Academic Journal
Board 235: Design and Implementation of a Professional Development Course for Interdisciplinary Computational Science Graduate Students
| العنوان: | Board 235: Design and Implementation of a Professional Development Course for Interdisciplinary Computational Science Graduate Students |
|---|---|
| المؤلفون: | Satchi Venkataraman, Dustin B. Thoman, Susan Wainscott, Jose E Castillo |
| المصدر: | 2024 ASEE Annual Conference & Exposition, Portland, Oregon |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2024 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| مصطلحات موضوعية: | NSF Grantees Poster Session |
| الوصف: | Students in computational science graduate programs have unique challenges due to the interdisciplinary nature of this field. Students entering interdisciplinary graduate programs must quickly adapt and gain knowledge in other disciplines, learn to communicate across disciplinary boundaries, navigate ambiguity in what it means to be an interdisciplinary expert, and face challenges from the lack of clarity in any pathway to developing interdisciplinary expertise and uncertain career paths,. Helping students navigate these challenges, creating awareness of their unique opportunities and challenges in the pursuit of careers as interdisciplinary scientists, and helping them discover models for interdisciplinary identities required a concerted and tailored approach to provide academic support and professional development. This paper presents the experiences and lessons learned in the design and development of a professional development course designed for first year graduate students in an interdisciplinary computational science program, under an NSF S-STEM grant funded project titled "Academic Support, Career Training, and Professional Development to Improve Interdisciplinary Graduate Education for the Next Generation of Computational Scientists and Engineers". Herein we discuss the development and implementation of this two-semester course sequence (1 credit each semester). The course modules included (a) Understanding the academic challenges, goals and timelines in the interdisciplinary computational science program, (b) Individual Development Planning, (c) Career Exploration, (d) Communication Skills, (e) Networking, Finding Mentors & Mentoring, (f) Understanding and Exploring Pathways to Interdisciplinary Careers, (f) Leadership and Entrepreneurship Skills for career success, (g) Professional & Responsible Conduct, (h) Mental Health & Wellbeing. These topics were tailored specifically for the needs of computational science students with a goal to increase their awareness and preparation for ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--46805 |
| الاتاحة: | http://peer.asee.org/46805 https://doi.org/10.18260/1-2--46805 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.5D6BE132 |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--46805 |
|---|