Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

Assistant Director of the Center for the Enhancement of Engineering Diversity at Virginia Polytechnic Institute and Sate University. She received her M.S. in Counselor Education, Student Affairs Administration from Radford University and M.S. in Career and Technical Education and B.S. in Human Nutrition, Foods and Exercise both from Virginia Polytechnic Institute and Sate University. Page 11.887.1© American Society for Engineering Education, 2006 Lessons Learned: Implementing a Large-Scale Peer Mentoring ProgramAbstractBeginning in 1992 with the creation of the

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rosemary Patterson, Virginia Tech; Erin Crede, Virginia Tech; Kaitlyn Hines, Virginia Tech; Tyler Aarons, Virginia Tech; Jean-Louis Bile, Virginia Tech; Jared Chelko, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

, W., Watford, B. (2009). Implementing a Peer Led Model in a Large Scale PeerMentoring Program.[5] Watford, B., Clater, C., Kampe, J., Edmister, W. (2006). Lessons Learned: Implementing aLarge-Scale Peer Mentoring Program. Proceedings of the annual meeting of the AmericanSociety for Engineering Education. Retreived 25 September fromhttp://soa.asee.org/paper/conference/paper-view.cfm?id=2138. Page 15.528.9

Conference Session

Innovations in Freshman Engineering

Collection

2002 Annual Conference

Authors

Mary Lamont; John Merrill; Richard Freuler

to prepare and load materials by the administrative staff, and occasionalproblems with the server or computer equipment. Overall, the online environment provides theFreshman Programs with a means to keep a large-scale program organized and to achieve itsgoals.This paper will describe the key features used by the instructional team and by the students, withan analysis of the lessons learned for implementing, maintaining, and improving an onlineenvironment that supports a large-scale and dynamic program. Page 7.1171.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Paper ID #27366Facilitating a Student-Led, Large-Scale Engineering Bridge Camp: TwelveYears of Tips from the TrenchesAdrienne Steele, Louisiana State University Adrienne Steele has 20 years experience in STEM education. Currently, Adrienne works at Louisiana State University as the Assistant Director of Student Programs and Outreach in the Chevron Center for Engineering Education. Her current responsibilities include managing a large peer mentoring program, fa- cilitating all aspects of a first year student bridge camp, assisting faculty members with outreach activities and grant proposals, and working with other

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Elfer, Tulane University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; Kaitlin Fair, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student

-12 Ohio teaching license in Mathematics. Currently, she is working on completing her Masters in Data Analytics and Applied Statistics and her PhD in En- gineering Education surrounding digital barriers and technological learning aids for cognitively disabled engineering students.Kaitlin Fair, Georgia Institute of Technology c American Society for Engineering Education, 2017 Lessons Learned: Strategies for Creating and Mentoring Diverse Graduate Student CommunitiesIntroductionAs both professional societies and university campuses take more active measures to promotediversity awareness and competency, graduate student inclusion is often a secondary focus afterundergraduate

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

comprehension and retention [34, 42, 58, 59]. Even simple strategies, such asend-of-class “minute papers” that ask students to reflect on what they learned in class and whatremains unclear can provide opportunities for students to organize their understanding [60]. Thisapproach is effective regardless of instructor level of experience and across levels of studentability [61]. The reflective process can be effectively integrated into a peer review process [52,54].Identity as writing engineersAs seniors in a chemical engineering degree program, the students in our study have begun toform engineering identities. The structure of our program—as is typical of many—in whichstudents take technical writing early in their degree programs in the English

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

Implementing Peer tutoring in an online course Colin Neill, Joanna DeFranco, Amanda Neill The Pennsylvania State UniversityPrevious research in a large scale experiment provided no evidence that working on a successfuland effective team had a positive effect on individual student performance. Thus, to facilitateindividual learning, we implemented peer tutoring while students worked on an effective team inan online graduate software engineering course. This paper presents an online peer tutoringdesign. The results of a constant comparative qualitative analysis will be presented in order toprovide insight into the success of this peer tutoring implementation.I

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

State University Ernesto Cuesta is a PhD student in the Engineering Education Department at Virginia Polytechnic Institute and State University (Virginia Tech) in Blacksburg, VA. He holds a B.Sc. in Telecommunications Engineering and an M.S. in Project Management. Before beginning his doctoral studies, he spent eight years in the telecommunications industry, leading data-center swaps and managing large-scale network deployments. As a Graduate Teaching Assistant, he supports Virginia Tech’s interdisciplinary IDPro course, mentoring students through project-based learning and facilitating teamwork across engineering disciplines. His research interests center on student motivation in experiential learning environments

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Nathan Mentzer, Utah State University; Jodi Cullum, Utah State University

Tagged Divisions

Educational Research and Methods

. Page 14.668.2NCETE Teacher Professional Development Positioning of the teacher as developer of lessons facilitates coherence with otherlearning activities occurring in each teacher’s classroom. Specifically, teachers can situate theengineering design concepts into their curriculum by crafting a lesson rather than attempting tofit a pre-packaged generic lesson into an existing and, perhaps, rigidly structured curriculum.The lesson development opportunities provide teachers with an active learning experience,wherein they first experience exemplary engineering design challenges as participants and thencreate design challenges. Formative feedback was provided by peer teachers and professionaldevelopers as the teachers developed the lessons

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ronald Harichandran, University of New Haven; Nadiye Erdil, University of New Haven; Stephanie Gillespie, University of New Haven

, and J. Kampe, “Lessons learned: Implementing a large- scale peer mentoring program,” in Proceedings, ASEE Annual Conference and Exposition, Chicago, IL, June 2006.9. E. Hart, A. Mott, and S. Furterer, “Piloting an undergraduate engineering mentoring program to enhance gender diversity,” in Proceedings, ASEE Annual Conference and Exposition, Virtual, June 2020.10. V. Washington and J. Mondisa, “A need for engagement opportunities and connections: understanding the social community outcomes of engineering undergraduates in a mentoring program,” Journal of Engineering Education, vol. 110, pp. 902-924, May 2021.11. M. McCullough et al., “ENGAGE 2Be Engineers mentoring program for minority students,” in Proceedings, ASEE Annual

Conference Session

Perspectives for Women Faculty

Collection

2007 Annual Conference & Exposition

Authors

Stacy Birmingham, Grove City College

Tagged Divisions

Women in Engineering

accomplished in the past year and what I wanted to accomplish in thenext three years. Only occasionally did I meet with my department chairs over the years todiscuss my career, however. I also started my faculty career before the implementation of aformal faculty mentoring system, and did not have the friendly advice of a trusted colleague toguide me, nor did I actively seek out such advice.I was in a quandary: according to the plan—never articulated in the academy, but generallyunderstood by all—everything was fine. Like Balboa upon finding the Pacific Ocean, rather thanjoy, I was professionally void. While large-scale research was fun and rewarding, I found that itlacked a certain satisfaction. Perhaps it was that as projects get bigger, one moves

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

Tagged Topics

Diversity, NSF Grantees Poster Session

post assessments within group, with a p-value of.05. A two-sample t-test assuming unequal variance was used to compare the two groups.Open ended survey questions were analyzed by performing a content analysis. Each responsewas entered into a computer software, then codes were assigned to the response inductively. Theinitial codes were later condensed into fewer codes based on program learning outcomes. Directquotations of responses that are provided in this document are verbatim to illustrate the responsesby theme.Class activitiesA one credit class was used to provide interaction between the students, time for assignments anddeliver course content. The first day, the faculty mentor gave an overview of the classexpectations and peer mentoring

Collection

2024 ASEE North East Section

Authors

Djedjiga Belfadel, Fairfield University; Isaac Macwan, Fairfield University; Naser Haghbin, Fairfield University; John F Drazan, Fairfield University

interface through molecular dynamics.Naser Haghbin, Fairfield University Dr. Naser Haghbin is an Assistant Professor and Director of the Innovation Annex at Fairfield Univer- sity’s School of Engineering and Computing. With a distinguished career in Mechanical Engineering, he focuses on advancing industrial automation, robotics, and smart manufacturing. Driven by an inter- disciplinary approach, he seamlessly integrates traditional and advanced manufacturing processes with CNC machining, contributing significantly to academia and industry. Moreover, he excels in operating two fully automated robotic paint shops, showcasing his expertise in manufacturing processes, practical automation, and robotics in large-scale

Conference Session

Developing Young Minds in Engineering: Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Porsche Amanda Williams; Cameron Michael McGhee, Purdue University

Tagged Divisions

Minorities in Engineering

benefits and challenges of working with astatewide program for underrepresented minorities in a state with a low population of minoritystudents and with differing institutional characteristics across campuses. Such benefits andchallenges will be analyzed within the context of a strengths, weaknesses, opportunities, andthreats (SWOT) analysis1. Initially, the LSAMP Indiana program goals will be provided.Drawing upon evaluation reports, the authors will then present the SWOT analysis of theLSAMP Indiana program. Finally, lessons learned from conducting a large-scale diversityinitiative and transferable ways to engage the next generation of underrepresented students inSTEM educational and professional development activities will be identified.Program

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise A. Frickey, Iowa State University; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Ashfaq A Khokhar, Iowa State University; Douglas W. Jacobson, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

of Electrical and Computer Engineering at Iowa State University. He is currently the director the Iowa State University Information Assurance Cen- ter, which has been recognized by the National Security Agency as a charter Center of Academic Excel- lence for Information Assurance Education. He teaches network security and information warfare and has written a textbook on network security. For a non-technical audience he co-authored a book on security literacy and has given numerous talks on security. His current funded research is targeted at developing robust countermeasures for network-based security exploits and large scale attack simulation environ- ments and is the director of the Internet-Scale Event and

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

in the same residence hall community, it is hoped that an academicallysupportive peer group will enhance the overall experience.Such integration does not come easily. A coordinated plan has been developed to join the Page 14.749.3Cornerstone Experience and the Residential Experience to address the challenges encountered bythe development and implementation teams. These issues include facility location andcomposition including design and construction, gender balancing in a residence hall withpredominantly engineering degree program students, segregating engineering students or mixingwith other majors on single residence hall floors, development

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois, Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois; Matthew Tan, University of Illinois at Urbana-Champaign; Grace Frances Witmer, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

need, meanwhile drawing upon the insights of non-engineeringclassmates to weigh technology against culture, cost, educational capabilities and operationalrequirements.Throughout the process, students are required to reflect on the process as well as on theirsuccesses and struggles. Comments from students over the three years of the course are used tohighlight specific learning outcomes. ● “Perhaps my view was too idealistic at the start of the course, but I am now at least aware that despite the best of intentions, many factors have to be well thought out before a large-scale project can help those in need sustainably. Furthermore, I am now aware of practical ways to account for the needs of project beneficiaries and ensure these

Conference Session

Foster Excellence

Collection

2007 Annual Conference & Exposition

Authors

Jacqueline Fairley, Georgia Institute of Tehnology; Leyla Conrad, Georgia Institute of Technology; Gary May, Georgia Institute of Technology

Tagged Divisions

Minorities in Engineering

Minority Undergraduates: A Longitudinal Study of Program Outcomes 1986-1996. Council on Undergraduate Research Quarterly, 2000: p. 114-119.2. Morley, R., J. Havick, and G. May, An Evaluation of the Georgia Tech Summer Undergraduate Program of Research in Electrical Engineering for Minorities. Journal of Engineering Education, 1998. 87(3): p. 321-325.3. Good, J., G. Halpin, and G. Halpin, A Promising Prospect for Minority Retention: Students Becoming Peer Mentors. The Journal of Negro Education, 2000. 69(4): p. 375-383.4. May, G., Advising and Mentoring. 2006, Georgia Institute of Technology: Atlanta.5. Watford, B., et al. Lessons Learned: Implementing a Large-Scale Peer Mentoring Program. in

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Monica Elser, Arizona State University; Wendy Taylor, Arizona State University; Chell Roberts, Arizona State University; Jay Golden, Ph.D., is a faculty member in ASU’s School of Sustainability and codirector of the; James Middleton, Arizona State University; Sharon Robinson Kurpius

serviceprovider.Student learning was assessed using formal and informal methods. Informal assessmentsconsisted of whiteboard presentations, open-ended questioning, demonstrations, journal write-ups, and teacher observations. These were used to guide daily activities and lessons. Formalassessments consisted of pre and post assessments. Subject produced drawings were used toelicit students’ pre- and post-program knowledge. Draw a Robot and Draw an Engineerassessments were used. A survey instrument was developed and implemented to elicit tinkeringand technical self-efficacy. An earlier developed instrument that was validated using a sample ofresponses of 200 engineers to develop the items was modified for use with youth. Observationsof project activities by

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

theNGSS [34]. The urgent need for large-scale teacher PD to support schools for effective adoptionof NGSS has been highlighted recently [35]. Unfortunately, as reported in a study of NGSS-focused PD [31], participating teachers experienced significant challenges in aligning lessons tothe NGSS because of (1) limited time, materials, and curricular resources and lack of continuedsupport and (2) lack of assessments to support teacher transition away from the old sciencestandards. According to [31], incorporating the NGSS in classroom teaching and learning wasadditionally challenging because new NGSS-aligned assessments were not adopted by the schooldistricts, resulting in a mismatch between classroom instruction vs. the student learning outcomes.For

Collection

2001 Annual Conference

Authors

James Nelson; Bernd Schroder

Abstract 1299 Establishing an Integrated Mathematics, Engineering, and Science Curriculum: Lessons Learned James D. Nelson, Bernd Schröder College of Engineering and Science Louisiana Tech University Ruston, LA 71272AbstractThis paper presents successes, failures, and lessons learned from implementing a fully integratedmathematics, science, and engineering curriculum at the freshman and sophomore level. In theacademic year 2000-2001 the program is in its second year of full

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

Paper ID #41324Professional Skills to Support Interdisciplinary Work: Lessons Learned froma Successful Collaboration between Universities, Training Programs, and ProfessionalSocietiesDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published dozens of peer-reviewed works

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mikhail M. Bouniaev, University of Texas, Brownsville; Immanuel Adaikalaraj Edinbarough, University of Texas, Brownsville; Bill W. Elliott, The University of Texas at Brownsville

Tagged Divisions

Minorities in Engineering

Annual Conference and Exposition, 2001. 8. Mary R. Anderson-Rowland, Dana C. Newell, “Lessons learned in a successful underrepresented minority retention program,” American Society for Engineering Education Annual Conference & Exposition, 2005. 9. Bevlee Watford, Carrie Slater, Jean Kampe, Whitney Edmister, “Lessons learned: Implementing large-scale peer mentoring program,” American Society for Engineering Education, 2006. 10. Kelly Crittenden, James Nelson, Galen Turner, “Increasing student success in Engineering and Science through a freshman enrichment program,” American Society of Engineering Education, 2008. 11. Arturo Fuentes, Stephen Crown, Robert Freeman, Horacio Vasquez, Cristina

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline E McDermott, Purdue University at West Lafayette (COE); Nathan Tompkins, Wabash College

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

–288, 2011[3] C. Kuhn and Z. Castaño, “Boosting the career development of postdocs with a peer-to- peer mentor circles program,” Nat Biotechnol, 12;34(7):781-3, Jul 2016.[4] M. Broberg, B. Bose, R. Pineda-Mendez, D. Devine, R. Gehr, C. G. Jange, J. McDermott, M. Loui, and J. Eisma, “Lessons learned - preparing graduate students and postdoctoral researchers for tenure track careers through mentoring circles,” Paper presented at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, USA, June 26-29, 2022. 10.18260/1-2—40662. Available: https://peer.asee.org/40662.[5] R. A. Layton, M. L. Loughry, M. W. Ohland, and G.D. Ricco. (2010). Design and validation of a web-based system for assigning

Conference Session

Flipped, Blended, Online, Oh My

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Warren, University of North Carolina at Charlotte; Meagan Padro, University of North Carolina at Charlotte; Chuang Wang, University of Macau

Tagged Divisions

Civil Engineering

Paper ID #30640Highlights and Lessons Learned from a Partially Flipped CivilEngineering Classroom StudyDr. Kimberly Warren, UNC Charlotte Dr. Kimberly Warren is an Associate Professor at UNC Charlotte who specializes in the field of Geotech- nical Engineering, a discipline of Civil Engineering. She holds her Civil Engineering degrees from Vir- ginia Tech and North Carolina State University. Her disciplinary research primarily involves the use and monitoring of geosynthetic materials (polymeric materials) incorporated into Civil Engineering Structures including roadways and earth retaining structures. She is currently

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell, Arizona State University; Kristi Lynn Eustice, Arizona State University; Carolyn Aitken Nichol, Rice University; Kristen Jaskie, Arizona State University; Andreas S. Spanias, Arizona State University; Kimberly Farnsworth, Indiana University-Bloomington; Jennifer M. Blain Christen, Arizona State University; Mi Yeon Lee, Arizona State University

Tagged Divisions

Pre-College Engineering Education

develop grade level appropriate lesson plans based ontheir experiences. The five-week program consisted of teachers conducting team-based research,weekly meetings with graduate student mentors, reviewing journal articles, attendingprofessional development meetings, and building scientific written and verbal communicationskills. The weekly themes were 1) Orientation, Literature Review and Introduction to Python, 2)Introduction to OpenCV and Basics of Computer Vision, 3) Introduction to Machine Learning,4) Implement the Monitoring, and 5) Analyzing Data, Developing Lessons and ResearchPresentations (see Table 2 for detailed program agenda).Table 2. PATHS-UP Virtual RET Program Monday Tuesday Wednesday

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

John W. Sanders, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

learning for a large introductory mechanics course using mobile phone data capture and peer feedbackAbstractProject-based learning (PBL) has been shown to result in many benefits, including improvedconceptual understanding and enhanced skills in communication, teamwork, and creativity, allwidely acknowledged to be core capabilities for engineers. However, implementations of PBLfrequently rely on large course staffs or small class sizes to be effective. In this paper we present aPBL implementation strategy used in an introductory dynamics course at the University of Illinoisat Urbana-Champaign (UIUC), which scales up to 500 students per term. This large-scale usageof PBL relies on two key implementation

Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daqing Hou; Yu Liu, Clarkson University

Clarkson University Potsdam, New York, U.S.A {dhou, yuliu}@clarkson.edu Abstract This paper summarizes the best practices and lessons learned from organizing an effective remote REU Site during COVID-19. Our REU Site is a three-year program that is designed to offer closely-mentored summer research experience to a cohort of ten students in each of the three years. COVID-19 has disrupted our site by forcing us to split our second cohort to two groups, two students in summer 2020 and seven students in summer 2021. However, the experience that we gained in summer 2020 by mentoring the two students virtually online

Conference Session

Mentoring Graduate Students

Collection

2008 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Sarah Root, University of Arkansas; Emine Cagin, University of Michigan

Tagged Divisions

Graduate Studies

13.998.2Different approaches to mentoring GSIs currently exist in current literature and practice. Westudied examples of previously implemented faculty-student mentoring, peer mentoring in pairs,and centralized peer mentoring programs for comparison with the EGSM initiative.Faculty-graduate student teams can effectively give the GSI a teaching internship opportunitywhere the GSI shares the teaching responsibilities with a faculty mentor 3, 4, 5or even serves as theprimary instructor with the faculty member in a supervisory role.6 In some cases, faculty- andGSI-development professionals provide consulting and mentoring services.7 This technique hasproved effective for helping the graduate student grow as a teacher and prepare for an academiccareer. While

Conference Session

Virtual Instruction and Collaboration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Alicia L. Lyman-Holt, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

Paper ID #12344Virtual Peer Teams: Connecting Students with the Online Work Environ-mentDr. Thalia Anagnos, San Jose State University Dr. Thalia Anagnos is a professor in the General Engineering Department at San Jose State University, where she has taught since 1984. From 2009 to 2014 she served as co-Leader of Education, Outreach, and Training (EOT) for the George E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES), a consortium of 14 large-scale earthquake engineering experimental facilities. As co-Leader of NEES EOT she also served on the leadership team for the NEES REU program.Ms. Alicia L Lyman-Holt