Engineering Education Graduate Program Annual Review
(Updated April 2010)
Reflective student appraisal questions (Manathunga, 2005)
First, student completes form and uploads to ePortfolio.
Second, advisor downloads form, and advisor and student discuss.
Finally, the advisor/committee enters feedback and returns form to ePortfolio.
Students: In the spaces below, reflect on each of the 9 characteristics of your work as a
graduate student, and then list your goals for next year. Enter your responses in the grey boxes
under each question.
1.
Quality of work-/commitment, mistakes, comprehensive consideration of all relevant
aspects.
Upon coming to Virginia Tech, I was not exactly sure what my true strengths as a researcher
and a graduate student were other than providing the time and effort to be alright at what I
was doing. Since becoming a student in ENGE at Viriginia Tech, my level of commitment to
what I do as a student has significantly increased. This is mostly related to core deparmental
classes and research activities. The most significant mistake that I have made is in the area of
time management; while commitment level is high, I have frequently felt overextended by
classes, research, and professional service and development activities. To address this, I have
elminitated some external activities and utilized alternate time management approaches.
2.
Creativity-/originality of approach, thoroughness of thoughts
The research questions and topic that I am developing for the dissertation are definitely
original and untapped areas. Frequently the ideas that I have for the research lead to broad,
long lists that are time and resource ambitious. In managing this area, I am working with my
advisor to appropriately narrow the research, methods and plan the limitations of the work.
3.
Productivity, preparation and planning- /ability to cope with work load, disposition,
setting of priorities
Due to a heavy class load I feel as if my research productivity is low, at least lower than
I would prefer. Coping with the load has not been too difficult, but it does reflect I feel in
my research and especially non-major classes in work quality. My priorities have been
primarily class first, followed by research, however I hope in the upcoming year to
reverse this priority list.
4.
Cooperation-/commitment and contribution to peer group, interest in others
The ENGE community has been one of the most significant parts of my experience this
year. I feel that I have done my part to cooperate with all colleagues in the department,
students, faculty, and staff for the betterment of the department. In some cases I am
aware that I have not participated at the level desired in some areas, but it is mostly
due to class work load. I demonstrate an active interest in the overall ENGE
community. At the end of the spring semester I was elected the VT-ASEE student
chapter treasurer.
In the fall semester a small group of students and I led an initiative to do some
community professional development and training. This also included our own
community standards related to interpersonal professional relationships, classroom
conduct, representation of the department at conferences, and other related contexts.
Although this initiative did not come to fruition, through ASEE and the graduate student
body of the department this initiative may resume in fall of 2010.
5.
Communication-/written and oral
I believe that my communication quality, written especially, has increased this year. I have
presented a few oral presentations this year in class and at conferences as an adequate
exercise in oral communication. At the Frontiers in Education conference I presented my
paper, "Work in Progress - Informal Engineering Experiences in the African American
Community" in a group of about 25 peers. At the National Society of Black Engineers Annual
Convention I presented "TORCH 101," "Engineering Education and TORCH," and a national
update presentation. The first two workshops contained audiences of about 25, while the
latter update was presented to about 3,000 members. Class presentions have been done in
Foundations of Engineering Education, Assessment in Engineering Education, Interdisciplinary
Research, and STEM Education Trends and Issues.
6.
Initiative and independence-/interest in improvements, makes suggestions, supervisor
dependency
Taking initiative and providing suggestions are done on a moderate basis but is
generally balanced based on my overal commitment level, knowledge of my skills and
others, and the context. I do have a great interest in improving my research and
scholarly preparation as well as the department overall. I believe my dependency on
my research advisor is at an appropriate level at this stage.
7.
Decisions-/ability to decide independently, willingness to take risks
This year I do not feel that I have had to make any major decisions, however have strong
independent thinking and decision making skills. I am willing to take informed risks.
8.
Character-/student’s special character traits and their influence on their work, standing
in peer group and relation to supervisors
Considering character I believe that I do take a genuine interest in my own work, work
of my colleagues, and the overall department. I believe that it reflects in my work (in
most cases), standing in peer group and with my advisor and the faculty.
9.
Research topic-/relevance to the field, significance, possible changes, new direction
Exploring the interdisciplinary characteristics and knowledge ownership in optics is the broad
statement of my dissertation work. It is relevant to engineering education 's interest in
studying the discipline and the study of an emerging discipline, by an emerging independent
discipline. Considering the field of optical engineering, this categorization of the discipline has
not been done broadly and may provide a lens for that discipline describe itself in another
way. Right now the research design phase is beginning and resources and potential areas of
study are being explored.
Tentative Chapters include:
1. History of optics research and interview data
2. Student survey of pathways into optics and photonics
3. Bibliometric study
4. Structure of optics study
10. List the goals for the next year (determined in consultation with the major advisor and
committee)
1. Qualifying exam - pass all parts on the first attempt
2. Develop the study design
3. Explore and define appropriate research methods, and epistemological stance
4. Develop the survey instrument (pilot and collect data)
5. Develop the bibliometric review and history of the field of optics
6. Plan a summer international experience
7. Develop theoretical framework for research
8. Preliminary exam - spring 2011
9. Summer data collection
Advisor/committee feedback:
Lauren has made good progress during her first year. I would like to see
more detail of her accomplishments reflected on this form and on her
portfolio. Specifically, she needs to input artifacts and reflections for each
of the ENGE Program Goals. Also, she is taking courses through her
EIGER fellowship that are particularly challenging and I would like for her
to comment more on how these courses are influencing her other
coursework, her research, and her graduate experience in general.
I also am happy with her progress on her dissertation research. During her
first year she has identified a plan for studying optics as an interdisciplinary
site of knowledge construction, and she has a draft of topics for four
chapters.
After she takes the qualifiers, we will work toward a more productive
structure that involves more frequent writing as well as creating a solid
study design.