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 - Publisher Copyright:
© 2018 IEEE.
PY - 2018/7/2
Y1 - 2018/7/2
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 -