Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Svetlana V. Levonisova, University of Southern California; Rachel E. Savage, University of Tulsa; Scott Charles Streiner, University of Pittsburgh; Erin J. McCave, Clemson University; Gisele Ragusa, University of Southern California; Cheryl Matherly; Lisa Benson, Clemson University; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

International

with increasedglobal preparedness. Further, students’ performance on the instruments was found to becorrelated with particular programmatic elements of the experiences such as duration of studyabroad, the number of non-engineering courses students took with global foci, number of timestraveled abroad, and the amount of student reflection that occurred during or after travellingabroad. The study broadens the knowledge base about contextual factors associated withengineering global preparedness.IntroductionThe engineering workplace is becoming increasingly multinational because of technologicaladvances and global economic integration. Companies now seek graduates who are able towork in multinational teams that may cross temporal, geographical

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

tool.Presenting the results A discussion of what was found from the literature search and subsequent review ispresented based specifically on how previous work done answers the research questions andwhat future recommendations can be made. The patterns reflected in the data were also discussedto show how the conclusions made from the review are warranted. This paper concludes with adiscussion about gap in the literature that the review uncovered and suggestions for future workor directions.Findings At the first stage of data extraction of the 12 selected studies, eight were found to haveprimarily qualitatively collected data while the other four were quantitative. There were fivecases of the activity being implemented in lecture classes

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yazmin Montoya, LEAD; Aaron Eduardo Pacheco Rimada, University of Texas, El Paso; Erwin Ignacio Delgado, Univerity of Texas, El Paso ; Isaiah Nathaniel Webb; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Engineering Leadership Development Division

atmosphere of reflection and individual feedback that formsthe foundation for continuous improvement. Capacity is the various applications of one’s knowledge and the roles it enables one totake on. This is primarily developed in the classroom, first, by encouraging students andproviding them with diverse opportunities to contribute to extracurricular efforts, form part ofdiverse communities, or organizations. Secondly, classes teach students on the importance ofidentifying and assigning distinct roles within projects and team efforts. Students learn about allof the parts and roles required in the process of taking ideas to realities and producing a desiredoutcome. Students are presented with multiple opportunities to develop skills that

Conference Session

Case Studies and Programs to Improve Graduate Students' Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Srinath Sibi, Stanford University; Matthew T. Ikeler; Leigh Hagestad, Stanford University; Wendy G. Ju, Stanford University

Tagged Divisions

Graduate Studies

enthusiasts and non car-enthusiasts. Asignificant portion of the curriculum content included a theoretical definition of emotiondefined in its broadest sense 21 to characterize and classify emotions with the intent toguide students during observation and reflection, and to prepare students to buildpreliminary insights from their reflections. Detail provided in a later section, “StudentsWatched Videos for Preliminary Assessment.”The general purpose of our study is to understand the user experience of driving a fully orpartially autonomous vehicle. We also seek to investigate designing emotion – that iscultivating and observing emotion while driving -- and find interface interventions thatmight help ameliorate issues with attention, trust, discomfort

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

Tagged Divisions

Pre-College Engineering Education Division

“scaffolds student activity” and “supports epistemic practices of engineering.”Table 3. Categories and Codes Category Code Structures teachers’ lessons Scaffolds Provides reference for student decision making and consensus student Provides prompts for students and groups to refocus their activity activity Focuses student attention on relevant details and processes Previews future parts of the lesson and design process Prompts students to synthesize and reflect on engineering design Supports Provides record of testing information for design evaluation and improvement planning epistemic Supports communication of ideas to other students and to teacher

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

, it is suggested that theirassessment reflect that. Keeping the assessment simple also keeps the grading time short.In terms of grading time, there are some “tricks” that can be used to keep it to a minimum,especially in large classes. For example, if an instructor is teaching multiple sections of the samecourse, they may choose to give a free-writing exercise, such as that illustrated in Figure 1, toone section of students prior to when the concepts have been covered in class. In this case, theexercise could be given prior to the formal presentation of the concepts of impulse andmomentum. Then, the second section of students could be given the same free-writing exerciseafter the formal presentation of these concepts. In both cases, the

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Ekembu Kevin Tanyi, Norfolk State University; IRVING K CASHWELL Jr, Norfolk State University; Tasha Zephirin, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

project12. Reflected on 5 13 11 8 -2weekly progress13. Managed 1 10 6 9 -4interpersonal dynamics14. Leveragedstrengths of group 0 11 5 11 -6members15. Demonstratedopenness to 5 14 7 9 -7constructive criticism1 Individual: I feel that I did this item well this week2 Team: I feel that my team as a whole did this item well this week3 Importance: This aspect of team science was very important this weekGoal Setting: There is a high level of agreement between the responses to the question of

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

effective classroom activity with a visual representation of the solution process.As a final assessment of teachers’ TPACK, on the final day of PD, they answered a set ofquestions designed to identify the role of the robot in each of the 10 lessons. The teachersidentified the pedagogical constraints and the benefits of incorporating the robot as a teachingtool for each lesson. This paper provides a description of three of these lessons, and anassessment of teacher reflections toward these lessons.2. Professional Development StructureThe goal of the professional development was to collaboratively and iteratively construct tenlessons that infused the LEGO EV3 robotics kit into existing middle school math and sciencecurricula; allowing

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Design in Engineering Education

recording. Each instructor wasalso individually interviewed about their experiences. These interviews ranged between 30 to 60minutes. The semi-structured interview protocol focused on following questions: What preparation did you go through for this activity? Individually? With the others? Can you reflect on the experience of introducing the design heuristics to your course? What went well? What didn’t go as well? What would you do differently? What changes did you make between the first and second class session? Why did you make these changes? [note the difference in time and depth of examples/application between the two] How did the students react to this idea generation method? What are the implications for introducing idea

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

service Volunteer- ism FOCUS service Figure 1. Continuum of service and learning. Adapted from Swanson et al. (2014). Although there does exist a broad range to the definitions and types of community-oriented curricula, consistent themes do emerge in the service learning literature. These themessuggest that a true service-learning experience is at its essence a rich, authentic academicexperience entwined with a reflective experience of serving community needs. Indeed, ongoingreflection on the service experience and its pertinence to the academic objectives of thecurriculum is

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Student

, state, local and institutional policies and practice and that result in professional competency in civil and construction engineering.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Whitworth University; Diane L Zemke

Tagged Divisions

Mechanics

microwave circuitry.Dr. Diane L Zemke Diane Zemke is an independent researcher and consultant. She holds a Ph.D. in leadership studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.” c American Society for Engineering Education, 2018 Learning to Read and Take Notes in DynamicsIntroductionABET criterion 3i states the need for students to become life-long learners [1

Conference Session

Technical Session 11: Topics related to Computer Science

Collection

2019 ASEE Annual Conference & Exposition

Authors

Farzana Rahman, Florida International University; Samy El-Tawab, James Madison University

Tagged Divisions

Computers in Education

Computing?The future CS majors, technology makers, need to realize that the context in which technology isused must be reflected in the technology’s design - because of the ethical implications of its useand because understanding the consequences of such use helps improve the design. This insightwas included in Computing Curricula 1991 [4] and has been a part of CS Accreditation Boardcurriculum standards since 1987 [5, 6]. Thus, the social, ethical, and professional context of thetechnology was added to the core undergraduate curriculum as part of the natural evolution ofthe maturing CS discipline. However, in addition to the traditional computer ethics curriculum,which CS major students usually get exposed to during their coursework, in our

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Faculty Development Constituent Committee

curriculum design."This definition emphasizes the deliberate role that instructors play, the importance of attending tostudent identities, and the fact that systemic inequities (e.g., sexism, racism, ableism, economicinequalities, etc.) still exist and create barriers to student learning.Participants were grouped in tables of eight, and while watching the performance they wereasked to take notes and reflect. The first several skits focused on student identity, andparticipants were asked to consider negative classroom experiences and how they might makechoices to avoid them. After that part of the performance, GSIs participated in a structureddiscussion at their tables assisted by trained facilitators. This conversation teased out barriers tostudent

Conference Session

Capstone Design I

Collection

2006 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Jessica Wilbarger, Smith College

Tagged Divisions

Design in Engineering Education

60 80 100 120 140geological, materials, mining, Number of Respondentsnuclear, and petroleum Figure 1: Number of Respondents by Departmentengineering as well as generalengineering (15% of the "Other Engineering" category). As is clear from Figure 1, therespondent population for both the 1994 and 2005 surveys spanned across the disciplines, withno single discipline overwhelming the others. The substantial increase in "Other Engineering"departments responding to the 2005 survey likely reflects the rise of specialized,interdisciplinary, and general engineering departments in the past decade9.Figure 2 depicts the percent overlap between the survey respondents from

Conference Session

What's New in the Mechanics of Materials?

Collection

2007 Annual Conference & Exposition

Authors

Julie Linsey, University of Texas-Austin; Austin Talley, University of Texas--Austin; Daniel Jensen, U.S. Air Force Academy; Kristin Wood, University of Texas-Austin; Kathy Schmidt, University of Texas-Austin; Rachel Kuhr, University of Texas-Austin; Saad Eways, Austin Community College

Tagged Divisions

Mechanics

& effect. Focuses on subjective meaning and values. F THINKING FEELING Manner in Which a Person Comes to Conclusions J Focus is on timely, planned decisions. Focus on process oriented decision-making. P JUDGEMENT PERCEPTION3.2. Felder-Soloman’s Index of Learning StylesFelder- Soloman’s Index of Learning Styles24 are composed of four dimensions(active/reflective, sensing/intuitive, visual/verbal, and sequential/global) (Table 4). Richard M.Felder and Linda K

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

Tagged Topics

NSF Grantees Poster Session

serves at most 55 participates peryear,5 which is a small fraction of the almost 25,000 tenure-track engineering faculty members.22Travel support to bring participants to a face-to-face workshop, even for a couple of daysbecomes prohibitively expensive when the effort is scaled even to accommodate a modestnumber of engineering faculty members.The inadequacy of existing faculty development models is reflected in the lack of evidence ofchanges in student learning,2 the slow adoption of engaging, active-learning methods that havebeen systematically tested and shown to be effective,1, 23 and the stalling of innovation in STEMeducation.29 A recent systematic and fairly extensive observational study provided dataindicating a reliance on the

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christina Kay White, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Austin Bates Talley, University of Texas, Austin; Anthony J Petrosino Jr, The University of Texas at Austin ; Kristen Bland, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

arealso influenced by gender roles and social schemas, which is often a strong deterrent fromengineering for girls, as they view engineering as a predominantly male field. So, indicators thathave the potential to have positive implications for girls to make decisions about engineering areincorrectly perceived as barriers, and many times, girls do not give STEM a chance. BeyondBlackboards reaches out to students early with goals to change their perceptions aboutengineering (Eccles et all, 2005; Watt, 2005). Page 23.641.6Beyond Blackboards Page 6 of 25 Figure 2. Eccles Expectancy Value Model with emphasis added to reflect most important

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, INSPIRE, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

knowledge to prepare their students for the next level.B. Evaluations of TPDMany studies have assessed the quality of TPD with the purpose of improving the effectivenessof TPD for teachers. Indicators to assess the quality of TPD can be professional developmentdesign, delivery, content, context, and outcomes11. For example, Kwakman (2003)12 investigatedthe factors that influenced teachers’ participation in TPD by using surveys and reformulating theTPD activities in response to a qualitative study. Duncan, Diefes-Dux, and Gentry (2011)4focused on the content of engineering TPD on teachers’ recognition and understanding of thenature of engineering by coding teachers’ reflective pre- and post-journal responses. Bredeson(2000)13 assessed the content

Conference Session

Integrating Engineering Economy into Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Heath J. LeBlanc, Ohio Northern University; Bryan O'Neil Boulanger, Ohio Northern University

Tagged Divisions

Engineering Economy

project setup. Section 4 describes the request forproposal (RFP) with the details of what the CE students were expected to produce and how theECE students contributed in the proposal development process. Section 5 provides a descriptionof the engineering economic analysis performed on the proposals upon submission. Section 6outlines the methods of communication used throughout the semester along with the overallschedule of the project assignment. Section 7 takes a step back and examines the overall courseoutcomes with respect to the engineering economy course and relates how the project assignmentcovered a subset of those outcomes. Finally, Section 8 gives an overall reflection on the cross-disciplinary, project-based approach employed by the

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Natalya A. Koehler, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Civil Engineering

comments were tabulated below by each dimension. The dimensions were rated by theparticipants on the rating scale of five (1- not helpful at all; 2-not helpful; 3-somewhat helpful; 4-helpful;5-very helpful). All the users emphasized the content quality (see Table 2).Table 2 Students’ reflections on the content quality of the modules Themes Average Supportive Comments RatingsThe 1). I notice that they (the modules) do teach us.modules 4.8have higheducational 2). Step by step instruction, interactive, user-friendly, keeps you engaged.value 3). The videos are really boring, but the info is good. With my

Conference Session

Faculty and Program Developments, Exchanges, and Best Practices

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

satisfaction in helping them get their needsmet. It is also argued that when the teacher is able to focus on assisting the students inmeeting their needs, teacher’s own needs get met. In concluding, the author presents hisown reflections based on his experience as an engineering student and a faculty member.The author has a firm conviction that the only professor who belongs in a classroom is acaring professor.IntroductionA caring faculty understands, encourages and supports students’ individuality and issensitive to students’ needs. A caring faculty understands that the concept ofindividuality manifests itself in- among other things- different learning styles, visions,interests, and aspirations. In addition, a caring college faculty realizes that

Conference Session

New Methods and Tools

Collection

2010 Annual Conference & Exposition

Authors

Andrew Gerhart, Lawrence Technological University; Donald Carpenter, Lawrence Technological University; Melissa Grunow, Lawrence Technological University; Katie Hayes, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

). 2. identify and develop their personal leadership philosophy and approach using written self-reflection and peer assessment. 3. be able to work in teams and use creative problem-solving to develop a project for the purpose of creating positive and sustainable change. 4. be introduced to the concepts of leadership beyond their academic studies (whether professional or personal), including entrepreneurship and intrapreneurship.The primary course topics include: ≠ History of leadership theories ≠ Currently practiced leadership models (e.g., relational, shared, situational, etc.) ≠ Individual responsibility and ethics ≠ Diversity and globalization ≠ Team building, working in groups, and inclusive practices

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Trivett P.Eng., University of Waterloo

Tagged Divisions

Mechanical Engineering

many activities that follow the 5E’s approach9, and have done so in a traditional coursedelivery structure. The courses have been well-received by students with a range of class sizesfrom as low as 35 to as large as 54 students each semester. Since this is a required course inengineering at University of PEI, the enrolment reflects the variability in annual cohorts.In its original form, the course-work consisted of in-class quizzes on a topic-by-topic basis. Thequizzes made up 40% of the course grade (5 quizzes throughout the term with a “drop thelowest” policy). 10% of the grade was earned by individual solutions of practice problems. Theremaining 50% of the course grades were earned from extensive lab reports from 5 of 6 labsdone through the

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

, or the difference between what studentsindicated were their personal study habits compared to how they would tell a student who caresonly about understanding to study, reflecting on their epistemological beliefs. Elby found thatmost students study differently, focusing on formulas and practice problems rather than onconcepts and real-life examples, than how they would tell someone else who is trying to acquire Page 24.684.4a “deep understanding.”21(pS56) He concludes that “[s]tudents perceive ‘trying to understandphysics deeply’ to be a different activity from ‘pursuing good grades’...” as one result of studentsbelieving rote learning is

Conference Session

Graduate Student Experiences

Collection

2004 Annual Conference

Authors

Angela Linse; Tammy VanDeGrift; Jessica Yellin; Jennifer Turns

graduate education inwhich the students are currently engaged. A teaching program that has unrealistic expectationsof the students, such as requiring significant time investment, would likely fail. Additionally,design of a program for engineering graduate students should attempt to address the challengesof institutionalization and reflect realistic hypotheses about how institutionalization could occurover time. For example, if possible, the program should be designed to be self-sustaining and tostand apart from specific university administrative or managerial units.The Engineering Teaching Portfolio Program: Description and DesignIn this section, we first describe the primary characteristics of the ETPP, including our programobjectives, the major

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Jeff Froyd; Carolyn Clark; Prudence Merton; Jim Richardson

have been suggestionsthat an institution must have a “culture” that facilitates change, and that change strategiesare often shaped by organizational culture. Recently, as presented in the 2003 ASEEconference, Godfrey1 made a considerable contribution to understanding the culture ofengineering education by providing a theoretical model that may assist change leaders inunderstanding the dimensions of their own school’s engineering education culture. Shesuggests that if the espoused values inherent in any proposed change do not reflect theexisting culture at an “operational level,” change will be difficult to sustain.In the Foundation Coalition (FC) we have been studying the change processes FC partnerinstitutions went through to restructure

Collection

2001 Annual Conference

Authors

Thomas Stanford; Michael Aherne; Duane D. Dunlap; Mel Mendelson; Donald Keating

engineering innovation. Graduate education must be responsive to this change and mustbuild a new type model of in-service graduate professional education which reflects thesubstantial changes and characteristics of the engineering innovation process itself, and thestages of lifelong growth, professional dimensions, and leadership responsibilities associatedwith the modern practice of creative engineering in a knowledge-based, innovation-driveneconomy. Whereas traditional research-based graduate engineering education and teaching haveresulted during the last three decades as a byproduct of the linear research-driven model ofinnovation, a new model of graduate professional education has been developed which focuseson lifelong professional education for

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

intriguingopportunity to reflect on how engineers imagine what engineering is and what its proper role insociety ought to be.This paper contributes one such reflection, carefully analyzing Grand Challenges as a way tointerrogate broader social and cultural meanings surrounding engineering, technology, and theirrelationships to major social and environmental problems. While sympathetic to the impulseunderlying the report, namely to direct engineering energies toward “the century’s greatchallenges,” 4 our analysis identifies key assumptions embedded in Grand Challenges that arelikely to constrain efforts to develop robust solutions. This paper argues that, in importantrespects, Grand Challenges relies on a problematic and increasingly outdated understanding

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies

the presenters.Workshops are scheduled on a weekly basis for ten consecutive weeks during both the fall andspring academic semesters. During summer session, the same series of workshops is presented ina one-week intensive course. Paper flyers and email messages are sent to the 70 differentacademic units on campus inviting graduate students, faculty, and staff to attend. Individuals arefree to register for as few or as many of the workshops as they would like. Graduate studentswho participate in at least eight of the ten workshops have the opportunity to earn one-hourpass/no-pass credit by simultaneously enrolling in a course on college teaching. This courserequires students to write reflective essays related to their experiences in the