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- Competencies
- Synthesize
- Synthesize Knowledge
The graduate will read and synthesize educational literature, describe fundamental theories of human learning, and apply knowledge
of human learning, diversity, and effective pedagogy to the solution of practical problems in his/her discipline.
Associated Artifacts: Plagiarism and Culture Paper; Plagiarism and Ethical Writing Workshop;
Knowledge Transfer paper
- Create
- Create Knowledge
The graduate will describe common research methods in his/her discipline, read and
evaluate educational research, and apply research findings to the solution of practical
problems in his/her discipline.
Associated Artifacts:
- Communicate
- Communicate Knowledge
The graduate will communicate effectively in both oral and written formats including
the ability to communicate content from his/her discipline through the design and delivery
of effective teaching/learning activities that integrate content and pedagogy, adapt instruction
and support services to the needs of diverse learners, and appropriately assess learning
outcomes. All of this is to be demonstrated using inclusive and non-biased language in both
written and oral communication.
Associated Artifacts:
- Think
- Think Critically and Reflectively
The graduate will develop a personal vision of inclusive educational practice, identify
the relationship of his/her discipline to the broader field of education, and critically evaluate
theory and practice.
Associated Artifacts:
- Apply
- Apply Engineering Education Principles to the Solution of Instructional or Curricular Problems
The graduate will analyze engineering education problems and, when appropriate, design,
develop, implement, and evaluate appropriate solutions to those problems.
Associated Artifacts:
- Demonstrate
- Demonstrate Engineering Skills
The graduate will have the capacity to function as an engineer in a traditional, noneducation
area. This should include, to the extent possible, the knowledge and use of technology and tools for
engineering practice and engineering education.
Associated Artifacts:
- Engage
- Engage in Professional Development
The graduate will demonstrate the disposition for life-long learning and continuous
professional development.
Associated Artifacts:
- Participate
- Participate Actively in Professional Community
The graduate will identify communities of practice within his/her discipline and
participate within these communities.
Associated Artifacts:
- Explain
- Explain and Critique Education Policy
The graduate will demonstrate knowledge of educational policy issues.
Associated Artifacts:
- Teach
- Teach Engineering
The graduate will participate in a mentored teaching experience at the K-12 or higher level.
The experience must be of significant duration and involve actual teaching of students. The experience
must also include formative and summative feedback (e.g. by peers, students, and faculty) and
self-reflection. In addition, students enrolled in the Ph.D. program will be expected to develop and
implement curricular materials as part of this experience.
Associated Artifacts:
- Artifacts
- Plagiarism and Culture Paper
(EDCI 618)
- The class paper was to investigate an issue of culture and/or
science in science education and how it impacts what we do in the classroom. I have long been
bothered by the impression/assumption that Asian students are more likely to plagiarize in written
coursework. There is a clear cultural issue at the heart of this assumption, and possibly at
the heart of the problem with what students exhibit when completing written work and not accurately
documenting sources.
The investigation of plagiarism and culture, in the form a literature review, started a process
that has informed future coursework, and development in a new area of professional expertise for
me as a librarian. Through an additional look at the topic, as part of my content, assessment and
pedagogy class project, I have increased my knowledge on the topic and am in the process of revising
the paper discussing plagiarism and culture for publication.
My readings and synthesis have lead me to the conclusion that while plagiarism is easiest to spot in
the writing of individuals for whom English is not their first language, this does not mean they are
more prone to engaging in unethical writing practices. Several studies have shown that students from
all cultures are equally prone to this behavior for a number for reasons. It is important to advance
this information, in conjunction with a call for education before punishment when dealing with students
who have crossed this line in their writing.
Additional benefits of developing this new area of expertise have included several recurring occasions
when I have been asked to visit classes, typically graduate courses, to discuss ethical writing
practices and in particular how to approach the difficult task of paraphrasing.
- Plagiarism and Ethical Writing Workshop
(ENE 695-CAP)
- The decision to work with the ethical writing and plagiarism content is a
reflection of continued growth in requests from teaching faculty to address these issues with students,
frequently graduate students, who are returning to academia as non-traditional students and are out of
the habit of academic writing, or just need a formative experience around the expectations and requirements
of graduate level written work. The idea of developing a workshop fits well with this content, as
ethical writing is a skill that needs practice to be developed, and as such a workshop is an ideal format.
While the basics of the workshop were developed as part of the class (project attached), the workshop
itself has yet to be offered and evaluated. Several of the content pieces are extensions for activities
already included in my guest lectures on the topic, including the pre-test that is designed to be used
at the start of the workshop. My first opportunity to present the workshop to a student audience comes
during the LSAMP conference at Purdue on November 12th, where it will be compressed to fit into a 3
hour time frame, still including much of the active work by students, discussion and pre and post tests.
My hope is that this workshop will become a regular part of the sessions offered through the Graduate
School as part of the series graduate students are expected to attend to complement the CITI RCR
training required of graduate students involved in funded research. Work in this area still needs to
be done in contacting the organizer of the workshops, and in talking with one or more of the instructors
for the “authorship and publishing” sessions to determine where there may be content overlap and
what would be the most effective use of the time for an ethical writing sessions.
- Learning Transfer
(ENE 695-Engr. Think.)
- Qualitative Research Mini Prospectus (EDCI 615)
- Mapping Chart
- Professional Home
- C.V.
Competencies
Think Critically and Reflectively
The graduate will develop a personal vision of inclusive educational practice, identify
the relationship of his/her discipline to the broader field of education, and critically evaluate
theory and practice.
Associated Artifacts:
Last updated: October 26, 2011
