Collection

1998 Annual Conference

Authors

Kenneth Reid

use softwaresimulation as a tool. Students are now introduced to design, the use of software simulation,formal report writing, and peer evaluation through this project at the beginning of their collegecareer. --------------------------------------------------------The introduction to circuit analysis (“Electrical Circuits I” - EET 102) course at the PurdueUniversity Electrical Engineering Technology Department at Indiana University PurdueUniversity Indianapolis is structured with a lecture section and a laboratory section like manysimilar courses nationwide. The laboratory section of Circuits I was structured with 16 weeklylaboratory assignments, performed by student teams typically consisting of two to three

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joakim Sigurd Wren, Linköping University, Sweden

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

communication and other workplace skills as described in [18]. Writing togetherwith other students as well as to read and discuss others students’ texts are also considered tocontribute to strengthen writing ability. Only 3% see a strict peer-to-peer-review as way toimprove writing skills. Based on the teacher-student discussions and the discussions amongteachers, the author expected the students to be more positive to the cooperation within andbetween student groups. The reason for this will be investigated further.When the students’ responses are linked to the theories initially presented, concordance appears.Although the survey is limited, certain things are highlighted. It is valid for, among other things,the students’ awareness of need for this

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Tracy Volz; David McStravick

would be spent meetingCain Project provides a group of faculty in small groups to discuss the students’ papersmembers that specialize in communications and peer review would be dropped.training to be available for the evaluation of In fall 2002, the revised approach was used in athese initial reports. This approach allowed senior laboratory course, which containedidentification of students with report writing essentially the same students as in the previousdeficiencies before the formal laboratory reports spring fluids lab course. The topic chosen forwere submitted and offered an opportunity to this paper related to error analysis. Thegive feedback and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #22673”STEP-ing” Up: Building a Successful Student Leadership ProgramAdrienne Steele, Louisiana State University Adrienne Steele has over 18 years experience in STEM education. Currently, Adrienne works at Louisiana State University, managing all aspects of the STEP project that consists of a large-scale peer mentoring program in the College of Engineering. Previously, she founded and coordinated the Scope-On-A-Rope Outreach Program (SOAR) in the Department of Biological Sciences, where she worked for 10 years. Prior to her positions at LSU, Adrienne was the Science Education Curator at the Louisiana Art and

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology; Charlie Bennett, Georgia Institute of Technology; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

were Rose-Hulman Institute of Technology, Brandeis University, and theMassachusetts Institute of Technology. The expertise and research interests within the group ofauthors ranged from rhetoric and composition, writing in the disciplines, and peer coaching tomicrobiology and chemistry. All of the authors had been trained in the Communication Lab(Comm Lab) program, “a STEM-specific writing center where students can meet face-to-facewith a peer knowledgeable in their discipline to get feedback on STEM writing andcommunication genres.” The research reported in the paper compared “adaptations of the CommLab across several disciplines and three institutions by drawing on quantitative and qualitativeComm Lab and institutional contexts.” The authors

Conference Session

Innovations in the ChE Laboratory

Collection

2004 Annual Conference

Authors

Ron Artigue; Mark Anklam; David Miller; Dan Coronell; Atanas Serbezov; Sharon Sauer; Alfred Carlson

written comments provided by the reviewers, so they can receive credit for their work.Understanding how to improve your report 6) Meet with your instructor to discuss your graded report and ways to improve the technical presentation and writing style. 7) It may be necessary to rewrite your reports and/or collect additional data to support your conclusions.their peer reviews, they revise their reports prior to submitting them to the faculty. The studentsare thus able to learn from the mistakes of others (by completing a peer review) and from theirown mistakes (by having their own work reviewed by a peer). This is an important skill that isseldom emphasized in the typical curriculum.The peer review process is first introduced to

Conference Session

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, The Ohio State University

Tagged Divisions

Chemical Engineering

or design of posters. Pairs then translate their mock-ups onto the board for their peers, and the class discusses common components and key differences between designs before establishing a new “best mock-up” together. This guides discussion of why certain components are necessary for the poster, why they are arranged where they are, what else needs to be considered, and how a different prompt may result in a different poster. The final outcome is a general set of guidelines for poster design that the students developed themselves, with mediation from the instructor. • Proposal Writing—students are given a topic on which to write a proposal and asked to develop a proposal outline. They

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashley R. Strong, Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Divisions

Pre-College Engineering Education

his lesson, Don mentioned, “I don’t know how to teach writing. I don’t have aclue. I’m not trained in that. But more of these types of activities come through, I’m learningmore.”Don also saw writing as collaborative. In brainstorming ideas, he mentioned that engineersshare their brainstorms and journaling as a team. Later on, in thinking about helping studentsimprove their writing, he suggested have students collaborate on one part of the draft andwork on redrafting individually. He also mentioned peer-editing as a way to help studentsimprove.Practices of WritingCompared to reading instruction, both teachers’ practices did not directly relate to theirperceptions of writing instruction. In the case of the first teacher, the writing activities

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

theentire or part of the process. The final step of the process involves students writing a short reporton their modified problem solving process and then applying the process to a new open-endedproblem in a similar topic.Initial Implementation for Sheet Metal FormingIn order to understand the effectiveness of technology enabled peer learning as well as thepotential implementation difficulties, we have developed course materials during Fall 2012semester for sheet metal processing. The prepared contents were then included in the Sophomorelevel Design and Manufacturing Processes (AME 2303) during Spring 2013. There were 45students in the AME2303 section. The students were from Mechanical and IndustrialEngineering majors. The lecture on sheet metal

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Ingrid Paredes, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering

Tagged Divisions

First-Year Programs Division (FYP)

to write effectivecomments (Figure 1). Effective comments are based on five major elements: balanced,respectful, implementable, constructive, and specific. The students' teams will be shownexamples of good and bad written comments during recitation. During Week 3 — 5, the raterpractice was implemented to allow students to be familiar with the CATME interface. DuringWeek 6 — 7, the students on Milestone I were involving an initial design of the prototype. Peerevaluation I allowed the instructor to have an insight into the team dynamics at the normingstage. During Week 8 — 10, the students were working on Milestone II involving an improveddesign of the prototype. Peer evaluation II allowed the instructor to keep track of the teamdynamics at

Conference Session

Faculty Development Division (FDD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shams El-Adawy, Kansas State University ; Christopher Hass; Eugene Y. Vasserman, Kansas State University; Mary Bridget Kustusch, DePaul University; Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University and Rochester Institute of Technology

Tagged Divisions

Faculty Development Division (FDD)

interests and trajectories.The communicative principle draws on the idea that all research happens in conversation withthe larger research community. Dissemination of one’s work is an integral part of being partof a research community. As such, throughout the entire field schools, writing anddiscussions occur with the goal of disseminating work to the broader community. Generativewriting is a mechanism that is incorporated throughout the field school, underlining the ideathat writing at all stages of the research process is part of research.The playful principle draws from the fluid nature of research, where research will evolve andchange as we engage in it and make that process enjoyable. In PEER, this principle isincorporated in the design and

Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Norman Fortenberry, National Academy of Engineering; Tylisha Baber, Michigan State University

Tagged Divisions

New Engineering Educators

structure is required in order to ensure fairness andreliability. Furthermore, a fair and effective peer evaluation program requires a considerableinvestment in faculty time. The minimum amount of time suggested is 4 to 6 hours perevaluation, including a minimum of 1-hr for the pre-observation meeting, 1-hr for theobservation meeting, 1-hr for the post-observation, and1-hr to write the final report[38]. Based onresearch studies and the experience of institutions in which peer review of teaching is practiced,the following elements seem to be essential[39-41]: ‚ Peer observers should be neutral and well-trained. ‚ Observers must use standardized observation reports to ensure reliability. ‚ Teams of at least two colleagues

Conference Session

Assessment-Driven Practices in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi, University of Wisconsin - Platteville; Tina Alaei

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

provide leadership, create a collaborative and inclusive environment,establish goals, plan tasks, and meet objectives." Therefore, engineering schools must preparestudents with teamwork skills and incorporate teamwork as a significant part of their engineeringcurricula (ABET, 2021).Team participation is typically evaluated through peer evaluations or through instructorobservation of individual team members. Several tools have been developed to assess individualperformance, such as the Team Effectiveness Questionnaire (TEQ) or the ComprehensiveAssessment of Team Member Effectiveness (CATME). These assessment tools are based onself-reflections or peer evaluations. However, the efficacy of these tools has been questioned.At the University of

Conference Session

Introduction to Engineering: The Present State

Collection

2003 Annual Conference

Authors

Sandra Courter; Jay Martin

student response (in class, viadiscussion, and survey), numerous changes have been made to this format. Now, studentsattend one large group meeting per week where active learning is used in all the activities.Faculty share an example that demonstrates the desired educational concept, and then askstudents to apply the concept with their peers to something of specific interest to them.The second lecture each week is now a small group meeting where the content isdetermined “just-in-time,” as the result of a formal method for determining what thestudents are most interested in learning to best complete their project. Other changes include • Incorporation of writing into all aspects of the course • Recognition that the design process is

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mathematicsco-requisite course to college algebra, in order to reach more students. We have alsoimplemented a mandatory peer mentor led workshop for all students. Peer mentors provide thestudents with an upper classman peer who can provide support inside and outside of theclassroom. In our paper we will continue to discuss specifics regarding the ENGR 100 course,peer mentoring, intervention strategies, and FYE components.Literature ReviewAccording to Kuh (2008)1 freshman year experience programs are highly influential inimproving student success and create positive impact on their pathway to a degree. Keycomponents of successful FYE programs are utilizing learning communities. In addition Kuh(2008) recommends writing intensive curriculums that focus on

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alex Jordan Hanson, Massachusetts Institute of Technology; Peter Lindahl, Massachusetts Institute of Technology; Samantha Dale Strasser, Massachusetts Institute of Technology; Alison F. Takemura, Massachusetts Institute of Technology; Dirk R. Englund, Massachusetts Institute of Technology; Jaime Goldstein, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

initiatives were launched at MIT. Onewas the Communication Lab, a departmental writing and technical communication center staffedby peer tutors (graduate students and postdoctoral researchers). Communication Labs have beenimplemented in four departments, including Electrical Engineering and Computer Science (EECS).Another intervention was a graduate-level communication course, which the EECS Communica-tion Lab helped design and operate.The details of these two interventions are described in this section, followed by analysis and com-parison in Section 4. ASEE FIE Approach 2014 2015 2016 2014 2015 2016 Total References Course 0 2

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

comments about specific roles that each team member took on.Generally, women who took on non-technical roles were praised by their male peers. One malestudent said, in regards to his female teammate: “[Female teammate] did a lot of the work thateveryone else necessarily didn't want to do as well as making sure everybody else was doingwhat needed to be done and knew the upcoming deadlines. She took on kind a projectmanagement role.” Women themselves also responded positively to being in a non-technicalrole. One woman in ​First Year Engineering Projects​ said: For the final project, I feel like I learned a lot and and really grew as an engineer. I was in charge of a lot of the writing assignments and posters. In the past I have struggled

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

- tor of Counseling, she was responsible for coordinating retention efforts for all programs and coordinated necessary efforts and interventions to retain students in jeopardy of leaving the university. Additionally, Dr. Roudkovski has served on the Institutional Review Board at LeTourneau and regularly provides con- sultations for doctoral candidates seeking assistance with methodologies and statistical analyses involved in dissertation writing. She is also experienced in designing instruments used for assessing various situ- ations and behaviors. Dr. Roudkovski has presented such personally designed instruments at numerous professional conferences

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

experiences for scientists and engineers. c American Society for Engineering Education, 2020Evaluating Peer Coaching in an EngineeringCommunication Lab: A Quantitative Assessment ofStudents’ Revision ProcessesAbstract Communication is a crucial skillset for engineers, yet graduates ​[1]–[3]​ and theiremployers ​[4]–[8]​ continue to report their lack of preparation for effective communication uponcompletion of their undergraduate or graduate programs. Thus, technical communicationtraining merits deeper investigation and creative solutions. At the 2017 ASEE Meeting, weintroduced the MIT School of Engineering Communication Lab, a discipline-specific technicalcommunication service that is akin to a writing center, but

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Munden, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University

Tagged Divisions

First-Year Programs

design would best assesscritical thinking skills. This course goal was separate from the engineering professionalismcourse goal. Initially, the individual technical writing assignment (ITW) and the individual oralpresentation (IOP) were chosen as the tools to assess the course outcomes tied to effectivecommunication, and the engineering professionalism goals. Critical thinking was seen more asthe domain of problem solving. However, this meant that the focus of the individual technicalwriting was very narrow in its purpose. The initial focus of that assessment was to demonstratecompetence in writing using a technical style, citing peer-reviewed work, and including correctinformation. These were all skills seen as necessary to proper engineering

Collection

1998 Annual Conference

Authors

James Stice

Session 0575 Tips on Proposal and Grant Writing Linda Martinez Duke UniversityYou’ve identified a need and developed a feasible solution. The next step is to locate anappropriate funding agency and to write a grant. Your goal is to create a document thatfunders feel: addresses an existing need; provides a realistic plan to achieve desiredoutcomes; and that you and your organization can deliver on your promises.Proposals generally follow this pattern: Introduction; Statement of problem/need;Objectives; Methods; Evaluation; Budget.Statement of Problem/NeedThe grant writing process can

Collection

1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

collaborative writing assignment: The final assignment, a collaborative paper,engages students in exploring the ethical discourse of their profession as a group. As the firstwriting assignment, the reflective paper, is a way to “talk honestly with one’s self” about ethics,the collaborative paper is a forum for talking honestly with one’s peers and future colleaguesabout the ethics of the profession they share. According to Whitbeck, contemporary ethicistssuch as Alasdair MacIntyre have “argued that ethics is an aspect of the life of particularcommunities rather than a body of abstractions.”10Since ethics is a community or cultural construct, it makes excellent sense to require freshmanengineers to come to terms with the complexity of ethical questions

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

to the technical solution; highlighting the gap inknowledge; announcing the importance of the project; and identifying harms and benefits ofproblem and solution.Not all of these moves are necessary to communicate to a reader from a related community ofpractice, whose technical knowledge and understanding of tacit assumptions closely match thatof the writer: for instance, a supervisor or peer working in the same area, for whom certainmoves (e.g., the real-world problem or how the technological solution links to it) are self-evident. But in order to communicate projects to non-expert audiences, all of these moves areneeded. Fig. 1. Proposal evaluation sheet. This document was used at several stages in the proposal-writing process

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

, Dr. Leilani Arthurs AbstractFew studies have examined engineering faculty use of observation protocols to evaluate teachingin the classroom including those that specifically focus on the Classroom Observation Protocolfor Undergraduate STEM (COPUS). Toward this end, this ongoing pilot study exploresengineering faculty’s experiences utilizing the COPUS tool. Paired faculty teams trained in theuse of COPUS conducted multiple peer observations of instructors teaching both undergraduateand graduate classes within the College of Engineering at a large Midwestern research intensiveinstitution. Upon completion of the paired faculty classroom observations, researchers conductedfocus group interviews with the

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

indicated the process was meeting with more successthan the previous semester. Some students clearly continued to like the idea and appreciated theincentive to check their work for accuracy. The author also observed much more documentationof help received during the review process, but he noted that not everyone had yet bought intothe approach. The author observed a few cases of students who would take the 5% cut for nothaving peer review done at all. He also noted that there were cases of students writing notes tothe effect, “My work did not match my reviewer’s work, but I could not find the error.” Closerinspection of these comments usually found that peer review was almost always done within the15 minutes prior to the turn-in deadline, thus

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gene Hou, Old Dominion University; Feifei Zhong, Southwest Jiaotong University; Orlando M. Ayala, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

traditional,descriptive ones. Furthermore, as new technologies continue to progress rapidly and coursecontent and laboratory instrumentation continue to evolve in order to keep pace, laboratorymanuals will also have to be revised frequently in order to stay relevant and effective. A laboratory manual revision process was developed in this study in order to supportthese new types of laboratory classes. It is a four-step process, which includes: 1) CollectingAudience Responses, 2) Scaffolding the Class Project, 3) Project Report Writing Requirementand 4) Peer-Review and Reflection. This development was carried out based upon the technicalwriting framework, as it is believed that technical writing can promote critical thinking andactive learning

Conference Session

Two-Year to Four-Year Transfer Programs: Best Practices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE); James E Moon, Rochester Institute of Technology (COE); Mike Eastman, Rochester Institute of Technology (CAST); Daniel P Johnson, Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST)

Tagged Divisions

Two Year College Division

experience in the latest tools and technologies, and (v) to provideincreased career opportunities and job placement rates through mandatory co-op experiences.The TiPi program awarded 25 scholarships in each of the last three academic years for a total of75 new transfer students in our engineering and engineering technology programs.At the beginning of the Fall semester of 2015, the status of these 75 scholars was as follows: 19had graduated, 33 were carrying full-time academic load, 19 were in paid co-op positions, and 4had left the program. So, our retention rate has been approximately 95%.This paper describes the characteristics of the 75 scholars, compares their academic performancerelative to their peers, and their placement in paid cooperative

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Stephanie Sheffield, University of Michigan; Magel P. Su, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

faculty and staff. Since students are usually more willing to share concerns with their peermentors, the peer mentors are an invaluable resource for determining student needs, and thefeedback allows the instructional team to adjust each semester accordingly to best serve students.Reflections on Teamwork Topics. In the course management system, students complete weeklyreadings and reflections on teamwork topics. Reflection is a critical component of learning fromexperience [18], and we believe that directed reflection helps students to abstract lessons fromtheir teamwork experiences. Most of the weekly lessons include a link to an outside reading;topics included collaborative writing tools, giving and receiving feedback, the value of diversityon

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

course ends (e.g., as peer tutors or project mentors), • help improve the course (e.g., by creating new active-learning exercises over the material, or scoping out new technological developments that could be incorporated into the course), and • keep you in contact with current industrial practice (e.g., by serving as a scrum master or training others in the practice).This way of looking at a course reflects a subtle, but important, difference in devising courseprojects. The question is not, How can I specify projects that will familarize students with thecourse content? but rather, How can I design projects that will help students find their role inpromoting their own learning and that of their classmates? This

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed S. Lyons, University of South Carolina

Tagged Divisions

Graduate Studies

doctoral programs would preparethem in different skills shown in Table 1. Results indicated that participants felt that doctoralgraduates would be prepared to some degree in all the skills listed in Error! Not a validbookmark self-reference.. Over 70% of participants felt that doctoral programs would preparethem well in designing experiments. Results indicated that over 60% of participants felt thatdoctoral programs would prepare them well in written communication, reviewing literature,writing peer-reviewed papers, writing reports, learning independently and workingindependently. At least 50% of participants indicated that solving problems, designingcomputational studies and giving presentations were skills in which they expected to be