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

graduate students who will work as GTAs, aworkshop specifically about creating a reflective teaching statement, and additional workshops thatmay be more tailored to each participant’s discipline.Additionally, participation in a six-week-long pedagogy seminar is also required and provides a greatopportunity for students to learn more about teaching methods across disciplines. The pedagogyseminar is designed so that students from diverse disciplines may learn about general teachingstrategies and new strategies that are emerging, compare and contrast teaching strategies that areused in their own disciplines, as well as design a full syllabus for a class they would want to teach inthe future. The seminar fosters open discussion about effective

Conference Session

Student Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Sasha Gollish, University of Toronto; Kimia Moozeh, University of Toronto ; Darlee Gerrard, University of Toronto; Deborah Tihanyi, University of Toronto; Stacy A. Costa, University of Toronto

Tagged Divisions

Student

exam may not have been worthwhile, the exammay be largely viewed as a gatekeeping practice or milestone, rather than a pedagogical tool.Further research will seek to identify how CQ exams might be administered to provide additionalclarity of purpose and to be reflective of the research of the department and institutions of whichthey are a part.References[1] P. G. Altbach, “Doctoral education: Present realities and future trends,” College and University, vol. 80, no. 2. p. 3, 2004.[2] Y. F. de Valero, “Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution.,” J. Higher Educ., vol. 72, no. 3, pp. 341–367, 2001.[3] A. Kelley, “Layers of consciousness: An

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

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anahid Ebrahimi, University of Delaware; Jill Higginson, University of Delaware

Tagged Divisions

Student

Undergraduate Education (VALUE) rubric from the Associationof American Colleges and Universities (AACU) [4]. Figure 4 shows the adapted VALUErubric which students completed for each presentation. Figure 4. Adapted peer evaluation rubric based on Oral Communication VALUE rubric from AACU [4].All groups received an average score of 4 from their peers in each category except for the“What’s in a Lever” group which received a 3 in Organization and Delivery with studentscommenting on the lack of clarity in the video. The authors noted that not all comments fromstudents were reflected in the peer evaluation scoring. For example one student commentedon “Is Elastigirl ‘Stretchier’ than a Rubber Band” that the “material seemed a

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Avery Noren, Texas A&M University Vehicle Systems & Control Laboratory; Kendra Lynne Andersen, Texas A&M University; Kanika Gakhar, Texas A&M University Vehicle Systems and Control Laboratory; Angela Olinger, Texas A&M University; Preetam Palchuru, Texas A&M University Vehicle Systems & Control Laboratory; Scott Thien Tran, Texas A&M University Vehicle Systems & Control Laboratory; John Valasek, Texas A&M University

Tagged Divisions

Student

program served as the basis from which this team was developed,and as such the team follows many guidelines that are listed in Lagoudas and Froyd’s [1] workon multidisciplinary teams. Some of these guidelines include: Small Team size,Multi-disciplinary Team Construction, and Faculty, Industry, and Graduate Student teamsupport. In short, this team may be seen as an instance of the AggiE-Challenge program as thebenefits derived reflect those discussed in Lagoudas and Froyd’s work [1]. In addition to thisframework, a semester long research course focusing on aspects of Systems Engineering (SE)similar to that taken in Valasek and Shyrock’s work [2] on capstone design at TAMU wasadopted for the Railbot program.Team Size: Small TeamIt has been the

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Vazquez, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Student

make it more universal. The modified instrument, as shown in Appendix B, has notbeen validated. All the questionnaire items will be translated to Vietnamese by translators. The NOEinstrument will be distributed to the Vietnamese faculty when they sign the consent form.Participants will have ample time to complete the written questionnaire. This will allowparticipants to reflect on their NOE views in-depth and relate the responses to their current workexperiences. After receiving the written responses, we will conduct a follow-up interview withthe participants to elaborate on their written responses to generate as much detail as possible ontheir NOE views. All NOE items will be used in conjunction with individual follow-upinterviews with

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

material is consistent with their future career (Wigfield, 1994; Wigfield &Eccles, 2000). The interest component is based on how students perceive course topics andinstructional methods, interesting (Hidi & Ann Renninger, 2006; Renninger, Hidi, Krapp, &Renninger, 2014). Further, the success component is formed on expectancy for success(Wigfield, 1994; Wigfield & Eccles, 2000). This component reflects students’ self-efficacy aboutthe coursework (Bandura, 1986). The caring component is based on students believes thatinstructors care about their success and well-being (Noddings, 1992).Motivation can be perceived as a student’s intention and engagement in learning as student’saction (Christenson, Reschly, & Wylie, 2012). In other

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Nicole Carter; Rafael E. Landaeta, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Student

primarily executing theplans of the initiative; each day following through with the schedule created during the planning stage.Because things do not always go exactly as planned, the acting stage required flexibility due tounplanned occurrences and quick responsiveness to unforeseen issues. During the third stage,observation, the detailed written observances and mental reflections of the Program Coordinator inconjunction with those of the mentors was taken into account. The program coordinator noted students’interaction among the mentors and their receptivity to daily scheduled activities. The mentors observedthe personal behind the scenes responses of students and their interactions among each other. Assessingthe observed actions from the planning

Conference Session

Tricks of the Trade - Experiences Designing Courses and Communities

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nadra Guizani, Purdue Univeristy; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education

Tagged Divisions

Student

approach.This additional accountability and the need to structure our time increased our ownership of theworkshop while contributing to our professional graduate student development.The two authors of this paper have differing instructional approaches. During the creation of theworkshop, many obstacles regarding how to deliver the instructional material in the most effectiveway were encountered. However, our differences in teaching styles complemented each other,resulting in a more reflective practice, aware of participant needs, balanced by the need to coverall the necessary technical content. Our yin and yang approach helps both authors enhance theirexperience, culminating in an effective community building LaTeX workshop. Having a studentled seminar

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeannie Marie Purchase, Virginia Tech ; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

results in personal growth: Whendescribing their favorite aspects of out-of-class activities, specifically outside of academic andengineering settings, Michael and Isabel emphasized how "fun" is meeting new people, going todifferent places, and doing a variety of different things. As they were reflecting, they explainedhow being exposed to these experiences helped shape their perspectives. Isabel provided anexample of how she enjoys getting different points of view and learning from her interactionswith the students from German club, making her a well-informed person: In German club, sort of, [pause] a lot of the people in the foreign language department are also international studies majors so, like, talking to them about the news

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Student

, state, local and institutional policies and practice and that result in professional competency in civil and construction engineering.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilia Dewi Tanu, University of Maryland, College Park; Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland

Tagged Divisions

Student

educators attending to studentemotion within an engineering design environment. Our research setting takes place in a 3-creditpedagogy seminar (EDCI488E) for undergraduate engineering peer educators who are teachingconcurrently in a first-year engineering design course (ENES100). The pedagogy seminar ismodeled after the Learning Assistant Program developed at University of Colorado-Boulder. Theseminar focuses on engineering content and pedagogy relevant to teaching engineering design(i.e. design thinking, reflective decision-making, and teamwork and collaboration). Our researchanalyzes for how empathy impacted peer educators’ teaching practices in the seminar. Usingfield notes, coursework, and videotapes of the pedagogy seminar, we analyzed the

Conference Session

Student Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauren Jennings, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville; Kayla Arnsdorff, University of Tennessee; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

Student

of metacognition is critical to learning, especially in engineeringwhere the focus is on problem solving and the learning of inherently difficult conceptual material[6, 23].Epistemic metacognitionThroughout the study of epistemic cognition many researchers have included aspects ofmetacognition [2, 24, 25]. Recent work by Barzilai and Zohar [2, 9] conceptualize epistemicthinking as the combination of epistemic cognition and epistemic metacognition, reflecting thestructure of non-epistemic thinking. Within the epistemic thinking framework, epistemiccognition is conceptualized using situation and context-specific models and epistemicmetacognition includes the dimensions from metacognition reframed to be specific to epistemicmatters. Like in

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dylan Christenson, Texas Tech University; Daniel Baldwin; Maeghan Marie Brundrett, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Divisions

Student

Groundwater Transport Phenomena 16Unfortunately, department budget cuts resulted in a significant reduction of TA positions duringthe semester when the survey was implemented. Although all available TAs participated, thisresulted in a much smaller sample size than anticipated with only 6 TA responses. Anotherresult of the reduced TA positions was many students surveyed did not currently have a TAassigned to their course. These students were asked to reflect on prior experiences with TAs toguide their responses. Care was also taken to remind students that the survey was intended toassess their perceptions of TAs in general, not a specific evaluation of their current TA.The Likert scale questions were analyzed using frequency distributions of

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Student

completed an internship (n=23) and current students aided in surveyrecruitment. The IRB-approved survey discussed in this paper was administered after studentscompleted the TWC course and had time to reflect on the content of the course. Data wascaptured both online and through paper copy responses to the survey, depending on studentavailability and convenience. The questions essentially gaged the students’ perception of theirprofessional skills after the course.Using a standard five-level Likert scale with response levels indicating “strongly agree” through“strongly disagree,” the survey asked participates to indicate to what degree they agreed with asurvey statement. We believed in this way we could get a more accurate range on the

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

reflect on the flexibility of theformat as being a significant benefit. In a study conducted by Velichova et al.7, 2,824 secondarystudents were surveyed on their perceptions of the COVID-19 online learning format. Of therespondents, 36.3% preferred online learning to the traditional classroom, indicating the abilityto learn at their own pace, independence in learning, and the improvement of their problem-solving skills as contributing factors. Additionally, respondents indicated that the onlineenvironment allows students the ability to learn at home (saving money due to reduced travel)and develop better time management skills.Another group of students, surveyed by Song et al.,8 indicated that student success in the onlineenvironment is impacted

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jordan E. Trachtenberg, Rice University

Tagged Topics

Diversity

Tagged Divisions

Student

. interviews 2007 Student Engagement 2015 demographics 2007 9. Etkina and Harper. (2002) Weekly Reports: Student Reflections on Learning. An Assessment Tool Based on Student and Teacher 3a an ability to apply knowledge of mathematics, science, and engineering Student surveys Formative Chong Calibrated Peer Review Formative, Carlson Student and community Formative Elrod Feedback. Journal of College Science Teaching, 31 (7): 476

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pearl Elizabeth Ortega, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Student

of the product. Results showed that over half of the students believedthat the first solution helped them in answering the second question. Figure 1: Minimum Viable Product (MVP) for Aerospace Sophomore ClassroomWhile the initial learning module was geared to help students bridge the gaps of knowledge toassist them through their engineering courses, our team has begun to pivot the direction of themodules. Interviews from students within the department have suggested that lack of diversity inthe engineering field may be the cause of students switching majors. As of now, our team isworking on how to gear the personal learning module questions so that they reflect the needs ofthe students and professors in regards to diversifying the

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Student

commandof the material you are teaching and it is matter of setting up an exercise that you can model(and/or students can participate in) where you break down a complex procedure into simple,discrete steps.Repeat Class/Established Relationship with Course Instructor (Level 2):The suggestions with Level 1 are consistent with what most university teaching centers willrecommend for new graduate student graders or teaching assistants. Level 2 introduces novelapproaches that allow GTAs to support curriculum development and establish a deeper sense ofownership in the course.Address Concept Challenges via Curriculum DevelopmentPrior to the start of the semester, summarize and reflect on the main course topics that challengedstudents in the previous course

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, North Dakota State University; Victor E. Trautman; Dan Ewert, North Dakota State University

Tagged Divisions

Student

output a graph that users canread. The components are connected as shown in Figure 1. Asblood flows through the finger, the light reflected off the fingervaries, changing the resistance of the photoresistor. TheArduino then reads an analog voltage from the circuit anddisplays it to a graph (Figure 2). This allows students tovisualize blood moving through the finger, a mechanical way tomeasure cardiovascular activity. During their design process,the students were encouraged to “think like an engineer” andstrive to make a device that was accurate in differentenvironments, easy to use, and comfortable for the patient. Theyalso were able to think fundamentally about how pulse meters inthe medical industry work and what sorts of things

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ana T. Torres-Ayala, University of South Florida; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

and outside the classroom. The Appendix is a table that summarizes the suggested teaching strategies and themotivation theories that support each strategy. The strategies were determined through a processof reflection and discussion amongst the authors about common engineering TA responsibilities.We also reflected on how motivational theories can help TAs understand the reasons behind andthe power of common teaching advice. Because previous work on motivation theories in the classroom has focused on theactions of faculty, this primer will particularly emphasize how engineering teaching assistantscan promote motivation within the context of typical teaching assistant duties: organizing adiscussion section, interacting with

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Student

concept of perfectionism, research methods and findingsof it, and a method to cope with it that can simplify our life.A brief overview on Perfectionism Terms and DefinitionsThe American Psychological Association (APA) defines perfectionism as “a tendency to demandof others or oneself an extremely high or even flawless level of performance, in excess of what isrequired by the situation” [1]. In this paper, the focus is on the demands of oneself that lead tomaladaptive behaviors and feelings like procrastination and paralyzing anxiety. This approachincludes perfectionism cognitions and perfectionistic self-representations.Perfectionism cognitions are the automatic thoughts that reflect the need to be perfect andawareness of imperfections whereas

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

5members’ academic success. The research will also be extended to other community collegesthat do not provide opportunities for engineering organizations, and we will compare them to4-year institutions that yield plenty of opportunities for student participation.ACKNOWLEDGEMENT Ruzica Todorovic and Bridget O'Connell This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Wright College IRB protocol # 108007

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Herbert Li, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

Student

the literature for constructs relevant to teamwork, butto keep the surveys short, they are single-item and sometimes even double-barreled, based onuser testing conducted by the Center for Academic Innovation. Figure 1. Students can use numbers between 1-7 to quantify their agreement/disagreement with each statement after reflecting on themselves. $Course is replaced by tailored text.Cluster analysis can be used to divide the students into clusters based on students’ patterns ofagreement and disagreement with the statements above. Each cluster represents students of acertain type or behavior. Each cluster will be marked as having the highest or lowest averageratings of certain metrics. For example, if students in Cluster 1

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

-year seminars or programs that teach study, note-taking, or organizational skills, academic development programs, and services offered by officesof disability services (e.g., academic coaching). Besides generally supporting college persistence[27], academic support programs that help students develop time management and study skillsmay also benefit the academic success of students with ADHD. In a qualitative study, collegestudents with ADHD shared positive reflections on the disability services office and itsrelationship to their academic success [36]. Out-of-Class We include belongingness in out-of-class experiences to capture both students’belongingness within the larger campus community and within their SEM field of

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

underGrant Number EEC-1531641. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.ReferencesBenson, L. C., Kennedy, M. S., Ehlert, K. M., Vargas, P. M. D., Faber, C. J., Kajfez, R. L., & McAlister, A. M. (2016). Understanding undergraduate engineering researchers and how they learn. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1–5). IEEE.Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, (20), 37–46.Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (Third Edit). Los Agneles: Sage

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexis Rae Walsh, University of Tennessee, Knoxville; Emily Diehl, The University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

Tagged Divisions

Student

process was extremely useful. With regards to teaching assistants, some of theinsight that we gained were why the students trusted TAs, “I also listened closely to the TAs advicebecause they have been through the class before”,as well as different ways they use TAs within thesame process, “ After that, I asked a TA a questionabout the way I was labeling my coordinate system.… I may also ask a TA to see if my first justificationis logical for this problem.” One student, who hadonly used one of the resources available through thecourse identified flaws in their current problem-solving process through the reflective portion of thesurvey, “I waited way too long to get started, andadapted the basic kinematic equations into verticaland horizontal

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Jamshid Mohammadi P.E., Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Student

accomplishments in projects,competitions and other activities that stretch well beyond the usual classroom exercises. Theseaccomplishments reflect more on students’ abilities and talents in solving issues that arecontemporary and within areas that are recognized by the profession as critical and challengingto today’s engineering design and practice. The records of these accomplishments in performingunique and timely activities are expected to place our graduates a step ahead of the “usualcrowd” in the job market and especially during the interview process.2. Employers: The IIT engineering portfolio helps a potential employer to better understand astudent’s aptitude and preparedness for the position (he/she is applying for) and to identify anyspecific

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Heath Tims, Louisiana Tech University; Narate Taerat, Louisiana Tech University; Nichamon Naksinehaboon, Louisiana Tech University; Oneka Tiwanna Cummings, Louisiana Tech University

Tagged Divisions

Graduate Studies, Student

reflect positively on their university. The conference would allow graduate students topractice presenting their research as well as gain exposure to other research conducted at theuniversity. The conference would also provide an atmosphere for socializing or networking withother students as well as faculty outside the confinement of the classroom or lab walls. Creatingan atmosphere of a social nature has been shown to increase collaboration and quality of work 3.Additionally, having a college wide conference could provide an opportunity to show newgraduate students the wide range of research being conducted. Typically new graduate studentsdo not have the knowledge of what research they are interested in1, by having a conference thestudents could

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

David F. Ollis, North Carolina State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

. For our earlier, one semester proposition course (1), students rate as mostvaluable the “writing the rough draft, comments received on the rough draft, and givinga practice talk.” Rated as generally helpful were “doing a literature review; writing theproposal outline (with references); preparing the technical presentation, and classquestions after the practice talk.” These qualitative reflections indicate that continual,formative feedback for every phase of proposal construction is important. The formaldeliverables are the final paper and presentation and defense, but the greatest learning Page 22.1495.6appears to have been in the exercises and