Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ajit D. Kelkar, North Carolina A&T State University; James G. Ryan, Joint School of Nanoscience and Nanoengineering

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

in Nanoengineering degree program’s objective is toproduce graduates who are technically prepared and proficient with the principles and practicesof engineering at the nanoscale to harness the unique and enabling aspects of nanoengineeredmaterials, structures and their characteristics in engineering applications enabling them todirectly enter industrial, government and private enterprises in the areas of nanoengineeringdesign, research and development, manufacturing, or commercialization. This program willdirectly foster, through its formal research, education and internship programs, the kind ofcollaborative relationships emphasized in both institutions’ strategic plans, across disciplines andwith other institutions. The proposed

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

. In response, we have developed a yet broader first year experience encompassinga pair of two unit courses, one each in fall and spring. In the first, professionaldevelopment topics are followed by creation of an independent, ten page researchproposal. The second, spring semester effort requires the student, in consultation withher new advisor, to develop a NSF length proposal for the prospective PhD effort, andpresent it to her nascent PhD committee and course instructor. Additionally, earlierengagement with the PhD committee is now achieved through a January, second yearoral report to the PhD committee. The customary university Preliminary Exam occurs atthe beginning of year three, and includes both a document (progress and plans) and

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Ana T. Torres-Ayala, University of South Florida; Shree Frazier; Osman Cekic, Canakkale Onsekiz Mart University, Turkey; Rocio C. Chavela Guerra, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

include: preparing future engineering faculty, improving teaching and learning, distance education and underrep- resented student success.Shree FrazierDr. Osman Cekic, Canakkale Onsekiz Mart University, Turkey Osman Cekic holds a Ph.D. in higher education and student affairs from Indiana University at Blooming- ton and a master’s degree in secondary school administration from the University of Arkansas at Fayet- teville and a Bachelor’s degree in educational administration and planning from Ankara University in Page 22.267.1 c American Society for Engineering Education, 2011Turkey. He

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine E. Winters, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies, Student

attritionrates in the sciences focused on the research question: “what influence do TAs have onunderclass students‟ plans to major in or leave the sciences?”5. Study results showed thatalthough GTAs could not be directly tied to retention they had a large amount of control overclassroom climate, which in turn did impact retention rates. Moreover, students cited GTAenthusiasm and attitude as facilitating the students‟ learning. Given the similarity of retentionand attrition issues across Science, Technology, Engineering and Math (STEM) fields, findingsfrom this study in science are very likely to be relevant to engineering.Graduate Teaching Assistants in EngineeringAccording to the National Academy of Engineering: “the essence of engineering – the

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

both a formative and summative evaluation plan for their teaching.Obj. 5 - Students will have developed their own philosophy of teaching statement. Format of the courses is based on one three-hour session, one evening per week for 10weeks (academic quarter). Primary leadership has been by the study author, however selectedtopics are addressed by colleagues from a range of units across campus and from otherUniversities. The course is highly interactive, frequently using collaborative learning techniques.Formative and summative assessment is modeled throughout course and with end of term tools.Each segment (topic and presenter) is assessed independently at the end of the course. Thirtyminute individual exit interviews are used in

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Daniel P. Bumblauskas, University of Missouri, Columbia; Alexandra Emelina Coso, Georgia Institute of Technology; Ana T. Torres-Ayala, University of South Florida

Tagged Divisions

Graduate Studies, Student

Page 22.1340.4Thomas, personal communication, December 14, 2010). Planning is already in process to boostthese numbers for the 2011 Midwest region meeting at Arkansas Tech in Russelville and the2012 meeting at the Missouri University of Science & Technology in Rolla.Beyond student chapters, SCC, and region meetings, ASEE has continued to promote studentinvolvement in engineering education through the creation of the “Bring-A-Student” program,which allows students to attend the ASEE Annual Conference without an ASEE membership.Engineering education departments at institutions such as Virginia Tech have organizedworkshops to provide opportunities for graduate and post-doctoral students to explore positionsin academia. In addition, faculty

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Devdas M. Pai, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Prashant N. Kumta, University of Pittsburgh; Harvey S. Borovetz, University of Pittsburgh; Sarah K. Pixley, University of Cincinnati, College of Medicine; Partha Roy, University of Pittsburgh; Jangannathan Sankar, North Carolina A&T State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

biology and better able to directly relate classroomlectures to ongoing research.Assessment The assessment plan for this course included three components. The first componentassessed student learning of MEEN 785.002: Principles of Cell Biology for Engineers contentknowledge. The second component included evaluation of students’ overall satisfaction withMEEN 785 teaching and learning. The third component included evaluation of students’ overallsatisfaction with the hybrid class format. (A subset of this component involved assessment ofstudent understanding of ways principles of cell biology link to concepts of creativity andinnovation, diversity of thinking, and entrepreneurship.) IRB approval was obtained prior tocollecting assessment data

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Graduate Studies, Student

conducting research. The TAs‟ experiences as course instructorsstrengthened Bianca and Susan‟s interest in teaching, and led Hank to be interested in includingteaching in his future plans. In his words: “…I‟m interested in research in general, which is why I pursue my PhD,…I‟d wanna do research whether it was in academia or industry, but…academia particularly appeals to me because I really enjoy teaching, and…the teaching that I‟ve done as a TA and as an instructor [course instructor] this summer…has really…sort of exposed me to that and I‟ve found I‟ve really enjoyed it, so…the added role of the teacher in academics is what appeals to me there.” (Hank, Individual Interview, 36)Finally, the learning opportunities