Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, Georgia Institute of Technology; Alexandra Coso Strong, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

well as their ideal future teaching methods, are characteristic ofessentialism and perennialism, two philosophies that were commonly demonstrated for themduring their undergraduate and graduate careers. Several discrepancies between Inventoryresults and student self-reflections support the need for educational interventions to informgraduate students (i.e. future instructors) about educational philosophies and their implicationsfor teaching and learning.MotivationToday’s graduate students represent the next generation of faculty. This particular generation ofgraduate students has participated in a variety of teaching styles and interventions, from lecture-based classes to problem-based learning and technology-centered instruction. As they

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Irene B Mena, Pennsylvania State University, University Park; Sven Schmitz, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies, Student

theory of situatedlearning was used to identify and inform the ways in which being research mentors can preparethe mentors for their future careers, specifically in terms of how they are prepared to becomemembers of the communities of practice they aspire to join. The benefits for research mentorswere classified as follows: (1) benefits related to preparation for their future careers, such asstrengthening their technical skills and content knowledge, and developing and improvingvarious professional skills, and (2) benefits related to their current positions asstudents/postdoctoral scholars, such as receiving help with their theses or research projects.This study is part of a longer-term study to determine the effectiveness of this

Conference Session

General Topics in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Korine Steinke Wawrzynski, Michigan State University; Megan Shannahan, Michigan State University

Tagged Divisions

Graduate Studies

inresearch also gain opportunities to meet graduate students and assist with graduate-level researchprojects, which can help students build the necessary academic and research skills to succeed infuture graduate studies.8–10 Perhaps most importantly, engaging in research often helpsundergraduates to clarify their academic interests and career ambitions, and make decisionsabout whether attending graduate school will help them reach their goals.11,12Michigan State University (MSU) offers a variety of summer research programs forundergraduates, including residential and non-residential options in STEM, SBE (Social,Behavioral, and Economic Sciences) and liberal arts disciplines. Most of these programs operateunder a common, 10-week calendar that begins

Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erika A. Mosyjowski, University of Michigan ; Shanna R. Daly, University of Michigan; Diane L Peters, University of Michigan; Steven J. Skerlos, University of Michigan

Tagged Divisions

Graduate Studies

c American Society for Engineering Education, 2013 Designing a Survey Instrument for a National Study of Direct-pathway and Returning Engineering Graduate StudentsAbstractThough a majority of engineering PhD students begin their doctoral career shortly aftercompleting an undergraduate degree, what we call direct-pathway students, a significantminority of students are “returners,” students who pursue a PhD after working outside ofacademia for five or more years. In the first phase of a three year NSF-funded study tocharacterize the population of returning engineering PhD students, we developed a nationally-distributed survey to compare experiences and perspectives of returners and direct-pathwaystudents. The survey

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel P. Dempsey, University of Massachusetts Lowell; Carol Barry, University of Massachusetts, Lowell; Joey Mead, University of Massachusetts Lowell

Tagged Divisions

Graduate Studies, Student

difficult for a student with industrialcareer aspirations to learn the distinctions in how to utilize common skills for different ends, andadapting skills learned for academia to industry often leave the student looking ill-prepared tomake the transition.This paper presents steps taken by the graduate students of the Center for High-rateNanomanufacturing (CHN) at the University of Massachusetts Lowell for professional skillimprovement and job placement strategies intended for careers in industry. Prior to this work, nooutlined professional development program at the University was focused solely on doctoralstudent placement in industrial oriented careers. Therefore, the CHN students formulated aprofessional development program tailored to meet

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda M. Capobianco, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, Student

a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching in- terests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the de- velopment of engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).Prof. Heidi A. Diefes-Dux, Purdue University, West Lafayette Heidi A. Diefes-Dux

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University, West Lafayette; Jeremi S London, Purdue University, West Lafayette; Jeeyeon Hahn, Purdue University; Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CA- REER) award winner and is a

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dominic R. Primé, Arizona State University; Bianca L. Bernstein, Arizona State University; Amy K. Way, Villanova University; Liza Cohen Hita Hita, Arizona State University; T Michael Liddell, CareerWISE, Arizona State University; Arti R. Sarma, Arizona State University; Jennifer M Bekki, Arizona State University, Polytechnic campus

Tagged Divisions

Graduate Studies

visitors to the site with a unique opportunity to engage thematerial for quick answers to vexing questions or to learn essential and advanced skills that maybe used now and throughout the entirety of their careers. Page 23.427.2IntroductionProjects in the interdisciplinary CareerWISE research program, supported by the NationalScience Foundation, have two goals: (1) to better understand and explain the interplay betweenthe person and environmental conditions that affects attrition amongst students enrolled inengineering and sciences graduate programs, and (2) to strengthen personal and interpersonalskills identified as significant in assisting women

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Niaz Latif, Purdue University, Calumet ; Joy L Colwell, Purdue University, Calumet (Tech)

Tagged Divisions

Graduate Studies

received from area industrial partners, who wanted to pursue MSV-related projectsand saw a need for training in this new area. Identifying careers in MSV presented a challenge atthe time of concept. The careers in the Modeling, Simulation, and Visualization (MSV) areamight not have a single specific Standard Occupational Classification (SOC) code in the Bureauof Labor Statistics and Occupational Outlook Handbook5, because MSV skills are skills whichare used across a variety of disciplines. However, it can be helpful overall to consider suchcareers as equivalent to an advanced area in engineering and other professions requiring theskills and knowledge of MSV. Industrial Engineering Technology, Industrial Technology, andIndustrial Engineering are a

Conference Session

General Topics in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Lisa DuPree McNair, Virginia Tech

Tagged Divisions

Graduate Studies

supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering. Page 23.647.1 c American Society for

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

mentor and mentee gender affect the development and mode (supervisory vs. coaching) of the mentoring relationship?Implications of the two emerging models of research mentoring are discussed both in the localcontext of administering the mentoring program and in the broader context of mentoringprograms overall and other types of research-focused mentoring relationships.BackgroundYOU’RE@CU Program DetailsThe YOU’RE@CU mentoring program has three main goals: (1) increase retention ofundergraduate students in engineering with particular focus on women and underrepresentedminorities, (2) expose students to engineering research careers in academia and industry, (3)encourage graduate students to develop mentoring skills through a hands-on

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Rosse-Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; David B Nelson, Purdue University; Chantal Levesque-Bristol, Purdue University

Tagged Divisions

Graduate Studies

status, but not between time and TAs’ discipline affiliation.Recommendations for increasing TA self-efficacy and preparedness are provided as aredirections for future research.1. IntroductionAt large, research-intensive universities, many graduate students receive funding for their studiesthrough assistantships that involve research, teaching, or some combination of the two 1. Thosegraduate students who are funded as TAs are typically asked to become involved in a widespectrum of teaching activities ranging from grading undergraduate student work to serving asthe primary instructor for an undergraduate course1. Teaching opportunities are critical tograduate student development as those who plan to pursue careers in academia are likely to

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Graduate Studies

. IntroductionEquipping graduate students with the skills they need to succeed in an academic career is aparamount issue in engineering education. There has been much concern that while graduatestudents receive extensive support in developing themselves as research scholars, there are fewopportunities for them to receive training on how to teach.5,10,24 Further, the recommendation inthe Educating the Engineer of 2020 (p. 92) calls for creating learning environments “in whichstudents (1) were more actively engaged than taking notes, (2) focused on problems, designchallenges and artifacts in addition to concepts, and (3) often worked with other students tounderstand and complete assigned tasks.14” Since active learning teaching methods, like theones mentioned in

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies

assistants (pp. 33-45). Thousand Oaks, CA: Sage Publications.13. Crede, E., Borrego, M., & McNair, L. D. (2010). Application of community of practice theory to the preparation of engineering graduate students for faculty careers. Advances in Engineering Education, 2(2), 1- 22. Retrieved from http://advances.asee.org/vol02/issue02/papers/aee-vol02-issue02-p04.pdf14. Cox, M. F., Hahn, J., McNeill, N., Cekic, O., Zhu, J., & London, J. (2011). Enhancing the quality of engineering graduate teaching assistance through multidimensional feedback. Advances in Engineering Education, 2(3), 1-20. Retrieved from http://advances.asee.org/vol02/issue03/papers/aee-vol02-issue03-p04.pdf15. Matusovich, H. M., Lee, W. C., Janeski, J