Displaying all 9 results
- Conference Session
- Pedagogy and Teaching Preparation in Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Chang Kyoung Choi, Michigan Technological University; Nancy B. Barr, Michigan Technological University
- Tagged Divisions
- Graduate Studies
this topic or subject matter, considering the peer presentations and reflections? 2. Which part of the class do you find more thought-provoking, the teacher presentation or the student presentations? 3. Did the student presentations motivate you to participate and explore other related topics? 4. Does the Q&A based on your reflection induce you to participate in the presentation? (Question changed in F' 19 to "How and why does the Q&A based on your Reflection induce you to participate in the presentation?") 5. Please write your three most valuable takeaways from your peers' presentations. 6. Do you think breaking a class into two parts (professor's lectures and the peer presentations) helps you
- Conference Session
- Professional Development for Graduate Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michael A. Matthews P.E., University of South Carolina; Gina M. Kunz, University of South Carolina; Kevin Brock, University of South Carolina; Darin Freeburg, University of South Carolina
- Tagged Divisions
- Graduate Studies
, and criticallyreading the research literature relevant to their new project. Course 2 is for graduate studentswho are preparing to write or present their work in a professional venue. The second coursefocuses on writing, in the standards of the discipline, but with an explicit view of meeting criticalthinking standards. These courses were developed to address common faculty concerns abouttheir graduate students, e.g. poor writing skills; inability to comprehend and act on the literature;inability to develop independence of thought; etc.This paper summarizes course syllabi and typical assignments and approaches to assessingstudent work. Work has begun on the efficacy of these courses, addressing several key questionsconcerning skill
- Conference Session
- Preparation for Graduate Research
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Cutler, Pennsylvania State University; Yu Xia, Pennsylvania State University; Cliff J. Lissenden, Pennsylvania State University; Francesco Costanzo, Pennsylvania State University; Bruce Gluckman, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University
- Tagged Divisions
- Graduate Studies
ethicalresearch practices; and develop individual abilities including reading, writing, and tool use thatare critical to conducting research. This paper presents an overview of the pilot offering of the course as well as initialevaluation of the data collected to inform future improvements of the course. The belowevaluation questions were used to help guide the evaluation efforts: 1. In what ways the course has, or has not, met student expectations? 2. What are the challenges that students reported in taking the course and what are the strategies to resolve the challenges? 3. What are the challenges that instructors reported in teaching the course and what are the strategies to resolve the challenges?Course DesignThe
- 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
, and tools required for classes are provided. The following are key software and servicesprovided.Software § eBooks in one Platform – Vital Source § Microsoft Office 365 § Educational Apps § Productivity AppsServices § Video Production § Closed Captioning § Mobile Device Management § Help DeskAsynchronous LearningThe entire system is set up to be asynchronous learning. This means students can log-in anytime,plan class deadlines around business travel and office projects. Student peer learning experienceis enhanced through discussion boards and group projects, all of which can be accessedasynchronously. Students can also access the MID's course contents and dedicated student servicesusing the mobile platform. These includes
- Conference Session
- Professional Development for Graduate Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa Gavin, University of Wisconsin, Platteville; Randy Mentz, University of Wisconsin, Platteville; Lori M. Wedig, University of Wisconsin, Platteville; Christine H. Storlie, University of Wisconsin, Platteville; Eric Herbst, University of Wisconsin, Platteville
- Tagged Divisions
- Graduate Studies
Mentz, University of Wisconsin-Platteville Randy Mentz joined the University of Wisconsin-Platteville staff in 2003 as a field technician for the university’s Pioneer Farm in the Agro-Ecosystem Research program. Mentz’s main duty was operating and maintaining edge-of-field runoff monitoring stations that were designed to measure and sample storm and snowmelt runoff water from farm fields. With experience, he took on additional responsibilities, such as data management, quality assurance, methods development, data analysis, presenting at conferences, grant writing support, grant administration, training and supervision, outreach, and project management. Mentz joined the Division of Professional Studies in June
- Conference Session
- Online and Professional Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Tilman Wolf, University of Massachusetts, Amherst; C. V. Hollot, University of Massachusetts, Amherst; Russell Tessier, University of Massachusetts, Amherst; George Bryan Polivka, Shorelight; Yadi Eslami, University of Massachusetts, Amherst
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
,interactions between students and the instructor and among students are the norm.3.1 Cohort ConfigurationsThe Live Platform we use for instruction supports three fundamental configurations: • One classroom: This configuration, shown in Figure 1(a), connects the instructor with one classroom as described in [6]. In this configuration, the instructor can directly interact with the students in the classroom, and students in the classroom can interact with their peers. • Multiple classrooms: This configuration, shown in Figure 1(b), enables the instructor to interact with multiple classrooms at the same time. Each classroom perceives the instructor as dedicated to their location, but the instructor can monitor all
- Conference Session
- Mental Health of Graduate Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
often fewer formal opportunities to onboard new graduate students inresearch groups. As a result, students can experience difficulty with a lack of understandingexpectations and responsibilities, lack of communication with their mentors, and lack ofcommunity with their peers. To address these challenges and formalize the development of aculture, a civil engineering research group at a public research-intensive university in thesoutheastern United States participated in a retreat. The retreat took place over five days prior tothe start of the fall 2019 semester at an off campus location. The motivation for the retreat wasgrounded in John P. Kotter’s Leading Change process to create organizational transformationand improve the onboarding
- Conference Session
- Pedagogy and Teaching Preparation in Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
essay: This assignment encouraged students to critically read and analyze literature in the engineering pedagogy field. Students chose one of the module topics described above and were asked to choose at least three readings on this topic out of a list provided by the instructors. The essay prompt required students to challenge the perspectives and assumptions of the readings’ authors in order to develop their own opinions on the topic. 3. Peer observation and reflection: Students observed and were observed teaching by a peer from the class. Observers were asked to provide constructive feedback on strengths and areas for growth, after which the observed student would write a reflection on the process and how
- Conference Session
- Mental Health of Graduate Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
alpha (α)EFFECTS OF STEM CLIMATE ON MENTAL HEALTH 4 Lack of interpersonal Participant describes feeling 0.796 0.006 support in academic unsupported by their professors, setting mentors/advisors, peers/friends, colleagues, or general program climate within the academic setting Difficult interpersonal Participant describes difficult 0.885 0.003 interactions with peers, interpersonal interactions with staff, post-doc, etc. program staff