Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech; Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

Paper ID #9165Graduate Student and Faculty Member: An Exploration of Career and Per-sonal DecisionsRachel McCord, Virginia Tech Rachel McCord is a graduate student in the Department of Engineering Education at Virginia Tech. She holds a B.S. and M.S. in Mechanical Engineering from the University of Tennessee. Her research interests include engineering students use of metacognitive practices while studying in groups. Her advisor is Dr. Holly Matusovich.Cory Hixson, Virginia Tech Cory is currently a NSF Graduate Research Fellow pursuing a Masters in Industrial and Systems En- gineering and a Ph.D. in Engineering

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janie McClurkin, Purdue University, West Lafayette; Velvet Fitzpatrick, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Cyndi Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Engineering’s Leadership Minor at Purdue University. She also serves as the Executive Director of the International Institute for Engineering Education Assessment (i2e2a). She ob- tained a B.S. in mathematics 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 Univer- sity. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Qunqun Liu, Shanghai Jiao Tong University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Engineering Education Assessment (i2e2a). She ob- tained a B.S. in mathematics 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 Univer- sity. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University; Kimberly Monique Holmes, George Mason University

Tagged Divisions

Graduate Studies

and expanding access to higher education for students of color and students from low socioeconomic backgrounds. Page 24.237.1 c American Society for Engineering Education, 2014 Building a Community of Practice Among STEM Graduate Students to Foster Academic and Professional SuccessIntroductionSTEM graduate students will enter a competitive and ever-changing workforce, in whichnetworking and the need to build strong professional connections are mandatory for success.STEM graduate programs need to provide comprehensive career preparation, exposure to a widerange of career

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

. Projects supported by the National Science Foundation include 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. 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 24.652.1 c American Society for Engineering Education, 2014 Graduate

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

Paper ID #10232Survey Analysis of Engineering Graduate Students’ Perceptions of the SkillsNecessary for Career Success in Industry and AcademiaMs. Catherine G.P. Berdanier, Purdue University, West Lafayette Catherine G.P. Berdanier is a Ph.D. student in the School of Engineering Education at Purdue University. She earned her B.S. in Chemistry from The University of South Dakota and her M.S. in Aeronautical and Astronautical Engineering from Purdue University. Her current research interests include graduate-level engineering education, including inter- and multidisciplinary graduate education, innovative and novel graduate

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mandy Wheadon, Purdue University; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

contemporary employers expect and the actualskills with which many doctoral-level STEM programs are equipping doctoral students needs tobe better understood. This research explores the degree to which students perceive that theirdoctoral programs are providing them with skills that will make them employable in the currentjob market. Using a mixed methods approach, this study employed both a written survey andfocus group interviews with several groups of Ph.D. students currently involved in STEMdoctoral programs at a large Midwestern university. The intent is to learn more about the ways inwhich Ph.D. students in these fields prepare themselves for careers in a demanding andfluctuating job market, and to discover their thoughts on how their departments

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Theresa Lynn Gonzalez

Tagged Divisions

Graduate Studies

andprofessional success as individuals, and their ability to succeed after graduation in research,academic, and industry careers.11,12 Specific areas where graduate students often need supportinclude: building community inside and outside their home departments;5,6,13,14 understandingand accessing campus resources;5,15–17 and planning for careers.11,18,19 While graduate studentsneed to develop academic and professional skills in order to complete their coursework andresearch, it is also essential to develop “soft skills,” such as interpersonal communications,conflict resolution, time management, and team work.20This paper describes a multi-year effort to develop professional development activities forEngineering graduate students at Michigan State

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Cyndi D. Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

. The RDF is a professional development framework for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It articulates the knowledge, [behaviors] and attributes of successful researchers and encourages them to [realize] their potential”.Research goal/questionsThe goal of this study is to investigate PhD students’ competency level at different skillsand expertise they need to be successful at their jobs after graduating from university byanswering the following questions: • To what extent do PhD students acknowledge the importance of necessary skills they need to be successful at their jobs? • What is the self

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L Peters, Kettering University; Steve Skerlos, University of Michigan; Adam B. Baker, University of Michigan

Tagged Divisions

Graduate Studies

Technologies Laboratory have addressed sus- tainability challenges in the fields of systems design, technology selection, manufacturing, and water.Mr. Adam B. Baker, University of Michigan Page 24.1238.1 c American Society for Engineering Education, 2014 The PhD Advising Relationship: Needs of Returning and Directing-Pathway StudentsI. IntroductionThough a majority of engineering PhD students begin their doctoral career shortly aftercompleting an undergraduate degree (and perhaps a Master’s), a significant minority of studentsare “returners,” students who pursue a PhD after

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Kimberly Joy Perram; Vivian Gregory Alexander

Tagged Divisions

Graduate Studies

the Inaugu- ral Director of the College of Engineering’s Leadership Minor at Purdue University. She also serves as the Executive Director of the International Institute for Engineering Education Assessment (i2e2a). She ob- tained a B.S. in mathematics 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 Univer- sity. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron P. Wemhoff, Villanova University

Tagged Divisions

Graduate Studies

Students to Pursue Graduate Research at an Undergraduate-Focused InstitutionAbstractA course was created with the goal of enhancing the visibility of the Mechanical EngineeringDepartment graduate research program at a university containing high-quality seniorundergraduate students. The course includes standard lectures where graduate students presenttheir research to undergraduate students, and specialized lectures on library resources andacademic careers. This course was designed to motivate undergraduate students to remain attheir undergraduate institution for a research-based graduate degree, to improve communicationskills for existing graduate students, and to supplement ABET criteria not frequently seen in corecourses

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Homero Gregorio Murzi, Virginia Polytechnic Institute and State University; Prateek Shekhar, Virginia Tech; Timothy Kinoshita, Virginia Polytechnic Institute and State University; Christina Seimetz Wade, Virginia Tech; Richard M. Goff, Virginia Tech Department of Engineering Education; Debarati Basu, Virginia Tech

Tagged Divisions

Graduate Studies

practicum coursewas found to be helpful to graduate students who considered themselves noviceengineering educators. GTAs who participated in the practicum course found theexperience to be beneficial because the course provided a space for learning throughshared experiences. Experienced teachers could also participate in class discussions toshare their experience and their teaching approaches to help develop new GTAs for theirfuture professorial careers. Not only did experienced teachers participate to help noviceeducators, experienced teachers were also able to improve their own teaching strategiesbased on the continuous feedback and the deep discussions about topics that they

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies

interact during the researchexperience; and (3) to explore mentors’ experiences and attitudes after working withundergraduate research assistants. Anonymous, pre- and post-experience surveys were deployedto 118 research mentors, with >40% response rates. Analyzing the responses offers lessons forgraduate students, post-doctoral scholars, and other new mentors of undergraduate researchers.These surveys also highlight key factors in successful mentoring relationships, which areimportant in preparing undergraduates for success in graduate school and for careers in academiaand research.IntroductionMany researchers have explored the value to students of participating in undergraduate researchexperiences. Engaging in research allows undergraduates to

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient.Dr. Suely M. Black, Norfolk State University Page 24.1087.1 c American Society for Engineering Education, 2014 Snapshot of an Interdisciplinary Graduate Engineering

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin M. Foley, Applied Physics Program, University of Michigan; Ashley M. Verhoff, Department of Aerospace Engineering, University of Michigan; John J. Pitre Jr., Department of Biomedical Engineering, University of Michigan; Kathleen Marie Ropella, Department of Biomedical Engineering, University of Michigan

Tagged Divisions

Graduate Studies

  Page 24.1404.8 Figure 3: Percentage of returning students for each workshop as a function of time.had attended one or more workshops since the program’s inception. Two of the participants weretransfer students who had limited exposure to the topics taught in their respective workshops.The need for supplemental instruction is recognized. One transfer student indicated, “I need tolearn MATLAB for courses next semester and basically throughout [my college career] so that gapis there. The school I used to go to did not teach it [MATLAB].” Another student expressed theneed for supplemental instruction from a different perspective: I learned MATLAB in my freshman course called Engineering 101: Introduction to Computer

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

the profession such as “the lack of women inSTEM [Trina]”. Some stemmed from a desire to be a boundary spanner, contributing “tothe wide-boundary but nonetheless relevant body of knowledge in the engineering-education-entrepreneurial [community] [Michael]”.Two motivations students observed across the faculty was a passion for engineeringeducation research, and a willingness to be a trailblazer, comfortable with taking a non- Page 24.31.11traditional career path. As Molly notes, “I saw that the successful faculty (all) had onecommon link – their passion in EER [engineering education research].” This was bothinspiring and contributed to students

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette; Randy R. Rapp, Purdue Building Construction Management Dept.

Tagged Divisions

Graduate Studies

courses. It is likely that the synchronous nature of the courseworkhelps to pace the student’s work which in turn leads to course completion. On the other hand, thedirected project is a self-paced independent project without a pacing mechanism. The studentsenrolled in the distance MS program have family and career obligations competing for their time.After four semesters of intense coursework the students see the directed project as an obligationwithout a firm deadline. Distance education appeals to busy people. However, the burden can beoverwhelming. “Distance-education students tend to leave us because they are very busy, theirlives are crammed full of things, and suddenly they find themselves in a situation of having torethink their priorities

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Mehmet C. Ozturk, North Carolina State University; Renata S. Engel P.E., Pennsylvania State University, University Park; Carolyn A. Vallas, University of Virginia; Meghan McGlinn Manfra, North Carolina State University ; Tom Snyder, North Carolina State University; Chunlei Wang, Florida International University; Veena Misra, North Carolina State University

Tagged Divisions

Graduate Studies

experience with Entrepreneurship and Systems Thinking which pointstowards the conclusion that the activities were useful even for those students who already hadsome prior skills.In terms of their attitudes toward learning the skills, an overwhelming majority of respondentsagreed that Systems Thinking (89%) and Innovation and Entrepreneurship (95%) were importantin their research or career, and that employers value these skills. In terms of the activitiesthemselves, over 80% of respondents in both surveys agreed that the activities were well Page 24.1281.11organized, had clear objectives, and met their needs. Over 94% of respondents said they

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

For Engineering Graduate Teaching Assistants”, American Society for Engineering Education 2008 conference proceedings. 12. Crede, E., Borrego, M., McNair, L.D., (2010) Application of Community of Practice Theory to the Preparation of Engineering Graduate Students for Faculty Careers, in Advances in Engineering Education Journal, Summer 2010, http://advances.asee.org/wp-content/uploads/vol02/issue02/papers/aee-vol02- issue02-p04.pdf. 13. Nilson, L.B., (2007) The Graphic Syllabus and the Outcomes Map: Communicating Your Course, John Wiley & Sons, Inc. Jossey-Bass. Page 24.189.12 14