Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Diversity

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Student

Revolutionizing Engineering Departments grant ”Additive Innova- tion: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017. American c Society for Engineering Education, 2021 Understanding the perspectives of empathy among engineering faculty membersAbstractIn higher education, studies have shown that teacher empathy can lead to better student learningoutcomes, diverse and inclusive learning environments, as well as less teacher burnout. Inengineering education, research on

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Student

developing in their research ordissertation work to gain clarity and direction. In future work, I would like to further explorethese anecdotes to understand how they may influence integrating into an academic culture as ajunior faculty of color.References[1] C. Hixson, E. L. Ingram, J. M, Williams, H. M. Matusovich, and R. E. McCord, “The RisingEngineering Education Faculty Experience (REEFE): Preparing junior colleagues,” in AmericanSociety of Engineering Education (ASEE): Proceedings of 122nd Conference & Exposition,Seattle, WA, USA, June 14-17, 2015.[2] R. McCord, C. Hixson, E. L. Ingram, and L. D. McNair, “Graduate student and facultymember: An exploration of career and personal decisions,” in American Society of EngineeringEducation (ASEE

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

investigate the experiences of GTAs in engineering by exploring howGTAs' feelings of autonomy relate to the types of teaching decisions they make. Teachingexperiences in graduate school may influence graduate students' career paths, so exploringmotivation and decision making can allow universities to better support graduate students.This study aimed to answer the following research questions: 1. How autonomous do graduate teaching assistants feel in their teaching duties? 2. How do graduate teaching assistants‟ descriptions of their teaching decisions relate to their perceptions of autonomy?Background and Situation in the LiteratureThe employment of graduate teaching assistants, or GTAs, has been largely motivated by thedesire to allow

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Purdue University, West Lafayette / Universidad EAFIT, Medellin, Colombia; Ruth A. Streveler, Virginia Polytechnic Institute and State University; Audeen W. Fentiman, Virginia Polytechnic Institute and State University; Harsh Wardhan Aggarwal, Purdue University; Sayan Biswas, School of Aeronautics and Astronautics, Purdue University; Brandon S Coventry, Weldon School of Biomedical Engineering, Purdue University; Institute for Integrative Neuroscience, Purdue University; Abdel-Rahman Hassan, Virginia Polytechnic Institute and State University; Margaret L McNamara, Purdue University; Smirti Nandan Paul, Purdue University

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Student

’ perceptions is focused on the notion of balance. Consequently, the research questions thatorientate the study are: 1) what do the professional development plans of engineering graduate studentsportray about their striving for balance in their future faculty careers? And 2) how does writing aprofessional development plan with expert guidance in a formal class help these students prepare for afaculty position?Research DesignTheoretical frameworkThe students in the SEP class come from diverse cultural and disciplinary backgrounds, but they all havesomething in common: the motivation to pursue a career in academia as faculty members. Suchmotivation constitutes the common ground explored in search of different approaches to a balancedfaculty life. Among

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

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Student

Engineering Education, 2013 Exploring the Experience of Undergraduate Research: A Case Study Using FacebookIntroductionParticipating in research as an undergraduate can be a powerful learning experience, helpingstudents form connections with faculty, put classroom knowledge into practice, develop researchskills and prepare for graduate study. Undergraduate research is a “high impact” educationalpractice1 that can be particularly effective for engaging students from diverse backgrounds.2–5The NSF makes a substantial investment in undergraduate research experiences, which it views as“one of the most effective avenues for attracting talented undergraduates”6 and preparing them forgraduate study and careers in

Conference Session

Student Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelly Patsavas; Barrett S. Caldwell, Purdue University, West Lafayette

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Student

) conference. (He was also a participant in the 2003 US FOE, and the 2006 German-American FOE, conferences.) He currently serves on the Executive Council of the HFES as its Secretary-Treasurer Page 24.584.1 c American Society for Engineering Education, 2014 Exploring the Development of Undergraduate Research ExperienceAbstractThis paper describes a multi-year experiential reflection process examining the development ofresearch awareness and integration for an undergraduate industrial engineering student. As asophomore, I approached the faculty

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University

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Student

. Julie P Martin, Clemson University Julie P. Martin, Ph.D. is an associate professor of Engineering and Science Education at Clemson Univer- sity. Her research agenda has focused on diversity and inclusion in engineering education. In particular, her NSF-funded CAREER work has investigated how social relations—operationalized as social capi- tal—influence student academic decisions and success, especially for underrepresented and underserved students. Her CAREER research supports the need for continued proactive outreach, educational and support systems that have the potential to form ”resource-rich” networks in which students receive infor- mation and resources in routine exchanges. Dr. Martin’s current projects

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

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Student

Systems from 1985 to 1987, during which time she worked in ISDN standards, including representing Bell Labs on an ANSI standards committee for physical layer ISDN standards. She received an Exceptional Contribution Award for her work during this time. After receiving her Ph D., Dr. Bottomley worked as a faculty member at Duke University and consulted with a number of companies, such as Lockheed Martin, IBM, and Ericsson. In 1997 she became a faculty member at NC State University and became the Director of Women in Engineering and K-12 Outreach. She has taught classes at the university from the freshman level to the graduate level, and outside the university from the kindergarten level to the high school level. She is

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

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Diversity

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Student

. American c Society for Engineering Education, 2021 Paper ID #34565Prof. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science

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

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Diversity

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Student

Publications. 6.   McCord, R., Hixson, C., Ingram, E. L., & McNair, L. D. (2014). Graduate student and faculty member: An exploration of career and personal decisions. Paper presented at the American Society of Engineering Education Annual Conference and Exposition, Indianapolis, IN. Page 26.1569.10

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

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Diversity

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Student

constituted a new challenge for faculty and students alike.Various other struggles encountered in the midst of a pandemic (e.g., economic impacts onindividuals and family) all tested the degree of resiliency and adaptability of both faculty andstudents to establish and sustain a coherent educational system. Universities were especiallychallenged when given lack of immediate procedural or resourceful commodities fortransitioning to an online learning environment in a rapid and timely manner [3]. These changesresulted in huge burdens on faculty members, students, and universities to cope with thistransition and deliver a full or partial online teaching and learning environment in an efficientmanner. The research on COVID-19 effects on

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen Secules, Florida International University

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Diversity

Tagged Divisions

Student

graduate student perspective, not a person who relates primarilyas an employer or instructor of graduate students— hence, the “before I forget” part of the title. I hope theperspective gained by hindsight can supplement that lack of immediacy and that as a communicative act Ican speak directly to graduate students with something valuable. Now a faculty member, I am alsolooking towards being able to synthesize these pieces of advice in ways that I may be able to pass along tomy own and other graduate students. I do not anticipate this advice to be comprehensive, and I inviteothers to add their wisdom as well, in this paper (see Section 5) and future works. In this envisionedcollective body of knowledge on graduate student process, no one would

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

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Student

Foundation. As part of the course or their graduate experience, studentsengaged with the public in an on-going ethical dilemma. Some students delivered a monologueof their experiences at a live event produced by the US Water Study team and Story Collider, anon-profit that “helps people […] tell their true, personal stories about science,” (Story Collider,n.d.) and was open to the public. The stories showed the diverse motivations, impact, andexperiences when engaging in engineering work that addresses the public’s needs. The narrativeanalysis was guided by Cruz and Kellam’s (2017) approach and used Joseph Campbell’s Hero’sJourney as a coding scheme for the participants’ stories (Table 1). Table 1. Coding Scheme for

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

1 illustrates the investigation embeddedwithin the conceptual framework. Developing a community of practice can be an effectivemeans for helping new teachers learn to teach. “Communities of practice are groups of peoplewho share a concern, a set of problems, or a passion about a topic, and who deepen theirknowledge and expertise in the area by interacting on an ongoing basis” (p. 5).2 The biomedicalengineering fellows were interested in learning about and educating students with reform-basedinstructional practices. It is anticipated that fellows work together with faculty and mentorteachers as a community to develop a shared knowledge about the practice of teaching science inpreparation for future careers as tenured faculty members at the

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

learning, and preparation of engineering graduate students for future careers. Her dissertation research focuses on studying the writing and argumentation patterns of engineering graduate students.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and is the Inaugural Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

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Diversity

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Student

students interests towards pursuing a graduate degree.The physical and psychological impacts of student involvement, such as attending social events,giving oral presentations, being part of a group, club, organization, etc., have been studied widelyby scholars [31][32][33][34]. They have shown a major role in students’ self-efficacy andpersistence and positively impact students’ academic autonomy, career, and lifestyle planning[32][35][36][37]. “Academic involvement, involvement with faculty, and peer involvement” arethe three most powerful involvement forms according to the literature [31]. Likewise, learning ina group is an effective practice in promoting greater academic achievement, promising attitudestoward learning, and increasing

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

a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching in- terests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the de- velopment of engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).Prof. Heidi A. Diefes-Dux, Purdue University, West Lafayette Heidi A. Diefes-Dux

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

gradingif they worked as GTAs. They also talked about including social time and family time in theirdemanding schedules. Basically, the students found it challenging “to make it all work.”The challenge of choosing an advisor was also more complex than expected. One studentsummed up the process as an overwhelming task to accomplish in one semester: I need to [find a faculty member that I will] be able to work well with and they should have similar research interests to me. I need to figure out who this person is, what I'd like to research, and talk to them about performing this research during my graduate lifetime.One student agreed, saying that it’s “extremely tough” to identify the right advisor and that“you’re not sure if you’re still in

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bryon Kucharski, Wentworth Institute of Technology; Aaron Carpenter, Wentworth Institute of Technology; Joan Giblin, Wentworth Institute of Technology; Mehmet Ergezer, Wentworth Institute of Technology

Tagged Divisions

Student

enter college and combine past study habits with new learning strategies in an effort tohandle the collegiate workload of 4-5 undergraduate courses. Undergraduates learn new learningstrategies from personal experience, suggestions from faculty and staff, adaptation of past habits,and observation of and discussion with their peers. Thus, their ability to incorporate newstrategies into their own academic life is in many ways limited to the people they have contactwith, both in face-to-face settings, and now through the Internet. Undergraduate help-seekingbehavior can be influenced by faculty and peers 1,2 . While faculty members, tutors, mentors, andadvisors are a valid source of advice, recent graduates and current junior/senior students

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

their interdisciplinary degree. To aid students in addressing these challenges, thispaper addresses the research question: What are important characteristics of doctoral committeemembers for a student pursuing an engineering education PhD?Literature ReviewFaculty members are an important support system for graduate students, especially a facultyadvisor and the members of a student’s committee [6, 7]. These faculty members not only providethe necessary disciplinary content knowledge, but can also provide personal, career or emotionalsupport[7]. While earning an interdisciplinary degree, as that in engineering education, the role ofthe advisor can become more complex[8]. Co-advisors may be needed to provide the additionalcontent expertise or the

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kalen Kahn, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Student

Design in the Middle Years," Cambridge Handbook of Engineering Education Research, pp. 181-199, 2014. [2] K. Patsavas and B. Caldwell, "Exploring the Development of Undergraduate Research Experience," in 121st ASEE Annual Conference and Exposition, Indianapolis, IN, 2014. [3] R. McCord, C. Hixson, E. Ingram and L. McNair, "Graduate Student and Faculty Member: An Exploration of Career and Personal Decisions ID # 9165," in 121st ASEE Annual Conference and Exposition, Indianapolis, IN, 2014. [4] B. Novoselich, Interviewee, Project Advisor Meetings. [Interview]. June-August 2018. [5] L. Waxman, S. Clemons, J. Banning and D. McKelfresh, "The Library as a Place: Providing Students with Opportunitiies for Socialization, Relaxation

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

Education, Purdue University. In his graduate work he is exploring the systems of conceptual and social challenges associated with educa- tional change for the development of undergraduate engineering education. Before joining the doctoral program he worked for nine years in a faculty development role at King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. He received his M.S. in Civil Engineering from KFUPM and also has earned an MPBL degree from Aalborg University, Denmark.Mel Chua, Purdue UniversityDr. Linda Vanasupa, California Polytechnic State University Linda Vanasupa has been a professor of materials engineering at the California Polytechnic State Univer- sity since 1991. She also serves as co

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ana Cristina Estrada, University of Virginia; Lindsey Taylor Brinton, The Ohio State University

Tagged Divisions

Student

, which is acomponent of job applications for faculty positions. The professional development facet of theprogram includes workshops for writing a CV or a Cover Letter and academic interviewing, attendingdiscipline specific conferences, presenting research, and interviewing faculty members to learn moreabout their career trajectory. The academic life facet includes workshops on the tenure and promotionprocess and student advising, as well as service involvement in the university. Participants alsocomplete a series of interviews of faculty, including administrators, to learn more about their careers.Overall, the program provides a large set of resources, support, and guidance through professionaldevelopment for graduate students who seek to be

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Student

/presentation notes and faculty-student interaction. The A/CE3 staff and studentobserver collaborate to create a brief document summarizing major successes and weaknesses ofthe class; these are presented to and discussed with the faculty in a one hour post-observationmeeting. As a graduate student this whole cycle is an immersive learning experience where youtake part in classroom observation training, critically examine several lectures from newerfaculty members, hear from an expert providing feedback to the faculty, and you are also grantedthe opportunity to contribute your student perspective in this process.Focus Groups to Collect Student FeedbackAnother function that the A/CE3 can provide to faculty in the College of Engineering isconducting focus

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Student

studentprogress. Additionally, this paper is meant to catalyze conversation among graduate students,undergraduate students, advising faculty members, and administrators about the specifics of the pathwayto a PhD. The elements of the PhD process that are highlighted with the analogy presented at the specialsession are the interpretation of the facilitators. Our interpretation might not resonate with every PhDstudent or every reader, but discussing the differences and shortcomings of the analogy will still initiatemore detailed conversations about the PhD process and the implications of the differences between ourinterpretations and that of others.FrameworkTo help guide their exploration, participants were provided an overview of identity-trajectory

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sidra Gibeault, California State University, Los Angeles; Joseph D. Iorio, California State University, Los Angeles; Jorge Diego Santillan, California State University, Los Angeles AUV; He Shen, California State University, Los Angeles; Mark Tufenkjian P.E., California State University, Los Angeles

Tagged Divisions

Student

design intent from the organizers for the competition tobe accessible to students at every stage of their college career, whereby there are portions of thecompetition that are simple enough to be completed by a team competing for the first time, withsuccessive tasks of increasing difficulty that will challenge even the most experienced students.Implementation of Robotics Competition at CSULAThe Robosub team at CSULA was founded in 2016, providing a multidisciplinary platform forstudents of all majors and backgrounds to participate in the creation of an autonomous submarinerobot for the annual Robosub competition. Students gain various technical and soft skills, as wellas form lasting relationships with other team members and faculty advisors

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel Jannette McFalls, Mississippi State University; Carla Danielle Grimes, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Rani W. Sullivan, Mississippi State University; James Warnock, Mississippi State University

Tagged Divisions

Student

 during the summer. All the students in both programs came into contact with faculty members and were encouraged to take business cards so that they would have a contact person if they chose to enroll in an engineering discipline at the hosting university. By accumulating these contact people, the students were able to form their own network within the university.   The facilitators also discussed the importance of recruiting the students into engineering by informing them of the opportunities in the various engineering fields. By conducting tours of different research facilities, the students were introduced to multidisciplinary engineering as well as real life applications of the lessons they had been learning during the week. One

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Daniel P. Bumblauskas, University of Missouri, Columbia; Alexandra Emelina Coso, Georgia Institute of Technology; Ana T. Torres-Ayala, University of South Florida

Tagged Divisions

Graduate Studies, Student

Page 22.1340.4Thomas, personal communication, December 14, 2010). Planning is already in process to boostthese numbers for the 2011 Midwest region meeting at Arkansas Tech in Russelville and the2012 meeting at the Missouri University of Science & Technology in Rolla.Beyond student chapters, SCC, and region meetings, ASEE has continued to promote studentinvolvement in engineering education through the creation of the “Bring-A-Student” program,which allows students to attend the ASEE Annual Conference without an ASEE membership.Engineering education departments at institutions such as Virginia Tech have organizedworkshops to provide opportunities for graduate and post-doctoral students to explore positionsin academia. In addition, faculty

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

for training though sessions offered before the start ofthe spring semester and program kickoff, as well as “lunch-and-learn” type social gatheringswith other mentors during the duration of the program.During the first year of the program’s implementation, graduate student mentors were solicitedprimarily by asking faculty members to nominate graduate students for the program, resulting in9 graduate mentor participants. In the second year, graduate students were recruited directly viatargeted emails from the program directors and graduate advisors, flyers posted in engineeringbuildings, and word of mouth from past mentors, program directors and administrators, resultingin 13 graduate mentor participants. As the program continues to grow and

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kacie Caple D'Alessandro, Virginia Tech

Tagged Divisions

Graduate Studies, Student

GraduateCertificate[5] and the Future Professoriate Graduate Certificate[6] programs at Virginia Tech.These programs are designed to prepare graduate students for a future career in academia byexamining topics in higher education. I found these courses very helpful in preparing me forteaching and mentoring. Since I was teaching while taking some of these courses, I was able toimmediately integrate some of this new knowledge into the classroom. If you are passionateabout becoming an effective teacher, seek out opportunities to learn about practical methods ofmanaging a course, from assessment design to teaching practices in the classroom. If you do nothave access to courses in higher education, seek out advice from faculty members you respect.In my case, I