Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Irene B Mena, Pennsylvania State University, University Park; Sven Schmitz, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies, Student

Paper ID #6437An Exploratory Study of the Research Mentor Experience in a Novel Under-graduate Aerospace Engineering CourseIrene B Mena, Pennsylvania State University, University Park Irene B. Mena has a B.S. and M.S. in Industrial Engineering, and a Ph.D. in Engineering Education. Her research interests include first-year engineering and graduate student professional development.Dr. Sven Schmitz, Pennsylvania State University, University Park Dr. Sven Schmitz joined the faculty of Aerospace Engineering at Penn State University in 2010. He received a diploma degree in Aerospace Engineering from RWTH Aachen (Germany) in 2002

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

Paper ID #6667Am I a Boss or a Coach? Graduate Students Mentoring Undergraduates inResearchMs. Janet Y Tsai, University of Colorado at Boulder Janet Y. Tsai is a doctoral student at the University of Colorado, Boulder, whose work examines and develops initiatives to encourage more students, especially women, into the eld of engineering. Currently, Tsai’s research focuses on understanding the dynamics of how status and prestige are constructed among novice engineers.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Dr. Daria Kotys-Schwartz is the Design Center Colorado Co-Director and an Instructor in the

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Tobias Ortega-Knight, University of the Virgin Islands; Charles Huang Chen, Michigan State University; Danny Lynch, University of the Virgin Islands; Kathleen Anne Fitzsimons, Michigan State University; Crystal D Alton; Juan L. Mena Lapaix, Michigan State University; Joshua Drost, Michigan State University; Garrett Kohler

Tagged Divisions

Student

.1,5,7–9,11For some students, the EnSURE experience offered very practical supports on their path towardgraduate school; for instance, STUDENT-A commented: “This summer I hope to gain a betterunderstanding of what will be expected from me when I apply for graduate school. I am lookingforward to learning new ways of putting my applications together. It is also a great way to gain abetter understanding of [this university] and see if this is a place that I would like to pursue furthereducation.” STUDENT-B also expressed a desire to explore academic and professionaloptions: “I, too, hope to decide whether I want to pursue a graduate degree or go into industry. Ialso want to deeply learn my topic and make a meaningful contribution in the field

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel P. Dempsey, University of Massachusetts Lowell; Carol Barry, University of Massachusetts, Lowell; Joey Mead, University of Massachusetts Lowell

Tagged Divisions

Graduate Studies, Student

students, and (3) a more advanced version of the latter two workshops would be usefulfor the senior graduate students (and possibly, the post-doctoral researchers). (a) (b)Figure 1. Professional development: (a) workshop on library skills and (b) resume/vitae writingworkshop.Improvement of communication skills involved three programs. First, the weekly presentationsby individual graduate students were continued in 2010-2011. Second, a new focus onimproving general writing skills was addressed by the hiring of three “wordsmiths,” seniorEnglish majors who acted as writing tutors to the group. The Graduate Student Council leadersand the wordsmiths worked together, creating a curriculum

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

structure of the enduring understanding and important to know content(Figure 3).I used the revised Bloom's taxonomy3 to generate and organize learning objectives for theFSMFE course. I used a matrix of the cognitive domain versus the knowledge domain as a visualtool to display weekly learning objectives. The purpose of this tool was to make the alignmentbetween the learning objectives and curricular priorities explicit. For example, I reviewed thematrix of weekly learning objectives to ensure that a) the number of objectives was appropriateand represented a reasonable workload for students (e.g., typically 5-8 objectives each week);and b) learning objectives relating to enduring understanding and important to know content

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Student

unstructured epistemological realm of its own in which “anyone has a right to his own opinion,” a realm which he sets over against Authority’s realm where right-wrong still prevails, or (b) the student discovers qualitative contextual relativistic reasoning as a special case of “what They want” within Authority’s realm. Position 5: The student perceives all knowledge and values (including authority’s) as contextual and relativistic and subordinates dualistic right-wrong functions to the status of a special case, in context. Position 6: The student apprehends the necessity of orienting himself in a relativistic world through some form of personal Commitment (as distinct from unquestioned or unconsidered commitment to simple belief in

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda M. Capobianco, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies, Student

SURF,for giving access to the data for this study.Bibliography1. Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210-230.2. Hunter, A. B., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74.3. Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3(4), 270-277.4. Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6(4), 297

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

Mr. B  Embodiment of consciousness  Needing others to understand reality Mr. C  Able to see connections to larger contexts  Diverse cultural links in constructing knowledge in connection to Mr. F the historic and cultural context  Expresses that there is a need to understand how something really Ms. K works before being able to accurately improve or change it  Awareness of resistance Mr. S  A synthesizer/connector who recognizes the importance of team building to collaborate and negotiate in academia

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael L.W. Jones, PhD Candidate Faculty of Information, University of Toronto

Tagged Divisions

Student

receive sometoken curricular reward for their efforts, the time and energy spent on such projects dwarf whatstudents would normally spend in formal classes, and many teams don’t receive any formalcurriculum acknowledgement. Such projects are largely a work of love realized by passionateand driven students, primarily on a voluntary basis. Robert Stebbins’ concept of serious leisure is an appropriate frame to examine suchactivity in a range of informal and voluntary settings. According to Stebbins, people engaged ina serious leisure effort show the following characteristics: a) perseverance to accomplish the task at hand; b) the ability to progress along a career-like path; c) the investment of significant investment

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Rachel Louis Kajfez, Virginia Tech

Tagged Divisions

Student

visual depiction was observed and recorded during observations for softwarevalidation pusposes20. Second, the roles were reversed, and senior faculty observed andevaluated the two authors’ of this paper in their own lectures providing feedback on instructionand ways to improve student interaction, attention, and engagement. Both authors have personalexperience teaching large lectures at University A. One author taught large, first-yearengineering lectures (75 students) at a second large research university (University B) while theother author had extensive laboratory experience at a third university (University C) beforeteaching at University A. Additionally, both authors are involved in a graduate student learningcommunity focused on enhanced

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Stephanie Cutler, Virginia Tech

Tagged Divisions

Student

Paper ID #5730Assembling the Ideal Doctoral Dissertation Committee in Engineering Edu-cationDr. James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach James J. Pembridge is an Assistant Professor in the Freshman Engineering Department at Embry-Riddle Aeronautical University. He earned a B.S. in Aerospace Engineering, M.A. Education in Curriculum and Instruction, and Ph.D. in Engineering Education from Virginia Tech. His research has focused on mentoring as pedagogy for project-based courses and understanding the adult learning characteristics of undergraduate students.Dr. Stephanie Cutler, Virginia Tech Dr