Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Brook Sattler, University of Washington; Kathryn Ann Mobrand, University of Washington; Drew Paine, Human Centered Design & Engineering, University of Washington

Tagged Divisions

Student

” (p. 258).25 Further, it is valuable to note that students learn disciplinaryrhetoric in a reflective and intentional manner so that they may enter the conversation, makinginformed language choices and becoming thoughtful and proactive members of a disciplinarycommunity. As Bazerman notes: “Explicit teaching of discourse holds what is taught up forinspection, provides the students with means to rethink the ends of the discourse, and offers awider array of means to carry the discourse in new directions” (p. 76).26How can educators working with emerging scholars use our procedure to support emergingscholars? We see an opportunity to study exactly how the use of the procedure helps emergingscholars. Such future work could involve creating

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Colleen Marie Croyle, The Ohio State Univeristy ; Alison N. Snyder; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Student

first step in understanding the current job market.Our results are somewhat consistent with Borrego’s4 survey of Engineering Deans. Her surveyresults indicated that engineering education graduates would encounter negative perceptions oftheir degree’s rigor. This negative perception is strongly reflected in Factor 2 where participantsagreed with the statement that those with discipline-specific degrees view engineering educationdegrees as less rigorous and more in line with “teacher training.” Our survey of engineeringeducation degree holders finds that negative perceptions of rigor still exist seven years afterBorrego surveyed engineering deans. This view may also be reflected in the low number ofparticipants holding tenure track positions. If

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University; Alexandra Coso Strong, Georgia Institute of Technology; Adam R. Carberry, Arizona State University

Tagged Divisions

Student

98%. Responses from all57 responses were tabulated in the Results section. Percentages and total number of respondents Page 24.487.3are noted to reflect response rates.The majority of the respondents were university students (83%, n = 29), particularly advancedPhD students expecting to graduate in 2013 or 2014 (57%, n = 20). Respondents self-identifiedas follows: 1 self-identified as a PhD student and faculty/staff; 21 classified themselves as PhDstudents; 2 self-identified as PhD and masters students; and 3 as masters students. The remainingstudent sample consisted of 2 undergraduate students and 1 high school student. Fivefaculty/staff also

Conference Session

Student Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelly Patsavas; Barrett S. Caldwell, Purdue University, West Lafayette

Tagged Divisions

Student

) conference. (He was also a participant in the 2003 US FOE, and the 2006 German-American FOE, conferences.) He currently serves on the Executive Council of the HFES as its Secretary-Treasurer Page 24.584.1 c American Society for Engineering Education, 2014 Exploring the Development of Undergraduate Research ExperienceAbstractThis paper describes a multi-year experiential reflection process examining the development ofresearch awareness and integration for an undergraduate industrial engineering student. As asophomore, I approached the faculty