Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Purdue University, West Lafayette / Universidad EAFIT, Medellin, Colombia; Ruth A. Streveler, Virginia Polytechnic Institute and State University; Audeen W. Fentiman, Virginia Polytechnic Institute and State University; Harsh Wardhan Aggarwal, Purdue University; Sayan Biswas, School of Aeronautics and Astronautics, Purdue University; Brandon S Coventry, Weldon School of Biomedical Engineering, Purdue University; Institute for Integrative Neuroscience, Purdue University; Abdel-Rahman Hassan, Virginia Polytechnic Institute and State University; Margaret L McNamara, Purdue University; Smirti Nandan Paul, Purdue University

Tagged Divisions

Student

’ perceptions is focused on the notion of balance. Consequently, the research questions thatorientate the study are: 1) what do the professional development plans of engineering graduate studentsportray about their striving for balance in their future faculty careers? And 2) how does writing aprofessional development plan with expert guidance in a formal class help these students prepare for afaculty position?Research DesignTheoretical frameworkThe students in the SEP class come from diverse cultural and disciplinary backgrounds, but they all havesomething in common: the motivation to pursue a career in academia as faculty members. Suchmotivation constitutes the common ground explored in search of different approaches to a balancedfaculty life. Among

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

. Julie P Martin, Clemson University Julie P. Martin, Ph.D. is an associate professor of Engineering and Science Education at Clemson Univer- sity. Her research agenda has focused on diversity and inclusion in engineering education. In particular, her NSF-funded CAREER work has investigated how social relations—operationalized as social capi- tal—influence student academic decisions and success, especially for underrepresented and underserved students. Her CAREER research supports the need for continued proactive outreach, educational and support systems that have the potential to form ”resource-rich” networks in which students receive infor- mation and resources in routine exchanges. Dr. Martin’s current projects

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

, which is acomponent of job applications for faculty positions. The professional development facet of theprogram includes workshops for writing a CV or a Cover Letter and academic interviewing, attendingdiscipline specific conferences, presenting research, and interviewing faculty members to learn moreabout their career trajectory. The academic life facet includes workshops on the tenure and promotionprocess and student advising, as well as service involvement in the university. Participants alsocomplete a series of interviews of faculty, including administrators, to learn more about their careers.Overall, the program provides a large set of resources, support, and guidance through professionaldevelopment for graduate students who seek to be

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

/presentation notes and faculty-student interaction. The A/CE3 staff and studentobserver collaborate to create a brief document summarizing major successes and weaknesses ofthe class; these are presented to and discussed with the faculty in a one hour post-observationmeeting. As a graduate student this whole cycle is an immersive learning experience where youtake part in classroom observation training, critically examine several lectures from newerfaculty members, hear from an expert providing feedback to the faculty, and you are also grantedthe opportunity to contribute your student perspective in this process.Focus Groups to Collect Student FeedbackAnother function that the A/CE3 can provide to faculty in the College of Engineering isconducting focus