Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech; Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

, and research practices in science.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Kimberly Joy Perram; Vivian Gregory Alexander

Tagged Divisions

Graduate Studies

providing feedback to instructors is likely to help them to reflect on their owninstruction. Comparison of achievement among groups indicated that there are statisticallysignificant differences among groups. No students scored very low for their final grades (lessthan 60% in achievement in T condition), and it seems that students in the T group tend to dobetter than students in C1 or C2 groups, although effect size is relatively small. However, thenature of the review session at an individual meeting needs to be refined for highlighting theutility of feedback provided by G-RATE. This paper concludes with insight about future workusing the G-RATE.Introduction and G-RATE Background The Global Real-time Assessment Tool for Teaching Enhancement

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Homero Gregorio Murzi, Virginia Polytechnic Institute and State University; Prateek Shekhar, Virginia Tech; Timothy Kinoshita, Virginia Polytechnic Institute and State University; Christina Seimetz Wade, Virginia Tech; Richard M. Goff, Virginia Tech Department of Engineering Education; Debarati Basu, Virginia Tech

Tagged Divisions

Graduate Studies

. Articulate correspondences and differences between education theory and education practice 3. Perform peer reviews of other instructors and constructively discuss their performance 4. Productively reflect on your teaching practices to enhance or improve the student learning environment 5. Draw on your classroom experiences to develop useful formative assessments 6. Develop a teaching portfolio that articulates and illustrates your teaching philosophy 7. Develop a workshop class on a specific topic to experience curriculum and assessment design.The class met weekly for 2 hours and 45 minutes, and was typically a casual round-tableenvironment where GTAs, facilitated by an experienced engineering faculty member

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janie McClurkin, Purdue University, West Lafayette; Velvet Fitzpatrick, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Cyndi Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

; absorb formal, preexisting knowledge about atopic; demonstrate ways to apply content in actionable ways; evolve in their career andprofessional development, and reflect on ways to process and summarize their thoughts.This paper presents an overview of the development of modules that will guide studentsas they prepare for their professional positions. Future studies will discuss the findingsfrom piloted learning modules.IntroductionGraduate engineering programs largely aim to prepare students for careers in academia.Programs emphasize research, academic publishing, and leadership in relevant nationalorganizations. As a result, engineering students tend to develop professional skillsrelevant to academia regardless of their career interests outside

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth J. Stewart, University of Michigan; John G. Younger, University of Michigan; Michael J. Solomon, University of Michigan

Tagged Divisions

Graduate Studies

perspectives and teamwork skills; however, studentsmade little to no changes in their interdisciplinary skills and reflective behavior over the courseof the semester. The course contained students from chemical engineering, civil andenvironmental engineering, and microbiology and immunology. Through coding responses tohomework assignments, we identified an increase in the use of engineering terminology inmicrobiology and immunology students as well as an increase in the use of microbiologyterminology in engineering students. During the fourth week of the course only 27% of studentsused terminology in responses to a homework problem that predominantly related to bothengineering and microbiology or a discipline other than their own, while in the

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

backstory of one of their ownresearch publications (including works-in-progress) – the motivation behind the study,the theories that guided the study, the collaboration experience, the process of buildingand substantiating findings, the choices made to communicate the impact of the work,and the various failures and false starts experienced over the study timeline. Facultypresenters were also encouraged to share their mentoring philosophies and approaches toapprenticing protégés into the profession. For each faculty presenter, students read theprovided publication, posted a reflection using the discussion board tool on BlackboardVista™, and then participated in an open and informal discussion of the behind-the-scenestory of scholarly research in

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

required to manageprospective situations.”1 A GTA in this course will learn pedagogy and teaching skillsconcurrently. The course activities include peer observations, microteaching, observations bythe instructor which include a video capture of the student teaching, and reflective papers. Thestudent skills acquired are practice and feedback, reflecting on one’s own abilities andexperiences, course design (writing learning objectives, selecting appropriate methods andassessments, grading), and communicating with students. Research on the effectiveness ofvideo feedback as a training component indicates that it is effective in improving instructionalquality.2The learning experience for GTAs being trained to teach provides learning of the

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

addition, during intense, annual multi-day retreatsat Cornell University (winter) and Norfolk State University (summer), trainees come together forfurther technical training, professional development, program self-reflection and redesign.Most of the education and training part of the program is delivered in four courses: (1) Technicaland Professional Writing (6 weeks); (2) Training in Independent Research (12 weeks); (3) BestPractices in Teaching and Learning (8 weeks); and (4) Ethics and Intellectual Property (4weeks). The sequence of short, focused modular courses provides a framework conducive to thecycle of (re-)design, enactment, and study of the proposed graduate training activities. It allowsfor students to learn and practice in the same

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Mehmet C. Ozturk, North Carolina State University; Renata S. Engel P.E., Pennsylvania State University, University Park; Carolyn A. Vallas, University of Virginia; Meghan McGlinn Manfra, North Carolina State University ; Tom Snyder, North Carolina State University; Chunlei Wang, Florida International University; Veena Misra, North Carolina State University

Tagged Divisions

Graduate Studies

participants’perceptions of the climate in their departments, unconscious bias, gender and race biases, andmentoring students with family responsibilities. The workshop also features several presentationsby experts in the field.EvaluationIn order to evaluate the effectiveness of TESP we gather data related to student skills, attitudes,products, and ideas. The TESP evaluation approach is three-pronged: self-assessment, reflection,and skills assessment (Fig. 3). Every activity includes a student self-assessment of skills andattitudes using a 5 point Likert scale. After each activity, students write a 1-2 paragraph Self Assessment •  Perceived Skill Gain

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Korine Steinke Wawrzynski, Michigan State University; Megan A. Shannahan, Michigan State University

Tagged Divisions

Graduate Studies

undergraduate researchers and their own role at theuniversity (faculty member, post-doctoral scholar, etc.). The survey did not ask for otheridentifying demographic information (gender, ethnicity, discipline, etc.), in order to preserve thementors’ anonymity. Appendix A details the pre-experience survey questions.The focus of the second survey was to understand how mentors actually interacted with theirundergraduate research assistants, including details like how many hours per week, on average,were spent interacting with students and how the mentors provided constructive feedback. Thepost-experience survey also asked mentors to reflect on their own preparation for mentoringundergraduates, and to assess their satisfaction with the summer research

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron P. Wemhoff, Villanova University

Tagged Divisions

Graduate Studies

to rising seniors given the right circumstances.I. IntroductionIn recent years, the College of Engineering at Villanova University has increased its emphasis ongraduate research programs, thereby supplementing its traditional focus on undergraduateeducation. This is reflected in the increase in externally-funded projects, resulting in a pushtowards developing a nationally-recognized graduate program. The Department of MechanicalEngineering has played a key role in this movement, where the number of Ph.D. graduates hasgrown from the program’s inception approximately 10 years ago to an anticipated 9 graduates in2014.One important element of growing a graduate program lies in the recruiting and retention ofquality graduate students. The

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

methods research, and innovative approaches to teaching. Currently, she teaches within the first-year engineering program at Ohio State while maintaining an active engineering education research program.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Qunqun Liu, Shanghai Jiao Tong University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

allpotential identifiers were substituted with acronyms to protect the students’ identities. Qualitativedata analysis was performed to extract the themes and trends of our data. A brief description ofqualitative data analysis procedures is described as follows.Prior to data analysis, all qualitative data were read and re-read to make a general sense.Researcher kept reflective notes throughout the reading process. Self-authorship theory was usedas the theoretical framework to guide the data analysis process20. Three first-level codes werepre-defined as Epistemological Dimension, Intrapersonal Dimension and InterpersonalDimension. Within the framing of these three first-level codes, open coding procedure was thenperformed throughout the transcripts to

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Cyndi D. Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

0.55 2.98 1.27 Personal qualities Integrity 3.55 0.63 2.86 1.09 Self-confidence 3.43 0.66 2.61 1.08 Self-reflection 3.30 0.70 2.61 1.10 Responsibility 3.50 0.66 2.59 0.95 Preparation and 3.30 0.59 2.82 1.04 Self management prioritization Commitment to research 3.18 0.58

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

avoid thisissue.14–19 Previous work by the authors and others have studied specific characteristics that arenecessary for success in industry and academic careers for Ph.D.-holding students.16,18,20 Watsonand Lyons (2011) studied engineering industry job solicitations in order to determine the mosthighly-requested skills for Ph.D.s working in industry.13 These recommendations reflect thepoint of view of professionals working in the field.The work by these researchers is useful; however, the lack of research that examines graduatestudents’ perspectives on the skills they require for professional success is concerning. Ifgraduate students’ views of what skills are important for them to develop during their graduatetraining do not align with the

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin M. Foley, Applied Physics Program, University of Michigan; Ashley M. Verhoff, Department of Aerospace Engineering, University of Michigan; John J. Pitre Jr., Department of Biomedical Engineering, University of Michigan; Kathleen Marie Ropella, Department of Biomedical Engineering, University of Michigan

Tagged Divisions

Graduate Studies

Paper ID #10334Workshops on Fundamental Engineering Skills: A Graduate Student-LedTeaching InitiativeJustin M. Foley, Applied Physics Program, University of Michigan Justin is a doctoral candidate in the Applied Physics Program at the University of Michigan. His disser- tation research involves spectral manipulation, including broadband reflectance and narrowband filtering, using subwavelength dielectric gratings. He is currently the president of the student chapter of ASEE at the University of Michigan. In addition to his research and education interests, Justin holds a position with the Office of Technology Transfer

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L Peters, Kettering University; Steve Skerlos, University of Michigan; Adam B. Baker, University of Michigan

Tagged Divisions

Graduate Studies

significant differences between the groups’ ratingsof their advisors’ effectiveness. However, there were several interesting trends in students’ open-ended responses. A disproportionate number of direct-pathway students mentioned anappreciation for their advisors’ assistance networking and for those that serve as a professionalmentor, which could possibly reflect returners’ higher likelihood of having past experiencewithin the field and existing professional connections. There were also interesting trends in someof the negative characteristics identified by students. Returners were much more likely tospecifically critique their advisors’ management style, whereas direct-pathway students morefrequently asserted that their advisors were difficult to