Quantitative Investigation of Engineering Graduate Student Conceptions and Processes of Academic Writing

2018 ◽  
Author(s):  
Catherine Berdanier ◽  
Ellen Zerbe
Keyword(s):  
Graduate Student ◽  
Academic Writing ◽  
Quantitative Investigation ◽  
Student Conceptions

scholarly journals What is engineering?

2018 ◽  
Vol 1 (1) ◽  
pp. 44
Author(s):  
Mel Chua
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Graduate Student ◽  
Open Source Software ◽  
Academic Writing ◽  
Point Of View ◽  
Computer Engineering ◽  
First Semester ◽  
The Arts ◽  
Science Academy

Point of view:  I'm a contagiously enthusiastic hacker, scholar, and teacher with an industry background in Free and Open Source Software (FOSS) communities. As a teenager at the Illinois Math and Science Academy, I loved storytelling and cinematography and wanted to major in the arts. That wasn't an option for my family of immigrants, so I took up electrical and computer engineering at Olin College (BS), where I arrived thinking that a breadboard was for baking (it's for electronics). I am Deaf and have always been a strong visual thinker; this piece was written and drawn during my first semester as a PhD student in engineering education at Purdue University. I’m intrigued by how multiple interacting curricular cultures in higher education can deconstruct our notions of engineering, education, and just about everything else. Value: This work is a playful contribution to engineering education ontologies (as a subset of philosophy), which explores questions of reality and being - what "is." It challenges the high consensus culture of engineering, especially the tendency to seek clearly defined and fixed meanings for terms. In this case, the notion of "engineering" itself is called into question. It also explores what graphical/non-textual scholarship in and about higher education might look like. Summary:  This graphic essay was made when I was a first-semester engineering education graduate student. This past self was naive regarding "scholarly" and "academic" writing conventions, and frustrated both by the limitations of text as a standalone medium and the engineering disciplinary tendency to seek clearly defined and fixed meanings for terms rather than exploring their possibilities. I am now a slightly more seasoned scholar seven years down the line with a desire to engage in discussion and revision of the piece. Note to readers:  This document consists of a comic submission which is meant to be experienced visually: What is Engineering?. Each page of the comic is presented separately here, followed by text descriptions for that page. Text descriptions are provided for acces.

EDITORIAL Is It Educative? The Importance of Reviewers' Feedback

2016 ◽  
Vol 4 (2) ◽  
pp. 122-125 ◽  
Keyword(s):  
Doctoral Students ◽  
Graduate Student ◽  
Academic Writing ◽  
Faculty Members ◽  
Grad School

Given a scale from 1 to 10, where 1 is the lowest point and 10 is the highest, how do you rate yourself as a writer? I recently asked this question of a group of doctoral students. What do you suppose their answers were? How would you answer that question? Predictably, their ratings ranged from 3 to 6, with several explaining that writing has always been a struggle and a few sharing that they thought they were decent writers until they began grad school. It is noteworthy that no one, including the faculty members in the room, rated themselves a 10. All of us considered academic writing as something we are still trying to master. I shared that as a graduate student I too would have likely rated myself on the low end of the scale and that it has been a long journey to developing a productive relationship with the process of writing academic papers.

Observer Agreement on Disfluency and Stuttering

1981 ◽  
Vol 24 (4) ◽  
pp. 595-600 ◽  
Author(s):  
Richard F. Curlee
Keyword(s):  
Graduate Student ◽  
Adult Male ◽  
Observer Agreement

Groups of undergraduate and graduate stndent listeners identified the stutterings and disfluencies of eight adult male stutterers during videotaped samples of their reading and speaking. Stuttering and disfluency loci were assigned to words or to intervals between words. The data indicated that stuttering and disfluency are not two reliable and unambiguous response classes and are not usually assigned to different, nonoverlapping behaviors. Furthermore, judgments of stuttering and disfluency were distributed similarly across words and intervals. For both undergraduate and graduate student listeners, there was relatively low unit-by-unit agreement among listeners and within the same listeners from one judgment session to another.

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

Federal Graduate Student Loans to Cost More

ASHA Leader ◽  
2011 ◽  
Vol 16 (11) ◽  
pp. 19-19
Author(s):  
Neil Snyder
Keyword(s):  
Graduate Student ◽  
Student Loans

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

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