Displaying all 12 results
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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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Paper ID #34637Visualizing Arguments to Scaffold Graduate Writing in EngineeringEducationDr. Kristen Moore, University at Buffalo, The State University of New York Kristen R. Moore is an Associate Professor in the Department of Engineering Education at University at Buffalo. Her research focuses primarily on technical communication and issues of equity, inclusion, and social justice. She is the author of Technical Communication After the Social Justice Turn: Building Coalitions for Action (2019), in addition to a range of articles. She has received a number of awards for her research, including the Joenk Award for the best
- Conference Session
- 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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Kranov (2009) argues, this type of writing center support produces anenvironment where “students learn through interaction with faculty and peers to becomemembers of their disciplinary communities” that “mimics the adult learning communities thatthey are most likely to encounter after finishing their degrees and beginning their professionallives, thus fostering life-long learning skills” (Kranov, 2009).Scientific Writing Learning CommunitiesThe creation of “scientific writing learning communities” has been another pedagogical modelthat has been shown to be highly popular in addressing doctoral level academic and professionalwriting within engineering. Researchers and practitioners have recently argued that currentprogram designs aimed at
- Conference Session
- Graduate Studies Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Catherine T. Amelink, Virginia Polytechnic Institute and State University; Mayra S. Artiles , Arizona State University
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Engineering Education, 2021 Minority Student Experiences in Engineering Graduate Programs: Socialization and Impact on Career TrajectoriesAbstractThis paper examines the academic and social interactions during graduate engineering programenrollment among racially underrepresented doctoral and master’s students and how thoseinteractions shape their career goals. Using socialization theory, this study explored dailyinteractions of students with faculty and peers, overall perceptions of fit, knowledge about thegraduate school process, and opportunities for mentoring provided in the institution as well asthrough outside engagement during industry internships. The findings presented in this paperbuild upon an earlier study conducted
- Conference Session
- Graduate Studies Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Liesl Klein, Purdue University at West Lafayette; Greg J. Strimel, Purdue University at West Lafayette
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l changes mechanism/medication began to fail. When I started writing my dissertation, I became coping coping completely paralyzed with anxiety. I started seeing a therapist, who mechanism/behaviora mechanism/behavioral referred me to a psychiatrist. I was diagnosed with ADHD and l changes/to-do-list changes Generalized Anxiety Disorder at age 32. coping coping The anxiety disorder diagnosis didn’t surprise me, but ADHD did. mechanism/behaviora mechanism/therapy
- Conference Session
- Graduate Studies Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University
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Pennsylvania StateUniversity. In its eighth year at the time of this writing, the online MSME program hasexperienced significant growth and over the last five years of the online MSME program hasgone from a total of ~40 students in the program to 130 students. Nearly 50 students havingearned their master’s of science degrees via the online program. This growth is in part due toexplicit theory-driven attention to pedagogy, recruitment, mentoring, and facilitated guidance.Similar to our resident students, our online students have faculty research advisors and conductmasters-level research projects. This research element makes our online MSME program unique.While there is increasingly more written about the modest growth in online engineeringeducation
- Conference Session
- Graduate Studies Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette
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new people and some people I know from before and I think that they may judge me, I do have the fear of not being able to convey my message properly.” “Once, a peer told me that they so much appreciate international students because they work very hard and they can imagine how hard writing would be for them if they had to write in a different language. I believe knowing about that significantly helped me with my self-confidence. Also, my advisor has always been open about acknowledging my struggles and has normalized it for me that I can make a mistake and it’s fine. Acknowledging my hard work has allowed me to be open up about my struggles and not be ashamed of who I am as a scholar. I
- Conference Session
- 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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/ethnic minorities (URMs; Black/Hispanic/NativeAmerican), 33.2% reported their household experienced a loss of income during the COVID-19pandemic, 12.0% were students with disabilities, 36.4% were international students, and 38.7%were doctoral students.Measures The survey collected an array of measures on student’s e-mentoring experiences duringthe pandemic. In the mentoring section of the survey, students answered the questions inreference to the primary mentor with whom they learn/work most closely with on campus.Students indicated who their primary mentor was from the following options: academic advisoror thesis/dissertation chair, faculty member, staff member, peer (senior graduate student), orother. To investigate the e-mentoring
- 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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including recent books Lesson Imaging in Math and Science and Effective Content Reading Strategies to Support Scientific and Mathematical Literacy. Dr. Pugalee has also worked with multiple STEM special education projects including the current IES project 5E Model Professional Development in Science Education for Special Educators and the NSF Project, Developing a Systemic, Scalable Model to Broaden Participation in Middle School Computer Science that focuses on computational thinking in science and mathematics. Dr. Pugalee served as part of the writing team for the National Council of Teachers of Mathematics Navigations series and the National Council of Supervisors of Mathematics Great Tasks. Dr. Pugalee has more than
- Conference Session
- Graduate Studies Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Tilman Wolf, University of Massachusetts Amherst; Russell Tessier, University of Massachusetts Amherst; Yadi Eslami, University of Massachusetts Amherst; Christopher V. Hollot, University of Massachusetts Amherst; George Bryan Polivka, Shorelight Education
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expanded their offerings to international graduate stu-dents beyond residential studies. Advances in teaching and learning technology have played a keyrole in enabling remote instruction to these students. In particular, synchronous instruction andengagement with peers within a cohort have been shown to improve the educational experienceand lead to high persistence rates.It has previously been reported that instructional technology can be used to teach a full master’sdegree program in electrical and computer engineering to international graduate students in a syn-chronous fashion. To increase engagement, students study in the program as cohorts and collab-orate in the classroom and in completing a significant engineering project. This technology
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky
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complex systems has the potential to originate a transdisciplinarytheory and to merge chemistry with other disciplines. In addition, Gentili concluded thatinterdisciplinary courses on complex systems can help new generations facing 21st centurychallenges to mold interdisciplinary mindsets with enhanced aptitudes to observe, analyze, judgeand summarize.The importance of the aforementioned aptitudes has also been recognized by Matthews et al.,who identified the Paul-Elder model of critical thinking as the ideal pedagogical framework incoursework designed to help graduate students comprehend and act on the literature, as well asdevelop independence of thought, writing skills, and speaking skills. Indeed, these authors havedescribed coursework
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University
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entities at the university that align with progression through a doctoral program. Examples of the modules include: ₋ Year 1: time management, success in graduate school ₋ Year 2: responsible conduct of research, data management, teamwork, ethics, mentoring, oral presentations, writing conference abstracts ₋ Year 3: writing academic papers, effective graphics for presentations, networking, responding to reviews, having difficult conversations ₋ Year 4
- Conference Session
- Graduate Studies Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shannon Barker, University of Virginia; Amy Clobes, University of Virginia
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- Diversity
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evident world problems, indicated but not well evident but do and align with alignment with program articulated, do not align with program not align with program program Writing ability Poor writing Fair writing Good writing Excellent writing skills skills skills skills Clear evidence of Not Vague details; Indicated with Indicated with applicant’s