving from the generation 4 model) as well as optimize the new rotordesign. Figure 6 illustrates the dimensional comparison between the generation 4 and generation5 turbines. Both generation 4 and 5 designs includes patented technologies. 14Figure 6: KHPS Turbine comparison.Ocean Renewable Power CompanyCorporate Leadership Ocean Renewable Power Company’s (ORPC) headquarters is based out of Portland
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- Graduate Studies Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Thomas L. Acker, Northern Arizona University; Nena E. Bloom, Northern Arizona University
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applications, optimization of off-grid energy systems, wind turbine aero- dynamics, and wind integration on the electrical system. He has worked extensively with the National Renewable Energy Laboratory and the International Energy Agency on grid integration of wind and hy- dropower technologies. He is a member of the editorial board of Wind Engineering, serves on the board for the North American Wind Energy Academy, and is President of the board for the Western Energy Futures Institute.Dr. Nena E. Bloom, Northern Arizona University Dr. Nena Bloom is an evaluator and education researcher at the Center for Science Teaching and Learning at Northern Arizona University. The primary area of her work is evaluating STEM education
- Conference Session
- Growing and Maintaining Graduate Enrollment
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- 2020 ASEE Virtual Annual Conference Content Access
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- Shannon Barker, University of Virginia; Amy Clobes, University of Virginia; Jasmine D. Crenshaw, University of Virginia
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important factor in a potential faculty member’s decision to join.Additionally, PhD students play a vital role in mentorship of undergraduate students, serving asteaching assistants in courses and as mentors in the laboratory. Graduate students can beparticularly influential role models for undergraduates considering research careers. Finally,graduate students that go on to successful careers in a variety of sectors plays a crucial part inexpanding the reputation of the School. Their success is a direct reflection of the laboratoriesand faculty that mentored them.Just as important as the number of graduate students is the diversity of the student body. TheNational Science Foundation (NSF), other members of the National Academies, and the USCongress
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- Supporting Diversity through Co-curricular Programming
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- 2015 ASEE Annual Conference & Exposition
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- Yanfen Li, University of Illinois at Urbana Champaign; Danielle Jamie Mai, University of Illinois, Urbana-Champaign; Elizabeth Horstman, University of Illinois at Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign
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since as Assistant Professor (2005-2011), Associate Professor (2011-2012) and Professor (2012-). Rohit was the first assistant professor hired into the new Bioengineering department and played a key role in the development of its curriculum and activities. He later founded and serves as the coordinator of the Cancer Community@Illinois, a group dedicated to advancing cancer-related research and scholar- ship on campus. Research in the Bhargava laboratories focuses on fundamental theory and simulation for vibrational spectroscopic imaging, developing new instrumentation and developing chemical imaging for molecular pathology. Using 3D printing and engineered tumor models, recent research seeks to elucidate hetero
A Systematic Review of Additive Manufacturing Education: Toward Engineering Education Research in AM
- Conference Session
- Aligning Graduate Programs with Industrial Needs
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- 2019 ASEE Annual Conference & Exposition
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- Priyesh Uday Mehta, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park
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otheracademic institutions adopting AM education curricula.Current Progress: The Advent of AM Graduate ProgramsGraduate programs dedicated to Additive Manufacturing have seen a measured growth in the lastthree years. The Pennsylvania State University’s Masters of Science in Additive manufacturingand design program is considered to be the first of its kind in the USA. The course offers an onlineoption as well for professionals intending to continue education. The students find benefit inlectures from industry experts from Center of Innovative Materials Processing through directdigital deposition (CIMP 3D) and Applied Research Laboratory [13]. The University of Marylandalso offers a graduate program in Additive manufacturing and students use resources
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- Design and Implementation of Graduate Education
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- 2018 ASEE Annual Conference & Exposition
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- Meredith Welch-Devine, University of Georgia; Ramana Pidaparti, University of Georgia; K. Paige Carmichael, University of Georgia; Janet E. Rechtman, University of Georgia; Brandy B. Walker, University of Georgia; Julie A. Coffield, University of Georgia
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Annual Conference & Exposition, June 24 – 27, 2018, Salt Lake City, Utah ASEE Graduate Studies Division Training Model for 21st Century Graduate Education through Engagement to Action Julie Coffield, Meredith Welch-Devine, Brandy Walker, Paige Carmichael, Paul Brooks, Janet Rechtman, Andy Kavoori, Jasmine Choi, Sejin Kim, Katie Walters, Janette Hill, Ike Choi, and Ramana Pidaparti* University of Georgia, Athens, GA 30602 *Corresponding author, E-mail: rmparti@uga.eduAbstractTwenty-first century scientists and engineers must possess skills that enable them to reach beyondthe laboratory, across disciplines
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- 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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. MENG students also had historically worked on research independentlyand in various laboratories across campus, and degree specializations within the department allrequired different coursework; thus, students in the department felt no true connection to cometogether as peers for writing purposes (Simpson et al., 2015).Assessment on the STEM fellows program and how it created a community of writers acrossgraduate departments at New Mexico Tech was mixed. As mentioned above, departmentalculture played a large role in whether or not students saw peer-based writing support programs asworthwhile; graduate students who were more likely to be isolated in their research andlaboratory settings saw less value in writing collaboration with peers and
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- 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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another endorsement of the ‘you’ve done goodthings.’” He hopes there is more freedom to work and less administrative duties involved in hisnew job after he earns his Ph.D. in comparison to the military lab.KristenSituating the CaseTaking the advice of an engineering faculty member, Kristen joined a non-profit organizationafter graduation for the summer to investigate cookstoves for developing countries. She met herhusband there, and they decided to spend the next few years fulfilling their humanitarian sense ofduty. Kristen was a pre-school teacher, worked with special needs children and adults, and re-joined the non-profit organization as a laboratory manager. She created test protocols, wrotereports, and traveled to developing countries. After
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- Non-Traditional Doctoral Programs
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- 2019 ASEE Annual Conference & Exposition
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- Kathryne Newton, Purdue Polytechnic Institute; Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette (College of Engineering); Michael J. Dyrenfurth, Purdue University-Main Campus, West Lafayette (College of Engineering); Linda L. Naimi, Purdue University-Main Campus, West Lafayette (College of Engineering)
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) • Philosophy of Technology (3 credit hours) • The Design Process (3 credit hours) • Technology from a Global Perspective (3 credit hours) • 15 credit hours (minimum) for a dissertation is required for the Professional Doctor Technology degree. This will be an applied R&D project focused on a current problem of a company or industry and the results must be defended to the graduate committee. Depending on the nature of the applied research dissertation, it may or may not require laboratory research. And, if it does this may or may not occur at the university or in the employer’s research facilities. Our design goal is that each candidate will complete an applied research study, and document it via a
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- Graduate Studies Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mirit Shamir, Kansas State University; Matthew R. Sanderson, Kansas State University; Rebecca Cors, Wisconsin Center for Education Research; Melanie Derby, Kansas State University
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outside of the classroom. She is fascinated with how people learn and develop in ways that enable them to thrive. Rebecca’s career began in environmental education and outreach to support natural resources management through experience at the Wisconsin Department of Natural Resources, and as a Peace Corps Volunteer. A keen interest in research and evaluation blossomed during her time as an academic editor and researcher at ETH Zurich, which led to her PhD research in Geneva, Switzerland, where she studied the effectiveness of a mobile science learning laboratory. In 2017, she joined the Wisconsin Evaluation Collaborative, UW-Madison, where she continues to support education programs through research and evaluation. By
- Conference Session
- Preparation for Graduate Research
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- 2020 ASEE Virtual Annual Conference Content Access
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- Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit
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they can develop the knowledge, skills, and relationships needed to be aresearch engineer. Another initiative seeks to develop a Research Engineer Network (REN) ofindividuals that will impart skills and mentoring to graduate students, that may not available to them fromtheir own major professor and her/his research group. The network will be composed of graduatestudents, select major professors, select faculty from R1 universities, and representatives from corporateresearch and federal research laboratories. The REN will have three tracks of activities: ResearchProgression Skills (REN-RPS), Research Networking Skills (REN-RNS), and Career Preview andPreparation (REN-CPP). Each track of activities will be offered in Fall and Spring. The REN
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- Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses
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- 2016 ASEE Annual Conference & Exposition
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- Brittain Sobey, The University of Texas - Austin; Margo Cousins, The University of Texas - Austin; Mia K. Markey, The University of Texas - Austin; Stephanie Ruth Young M.Ed., The University of Texas - Austin
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19 Laboratory Tours 3.47 19 Poster Session 3.47 19 Faculty Meetings 3.44 18Respondents were also asked to provide suggestions for improvement of the event activities.Feedback suggested categorized faculty presentations, more activities outside the building, andbetter attention to time constraints on visitors. Some representative comments include: “Although some students would like a breadth of background on research, most if not all have a major field (imaging, cellular engineering) that they would like to work in; so different, separate groups for each field would allow each presenter to
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- Graduate Programs, Development, and Research Fellowships
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- 2016 ASEE Annual Conference & Exposition
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- Vanessa Dunn, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder; Stephanie Swartz, University of Colorado, Boulder; Arthur L.C. Antoine, University of Colorado, Boulder
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“Research 101,” was led by a graduate student lead for theprogram. The format was an oral presentation that discussed the following topics: How to conduct a scientific literature review Types of research questions and research methods Laboratory hierarchy and terminology (from undergraduates all the way up to PI) Culmination of research (journal publications, theses, presentations, etc.) Research Experiences for Undergraduates (REUs) sponsored by the National Science Foundation Other research programs at the University of Colorado BoulderThe third workshop, titled “Grad School 101,” was also led by a graduate student lead of theprogram. The format was an oral presentation that discussed the following topics
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- 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
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students in engineering education programs have typically been trained through ABET-accredited engineering programs. Despite ABET’s communication requirement, engineeringundergraduate students have limited opportunities to learn to write in their discipline [7]. Often,explicit writing instruction is limited to two courses: one in first-year writing, and one thatfocuses on engineering writing. The other writing engineering students do is integrated implicitlyin design and laboratory coursework. In these contexts, writing practices are often renderedinvisible as students are asked to fill forms, draw sketches, and incorporate appropriate equationsinto reports rather than write essays or reflections [6]. Instructors do not emphasize writingprocesses
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- 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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- Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)
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preliminary study on supporting writing transfer in an introductory engineering laboratory course,” in 2016 Proc. ASEE.21. D. Brent, “Crossing boundaries: Co-op students relearning to write,” CCC, vol. 63, no. 4, pp. 558-592, June 2012.22. M.N. Cleary, “Flowing and freestyling: Learning from adult students about process knowledge transfer,” CCC, vol. 64, no. 4, June 2013.23. S. Conrad, et al., “Students writing for professional practice: A model for collaboration among faculty, practitioners and writing specialists,” in 2015 Proc. ASEE.24. J. A. Donnell, et al., “Why industry says that engineering graduates have poor communication skills: What the literature says,” in 2011 Proc. ASEE.25. A. Devitt, “Teaching critical genre awareness