TY - GEN
T1 - A comprehensive ASAP framework that uses career-steering/shaping projects to train engineering students develop critical life/professional skills
T2 - 48th Frontiers in Education Conference, FIE 2018
AU - Rodriguez, Armando
AU - Pradhan, Pragyan A.
AU - Puttannaiah, Karan
AU - Das, Nirangkush
AU - Mondal, Kaustav
AU - Sarkar, Aratrik
AU - Sonawani, Shubham
AU - Lu, Shi
AU - Bui, Kimberly
AU - Cederstrom, Charles
AU - Christie, Carolyn
AU - Giacometti, Zakk
AU - Kurowski, Corey
AU - Lopez, Nikki
AU - Pedroza, Bryce
AU - Rosenthal, Tanner
AU - Sabet, Mohamed
AU - Soni, Bhavica
AU - Waggoner, Trae
N1 - Funding Information:
paper, as well as Part I [16], is motivated by the need to recruit, retain, empower, train and place students in the engineering workforce in order to meet national needs [1]. To address this need, we have developed a student-and-project-centric ENG Academic Success and Professional Development (ASAP) mentoring-scholarship program that has been funded by the National Science Foundation (NSF) since 2001. Here, ENG is used to represent all traditional engineering disciplines (i.e. aerospace, biomedical, chemical, civil and environmental, computer systems, electrical, industrial, materials, mechanical), including computer science and engineering management. While currently focusing on upper-division
Funding Information:
This work has been supported, in part, by NSF Grant No. 1565177.
Funding Information:
A.A.Rodriguez is the Director of the Southwest Institute for Engineering Transfer Excellence (SWIETE), a senior member of IEEE and a Professor in the School of Electrical, Computer & Energy Engineering (ECEE), Arizona State University (ASU), Tempe, AZ, aar@asu.edu. P.A.Pradhan, S.Sonawani and S.Lu are MS students in ECEE. K.Puttannaiah is a PhD candidate in ECEE. N.Das is an MS student in the School for Engineering of Matter, Transport & Energy (SEMTE). K.Mondal and A.Sarkar are PhD students in ECEE. K.Bui and N.Lopez are BS students in SEMTE. C.Cederstrom is a BS Student in the School of Sustainable Engineering & the Built Environment. C.Christie, C.Kurowski, T.Rosenthal, M.Sabet and T.Waggoner are BS students in ECEE. Z.Giacometti, B.Pedroza and B.Soni, and are BS students in the School of Computing, Informatics and Decision Systems Engineering. This work has been supported, in part, by NSF Grant No. 1565177.
Publisher Copyright:
© 2018 IEEE.
PY - 2019/3/4
Y1 - 2019/3/4
N2 - This Research to Practice Full Paper (Part II) describes how students, working on paid projects, have benefited from a comprehensive engineering Academic Success and Professional Development (ASAP) mentoring-scholarship project-centric program at Arizona State University (ASU) - and the associated community of practice (consisting of learners and faculty-industry-peer mentors) - described within Part I. The program, while focusing on upper-division transfer students, serves upper-division non-transfers and some graduate students as well. Central to the program is that scholars must participate in career-steering/shaping projects in an area of national importance. In this paper, 14 scholars are considered. All 14 scholars were mentored by the main author (professor and director of the NSF-funded program). For each scholar, we describe the impact of key program activities/instruments/constructs/projects on the scholar and the group of 14 scholars considered. All were selected to pursue funded projects - 11 for Spring 2018, 8 renewed for Fall 2018, 3 for new Fall projects and 11 for summer 2018 projects. For each scholar, their projects and future plans are described. The group of 14 scholars is also compared to the larger cohort of 74 scholars described in Part I in terms of key program activities/outcomes.
AB - This Research to Practice Full Paper (Part II) describes how students, working on paid projects, have benefited from a comprehensive engineering Academic Success and Professional Development (ASAP) mentoring-scholarship project-centric program at Arizona State University (ASU) - and the associated community of practice (consisting of learners and faculty-industry-peer mentors) - described within Part I. The program, while focusing on upper-division transfer students, serves upper-division non-transfers and some graduate students as well. Central to the program is that scholars must participate in career-steering/shaping projects in an area of national importance. In this paper, 14 scholars are considered. All 14 scholars were mentored by the main author (professor and director of the NSF-funded program). For each scholar, we describe the impact of key program activities/instruments/constructs/projects on the scholar and the group of 14 scholars considered. All were selected to pursue funded projects - 11 for Spring 2018, 8 renewed for Fall 2018, 3 for new Fall projects and 11 for summer 2018 projects. For each scholar, their projects and future plans are described. The group of 14 scholars is also compared to the larger cohort of 74 scholars described in Part I in terms of key program activities/outcomes.
KW - Academic success
KW - Career-shaping projects
KW - Mentoring
KW - Professional development
KW - Scholarships
KW - Transfer students
UR - http://www.scopus.com/inward/record.url?scp=85063503819&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063503819&partnerID=8YFLogxK
U2 - 10.1109/FIE.2018.8658522
DO - 10.1109/FIE.2018.8658522
M3 - Conference contribution
AN - SCOPUS:85063503819
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Frontiers in Education
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 3 October 2018 through 6 October 2018
ER -