Conference Session

Getting Into Graduate School

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies, Student

Paper ID #18996Applying to Graduate School in Engineering: A Practical GuideDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Initiatives at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engi- neering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and enhancing undergraduate education through hands

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Zahra Shahbazi, Manhattan College; Mary Ann Jacobs Ed.D., Manhattan College; Alexandra Emma Lehnes, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Anthony Scotti, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Student

Engineering UndergraduatesAbstract:When engineers enter the workforce they are expected to have professional skills and thetechnical background. However, beside some isolated presentation and writing trainingsincorporated in courses such as senior design, usually there is no official training for suchprofessional skills in engineering curriculum. With the support from National ScienceFoundation, we have developed a program where students have the opportunity to receivetraining on professional skills and practice them in a non-threatening environment. In thisprogram students prepare engineering related lesson plans and present them to local middle andhigh school students. The program offers special workshops on leadership, teamwork,presentation

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martha E. Grady, University of Illinois, Urbana-Champaign; Ryan Christopher Reuer Gergely, University of Illinois at Urbana-Champaign

Tagged Divisions

Student

research interests include active learning techniques, peer to peer learning, and participation of underrepresented groups in engineering.Mr. Ryan Christopher Reuer Gergely, University of Illinois at Urbana-Champaign Ryan Gergely is a Ph.D. candidate in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign where he is pursuing a degree in Theoretical and Applied Mechanics. He received his B.S. (2006) and M.S. (2010) in Mechanical Engineering from Rose-Hulman Institute of Technology. He plans to finish his studies at UIUC in 2015 Page 24.1372.1

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Timothy Carl Becker P.E., Iowa State University; Joel K. Sikkema, Iowa State University; Nicole Lynn Oneyear, Iowa State University; Shashi S. Nambisan P.E., Iowa State University

Tagged Divisions

Student

they were administered prior to, during, and after the event. An analysis of the 185 responsesthat were received reflects the event’s success: 94 percent indicated that the department shouldsupport the event in the future, and all respondents stated that the showcase was valuable for thepresenters. In addition, 75 percent of presenters reported that they had plans to present or hadalready presented their research at a professional conference. Although the inaugural competitionwas successful in catalyzing graduate student research dissemination, future efforts are needed totranslate participation in the departmental event to presentations at professional conferences andpublications through topical peer-reviewed outlets.IntroductionA catalyst is

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University

Tagged Divisions

Student

Paper ID #19140A Real Report from the Trenches of a PhD Dissertation: Exploring the Inher-ent ”Messiness” of Engineering Education Research Through an Audit TrailDr. Rachel K. Anderson, Clemson University Rachel Anderson recently earned her PhD in Engineering and Science Education from Clemson Univer- sity. She is now the Assistant Coordinator for Clemson’s Peer Assisted Learning program. Her research interests include cross-disciplinary teamwork, student development, and program assessment. Rachel re- ceived a M.S. in Mechanical Engineering from Clemson University and a B.S. in Physics from Baldwin- Wallace University.Dr

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

Tagged Topics

Diversity

Tagged Divisions

Student

TechnologyStudies (STS). Throughout the fall 2019 semester, I began to question the ways in which I hadbeen recruited and channeled, as a woman with an interest in science and math, into studyingengineering. Upon taking an introductory STS course, I was introduced to reflecting criticallyabout engineering as a field of study. This led me to enroll in a graduate seminar, EngineeringStudies, which provided me with a much deeper introduction to STS-inflected studies ofengineering, including engineering education. During this time, my professor, along with apostdoctoral fellow, were co-PIs for a study of student experiences in engineering education andhad already convened a group of undergraduate students who were in the process of interviewingtheir peers

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

Tagged Divisions

Student

teaching requirements, grant writing, and mentorship ofyounger students. Several recent studies have begun to analyze the skills needed for practicingengineers--many look at the desired attributes of a bachelor’s-level engineer, which haveinfluenced ABET standards, among other curriculum and program development 9,10. Fewerstudies have analyzed the critical knowledge, skills, and attributes of PhD holding engineers inacademia and industry, 9,11–13 however, it is clear that non-technical skills play a vital role incareer success for engineers in any career. Some of these include written and verbalcommunication skills, and ability to target communication for diverse audiences 12,13; ability toteach (formally or informally) peers, colleagues, or

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ana Cristina Estrada, University of Virginia; Lindsey Taylor Brinton, The Ohio State University

Tagged Divisions

Student

. Thisdevelop as well-rounded academics. The doesn’t seem surprising at first, but it isn’t aprogram requirements include a series of foregone conclusion. After all, those whoclassroom observations, where the participant choose to participate in TPT are alreadymust observe a faculty member teach, a peer thinking about education as a major componentteach, and be observed by a peer while of their career. Many have already engaged inteaching, then write reflective statements about teaching assistantships, and have a firm handleeach experience. Furthermore, the participant on what they believe constitutes good and poormust teach at least a minimum number of hours instruction. TPT imbues its participants with aof their own class, workshop, or discussion

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mercy Folashade Fash, North Carolina Agricultural and Technical State University ; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Rabiatu Bonku, North Carolina Agricultural and Technical State University ; Wanya Alford, North Carolina Agricultural and Technical State University ; Alesia Coralie Ferguson, North Carolina Agricultural and Technical State University ; Angela M. White, North Carolina Agricultural and Technical State University

Tagged Divisions

Student

; Poor Quality Assignments; Poor Intermediate Grades; Stresses; and LoweredMotivation. While most research participants experienced high stresses, a few of themexperienced low or no stresses. To minimize the impact of COVID-related learning challengeson their STEM learning and performance, research participants made effective adaptationdecisions coded as: Refined Scheduling; Alternate Learning Resources; Professor Office Hours;Teaching Assistants; Peer Collaboration; Relaxation Strategies; and Pass/Fail Options. Comparedto the fall 2019 GPAs, the improved spring 2020 GPAs of research participants may be partiallyattributed to professor leniency, pass/fail option, and cheating. Findings indicate that while STEM professors were adjusting to

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carrie E Sekeres, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Student

toprevent further bias due to obtrusiveness. Class length varied between 50 minutes and 2 hours.Data AnalysisOnce collected, the video was coded in one-minute increments for instances of instruction,dialogue, instructional technology, pedagogical strategies, student cognitive engagement usingthe Teaching Dimensions Observation Protocol (TDOP) (Hora & Ferrare, 2014). The codes aresummarized in Table 2. Each video was coded by two separate people. The results werecompared and discrepancies in the coding were resolved for instances with less than an 80%overlap using negotiated agreement. Teaching Methods Lecturing Lecturing while Writing

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Rachel E. McCord, University of Tennessee, Knoxville

Tagged Topics

Diversity

Tagged Divisions

Student

): Preparing Junior ColleaguesAbstractDespite the importance of professional development, for most graduate students as up-and-coming faculty members professional development is informal at best. Graduate programs oftenemphasize gaining technical knowledge, skills, and abilities through courses and researchprojects, but provide less opportunity for future faculty members to gain experience withteaching, service, communication, assessment, proposal writing, etc. To provide this experience,we developed the Rising Engineering Education Faculty Experience (REEFE). Founded ontheoretical and practical models of graduate student development, REEFE is an innovativefaculty apprenticeship program for engineering education graduate students that places

Conference Session

Student Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dipanjan Saha, Texas A&M University

Tagged Divisions

Student

program hosted by the College of Engineering. The author had the scope to interact periodically with his peers and other professors to discuss and improve teaching. 5.3. As part of the Graduate Teaching Fellows program, the author was required to attend a certificate program called Academy for Future Faculty (AFF), intended to train graduate students interested in an academic career on several aspects of college teaching, such as course development cycle, syllabus design, addressing diversity in classroom, etc. The author had a chance to practice

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sean Franey, University of Wisconsin, Madison; Anthony Gregerson, University of Wisconsin, Madison; Michael T. Braun, University of Wisconsin, Madison

Tagged Divisions

Student

, Madison. When not slogging through lines of simulator code, he enjoys brewing award-winning beer.Anthony Gregerson, University of Wisconsin, Madison Anthony Gregerson is a Ph.D. student in electrical and computer engineering at the University of Wiscon- sin, where he recently won the 2012 Exceptional Service Award for teaching assistants. He is a member of the UW’s Teaching Academy and the Delta Program in Research, Teaching, and Learning. He has eight years experience teaching as a tutor, Teaching Assistant, and instructor and occasionally writes about test- ing and assessment for PlusError.com. When not teaching, he designs real-time processing systems for CERN’s Large Hadron Collider.Michael T. Braun, University of

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander Kim, North Carolina State University; David F. Ollis, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Student

form, to be read at homebefore coming to the lab. In many US campuses, the analyses and deep discussions are notperformed with the professor present in the lab to guide the students, but rather students work ingroups to analyze data and then provide formal written reports (30-60 pages) and presentations.Further, at home, approximately 28 hours are allotted in our total NCSU undergraduatecurriculum for hands-on experience in the CHE-specific labs, substantially fewer than the 40hours allotted for a single summer course at CPE-Lyon. Before traveling to France, Alex Kim heard rumors that French engineering students weremore advanced than their American peers, and he was interested in discovering whether or not

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Ph.D in Computer Science from the University of California, Davis. Dr. Haungs spe- cializes in game design, web development, and cloud computing. He is the developer of PolyXpress (http://mhaungs.github.io/PolyXpress) – a system that allows for the writing and sharing of location-based stories. Dr. Haungs has also been actively involved in curriculum development and undergraduate edu- cation. Through industry sponsorship, he has led several K-12 outreach programs to inform and inspire both students and teachers about opportunities in computer science. Recently, Dr. Haungs took on the position of Co-Director of the Liberal Arts and Engineering Studies (LAES) program. LAES is a new, multidiscisplinary degree offered

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Marie Singer, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

Student

advice related tothe workload of the course, indicating a heavy reading and writing focus in the course. This samecohort of students was also asked to discuss reasons for their unsuccessfulness in the onlineenvironment. The top three reasons for failure in online courses included: falling behind withcoursework, personal conflicts (health, job, children, etc.), and inability to balance school andlife responsibilities. These three reasons were cited by over 47% of all respondents.The number of students enrolled in online courses has steadily increased since 2012, with over35% of all university students, undergraduate and post-baccalaureate, enrolled in at least oneonline course in 2018 23, suggesting that the COVID-19 pandemic may have only

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

 commented that I had perhaps given too many!”   While leading the workshop session, jot down short notes in a notebook about what hints you gave, what questions students asked, and how students interacted with one another. Reconstitute them into a typed report as soon as class is over if possible; the memory fades quickly. A good journal report will make the reader feel like they were there when reading the journal entry. The journal is an excellent way to keep the lecturers of the main course informed of how things in the special section are going. Rather than taking time out of their day to observe occasionally, you can take an hour to do a detailed write up. One faculty member commented that he could earnestly defend the value of the

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

, 4year summer program that provides academic training, mentorship, and hands-on experience formiddle and high school students that are interested in pursuing STEM careers. A series of newcourses that are to be offered as standardized courses at participating TexPREP institutionsthroughout the state are being developed by undergraduate engineering students.Nine undergraduate students majoring in mechanical and civil engineering and computer sciencewere hired to write the TexPREP course curriculum with the idea that students would be able todevelop course content that the participants could easily relate to. Following development of thecurriculum, undergraduate students actively participated in the implementation and reviewprocess. The primary

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

lieu of a final exam. Common interview questionsinclude formative assessment and professional development questions such as: What are you going to do to continue your own learning about teaching and learning? In retrospect, if you needed to miss a session which one would it have been? Topics of the course have varied modestly between offerings. However, they link closely toskills sets faculty are recognized to need for teaching25,26. Most of the following topics havebeen consistently included: Historic Perspectives in Teaching Engineering and University Teaching Learning Styles* Course and Syllabus Design Defining and Creating Learning Objectives Teaching Design and Laboratories Effective Lecturing* Writing in

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania

Tagged Divisions

Student

. (2003). Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project. Proceeding of the International School of Physics.17. Haller, C.R., Gallagher, V.J., Weldon, T.L., & Felder, R.M. (2000). Dynamics of peer education in cooperative learning groups. Journal of Engineering Education, 89(3), 285-293.18. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university (4th ed). Berkshire, England: Open University Press, McGraw-Hill Education (UK).19. Lopez, J.A., Love, C., & Watters, D. (2014). Clickers in biosciences: Do they improve academic performance? International Journal of Innovation in Science and Mathematics Education, 22, 26-41.20. Felder, R.M. &

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Student

aqualitative paper outlining our student chapter experiences over the course of 2020’sunprecedented events. We also documented our writing experience, including future paper ideasand their anticipated project timelines, so that future officers will have a streamlined pathway topursue more involved ASEE conference papers.Chapter 3: Executing an informed pivot in chapter roles & responsibilities (June-December 2020)3.1 New strategies for increasing participation/engagementBased on feedback from our expert elicitation, we aimed to improve advertising of our chapter’sevents. Before the start of the academic year, we updated our website with current information(including our mission and values statements) and integrated a calendar on our homepage

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Rachel Louis Kajfez, Virginia Tech

Tagged Divisions

Student

cannot wait for every student to finish, but if you constantlycut them short, they will not participate in the activity and instead will wait for you to answer theproblem for them. Also, immediately after the activity, relevant discussion or sharing of studentwork is necessary to retain engaged students. In the observations, without a planned follow-upfor each active learning exercise, students who were off-task and then engaged in the activeexercise were often observed returning to their off-task work. Likewise, students who finishedan activity before their peers would participate in off-task activities, but a powerful summary ordiscussion of the exercise would often reengage those students in lecture.To illustrate the benefits to active

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak

Tagged Topics

Diversity

Tagged Divisions

Student

comments you may have.” only two students responded with comments regarding their beliefs on societal impact in the healthcare industry (R1) and their appreciation for the lecture (R1 and R2). R2 in response to online format due to restrictions on in-person classes following university COVID-19 safety measures. Table 4. Concluding questions from the post-survey asking students (Q6-Q7) if they thought the topics were beneficial for engineers to learn and if they would recommend the topics to their peers. Free response resulted in two comments supporting their positive feelings towards the content.4.2 Thematic Analysis The final portion of the course required students to form groups to research, write a review

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew H. Phillips, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student

collection ofliterature articles in a systematic way. Borrego, Foster, and Froyd (2014) identified eight steps towriting an SLR [11]: 1) Decide to do a systematic review 2) Identify scope and research questions 3) Define inclusion criteria 4) Find and catalogue sources 5) Critique and appraise 6) Synthesize 7) Identify limitations and validity concerns 8) Write the reviewThree databases were accessed: Academic Search Complete, Education Resources InformationCenter (ERIC), and Scopus. A search string using Boolean logic operators was developed togather all articles relating to TAs in STEM education courses from the three databases. The finalsearch string was:("teaching assistant*" OR "teaching associate*" OR “UTA*” OR

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kacie Caple D'Alessandro, Virginia Tech

Tagged Divisions

Graduate Studies, Student

form the framework for the ultimate purpose of this paper: to provide aresource for new graduate student instructors. Derived from my experiences, I focus on what Ihave learned based on four main themes: preparation, motivation, expectation, and reflection.Lessons on PreparationAs a graduate student teaching for the first time, it seems there is little time to prepare forteaching a course. However, it is important to make the most of what time you have to preparein between your own courses, research, and writing reports. Without proper preparation, youmake yourself vulnerable to late nights, coffee addictions, and possible embarrassment in theclassroom. In particular, if you are teaching a course as the primary instructor, it is essential

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Student

research focused on thecollege experience and academic success of college students with ADHD.Introduction Approximately 6.5% of incoming college freshman are students with attention deficithyperactivity disorder (ADHD) [1], [2]; yet, the college experience and academic success ofthese students remain understudied [3]. Students with ADHD commonly identify high energylevels, resilience, courage, and the ability to hyper-focus on tasks of interest as strengths [4]-[6],which are likely advantageous for academic success. However, college students with ADHDearn lower grades than their peers on average [2], [7]-[9] and are less likely to graduate [10].Researchers attribute these students’ lower than average academic achievement to difficulty

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anne Marguerite McAlister, The Ohio State University; Dennis M. Lee, Clemson University; Katherine M. Ehlert, Clemson University; Rachel Louis Kajfez, Ohio State University; Courtney June Faber, University of Tennessee, Knoxville; Marian S. Kennedy, Clemson University

Tagged Divisions

Student

the use of verified data. error, testing hypothesis, data troubleshooting Interest coming directly Discussion of student's Interest from outside the from the student, desire toStudent interest in subject matter individual like from know more about subject,Interest of research or research family, friends, or also includes expression of itself mentors/peers

Conference Session

Student Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelly Patsavas; Barrett S. Caldwell, Purdue University, West Lafayette

Tagged Divisions

Student

experiential, this “case study” approach is presented as asource of additional information to consider when examining the learning goals and processesassociated with developing student capability and interest in the research process. Page 24.584.2For background, one needs to know the experiences of the student author. As a sophomore Iapproached the faculty member with the purpose of joining a research lab to gain expertisewithin the field of human factors. From my perspective, it was overall viewed as a “graduatelevel research experience.” But after spending two years in the research lab environment, it wasrealized that this was more than just writing a

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Shaffer Brown, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Student

felt the learning gainswere less because students were “missing the point” of the labs, as “we're not interested in whatyou got as a result. We are more interested in knowing why you've got what you got.” This couldmean that a targeted pedagogical training intervention specific to online-specific strategies topromote deeper, more critical thinking might be useful to GLAs and increase their self-perception of their role [6]. Strong peer support and a mentor system might also help relievesome of the pressure from adjusting quickly to a new role as a result of the transition tohybrid/online labs [14].Table 1: Salient themes from the graduate perspective and supporting quotes 1) Lack of  “The interaction with students in the online