Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

of transitioning students from a traditional engineering program into anengineering education doctorate program. The purpose of this project is to ease this transitionthrough the development of a formal orientation for an Engineering Education department; theADDIE model for training design was used. The first step was a thorough analysis of thedepartment, student requirements, tasks, personnel, and knowledge, skills & attitudes (KSA)required by a doctorate student in engineering education. Then, we developed learning objectivesand a plan of instruction that would optimize the learning, retention, and transfer of theinformation introduced during the orientation. Next, we developed the physical elements of theorientation program, which was

Conference Session

Student Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Jane Kilpatrick, Iron Range Engineering; Emmy Sue Stage, Iron Range Engineering

Tagged Divisions

Student

Page 25.1150.3minimums and dress in business casual attire on a daily basis. Partnering with industry andworking engineers is something IRE prides itself on. Because of this the students are held to thesame standard as working engineers in an engineering environment. This gives all students thechance to practice engineering. Students at IRE are required to do the same type of writing as traditional students, but arealso required, over the course of their four semesters, to write four technical documents, abusiness plan, and several personal improvement plans. The final design deliverable for each project is a technical document that is writtenthroughout a semester about the projects that students have been working on. Each member

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kacie Caple D'Alessandro, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-4541: LESSONS LEARNED ON PREPARATION, MOTIVATION,EXPECTATION, AND REFLECTION WHILE TEACHING AND MENTOR-ING AS A GRADUATE STUDENTKacie Caple D’Alessandro, Virginia Tech Kacie C. D’Alessandro is currently a Ph.D. candidate in the Structural Engineering and Materials Pro- gram of Civil Engineering at Virginia Tech (Blacksburg, Va.). She received both her B.S. and M.S. from Clemson University. Once completing the Ph.D. program at Virginia Tech, D’Alessandro plans to pursue a career in academia to teach and to continue research on concrete structures. She also plans to pursue opportunities with engineering education research and K-12 outreach programs

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Timothy Carl Becker P.E., Iowa State University; Joel K. Sikkema, Iowa State University; Nicole Lynn Oneyear, Iowa State University; Shashi S. Nambisan P.E., Iowa State University

Tagged Divisions

Student

they were administered prior to, during, and after the event. An analysis of the 185 responsesthat were received reflects the event’s success: 94 percent indicated that the department shouldsupport the event in the future, and all respondents stated that the showcase was valuable for thepresenters. In addition, 75 percent of presenters reported that they had plans to present or hadalready presented their research at a professional conference. Although the inaugural competitionwas successful in catalyzing graduate student research dissemination, future efforts are needed totranslate participation in the departmental event to presentations at professional conferences andpublications through topical peer-reviewed outlets.IntroductionA catalyst is

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adam Neale, University of Waterloo; Oliver Grant, University of Waterloo; Manoj Sachdev P.Eng., University of Waterloo

Tagged Divisions

Student

important ones • Incorporating planned recreation and personal time into your schedule • Being on time for classes, meetings, practices, appointments, etc... • Maintaining a balance between your athletic, academic, and personal life • And, trying to complete at least one major task per dayThe idea is that by incorporating these suggested strategies into their lives, students may make amore efficient use of their time. The interviewed students’ actual use of many of these strategieswill be discussed in the Finding and Discussion sections.Application of Propositional Logic to Expectancy-Value TheoryIn an effort to facilitate a framework for concurrent motivated actions, this work introduces theconcept of propositional logic to the

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Georgia; Wesley E. Marshall, University of Colorado, Denver

Tagged Divisions

Student

Professor of civil engineering at the University of Colorado Denver and Co-director of the Active Communities Transportation (ACT) research group. He focuses on transporta- tion research dedicated to building a more sustainable infrastructure, particularly in terms of improving road safety, active transportation, and transit-oriented communities. Other recent research topics involve transportation planning, congestion pricing, human behaviors, parking, and street networks. A native of Watertown, Mass., Marshall is a recipient of the Dwight Eisenhower Transportation Fellowship and winner of the Charley V. Wootan Award for Outstanding TRB Paper

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

settings. In particular, the value of thelearning tasks and their connections to any related courses should be explicitly stated.Additionally, TAs can help motivate student in laboratories by asking more open-endedquestions and providing more opportunities for self-direction.3.4.1 Provide opportunities for students to self-direct When TAs plan laboratories, it is preferable to provide opportunities for students to self-direct. Having to constantly ask for permission to proceed with laboratory procedures or requestmaterials undermines students’ sense of autonomy and competence. Providing clear instructions,and facilitating an effective introduction to the laboratory should help minimize students’dependence on the TA and still maintain safety