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    AC 2011-1396: ATTRIBUTES OF SUCCESS FOR ENGINEERING PHDS: PERSPECTIVES FROM ACADEMIA AND INDUSTRY
    (Amer Soc Engineering Education, 2011) Cox, Monica Farmer; London, Jeremi S.; Ahn, Benjamin; Zhu, Jiabin; Torres-Ayala, Ana T.; Frazier, Shree; Cekic, Osman
    An exploration of engineering doctoral education is needed for several reasons. First, the realignment of undergraduate curricula based on studies of employers' needs and expectations are common in undergraduate education (i.e., Engineer of 2020) (National Academy of Engineering, 2004). These types of studies are not usual in doctoral education but are needed for Ph.D. programs to respond to the changing environments in industry and academia. Second, it is important to differentiate the industrial and academic expectations of engineering Ph.D.s since, according to NSF (2008), 73.3% of engineering Ph.D.s obtained jobs in industry. Finally, there is little understanding about how graduate education facilitates students' acquisition of these attributes. In this study, eleven Ph.D.s were asked to describe the attributes for success as an engineering Ph.D., credentials expected for Ph.D. engineers working in academia and industry, and ways for institutions to develop these attributes among Ph.D.s. Related to attributes, the participants identified strong analytical skills, creativity, good communication skills, and multidisciplinary as valuable. The least commonly mentioned attributes were business management principles and adaptability. In comparing industry and academic expectations, leadership, teamwork, business management and communications skills were identified as important in industry. In academia, obtaining funding, teaching, and research were mentioned as most important. Finally, the participants felt as though the most important ways for institutions to help develop these attributes were to provide mentorship, facilitate research groups, and model behaviors. Future work based on these findings is also presented.
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    Attributes of success for engineering Ph.D.s: Perspectives from academia and industry
    (American Society for Engineering Education, 2011) Cox, Monica Farmer; London, Jeremi S.; Ahn, Benjamin; Zhu, Jiabin; Torres-Ayala, Ana T.; Frazier, Shree; Cekic, Osman
    An exploration of engineering doctoral education is needed for several reasons. First, the realignment of undergraduate curricula based on studies of employers' needs and expectations are common in undergraduate education (i.e., Engineer of 2020) (National Academy of Engineering, 2004). These types of studies are not usual in doctoral education but are needed for Ph.D. programs to respond to the changing environments in industry and academia. Second, it is important to differentiate the industrial and academic expectations of engineering Ph.D.s since, according to NSF (2008), 73.3% of engineering Ph.D.s obtained jobs in industry. Finally, there is little understanding about how graduate education facilitates students' acquisition of these attributes. In this study, eleven Ph.D.s were asked to describe the attributes for success as an engineering Ph.D., credentials expected for Ph.D. engineers working in academia and industry, and ways for institutions to develop these attributes among Ph.D.s. Related to attributes, the participants identified strong analytical skills, creativity, good communication skills, and multidisciplinary as valuable. The least commonly mentioned attributes were business management principles and adaptability. In comparing industry and academic expectations, leadership, teamwork, business management and communications skills were identified as important in industry. In academia, obtaining funding, teaching, and research were mentioned as most important. Finally, the participants felt as though the most important ways for institutions to help develop these attributes were to provide mentorship, facilitate research groups, and model behaviors. Future work based on these findings is also presented. © 2011 American Society for Engineering Education.
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    Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates
    (Amer Soc Engineering Education, 2014) Ahn, Benjamin; Cox, Monica F.; London, Jeremi; Cekic, Osman; Zhu, Jiabin
    Background Studies have highlighted the importance for engineers of leadership, adaptability to change, and synthesis of multiple perspectives. Yet only a few studies and instruments have explored the operational definitions of these concepts for engineering undergraduates. Purpose The goals of this research were to identify observable outcomes that engineering undergraduate students should demonstrate related to leadership, adaptability to change, and synthesis abilities and to create an instrument to assess them. Design/Method In the first phase of the study, 12 engineers working in academia and 11 engineers working in industry were interviewed. The transcripts were analyzed using a constant comparative method to determine constructs related to leadership, change, and synthesis. In the second phase of the study, survey items were developed and administered to 753 engineering undergraduate students in the spring of 2011. An exploratory factor analysis determined the common factors across the survey items. Results The mixed methods approach resulted in the creation of 45 survey items categorized into four factors: Being an Engineering Leader, Engineer's Impact on Society and Economy, Engineering Leadership, and Development of an Adaptor to Change. Conclusion This study operationalized leadership, change, and synthesis within the context of engineering education. This operationalization may help to define learning outcomes and competencies for engineering leadership programs, and may provide faculty with an assessment tool for their students. Students may also use the tool to self-assess their leadership, change, and synthesis abilities.
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    ENGINEERING IN EARLY EDUCATION: A MULTICULTURAL COMPARISON OF WEB RESOURCES
    (Amer Soc Engineering Education, 2011) Bagiati, Aikaterini; Yoon, So Yoon; Evangelou, Demetra; Kaloustian, Garene; Cekic, Osman; Zhu, Jiabin; Magana, Alejandra J.
    [Anstract Not Available]
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    Engineering professionals' expectations of undergraduate engineering students
    (2012) Cox, Monica F.; Cekic, Osman; Ahn, Benjamin; Zhu, Jiabin
    This paper presents the results of a study that sought to identify constructs that engineers in academia and industry use to describe attributes they consider important for undergraduate engineering students to possess. We explicitly targeted the attributes of leadership, recognizing and managing change, and synthesizing engineering, business, and social perspectives. Our findings indicate ways that engineering students can engage in technical and nontechnical activities that enhance their undergraduate engineering experiences. The final goal of this ongoing effort is to develop, validate, and implement a tool that examines undergraduate students' embodiment of the three targeted attributes. © 2012 American Society of Civil Engineers.
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    Enhancing the quality of engineering graduate teaching assistants through multidimensional feedback
    (2011) Cox, Monica F.; Hahn, Jeeyeon; McNeill, Nathan; Cekic, Osman; Zhu, Jiabin; London, Jeremi
    This paper describes the Global Real-time Assessment Teaching Tool for Teaching Enhancement (G-RATE). It is a tool framed around the elements of Bransford, Brown, and Cocking's (1999) "How People Learn" framework and informed from data collected via laboratory observations; focus group interviews with engineering supervisors and graduate teaching assistants; and undergraduate student surveys. The G-RATE allows various stakeholders (i.e., classroom observers, administrators, graduate teaching assistants, undergraduates, and students) to provide feedback about the pedagogical practices of graduate teaching assistants within a laboratory session. Future applications of the tool include the creation of pedagogical profiles for instructors and the dissemination of the tool across multiple educational environments.