Technologies Laboratory have addressed sus- tainability challenges in the fields of systems design, technology selection, manufacturing, and water.Mr. Adam B. Baker, University of Michigan Page 24.1238.1 c American Society for Engineering Education, 2014 The PhD Advising Relationship: Needs of Returning and Directing-Pathway StudentsI. IntroductionThough a majority of engineering PhD students begin their doctoral career shortly aftercompleting an undergraduate degree (and perhaps a Master’s), a significant minority of studentsare “returners,” students who pursue a PhD after
, needs-driven, and systematic practice for the deliberate creation (invention / design), development, andinnovation of new, improved, and breakthrough technology to meet the hopes, wants, and needs ofsociety … for the advancement and betterment of human welfare (See Appendix B).As Sanders and Brown pointed out in 1966: 10 “The great discovery of our age is that technological innovation need not be haphazard. Industry and Page 12.600.7 government have developed a new concept of planned an systematized innovation, founded on vastly expanded scientific and engineering efforts. These institutions are now making regular provision
://careers.queensu.ca/gradmaps [Accessed: Feb 1, 2019].[15] H. Lee, M. Miozzo, and P. Laredo, “Career patterns and competences of PhDs in science and engineering in the knowledge economy: The case of graduates from a UK research- based university,” Research Policy, vol. 39, pp. 869-881, 2010.[16] M. Sinche, R. L. Layton, P. D. Brandt, A. B. O'Connell, J. D. Hall, A. M. Freeman, J. R. Harrell, J. G. Cook, and P. J. Brennwald, “An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs,” Plos One, vol. 12, no. 9, pp. 1-16, 2017.[17] N. Lee, and R. Reithmeier, “A Graduate Course in Professional Development,” Science. [Online]. Available: https://www.sciencemag.org/careers/2013/10/graduate-course
industrynor does it reflect the modern practice of engineering and the engineering method forthe deliberate generation, development, and innovation of new, improved, and breakthrough technology[See Appendix A, B].One size graduate education doesn’t fit all.Excellence in basic research and excellence in engineering practice for world-class technologydevelopment & innovation are two very different pursuits with different purposes and methods; requiringtwo different types of education at the graduate level.The National Collaborative is focusing on two primary questions: First, can an effective system of professionally-oriented engineering graduate education be created in the United States for further developing the nation’s engineering
play a vital role in the transformation ofengineers into leaders .To meet this challenge, the National Collaborative Task Force is evolvinga series of preliminary guidelines for engineering graduate education reform to develop aprofessionally oriented graduate education to enhance the innovative capacity of the U.S.Engineering Workforce in industry (see Appendix B). Engineering leaders must be developedthat will guide engineers that will innovate new designs, leading to products that will meet whatthe customer wants and needs. Management styles are needed that will encourage, notdiscourage innovation, and will meet the basic human needs of the engineers. From theorganizational beliefs of McGregor and the human motivation needs as defined by
Paper ID #33173The Rapid Model: Initial Results From Testing a Model to Set Up aCourse-Sharing Consortia for STEM Programs at the Graduate LevelDr. Thomas L. Acker, Northern Arizona University Dr. Tom Acker is a Professor of Mechanical Engineering at Northern Arizona University, where he has been since 1996. He holds a Ph.D. in Mechanical Engineering from Colorado State University. His duties include teaching and performing research related to energy systems, power system modeling, renewable energy, thermodynamics, and fluid mechanics. His research in wind energy relates to and wind flow modeling for distributed wind
respect to areas of workexperience and age of the students. The average work experience of a student is about 10 yearsand the average age is about 35 years. In this section we review well known work of MalcomKnowles that describe the adult learning behaviors. Knowles6 suggests that an adult is moreproblem oriented than subject-oriented in learning. The andragogy proposed by Knowlesdescribes the art and science of how adults learn with following assumptions (quoted fromMerriam et al.7): a. As a person matures, his or her self concept moves from that of a dependent personality toward one of a self-directing human being. b. An adult accumulates a growing reservoir of experience, which is a rich source for
dealing with difficult work issuesEach topic was addressed by an expert or a panels of experts in research, teaching, leadership,and/or service.To receive credit, students were required to attend at least 12 of the 14 classes. In addition, theysubmitted pre- and post-surveys, a curriculum vita, teaching, research and service philosophies,questions for panels, course segment reflections, and e-portfolios. By the end of this seminar,students were expected to (a) describe realities of the academic job market, (b) articulate theirprofessional aspirations and competencies, and (c) develop materials to compete for and succeedin the academic job market.This seminar and its evaluation emphasize development of doctoral students’ understanding offaculty
research (Minerick) a. DUE: Mentoring & education sections of proposal (1.5 pages)19) Intellectual Merit & Broader Impacts (Hernandez) a. DUE: Draft of Project Summary (1 page)20) DUE: Penultimate draft of proposal a. Discussions with Instructors: Feedback on draft proposal21) Oral Presentations tips a. Style and substance (Hernandez) b. Speaker, slides, audience (Minerick) c. DUE: Outline of presentation22) DUE: Final Proposal distributed to committees (24 July) a. Review of document using rubric provided23) Prepare slides for presentation a. DUE: Presentation slides b. Practice with Instructors: Feedback on presentation slides (30 & 31 July)24) Topic oral presentations in
,” says Jacquelyn B. Tulloch, the executive dean of distance education andcollege services at the LeCroy center. “Very often, for better or for worse, education is theeasiest thing to let go of.”8Initial Corrective ActionsThe Department of Building Construction Management Graduate Committee examined thesituation in search of changes that might increase the program’s completion rate withoutdiminishing the rigor of the degree. As a result, the Graduate Committee decided to make theDistance Masters program a six semester program and to discontinued the use of the directed Page 24.966.4project. The added sixth (summer) semester is dedicated to a
focus first on the quality of the student’s thinking, rather than matters of spelling andgrammar. The latter are certainly important to meeting professional publication standards andmust be addressed, but premature focus on spelling and grammar may cause both student andfaculty to become bogged down in multiple cycles of proofreading and wordsmithing. Holisticconsideration of the elements of thinking in research, and an explicit focus on intellectualstandards rather than formatting standards should lead to improvement in the attainment of high-level skills in a graduate program.References[1] R. Parker, "Skill development in graduate education," Mol Cell, vol. 46, no. 4, pp. 377- 81, May 25 2012.[2] B. Goodwin, "Research says / Teach
= freshman, S = sophomore, J = junior, Sr = senior), UoU = University of Utah,SLCC = Salt Lake Community CollegeTables 2 exhibits the types of students surveyed, and the designations for each category. Bothtables 1 and 2 are shown above and in the following page. # Type of Student Surveyed CATEGORIES 1 SLCC (F only) Category A Students 2 SLCC (S only) Category B Students 3 SLCC only Chemical Engineering (F,S) Category C Students 4 SLCC and U of U (F,S,J,Sr) Category
career so that they willbe more likely to persevere in majors and careers in science.41 Some of these programs addadditional components such as enhanced emphasis on mentoring, development of career plansand actual graduate applications, dealing with time management and work-life balance issues,and identifying a supportive peer group. Such programs have been described by Purdy et al.42and by Crosby et al.43 While many of these programs are highly effective, they do not alwayshave stable funding. .B. MentoringAs noted by Purdy and Wasburn2, "a continuing concern for all graduate students is how to findsufficient mentoring and role models. This need is not limited to academic subjects. Much morethan undergraduate students, graduate students are
abilities increased while taking the EECS communication course. (a) Depicts the pre- andpost-class distributions by communication genre, with the box height indicating the mean response and thewhiskers representing the standard deviation. For each genre, the average self-assessed score increased aftertaking the course. (b) Shows the distribution of the students’ self-assessed change in abilities by genre.While in a couple cases, students actually reported a decrease in their perceived abilities, the majority ofstudents reported an increase.improvement in their communication skills (approximately 55%) with those who would at leastmoderately recommend the Communication Lab to a friend (approximately 90% reported 3-5/5).While there might be several
of African American doctoralstudents, (b) the perceived risk of mentoring an African American student based upon limitedrespect for academic abilities, and (c) a history of strained relationships between AfricanAmericans students and the various academic units. In addition, Adams reported that thesestrained relationships among faculty members and African American students may result instudents’ feelings of isolation and, in some cases, perceptions that faculty are uninterested intheir learning. Kador and Lewis8 examined the relationship and the importance of connectingAfrican American doctoral students with advisors in the mentor roles. More specifically, thisstudy brought to the forefront the importance, as well as the impact of mentors
research is not the primary driving force for engineering innovation which the outdated 1945 linear basic research-driven model predicted; nor is the practice of engineering sequential to basic research as conventional wisdom implies. Rather, in many large-scale technology development projects and programs, engineering frequently drives the need for further academic basic scientific research [Project Hindsight]. 13 The National Collaborative Task Force has identified the modern process and stages of the engineering method for innovation; and the core competencies, skill-sets, attributes, and progressive responsibilities required of graduate engineers at all leadership levels of engineering from a) early- career levels, b) mid
. Program Structure The NCSU professional development program for engineering graduate students hasgone through several evolutionary changes since its inception. In its present form, all new TAsare now required to attend an introductory 3-hour workshop called “Survival Skills forEngineering Teaching Assistants” and at least one of several 1.5-hour elective workshops on (a)grading homework and tests, (b) using instructional technology, (c) learning and teaching styles(intended primarily for TAs who will be covering lecture classes and recitation sections), and (d)“Tips from the Trenches,” a workshop inspired by the Cornell model led by an experienced TAand a faculty member. Students are required to attend the workshop that most closely
. Page 24.692.12References 1. NSF Advanced Funding Search. Retrieved December 26, 2013 from http://www.nsf.gov/funding/advanced_funding_search.jsp. 2. Borrego, M., & Cutler, S. (2010). Constructive Alignment of Interdisciplinary Graduate Curriculum in Engineering and Science: An Analysis of Successful IGERT Proposals. Journal of Engineering Education, 99(4), 355-369. 3. McNair, L. D., Newswander, C., Boden, D., & Borrego, M. (2011). Student and Faculty Interdisciplinary Identities in Self-Managed Teams. Journal of Engineering Education, 100(2), 374-396. 4. Lattuca, L. R., Knight, D. B., & Cortes, C. M. (2011). Working as a Team: Enhancing Interdisciplinarity for the Engineer of 2020. Proceedings
. Williams, C. C. L. Wang, Y. C. Shin, S. Zhang, and P. D. Zavattieri, “The status, challenges, and future of additive manufacturing in engineering,” CAD Comput. Aided Des., vol. 69, pp. 65–89, 2015.[3] E. Vazquez, M. Passaretti, and P. Valenzuela, “3D opportunity for the talent gap,” Deloitte Insights, 2016.[4] D. L. D. Bourell, J. J. Beaman, M. C. Leu, and D. W. Rosen, “A brief history of additive manufacturing and the 2009 roadmap for additive manufacturing: looking back and looking ahead,” US-Turkey Work. Rapid Technol., pp. 5–11, 2009.[5] T. W. Simpson, C. B. Williams, and M. Hripko, “Preparing industry for additive manufacturing and its applications: Summary & recommendations from a National Science
/WCNews/NewsArticleDisplay.aspx?ArticleID=21.2. Birchall, J. (2005, May 26). Family healthcare costs rising by up to 10% a year. FT.com Financial Times.Retrieved May 27, 2005 from http://news.ft.com/cms/s/545a79a4-cd76-11d9-aa26-00000e2511c8.html.3. Blake, B. (2005, April 8). $108M expansion plan would improve health care. Asheville Citizen-Times.Retrieved May 30, 2005 from http://www.wcu.edu/pubinfo/news/ statecapitalplan0804.htm.4. Brown, N. P. (2003, September-October). Where next for healthcare: The prospects for the professions. HarvardMagazine. Retrieved May 24, 2005 from http://www.harvardmagazine.com/on-line/090339.html.5. Center for Regional Development. (2005). [data compiled from U.S. Census 2000 data.] Western CarolinaUniversity.6
classrooms, although they are welcome to also do a "highereducation" practicum. The K-12 component of Tech to Teaching is mentioned within the contextof this paper, despite its focus on graduate students, because teaching at the high school level is a Page 15.347.10potential desired career path for undergraduate and graduate students alike. LEVEL B Step 4, which is the first step of Level B, is a 2-credit advanced teaching course, CourseDesign for Higher Education (CETL 8802 CD). Individuals in the course have the guidedexperience of designing a college-level course for a context of their choosing (both topic andtype of
, engineering science and mechanics, industrial engineering, and civil engineering.Of the total students’ teaching responsibilities, 8 were teaching a course, 17 were teaching a labor recitation section, and 6, who did not have any teaching responsibilities, were grading, holdingoffice hours, or holding homework/tutoring sessions.The students completed a course perception questionnaire during the final session of the course.The questionnaire focused on students’ perceptions of the course, their perceived understandingof teaching practices, the perceptions of their personal teaching, and their understanding of howpeople learn. A more complete description of the questionnaire is available in Zappe and Kapli(2008).8 Appendix B displays the items, along
RDM Final Project Application of the DCP developed by the students to campus research faculty A Planning Document Establish roles and tasks; examination of DCP as applied to researcher; practice session B Interview Session Interview of researcher to gain knowledge for development of DCP C Combined Document Synthesis of individual material from interview into one document for refinement into DCP D Post Interview Reflection
Engineering Education Annual Conference, Atlanta, GA, USA, June 2013.[2] C. Gattis, B. Hill, T. Shields, and S.G. Davis, “Breaking Barriers: Pathways to Graduation for Underrepresented Talent,” Proceedings of the 117th American Society for Engineering Education Annual Conference, Louisville, KY, USA, June 2010, AC2010-1286.[3] M. Rossetti, E. Clausen, C. Gattis, M. Hale, and K. Needy, “Enrichment activities in support of a student integrated intern research experience,” Proceedings of the 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN, USA, June 2014.[4] C. Weishaar, M. Rossetti, K. Needy, R. Specking, and T. Dodson, “Effectiveness of GRE workshops to increase awareness
andfurther iterations of the course, we can more effectively train graduate student instructors to helpeducate the next generation of engineers.References [1] David A Torvi. Engineering graduate teaching assistant instructional programs: training tomorrow’s faculty members. Journal of Engineering Education, 83(4):376–382, 1994. [2] KA Rosse-Richards, JD Velasquez, DB Nelson, and C Levesque-Bristol. The influence of a teaching assistant orientation on teaching assistant perceptions of self-efficacy. In ASEE Annual Conference and Exposition, Conference Proceedings, 2013. [3] Kevin Andrew Richards, Juan Diego Velasquez, and Lindsey B Payne. The influence of a college teaching workshop series on teaching assistant perceptions of
categorize respondents into demographic/characteristic groups. Thesecond set of questions was designed to assess student satisfaction with the resources they needto perform research. These questions were divided into three categories: office space (Block B),lab space (Block C), and computers (Block D). The third set of questions (Blocks E and F) wasdesigned for student self-assessment of preparedness to perform EnvE research successfully.These questions examined how prepared students felt they were for research when they beganthe program, how well the program has prepared students for research, and how well a laboratory Page 11.130.10course has
in Industrial Engineering at the Chihuahua Institute of Technology, a Master in Science in Industrial Engineering at the Cd. Juarez Institute of Technology, a Master in Science in Educative Mathematics at the Research Center for Advanced Studies (CINVESTAV del IPN) and Ph.D. in Industrial Engineering from the State University of New York at Buffalo.Dr. Maged Mikhail, Purdue University - Calumet Dr. Maged B. Mikhail, Assistant Professor, Mechatronics Engineering Technology Ph.D., Electrical Engi- neering, Tennessee State University, Nashville, Tennessee, August 2013. Dissertation title: ”Development of Integrated Decision Fusion Software System For Aircraft Structural Health Monitoring” M.S., Electri- cal
S.A. Meyers, The Teaching Assistant Training Handbook: How To Prepare TAs for Their Responsibilities. Stillwater, OK: New Forums Press, 2001.3. Robinson, J.B., "New Teaching Assistants Facilitate Active Learning in Chemistry Laboratories: Promoting Teaching Assistant Learning through Formative Assessment and Peer Review," Journal of Graduate Teaching Assistant Development, vol. 7, pp. 147-162, 2000.4. Black, B. and M. Kaplan, A guidebook for University of Michigan graduate student instructors: Center for Research on Learning and Teaching, 1998.5. Harris, A.H. and M.F. Cox, "Developing an Observation System to Capture Instructional Differences in Engineering Classrooms," Journal of Engineering Education, vol
Paper ID #15980Design, Implementation, and Outcomes of a Comprehensive Professional De-velopment Program for Post-Graduate Studies in EngineeringProf. Laleh Behjat Dr. Laleh Behjat is an associate Professor in the Department of Electrical and Computer Engineering at the University of Calgary. Her research interests include designing computer chips, electronic design automation and developing software for computer hardware. She has won several awards for her work on the development of software tools for computer engineering. In addition, Dr. Behjat has a passion for increasing the statues of women in Science, technology
electricity outlet. The cell temperature of an HCPV module impacts its electricaloutput [5, 6]. Thus, HCPV needs a cooling system to maintain the temperature of the solarmodule. The cooling system can keep the temperature between 50°C and 80°C [7, 8], manydifferent kinds of cooling system have been shown in literature in the past[9-11]. Passive andactive cooling systems are two types of general cooling method for HCPV cooling.The passive cooling system uses a metal heat sink to cool down the panel. Many types ofresearch show the ability to use passive heat sink to keep panel efficiently (especially in500suns) [12-19], the passive cooling fin structure can be shown in Figure 3 [19].Figure 3. Schematic of a finned heat sink: (a) front view and (b) 3D