Training Model for 21st Century Graduate Education Through Engagement to Action
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Division
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Graduate Studies
- Tagged Topic
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Diversity
- Page Count
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10
- DOI
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10.18260/1-2--31153
- Permanent URL
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https://peer.asee.org/31153
- Download Count
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480
Paper Authors
Meredith Welch-Devine University of Georgia
Ramana Pidaparti University of Georgia
Ramana Pidaparti, is currently a Professor of Mechanical Engineering at VCU. Dr. Pidaparti received his Ph.D. degree in Aeronautics & Astronautics from Purdue University, West Lafayette in 1989. In 2004, he joined the Virginia Commonwealth University as a Professor of Mechanical Engineering. He has taught previously at Purdue University campus in Indianapolis (IUPUI). He has taught several courses in design, mechanics of materials, optimization, and directed many interdisciplinary projects related to design. Dr. Pidaparti's research interests are in the broad areas of multi-disciplinary design, computational mechanics, nanotechnology, and related topics. Dr. Pidaparti has published over 250 technical papers in refereed journals and conference proceedings. Dr. Pidaparti received a Research Initiation Award from the National Science Foundation and the Young Investigator Award from the Whitaker Foundation. He is a member of Tau Beta Pi, Sigma Gamma Tau, and Who's Who societies. He is a member of professional societies including AIAA (Associate Fellow), AAAS (Fellow), ASME (Fellow), RAeS (Fellow), and ASEE (member). Dr. Pidaparti will move to University of Georgia in January 2014 as a professor of mechanical engineering.
K. Paige Carmichael University of Georgia
Dr. K. Paige Carmichael is a Josiah Meigs Distinguished Professor of Pathology, a Board Certified Pathologist and an award winning Instructor at the University of Georgia College of Veterinary Medicine. She is the sole clinician on the CVM Ocular Biopsy Service. Her research interests include animal models of human neurological disease and Ocular Pathology. She received her B.S. in 1983 and DVM. In 1987 from the Tuskegee University School of Veterinary Medicine. She received a PhD from University of Georgia in 1993 and became Board Certified in 1995. She joined the faculty at UGA in the Department of Pathology. In 2006, she served the College as Associate Dean for Academic Affairs. After eight years, she returned to faculty and developed a passion for the best practices of facilitating learning and the mentoring process.
Janet E. Rechtman University of Georgia
Dr Janet Rechtman is a Senior Fellow at J.W. Fanning Institute for Leadership Development at University of Georgia. With more than 30 years of experience as a volunteer leader and consultant to nonprofit organizations, Janet provides technical assistance to nonprofit organizations in areas of strategic planning, evaluation, marketing and communications, as well as individual coaching and leadership development. Her doctoral dissertation, which documented the lived experience of nonprofit executive directors, provides a foundation for her focus on leadership as a way of being for staff and volunteer leaders in the sector.
Brandy B. Walker University of Georgia
Dr. Brandy Walker is public service faculty at the J.W. Fanning Institute for Leadership Development at the University of Georgia. She holds a Ph.D. in Learning, Design, and Technology and is interested in applied research on perspective changes in community contexts, experiential learning in higher education, and community-engagement.
Julie A. Coffield University of Georgia
Abstract
Training Model for 21st Century Graduate Education through Engagement to Action
Meredith Welch-Devine, Julie Coffield, Brandy Walker, Paige Carmichael, Paul Brooks, Pratt Cassity, Janet Rechtman, Andy Kavoori, Ike Choi, and Ramana Pidaparti University of Georgia, Athens, GA 30602
E-mail: rmparti@uga.edu
Abstract
Rapid advances in technology and scientific knowledge coupled with dynamic changes in global societies call for a STEM workforce that is not only technically advanced in their disciplines, but also readily adaptable and responsive to evolving and emerging opportunities. Twenty-first century scientists and engineers must possess skills that enable them to reach beyond the laboratory, across disciplines, and into communities to identify issues and develop solutions that increase both resilience and sustainability. The need to make 21st century graduate education training requires educators to develop innovative approaches that provide critical professional skills that transcend discipline and prepare students for a broad range of career choices. In this study, a novel approach was developed for STEM graduate education that aligns professional skill training with experiential learning pedagogy adopted from training models in the health professions. The training model designed for a cohort of newly admitted PhD students consists of two components, an immersive summer program (Leadership Academy), followed by a fall Challenge Course. The goals of the training model is to impart the following competency themes: interdisciplinary mindsets; community engagement; understanding self as a leader; professional identity; and STEM scholar leader. First cohort of graduate students was recruited in summer 2016. After students completed the training model, the assessment and reflective student posts indicated that students indeed do develop most of the competencies. More results and data will be presented in the final version of the paper. Based on our preliminary experience, specific scenarios for community collaboration as well as challenge projects should be explored to further promote competencies in graduate education.
Welch-Devine, M., & Pidaparti, R., & Carmichael, K. P., & Rechtman, J. E., & Walker, B. B., & Coffield, J. A. (2018, June), Training Model for 21st Century Graduate Education Through Engagement to Action Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31153
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