Asee peer logo
advanced search
Displaying results 31 - 36 of 36 in total

Impacts of Near-Peer Mentoring Between Graduate Students and Undergraduate Transfer Students in Engineering and Computing

Conference Session
Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies Division (GSD)
an Online Near-Peer Mentoring Model,” Sustainability, vol. 15, no. 4. 2023.[7] Qua K, Pinkard O, Kundracik EC, Ramirez-Bergeron D, Berger NA. “Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors,” J STEM Outreach, vol. 3, no. 1. 2020.[8] Anderson, Margery K., R. Jerome Anderson, Laura S. Tenenbaum, Emily D. Kuehn, Holly K. M. Brown, Swati B. Ramadorai, and Debra L. Yourick. “The Benefits of a Near-Peer Mentoring Experience on STEM Persistence in Education and Careers: A 2004-2015 Study,” Journal of STEM Outreach, vol. 2, no. 1, pp. 1–11. 2019.[9] Crisp, G., & Cruz, I
Relevance Score: 0.014576749

Future GR.A.D.S. (Graduate & Advanced Degree Students); A Mentoring Program to Support Undergraduate Hispanic Seniors through the Graduate School Application Process.

Conference Session
Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
Collection
2023 ASEE Annual Conference & Exposition
Authors
Susan Arnold Christian; Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie; Ashleigh Tierney; Kimberly D. Douglas, Society of Hispanic Professional Engineers, Inc.
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies Division (GSD)
graduates and institutional support at their post-graduation employer (typically auniversity or academic institution) are key to increasing the representation of minorities inSTEM faculty roles [4]. To increase the number of doctoral degrees earned, there must be anincrease in the number of Hispanic students entering graduate programs. According to theEngineering by the Numbers ASEE report, even though Hispanics represent 18.7% of the USpopulation, only 9.2% and 6.1% of master and doctoral degrees, respectively, are awarded toHispanic recipients [5]. Further, the numbers decrease again when faculty appointments areconsidered, where only 3.6% of faculty appointments in engineering are held by Hispanicprofessors.Convincingly, increasing Hispanic
Relevance Score: 0.014141057

The Impact of a 16-Week Preparation Course on the Technological Pedagogical Content Knowledge of Graduate Teaching Assistants in Engineering

Conference Session
Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection
2023 ASEE Annual Conference & Exposition
Authors
Saadeddine Shehab, University of Illinois, Urbana-Champaign; Joshua E Katz, University of Illinois, Urbana-Champaign; Emma Kirby, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign
Tagged Divisions
Graduate Studies Division (GSD)
Knowledge: AFramework for Teacher Knowledge,” Teachers College Record: The Voice of Scholarshipin Education, vol. 108, no. 6, pp. 1017–1054, Jun. 2006, doi: 10.1111/j.1467-9620.2006.00684.x.[15] M. Schmid, E. Brianza, and D. Petko, “Developing a short assessment instrumentfor Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factorstructure of an integrative and a transformative model,” Comput Educ, p. 103967, Jul.2020, doi: 10.1016/j.compedu.2020.103967.[16] C. S. Chai, “Teacher Professional Development for Science, Technology,Engineering and Mathematics (STEM) Education: A Review from the Perspectives ofTechnological Pedagogical Content (TPACK),” The Asia-Pacific Education Researcher,vol. 28, no. 1, pp. 5–13, 2019
Relevance Score: 0.013303345

Increasing Teaching Efficacy in Engineering Graduate Students through the Development and Facilitation of Summer Middle and High School STEM Experience

Conference Session
Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jamie R. Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany; Neha B. Raikar, University of Maryland, Baltimore County; Yarazeth Medina, University of Maryland, Baltimore County
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies Division (GSD)
teaching award in 2021 and received an Exemplary Mentor Award from the Center for Women in Technology in 2022. She earned a virtual mobility Erasmus+ grant in 2023 to continue global engineering work and connection with University of Porto and Universidad Cat´olica Portuguesa where she was invited to serve on their advisory board. This work also expands to Germany where she is creating a Global Engineering Certificate in collaboration with Hochschule Bonn-Rhein-Sieg (H-BRS). She also received the Northern Maryland Technology Council Leader Award in STEM education in 2019. She has written curricula and published a number of works in engineering education in both higher education, P12 and international spaces. She is a co
Relevance Score: 0.013303345

Graduate Student Perceptions of Community Building as a Precursor to Active Learning

Conference Session
Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sarah A. Goodman, Stevens Institute of Technology ; Emily L. Atieh, Stevens Institute of Technology
Tagged Divisions
Graduate Studies Division (GSD)
engagement in the college classroom: a mixed method study,” Instr. Sci., vol. 42, no. 5, pp. 661–684, Sep. 2014, doi: 10.1007/s11251-014-9310-0.[17] R. G. Moreira et al., “Innovative Professional Development and Community Building Activity Program Improves STEM URM Graduate Student Experiences,” Int. J. STEM Educ., vol. 6, no. 1, p. 34, Oct. 2019, doi: 10.1186/s40594-019-0188-x.[18] C. W. Parrish, S. K. Guffey, and D. S. Williams, “The impact of team-based learning on students’ perceptions of classroom community,” Act. Learn. High. Educ., vol. 24, no. 2, pp. 169–183, Jul. 2023, doi: 10.1177/14697874211035078.[19] C. J. McLaughlin and E. Sillence, “Buffering against academic loneliness: The benefits of social media-based peer
Relevance Score: 0.011402867

Rapid Ethnographic Assessment of Workshops on Transdisciplinary Intercultural Competence, Community Engaged Practice, and Mixed Research Methods

Conference Session
Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies Division (GSD)
Paper ID #41703Rapid Ethnographic Assessment of Workshops on Transdisciplinary InterculturalCompetence, Community Engaged Practice, and Mixed Research MethodsAri Sherris, Texas A&M University, Kingsville Ari is an Associate Professor of Bilingual Education at Texas A&M University-Kingsville. During the 2015-16 academic year, he was a J. William Fulbright Scholar at the University of Education, Winneba, Ghana. During June 2019, Ari was a distinguished guest researcher at the University of South Africa. He holds a PhD in Second Language Development, an MA in Applied Linguistics, and a BA in the Humanities. He is
Relevance Score: 0.0095023895