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Panel Session: Socialization of Engineering Students: A Workplace Approach

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Socialization of Engineering Students: A Workplace Approach

Tagged Division

Cooperative & Experiential Education

Page Count


Page Numbers

22.1137.1 - 22.1137.2



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Paper Authors

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Susan M. Matney North Carolina State University


Lisa G. Bullard North Carolina State University

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Dr. Lisa G. Bullard is a Teaching Professor and Director of Undergraduate Studies in the Department of Chemical and Biomolecular Engineering at North Carolina State University. She received her BS in Chemical Engineering from NC State and her Ph.D. in Chemical Engineering from Carnegie Mellon University. She served in engineering and management positions within Eastman Chemical Co. from 1991-2000. A faculty member at NCSU since 2000, Dr. Bullard has won numerous awards for both teaching and advising, including being named as an NCSU Alumni Distinguished Undergraduate Professor, the ASEE Raymond W. Fahien Award, the John Wiley Premier Award for Engineering Education Courseware, NCSU Faculty Advising Award, National Effective Teaching Institute Fellow, NCSU Alumni Outstanding Teacher Award, George H. Blessis Outstanding Undergraduate Advisor Award, ASEE Southeastern Section New Teacher Award, and ASEE-ERM Apprentice Faculty Grant Award. Dr. Bullard’s research interests lie in the area of educational scholarship, including teaching and advising effectiveness, academic integrity, process design instruction, and the integration of writing, speaking, and computing within the curriculum.

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Socialization of Engineering Students: A Workplace Approach The education of today’s engineer is a complex process. Graduates are expected to notonly be technically literate and of an engineering mindset, but also competent team playerscapable of the independent thought required of innovation. Such a demanding process requirescollaborative intervention from a varied subset of sources. There is an educational adage that asserts “when the student is ready, the teacher willappear.” While certainly it is the case that the curriculum is adequate to the task of preparingyoung minds for their roles as engineering professionals, the role of the teacher is not exclusiveto the classroom. In the case of fortunate engineering students, the teacher will take many forms.Potentially among these is a network of faculty, employers, and cooperative educationprofessionals. This highlights the “value added” of experiential learning. By expanding theclassroom boundaries beyond campus, the student broadens his/her educational reach whilesimultaneously enhancing workplace competencies. This discussion panel will be comprised of representatives (aka teachers) from each ofthese three groups; faculty, employers and co-op professionals. Each panelist will bring theirperspective to bear on their responsibility as a “teacher” of engineering students. Dimensions tobe explored will include managing expectations, creating appropriate boundaries, and definingone’s self-efficacy.

Matney, S. M., & Bullard, L. G. (2011, June), Panel Session: Socialization of Engineering Students: A Workplace Approach Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18452

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