Bridging the Great Divide: A Strategy for How Online Graduate Students Can Participate and Enhance the Education of Undergraduate Students

Mercedes Terry; Enrique Alvarez Vazquez; Dan Ewert; Ryan Striker

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Biomedical Engineering Division (BED) Technical Session 3
Tagged Division: Biomedical Engineering Division (BED)
Permanent URL: https://strategy.asee.org/48417

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Paper Authors

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Mercedes Terry University of North Dakota

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As a Ph.D. candidate enrolled in the University of North Dakota's Biomedical Engineering Program, I am actively engaged in an enriching Innovative-Based Learning (IBL) experience. Within this dynamic academic setting, I have undertaken a leadership role in groundbreaking research focused on Parkinson's disease, collaborating seamlessly with a diverse cohort of both online and in-person graduate and undergraduate students.

One of my greatest sources of satisfaction lies in leveraging my knowledge and skills to mentor undergraduate students, guiding them in the refinement of their research and professional capabilities. I take immense pride in fostering an inclusive and collaborative environment where students can thrive, encouraging their academic growth and contributing to the broader community of biomedical engineering scholars.

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Enrique Alvarez Vazquez University of North Dakota orcid.org/0000-0002-7257-0817

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Enrique is an experienced Systems Engineer with a demonstrated history of working in the electrical and electronic manufacturing field. Highly skilled in Embedded Devices, Software Engineering, and Electronics. He is a strong information technology profes

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Dan Ewert University of North Dakota

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Dr. Ewert has been involved in cardiovascular engineering for over 25 years in both research and instruction. He has consulted for major medical device companies in the area of cardiovascular engineering and performed research with US and inte

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Ryan Striker University of North Dakota orcid.org/0000-0001-9058-5636

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Ryan Striker is a life-long learner. Ryan has two decades of professional experience designing embedded electronic hardware for industrial, military, medical, and automotive applications. Ryan earned his BS and PhD in Electrical Engineering and his MS in Systems Engineering. He now teaches Biomedical Engineering at the University of North Dakota using a methodology known as Innovation-Based Learning.

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Abstract

Bridging the Great Divide: A Strategy for How Online Graduate Students Can Participate and Enhance the Education of Undergraduate Students

Abstract

In the current landscape dominated by virtual education, a distinctive opportunity arises to enrich the learning and experiences of undergraduate (UG) students. This enhancement stems from collaborative engagement with on-campus and online graduate students who, without the presence of online programs prioritizing their integration, would be unable to contribute. This collaborative approach allows UG students to glean insights from a more diverse and comprehensive range of graduate students, fostering relationships that might otherwise remain unrealized.

In the context of fostering collaborative relationships between graduate and UG students, implementing an innovative-based learning (IBL) program serves as a catalyst for synergy. The IBL program involves interdisciplinary projects that require collaboration between graduate and undergraduate students. These projects provide opportunities for innovation, addressing real-world problems, and leveraging the diverse skills of each student. The exchange of ideas becomes a reciprocal process, enriching the learning experience for all involved. This program facilitates knowledge transfer and strengthens the bonds between diverse student groups by integrating innovative educational approaches. With the addition of integrating online graduate students, an IBL program can provide a more diverse and well-rounded group of graduate students to participate in the enhancement of the learning experience of undergraduate students. However, online graduate students face unique challenges in fostering relationships with in-person undergraduates, such as time zone differences, technology, building personal connections, and the potential for miscommunication.

This research aims to assess graduate students' value in enhancing undergraduate students' learning through collaborative projects in an IBL program. Additionally, this research analyzes how this model empowers graduate students to play a pivotal role in helping UG students hone skills. Lastly, the research analyzes perceived challenges online graduate students face when trying to foster relationships with UG students when teaching skills. To accomplish this, two surveys were given to UG or graduate students in an IBL program to assess UG's perceived growth in skills and value of graduate students and the challenges online students face in fostering growth in UG students.

Analysis of responses found that while UG students value graduate students in their project groups, graduate students are only able to foster growth in freshman UG students and not in sophomores or juniors. This inability to foster growth in sophomore and junior UG students may be because graduate students are not interacting with these UG students in a way that fosters growth. Additionally, analysis of the results found that, generally, online students only feel they face one challenge when trying to teach undergraduate students new skills. This paper proposes a strategy for how online graduate students can overcome this challenge and enhance the learning experience of UG students. Additionally, this paper proposes additional recommendations on how to foster growth more effectively in areas found ineffective by the analysis.

This paper contributes to the ongoing discourse on mentorship in higher education by presenting a blueprint to optimize graduate student interaction with UG students to foster growth across the digital-physical divide, emphasizing the potential for online graduate students to emerge as successful mentors. The findings underscore their ability to bridge geographical disparities in higher education and foster rich collaboration in various learning environments for all students.

Citation
Format

Terry, M., & Alvarez Vazquez, E., & Ewert, D., & Striker, R. (2024, June), Bridging the Great Divide: A Strategy for How Online Graduate Students Can Participate and Enhance the Education of Undergraduate Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48417

TY  - CPAPER
AB  - Bridging the Great Divide: A Strategy for How Online Graduate Students Can Participate and Enhance the Education of Undergraduate Students 

Abstract  

In the current landscape dominated by virtual education, a distinctive opportunity arises to enrich the learning and experiences of undergraduate (UG) students. This enhancement stems from collaborative engagement with on-campus and online graduate students who, without the presence of online programs prioritizing their integration, would be unable to contribute. This collaborative approach allows UG students to glean insights from a more diverse and comprehensive range of graduate students, fostering relationships that might otherwise remain unrealized.  

In the context of fostering collaborative relationships between graduate and UG students, implementing an innovative-based learning (IBL) program serves as a catalyst for synergy. The IBL program involves interdisciplinary projects that require collaboration between graduate and undergraduate students. These projects provide opportunities for innovation, addressing real-world problems, and leveraging the diverse skills of each student.  The exchange of ideas becomes a reciprocal process, enriching the learning experience for all involved. This program facilitates knowledge transfer and strengthens the bonds between diverse student groups by integrating innovative educational approaches. With the addition of integrating online graduate students, an IBL program can provide a more diverse and well-rounded group of graduate students to participate in the enhancement of the learning experience of undergraduate students. However, online graduate students face unique challenges in fostering relationships with in-person undergraduates, such as time zone differences, technology, building personal connections, and the potential for miscommunication.  

This research aims to assess graduate students&#39; value in enhancing undergraduate students&#39; learning through collaborative projects in an IBL program. Additionally, this research analyzes how this model empowers graduate students to play a pivotal role in helping UG students hone skills. Lastly, the research analyzes perceived challenges online graduate students face when trying to foster relationships with UG students when teaching skills. To accomplish this, two surveys were given to UG or graduate students in an IBL program to assess UG&#39;s perceived growth in skills and value of graduate students and the challenges online students face in fostering growth in UG students.  

Analysis of responses found that while UG students value graduate students in their project groups, graduate students are only able to foster growth in freshman UG students and not in sophomores or juniors. This inability to foster growth in sophomore and junior UG students may be because graduate students are not interacting with these UG students in a way that fosters growth. Additionally, analysis of the results found that, generally, online students only feel they face one challenge when trying to teach undergraduate students new skills. This paper proposes a strategy for how online graduate students can overcome this challenge and enhance the learning experience of UG students. Additionally, this paper proposes additional recommendations on how to foster growth more effectively in areas found ineffective by the analysis.  

This paper contributes to the ongoing discourse on mentorship in higher education by presenting a blueprint to optimize graduate student interaction with UG students to foster growth across the digital-physical divide, emphasizing the potential for online graduate students to emerge as successful mentors. The findings underscore their ability to bridge geographical disparities in higher education and foster rich collaboration in various learning environments for all students. 
AU  - Mercedes Terry
AU  - Enrique Alvarez Vazquez
AU  - Dan Ewert
AU  - Ryan Striker
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Bridging the Great Divide: A Strategy for How Online Graduate Students Can Participate and Enhance the Education of Undergraduate Students
UR  - https://strategy.asee.org/48417
ER  -