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Learning Non-technical Skills from Pedagogical Training: Investigating IGERT Graduate Student Perceptions

Conference Session: Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University
Tagged Divisions: Student

. The Integrative GraduateEducation Research and Traineeship on Magnetic and Nanostructured Materials (IGERT-MNM)is a collaboration between Purdue University, Cornell University, and Norfolk State Universityto train interdisciplinary science and engineering doctoral students for future roles as leaders inthe materials science and engineering fields. As part of this socialization into future careers,students proceed through a variety of modules. This paper specifically covers student learning ina pedagogy module, which introduces students to best practices in teaching and learning.Graduate student reflections on the development of high-school level student and teacher scienceand engineering activities were analyzed via thematic coding methods in

Relevance Score: 0.031037204

Graduate Biomedical Engineers Teaching Interdisciplinary Science Through Design at the K-12 Level

Conference Session: Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford
Tagged Divisions: Student

knowledge of reform-based teaching Interview, and Lesson Plan practices? To what extent do biomedical engineering fellows implement biomedical engineering research into Lesson Plan, Pre- and Post-Interview the classroom? How do biomedical engineering fellow lesson plans reflect the Next Generation Science Lesson Plan and Post-Interview Standards?MethodologyAn instrumental collective case study was chosen to examine the research question, “In whatways do biomedical engineering fellows incorporate reform-based practices into secondaryscience classrooms?” The objective of this instrumental approach was to gain insight andunderstanding as to how and

Relevance Score: 0.01791934

Into the Pipeline: A Freshman Student's Experiences of Stories Told About Engineering

Conference Session: Research on Diversification & Inclusion
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia
Tagged Divisions: K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and

Relevance Score: 0.017267507

Facilitating the Transition of a Traditional Engineering Course to a Structured, Active, In-class Learning Environment as a Teaching Assistant

Conference Session: Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania
Tagged Divisions: Student

thesegoals, 3) facilitating positive student group dynamics, 4) providing student feedback, and 5)reflection. It is important to note that this is a collaborative process between the courseinstructor and TA, so the steps in this system involve both parties.BackgroundThe “Active Learning in STEM Courses” mini-course is a series of four 2-hour sessions led bytwo staff members of the University of Pennsylvania’s CTL. The objective of this mini-course isto introduce graduate students and post-docs to active learning techniques and how to createactivities that reinforce and strengthen course goals. This objective is different from the “SAIL(Structured Active In-class Learning) TA Training” (also led by the same two staff members ofthe CTL), which aims to

Relevance Score: 0.015144605

Student and Teaching Assistant Perspectives on Characteristics of an Effective Teaching Assistant

Conference Session: Technical Session: Student Experience & Perspectives
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Dylan Christenson, Texas Tech University; Daniel Baldwin; Maeghan Marie Brundrett, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University
Tagged Divisions: Student

Groundwater Transport Phenomena 16Unfortunately, department budget cuts resulted in a significant reduction of TA positions duringthe semester when the survey was implemented. Although all available TAs participated, thisresulted in a much smaller sample size than anticipated with only 6 TA responses. Anotherresult of the reduced TA positions was many students surveyed did not currently have a TAassigned to their course. These students were asked to reflect on prior experiences with TAs toguide their responses. Care was also taken to remind students that the survey was intended toassess their perceptions of TAs in general, not a specific evaluation of their current TA.The Likert scale questions were analyzed using frequency distributions of

Relevance Score: 0.011613058

An Automated Online Portfolio for Engineers: Planning and Tracking Student Activity – A Tool for Job Interviews

Conference Session: Technical Session: Professional Development Opportunities for Students
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Natacha Depaola, Illinois Institute of Technology; Jamshid Mohammadi P.E., Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology
Tagged Divisions: Student

accomplishments in projects,competitions and other activities that stretch well beyond the usual classroom exercises. Theseaccomplishments reflect more on students’ abilities and talents in solving issues that arecontemporary and within areas that are recognized by the profession as critical and challengingto today’s engineering design and practice. The records of these accomplishments in performingunique and timely activities are expected to place our graduates a step ahead of the “usualcrowd” in the job market and especially during the interview process.2. Employers: The IIT engineering portfolio helps a potential employer to better understand astudent’s aptitude and preparedness for the position (he/she is applying for) and to identify anyspecific

Relevance Score: 0.0108365975

ASEE Student Chapter Longevity and Programming

Conference Session: Technical Session: Professional Development Opportunities for Students
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Rebecca Marie Reck, University of Illinois, Urbana-Champaign; Anastasia Marie Rynearson, Purdue University, West Lafayette; Matthew William Priddy, Georgia Institute of Technology
Tagged Divisions: Student

their “favorite ASEE program or event” was a “talk on researchrelated to underrepresentation in engineering” and another respondent noted partnering withminority-serving organizations like Society of Women Engineers for events, which addressesMission IV. However, this aspect of the Mission was not adequately addressed in the survey. Themajority of respondents were female, however that may not be reflective of Student Chaptersassisting underrepresented groups to seek careers in engineering and engineering technology.Lastly, one response discussed the need for their ASEE Student Chapter to promote internship Page 26.236.7and fellowship

Relevance Score: 0.009482022

Teaching Assistant Professional Development Through Design: Why They Participate and How They Benefit

Conference Session: Technical Session: Professional Development Opportunities for Students
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kathleen A. Harper, The Ohio State University; Hannah Christine Zierden, The Ohio State University; Kevin Robert Wegman; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University
Tagged Divisions: Student

the scheme to all the data. When compared,the internal consistency was over 90%, and further discussion introduced more refinements thatbrought the coders into nearly complete agreement. For instance, in discussing the codes fordrawbacks of participating in the project, the number of categories was reduced by combiningcomments about limited resources and being constrained by other teams’ decisions into theheading of “constraints.” The rich data generated illustrates these students’ impetus andprofessional development, as described in more detail below.Analysis and ResultsParticipantsTwenty-four TAs provided information about their involvement in developing the robot course.Their levels of experience varied, as reflected in Table 1. They also

Relevance Score: 0.008127448

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

Conference Session: Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a

Relevance Score: 0.0076626316

Building a Community of Practice: Discipline-based Educational Research Groups

Conference Session: Technical Session: Student Experience & Perspectives
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Anastasia Marie Rynearson, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Student

 Member searches of professional society databases (e.g. the ASEE Member Database is institution-searchable)  Ask departments that commonly participate in DBER to see if there are faculty or student contacts with education-based research interests (e.g. physics, chemistry, math, engineering; departmental secretaries are helpful!)Discipline-based educational research communities of practice will look different at everyinstitution. The boundaries of the domain of interest may change, the community itself will havea different dynamic, and the community’s practices will reflect the differences the membersbring to the organization. The recommendations and experiences presented in this paper focus onwhat has worked

Relevance Score: 0.0076626316

Engineering Bait-and-Switch: K-12 Recruitment Strategies Meet University Curricula and Culture

Conference Session: Research on Diversification & Inclusion
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute
Tagged Topics: Diversity
Tagged Divisions: K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

approach reflects a foundationalmisalignment in educational philosophies resulting in what might provocatively be characterizedas “bait-and-switch.” The bait-and-switch characterization reflects a mismatch between theengagement logics embedded in most K-12 engineering education and the exclusionary logicsunderlying most university engineering education. While we acknowledge from the start thatuniversity engineering programs are increasingly emphasizing student engagement, the rapidexpansion of K-12 engineering programs has outpaced reforms in higher education aroundengagement, thereby magnifying the problems associated with engineering bait-and-switchexplored in this paper.In popular vernacular, bait-and-switch is often associated with fraud or

Relevance Score: 0.0067728735

Texas Pre-freshman Engineering Program Challenge-based Instruction Curriculum Development and Implementation (RTP, Strand 5)

Conference Session: Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American
Tagged Topics: Diversity
Tagged Divisions: Student

team throughout the summerprogram. After completion of the summer program, the TexPREP students traveled to take partin a regional science symposium and presented two of their CBI Challenge projects, the Stirlingengine and the Solar Car. The students were very excited to share their projects with over 100other 4th year TexPREP students from around the state.The undergraduate curriculum development team was encouraged that the CBI curriculum thatthey developed was beneficial to fourth year students who used the materials that summer andhopeful that students at all TexPREP sites who benefit from the curriculum in years to come.The team members were asked to reflect on their experience and how they were impactedpersonally. Some of their written

Relevance Score: 0.0067048026

The Rising Engineering Education Faculty Experience (REEFE): Preparing Junior Colleagues

Conference Session: Technical Session: Professional Development Opportunities for Students
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Rachel E. McCord, University of Tennessee, Knoxville
Tagged Topics: Diversity
Tagged Divisions: Student

. engineering has the right people with the right talent for a global society (pp. 1-33). Washington, D.C.: American Society of Engineering Education. 2. Denecke, D. Preparing Future Faculty Program. 2014; Available from: http://www.preparing-faculty.org. 3. King, P.M. and K.S. Kitchener, Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood. Educational psychologist, 2004. 39(1): p. 5-18. 4. Baxter Magolda, M.B. and P.M. King, Learning partnerships: Theories and models of practice to educate for self-authorship. 2004, Sterling, VA: Stylus Publishing. 5. Nyquist, J.D.W.D.H., Working effectively with graduate assistants. 1996, Thousand Oaks, Calif.: Sage