Displaying all 11 results
- Conference Session
- Pedagogy and Teaching Preparation in Graduate Programs
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
and graduate students through their engagement in laboratories,discussion sections, and mentoring activities. It is essential to train graduate students in effectivepedagogy, including teaching methods that promote student-centered learning, reflective teachingpractices, and engagement of a broad diversity of students. This investment in graduate studenttraining pays dividends in an enhanced learning environment for students now and in the future asgraduate students go on to careers that often include teaching and mentoring as core skillsets.This paper details an instructional improvement project targeting a pedagogy course for first-yeargraduate students in Chemical and Biomolecular Engineering at a large, public, research
- Conference Session
- Mental Health of Graduate Students
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- 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
experience of the new doctoral students and postdoctoralresearchers. Given the high attrition rates in graduate education, the retreat was also designed tofoster retention by integrating attributes of the Workforce Sustainability model.The retreat was framed around four objectives: (1) build community, (2) communicate groupnorms and expectations, (3) develop individual strategic plans, (4) and introduce research skills.The retreat encouraged individual and collective reflection on goals, deliverables, andexpectations. The experience was guided by the notion of beginning with the end in mind and, inthis case, meant aligning individual professional development plans with that individual’s long-term career goals and vision of the research group. The
- Conference Session
- Online and Professional Graduate Programs
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Bharani Nagarathnam, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
mobile platform has been helpful in making necessary updates. Someof the steps taken include: • Content delivery enhancements through the mobile learning experience with iPad, eBooks, and apps. • Applied content development includes industry-focused live case studies, videos, interviews, and podcasts. • Teaching enhancement includes quality matters certification and the use of industry executives to co-teach classes • Learning experience enhancement includes reflective discussion boards, group projects, and peer-group learning. Based on the 15 years of development and improvement, the Master of Industrial Distributionprogram was awarded the following two awards: • 2016 21st Century Best Practice Distance Learning from
- Conference Session
- Preparation for Graduate Research
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
position individuals assimilar or different from others within networks of relationships and organizational structures (see Burkeand Stets, 2010; Walton & Jones, 2018). These self-meanings can be based in beliefs about one’s personalor individual characteristics (e.g., I can learn new things quickly), one’s role in relation to others in agroup (e.g., I am a problem solver, organizer, leader), and one’s membership in broad social groups orcategories (e.g., I am a black, female, graduate student). Each of these different bases of identity (Burke,2003; Deaux and Burke, 2010) provide self-reflective meanings that are “built-up” from interactiveprocesses and experiences through which individuals seek self-verification, or a correspondence of
- Conference Session
- Mental Health of Graduate Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
underlying factor structures for items across all fourteenmodules through the exploratory factor analysis. A confirmatory factor analysis will thenevaluate the proposed emerging factor structure. The analysis will conclude with a finalizedfactor structure, completing steps four and five in the instrument development process. Futurework past this project will extend to step 6, in which we will work to interview current science,engineering, and mathematics graduate students to ask them to comment on the final surveyinstrument and reflect on what areas regarding to their current mental health experiences aremissing.The ultimate purpose of this work is to create an instrument that measures science, engineeringand mathematics graduate students’ mental
- Conference Session
- Growing and Maintaining Graduate Enrollment
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Fantasi Nicole, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
successfully navigate and copewith the biases of their peers, faculty, and staff based on the complexities and intersections ofrace, class, and gender.Another building block of resilience forms from the past experiences that have helped shapedtheir inclination to persist within their programs. They are motivated to work harder and provethe naysayers wrong, especially when the nays are coming from faculty members that they arenot fond of [20].But, in some instances, the experiences at their respective institutions resulted in them exploringmore avenues that helped yield a greater resilience. Some students left their programs to self-reflect [19], some transferred to more supportive departments or universities [20], and someimmersed themselves in
- Conference Session
- Online and Professional Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michael J. Dyrenfurth, Purdue University, West Lafayette; Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette; Carmen Torres-Sánchez , Loughborough University; Timothy J. Jacobs, Texas A&M University; Charles M. Wolf, Texas A&M University
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- Diversity
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- Graduate Studies
differentiating featureto this PhD degree versus the traditional PhD advertised at University, the Transition Zone™,this degree’s bespoke training program supporting the researchers’ development as the leadersand entrepreneurs of the future, positioned the degree as an attractive option for those pursuing aHigher Education degree. Amongst the non-PhD topic-related skills sought when consideringthis degree, the top three sought-after skills were: • Self-management skills: being able to set SMART objectives for themselves, reflective and reflection on the task (i.e., a past experience) and in the task (i.e., during an experience), record-keeping, sense of ownership as a motivator, leading and motivating oneself. • Business acumen: how to
- Conference Session
- Professional Development for Graduate Students
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Dennis W. Hess, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
& Exposition, pp. 26.15109.1-26.1519.16, 2015.[10] D. W. Hess, Leadership by Engineers and Scientists: Professional Skills Needed toSucceed in a Changing World, Hoboken, NJ, Wiley/AIChE, 2018.[11] D. W. Hess, “Leadership Skills Awareness and Development via Interactive EngineeringCourses or Workshops”, Chemical Engineering Education, vol. 53(1), pp. 33-41, Winter, 2019.[12] D. Hess, Leadership by Engineers and Scientists: Professional Skills Needed to Succeed ina Changing World, Hoboken, NJ, Wiley/AIChE, 2018, pp. 40-42 and Appendices A and B.[13] A. N. F. Versypt, “Self-evaluation and Reflection for Professional Development of ChEStudents”, Chemical Engineering Education, vol. 53(3), pp. 157-161, Summer, 2019.[14] Kolbe Group: https
- Conference Session
- Pedagogy and Teaching Preparation in Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Miguel Velez-Reyes P.E., University of Texas at El Paso; Fenot Aklog, Columbia University; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, City College of New York; Ivonne Santiago P.E., University of Texas at El Paso; Jorge E. González, City College of New York; Jeff Sivils, El Paso Community College; Harry Meeuwsen, University of Texas at El Paso; Fred Moshary, City University of New York; Joseph Barba, City University of New York
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- Diversity
- Tagged Divisions
- Graduate Studies
community colleges that can supportand facilitate their transition into community college faculty positons.9 AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants No.1723209 and 1723245. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.10 References[1] R. W. Fairlie, F. Hoffmann and P. Oreopoulos, "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom," The American Economic Review, vol. 104, no. 8, pp. 2567-2591, August 2014.[2] A. Perrakis and L. S. Hagedorn, "Latino/a Student Success in Community Colleges and
- Conference Session
- Growing and Maintaining Graduate Enrollment
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Shannon Barker, University of Virginia; Amy Clobes, University of Virginia; Jasmine D. Crenshaw, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
important factor in a potential faculty member’s decision to join.Additionally, PhD students play a vital role in mentorship of undergraduate students, serving asteaching assistants in courses and as mentors in the laboratory. Graduate students can beparticularly influential role models for undergraduates considering research careers. Finally,graduate students that go on to successful careers in a variety of sectors plays a crucial part inexpanding the reputation of the School. Their success is a direct reflection of the laboratoriesand faculty that mentored them.Just as important as the number of graduate students is the diversity of the student body. TheNational Science Foundation (NSF), other members of the National Academies, and the USCongress
- 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
pursuing the same type of degree… I feel like they couldn't understand what it was I had to bring with me emotionally every day. That was a really discouraging time.Witnessing unsupportive interactions experienced by other students also impacted participants’perceptions of support. For example, Erin reported that other female colleagues’ experiencescaused her to lose trust in her program and contributed to an unsupportive climate. She stated, Some of my fellow female students have encountered some issues that I feel reflect poorly on the program and has kind of made me lose a little bit of respect, a little bit of faith in what they're doing. And them not being supported kind of makes me feel like… if I needed to go