Conference Session

Online Programs and Program Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Audeen W. Fentiman, Purdue University; Emilie A. Siverling, Purdue University; Rene Alexander Soto Perez, Purdue University; Ruth A. Streveler, Purdue University; Michael C. Loui, Purdue University; Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Graduate Studies

were initially offered only on campus to students currently enrolled in Ph.D.engineering programs at the Purdue University. All of the courses relied upon extensive student-student and student-faculty interaction. Students read assigned materials, discussed them inclass with the instructor, and then used information gleaned from the reading and discussions tocomplete assignments that would be useful in performing their duties as faculty members.Some examples of assignments are a syllabus and materials for a course in the student’stechnical field, an interactive presentation of course materials, a detailed teaching philosophy,and a plan for mentoring graduate students. Students often peer reviewed materials prepared byclassmates, and faculty

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer M. Mansfield, Arizona State University; Terry L. Alford, Arizona State University; N. David Theodore, Arizona State University

Tagged Divisions

Graduate Studies

for technology tools used in the course, and a direct link to thefirst online interaction - an introduction discussion and syllabus acknowledgement.For the course at large, the group started with the identified lecture presentations that would needto be recorded. The campus is very fortunate to have several green screen studios and after theinitial orientation, a standing appointment was scheduled where the professor could go in andrecord with the media specialist. The files would then be sent to GOEE’s audio-visual specialistwho would composite the presentation feed with the actual image of the professor. An exampleis shown in Figure 1.Figure 1. Composite of instructor presentation and instructor lecturingThe instructional designer could

Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ritushree Chatterjee, Iowa State University; Ahmed E. Kamal, Iowa State University; Zhengdao Wang, Iowa State University

Tagged Divisions

Graduate Studies

sectioned into four broad categories,namely, Start Here, Course Content, Quicklinks and Getting Help. The ‘Start Here’ sectionconsisted of a module with all necessary information to help the online learner get oriented withthe course page as well as the course. It included information on the faculty, course navigation,syllabus, schedule, technical assistance, information on student support and services on campusas well as special accommodation resources. The ‘course content’ section is where the maincourse learning modules were housed along with all the assessments. The Quicklinks providedfor a faster access to learning resources and Getting Help provided students multiple outlets toreach out if any assistance with the course or otherwise was

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

the same LMS course space and the instructional designer workswith each faculty member teaching their first online class at least a semester before thatcourse is offered. This collaboration is the first step in establishing that the onlinestudents are an equal part of the learning CoP. This collaboration begins with a focus onlearning outcomes and corresponding activities and assessments to ensure that the onlinelearners are able to fully participate. As well, the importance of fully integrating thedistance learners into the classroom CoP is emphasized. This involves paying attentionto details like inclusive syllabus language that explicitly recognizes both learneraudiences in cases where course components necessarily involve differing

Conference Session

Online and Professional Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bharani Nagarathnam, Texas A&M University; Frederick Barry Lawrence, Texas A&M University

Tagged Divisions

Graduate Studies

&Week Content topic Videos Assessments Video 1: Course Introduction UNIT 1 • Global Business, Opportunities, and Understanding Challenges 1 International • Growth overview map using iPad Markets Video 2: Syllabus Overview • Class expectations, project and discussions. Video 3: Generating growth Introduction

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan

Tagged Divisions

Graduate Studies

EngineeringIntroductionMost of the training future faculty receive in graduate school focuses on the research aspects ofthe enterprise. The typical new faculty member has little if any opportunity to prepare for theteaching aspects of an academic career. In this paper I share my experiences in nine offerings ofa graduate course on Teaching Engineering. The goal of the course is to prepare graduatestudents for the teaching responsibilities of a faculty position, acquaint them with learningtheories, give them a chance to discuss teaching issues and give them practice preparingmaterials for a course they might teach someday. These materials include: Educationalobjectives using higher levels of Bloom’s taxonomy, textbooks and other supporting material,detailed syllabus

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Siny Joseph, Kansas State University - Polytechnic Campus; Jung Oh, Kansas State University - Polytechnic Campus; Raju S. Dandu, Kansas State University - Polytechnic Campus

Tagged Divisions

Graduate Studies

) to a hybrid format. The hybrid format allowed students to take the course online without ever stepping foot in the classroom while at the same time they were provided the option of attending class physically and meeting instructors face-to-face. The format also allowed for synchronous (e.g., video conferencing) and asynchronous (e.g., web-based course material) learning, where if synchronous setting did not work for students at remote locations, a recording was available for the students of meetings, and a further follow-up was encouraged through office hours (in person or video conferencing) or discussion boards. The duration of the course was reduced from 16 weeks to 8 weeks

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

weeks), that met once a week for 2hours and 45 minutes. I. Course Objectives: In particular, having successfully completed the course, students will be able to: a) Create organized and theoretically effective syllabi b) Articulate correspondences and differences between education theory and education practice c) Perform peer reviews of other instructors and constructively discuss their performance d) Productively reflect on teaching practices to improve student learning and class environment e) Draw on classroom experiences to develop useful formative assessments f) Develop a teaching portfolio that articulates and illustrates the student´s teaching philosophy II. Syllabus: Following are the

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Rafael Hernandez, Mississippi State University

Tagged Divisions

Graduate Studies

front of committees a. Review of presentation using rubric provided Page 15.630.5Figure 1: Schedule of assignments, lectures, and activities in the research proposition course. Page 15.630.6This was probably one of the most writing intensive courses these students had been enrolled insince beginning graduate school. For this reason, originality of the writing was highly stressed.The policy was clearly communicated in the syllabus and a special session was conducted bylibrary personnel on plagiarism. Students were told that all written prose and

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

other communication avenues to share announcements and opportunities.The event concluded with a discussion on topics that also constituted post-event assignments,including registering and preparing for both the career exploration symposium and themultidisciplinary introductory course (vide infra). Finally, trainees were given time to take ananonymous survey designed to evaluate the onboarding and orientation session.The fact that this session had to be held online due to COVID-19 made possible for the event tobe both broadcast and recorded. This enabled the remote synchronous attendance of internationaltrainees that had not yet traveled to the United States to begin their graduate studies due to thetravel restrictions related to the pandemic

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

opportunities for current students, and toopen up the pool of possible students interested in this field. Expanding educational opportunitiesby developing online delivery of wind energy graduate courses is one strategy to address muchneeded diversity in the field. Building upon the literature of previous successful consortiumdevelopment, a new replicable model for setting up a consortium was created, called the Rapidmodel, with the name reflecting the goal to implement a new consortium within one year.Researchers conducted a study to determine the effectiveness of the model, through observingprogram meetings, interviewing faculty, staff and administrators engaged in the consortiumdevelopment work, and examining course sharing outcomes. Researchers

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

students to teach, from one-dayseminars to credit courses to online training modules, most are customized to the specific needsof college or program. Obviously many of the training programs cover similar topics, such asknowing the students, lecture and presentation skills, preparing course materials, grading,academic integrity, active learning, and assessment. However understanding pedagogy andeducational theory are not as common among the topics. Many programs address the importantneed of what to teach, however they often lack teaching the pedagogy, theory and self-efficacy,that is to say the confidence in the capability to teach. Bandura states that self-efficacy as “thebelief in one’s capabilities to organize and execute the course of actions

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joseph H. Holles, University of Wyoming; Larry Schmidt, University of Wyoming

Tagged Divisions

Graduate Studies

Research Data Management course including week, class, and topic. Numbersin parenthesis indicate chapter of the Briney test used as basis for the lecture topic. The remainder of the course focused on RDM application to active research projects.Early in the course, DMPtool[21] was used individually by the students to develop a DMP fortheir research project. DMPtool is an open source online tool available through the universitywhich allows researchers to create a short, 2-page “funding DMP” that is required by federalagencies as part of the grant application process. DMPtool is agency specific in the informationentered which allows the students to gain field specific knowledge. The second focused application of RDM used a Data Curation

Conference Session

Graduate Student Experiences

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Van Ruitenbeek, University of Illinois at Urbana-Champaign

Tagged Divisions

Graduate Studies

://www.oir.uiuc.edu/Did/workshops/Fa07Workshops.htm. Accessed on January 17, 2008.6. Graduate Academy for College Teaching. Online at http://www.oir.uiuc.edu/did/TAs/GraduateAcademy.htm. Accessed on January 17, 2008.7. EOL 585: College Teaching and Academic Careers syllabus. Online at https://netfiles.uiuc.edu/loui/www/eol585syllabus.pdf. Accessed on January 17, 2008.8. Graduate Teacher Certificate program description. Online at http://www.oir.uiuc.edu/did/Certificates/GraduateTeacher.htm. Accessed on January 17, 2008. Page 13.674.6

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward R. Scheinerman, Johns Hopkins University

Tagged Divisions

Graduate Studies

(we have a wide selection of online courses through our Engineering for Professionals programas well as onsite classes if the student resides near campus) or through independent study(directed by the advisor who suggests book chapters and papers to read).At the beginning of the second semester, the student stands for an oral examination—thePreliminary Examination—based on the syllabus developed during the Diagnostic Interview.During the second semester, the student—who has been working on the research programalready—may have preliminary results and can start to refine their proposed research. Workingwith their advisors, they write a more robust research proposal grounded on the ideas in theirapplication and focused through discussions with

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Sunni Newton, Georgia Institute of Technology; Lydia Soleil, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

university). This task takes place within the community of learners, who both give andreceive peer feedback at all steps of the design process. The community of learners follows D.Fink's process of integrated course design using a learner-centered paradigm. Participants learnabout several different advanced pedagogies, such as problem based learning and peer facilitatedlearning. Products created in the course include: a full course syllabus including an overallcourse schedule, a detailed plan for the first 3 weeks of the course, a project, paper or other non-exam based assessment for the course with an accompanying rubric, and a (revised) teachingphilosophy. Step 5 of the Tech to Teaching certificate is a mentored teaching immersion where

Conference Session

Graduate Studies Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois at Urbana-Champaign; Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Mattox Alan Beckman, University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois, Urbana-Champaign

Tagged Divisions

Graduate Studies

thefeedback from the faculty member and GTA supervisor with our current course syllabus shown inAppendix A, we found that the combination of pedagogical and leadership topics aligns well withtheir needs.The second part of the interview is targeted to evaluate the effectiveness of the GTA training pro-gram. With a list of past participants in the course, we asked the interviewees to identify the GTAsthey worked with and rate each one’s job performance using a scale of 1 to 5 (poor, below aver-age, average, good, excellent). The faculty member had worked with nine GTAs on the list: fourGTAs received a rating of excellent, three GTAs received a rating of good, and two GTAs receiveda rating of average. The faculty member elaborated that those rated as

Conference Session

Mentoring Graduate Students

Collection

2006 Annual Conference & Exposition

Authors

Heidar Malki, University of Houston; Michael Gibson, University of Houston; Enrique Barbieri, University of Houston; William Fitzgibbon, University of Houston

Tagged Divisions

Graduate Studies

interdisciplinary graduate degrees inTechnology. Thus, new innovative, interdisciplinary, and online degrees are being sought.This paper presents a new interdisciplinary graduate program in Technology. The proposedprogram consists of 1) core courses, 2) specialized tracks, 3) Practicum/Internship, and 4)thesis/project as shown in Figure 1. The proposed curriculum involves multidisciplinary programssuch as Computer Engineering Technology, Electrical Power Engineering Technology,Mechanical Engineering Technology, Construction Management, Information Systems, LogisticsTechnology, and Technology Leadership and Supervision. Thus, it allows each program to haveits own specialty while being flexible enough to grow other disciplines.The primary motivation for

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

include, among others, experiential learning, internationalizing curriculum, online learning, and educational technology innovations.Prof. Yuting W. Chen, University of Illinois at Urbana-Champaign Dr. Yuting W. Chen received the B.S. degree from University of Illinois - Urbana Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engineering. Prior to joining the Department of Electrical and Computer Engineering at University of Illinois at Urbana-Champaign as a lecturer in 2015, she worked at IBM Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests include recruitment and retention of under- representative

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

Writing Teaching and Learning EthicsY4 Independent Research Ethics Teaching and Learning WritingThe modular courses (modules) have undergone extensive changes based on formal and informalyearly assessment. Following is a summary of the modules as initially proposed. The Writing module, initially proposed as Professional Communication, aims to provide trainees with the opportunity to learn about the structure and content of diverse documents, and the opportunity to apply this knowledge to prepare documents for technical and non-technical audiences. Trainees were expected to reflect on their development through keeping up an online blog. The Training in Independent

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine E. Winters, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies, Student

emphasis inconsistency” with a teaching supervisor who teaches another section of the same course. Thesupervising professor developed the course materials that Mary is using, and the two sectionsshare a syllabus and course website. During meetings about the course Mary believed she madesome suggestions but that they were not often accepted for implementation. Mary has mademinor changes to the lecture, “added in a few, one or two things maybe throughout… like addingin a slide or two or an example”, and to the exams. Her supervisor “provided the old exams and Ikind of added some new questions and rewrote some of the old questions”. Still, Mary reportsnot making many changes because “I don‟t know, I just didn‟t feel that I could, I guess”. At

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Fenot Aklog, Columbia University; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, City College of New York; Ivonne Santiago P.E., University of Texas at El Paso; Jorge E. González, City College of New York; Jeff Sivils, El Paso Community College; Harry Meeuwsen, University of Texas at El Paso; Fred Moshary, City University of New York; Joseph Barba, City University of New York

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

teaching. • Design of an effective class: students will be able to establish learning outcomes, align assessments with course outcomes, align activities and assignments with course outcomes, and prepare an effective syllabus. • Creation of a productive learning environment: students will be able to promote a civil and engaging learning environment and embrace diversity in course planning and activities, use concept maps and other visualization tools, and develop self-directed learners. • Active learning techniques: students will be able to implement flipped classroom approach and create active learning opportunities in lecture courses. • Technology in teaching: students will be able to understand the

Conference Session

Methods & Techniques in Graduate Education

Collection

2008 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University

Tagged Divisions

Graduate Studies

statements of research and teaching plans − Being ready for likely interview questions • Starting a research program 1.5 hr − Identifying funding sources and writing successful proposals − The NSF CAREER program − Attracting graduate students to your research program • Planning and teaching the first course 1.5 hr − ABET and learning objectives − Preparing a syllabus − Active learning • Success strategies for new faculty members (based on the work of 0.5 hr Robert Boice[2000]) • Open discussion 0.5

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chang Kyoung Choi, Michigan Technological University; Nancy B. Barr, Michigan Technological University

Tagged Divisions

Graduate Studies

students in howto give professional presentations, choose/read academic journals, and write a proposal andmanuscript via a series of assignments.Assignment DescriptionEarly in the course, students practice four aspects of the research communication process usinggenre analysis [13]: 1. Reading a technical journal paper and learning the function of each portion (abstract, introduction, methodology, observations, analysis, conclusions, citations, etc.), 2. Defining the key components of effective research communication, 3. Preparing a professional presentation, and 4. Identifying the process of writing a journal paper.Students then review the syllabus to determine what topic is scheduled on a specific day and selectthe day that interests

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

tried to revise howshe gave feedback, taking cues from Haswell’s “minimal marking’ paper [36].In Spring 2019, Alice learned about Kristen’s work on visualizing arguments. Simultaneously,Alice was revising the course to be able to be presented online pre-COVID (although withsynchronous components). Alice and Kristen worked together over spring 2019 to incorporatesome of the ideas Kristen had been developing into the course. Kristen advised on a structure tointroduce the content, suggested papers, modeled graphical page forms on papers my studentswere reading, and Kristen’s graduate student, Kehinde, produced 4 introductory videos forAlice’s students to watch.Casey, as a scholar in chemistry education, took a different course with Alice on race

Conference Session

Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary K. Nave Jr., Virginia Tech; Amy L. Hermundstad, Virginia Tech; Michael Stewart, Virginia Tech; Michele Ruth Waters, Virginia Tech; Emily Garner, Virginia Tech; Mohammed Seyam, Virginia Tech; Chelsea R. Corkins, Virginia Tech; Karen P. DePauw, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

reasoningskills through problem-based learning activities, and examine complex issues that educators facein the 21st century. The class is taught in an active-learning, technology-enriched classroom.Throughout the semester, students work closely in small groups to discuss a variety of readings,videos, and learning tools, ranging from the writings of Paulo Freire to the PBS documentary“Digital Media: New Learners of the 21st Century.” As deliverables for the course, each studentcreates a learner-centered syllabus for a course in their discipline, a teaching philosophystatement inspired by their own values and experiences, and a problem-based learning project.After each session, students blog and tweet about the readings, individual assignments

Conference Session

Professional Aspects of Graduate Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Ana T. Torres-Ayala, University of South Florida; Kavitha D. Ramane, Purdue University

Tagged Divisions

Graduate Studies

a student member of American Society for Engineering Education (ASEE).Mrs. Jeremi S. London, Purdue University, West Lafayette Jeremi London is a graduate student at Purdue University. She is pursuing a M.S. in industrial engineering and a Ph.D. in engineering education.Mr. Benjamin Ahn, Purdue University, West Lafayette Benjamin Ahn is a Ph.D. student in the School of Engineering Education at Purdue University. His research interests relate to higher education reform, graduate teaching assistants’ roles in engineering classes, undergraduate engineering syllabus and curriculum development, and professional engineering practices in universities and industries. Ahn’s research has been strongly motivated by

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda M. Head, Rowan University; Melanie Basantis, Rowan University; Steven H. Chin, Rowan University; Bernard Pietrucha, Rowan University

Tagged Divisions

Graduate Studies

. Basantis provides leadership to The College of Engineering’s STEM initiatives and has done so for the past 10 years. Middle and High school camps and field experiences are held under her guidance and expertise.Dr. Steven H Chin P.E., Rowan UniversityDr. Bernard Pietrucha, Rowan University Bernard M. Pietrucha Instructor Department of Electrical and Computer Engineering College of Engineering Rowan University Education: B.S., Electrical Engineering, Newark College of Engineering (NJIT); M.S., Electrical Engi- neering, Newark College of Engineering (NJIT); Ph.D., Electrical Engineering, Rutgers University Dr. Pietrucha has taught undergraduate courses in Electrical and Computer Engineering and Freshman and Sophomore

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University

Tagged Divisions

Graduate Studies

college teaching workshops (CTWs). These workshopsaim to help TAs, NTGSs, faculty, and university staff, develop self-efficacy and feelings ofpreparedness by exposing them to a wide variety of topics that relate to pedagogical knowledgeand pedagogical content knowledge. Specifically, workshop topics include: student-teacherrelationships, policies and procedures related to teaching, syllabus construction, course design,presentation techniques, practice teaching, objective test creation, subjective test design andgrading, and preventing and responding to cheating. Each workshop was constructed to contain acombination of lecture, discussion, and activities in which participants are provided withopportunities to interact with one another as well as

Conference Session

Exploring Graduate Student Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quintana M. Clark, Purdue University, West Lafayette Indiana; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

. Page 26.868.5An online Qualtrics survey was used to collect learning ability data. The subject matters testedfor in our analysis were mathematics and English due to their familiarity and vast differences.Participants were undergraduate Purdue University students studying a STEM major in theCollege of Technology. In particular, the participants were enrolled in Tech 12000, DesignThinking in Technology course. The course was comprised of seven sections of about 40students each. Of the enrolled students N=185. The participants of the study were diverse ingender, age, ethnicity, educational level, and major. The 12 different majors identified wereAeronautical Engineering Technology (AET), Aviation Management Technology (AMT),Building Construction