. engineering has the right people with the right talent for a global society (pp. 1-33). Washington, D.C.: American Society of Engineering Education. 2. Denecke, D. Preparing Future Faculty Program. 2014; Available from: http://www.preparing-faculty.org. 3. King, P.M. and K.S. Kitchener, Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood. Educational psychologist, 2004. 39(1): p. 5-18. 4. Baxter Magolda, M.B. and P.M. King, Learning partnerships: Theories and models of practice to educate for self-authorship. 2004, Sterling, VA: Stylus Publishing. 5. Nyquist, J.D.W.D.H., Working effectively with graduate assistants. 1996, Thousand Oaks, Calif.: Sage
connect withone another and reflect on the information they have been exposed to throughout the day.As shown in fig. 6, the majority of teachers have already used, or are intending to use the activitykit provided. Some have even mentioned using activities from the website that were not part of thetrack they attended at the workshop but fit their classroom curriculum. There was a wide breadthin the ways teachers implemented their classroom kits. Some teachers mentioned they use theactivity as an introduction to a new concept, while others used them as hands on reinforcement ofa concept they had already taught in a traditional fashion. Teachers who used the kits mentionedthat they encouraged them to try new teaching strategies in their classrooms
faculty: “I think maybe like a Best Practices Guide for students taking online classes would bebeneficial, how to effectively manage one’s time since I think time management is really key. It'skey in any situation, especially for incoming students, not quite knowing how is college differentthan high school. Managing their time would be giving student a lot more freedom. So, I thinkimplementing Best Practices Guide, strategies for time management, as well as setting outschedules would give them ample opportunity for breaks as it hard for students to sit in front of acomputer all day long” (Research Participant 5)Conclusion & future work In this study, multiple common themes reflected faculty perceptions of studentexperiences and
between the ages of three to five years acquire these skills. The second development stagereferenced by Piaget is visualizing objects in three-dimensional forms and being able to perceivethese objects from different dimensions via mental rotation. Students typically acquire this skill byadolescence for objects they are familiar with [24]. He cautions, however, that if the object is notfamiliar, students may have difficulty in visualizing the object even while in college. Piagetclassified projection skills as the third stage, where students can visualize different measurementsand combine them such as distance, rotation, volume, translation, and reflection [24].Theoretical PerspectiveThis study evaluates the literature through the lens of a social
presume to speak for all, buteach act of adding perspective would help the collective understand the process of graduate schooltogether.Methodologically and analytically, I approach my research and life as an ethnographer, a critical scholar,an educator, and an engineer (Secules & Groen-McCall, 2019). Although there was not a formal in situseries of autoethnographic reflections for these findings, I consider my own lived experience to be asource of embodied knowledge. As such, I do not draw on statistics, literature, or studies about graduatestudents to present these findings, these sources do not provide a sense of agency, voice, or the knowledgethat personal experience brings by graduate students. Rather, I synthesize my own and others
persistence. Developingwelcoming environments for students to build friendships, gain experience with research, andallowing them to present their research to others can all be beneficial. Going forward, weencourage educators to offer increased opportunities in alignment with the work described here,to foster student interest, and to broaden participation in graduate fields.AcknowledgementThis study is based on work supported by the National Science Foundation [CollaborativeResearch: Florida IT Pathways to Success (Flit-Path) NSF# 1643965, 1643931, 1643835]. Anyfindings, conclusions, and recommendations expressed in this work do not necessarily reflect theviews of the National Science Foundation.References[1] “Report - S&E Indicators 2018 | NSF