Displaying all 10 results
- Conference Session
- Online Programs and Program Assessment
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Gonca Altuger-Genc, State University of New York, Farmingdale; Bahar Zoghi, State University of New York, Farmingdale
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
Objectives [5]. Course assessment is also avery important first step towards ABET program assessment activities. Many educators reportedon the practices, strategies and tools they employed when assessing course learning outcomes.Meyer [6] reported on evaluation instrument selection and use of static versus dynamicthresholds in computer engineering courses. Sanders et.al [7] reported on assessment processesfor interdisciplinary capstone projects. Beyerlein et. Al [8] developed a framework to createefficient assessment instruments that can be used to assess capstone design courses. Rowe et al.[9] highlighted the importance of assessment at the freshman level, and reported on innovativeformative assessment used in a freshman level course with a focus
- Conference Session
- Online and Professional Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Bharani Nagarathnam, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
: • Course Registration • All textbooks & course material delivery. • Video lectures, class notes. • Ability to complete all assignments, home works and exams. • Residency Week materials. • Capstone project materials presentation. • Technical support for eCampus or Blackboard Learn LMS courses • Tuition & fees billing checks and reminderseBooks Platform VitalSource was selected as the eBook platform based on the wide availability ofeducational books and their willingness to work with industry trade publications to get some ofthe books that the MID program was using on the eBook platform. Since 2015-16, all books areavailable in the VitalSource eBooks platform and delivered through their app – The
- Conference Session
- Graduate Studies Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
) Program: Reimagining STEM Doctoral ProgramsAbstractThis Work in Progress paper describes the development and implementation of a new pathway fordoctoral candidates in STEM programs to satisfy their capstone degree requirements that has thepotential to modernize the STEM Ph.D. The model, Pathways to Entrepreneurship, aims to bringgreater alignment between doctoral degrees and the rapidly changing employment landscape.Programmatic and curricular innovations to the current Ph.D. model are described along with therationale. Project goals are to develop an alternative roadmap for STEM doctoral students, that isscalable, and to investigate pedagogical implications of these innovations, for doctoral educationand for broadening
- Conference Session
- Graduate Studies Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
) ethics, 8) interdisciplinary research, 9) multidisciplinary skills, 10) disciplinary knowledge, 11) informatics, and 12) design. This paper only described the evaluation method and no results were presented. • One NRT studied 12 participants in their 3rd, 4th and 5th year of graduate studies (Denton & Borrego) via semi-structured interviews of 10-40 minutes in length, focusing on the influence of the NRT over their career preparation and choices. Among participants, they found a lack of stigma around non-academic career paths, which was credited to the interaction of NRT students with non-academic entities through internships and capstone design projects outside of academia. Students were
- Conference Session
- Online Programs and Program Assessment
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Tilman Wolf, University of Massachusetts Amherst; C. V. Hollot, University of Massachusetts, Amherst; Russell Tessier, University of Massachusetts; Bryan Polivka, Shorelight Education; Chris Hoehn-Saric, Shorelight Education; Janet Donghee Kang; Katherine Newman
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
. workforce: Students who study one year on a U.S. campus can become eligible for joining the U.S. labor market (see 1+1 option in Section 2.4). Figure 1: Degree program overview2.2 Program CurriculumThe course schedule for the M.S. in ECE degree program is shown in Figure 1. There are eightcourses spread over four semesters plus two capstone project courses, which are offered in thesecond and fourth semester. The entire program duration is four semesters, which is approximately16 months, as a full semester is offered during the summer.This program meets the same requirements as the residential M.S. in ECE offered on the UMassAmherst campus. The admission and degree completion requirements are identical, and the
- Conference Session
- Non-Traditional Doctoral Programs
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- 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)
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
support of military connected students. Dr. Springer is the President of the Indiana Council for Continuing Education as well as the Past-Chair of the Continuing Professional Development Division of the American Society for Engineering Education. Dr. Springer received his Bachelor of Science in Computer Science from Purdue University, his MBA and Doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. He is certified as a Project Management Professional (PMP), Senior Professional in Human Resources (SPHR & SHRM-SCP), in Alternate Dispute Resolution (ADR), and, in civil and domestic mediation. Dr. Springer is a State of Indiana Registered domestic mediator.Dr
- Conference Session
- Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
development advising, capstone projects program, industry partnerships, first-year interest groups, and other special programs.Dr. Mia K. Markey, The University of Texas - Austin Dr. Mia K. Markey is a Professor of Biomedical Engineering and Engineering Foundation Endowed Faculty Fellow in Engineering at The University of Texas at Austin as well as Adjunct Professor of Imaging Physics at The University of Texas MD Anderson Cancer Center. Dr. Markey is a 1994 graduate of the Illinois Mathematics and Science Academy and has a B.S. in computational biology (1998). Dr. Markey earned her Ph.D. in biomedical engineering (2002), along with a certificate in bioinformatics, from Duke University. Dr. Markey has been recognized for
- Conference Session
- Graduate Studies Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shannon Barker, University of Virginia; Amy Clobes, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
Research enthusiasm or or commitment to evaluation, expression of or commitment commitment clearly research, potential for CV, research articulated through articulated through future research personal enthusiasm or demonstration of demonstration of research statement commitment interest experience beyond senior project or capstone (research experiences can
- Conference Session
- Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Dan Zalewski, University of Dayton; Kellie Schneider, University of Dayton
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
, blogs, wikis, etc.).Our department offers Master of Science degree programs in both Engineering Management andManagement Science. Each program of study consists of 36 semester hours and includes aculminating capstone experience. The Probability & Statistics for Engineers course, in additionto being a core requirement for each degree program, serves as either a pre- or co-requisite formany other courses in our program. Additionally, the course fulfills a math or technical electivefor other majors in the School of Engineering. Currently, The Probability & Statistics forEngineers course is offered three times per year (fall, spring, and summer) in a traditionalclassroom setting. Fall and spring terms consist of 16-week semesters while the
- Conference Session
- Professional Skills for Graduate Students
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
affordances.My reactions. I enjoyed seeing what the students had chosen, and appreciated having 25readings with which to help them explore the field. I also really enjoyed having the studentscurate the readings and then reading what they choose--this helped me get up to date withreadings in my field and read in areas that are not my personal interest.1b. The student’s story. In this section, I (the student) share thoughts I documented about why Ihad chosen the papers that I chose. This reflection highlights my curation process – I mainlypicked papers that piqued my interest based on the subject. I connect the title of one paper to myexperiences as an undergraduate student on a senior capstone team. I connect the subject ofanother paper to my research