Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette

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Diversity

Tagged Divisions

Graduate Studies

Paper ID #34925Engineering Graduate Education: An Overwhelming Journey ofFirst-Generation ImmigrantsDr. Hoda Ehsan, Georgia Institute of Technology Hoda is a postdoctoral fellow at Center for Education Integrating Science, Mathematics & Computing at Georgia Institute of Technology. She received her Ph.D. from the School of Engineering Education, Purdue. She received her B.S. in mechanical engineering in Iran, and obtained her M.S. in Childhood Education and New York teaching certification from City College of New York (CUNY-CCNY). She is now a graduate research assistant on STEM+C project. Her research interests

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dennis W. Hess, Georgia Institute of Technology

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Diversity

Tagged Divisions

Graduate Studies

/science degrees can limit success in leadership roles, wheresoft/professional or people skills may dominate the approaches required. Indeed, numeroussurveys and curriculum outcome assessments promote the need for professional skillsdevelopment during the educational process [1-6].Engineers are taught to address complex technical problems using fundamental principles andrubrics that allow progress to be made toward an optimal solution. Technical leadershipresponsibilities include oversight of technical problem-solving, but in addition, leaders mustaddress the added complexity that exists when engineering/scientific and people problemsintersect; these situations are referred to as sociotechnical issues. Effective methods to solve suchproblems

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alex Jordan Hanson, Massachusetts Institute of Technology; Peter Lindahl, Massachusetts Institute of Technology; Samantha Dale Strasser, Massachusetts Institute of Technology; Alison F. Takemura, Massachusetts Institute of Technology; Dirk R. Englund, Massachusetts Institute of Technology; Jaime Goldstein, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

course was alsodesigned and implemented by the Communication Lab Director and tutors from the EECS Com-munication Lab, together with the EECS Department Head and a faculty advisor. It provided anoverview of relevant technical communication tasks, detailed below, facilitated by guest lecturesand hands-on workshops.3.2.1 The communication course’s operationThe course consisted of a weekly, two-hour session. Topics covered a range of technical com-munication tasks, as outlined in Table 3. Typically each session began with an introductory guestlecture (∼30 min), followed by small-group workshops run in parallel, in separate rooms, and ledby Communication Lab tutors. Guest lecturers were selected based on (1) their example as goodcommunicators and

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships, Graduate Studies

. While believing strongly in the importance of this topic, the major reason given why more programs do not include leadership is that it is difficult to fit into the curriculum. With the rapid expansion of knowledge in all fields of engineering, and with the constraints on credit hours, leadership often takes a back seat. Those that are not providing leadership education are asking how this problem can be solved.It is clear that there is a need for leadership education for engineers based on requirements in themarketplace. A recent article in MarketWatch discusses this need.4 John Shinal writes in his column for MarketWatch /FINS (1/2), "Rather than focusing strictly on business acumen or technical skill, companies want top managers

Conference Session

Graduate Study Programs Supporting Diversity and Underrepresented Minority Students - Graduate Studies Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

George Tyler Fischer, U.S. Navy; Fazil T. Najafi, University of Florida

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Diversity

Tagged Divisions

Graduate Studies

turbine is fixed. Two-wayschemes often produce more total power output, however; the Ebb systems are more efficient interms of cost times power efficiency per unit turbine (Efficiency total = (Energy in x Cost) /(Energy out x number of turbines) because bi-directional turbines are generally more expensiveand provide less energy or power output. There are no active barrages in the United States,however; devices can be found in Canada, UK, France, India, South Korea, and New Zealand.Table 1 below shows the locations and power output for active devices. 8Table 1: Active Barrage Devices as of 2011Tidal Turbines Tidal turbines operate in a similar fashion to wind turbines. Unlike the typical threeblade design of a wind turbine, tidal turbines

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ruete, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello ; Danilo Leal, Universidad Andres Bello; Pilar López Lira, Universidad Andres Bello; Lilian Pamela San Martín Medina, Universidad Andres Bello; Margarita Ercilia Aravena, Universidad Andres Bello; Giannina Costa, Universidad Andres Bello

Tagged Divisions

Graduate Studies

graduation).The output has the following value: Yes timely graduation (YES TG) or No timely graduation(NO TG), treated as two classes. Figure 1 shows the prediction model used.Figure 1. General Predictive Model with Inputs and Output Classes.Confusion matrices and receiver operating characteristic (ROC) curves will be used to measureprediction model performance. Further details of how these two tools work can be found in [22].K fold cross-validationWe will use the k-fold Cross-Validation technique [23] to ensure that training and test databasewere not coincidental.The K-Fold Cross Validation technique consists of randomly dividing the data into k groups ofapproximately equal size. k-1 groups are used to train the model, and one of the groups is used

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

degree [24]. Recognition was found to have the largest effect onidentity. The authors demonstrated through structural equation modeling thatperformance/competence has an indirect impact engineering identity, and must be mediated byrecognition and interest (Figure 1; [79]).Figure 1: Components of Engineering Identity [77], [79] These findings mirror previous findings in math identity research, which foundrecognition to be the strongest component, and performance/competence to be mediated throughboth recognition and interest [77]. For example, a student must believe that they have the abilityto successfully generate designs to then be interested in engineering design.Performance/competence also relates to recognition, as a student must think

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marianna Savoca, Stony Brook University; Rachel F. Perlman, Stony Brook University; Kimberly Bell, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Divisions

Graduate Studies

networking questions and personal connectivity.For example, questions about where in the world students were logging in from, languages theyspeak, their career intentions, hopes for the coming year, as well as some silliness to keep thingslight, with questions about pajamas, things they do for fun, and what their desired superpowerwould be. Following a break, the formal program on Day 1 was a session with the Division ofInformation Technology, which was intentionally scheduled for the first day to ensure that studentsknew about the resources and technology available for Orientation as well as their upcomingvirtual semester. Day Two was dedicated to the academic departments, each of which was free to designtheir own agenda to share

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chi-Ning Chang, Texas A&M University, Department of Educational Psychology; Brandie Semma, Texas A&M University; Debra A. Fowler, Texas A&M University; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Graduate Studies

development of theparticipants include competency rubrics, individual development plan, and ePortfolio. Twelvecompetency rubrics assist in the assessment of program learning outcomes encompassing theproposed professional and technical skills, , including 1) interdisciplinary knowledge generation,2) collaboration, 3) conflict resolution, 4) oral communication, 5) written communication, 6)self-reflection, 7) ethics, 8) interdisciplinary research, 9) multidisciplinary skills, 10) materialsscience engineering, 11) informatics, and 12) design. The rubrics were adapted from theliterature and feedback from the project faculty customized them to the interdisciplinarymaterials science, informatics and design program (example in Appendix A). An

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Michigan; Shanna R. Daly, University of Michigan; Erika Mosyjowski, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

encompass threeessential components of creative performance (CoCP): 1) domain-relevant skills, 2) creativity-relevant processes, and 3) task motivation, embedded within an individual’s social environment.The level of proficiency with the three components of creative performance affects the outcomeof the creative process. Robust domain-relevant skills and knowledge, as defined by adiscipline’s community of practice, includes facts, routine procedures, and special techniquesunique to the discipline. For example, a knowledge of Newton’s laws, an ability to solve routinestatics and deformable bodies problems, and skill for computer-aided design software arenecessary for designing a cantilever beam to support a 600 square-foot flag flying from the top

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

behaviors in student designers. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering de- sign with environmental concerns. She earned her B.S. in General Engineering (Systems Engineering & Design) and M.S. in Systems and Entrepreneurial Engineering from the University of Illinois in Urbana- Champaign.Ms. Joanne Lax, Purdue University, West Lafayette (College of Engineering) Joanne Lax is the graduate technical communications specialist in the College of Engineering at Purdue University, where she develops and runs workshops on communications topics. She serves on the board of the ASEE Illinois-Indiana Section. c American

Conference Session

New Trends in Graduate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Thomas Descoteaux, Norwich University; David Muckerman, CH2M HIll; Scott Sabol, Vermont Technical College

Tagged Divisions

Graduate Studies

staff toprofitable use at periods outside of the traditional academic year. Norwich University’s Schoolof Graduate Studies’ annual Residency events provide just such a use for two weeks (two one-week sessions) each June.The “bricks and mortar” side of the University benefits from this activity in primarily two ways.Not only are residence halls, dining facilities, etc., generating revenue, but University supportstaff (e.g., food service, custodial, maintenance, etc.), which are often laid-off at the end of theacademic year, can be retained. In addition to the obvious benefits to the individual and thecommunity in which they reside, this practice can also build staff loyalty.An interesting aside to these summer activities are the additional

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

will alsohave a one-on-one mentoring session with a focus on research engineer identity development. The third initiative, and the subject of this paper, involves the development of a valid and reliablesurvey-based scale measure of Research Engineer Identity (REI). A two stage sequential mixed-methodresearch design is being used to develop the scale. This paper focuses on the first stage in the designwhich involved conducting focus groups with research engineers to gain insight into the content,character, and complications associated with internalizing a REI in general and among people fromunderrepresented groups in particular.Background Identity in STEM The need to broaden participation within STEM fields to underrepresented

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Liesl Klein, Purdue University at West Lafayette; Greg J. Strimel, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

all the codinginstances.Table 1: Three examples of stories with their codes and IRR Post Story Coder L Coder G Coder S IRR # 1 My name is Gale. I'm a postdoc studying natural resource management, coping mechanism under 78.6% and I have ADHD and Generalized Anxiety Disorder. coping represented/women I've seen therapists off and on since age 19, and never thought I needed mechanism/behaviora coping meds. But once I started grad school, all my normal coping mechanisms

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Duo Li, Shenyang City University; Elizabeth Milonas, New York City College of Technology; Qiping Zhang, Long Island University

Tagged Divisions

Graduate Studies

examined and nine clusters were created: 1)Arts & Science, 2)Business. 3)Computer Science, 4)Data Science, 5) Engineering, 6)Health, 7)Information Science and Technology, 8)Interdisciplinary, and 9)Math/Statistics. • These department or school clusters were generated for analysis purposes as it is more effective to analyze data based on nine department or school clusters as opposed to over a hundred department or school names. The department or school names were mapped to these clusters as shown in table 1. Department or school names that were the same for more than one college or university are only shown once for the purpose of this table. Table 1: Department or School

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis Enrique Guardia, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, and talent development for future generations of STEMM professionals [10, p. 1].Atkins and colleagues [11] explain that even though mentorship has been prioritized by severalacademic programs to increase the diversity and support of these future leaders, an in-depthunderstanding of mentorship within these contexts remains limited.Within engineering and computing graduate education, research on mentorship as a tool tobroaden the participation of underrepresented students is scarce. As the demographics in theUnited States diversifies, there is a need for an “attitudinal, behavioral, and cultural adjustments”within the graduate education system [14, p. 970]. Departments and graduate programs are beingencouraged to shift to a more student

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

the written genres common in both academia and industry.Yet, much of the efforts of both researchers and practitioners on how to support student writinghave been centered around those at the undergraduate level, with very few studies focusing onhow engineering programs may support writing skills within doctoral education (Berdanier,2019; Cox, 2011; Gassman et al., 2013). This finding suggests a movement of engineeringdepartments—and higher education institutions in general—to expect students to be fullyapprenticed into academic and professional writing of their field upon beginning their doctoralstudies, even though the written genres that these students encounter in doctoral programs maydiffer greatly from those required in earlier degrees.1

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Rorrer, University of North Carolina at Charlotte; David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Harish P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Deep Prajapati, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

of our study. The staggered entry process allows the PAtENTfaculty to implement a process of continuous improvement and iterative design where lessonslearned from Group 1 can be applied in fine tuning the pathway model for Group 2. Figure 2provides an for an overview of how students progress through the patent roadmap. Figure 2. PAtENT Program Student ProgressionThere are several key components of the PAtENT program. Technical rigor is maintained in thePAtENT program through the appointment of an external review committee (for each project) thatperforms a single-blind review of the technical merits and commercialization viability of the patentapplication prepared by the student participants. We leverage the resources

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas L. Acker, Northern Arizona University; Nena E. Bloom, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

net generation came from wind power [1]. Thepace of technological change embodied in this rapid growth drives the need to educatesubstantially more highly-trained engineers and scientists. According to the U.S. Energy andEmployment Report [2], there were nearly 115,000 people working in the U.S. wind energyindustry, and consequently this sector has the third-largest share of electric power generationemployment. The U.S. Department of Energy’s (DOE’s) Wind Vision report sets forth plausiblescenarios in which 20% of the U.S. electrical energy requirement in 2030 is served by windenergy, and 35% by 2050 [3]. The estimated number of jobs in these scenarios, both direct andindirect, necessary to achieve the proposed levels of wind energy

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ella L. Ingram, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Cory Hixson, Colorado Christian University; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Graduate Studies

project, we identified potential sources oferror that could have contributed to a low number of applications for REEFE. An exhaustive listof these error sources can be found in our full fishbone diagram, shown in the appendix, and isorganized to show potential sources of error mapped to the information stream where the errorwas identified. All aspects of the program’s system are represented. The themes generated fromthe appendix fishbone diagram are summarized in Figure 1. We discuss these themes further inthe following sections. The order of reporting of these themes is the same as presented in Table2. Failure analysis like the one we accomplished does not result in a ranked list of contributingfactors. The goal is to identify what aspects of

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky

Tagged Divisions

Graduate Studies

different settings. The latterincluded researchers in academia, industry and government; teachers, professors and lecturers inK-12, undergraduate-only and R-1 institutions; freelancers, entrepreneurs and managers workingin their own, startup and larger companies; scientists working in technical support and technicalsales; as well as scientists and engineers with experience working in nonprofits, government andscience policy, or in art, media and entertainment. In addition, practical career tools and skills forSTEM professionals were discussed in several breakout sessions. Finally, the symposium endedwith a panel discussion comprising four diverse and accomplished recent Ph.D. graduates, whodiscussed mental health and communication issues prior to

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chi-Ning Chang, The University of Kansas; Guan Kung Saw, Claremont Graduate University; Uriel Lomelí-Carrillo, The University of Texas at San Antonio; Mingxia Zhi, Northside Independent School District; Kahlí Romano, Claremont Graduate University ; Ryan Culbertson, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

negatively affected bythe COVID-19 pandemic.Introduction As of late March 2020, in response to the Coronavirus Disease 2019 (COVID-19)pandemic, hundreds of colleges and universities in the United States (and across the globe)suspended face-to-face classes, closed campuses, and only allowed essential activities and corefacilities to continue. The pandemic disrupted engineering graduate students’ regular learningroutines, which typically include in-person laboratory research and mentoring activities. As aresult, engineering students during the COVID-19 pandemic may particularly experiencechallenges to their academic progress, career preparation, financial security, and physical/mentalhealth [1]–[6]. During school closures, faculty were

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

Assistant Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michigan–Ann Arbor. Dr. Mondisa holds a PhD in Engineering Education, an MS in Industrial Engineering, an MBA, and a BS in General Engineering. She researches STEM mentoring experiences and mentoring intervention programs in higher education. American c Society for Engineering Education, 2021 Using Photovoice to Examine the Mental Health Experiences of Engineering Graduate Students during COVID-19 (Work in Progress)AbstractMental health service utilization and reported mental

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

article in IEEE Transactions in Professional Communication, the Nell Ann Pickett Award for best article in Technical Communication Quarterly, and the NCTE Best Article in Theories of Technical Communication (in both 2015 and 2018). She is also the co-founder of Women in Technical Communication, a mentoring organization that received the 2015 Diana Award from ACM Special Interest Group in the Design of Communication.Casey E. Wright, Purdue University at West Lafayette Casey Wright (she/her/hers) is a PhD candidate in Chemical Education at Purdue University. Her interests are in social justice in STEM education. Generally, her research explores how STEM education affords or constrains opportunities for historically

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

use of the rubric, several faculty dialogues were held prior to the 2018-2019admissions cycle. These sessions were dedicated to discussing the positive and negativepredictors of graduate school success, using data from STEM studies [25, 38-39]. Additionally,the rubric designers attended faculty meetings in each department to walk through the rubric.Finally, in order to encourage faculty to use this tool, the school dean’s office required acompleted rubric for each nominee to a school-level fellowship.Figure 1: First Iteration of PhD Holistic Admissions Rubric Category Criterion 1 2 3 4 Score Letters of Knowledge of applicant Writer does

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

varyconsiderably and we found no evidence of programs sharing the same assessment instruments orprotocols. A few examples are below. They describe evaluation from different viewpoints and we presentthem here to show examples of the diversity of methods employed, and some research outcomes andreflections. • One paper described the use of specific assessment methods including competency rubrics, individual development plans, and ePortfolios for evaluation (Chang, Semma, Fowler, & Arroyave, 2021). The rubrics encompassed professional and technical skills including: 1) interdisciplinary knowledge generation, 2) collaboration, 3) conflict resolution, 4) oral communication, 5) written communication, 6) self-reflection, 7

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mirit Shamir, Kansas State University; Matthew R. Sanderson, Kansas State University; Rebecca Cors, Wisconsin Center for Education Research; Melanie Derby, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, the precision of our investigationwill improve. For example, written responses from trainees attribute the inclusive nature of theNRT program to the small size of cohort groups, the leadership style, and the opportunity toconnect with peers and professionals from diverse academic and ethnic backgrounds. Next year’ssurvey could ask in more detail about these factors. Sampling from subsequent generations ofNRT cohorts will also help us develop a larger database, allowing us to produce more solidevidence to support conclusions.AcknowledgmentThis work was supported by the National Science Foundation Research Traineeship (NRT)program (NSF grant # 1828571).References[1] “Digest of Education Statistics, 2019,” nces.ed.gov.https://nces.ed.gov

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine T. Amelink, Virginia Polytechnic Institute and State University; Mayra S. Artiles , Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

innovation.In technical fields such as engineering, the underrepresentation of African American, Black,Hispanic, and Native American engineering graduate students compared to peers who are Whiteis a well-documented issue [1]. For every seven majoritized students that complete a doctoraldegree in engineering, only one minoritized student will obtain the same degree in the U.S. [2],[3]. Commissions have identified disproportionate representation in the workforce as a majorchallenge due to barriers that are socio-cultural, economic, and historical in nature [4]. At thesame time, research studies have provided empirical evidence that highlights the differences inthe experiences of African American, Black, Hispanic, and Native American

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Divisions

Graduate Studies

wholly inclusive ofthe online learners as legitimate members of the course community. Below we will brieflydiscuss each of these components and how they work to support the program. Notably, what isdescribed here reflects the reality of a pre- (and likely post-) COVID environment whengenerally residential students meet in person and online learners participate in the courseasynchronously. 1. Technology infrastructure. Lecture capture is a relatively common practice in higher education generally [16] and online engineering education specifically [17]. The quality of the recordings are important determinants of distance learners’ experiences [18], [19].Low quality videos marked by things like poor audio and unclear video can

Conference Session

Analysis of Effectiveness and Impacts of Graduate Programs: Graduate Studies Division Technical Session 8

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Wayne Coots, Purdue University; Sarah Knapp, Purdue University; Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University; Dawn Laux, Purdue University

Tagged Divisions

Graduate Studies

objective detailto allow at least a few design requirements to be determined; however, these may not be onesthat are measurable.1 The identification and/or definition of the problem is unclear, is unelaborated, and/or isclearly subjective; any intended justification of the problem does not highlight the concerns ofany primary stakeholders and/or is based on sources that are overly general, outdated, and/or ofdubious credibility; information included is insufficient to allow for the determination anymeasurable design requirements.0 The identification and/or definition of the problem are missing OR cannot be inferred frominformation included. A justification of the problem is missing, cannot be inferred frominformation included as evidence, OR is