Paper ID #23904’I Came in Thinking There Was One Right Practice’: Exploring How to HelpGraduate Students Learn to Read Academic ResearchWendy Roldan, University of Washington Wendy is a first-year PhD student in Human Centered Design and Engineering at the University of Wash- ington.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make
training model is to impart the following competency themes:interdisciplinary mindsets; community engagement; understanding self as a leader; professionalidentity; and STEM scholar leader. First cohort of graduate students was recruited in summer 2016.After students completed the training model, the assessment and reflective student posts indicatedthat students indeed do develop most of the competencies. Based on our preliminary experience,specific scenarios for community collaboration as well as challenge projects should be explored tofurther promote competencies in graduate education.KeywordsGraduate Education, Training Models, Competencies, Leadership, Community, Engagement 1IntroductionRapid
connections between teaching skills and leadershipskills in the course based on our reflection and feedback from the first version. Our programevaluation uses two surveys: the STEM GTA-Teaching Self-Efficacy Scale 5 and a modifiedversion of Alpay and Walsh’s skill-perception inventory. 6In this paper, we will describe our collaborative design process, strategic partnerships withvarious engineering departments, and enhancements of the integrative approach. Additionally, wewill discuss students’ perceptions of how well the program enhanced their teaching andleadership skills and how much they viewed teaching opportunities as a source of transferableleadership skills.Program OverviewOur program takes an integrative approach in two ways: 1) incorporating
. Innovation 16. Argument construction 17. Intellectual risk Domain B: Personal B1: Personal qualities 18. Enthusiasm Effectiveness 19. Perseverance 20. Integrity Definition: The personal 21. Self-confidence qualities and approach to 22. Self-reflection be an effective researcher. 23. Responsibility B2: Self-management 24. Preparation and
material is based upon work supported by the National Science Foundation under Grant No.1154146. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. Rossetti, Manuel, Kim LaScola Needy, Ed Clausen, Carol Gattis, and Micah Hale. "Enrichment Activities in Support of a Student Integrated Intern Research Experience." American Society of Engineering Education (2014): 1-7. Web. 1 Aug. 2017.” American Society of Engineering Education (2014): 1-7. Web. 1 Aug. 2017.2. Rossetti, Manuel, Kim LaScola Needy, Ed Clausen, Carol Gattis, and Micah Hale. "On the Development of a Student Integrated