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Preparing Future Engineering Faculty: Influences of a Professional Development Seminar on Doctoral Students' Understanding of Faculty Work

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Tagged Division

Graduate Studies

Page Count

13

DOI

10.18260/p.27336

Permanent URL

https://peer.asee.org/27336

Download Count

33

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Paper Authors

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Gurlovleen Rathore Texas A&M University

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Gurlovleen Rathore is pursuing her Ph.D. in Interdisciplinary Engineering at Texas A&M University. Her research interests include design creativity and innovation, changes in STEM education and future faculty professional development. She received her B.S. in Engineering Physics from the University of Michigan and a M.S. in Mechanical Engineering from Texas A&M University.

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Jeffrey E. Froyd Texas A&M University Orcid 16x16 orcid.org/0000-0002-4426-2681

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Dr. Jeffrey E. Froyd is a TEES Research Professor in the Office of Engineering Academic and Student Affairs at Texas A&M University, College Station. He received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof. Froyd is a Fellow of the IEEE, a Fellow of the American Society for Engineering Education (ASEE), an ABET Program Evaluator, the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education.

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Ibrahim H. Yeter Texas Tech University

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Ibrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master's degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education framework. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his in-depth research on Engineering Education.

He is one of two scholarships awarded by NARST (National Association for Research in Science Teaching) to attend the ESERA (European Science Education Research Association) summer research conference in České Budějovice, Czech Republic in August 2016. In addition, he has been named as one of 14 Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He is the first and only individual from his native country and Texas Tech University to have received this prestigious award. Furthermore, he was a recipient of the Texas Tech University President’s Excellence in Diversity & Equity award in 2014 and was the only graduate student to have received the award, which was granted based on outstanding activities and projects that contribute to a better understanding of equity and diversity issues within Engineering Education.

Additional projects involvement include: Engineering is Elementary (EiE) Project; Computational Thinking/Pedagogy Project; Rocket Project of SystemsGo; World MOON Project; East Lubbock Promise Neighborhood (ELPN) Project; and Robotics. Since 2013 he has served as the president of the Nu Sigma chapter of Kappa Delta Pi: International Honor Society in Education and was the founding president of ASEE Student Chapter at Texas Tech University. He can be reached at ibrahim.yeter@ttu.edu.

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Matthew Pariyothorn Texas A&M University

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Matthew Pariyothorn currently serves as a Graduate Program Specialist for the Dwight Look College of Engineering at Texas A&M University. In his position he encourages undergraduates to pursue graduate education and promotes engineering graduate degree programs at various local, state, and national recruiting events. He also manages summer research experiences for high-achieving undergraduates (USRG and NSF-REU) and high school math and science teachers (NSF-RET). Pariyothorn also manages graduate academic affairs and advising in the college. In addition to recruitment, academic affairs, and program coordination, Pariyothorn has a passion for student affairs. He serves as university adviser to the Philippine Student Association (PhilSA), Beta Tau Omega (BTO), an Asian-interest fraternity, and the Society for Asian Scientists and Engineers (SASE). Pariyothorn completed a B.S. in industrial/organizational psychology (business minor), M.S. in management (human resource management emphasis) from the Mays Business School, and is currently pursuing a Ph.D. in human resource development, all from Texas A&M University. His research interests include workplace mentoring relationships, career development, and graduate school recruitment.

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Nandita Kohli Texas A&M University

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Nandita Kohli is a Ph.D. Candidate in the Department of Chemical Engineering at Texas A&M University.

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Prasad N. Enjeti Texas A&M University Orcid 16x16 orcid.org/0000-0001-8625-0526

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Prasad Enjeti (enjeti@tamu.edu) is a member of Texas A&M University faculty since 1988 and is widely acknowledged to be a distinguished teacher, scholar and researcher. He currently holds the TI-Professorship in Analog Engineering and Associate Dean for Academic Affairs in the College of Engineering. His research emphasis on industry-based issues, solved within an academic context, has attracted significant external funding. Up until now, he has graduated 31 PhD students and 11 of them hold academic positions in leading Universities in the world. He along with his students have received numerous best paper awards from the IEEE Industry Applications and Power Electronics Society. His primary research interests are in advancing power electronic converter designs to address complex power management issues such as: active harmonic filtering, adjustable speed motor drives, wind and solar energy systems and designing high temperature power conversion systems with wide band-gap semiconductor devices. In 2000 he was named an IEEE Fellow and in May 2004 received a distinguished achievement award for teaching from Texas A&M University. He is the recipient of IEEE PELS R. David Middlebrook Technical Achievement Award from the IEEE Power Electronics Society. 2012.

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Abstract

Session Topics: Best practices in graduate engineering and technology education; Graduate student needs and experiences

Preparing Future Engineering Faculty Seminar: Influences on Doctoral Students’ Understanding of Faculty Work

Systematic, thorough preparation of doctoral students in graduate school for academic careers in engineering increases likelihood of their future successes in professoriate roles.Therefore, doctoral education has been undergoing curricular changes to complement students’ traditional disciplinary preparations with interventions that raise student awareness of expectations of faculty members and offer opportunities to address these expectations while still in graduate school. However, in-depth evaluations about how such curricular activities influence students’ preparation for academic careers in engineering are sparse. To address this void, this exploratory study examines influences of a single curricular activity – a professional development seminar – on students’ preparation for academic careers in engineering.

A qualitative methods approach was used to determine participants’ definitions of successful faculty and influences of the seminar on their definitions of successful faculty. Data, which included participants' demographics and open-ended responses inquiring about participants' definitions and evolution of definitions as a result of participation in the professional development seminar, was collected using a retrospective approach. Participants' demographics were summarized and open-ended responses were coded into four categories under the roles of research, teaching and service during data analysis. Categories included: conceptual understandings of faculty work, knowledge and skills, interpersonal skills and professional attitudes and habits of successful engineering faculty.

Overall, the seminar was effective at promoting students' understanding of faculty work. Majority of participants identified research, teaching and service as roles faculty must serve to be considered successful in their jobs. Participants’ conceptual understanding of purposes of education and exposure to roles integral to identity of successful faculty was enhanced through the seminar. Participants also gained a deeper awareness of knowledge and skills, interpersonal skills and professional attitudes and habits essential for succeeding in academic positions.The authors expect results to inform graduate deans and others in developing effective programs for preparing future engineering faculty.

Rathore, G., & Froyd, J. E., & Yeter, I. H., & Pariyothorn, M., & Kohli, N., & Enjeti, P. N. (2016, June), Preparing Future Engineering Faculty: Influences of a Professional Development Seminar on Doctoral Students' Understanding of Faculty Work Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27336

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015