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

Publications. 6.   McCord, R., Hixson, C., Ingram, E. L., & McNair, L. D. (2014). Graduate student and faculty member: An exploration of career and personal decisions. Paper presented at the American Society of Engineering Education Annual Conference and Exposition, Indianapolis, IN. Page 26.1569.10

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford

Tagged Divisions

Student

1 illustrates the investigation embeddedwithin the conceptual framework. Developing a community of practice can be an effectivemeans for helping new teachers learn to teach. “Communities of practice are groups of peoplewho share a concern, a set of problems, or a passion about a topic, and who deepen theirknowledge and expertise in the area by interacting on an ongoing basis” (p. 5).2 The biomedicalengineering fellows were interested in learning about and educating students with reform-basedinstructional practices. It is anticipated that fellows work together with faculty and mentorteachers as a community to develop a shared knowledge about the practice of teaching science inpreparation for future careers as tenured faculty members at the

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

learning, and preparation of engineering graduate students for future careers. Her dissertation research focuses on studying the writing and argumentation patterns of engineering graduate students.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and is the Inaugural Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel Jannette McFalls, Mississippi State University; Carla Danielle Grimes, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Rani W. Sullivan, Mississippi State University; James Warnock, Mississippi State University

Tagged Divisions

Student

 during the summer. All the students in both programs came into contact with faculty members and were encouraged to take business cards so that they would have a contact person if they chose to enroll in an engineering discipline at the hosting university. By accumulating these contact people, the students were able to form their own network within the university.   The facilitators also discussed the importance of recruiting the students into engineering by informing them of the opportunities in the various engineering fields. By conducting tours of different research facilities, the students were introduced to multidisciplinary engineering as well as real life applications of the lessons they had been learning during the week. One

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

examples of how this was implemented in the Introduction toBiomechanics course, and the importance of the topic learned through experience inrestructuring the Biomechanics course. Examples from the Biomechanics course are provided asa model of how this system can be used to restructure a course and are not meant to reflect theonly way in which these concepts can be applied. The recommendations posed to TAs in thispaper are based on experience, and specific course restructuring decisions were guided byeducational literature. The lessons learned through experiences described in this paper maybenefit current graduate students who are helping an instructor redesign a course to include moreactive learning techniques, graduate students who are

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

curriculum developmentand instructional support. As part of this group, nine undergraduate students were hired to helpin the development of five CBI courses. The students were directly supervised by a graduatestudent under the direction of an engineering faculty member. The courses included ComputerAided Design, Water Science, Systems Thinking, Nanotechnology, and Computer Science.The students had access to previously developed curriculum and TexPREP instructors who hadtaught similar content in prior years. Their objective was to develop and support an effectiveCBI challenge for each course that was engaging for students and addressed the majority ofcourse content. Developed materials supporting the CBI challenge included detailed courseoutlines and

Conference Session

Two Body Solutions: Strategies for the Dual-Career Job Search

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators, Student, Women in Engineering

to be, his passion has always been more on the teachingside. One of Jon’s job prospects that was very interesting to him was in Philadelphia. Thoughthis job was not directly related to his field of study, it was an opportunity to use his skill set in adifferent area. When he contacted a graduate student colleague of both Jon and Chris about lifein Philadelphia, that connection proved to be invaluable. He noted his department had a jobposting for a teaching faculty member. This was Chris’s dream job. In the end, Chris left histenure track position for a non-tenure track teaching faculty position and Jon left his researchcareer for a career in software, which has been an underlying passion of his. Patience andflexibility ultimately led to

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University; Hannah Christine Zierden, The Ohio State University; Kevin Robert Wegman; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Divisions

Student

engineering. Her research interests address a broad spectrum of educational topics, but her specialty is in how people learn problem solving skills.Hannah Christine Zierden, The Ohio State UniversityMr. Kevin Robert Wegman Kevin is a first year graduate student studying Nuclear Engineering. He graduated last fall with a B.S. in Chemical Engineering. Kevin has taught with the EEIC for the past three years, twice as a UTA and once as a GTA.Dr. Rachel Louis Kajfez, Ohio State University Dr. Rachel Louis Kajfez is an Assistant Professor of Practice in the Engineering Education Innovation Center and the Department of Civil, Environmental, and Geodetic Engineering at The Ohio State Univer- sity. She earned her B.S. and M.S

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

shaping and supportingstudents’ group-learning experiences.6 While faculty practices are important in all group-learningapproaches, they can be particularly important for supporting under-represented students, whooften experience marginalization in such settings. Both faculty and peers can marginalizeindividual students in a variety of ways, including through assignment of work tasks, validationof work tasks, validation of ideas or perspectives, and the nature of the group task itself.First, at the onset of an activity, task assignment biases can often result from unconsciousexpectations about who may be more (or less) suited to certain tasks.7, 8 While each team isdifferent, with a different set of identities and personalities, there is also

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

, function to privilege and perpetuate certainunderstandings of the field. Autoethnographic techniques are used to construct three accounts ofthe student’s encounters with an upper level administrator, various members of faculty, and anacademic advisor. Critical analysis of these experiences using a prior evidence-based model ofstories ‘told’ about engineering in the public discourse reveals tensions between the freshmanstudent’s values and career interests and the emergent, dominant discourse he observed in hisundergraduate program. These tensions are described in terms of: i) The prioritization of nationaleconomic recovery and growth over the life and career goals of individuals; ii) A predominantfocus on the quantitative and technical aspects of