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An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students

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An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students

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Content Running head: ACADEMIC PREPARATORY CURRICULUM 1
AN ACADEMIC AND PROFESSIONAL PREPARATORY CURRICULUM DESIGN AND
SUPPLEMENTAL ACADEMIC ADVISEMENT TOOL: SELF-REGULATION, ETHICS,
AND COMMUNICATION FOR ENGINEERING GRADUATE STUDENTS

by
Ryan S. Pineda

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2017

Copyright 2017 Ryan S. Pineda

ACADEMIC PREPARATORY CURRICULUM 2
Dedication

In loving memory of my beautiful mother
Emerita Saldivar Pineda

ACADEMIC PREPARATORY CURRICULUM 3
Acknowledgements
I would like to dedicate this dissertation to my late mother, Emerita who passed away
during my second year of the Ed.D. program. She was my inspiration, my confidence, my
strength, and my cheerleader. She had always encouraged me to pursue higher education. I
would not be as determined and ambitious, academically and professionally without my mother’s
positive influence and words of wisdom. She was a devoted and caring mother who was the
heart and rock of our family. She was a true USC mom! She was a USC fanatic who loved it
every time I got her a USC t-shirt, cap, apron, and scarf. Before she passed away, one of her
wishes was to see me graduate on stage with an Ed.D. I know her joyful spirit will be around me
during commencement and staring down at me from heaven cheering me on as usual. Thank
you, mom, for everything. We miss you very much. We love you more than infinity.
Another special thank you goes to God. Praying practically every night to you feels
comforting and believing that life involves hope and happiness. I would also like to express my
heartfelt thanks to my father, Ricardo, sister, Christine, brother-in-law, Joe, and brothers,
Christian and Richard. All of you have been considerate, understanding, and supportive
throughout my Ed.D. and dissertation phase. I know we have been through a lot, but we all kept
strong together as one family. Thank you again for all the love.
Thank you very much to my faculty advisor and dissertation chair, Dr. Hirabayashi. You
have always been very understanding and supportive. I’ve learned a great deal in the three
classes I have taken in which you taught. Synthesizing literature makes more sense to me more
than ever! I also appreciated the honest and helpful feedback you have given in all of my papers
and projects. I feel my writing and critical thinking skills have improved tremendously because
of you. I also would like to give big thanks to my other wonderful committee members, Dr.
ACADEMIC PREPARATORY CURRICULUM 4
Stowe and Dr. Tambascia. I truly appreciate all the guidance, kindness, praises, feedback, and
the valuable resources you both have given me. My dissertation would not be as complete and
efficient without you two. Thank you again for the continuous support.
Another huge thank you goes out to my Ed.D. friends especially to Brittany M., Nisha
P., Hector M., Stefanie B., Kim B., Hattie A., Divina V., and Juliana C. We have been through a
lot in the program from reading articles, writing regularly, taking quizzes, group projects, dinner
breaks, dealing with stress, and much more. Thank you for all the supportive text messages,
phone calls, emails, and peer feedback. I wish you all the best in your professional endeavors,
but do keep in touch always.
I would also like to thank my previous and current employer, supervisors especially to
Diane D., and co-workers, faculty members, students, and advisees considerably. My problem
of practice for my dissertation would not have been possible without your strong support,
encouragement, and resources you have provided me including relevant data throughout these
years. You are all remarkable people!
Lastly, I would like to give sweet hugs and thanks to my two fun-loving and adorable
dogs, Sherman (Chihuahua/Shih Tzu mix) and Sarah (Maltese/Shih Tzu mix). I had you both
when you were puppies, less than ten weeks old, around the time when I had started the Ed.D.
program, three years ago. You were both there throughout my tough and stressful moments and
always knew how to make me feel better with your cute dog behaviors like your cuddles and
playful demeanor. Thank you for keeping me smiling, laughing, and exercising (our daily long
walks), and just enjoying life to the fullest.

ACADEMIC PREPARATORY CURRICULUM 5
Table of Contents
Dedication ....................................................................................................................................... 2
Acknowledgements ......................................................................................................................... 3
Abstract ........................................................................................................................................... 7
CHAPTER ONE: LITERATURE REVIEW ................................................................................. 8
Statement of the Problem of Practice .......................................................................................... 8
History of the Problem ............................................................................................................ 8
Importance of the Problem .................................................................................................... 11
Causes of the Problem of Practice............................................................................................. 13
Lack of Academic Preparation and Study Skills ................................................................... 13
Lack of Emotional Regulation ............................................................................................... 15
Linguistic and Comprehension Challenges ........................................................................... 17
Issues with Academic Writing ............................................................................................... 18
Curriculum and Instructional Challenges .............................................................................. 19
Issues With Class Discussions and Participation .................................................................. 20
Lack of Oral Presentation Skills ............................................................................................ 21
Lack of Social and Academic Integration ............................................................................. 22
Attribution Factors ................................................................................................................. 24
Approaches to the General Problem of Practice ....................................................................... 25
Academic Preparation and Self-regulation ............................................................................ 25
Intervention/Academic Success Programs ............................................................................ 28
Enhancing Linguistic and Communication Skills ................................................................. 30
Improving Academic and Social Integration ......................................................................... 31
Other Curricula that Addresses the Problem of Practice........................................................... 34
Learner Characteristics Related to the Problem of Practice ...................................................... 40
Summary ................................................................................................................................... 45
CHAPTER TWO: CURRICULUM OVERVIEW ....................................................................... 46
Curriculum Description ............................................................................................................. 46
Learner Description and Context ........................................................................................... 47
Theoretical Framework and Research-Based Practices......................................................... 49
Design Justification and Acknowledgement of Designer Bias ............................................. 53
Curriculum Outcomes ............................................................................................................... 55
Description of Curriculum Assessments ................................................................................... 56
Description of Curriculum Activities ........................................................................................ 58
Topics .................................................................................................................................... 59
Assessment and Evaluation Plan ............................................................................................... 61
Level One: Reaction .............................................................................................................. 61
Level Two: Learning ............................................................................................................. 62
Level Three: Behavior or Transfer ........................................................................................ 63
Level Four: Results ................................................................................................................ 64
Unit # 1 Overview Introduction to Engineering Graduate Student Success ............................. 67
Unit # 2 Overview Academic Integrity for Engineering Graduate Students ............................ 69
Unit #3 Overview Structural and Emotional Components to Writing in Engineering Studies. 70
Unit #4 Overview Inquiry-Based Teaching Practices in Engineering Courses ........................ 72
ACADEMIC PREPARATORY CURRICULUM 6
Unit #5 Overview Learning and Study Strategies ..................................................................... 74
Unit #6 Overview Professional Communication Skills in an Academic Setting ...................... 76
Unit #7 Overview Professional Ethics and Characteristics Beyond Engineering Graduate
School ........................................................................................................................................ 77
CHAPTER THREE: CURRICULUM DESIGN ......................................................................... 80
CHAPTER FOUR: RECOMMENDATION FOR IMPLEMENTATION................................ 493
Recommendation for Academic Advisors .............................................................................. 493
Recommendation for Faculty Instructors ................................................................................ 496
Recommendation for Academic Unit and Administration ...................................................... 497
Limitations of Unit Modules ................................................................................................... 497
References ................................................................................................................................... 500
Appendix: Definitions and Terms ............................................................................................... 553

ACADEMIC PREPARATORY CURRICULUM 7
Abstract
Results from an organizational data in the United States show that academically at-risk graduate
students in engineering majors, specifically international students, encounter personal,
behavioral, and environmental factors that can hinder their academic performance and
professional pursuits. The data relate to multiple studies that focus on academic probation and
international college students encountering problems with academic preparation, self-regulation,
motivation, academic integrity, professional ethics, time management, and linguistic and
communication challenges as well as cultural adjustment. The purpose of this curriculum
dissertation is to address and develop approaches to the problem of practice by applying the
theoretical framework of social cognitive theory emphasizing self-regulated learning and various
theories and research-based practices to designing the curriculum. The curriculum design will
also apply an evaluation tool and recommendation for implementation to identify the program’s
effectiveness and areas for improvement.
Keywords: academic self-regulation, academic success, engineering graduate school,
ethics, international students, motivation, professional communication

ACADEMIC PREPARATORY CURRICULUM 8
CHAPTER ONE: LITERATURE REVIEW
This curriculum dissertation focused on an organizational problem of practice based on
academically at-risk graduate students in engineering programs, particularly within the
international student population attending a United States institution. Other studies that relate to
the content of this problem are reviewed as well, emphasizing academic adjustment issues,
academic preparation, self-regulation, ethics, and professional communication both in the
classroom setting and beyond graduate school. Chapter One specifies the causes, approaches to
the general problem of practice, existing curricula, and learner characteristics. The curriculum
overview section of Chapter Two elaborates on the curriculum description, theoretical
framework and research-based practices, including curriculum outcomes, assessments, and
activities applicable to the design of the curriculum. Moreover, an evaluation plan is further
explained to help determine the strengths and weaknesses of the program design. Also discussed
is a recommendation for implementation and the limitations of the curriculum design.
Statement of the Problem of Practice
History of the Problem
According to organizational data from one engineering graduate program in the United
States, within the past few years, an average of 85% of students placed on academic probation
were international students. These students were known to be academically at-risk and
considered for dismissal from the institution if they did not meet the minimum overall required
grade point average (GPA) of 3.00 in the subsequent academic term. In fact, the program found,
on average within the data, that approximately 70% of academically at-risk students were first-
semester enrollees in first-term graduate-level courses. Thus, concerns regarding adjustment to a
new institution and graduate program could have been a factor.
ACADEMIC PREPARATORY CURRICULUM 9
The academically at-risk students often reported multiple reasons for being placed on
academic probation. Academic advisors’ mandatory advisement session notes, students’ self-
assessment surveys, and academic probation contracts showed factors that led to their academic
probation status. Over 80% of those who completed the survey were international students in the
engineering graduate program.
Some of the students revealed they lacked the academic preparation and study skills
necessary to achieve in graduate school, including time management, setting goals, and
regulating emotions and stress. Others indicated that lecture courses, exams, and course text
materials were difficult to comprehend. Some students acknowledged that they lacked the
motivation to complete class assignments and study for exams because of feeling overwhelmed,
perplexed, and less efficacious with schoolwork. Another influence on their low achievement
was adjusting to a new culture, facing language barriers, homesickness, and other personal,
family, and health issues.
There are also other factors in regard to not meeting faculty and classroom expectations.
For example, students reported not adapting well to common American pedagogical methods.
Some students had problems with making sense of their note-taking before, during, and after
class. Also, others disclosed a lack of group communication and oral presentation skills for
classes and not conveying thoughts clearly both verbally and in writing. Moreover, students
mentioned that they were not following or did not know how to follow appropriate academic
integrity rules for writing and coding required for the course(s). Some students also commented
not knowing how to seek help from staff and other campus resources for academic and personal
matters. Additionally, students expressed that they did not know how to interact with their
faculty instructor during class and outside of the classroom. Overall, the department data reflect
ACADEMIC PREPARATORY CURRICULUM 10
various studies that indicate engineering graduate students encounter multiple academic
adjustment barriers.
Although there is less research that investigates engineering graduate students’ poor
performance in first-term courses, there are undergraduate studies that relate to academically at-
risk engineering graduate students in this content and served as a resource for this paper. For
instance, Nelson, Shell, Husman, Fishman, and Soh (2015) indicated that engineering students
who perform poorly in fundamental or first-term courses generally have low rates of success in
engineering programs. The end of the first year in an engineering undergraduate program is
when students are more likely to drop out or switch their major (Suresh, 2006). In fact, an
empirical study on academic probation students by James and Graham (2010) found that many
academically at-risk undergraduate students revealed other multifaceted reasons that led to their
probation status, such as personal issues relating to family and health. Also, the first two years
of undergraduate studies were found to be crucial, as attrition rates are high during the beginning
years of an engineering program (Kokkelenberg & Sinha, 2010).
There are also studies that investigated international graduate students, in general, who
encountered academic adjustment issues. A recent study by Wu, Garza, and Guzman (2015)
revealed that international undergraduate and graduate students studying in the United States
selected from different countries such as China, Taiwan, South Korea, Japan, Saudi Arabia, and
Mexico, had dealt with various types of academic barriers. For example, the students reported
issues with interacting with faculty and feeling isolated from other classmates during class
activities. Other research on international graduate students from India studying in the United
States conducted by Kaur (2007) found that the students had problems with academic integrity,
writing formats, critical thinking, selecting courses, faculty-student interactions, and time
ACADEMIC PREPARATORY CURRICULUM 11
management. The participants also noticed a significant difference between the education
system of the United States and India in regard to teaching and learning and expectations from
instructors. In addition, Unruh (2015) reported that faculty members’ perspectives on the
challenges of international undergraduate and graduate students in the United States were
differences in learning and study strategies compared to their previous non-US institution,
inadequate prerequisite skills for certain classes, and differences in teaching methods or
instruction in comparison to their home country’s educational system. The academic adjustment
problems that international graduate students encounter can negatively influence their academic
performance and personal and social experiences in the United States.
Importance of the Problem
To further understand the meaning and common experiences of engineering graduate
students, particularly international students facing academic hardship, additional research on
these students’ self-regulation, academic preparation, study methods, and motivation is needed.
Not only is this problem an organizational issue, but it also expands to all academically at-risk
international graduate students in engineering programs attending a US institution. There are
several studies on academically at-risk undergraduate science, technology, engineering and
mathematics (STEM) students; however, less research addresses the experiences of at-risk
STEM international graduate students.
The problem is important to address due to multiple factors of supporting international
graduate students’ academic and career success in engineering programs. First, it is essential to
embrace and support international graduate students due to the positive impact their enrollment
has on cultural diversity, academic prestige, cultural exchange, and financial benefits for the
institution and community (Wu et al., 2015). Also, international graduate students have
ACADEMIC PREPARATORY CURRICULUM 12
positively contributed their talents to STEM research at research-based institutions and served as
an important source for US employers (Anderson, 2014). Thus, a growing trend of STEM
international graduate students in the workplace could also be due to the immigration reform
bills on the extension of Optional Practical Training to a maximum 29 months for STEM
graduates, which would provide them work visas in the United States (Chang, 2014).
Second, this problem has an impact not only on the students’ academic and career
advancement but also on the institution’s goals of enrolling and retaining graduate students. In
fact, the National Foundation for American Policy (NFAP) analysis of the National Science
Foundation of 2011 data revealed that international students represent the majority of
enrollments in U.S. STEM graduate programs, accounting for 71% of all full-time graduate
students in electrical engineering, 65% in computer science, 61% in industrial engineering, and
more than 50% in chemical, materials, and mechanical engineering. The report also showed that
these striking averages display even higher proportions at many individual institutions (Redden,
2013). For instance, some graduate programs in electrical engineering enrolled 80%
international students, and a few exceeded 90% (Redden, 2013).
Third, it is essential to develop an effective curriculum to help improve academically at-
risk engineering graduate students’ academic self-regulation and professional preparation skills
to increase self-efficacy, persistence, and mental effort during and beyond graduate school.
Although there are academic success workshops and other intervention programs for
undergraduate students, few tend to be offered for engineering graduate students. It is, then,
imperative to design an academic success curriculum of academic self-regulation and basic
professional preparation to aid academically at-risk international engineering graduate students
ACADEMIC PREPARATORY CURRICULUM 13
and all other engineering graduate students, in general, to succeed in their respective degree
programs and career endeavors.
Causes of the Problem of Practice
The following literature review specifies and elaborates on the major causes of low
achievement among academically at-risk students, particularly international graduate students in
engineering fields. The causes focus on lack of academic preparation skills, self-regulation,
motivation, and other challenges of language, reading, writing, classroom instruction,
communication skills, and social/academic integration. Since less research has been conducted
on graduate students in engineering or STEM fields, particularly international students, some
literature is based on undergraduate students in which those studies relate to this problem of
practice.
Lack of Academic Preparation and Study Skills
Although research is limited on academically at-risk international engineering graduate
students, studies revealed that academically at-risk college students, in general, have poor
academic preparation and study skills. One study indicated that several at-risk college students
stated they were not prepared or lacked the skills to handle the academic rigor of university-level
courses (James & Graham, 2010). Tovar and Simon (2006) noted that at-risk students have
difficulty adjusting and transitioning into college life due to poor study skills, which could affect
their academic success. In fact, research by the Bill Gates and Melinda Gates Foundation found
that college students (aged 23 to 30) with incomplete degrees discontinued their studies due to
being unprepared and even unmotivated (Boretz, 2012; Johnson & Rochkind, 2009). This result
is relevant to graduate students, including international students facing academic hardship.
Suresh (2006) reported that at-risk engineering undergraduate students’ performance was
ACADEMIC PREPARATORY CURRICULUM 14
influenced by the lack of study and knowledge skills required to succeed in engineering courses.
Also, the study reported that some students did not have the adequate background in
mathematics or science courses to prepare them for higher-level courses, which is also seen in
first-semester master’s level engineering students. Thus, students who are not challenged in
mathematics and science courses could be later unprepared for the rigor of engineering or STEM
programs. Also, a survey study by Ortiz and Sriraman (2015) found that most faculty rated study
habits as very important in influencing a student to success in STEM studies.
Problems with note-taking and lectures. Previous studies reported that international
graduate students, in general, lack other academic preparation skills such as note-taking and
following lectures. Kim (2011) indicated that international graduate students struggled with
proper note-taking during classroom instruction. These students may also find it complicated to
follow lectures with no guidance. Instructors not providing direct key concepts during lectures
such as discourse markers (i.e., next, then, after, and so on) causes more academic hardship for
international students in regard to identifying key points of the lectures and preparation for
exams (Roy, 2013), as instructors may go off on tangential topics and not follow course
instructional materials.
Time management. Studies show that international graduate students who encounter
academic adjustment issues, particularly academically at-risk students, reported poor time
management skills, which have an impact on their academic performance. Mukminin and
McMahon (2013) found that international graduate students from Indonesia studying in the
United States faced some barriers with balancing academic workload due to a large amount of
homework assignments, limited time to complete reading assignments, and meeting
responsibilities of teaching/research assistantships. The inability to meet reading assignments
ACADEMIC PREPARATORY CURRICULUM 15
deadlines could be due to not understanding the readings (Mukminin & McMahon, 2013).
Another study found that some international graduate students face anxiety and stress from a
demanding workload such as when they work more than ten hours per week and/or serve as a
graduate assistant (Zhou, Frey, & Bang, 2011).
Procrastination. Studies show that many college students, particularly at-risk students
often procrastinate. In fact, a major academic issue that international students face is
procrastination (Lowinger, He, Lin, & Chang, 2014). Thus, procrastination was shown to lead to
weak academic performance and stress (Chu & Choi, 2005), and is also considered to be a lack
of self-regulated performance (Cao, 2012) or an indication of failure in self-regulation (Deemer
et al., 2014). Factors associated with procrastination were apprehension of failing with multiple
types of academic-related anxiety (Onwuegbuzie, 2004). In fact, academic procrastination is a
major problem among graduate students (Jiao, DaRos-Voseles, Collins, & Onwuegbuzie, 2011).
Graduate students tend to procrastinate on academic tasks at greater levels than undergraduate
students (Onwuegbuzie, 2004). College students with poor self-regulation tend to perform self-
handicapping, such as putting off work until the last minute, bypassing studying, and staying up
late the night before an exam, which is common among at-risk students (Wolters, 2003).
Lack of Emotional Regulation
Studies reported that academically at-risk college students, in general, have other
inadequate self-regulation skills, such as handling emotions. Based on a study by Miller et al.
(2015), academic-internal barriers (which represented approximately 63% of engineering
students’ responses regarding challenges) included personal difficulty with balancing
work/school/social life. The study also reported that some students expressed feeling
overwhelmed, frustrated, and incapable of handling stress with their studies and taking various
ACADEMIC PREPARATORY CURRICULUM 16
tests around the same time. Smith and Khawaja (2011) reported that international students,
particularly Asian students, believe they can handle emotional distress on their own without
support from professionals or other peers. They would feel embarrassed to show their emotions
to family members, resulting in embarrassment and shame.
There are also other academic barriers for STEM college students. For example, some
STEM students have shown difficulties with strategic self-regulation especially due to
academically demanding courses (Shell & Soh, 2013). Also, other findings stated that students'
perception of an engineering course could only produce positive motivation and self-regulated
learning when students feel that they are in control of their learning and are assured that their
efforts for self-regulated learning and engagement lead to success (Nelson et al., 2015). In
addition to self-regulation, personal responsibility, and positive affirmations are key factors that
could also affect at-risk students’ motivation (Kamphoff, Hutson, Amundsen, & Atwood, 2007).
Academically at-risk students may feel that they do not have the capability, self-determination,
or sufficient skills of self-regulation and goal-setting to succeed in their classes (Kamphoff et al.,
2007).
Studies found that international graduate students reported feeling psychologically
disturbed by linguistic challenges, which has shown to have an impact on their studies. There is
often anxiety and stress about understanding and interpreting the context in English among these
students (Mori, 2000; Tochkov, Levine, & Sanaka, 2010). In fact, newly arrived students
express more anxiety and frustration to language barriers than students who have been in the
United States longer (Lowinger et al., 2014). Those who had low English proficiency were
prone to depressive feelings and anxiety as well (Sumer, Poyrazli, & Grahame, 2008).
International graduate students also expressed uncomfortable feelings and stress about heavily
ACADEMIC PREPARATORY CURRICULUM 17
engaging in fast-paced classroom activities and discussions (Mukminin & McMahon, 2013).
Thus, decreased English proficiency creates higher acculturative stress. In sum, language
barriers can be burdensome and detrimental to these students’ academic performance.
Linguistic and Comprehension Challenges
Studies show that international graduate students face linguistic challenges, which have
been known to negatively affect their academic performance. The most frequently reported
challenge to international students’ academic adjustment in a U.S. college or university is
language (Tas, 2013). International students’ low academic performance also shows lower levels
of English proficiency (Poyrazli & Kavanaugh, 2006). Language barriers have been shown to
affect writing assignments, comprehension of lectures, and oral and written examinations (Mori,
2000).
International graduate students may have difficulty understanding American instructors’
lectures, idioms, expressions, and slang during class (Huang, 2012; Roy, 2013). Understanding
lectures when a professor uses slang or idioms can place a heavy burden on students (Lin &
Scherz, 2014). Some students found academic reading difficult due to reading several books and
not understanding the content in a timely fashion (Gebhard, 2012). Others reported that they had
to read two or three times to understand the content. The lack of English terminology or
vocabulary might result obstacles in reading for international graduate students as well (Kuo,
2011).
Research reports that international graduate students lack listening comprehension skills.
For example, Asian international students, particularly Chinese students, encounter difficulty
with their listening skills (Yan & Berliner, 2013). They felt that Americans spoke so fast that it
was impractical to understand them. Mukminin and McMahon (2013) reported that international
ACADEMIC PREPARATORY CURRICULUM 18
graduate student participants in their study had issues not only with speaking, writing, and
reading, but also with listening. It was difficult for them to comprehend topics discussed
because American faculty members and fellow American classmates spoke rapidly (Kuo, 2011).
These language problems are also due to different accents, rate of speech, and pronunciation of
other peers and faculty instructors (Wu et al., 2015). In addition, Miller et al. (2015) reported
that one of the academic-external barriers of STEM college students in their study
(approximately 27% of responses) was difficulty understanding instructors’ speech patterns
during instruction. In particular, students from China, Japan, and Korea struggle with
understanding long and complex sentences, fast-paced dialogue, and phonological, and
pragmatic systems of the English language, which some American instructors or professors use
without awareness (Huang, 2004). Some international students are unable to understand what
their instructors and classmates discussed in their classes (Wu et al, 2015).
Issues with Academic Writing
Research showed that some international graduate students have difficulty conveying
their thoughts in writing as well as with following proper writing formats. These students are
unable to articulate their responses clearly and in a manner their instructors can understand. One
study reported that international graduate students’ common concern was how they transfer their
message to others (Kim, 2011). Also, feedback time from instructors takes longer than usual due
to students submitting poorly written drafts or students not articulating their thoughts clearly,
which takes time for the instructor to understand and review (Brown, 2007). There seem to be
inadequate language skills causing the students to struggle with self-expression (Brown, 2007).
Some international students are unable to communicate their thoughts and reflections clearly to
ACADEMIC PREPARATORY CURRICULUM 19
their professors and other domestic students (Roy, 2013). Another factor with writing was the
usage of incorrect words and meanings, which often influenced their grade for the class.
Plagiarism and academic dishonesty. International students also faced issues with
plagiarism. Mukminin and McMahon (2013) indicated that, for writing, the students also
lacked required knowledge about university rules pertaining to plagiarism. These international
graduate students would fail an assignment as a result of plagiarism and later charged for
violating academic integrity (Duff, Rogers, & Harris, 2006). A main issue of plagiarism is
omission of citations or not acknowledging original sources (Duff et al., 2006). In engineering
programs, there is a special type of plagiarism called source-code plagiarism often found in
programming courses, which could also lead to academic integrity violations (Granzer, Praus,
& Balog, 2013). In fact, engineering majors tend to be have among the highest self-reported
cases of cheating compared to non-engineering majors (Carpenter, Harding, & Finelli, 2010).
Another academic challenge reported among international students was learning how to use the
library services properly to help with writing papers and meeting appropriate writing policies to
avoid any institutional violations (Telbis, Helgeson, & Kingsbury, 2014). A student who
commits such violations shows a false impression to future employers and demonstrates lack of
ethical professionalism (Carpenter et al., 2010).
Curriculum and Instructional Challenges
International students may encounter instructional challenges in American classrooms.
Some international students do not feel comfortable with certain pedagogical techniques used by
instructors. These students struggle with unfamiliar classroom practices and cultures (Kim,
2011). In fact, there are different styles of instruction and testing compared to other parts of the
world (Telbis et al., 2014). The lack of understanding of the instructional environment and
ACADEMIC PREPARATORY CURRICULUM 20
learning can lead to anxiety and lower academic performance (Huang, 2012). International
students’ learning approaches may take time to adjust to the U.S. educational system, yet
culturally responsive teaching is pertinent to assist them in becoming academically successful.
Studies show that STEM college students may encounter difficulty in learning course
materials during instruction and have a desire to leave the program. Students are generally
passive learners during traditional lecture formats and the information taught is not readily
retained in long-term memory (Felder & Brent, 2004; Lawanto & Santoso, 2013). One of the
factors that causes STEM majors to leave is what they perceived as poor instruction, undesirable
pedagogy of solely lectures with no other class activities, and faculty who valued their research
over teaching (Seymour & Hewitt, 1997). Students may not be motivated if there is no interest
in the learning, choices provided, rewards, and praise given by the instructor (Schunk, Meece, &
Pintrich, 2014).
Issues with Class Discussions and Participation
Studies found that international students may feel uncomfortable with American-style
interactions during group discussions. Difficulty with interaction occurs with students both from
collectivist and individualistic cultures. International students often wait for permission from
their instructor before talking in class (Bista, 2013). Wu et al. (2015) showed that some
participants considered it rude behavior if a student interrupted a professor while others worried
that the professor could not understand them. Also, these students are more used to note-taking
and memorizing course materials rather than interaction in the classroom. According to Han
(2007), international graduate students have trouble participating in class discussions and
seminars because of anxiety and less knowledge of content. International students usually prefer
ACADEMIC PREPARATORY CURRICULUM 21
to remain silent in class or not participate in class discussions because they may feel embarrassed
and anxious about saying something irrelevant.
Furthermore, rote learning is common among international students in their home country
where there may be less focus on learner-centered pedagogy, which makes adjustment to a U.S.
institution more difficult. Some students from countries which focus on rote learning might find
it difficult to adjust to the interactive and critical thinking approaches to learning in Western
institutions (Smith & Khawaja, 2011). International students tend to receive lecture content and
commit to memorizing information (Bista, 2013). The students do not confront meaning of
information at a deeper level. American college classrooms are known to be learner-centered in
that students discuss in class and openly ask questions and share comments with their teachers
(Bista, 2013). Many American instructors sit on the desk, have more interaction with students,
and utilize creative pedagogy (Kuo, 2011).
Student participation is important to keep the class student-centered rather than focused
solely on rote learning. Class participation, especially at the graduate level, is often expected
(Kuo, 2011). In addition, some international students do not feel comfortable with open-ended
questions, a common pedagogical method used by American instructors (Roy, 2013). However,
student participation is highly encouraged and part of a student’s final grade (Kuo, 2011). Thus,
these students may also lose classroom participation points, which can lower their overall grade
in the course.
Lack of Oral Presentation Skills
Research indicates that international graduate students face challenges and lack of
practice with oral presentations in the classroom. Some studies show that international students
often lack classroom presentation skills (Kim, 2011; Telbis et al., 2014). International graduate
ACADEMIC PREPARATORY CURRICULUM 22
students found oral presentations strenuous due to lack of confidence in presenting in a class
(Mukminin & McMahon, 2013). These students felt incompetent in expressing themselves
because of feeling nervous and uncomfortable speaking in front of others (Lin & Scherz, 2014).
Indeed, giving presentations is a common practice among American students, but presentation is
not often practiced among international students throughout secondary and undergraduate studies
(Kim, 2011).
Lack of Social and Academic Integration
Studies report that there are multiple factors that could hinder social integration for
international students in a U.S. institution, which could affect their academic success. Social
interaction and feelings of social isolation are among the most significant concerns reported by
international students based on a study on diversity and integration issues in higher education
(Fischer, 2012). Gebhard (2012) indicated that Asian students were emotionally challenged and
apprehensive about their inability to interact with Americans. For example, an international
student mentioned that she was unable to relate to her American roommate’s mannerisms and
behaviors in and out of the apartment (Gebhard, 2012). International students fear not being
understood by their American classmates and thereby felt excluded and unwanted (Tochkov et
al., 2010). Researchers found that international students mainly interact with co-nationals from
their home countries and often isolate themselves from host nationals. Thus, self-segregation is
considered a form of social isolation (Rose-Redwood & Rose-Redwood, 2013).
Furthermore, research indicates that students with lower levels of social support were
predicted to deal with higher levels of life stress. Studies have found that low satisfaction with
social support networks was a significant predictor of acculturative distress among international
students (de Araujo, 2011). Positive social interaction with U.S. host nationals increases
ACADEMIC PREPARATORY CURRICULUM 23
international students’ comfort level and positive educational experience (Rose-Redwood &
Rose-Redwood, 2013).
As for engineering programs specifically, studies show that lack of institutional support
has an impact on retaining STEM college students. Johnson and Sheppard (2004) indicated that
positive role models, strong faculty rapport, peer interactions, and mentors are important factors
for academic and social integration. Also, relationships with peers such as in study groups and
consistent faculty contact influence STEM undergraduate students’ academic performance
(Amenkhienan & Kogan, 2004). Studies also found that some students felt their instructors were
deliberately trying to push out lower performing students (Suresh, 2006). Therefore, these
students had difficulty communicating with their faculty because of feelings of discouragement
and because they questioned their own abilities.
The lack of academic and social support could also affect self-efficacy, persistence, and
retention among STEM college students. Some engineering students experienced a lack of social
support within the major and found that teaching assistants, advisors, and faculty instructors
were not helpful (Miller et al., 2015). Lack of belonging in an engineering program also
contributes to students’ decisions to leave engineering, which has been shown to be related to
lack of efficacy (Marra, Rodgers, Shen, & Bogue, 2012). Students who are integrated into the
college environment are more likely to persist and have increased self-efficacy (French,
Immekus, & Oakes, 2005).
Research reports that international students feel uncomfortable interacting with some
faculty members, which could have an impact on their academic performance. International
students reported that they also felt discomfort when approaching their faculty and advisor
regarding personal problems, which could be associated with cultural influences and the stigma
ACADEMIC PREPARATORY CURRICULUM 24
of expressing emotions (Mukminin & McMahon, 2013). In addition, Zhou et al. (2011) reported
that participants mentioned difficulties in communicating with their professors because of
cultural differences. Also, international students can be sensitive about their language abilities
and not seek help (Lee & Rice, 2007). Faculty and staff would then assume that they do not
need assistance. A student-faculty connection is one of the predictors of a positive campus
experience and a student’s academic competence and self-esteem (Bista, 2013).
The absence of faculty relationships lowers students’ self-efficacy and academic
confidence, or the ability to remain at the institution (Vogt, 2008). The lack of faculty guidance
has been, in part, linked high attrition rates in STEM fields (Seymour & Hewitt, 1997).
Therefore, all factors can have an impact on student retention. Tinto’s (1982) longitudinal model
of student dropout states that students’ level of academic and social integration within the
institution is a significant factor in their persistence through completion (Friedman & Mandel,
2009). As a result of, both academic and social integration are critical for students to learn and
gain persistence, self-efficacy, and success.
Attribution Factors
Academically at-risk college students who lack academic preparedness skills often make
attributions that are not conducive to their learning. Academically at-risk students tend to
attribute their failure to social-personal factors rather than to problems with their own skills. At
times, individual students exhibit an external locus of control, pointing fingers at external factors
for their failure to succeed (Demetriou, 2011). Students may not admit responsibility for their
own learning, believing that poor instructions and personal matters led to their inadequacy to
succeed. Also, at-risk students often fail to recognize their strengths and weaknesses in their
ACADEMIC PREPARATORY CURRICULUM 25
study skills while high-performing students clearly notice what needs improvement (Isaak,
Graves, & Mayers, 2007).
Overall, the causes of the problem of practice consist of multiple factors that affect the
academic performance of academically at-risk college students, particularly international
engineering graduate students. Based on various studies, the causes include lack of learning and
study strategies, self-efficacy, emotion regulation, and time management. These academically
at-risk students also encounter problems with linguistic and comprehension, oral presentation
skills, and academic writing rules. Nevertheless, these students also deal with lack of social and
academic integration, which could hinder their academic performance.
Approaches to the General Problem of Practice
Academic Preparation and Self-regulation
Studies show there are multiple solutions recommended to improve graduate students’
academic preparation and self-regulation strategies. For instance, Ren and Hagedorn (2012)
indicated that American colleges and universities should host academic preparedness sessions on
note-taking, study habits, and time management to meet international graduate students’
academic goals. Moreover, sessions on academic listening skills and identifying discourse
markers and main ideas of the lecture are helpful in understanding class instruction (Huang,
2004). Marra et al. (2012) concurred that engineering institutions should provide academic
success skills and exam review sessions that include information on dealing with test anxiety. In
fact, undergraduate engineering participants indicated by Amenkhienan and Kogan (2004)
recommended sessions on both reading exercises and effective practice testing. The
recommendation could also apply to international engineering graduate students.
ACADEMIC PREPARATORY CURRICULUM 26
Teaching self-regulation strategies. Studies indicate that self-regulated learning
strategies benefit students in controlling their behavior and promote academic achievement. For
example, there are multiple self-regulated learning strategies, based on social cognitive theory,
that have been shown to be effective (Bandura, 1986; Zimmerman, 1989). Strategies include
self-evaluating, goal-setting and planning, seeking information, self-consequating, seeking
assistance, and using memory aids (Zimmerman & Martinez-Pons, 1986). Wolters (2003)
indicated other strategies such as efficacy self-talk. Students can model effective self-talk using
strategies of subvocal statements such as “I can do it, just keep on going” or “I will be successful
if I just keep at it” (Wolters, 2003). Another strategy is proximal goal setting (breaking tasks
into simpler, smaller segments). Previous studies reported that enhanced guided notes, a note-
taking tool can be used to help students plan appropriate strategies to solve problems and
monitor and develop their understanding of the problems (Lawanto & Santoso, 2013).
Prevention and intervention workshops are beneficial to teaching students the importance of
taking control of their learning situation through self-regulation strategies (Hsieh, Sullivan, Sass,
& Guerra, 2012). Through these strategies, students would initiate and direct their own efforts in
learning rather than depending on instructors (Zimmerman, 1989).
Another solution is applying the three phases and sub-processes of SRL from a social
cognitive viewpoint (Zimmerman, 2008). First, in the forethought phase, the initial task is task
analysis (goal setting and strategic planning) and self-motivation beliefs, which involve self-
efficacy and goal orientation. In the forethought phase, students analyze the learning task and set
specific goals. Instructors can teach students effective approaches during this phase. Second,
the performance phase consists of self-control and self-observation (metacognitive monitoring
and self-recording) and reflects an individual’s ability to track their own behaviors and outcomes
ACADEMIC PREPARATORY CURRICULUM 27
(Bandura, 1991). In this phase, the learner applies learning strategies as mentioned previously,
such as time management, environmental structuring, and help-seeking. Third, the self-reflection
phase consists of self-judgment (self-evaluation of an individual’s performance) and self-
reaction, which occurs when individuals respond to their evaluation/outcome and modify their
behavior (Bandura, 1991). This phase also consists of regulating emotional responses (Dresel et
al., 2015). The self-reflection then has an impact on the student’s future planning and goals,
launching the cycle to begin again (Zumbrunn, Tadlock, & Roberts, 2011).
Teaching emotional regulation strategies. Research indicates there are various
solutions for institutions to help students overcome self-regulation of emotions. Educational
environments could provide prevention, therapy, and an emotion-oriented structure by
acknowledging students’ negative and positive emotions both in an academic and social setting
(Pekrun, Goetz, Titz, & Perry, 2002). The design would foster the psychological well-being of
students and learn to regulate their emotions. Another suggestion is to offer a mid-semester
workshop on stress management or psychological stress support through a student success or
counseling center (Boretz, 2012; Wu et al. 2015). Participants from a study of undergraduate
engineering students pinpointed a number of strategies used to cope with emotional challenges to
be useful, such as self and stress management and self-care (Miller et al., 2015).
An additional recommendation is to offer interventions on meditation and relaxation
techniques, with cognitive interventions focused on challenging negative beliefs about academic
performance and career development (Deemer, Smith, Carroll, & Carpenter, 2014). Another
pertinent strategy to self-regulate emotion is self-talk and rational emotive therapy to change
irrational beliefs to more realistic beliefs (Dembo & Eaton, 2000; Dembo & Seli, 2013). In
addition, Wolters (2003) discussed other emotion regulation such as attention shifting, attention
ACADEMIC PREPARATORY CURRICULUM 28
focusing, and self-affirmation (positive evaluation of the self). Overall, researchers concurred
that interventions need to address both emotionality and worry aspects through various methods
(Schunk et al., 2014; Zeidner, 1998).
Furthermore, self-regulated learning consists of autonomy, persistence, cognitive and
metacognitive abilities, and motivational beliefs to understand and direct one’s own learning
(Wolters, 2003). Addressing engineering students’ needs will require interventions of strategic
self-regulation to help acquire better study skills to experience academic success (Shell & Soh,
2013). Nelson et al. (2015) indicated that students’ self-regulated learning in a course can be
positive when they feel that they are in control of their learning and feel confident that their
efforts for self-regulated learning and engagement are leading to success. Participants in the
study recognized that their beliefs, perceptions, behaviors, and strategic approaches interact and
influence one another (Nelson et al., 2015).
Intervention/Academic Success Programs
Studies show intervention programs for academically at-risk college students to be
beneficial as well. For instance, a suggestion is intrusive intervention programs, particularly for
academically at-risk college students to improve traditional study skills including goal setting,
help-seeking, and communication abilities (Isaak et al., 2007). In fact, another study on intrusive
intervention reported by Coleman and Freeman (1996) showed that 61% of participants returned
to good standing, versus 37% of probationary students who did not get involved. Thus, college
personnel in learning development could focus attention on students’ study strategies and
abilities (Isaak et al., 2007). Another recommendation is to establish a Strategies for Academic
Success (SAS) program especially for academically at-risk students (Kamphoff et al., 2007).
The SAS is to guide students to become self-regulated learners, reinforce appropriate learning
ACADEMIC PREPARATORY CURRICULUM 29
strategies, and evaluate learning tasks. The SAS would also help increase self-efficacy of
students. The effectiveness of the program based on Kamphoff et al. (2007) showed a GPA gain
of .7309 among students enrolled in the program compared to the control group’s increase of
.4202. Moreover, Shell and Soh (2013) noted that STEM college students facing difficulty with
course content and demanding courseload will require intervention programs centered on
strategies for effective studying and self-regulation, which could prevent higher attrition rates
encountered in STEM fields.
Academic workshops also show great benefits. A case survey study of academic
probation among undergraduate students found an academic success workshop offered at the
institution to be helpful (Holland, 2005). The workshop covered topics on poor academic
preparation, ways to get out of probation, managing multi-tasking responsibilities for family-life
school, work, and personal balance. A Likert scale survey was administered to the participants
and revealed that some students believed attending the workshop could be applied to their
academic and personal development and improve their academic standing and adjustment to
college (Holland, 2005).
In regards to students’ transitioning into a new environment, a workshop based on
Schlossberg’ transition theory, which focuses on core issues of academic and psychological
components may be of benefit (Tovar & Simon, 2006). In fact, Schlossberg’s theory applies to
international college students transitioning into a graduate school in a new environment (Evans,
Forney, Guido, Patton, & Renn, 2010). Schlossberg identified four major sets of factors that
influence a student’s ability to cope with a transition: situation, self, support, and strategies,
which are also known as the 4 S development theory (Evans et al., 2010). If we were to apply
the 4 S development theory to international graduate students receiving a low grade due to poor
ACADEMIC PREPARATORY CURRICULUM 30
time management skills, we would apply the following questions adapted from Poppe and
Kroetsch (2015): Self: What things did you do, or not do, that led to your low grade? Situation:
What has triggered the lack of success in your courses? Support: Where can you get the help
that you need to better understand why you received the low grade? After the students identified
these issues, they will implement how to apply different strategies that will work best (Tovar &
Simon, 2006).
Enhancing Linguistic and Communication Skills
Research showed that there are multiple solutions recommended to overcome linguistic
and communication challenges for international students in engineering programs. Language
issues can be improved by providing English language services to international students, which
target how to effectively present in a classroom, understanding various terminology, and
listening and comprehension difficulties (Mann, Canny, Lindley, & Rajan, 2010).
Interdisciplinary courses through the institution could be implemented to address specific
language skills issues among international students (de Araujo, 2011). Another recommendation
is on-going conversational practice with a partner, particularly with American students
(Mukminin & McMahon, 2013). Wu et al. (2015) suggested that colleges and universities
develop an English program workshop for international students to support their language
proficiency that covers topics of colloquial English, commonly used slang words, and the social
and cultural etiquette of the U.S. society. Another suggestion is offering techniques on
classroom or oral presentation skills to prevent feeling uncomfortable speaking in front of others
in class (Kim, 2011). Also, institutions should encourage international graduate students to find
an opportunity to work/intern in American companies or get involved with on-campus activities
ACADEMIC PREPARATORY CURRICULUM 31
and community organizations (Kuo, 2011). These experiences could help them understand
various English terminologies and interactions.
Teaching academic writing skills. Research implies that academic writing skill
workshops are essential in improving graduate students’ writing abilities and preventing
plagiarism. According to Mukminin and McMahon (2013), international graduate students
reported problems with academic writing (e.g., writing research articles, journals, and or
dissertation/thesis proposal). Gebhard (2012) found writing and learning centers to be beneficial.
In fact, The Writer’s Circle intervention for international engineering students helps foster skills
to avoid plagiarism, to sharpen English writing skills, and to prevent academic integrity
violations (Duff et al., 2006). The Circle offers almost weekly sessions involving library
database training sessions. The intervention covers topics from paraphrasing, referencing, online
resources, and assignments which include scaffolding. The intervention program proved to be
effective due to the major reduction of student plagiarism or students resorting to plagiarism
throughout the two-year study (Duff et al., 2006).
Improving Academic and Social Integration
Research reports that academic and social integration programs are valuable in increasing
a sense of belonging among academically at-risk students. Participants in a study by Miller et al.
(2015) reported the importance of utilizing academic resources such as workshops, tutoring
services, and engineering living communities. Engineering-themed housing and organizations,
also known as Living Learning Communities (LLCs), can have a positive influence in that they
are support networks that place like-minded peers in a same-gender learning cohort, which
fosters academic and social support (Szelenyi, Denson, & Inkelas, 2013). An LLC could raise a
student’s self-efficacy by creating a built-in system which provides regular activities for
ACADEMIC PREPARATORY CURRICULUM 32
academic achievement, such as tutoring, study nights, and opportunities to interact with faculty
(Szelenyi et al., 2013).
Moreover, based on work by Wilson et al. (2012), the Howard Hughes Medical Institute
(HHMI) Professors Program at the Louisiana State University (LSU) is another effective
mentorship program. The program is geared for underachieving undergraduate STEM students
and provides academic interventions, mentoring, research experiences, and financial support.
The LSU-HHMI model has been shown to have a significant impact on STEM student retention
in relation to academic performance and social integration in the STEM environment (Wilson et
al. 2012). The program also provides a comprehensive assessment of the students’ learning
approaches, including their metacognition. Based on the study’s retention data, LSU-HHMI
students were more likely to achieve an undergraduate STEM degree than non-LSU-HHMI
students.
Support from campus resources. There are also recommendations for students facing
challenges in seeking assistance during and after instruction from faculty, staff, and other
campus resources. A suggestion for students is asking instructors for assistance, which is a
common strategy for facing academic challenges (Lin & Scherz, 2014). Graduate students who
do not seek help with their studies may lower their academic performance; therefore, students
should try to become involved in meeting other classmates, advisors, and faculty members for
support or assistance with homework and other academic services. International students should
try to engage not only in the classroom regarding instructions and discussions, but also outside
the classroom with faculty members and teaching assistants during office hours to discuss
course-related matters (Mukminin & McMahon, 2013). Students should try to take advantage of
help sessions. Help sessions are defined as supplemental meetings held by the faculty member
ACADEMIC PREPARATORY CURRICULUM 33
or teaching assistant in which students meet in small group settings to review course materials
and prepare for exams (Amenkhienan & Kogan, 2004).
Based on Kuh (2007), one of the six guiding steps for college administrators and staff to
aid students in achieving college success is to teach first-year students how to utilize college
resources and take advantage of student academic communities. During new student orientation
for international students, it is essential that college personnel address academic and cultural
differences within the educational structure and expectations of the students along with
classroom norms (Olivas & Li, 2006). Other tutoring and counseling services are needed as well
to ensure international students succeed in academic learning and in managing psychological
stress (Wu et al., 2015; Zhou et al., 2011).
Faculty support and instructional practices. Institutions could provide faculty
development and workshops on how to assist international graduate students’ learning
difficulties and on modifying teaching methods and strategies (Ren & Hagedorn, 2012).
Examples to guide the students are handouts or slides to assist comprehension of lectures,
avoiding using slang, and assisting students to find discussion groups and study-mates (Ren &
Hagedorn, 2012). Class syllabus and delivery during lectures should be specific and clear (Lin
& Scherz, 2014). Other recommendations for faculty members include facilitating engaging
group discussions by encouraging all students to interact and by hosting meetings for
international students (Mukminin & McMahon, 2013). It is also suggested to host systematic
meetings with these students to discuss their perspectives and views concerning their studies in
the U.S. An open dialogue would bring a sense of belonging for the students. American
professors or instructors should also gain self-awareness and be cognizant of students’ body
language and expressions (Roy, 2013). The main purpose is to create a nurturing and positive
ACADEMIC PREPARATORY CURRICULUM 34
learning environment. Other suggestions are improving social and communication skills such as
limiting the use of idioms and jokes while speaking slowly and clearly (Roy, 2013).
Academic advisement. Another solution to support academically at-risk students is
setting academic and personal goals through the assistance of academic advisement. Three types
of interventions that could help a student’s academic performance and persistence are academic
skills, advising, and comprehensive support programs (Ahmed, Chowdhury, Kabir, Rahman, &
Talukder, 2014). Advisors guide students in identifying their academic and personal problems
and assisting them in setting short- and long-term goals. Advisors would also support their
students through the accomplishment of those goals (Ahmed et al., 2014). In fact, students who
set goals are more likely to perform better academically than individuals who do not (Friedman
& Mandel, 2009). Thus, students who set measurable goals would be able to focus their efforts
more efficiently and track their progress (Zimmerman, 2004).
Overall, the solutions to the problem of practice consist of various recommendations.
Studies indicate that institutions can offer academic preparation and self-regulation sessions that
also focus on time management and emotional regulation, and monitoring current academic
performance and outcomes. Other research shows intervention and academic success programs
to be beneficial for academically at-risk students. Courses and language services can be helpful
for students who face linguistic and communication challenges including classroom presentation
skills. Another solution is building a strong sense of belonging to increase academic and social
integration, supportive campus resources, faculty support, help-seeking strategies, and intrusive
academic advising.
Other Curricula that Addresses the Problem of Practice
ACADEMIC PREPARATORY CURRICULUM 35
Existing curricula address the problem of self-regulation skills, academic preparation and
study skills including classroom presentation and writing skills. There are various curricula that
focus on components of self-regulation, including goal setting, time management, and emotion
regulation, and professional communication and ethics. Some universities offer programs only
for graduate students; others have departments dedicated for students on academic probation.
The following are a list of curricula that could help address the problem in this study and serve as
a framework.
A university in the U.S. offers an online curriculum similar to the curriculum presented in
this paper. The curriculum consists of an international graduate student success series, which
consists of multiple workshops specifically designed to assist in the success of international and
second language speaking graduate students. The purpose of the series is also to allow students
to network with other graduate students across disciplines. The students learn about writing for
success in the form of grammar, structure, and plagiarism, about thriving within American
classroom and corporate culture, and about incorporating academic research and readings.
The university’s workshops have various learning outcomes. For example, one of them
is on time management; an outcome is to identify primary and secondary goals and priorities and
how they fit into students’ time management plans. In regard to the writing portion, a learning
outcome is identifying plagiarism and citing properly. As for communication skills, a learning
outcome is to develop an effective oral presentation. There are other learning outcomes like
overcoming public speaking anxiety, culture etiquette and designing research.
Another similar curriculum that could address the problem is from a university’s tutorial
center for both undergraduate and graduate in all majors/disciplines. The purpose of the center is
to help students improve their knowledge and understanding and develop skills required for a
ACADEMIC PREPARATORY CURRICULUM 36
successful college career. For example, the curriculum could improve students’ time
management, note-taking, and test-taking abilities through study skills presentations and
informative handouts available online.
The curriculum has shown to be effective based on the center’s website and according to
a staff member interviewed by the curriculum designer. In fact, over 98% of the students
reported that they improved their skills and understanding of course subjects. Three out of four
students tutored and attending the workshops earned grades higher than a C, maintaining mainly
As and Bs. A challenge for creating the curriculum is making sure information meets the
students’ needs. More assessments need to be implemented to measure students’ reactions to the
workshops and their performance outcomes. Another challenge is the curriculum needed to be
constantly updated since technology tends to evolve, requiring workshops to apply and adapting
them into the curriculum. The curriculum does not directly focus on international graduate
students; however, the center does cover essential components of self-regulation and academic
preparation skills for all students, which would help in creating instructional activities in
addressing the problem for this dissertation. Another difference is that the center’s curriculum
does not use Bloom’s taxonomy verbs in creating learning outcomes; rather, the curriculum goes
straight to instructional activities and procedural knowledge.
The University of California, Merced offers a mid-semester success-planning workshop
focusing on the persistence, motivation, and academic hardship of students on academic
probation, particularly in the first year of undergraduate studies (Boretz, 2012). The success-
planning workshop is administrated through the Bright Success Center (the institution’s advising
and learning center), wherein the main goal is to exhibit a model of student engagement (Kuh,
2009; Tinto, 1993). One of the purposes of the workshop is to address and prevent more
ACADEMIC PREPARATORY CURRICULUM 37
academic problems from arising for the student early and before the semester ends.
Academically at-risk students, with their course instructors, would focus on improving learning
approaches. Student response on these sessions has been positive since the implementation of
the program in that 74% of participants from 2009 rated the workshop highly, 90% planned to
utilize more student services workshops, and 92% expected to improve their academic
performance before the end of the semester (Boretz, 2012).
The success workshop consists of multiple one-hour activities and online resources. For
example, the students sit in to complete a two-page, self-assessment based on personal hurdles to
success and study behaviors. Former workshop participants who excelled as upperclassmen
provide an encouraging pep talk to the at-risk students. The remainder of the session includes
advisors, professional counselors, and other skilled staff members who work with the students in
small groups and produce success plans (daily steps to improve their performance) including
referrals for specific services through the university. Students who do not attend the in-person
workshop can make up the success plan in a written format to keep their identity confidential.
Half of the students usually complete the self-assessment and essay on their own. Since the
study, the UC Merced Bright Success Center offers 30-minute online modules/workshops as a
supplement to the on-going workshops offered through the center. The online workshops use
audio with attached documents. Transcripts for the workshops are also available. The modules
cover topics on what it takes to be a successful student, learning to learn (study tips and note-
taking strategies, how to reduce anxiety, discovering your learning approaches), and personal
management (time management strategies and overcoming procrastination).
Moreover, another curriculum design is on self-regulation for engineering education.
Aleong and Strong (2015) proposed a two-part series of workshops centered as a professional
ACADEMIC PREPARATORY CURRICULUM 38
development session for undergraduate engineering students at one medium-sized institution.
The learning outcomes consist of students engaging in facilitated guided reflection exercises
about whom they are and their purpose as engineering majors. Students were asked to write a
personal statement on how they envision their future aspirations. The workshop and research is
focused on the self in student’s self-regulated learning and based on the SRL phases of
forethought, performance, and self-reflection (Aleong & Strong, 2015). The metacognitive
abilities (reflective exercises) are in relation to the three sub-processes of self-regulation: self-
observation, self-judgment, and self-reactions. An exercise in the first workshop was produced
to guide students in writing their personal statement where participants are prompted to reflect on
questions about themselves and their experiences. The second workshop is focused on peer
feedback and peer discussion of the personal statements. The structure of this professional
development workshop integrates theories of motivation as well.
Another relevant curriculum is the Success in Engineering and Technology workshop
developed by the new student academic advising center at Indiana University-Purdue University
Indianapolis for students placed on academic probation (McCormick, Fernandez, & King, 2012).
The purpose of the workshop is to provide students an opportunity to identify and reflect on
challenges to their academic success. The students complete an academic self-assessment grid
and participate in an academic reflective activity where they describe three academic successes
and three academic challenges they encountered in the previous semester. The students then
identify short-, mid-, and long-term goals that would lead to their academic success. Following
the workshop, the students meet with their academic advisor for a one-hour appointment to
review a plan of action, which includes strategies and information to campus and online
resources. Although participants’ GPA improved upon completion of the workshop, some
ACADEMIC PREPARATORY CURRICULUM 39
students’ GPA decreased the following term. Overall, engineering and technology students
benefited from participating in the workshop during the Fall 2010 term (McCormick et al.,
2012).
Furthermore, another curriculum is the College Restoration Program at the Rochester
Institute of Technology for undergraduate students. First, the program comprises academic
strategies and time management courses in addition to a skills track that centers on problems in
math, reading, and writing (Isaak et al., 2007). There is a personal development part of the
curriculum which addresses problems with self-esteem, procrastination, and building autonomy
(Isaak et al., 2007). In fact, the program shows success in returning its participants to good
standing, as 75% continue or return to degree programs, and 60% remain enrolled for the next
three quarters (Isaak et al., 2007).
Next is a curriculum designed or a first-year seminar course focused on strategies and
preparation for successful achievement of a STEM major at the University of Southern Indiana.
The course is known as STEM 101 (Rodgers, Blunt, & Trible, 2014) and targets at-risk STEM
students needing additional academic and student services support. Students placed in a
developmental algebra review course were also included in the course (Rodgers et al., 2014). In
fact, based on research by Rodgers et al. (2014), 90% of the students completing STEM 101
were successful, and those unsuccessful withdrew from the course, changed their majors, or
discontinued attending.
Administrators at a large four-year institution designed a mandatory success course for
freshmen placed on academic probation (McGrath & Burd, 2012). T course was taught by
academic advisors who worked with 15 to 18 students. The curriculum concentrated on main
areas: student development; test-taking and note-taking strategies; goal setting; discovering
ACADEMIC PREPARATORY CURRICULUM 40
motivations, values, and learning approaches; and campus policies and procedures; exploration
of different majors; and engagement with faculty members; advisors; and other student resources
on-campus (McGrath & Burd, 2012). The instructors provided homework such as assigning
students to visit professors or advisors and writing report about their experiences. Student
services resources were also distributed. The participants in the study and course benefited from
the interventions, which led to increased levels of engagement and persistence in their education.
However, there were severe implications such as making sure the success course did not violate
Family Educational Rights and Privacy Act (FERPA) policies regarding disclosing students’
GPA (McGrath & Burd, 2012). However, the course was coordinated and displayed as being
offered to all university students and not specifically for probationary students (McGrath &
Burd, 2012).
Overall, the other curricula section focuses on different types of curriculum design in line
with the problem of practice. For instance, there are other curricula that center on self-
regulation, study skills, and writing ability that all can be learned via online and in the classroom
setting. There also curriculum that targets motivation strategies and self-evaluation and self-
observations. However, assessments and evaluation of the curriculum discussed need to be
developed to make sure students are meeting performance outcomes. Nevertheless, various
curricula involve academic preparation workshops and mandatory success courses for
academically at-risk students, which include academic advising, support.
Learner Characteristics Related to the Problem of Practice
An academically successful international engineering graduate student displays self-
regulation skills and persistence, which have consistently been acknowledged as critical to
academic success. Students who are self-regulating are proficient in active directing,
ACADEMIC PREPARATORY CURRICULUM 41
monitoring, and evaluating their learning (Shell & Soh, 2013; Zimmerman, 1989). Imperative
elements of metacognition, motivation, and behavior are part of one’s self-regulation process of
learning to meet one’s academic goals and learning (Loong, 2013; Zimmerman, 1986). In other
words, self-regulated learning is a process that guides students in managing their thoughts,
behaviors, and emotions to navigate their learning process successfully (Zumbrunn et al., 2011).
Self-regulated learners are considered highly self-efficacious individuals who focus on
increasing their level of mastery and value of learning (Wolters, 2003).
Studies report that the lack of conversational English proficiency affects international
students’ social integration. Low English language proficiency may limit a student’s ability to
interact socially on and off-campus (Olivas & Li, 2006). Chinese students, in particular, felt that
they were culturally deficient in not comprehending slangs, jokes, and idioms used by Americans
(Yan & Berliner, 2013). Also, international graduate students confronted issues in and outside of
the classroom with American students not understanding their accent and idioms in English
(Zhou et al., 2011). International students who do not understand American culture, simple
jokes, casual greetings, and habits may feel lost and out of place (Kim, 2011). There seems to be
a lack of contextual or background knowledge during assorted conversation.
International students had limited chances of interacting with domestic students in and
outside of the classroom mainly due to lack of social language skills and practice (Lin & Scherz,
2014). Yan and Berliner (2013) mentioned that a qualitative research revealed that Chinese
students felt the most excluded from other cultural groups. These students attributed their reason
of social isolation to prioritizing schoolwork, task oriented ethics, and high expectations from
parents or family members (Yan & Berliner, 2013). Thus, the study concluded that Chinese
students’ adaptation and adjustment issues were due to their cultural backgrounds and traditions.
ACADEMIC PREPARATORY CURRICULUM 42
International students’ inadequate cross-cultural communication skills lead to lack of friendships
and opportunity with host national students (Frey & Roysircar, 2006).
Research indicates that international students feel uncomfortable participating in class
discussions. A survey study by Kao and Gansneder (1995), cited in Kuo (2011), surveyed
several international students from various countries enrolled in an American college or
university about reasons for not participating in classroom discussions. Results showed that
cultural factors were the major concern. Another study mentioned that, in many foreign
countries, students considered it offensive, impolite, and insulting to interrupt a professor during
lectures (Balas, 2000). International students from Asia, the Middle East, and Africa have been
taught to sit in class quietly and take notes while listening to the professor (Kuo, 2011). Asian
international students, particularly from China, tend to be inactive in the classroom (Huang,
2012). They do not feel comfortable in group discussions, asking questions in class, or using
their creativity. Overall, studies perceived that language skills, including listening, speaking,
reading, and writing are important factors to participate and stay motivated during group
discussions and classroom lectures.
Studies pointed out that the feeling of loneliness also affects social integration,
particularly upon arrival to the United States. Ren and Hagedorn (2012) expressed that
international students undergo loneliness when spending less time in the U.S., therefore making
adapting to U.S. culture more difficult than for a student who spends more time in the U.S.
Research shows that cross-cultural transition is less difficult for students whose home country
was similar to the host culture (Zhao, Kuh, & Carini, 2005; Zhou et al., 2011). International
students often felt lonely due to missing their families and living in an unfamiliar cultural
environment (Telbis et al., 2014). Adapting to a new campus and society can be quite
ACADEMIC PREPARATORY CURRICULUM 43
challenging; therefore, these students are more likely to feel isolated and often reduce their
participation in campus activities (Mori, 2000). Poor peer relationships and feelings of
loneliness hindered these students’ acculturation (Zhou et al., 2011). Again, language barriers
may also impede international students’ ability to build friendships in the host country, thus
feeling a sense of loneliness (Smith & Khawaja, 2011).
Some studies found that international students encounter different types of stereotypes
and discrimination that could also jeopardize their academic studies and self-esteem. Various
international students face different levels of prejudice and discrimination such as symbolic
threats (Wu et al., 2015). Symbolic threats represent normative beliefs, values, and worldviews
due to cultural differences while realistic threats refer to the existence of conflicting goals
between international students and the host nation (Charles-Toussaint & Crowson, 2010).
Hitlan, Carrillo, Zarate, and Aikman (2007) found that prejudice against Mexican and Arab
immigrants was related to realistic and symbolic threats. Some international students attending a
U.S. university reported that students faced significant discrimination from direct verbal insults
to physical attacks (Lee & Rice, 2007). International students can also encounter off-campus
discrimination from covert to overt acts (Poyrazli & Grahame, 2007). Other students reported
feelings of inferiority based on media stereotypes and insults (Lee & Rice, 2007). Overall,
discrimination and rejection can also lead to lowering self-esteem and increasing anxiety among
international students (Schmitt, Spears, & Branscombe, 2003).
Domestic students may also perceive international students as competitive in both in the
classroom setting and job market. Power and status, material resources, and opportunities on and
off-campus are all major concerns for domestic students while encountering international
ACADEMIC PREPARATORY CURRICULUM 44
students. These perceptions create both a symbolic and realistic threat, which would perceive
prejudice toward international students (Charles-Toussaint & Crowson, 2010).
Asian students, in particular, expressed perceptions of prejudice or feelings of alienation
(Frey & Roysircar, 2006). These students often felt marginalized in academic or social events
because American peers did not understand their cultural backgrounds (Wu et al., 2015).
International students may face more discrimination from host nationals because they may speak
English with an accent (Poyrazli & Lopez, 2007). When feeling discriminated against,
international students seek comfort with other international students, especially from their own
cultural background, and to offset the feelings of stress and negative effects on their self-esteem
(Poyrazli & Lopez, 2007). A high level of perceived discrimination could negatively affect
students’ self-confidence, academic performance, and acculturation into a new learning
environment.
Some studies found a strong connection between homesickness and acculturative and
academic stressors. Based on research, psychological disturbances and homesickness are also
critical factors to international students. Tochkov et al. (2010) reported that international
students with homesickness, particularly students living on-campus, showed higher levels of
cognitive failure, depression, and various mental health issues (Tochkov et al., 2010).
Homesickness can be regarded as a form of separation anxiety, specifically among students with
a strong dynamic connection with family members (Tochkov et al., 2010). These students may
feel insecure, frustrated, and vulnerable, which can affect their academic performance and
persistence. College students who are homesick tend to report physical complaints and stress
more than students whose families lived closer (Poyrazli & Lopez, 2007). In fact, Indian
students experience higher levels of homesickness than American students (Tochkov et al.,
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2010). Overall, there are various learner characteristics of international graduate students that
are important to understand when designing a curriculum related to the problem of practice.
Summary
Multiple studies and the engineering graduate program data show that different factors
hinder academically at-risk engineering graduate students’ academic success and professional
pursuits. Some of the causes of the problem of practice are lack of learning and study strategies,
time management, emotion regulation, comprehension skills, communication skills, and writing
ability. There are different types of solutions and curricula based on research for the problem of
practice, such as offering academic success programs and self-regulation sessions through
workshops, online, or in a classroom setting. Other solutions are building a strong sense of
belonging to provide academic and social integration through campus resources. There are also
curricula that focus on motivation strategies and metacognitive reflections, which also consist of
academic advising support. Overall, factors have shown to affect at-risk students’ academic,
personal, motivational, and social development relevant to the engineering graduate program’s
academically at-risk international graduate students. Thus, it is important to design a
comprehensive curriculum to help improve these students’ self-regulation, and academic and
professional skills.

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CHAPTER TWO: CURRICULUM OVERVIEW
Curriculum Description
The overall purpose of the curriculum is to address the issues of academic and
professional preparation skills among academically at-risk international graduate students in
engineering majors. However, the curriculum may also apply to all engineering graduate
students requesting resources provided through the curriculum. The curriculum is presented
online and covers components of learning, motivational, and behavioral strategies applied from
various theoretical frameworks, peer-reviewed journals, research-based practices, and other
online sources. The curriculum was designed as an online asynchronous learning process in
which the learners will be able to complete the curriculum during their own time at any place
with computer and online access. The curriculum includes seven units covering topics on
academic success, academic integrity, academic writing, U.S. teaching methods, learning and
study strategies, professional communication in an academic setting, and professional ethics and
characteristics beyond graduate school. Other topics covered are goal setting, emotional
regulation, help-seeking from campus resources, and how to interact and provide/receive
feedback from faculty and other peers.
The learner’s respective academic advisor will be used a source for feedback, scaffolding,
or for in-person open dialogue, particularly for the exercises of the curriculum. The advisor
would be able to guide the students to identify and reflect challenges to their academic
performance and professional characteristics, and review a plan of action which includes
resources from the online curriculum and other campus resources. The curriculum could help
academically at-risk graduate students’ increase persistence, mental effort, and gain automaticity
after learning and applying different strategies (Dembo & Seli, 2013; Schunk et al., 2014).
ACADEMIC PREPARATORY CURRICULUM 47
Although there are academic success workshops and intervention programs of academic self-
regulation. However, less has been implemented for graduate students in engineering fields,
particularly for the international student population. It is, then, important to design an effective
curriculum to aid in meeting these students’ academic goals and for them to become better
prepared ethically and professionally in their career endeavors.
Learner Description and Context
The intended audience for this curriculum is international graduate students in
engineering fields, specifically academically at-risk students and/or students who encounter
academic adjustment issues while attending a U.S. institution. Although the curriculum could
apply to all other engineering graduate students considering that the resources in the curriculum
could be useful and applicable to them as well. The learners will be able to complete online
modules, formative and summative assessments, and self-reflections centered on topics of
various strategies with a focus on self-regulation, ethics, and communication. Learners will
engage in different types of activities online through an open-forum discussion, by watching
videos, filling in worksheets, taking self-assessment surveys, playing matching games, and
taking a quiz tutorial.
Learners’ prior knowledge. Different types of prior knowledge will be needed for the
learner to complete the curriculum successfully. First, learners will need to be able to use their
basic reading comprehension and critical thinking skills through online module activities.
Learners will need to follow simple step-by-step instructions per unit. Second, learners must be
able to reflect in writing on their personal beliefs, behavior, and environmental influences, and
learning outcomes. Third, learners will need to have basic computer skills and access to a
ACADEMIC PREPARATORY CURRICULUM 48
computer and web browsers. Learners will also need software such as Adobe Acrobat, video,
and audio applications.
The learners will need an understanding of the purpose of completing the modules as
required by their major department’s advising office. Advisors would need to inform these
students of the main benefits of completing the online modules, as the activities could improve
self-efficacy, persistence, time management, goal setting, study strategies, self-observation, and
academic honesty, and professional ethics.
Designer and instructor’s prior knowledge. The designer of the curriculum will
require different types of prior knowledge, such as research-based strategies, to reduce cognitive
load in multimedia learning (Mayer & Moreno, 2003). The designer will need a narrator through
video and VoiceThread to read the scripts clearly. Moreover, the designer must have basic
knowledge of online asynchronous (e-Learning) processes and know the appropriate tools,
technologies, and concepts to reduce cognitive load in electronic learning (Towse, 2009).
Additionally, the designer will need to know how to determine the most appropriate media as in
embedding assessments and exercises within certain areas of the online modules. Moreover, the
individual instructors, through videos based on topics, will also need to have prior knowledge of
the following:
▪ Presenting appropriate academic resources and specific strategies suitable for engineering
graduate students based on the individual unit topics. For instance, the instructor will need to
know strategies for studying, preparing for exams, managing time, and regulating emotions.
▪ Inquiry-based teaching methods, classroom presentation, and group skills for lab and
discussion courses in engineering programs.
▪ Communicating professionally and ethically both in the academic and work setting.
ACADEMIC PREPARATORY CURRICULUM 49
▪ Basic background of writing, synthesizing information, and plagiarism rules.
▪ Finding appropriate resources online and through campus centers such as the library, learning
center, counseling services, and an engineering student services unit.
Also, the instructor and narrator will need to be cognizant of the pace of their speech, use of
idioms and cultural references. Nevertheless, the instructor would also need to facilitate student
learning with cultural sensitivity and be open to diverse perspectives.
Theoretical Framework and Research-Based Practices
The following are the theoretical framework and research-based practices including
developmental appropriateness that will draw upon the design of the curriculum. First, the
theoretical framework applied in this study is the triadic reciprocity: a model for social cognitive
theory in which self-regulated learning is a component (Bandura, 1986; Zimmerman, 1989).
Social cognitive theory has been utilized in understanding classroom motivation, learning, and
academic achievement (Pajares, 1996). Research implied that personal, behavioral, and
environmental factors influence one another in a bidirectional, reciprocal process (Denler,
Wolters, & Benzon, 2013). Self-regulated learning aligns well with this reciprocity model
because personal factors, behaviors, and environmental factors can change during learning while
monitoring performance, thus, self-monitoring can lead to modification of the students'
strategies, affects, metacognition, and behaviors (Schunk, 2005; Schunk & Zimmerman, 1989).
Another theoretical framework used for this curriculum is the phases and processes of
self-regulation from a social cognitive viewpoint adapted from Zimmerman and Moylan (2009).
First, the forethought phase, the initial task, includes task analysis of goal-setting and strategic
planning, in addition to the self-motivation beliefs, which involves self-efficacy and goal
orientation, outcome expectations, and task interest and value of the learner. In the forethought
ACADEMIC PREPARATORY CURRICULUM 50
phase, students analyze the learning task and set specific goals. Instructors can teach students on
effective approaches during this phase. Second, the performance phase consists of self-control
and self-observation (metacognitive monitoring and self-recording), reflects an individual’s
ability to track their own behaviors and outcomes (Bandura, 1991), which includes time
management, environmental structuring, help-seeking, and self-consequences, which all pertains
to the problem of this study. In this phase, the learner applies those behavioral strategies. Third,
the self-reflection phase consists of self-judgment (self-evaluation of an individual’s
performance) and self-reaction, which occurs when an individual responds to their
evaluation/outcome and modifies their behavior (Bandura, 1991). The self-reflection then has an
impact on the student’s future planning and goals, launching the cycle to begin again (Zumbrunn
et al., 2011). Self-regulation phases can occur at any time and interact with one another (Schunk,
2005; Wolters, 2010).
There are also four other theories and frameworks in learning used in the design of the
curriculum: information-processing systems, cognitive load theory, transfer, the development of
expertise, and academic self-regulation. The first theory drawn upon to design the curriculum is
the information-processing system, which helps in understanding how the cognitive model of
learning and memory functions. The IPS consists of three main components: sensory memory,
working memory, and long-term memory. The role of long-term memory is to store infinite
facts and knowledge for a long period of time (Anderson, 2000). Studies show one of the key
roles of LTM is how information is organized and retrieved for practical use to the learner
(Schraw & McCrudden, 2013). Prior knowledge and schemas (organized knowledge structures)
are also stored in long-term memory (Mayer, 2011).
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The second theory that will be applied in the design of the curriculum is cognitive load
theory. According to Mayer (2011), instructional design should establish proper cognitive
processing during learning while not overloading the learner’s capacity. For example, a student
can learn better when a complex lesson is presented into manageable parts or segments. In the
curriculum design, the instructor shows a worked example and explains specific steps for the
learner to understand better and follow through the tasks, which would diminish extraneous
cognitive load (Kirschner, Kirschner, & Pass, 2006). The curriculum design is to provide
sufficient guided instruction to avoid placing a burden in the learner’s working memory
(Kirschner, Sweller, & Clark, 2006). The curriculum design is also to reduce extraneous
cognitive load such as reducing text and animation, and excessive information on lectures/online
modules. Moreover, the design consists of concrete examples and prompts for students to apply
content, which could also increase germane cognitive load. Overall, the main goal of the design
is to manage intrinsic cognitive load, increase germane cognitive load, and reduce extraneous
cognitive load (Clark, Nguyen, & Sweller, 2006).
The other theory used in the design of the curriculum is transfer. Based on Mayer (2011),
transfer is the effect of prior learning on new learning or performance. The instructor or expert
would demonstrate to the students, and students would be able to transfer that knowledge to their
performance such as in creating an effective time management matrix. Other transfer learning in
the curriculum consists of reflections, self-explanation, and problem-solving. Transfer tests will
also be created for the curriculum, which would ask students to use what was learned in a new
situation, or evaluate the course material in a different situation (Mayer, 2011).
Another framework for the curriculum design is the development of expertise. Expertise
provides models that enable students to see how experts organize and solve problems since
ACADEMIC PREPARATORY CURRICULUM 52
experts have a deep comprehension of the subject matter. The curriculum was designed for
experts or the instructor to explain tasks appropriately to novice learners wherein they are
required to be sensitive to the novice learners’ time in learning the course materials (Feldon,
2006). In fact, experts do not know all the things they know and do and may not be cognizant of
how they would teach or transfer the learning to the learners (Schunn & Nelson, 2006).
The curriculum design applies the six components of academic self-regulation adapted
from Zimmerman and Risemberg (1997): motivation, methods of learning, use of time, physical
environment, social environment, and performance. Each of these items includes self-regulatory
skills to guide the learners to promote their own academic achievement (Dembo & Eaton, 2000).
To help students control and monitor their behavior and develop self-regulatory skills, a cyclical
model to self-regulation adapted from Zimmerman, Bonner, and Kovach (1996) with further
explanation from Dembo and Seli (2004) was applied in the curriculum. The first approach is
self-observation and self-evaluation in which the student becomes more aware of and assess their
current learning or academic problem. After the student understands their current behavior, the
next step is goal-setting and strategic planning in which the student determines what needs to be
accomplished or goals to be set and to identify specific strategies to aid with the academic
problem. To execute the strategy and monitor its effectiveness, the next step is strategic-
implementation and monitoring. The learners monitor their behaviors to regulate if the new
strategies are used appropriately. The last process is strategic-outcome monitoring during which
the student assesses their performance outcomes, reviews their strategies, and asks the following
questions: Did I meet each of the goals? Did I have to modify my learning and study methods?
(Dembo & Eaton, 2000).

ACADEMIC PREPARATORY CURRICULUM 53
Design Justification and Acknowledgement of Designer Bias
Addressing the problem of practice. The curriculum addresses the problem of practice
based on multiple factors. The curriculum provides valuable resources of motivational,
behavioral, and learning strategies necessary for academically at-risk international graduate
students in engineering majors to meet personal and academic goals. The curriculum specifically
covers essential topics on goal-setting, time management, academic overload, study habits,
presentation skills, group communication skills, and environmental restructuring, and
professional and ethical communication. The curriculum addresses issues on how to self-
observe, self-monitor, and self-evaluate performance and ways to improve on current tasks. The
primary purpose to success is practicing pertinent strategies so they become automatic (Dembo
& Seli, 2013). As previously discussed, some academically at-risk international graduate
students in engineering fields faced academic and cultural adjustment issues. These students
most likely lacked the adequate resources or academic preparation to succeed in a graduate
program in the United States. The curriculum addresses the knowledge and applications that
students need to become better prepared professionally in relation to ethics and communication.
Moreover, the curriculum addresses the problem, based on the institutions’ mission of retaining
its students, meeting on-time graduation rates, and providing a supportive learning environment
while embracing cultural diversity.
Appropriateness. The curriculum is appropriate for the intended audience of
international graduate students in engineering fields due to various reasons. First, the design of
the curriculum is online to prevent the learners from feeling uncomfortable and embarrassed
because of their current academic standing at the institution. The online curriculum keeps these
ACADEMIC PREPARATORY CURRICULUM 54
students’ academic status confidential and prevent the advising office from violating FERPA
policies.
Further, the curriculum consists of fundamental reading levels appropriate for the
intended audience to be able to comprehend basic English writing and reading. The curriculum
is also age-appropriate and applicable to addressing the learners’ academic adjustment and
probationary issues. Since graduate school is known to challenge students’ critical thinking
skills, the curriculum also enhances analytical skills and stimulates the mind through engaging
instructional activities such as active learning through reflections.
The curriculum targets the skills needed to achieve academic success. Activities that are
appropriate for the group are PowerPoint presentations, open forum, modeling, videos, worked
examples with clear and specific instructions. The curriculum designer considered the learners’
characteristics and prior knowledge when developing the activities and assessments to ensure
they can relate to the learning.
Designer Bias. The designer could have biases in approaching this curriculum. For
instance, there could be a designer bias if the designer is currently a graduate academic advisor
or staff member working directly with international graduate students in engineering fields.
Thus, the designer would have direct experience and assume what should be expected for those
students to improve their academic performance and professional characteristics. Also, the
designer could have bias arising from an academic and professional background in college
counseling, educational psychology, or higher education administration due to prior knowledge
and perceptions of what learners need to be successful in college, particularly in a graduate
program.

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Curriculum Outcomes
By the end of this curriculum, graduate students in engineering programs will be able to:
1. Understand and apply strategies in an engineering graduate program to manage their
motivation, personal responsibility, and self-regulation.
2. Execute and evaluate various behavioral techniques pertaining to goal-setting, time
management, and emotional regulation.
3. Identify and apply multiple types of learning and study strategies applicable to
engineering graduate studies.
4. Describe the different writing formats and emotional challenges to writing for
engineering courses.
5. Recognize inquiry-based teaching practices in engineering courses.
6. Explain and acquire ethical principles and integrity standards applied in the academic
setting and engineering profession.
7. Use appropriate written and verbal interpersonal communication in a culturally diverse
professional and academic setting.
8. Determine how to seek help and reach out to other campus resources.
9. Reflect and create a self-study of their progress and challenges toward meeting personal
and academic goals by monitoring and self-evaluating how strategies and methods are
working.
The curriculum outcomes were chosen to align with the causes/factors of the problem of
practice. To come up with the curriculum objectives, the designer first asked, “What do I want
students to learn? What topics or lessons should be covered in the curriculum for students to
become effective in learning?” The designer also included a final unit on professional ethics and
ACADEMIC PREPARATORY CURRICULUM 56
characteristics beyond graduate school considering that one of the main purposes of completing
graduate studies is to prepare students to learn professional etiquette and make sound, ethical
decisions in the workplace or beyond graduate school. Other areas in the unit cover professional
integrity and accountability. The designer used Bloom’s taxonomy as a framework for using
verbs to describe the cognitive processes and the nouns to describe the knowledge students are
expected to construct (Anderson & Krathwohl, 2001).
Description of Curriculum Assessments
There are different types of assessments included in the curriculum. The purpose of the
assessments is to determine how well the students are learning or knowing what the students
know (Mayer, 2011). Thus, assessments, unit objectives, and instructional activities require
close alignment so that they build upon one another (CMU Teaching Excellence & Educational
Innovation, 2015). The multiple types of curriculum assessments are to engage and motivate the
students in their learning and to grasp the knowledge and skills necessary to achieve academic
success, persistence, and effort.
Students will be assessed in various approaches. The first type discussed is formative
assessments. The following are some examples of formative assessment. The learners will
complete worksheets after a demonstration and worked example. For instance, students will be
asked to generate examples of plagiarism based on what they learned in the unit. Also, the
learners will listen to a lecture on proper note-taking and practice note-taking while watching a
video of an instructor lecturing. Another formative assessment is that learners will complete a
synthesis matrix sheet following a lecture. Learners will also complete worksheets to assess
their self-talk and emotional/physical well-being. Also, learners will complete a rubric
worksheet on different types of oral presentation methods. The learners will then be able to
ACADEMIC PREPARATORY CURRICULUM 57
evaluate their oral presentation skills and assess a group video presentation as well. Also,
learners will read a case study on an engineering ethics-based problem and apply what they
learned on an online worksheet. The students will be asked to create a time management planner
following a demonstration by the instructor and from other online resources.
There are other formative assessments used that are not based on worksheet and video
demonstration. For example, certain open-forum discussions in the curriculum are also
considered formative assessment as students will be assessed on the topics discussed in the unit.
However, not all open-forum discussions are formative assessment as some focus more on
sharing academic, personal, and social experiences. Also, learners will convey in writing,
through reflection exercises, strategies they would utilize based on what they learned in the
particular unit. There would be matching games and a true/false game between lectures and
modules to help retain information and to avoid cognitive overload for the learner.
The following are examples of summative assessments for the curriculum. The students
will be required to complete a quiz at the end of each unit. The purpose of the quiz is to assess
the student’s knowledge and understanding of the information and materials presented in each
unit. Therefore, the designer will use a retention test. Also, the designer will utilize transfer
tests with the goal of understanding what was learned, according to Mayer (2011), or evaluate or
use the material in a new situation, or ask a learner to use what was learned in a new situation.
Also, some summative assessment includes a final reflection exercise. The students will submit
their final reflection exercises to another portal such as Blackboard or to their email account for
their academic advisor to review with them during advising meetings. There will be a submit
button icon to save and send their work. The advisor will be able to provide additional assistance
and referrals for improvement, if needed. Improvements can range from learning and study
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strategies to academic integrity to professional communication. After completing the modules,
the learners will earn a certificate for completion and present to their advisor.
Description of Curriculum Activities
There are various types of activities included in the curriculum. Each unit will involve a
lecture with a narrator reading a script through VoiceThread while showing images on the
screen. Learners will also observe or model through video what they learned and tie in with the
course content. For example, videos will show interviews of current students, demonstrations by
professionals or experts, including students participating in classroom activities, for learners to
model. The videos will also display worked examples of an oral presentation, how to interact
with a faculty member, how to synthesize literature, and a project management case sample.
Also, the instructor/designer will provide techniques for handling test anxiety, regulating
emotions, reading engineering text materials, and academic writing skills, also through video
clips and narrated slides.
The curriculum includes exercises other than reflection exercises. The learners will fill
out worksheets such as a grammar checklist, basic outline for writing, email etiquette template,
and a value-based goal-setting form. Another fill-in exercise is an open-forum discussion and
reflection exercise (non-formative assessments). For example, one open forum will ask students
to discuss their experiences with engineering lab courses. Another will ask the learners to share
their experiences with giving and receiving feedback to and from faculty and other peers in an
engineering course. As for an example of a self-reflection exercise, the learners will be asked to
write about their current experiences and challenges with various U.S. teaching methods in
engineering courses. Each unit will also include additional resources and web links for students
to review and use a job aid for academic and professional purposes.
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Furthermore, students will be provided templates and diagrams such as concept maps,
graphs, and matrix tables to understand the materials presented and to use as a learning and study
guide. For example, learners will be provided different analytical techniques templates for
making ethical decisions in a professional setting. Students will use concepts map for note-
taking and matrix tables for reading and writing assignments. Another unit includes diagrams of
different types of U.S. instructional methods and learners will apply and comprehend the
concepts of the different teaching methods. There are also additional online resources and web
links for the learners to apply for future use.
In sum, the curriculum consists of a variety of activities. There are lectures through
PowerPoint and VoiceThread, scenarios, case studies, worked examples, templates, modeling
and strategies/techniques presented through videos, and open-forum discussions. In addition,
there are worksheet exercises and self-reflective journaling.
Topics
Multiple topics discussed in each dimension are derived from Dembo and Eaton (2000)
and Zimmerman and Risemberg (1997), in line with the causes of the problem of practice.
Examples of skills within the motivation dimension are understanding motivation and its
personal and environmental influences, goal-setting, self-regulation of emotions, and self-talk.
The motivation section can help learners to motivate themselves, control their motivation, and
develop self-efficacy.
As for methods of learning, the topics include learning and study strategies such as
learning from textbooks, lectures/note-taking, exam preparations, and approaches to taking
exams, and study time management. An academic writing portion includes rules on plagiarism
including coding plagiarism for engineering programs and other areas of academic integrity. The
ACADEMIC PREPARATORY CURRICULUM 60
learning methods section also serves as a tool to enable leaners to learn materials committed to
long-term memory by utilizing elaboration and organization strategies (Dembo & Eaton, 2000;
Dembo & Seli, 2013). Furthermore, subjects covered for use of time or time management
involve teaching students how to manage their time effectively. The curriculum reviews the
importance of time management and how time management could affect academic, personal, and
social development. The curriculum discusses various time management strategies and
techniques and how they apply to real life situations. Other topics covered in the learning
methods are reviewing various U.S. teaching methods in engineering programs.
The next component is physical environment and involves evaluating study areas, dealing
with distractions, and classroom climates and conditions. Topics for the social environment
dimension review improving group communication and discussions skills, listening skills,
classroom presentation skills, asking for feedback, how to seek academic help via email or in-
person from faculty and other campus staff members. Learning how to provide and give
feedback for class is also included in this component. Professional ethics, characteristics, and
communication skills are also reviewed in the curriculum to prepare students beyond graduate
school or in the professional work setting.
In regards to the performance component, the students follow the self-regulatory process
adapted from Zimmerman et al. (1996) by completing an online thought journal and answering
questions such as “What are my goals? What strategies will I implement? Am I attaining my
goals?” (Dembo & Eaton, 2000; Dembo & Seli, 2004).
The last content applied to the curriculum design is, therefore, the role of metacognition
in learning. As mentioned, students will be asked to take part in metacognitive reflection to
determine their performance’s current and future effectiveness. The rationale for developing the
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instructional activities and assessments was to increase students’ metacognition, which,
according to Mayer (2011), refers to awareness of one’s cognitive processing and control of their
own learning. A major objective of education is to aid students to become self-regulated learners
and to understand how they learn and take responsibility for monitoring and directing their
learning (Mayer, 2011).
Assessment and Evaluation Plan
The curriculum will need to be evaluated to determine the strengths and weaknesses,
including areas for improvement (Kirkpatrick, 2006; Rouse, 2011). A highly-recommended
evaluation tool to address the effectiveness of this curriculum is Donald Kirkpatrick’s four-level
evaluation model, which describes significant points of impact: reaction, learning, behavior, and
results (Champion, 2002; Kirkpatrick, 2006). The description of each of the four levels is
elaborated in the following sections, including how each level can be utilized to evaluate this
curriculum.
Level One: Reaction
Level one measures the reaction and satisfaction of the learners. Therefore, it helps to
evaluate the participants’ feedback of the course content, materials, setting (online
asynchronous), narrator/instructor’s lecture, learning activities, worked examples, and
assessments. According to the Kirkpatrick framework, a common type of measurement for the
reaction level is a five-point scale. The main objective is to have the participants answer short
responses considering that participants may lose interest with answering lengthy surveys. Upon
completion of the training, the learners will be provided an online survey to complete.
The survey will include numerical and written data. It will consist of a Likert-type scale
using the terms strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1).
ACADEMIC PREPARATORY CURRICULUM 62
The survey will be adapted from the Student Evaluation of Educational Quality (SEEQ)
Standardized Instrument, which is a course evaluation tool (Marsh, 1982). The survey will be
categorized into areas of learning, instructor’s organization/clarity, learner’s enthusiasm,
examinations, and, possibly, more. Examples of the survey items are “The course materials in
each module were easy to read and understand,” “The worked examples were helpful,” “The
instructor/presenter through the video demonstrations explained the concepts clearly,” “I was
encouraged to participate in an open-forum discussion,” and “I would recommend this training to
other students,” Participants will also express their thoughts or feedback in writing through a
comments section. Sample items for the written section are “Please comment on the course
materials that were most and least valuable to you and why?” “Please comment on the online
assessments based on difficulty, length, usefulness, and understanding” (Stanford University
Course and Section Evaluations, n.d.). Overall, if the implementation of the program were
effective, the survey would display positive reactions.
Level Two: Learning
Level two determines the degree to which learning occurred among the participants
through knowledge, skills, and attitudes (Kirkpatrick, 2006). According to Champion (2002),
evaluating learning consists of collecting data from various elements to show if learning
increased. Some suggestions of the data to gather regard demonstration of understanding skills
on performance tasks throughout the training and a journal of each participant’s growth in
comprehending and applying the curriculum’s content (Champion, 2002). Other types of
assessments are exams, simulations, case studies, and multiple exercises during the training
(Rouse, 2011).
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Throughout the curriculum, there are multiple forms of formative and summative
assessments to evaluate the participants’ learning. As for formative assessments, learners are
expected to complete an online journal to self-reflect on different topics provided per unit. The
learners will complete worksheets following a demonstration and worked example. There are
also matching games and a true/false games between lectures and modules to help retain
information and to avoid cognitive overload. Another formative assessment includes an open-
forum discussion on the topic provided in each module. One of the units would include a case
study exercise as well. For summative assessment, the learners would complete a quiz at the end
of each unit to assess their knowledge and understanding of the topics covered. Also, some
summative assessments include a final reflection exercise. Nevertheless, if learners demonstrate
proficiency in these assessments, then learning has occurred.
Level Three: Behavior or Transfer
The third level of evaluation determines the learners’ change of behavior and whether
new relevant skills have been applied in the academic or work setting (Champion, 2002). Even
if the level one evaluation report is favorable and learning increased in level two, transfer of
behavior (level three) may not happen due to the learner not having the desire to change (Rouse,
2011). To find out if change of behavior occurred, it is suggested to start the level three
evaluation three months after the program (Kirkpatrick, 2006). To gather evidence of change in
behavior, academic advisors will qualitatively interview the learners individually since they
usually monitor the students’ academic progress and meet with the students during mandatory
advising meetings. Example of interview questions are “What changes in your behavior have
changed since the program?” “If any, what techniques have you applied to your studies?” “If you
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are not applying the strategies you have learned, why not?” The level three evaluation interviews
will help determine if transfer of learning developed.
Level Four: Results
The fourth level of evaluation determines the degree to which organizational outcomes
occurred as a result of the training and subsequent reinforcement (Kirkpatrick & Kirkpatrick,
2012; Rouse, 2011). It might take up to six months to a year to allow results to develop
(Kirkpatrick, 2006). Since the problem of practice is focused on academically at-risk
engineering graduate students, the main objective is to examine organizational data to know
whether learners’ GPAs increased. Another data to review is the percentage of learners
considered for dismissal from the institution due to low achievement. The problem of practice
affects not only the students’ academic and career development but also the institution’s goals of
retaining engineering graduate students. Data already collected is less expensive since
evaluating final results can be costly (Champion, 2002).
Moreover, the challenge to this fourth level of evaluation is linking the learners’ skills
and knowledge to the results (Rouse, 2011). However, the main goal of the curriculum is to help
improve the learners’ academic performance and to become better prepared as a professional
engineer. It is then important to recognize the value and impact of the organization before a
program or training starts, also known as “the end is the beginning” (Kirkpatrick & Kirkpatrick,
2012, p. 18).

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Scope and Sequence Chart
I=Introduced
R=Reinforced
M=Mastered

Curriculum
Outcomes
By the end of
this
curriculum,
graduate
students in
engineering
programs will
be able to:
Unit 1:
Introduction
to
Engineering
Graduate
Student
Success
Unit 2:
Academic
Integrity for
Engineering
Graduate
Students
Unit 3:
Structural
and
Emotional
Components
to Writing
in
Engineering
Studies
Unit 4:
Inquiry-
Based
Teaching
Practices in
Engineering
Courses
Unit 5:
Learning
and
Study
Strategies
Unit 6:
Professional
Communication
Skills in an
Academic
Setting
Unit 7:
Professional
Ethics and
Characteristics
Beyond
Engineering
Graduate
School
1-Understand
and apply
strategies in
an
engineering
graduate
program to
manage their
motivation,
personal
responsibility,
and self-
regulation. I R R R R M
2-Execute
and evaluate
various
behavioral
techniques
pertaining to
goal-setting,
time
management,
and emotional
regulation. I R R R R M
ACADEMIC PREPARATORY CURRICULUM 66

3-Identify and
apply multiple
types of
learning and
study strategies
applicable to
engineering
graduate
studies. I R R R R M M
4-Describe the
different
writing formats
and emotional
challenges to
writing for
engineering
courses. I R R R R M M
5-Recognize
inquiry-based
teaching
practices in
engineering
courses. I R R R M M
6-Explain and
acquire ethical
principles and
integrity
standards
applied in the
academic
setting and
engineering
profession. I R R R R R M
7-Use
appropriate
interpersonal
communication
(written and
verbal) for
both in a
culturally
diverse
professional
and academic
setting. I R R R M M
ACADEMIC PREPARATORY CURRICULUM 67

Unit Overviews
The following are the unit overviews for the curriculum design. There are seven units
including modules within the units. Each unit overview consists of an introduction, list of unit
objectives, prerequisite knowledge, unit activities, and assessments. There is also a brief
statement of major takeaways per unit including big ideas and advance organizer for forthcoming
units.
Unit # 1 Overview
Introduction to Engineering Graduate Student Success

This online curriculum unit will help engineering graduate students understand and apply what it
means to be academically successful in graduate school. The benefits of mastering the
objectives of this unit are learning how to increase motivation, regulate emotions, value goals,
care for one’s mental and physical health, knowing how to persist to meet academic goals.
Students will also reflect on their current success, failure, and professional identity as a graduate
student while recognizing strategies for improvement. The unit also introduces other topics
covered in forthcoming modules in which all components could apply to graduate and
professional student success.
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

8-Determine
how to seek
help and reach
out to other
campus
resources. I R R R R R M
9-Reflect and
create a self-
study of their
progress and
challenges
toward
meeting
personal and
academic goals
by monitoring
and self-
evaluating how
strategies and
methods are
working. I R R R R R M
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Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
▪ Define success in graduate school (All COs)
▪ Identify characteristics of a successful and professional graduate student. (All COs)
▪ Differentiate between the experiences of academic and professional life of graduate
school and undergraduate studies. (CO#1)
▪ Describe and apply techniques of regulating emotions and self-care throughout their
graduate studies. (CO#2, CO#8)
▪ Apply techniques for setting value-based goals. (CO#2)
▪ Reflect on their current success and failure in graduate school. (CO#9)

Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
▪ Basic computer skills to navigate the online modules.
▪ Basic reading comprehension and critical thinking skills.
▪ Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.

Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be a video of three graduate students defining academic success.
-There will be an open-forum discussion on undergraduate versus graduate expectations. The
learners will be able to use their alias and state the differences between undergraduate and
graduate studies based on their own knowledge and experiences. The students will be able to see
other students’ responses. The open-forum discussion is a way for students to share thoughts,
ideas, and offer each other suggestions/recommendations.
-The learners will learn different types of emotional regulation techniques such as relaxation,
breathing exercises, and meditation through a video demonstration.
-The learners will fill out worksheets such as assessing their self-talk including a self-care
assessment, and a value-based goal-setting worksheet, and identify short- and long-term goals.
The students will be able to save their work and complete at a later time.
-The learners will complete a reflection exercise (online journaling) on their success, challenges,
and failures in graduate school.
-There will be a matching game between lectures and other activities to help the learners retain
information during the learning process and to prevent cognitive overload.

Assessment
▪ Formative assessments will include an open-forum discussion on the topics provided to
them. Learners will also complete worksheets online to assess their self-talk, setting
goals, and emotional/physical self-care, and a matching game to assess the learners’
current knowledge in between the lessons.
▪ Learners will be expected to complete an online journaling to self-reflect on their current
academic success and challenges as well.
▪ Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of academic success in graduate school. All of the
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questions will be based on the unit’s lesson. Results of their quiz will appear upon
completion.

Big Ideas and Advance Organizer for Next Unit
The major takeaway from this unit is learning the process of becoming an academically
successful student. Setting goals and regulating their emotions and caring for their well- being
can keep students healthy and motivated to reach their academic goals. We hope that students
will realize that there are many strategies, techniques, and on and off-campus resources to help
them succeed academically. In the next unit, we will review academic integrity, which is an
important topic to learn for maintaining academic success and honesty to the student and the
institution.

Unit # 2 Overview
Academic Integrity for Engineering Graduate Students

Module/Unit Overview
For an engineering graduate student to maintain good academic standing, rules, and policies of
academic integrity should be followed. U.S. institutions expect graduate students to abide by
academic integrity rules and ethical codes of conduct in their respective disciplines. This online
curriculum unit will provide students an understanding and awareness of academic integrity
applicable to graduate students. The benefits of mastering the objectives of this unit are learning
about different forms of academic dishonesty such as plagiarism and unauthorized collaboration,
and how to prevent such violations. The unit will also have learners reflect on their knowledge
and experience of academic honesty and dishonesty.
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
▪ Define and describe academic integrity and its purpose. (CO#6)
▪ Recognize unethical conduct during classroom lectures, projects, labs, and discussion.
(CO#3, CO#6, CO#8)
▪ Generate examples of plagiarism for coding and academic papers. (CO#3, CO#4, CO#6,
CO#8)
▪ Analyze possible reasons of why academic integrity violations occur. (CO#2, CO#3,
CO#6)
▪ Explain the ramifications of a violation of academic integrity. (CO#6)
▪ Apply strategies to avoid academic dishonesty. (CO#1, CO#2, CO#3, CO#6, CO#8)
▪ Reflect and evaluate their own academic integrity experience and knowledge. (CO#9)

Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
▪ Basic computer skills to navigate the online modules.
▪ Basic reading comprehension and critical thinking skills.
▪ Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.
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Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be reflection exercises. The learners will reflect on their current knowledge of
academic integrity and how the strategies or tools they have learned in the unit apply to their
personal, academic, and professional development.
-There will be examples presented on different forms of academic dishonesty including source-
code plagiarism.
-There will be videos presented by administrators or professionals explaining why violations of
academic integrity occur and strategies to avoid such violations.
-There will be other exercises such as asking learners to generate two examples of plagiarism
from any of their current or past class assignments, exams, or papers. They will have to state
why those examples violate academic code of conduct.
-The unit will provide additional online resources or web links on academic integrity.
-There will be a matching, true/false game between lectures and other activities to help the
learners retain information during the learning process and to prevent cognitive overload.

Assessment
▪ Formative assessments will have learners generate examples on a worksheet based on the
topic discussed in the unit, and a matching game to assess the learners’ current
knowledge between lessons.
▪ Learners will be expected to complete an online journaling to self-reflect on their current
knowledge and experience with academic integrity as well.
▪ Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of academic integrity. All of the questions will be based
on the unit’s lesson. Results of their quiz will appear upon completion.

Big Ideas and Advance Organizer for Next Unit
The major takeaway from this unit is learning the process of applying strategies and tools to
avoid academic integrity violations. We hope that students will familiarize themselves with
institutional rules and policies maintain in good academic status. In the next unit, we will review
academic writing, which is in line with academic integrity such as avoiding plagiarism when
writing research papers and laboratory reports.

Unit #3 Overview
Structural and Emotional Components to Writing in Engineering Studies

Module/Unit Overview
Effective academic writing can help engineering graduate students express their ideas clearly,
and improve their comprehension, problem-solving, and reflection skills (Defazio, Jones,
Tennant, & Hook, 2010). Writing in graduate school also benefits students to learn new topics
by synthesizing information applicable to their area of research and career pursuits. A student’s
ability to write can affect academic performance and future job placement. Therefore, the
capacity to write proficiently and professionally is essential in both the academic and
professional setting. As mentioned in unit one, one of the components of academic success in
ACADEMIC PREPARATORY CURRICULUM 71
graduate school and the engineering profession is to be able to write efficiently and follow
proper academic writing guidelines.
This unit is not a comprehensive writing unit. Rather, it addresses more organizational and
structural writing issues including the emotional component to writing. Thus, one of the benefits
of mastering the objectives of this unit are learning the different forms of academic writing and
understanding the common challenges to writing including synthesizing literature and checking
grammar in relation to engineering graduate studies.
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
• Understand and identify common challenges in academic writing among graduate
students. (CO#1, CO#2, CO#3, CO#4, CO#5, CO#6)
• Identify proper formats of engineering papers, and technical and lab reports. (CO#3,
CO#4, CO#6)
• Use key resources and library services tools for searching and writing engineering papers.
(CO#3, CO#4, CO#8, CO#9)
• Explain the process of synthesizing information. (CO#3, CO#4, CO#7)
• Understand proper editing strategies. (CO#3, CO#4, CO#7, CO#8)
• Describe strategies to avoid writer's block. (CO#2, CO#3, CO#7, CO#8, CO#9)
• Reflect on their current challenges in academic writing. (CO#3, CO#4, CO#7, CO#9)
Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
• Basic computer skills to navigate the online modules.
• Basic reading comprehension and critical thinking skills.
• Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.

Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be reflection exercises. The learners will reflect on their current challenges with
academic writing and what they need to improve on.
-There will be samples and fill-in worksheets of a grammar checklist and basic outline for
writing, and a synthesis matrix for learners to complete during their own time.
-Another activity is an open-forum discussion. Learners will be asked to discuss their experience
and the type of writing formats required for their classes.
-There will be a video of a college/university library staff who specializes in finding sources
through an engineering library database will explain how to search for library articles.
-Another video will have a writing instructor professor show a worked example of an efficient
synthesis paragraph. He/she will go over the topic sentence and sources used.
-A presenter through video will discuss strategies to avoid writer’s block and other techniques to
improve writing.
-There will be an exercise in which the learners will be asked what strategies for writing would
they use based on the information provided in the unit.
ACADEMIC PREPARATORY CURRICULUM 72
-The unit will provide additional online resources or web links on academic writing.
-There will be a matching, true/false game between lectures and other activities to help the
learners retain information during the learning process and to prevent cognitive overload.

Assessment
• Formative assessments will include an open-forum discussion on the topics provided to
them and completing a synthesis matrix, grammar checklist, and a basic outline
worksheet, and a matching game to assess the learners’ current knowledge in between the
lessons.
• Learners will be expected to complete an online journaling to self-reflect on their current
knowledge and experience with academic writing as well.
• Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of academic writing in engineering studies. All of the
questions will be based on the unit’s lesson. Results of their quiz will appear upon
completion.

Big Ideas and Advance Organizer for Next Unit
The major takeaway from this unit is learning various writing formats and the common
challenges to writing. We hope that students will familiarize themselves with all the useful
resources to help them deal with the emotional problems with writing papers for classes. On the
next two units, we will review inquiry-based teaching methods and learning and study strategies,
which involves components of academic writing.

Unit #4 Overview
Inquiry-Based Teaching Practices in Engineering Courses

Module/Unit Overview
As students transition to an engineering graduate program, teaching methods may differ from
their undergraduate institution, particularly when they come from another country. The unit will
introduce students to a wide variety of teaching methods for them to be able to understand and
apply how the educational system functions. Considering that one of the factors of academic
success is learning to adapt to a new learning environment.
The benefits of mastering the objectives of this unit are learning the course expectations in a
typical engineering lecture course, laboratory course, and discussion session. Students would
gain strategies on how to interact with faculty members and teaching assistants. The topics
reviewed for this unit is also learning how to provide and receive feedback from the instructor,
TA, and with other students. Overall, the unit will have the learners reflect on their prior
knowledge and awareness of the different types of engineering classroom teaching approaches,
including faculty and TA responsibilities, and classroom expectations.
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
• Generalize various teaching methods applied in engineering courses. (CO#3, CO#5,
CO#6, CO#8)
ACADEMIC PREPARATORY CURRICULUM 73
• Apply effective in-class discussion and participation techniques. (CO#3, CO#5, CO#7)
• Describe and understand faculty and TA expectations and responsibilities to students.
(CO#3, CO#4, CO#6, CO#7, CO#8)
• Demonstrate techniques for seeking help and interacting with faculty. (CO#7, CO#8)
• Describe and apply how to provide and receive feedback from the instructor, TA, and
other peers. (CO#3, CO#4, CO#6, CO#7, CO#8)
• Reflect on their current knowledge and experiences with engineering course teaching
methods. (CO#9)

Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
• Basic computer skills to navigate the online modules.
• Basic reading comprehension skills.
• Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.

Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be an open-forum discussion on multiple themes. For example, one open forum will
discuss their experiences working in labs and giving/receiving feedback in an engineering
course.
-There will be videos of a faculty presenting on faculty responsibilities to students and a teaching
assistant on expectations to students. Another video will show how to interact with a faculty
instructor. There will also be a video demonstration of a Problem-Based Learning case in an
engineering graduate course including a flipped classroom.
-The unit will include samples and diagrams of different types of instructional methods.
-The unit will provide additional online resources and web links on interacting with faculty and
receiving/giving feedback.
-Learners will complete a worksheet/exercise by listing specific examples from the faculty and
TA expectations to students’ section.
-Learners will complete a reflection exercises on their current experiences with various U.S.
teaching methods and challenges in discussion courses. Another reflection exercise is their
experience on interacting with their faculty instructors.
-There will be a matching game between lectures and other activities to help the learners retain
information during the learning process and to prevent cognitive overload.

Assessment
• Formative assessments will include an open-forum discussion on the topic provided, and
a wrap-up activity worksheet/exercise, and a matching game to assess the learners’
current knowledge in between the lessons.
• Learners will be expected to complete an online journaling to self-reflect on their current
knowledge and experience with various teaching methods and classroom expectations.
• Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of various U.S. teaching methods in engineering courses.
ACADEMIC PREPARATORY CURRICULUM 74
All of the questions will be based on the unit’s lesson. Results of their quiz will appear
upon completion.

Big Ideas and Advance Organizer for Next Unit
The major takeaway from this unit is learning classroom expectations and teaching methods. We
hope that students will feel well-adjusted in different inquiry-based teaching methods applied in
engineering courses and familiarize themselves with all the useful resources in this curriculum.
In the next unit, we will review learning and study strategies, which are in line with teaching
methods and classroom expectations considering that students will need to have a good
understanding of those topics to be able to apply various learning strategies effectively.

Unit #5 Overview
Learning and Study Strategies

Module/Unit Overview
One of the main components of academic success is using adequate learning and study strategies.
Some engineering graduate students might be familiar with note-taking, concepts maps, and
various reading strategies from undergraduate engineering courses, but this unit will help them
self-evaluate their prior knowledge and skills on multiple types of study strategies and what areas
need improvement. Materials learned in this unit will be geared toward engineering graduate
studies. The topics in this unit cover different methods of note-taking, lectures in engineering
courses, critical reading skills from engineering course text materials and journal articles, and
learning to use existing resources such as technical guidelines, formulas, and problem-solving to
assist in understanding engineering problems. Other relevant areas discussed in this unit are
strategies to prepare for exams, coping with test anxiety, and learning to manage study time and
physical surroundings. There will also be reflection exercises and worksheets provided to self-
assess the students’ current learning and study strategies.
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
▪ Understand and apply strategies for text reading materials for engineering graduate
programs. (CO#1, CO#2, CO#3, CO#5, CO#8, CO#9)
▪ Generate strategies for note-taking and mapping concepts before, during, and after
lectures. (CO#1, CO#3, CO#4, CO#5, CO#8, CO#9)
▪ Identify and apply test-taking strategies for various engineering course exams. (CO#1,
CO#2, CO#3, CO#4, CO#5, CO#6, CO#8, CO#9)
▪ Differentiate and apply a variety of study time management techniques. (CO#1, CO#2,
CO#3, CO#4, CO#5, CO#8, CO#9)
▪ Use key resources for technical development, mathematical analysis, and programming
guidelines for graduate engineering studies. (CO#3, CO#5, CO#8)
▪ Reflect on your current and future use of learning and study strategies. (CO#3, CO#9)

ACADEMIC PREPARATORY CURRICULUM 75
Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
▪ Basic computer skills to navigate the online modules.
▪ Basic reading comprehension skills.
▪ Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.

Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be a self-assessment such as reading text materials.
-There will be an open-forum discussion on multiple themes. For example, one open forum will
discuss experiences with ways to improve mathematical skills. Another topic is about the
learners’ text reading experiences. The open-forum discussion is a way for learners to share
thoughts, ideas, and offer each other suggestions/recommendations.
-There will be videos. One video will show a college/university advisor or learning specialist
explaining how to take notes before, during, and after lecture. Also, the learners will watch a
video of an engineering instructor/professor lecturing. The learners are expected to practice
note-taking while watching the video.
Also, a college/university advisor or learning specialist will present on general strategies for
reading text materials for engineering courses. Additionally, there is a video on how to
overcome test anxiety.
-Learners will be provided worked examples, samples, worksheets, templates, and diagrams such
as concept maps, matrix tables, and study time management planner to understand the materials
presented and serve as a learning/study aid.
-Learners will complete a reflection exercises on their experiences with managing their time and
test anxiety.

Assessment
▪ Formative assessments will include an open-forum discussion on the topics provided, and
worksheets such as a study time management planner. Also, the learners will go through
a lecture on proper note-taking and then practice note-taking while watching a video of
an instructor lecturing.
▪ Learners will be expected to complete an online journaling to self-reflect on their current
knowledge and experience from time management to test anxiety.
▪ Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of various learning and study strategies. All of the
questions will be based on the unit’s lesson. Results of their quiz will appear upon
completion.

Big Ideas and Advance Organizer for Next Unit
The major takeaway from this unit is learning to self-assess and self-evaluate the learners’
current use of learning and study strategies and find ways for improvement. We hope that
students will understand and apply these helpful and comprehensive sources in this unit so that
they could meet their academic objectives. In the next unit, we will review personal
ACADEMIC PREPARATORY CURRICULUM 76
communication skills in an academic setting, which is in line with the current unit five due to
focusing on communicating and presenting in the classroom setting.

Unit #6 Overview
Professional Communication Skills in an Academic Setting

Module/Unit Overview
Engineering graduate students are expected to demonstrate professional communication both in
the academic and professional setting, especially in this era of globalization in which cross-
cultural communication and collaboration in the English language are becoming prevalent in the
engineering profession (Riemer, 2007). For this unit, we will focus more on the school setting.
The next unit will cover professional communication in the workplace. The benefits of
mastering the objectives of this unit are learning to present orally as an individual and in a group.
Another topic reviewed in this unit is learning to create a professional oral presentation with a
focus on engineering subjects. The unit will provide resources on communicating effectively
through technology, such as using proper email etiquette. Plus, learners will be able to reflect on
their current effectiveness with interpersonal communication and public speaking.
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
▪ Describe and apply effective strategies for designing an individual oral presentation
(CO#3, CO#4, CO#7)
▪ Apply professional speaking techniques to a variety of audience in an academic setting.
(CO#2, CO#3, CO#5, CO#7)
▪ Explain and apply effective strategies for working in a group/team presentation setting.
(CO#5, CO#6, CO#7)
▪ Demonstrate an ability to communicate effectively through email in an academic
environment. (CO#4, CO#6, CO#7, CO#8)
▪ Reflect and rate their effectiveness with interpersonal communication and public
speaking. (CO#4, CO#7, CO#9)

Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
▪ Basic computer skills to navigate the online modules.
▪ Basic reading comprehension skills.
▪ Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.

Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be videos. One video will show an engineering graduate student presenting an
engineering poster presentation at a university research festival. Another video is a brief group
ACADEMIC PREPARATORY CURRICULUM 77
presentation sample by engineering graduate students. Plus, there is a video on overcoming
public speaking anxiety.
-There will be an open-forum discussion on the students’ experience with group presentations.
-Learners will complete worksheets/exercise such as a rubric on different types of oral
presentation methods and on email etiquette. The learners will be able to self-assess their oral
presentation skills and evaluate a video group presentation.
-Learners will complete a reflection exercise on their experience with email etiquette. The
learners will be asked to complete an email etiquette exercise as well.
-There will be a matching game between lectures and other activities to help the learners retain
information during the learning process and to prevent cognitive overload.

Assessment
▪ Formative assessments will include an open-forum discussion on the topic provided.
Learners will need to complete a rubric worksheet on different types of oral presentation
methods. The learners will be able to assess their oral presentation skills and evaluate a
group video presentation. A matching game is also included to assess the learners’
current knowledge in between the lessons.
▪ Learners will be expected to complete an online journaling to self-reflect on their current
knowledge and experience with interpersonal communication and public oral
presentations.
▪ Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of various types of professional communication skills in an
academic setting. All of the questions will be based on the unit’s lesson. Results of their
quiz will appear upon completion.

Big Ideas and Advance Organizer for Next Unit
The major take away from this unit is learning how to communicate successfully in a classroom
and team project environment. We hope that the students will feel comfortable speaking in front
of others and presenting in a professional and articulate manner following this program. In the
next unit, we will review professional ethics and characteristics, which is in line with the current
unit six due to also reviewing communication, but in a professional workplace setting.

Unit #7 Overview
Professional Ethics and Characteristics Beyond Engineering Graduate School

Module/Unit Overview
It is vital for engineering graduate students to understand and apply code of ethics and
demonstrate professional characteristics in the engineering profession. Students are expected to
show professional etiquette in the work setting. The benefits of mastering the objectives of this
unit are for students to make ethical decisions even beyond graduate school. The topics
reviewed for this unit also cover professional integrity and personal accountability. This unit is
also a final overview of previous units by guiding students to become true professionals and
better prepared to work competently in an engineering corporate culture. Please note that this
unit as a whole covers a general overview of these topics. Learning advanced forms of
professional ethics and communication are beyond the scope of this curriculum. The primary
purpose is to provide learners a foundation or introduction of these topics.
ACADEMIC PREPARATORY CURRICULUM 78
Below are the unit outcomes/objectives. The CO with the number in parentheses are the specific
curriculum outcomes that are in line with the particular unit outcome/objective.

Unit Objectives
By the end of this unit, graduate students in engineering programs will be able to:
▪ Identify and apply professional engineering code of ethics and ethical decision-making
techniques. (CO#1, CO#2, CO#4, CO#6, CO#8)
▪ Understand and apply a project team management approach commonly used in the
engineering profession. (CO#1, CO#2, CO#5, CO#6, CO#7, CO#8)
▪ Display professional communication and etiquette techniques in the work setting.
(CO#1, CO#2, CO#3, CO#4, CO#6, CO#7, CO#8)
▪ Describe and apply job interview techniques when applying for technical engineering
positions. (CO#2, CO#7)
▪ Reflect on their current professional characteristics. (CO#6, CO#9)

Prerequisite Knowledge
The learners will need to have prior knowledge and skills of the following:
▪ Basic computer skills to navigate the online modules.
▪ Basic reading comprehension skills.
▪ Reflection skills in writing of their personal beliefs, behavior, and environmental
influences, and learning outcomes.

Module/Unit Activities
-The curriculum will include a lecture with a narrator reading a script through VoiceThread
while showing images on the screen.
-There will be an open-forum discussion on the learners’ thoughts, concerns, and experiences
with project management and ethical engineering case.
-There will be videos. One video is a project management demonstration by an engineering
professional. The unit will also consist of videos with voice-over pertaining to professional
communication and etiquette.
-The learners will complete other exercises. One exercise is reviewing an engineering
professional code of ethics and other ethical decision-making techniques. Another exercise is
writing an email to a work supervisor or staff member from a professional setting.
-The learners will engage in an engineering ethical case study pertaining to copyright concerns.
-Learners will be provided worked examples, samples, rubric, templates, and diagrams such as
concept maps and various analysis techniques on ethics to understand the materials presented
and to serve as learning aids.
-Learners will complete reflection exercises on their experience with engineering job interviews
and engineering ethics.
-The learners will also answer questions from the Expert Profile of an engineering professional.
The expert profile provides a basis for understanding the special and professional characteristics
of the engineering expert. The profile also lists the performance expectations of engineers,
which can be derived from codes of ethics.
-There will be a matching, true/false game between lectures and other activities to help the
learners retain information during the learning process and to prevent cognitive overload.

ACADEMIC PREPARATORY CURRICULUM 79
Assessment
▪ Formative assessments will include an open-forum discussion on the topics provided, and
a wrap-up activity worksheet/exercise, case study, and a matching game to assess the
learners’ current knowledge in between the lessons.
▪ Learners will be expected to complete an online journaling to self-reflect on their current
knowledge and experience with ethical codes of conduct and professional etiquette.
▪ Summative assessments will include a quiz at the end of the unit to test the learners’
knowledge and understanding of various professional ethical codes of conduct,
professional etiquette, project management, and ethical decision-making. All of the
questions will be based on the unit’s lesson. Results of their quiz will appear upon
completion.

Big Ideas and Advance Organizer
The major takeaway from this unit is learning how to communicate in a professional manner
while meeting codes of conduct for the engineering profession. We hope that students will apply
these helpful resources beyond graduate school so that they can become successful and
competent professionals in their field. The expert profile and other topics discussed in this unit
apply to previous units and could aid a student to become academically successful and better
prepared for the professional world.

ACADEMIC PREPARATORY CURRICULUM 80
CHAPTER THREE: CURRICULUM DESIGN
See the following PowerPoint slides

[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 81
Instructions: This is a Voice Thread. The narrator will read the following script while
showing the images:
Narration:
Welcome to unit one, Introduction to Engineering Graduate Student Success. This
lesson will help you as an engineering graduate student understand and apply what it
means to be academically successful in graduate school. The benefits of mastering the
objectives of this unit are learning how to increase your motivation, regulate your
emotions, value your goals, and care for your mental and physical health so that
you'll be able to persist and meet your academic goals. This unit will also introduce
you to becoming better prepared as a professional engineer. In addition, you will
reflect on your current success, failure, and professional identity as a graduate student
and professional. Introduced are other topics covered in future modules as well.
Please click on the green arrows to move forward or back on each slide.
Success and failure [Online image]. (n.d.). Retrieved from
http://blog.rwbenwick.com/wp-content/uploads/2010/01/Strategic-Success-
iStock_000009610569Medium.jpg
ACADEMIC PREPARATORY CURRICULUM 82
Instructions: This is a Voice Thread. The narrator will read the following script while
showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Feel free to click on any module tab to begin. However, it is recommended to
follow the order of the modules in alphabetical order, such as Unit 1A, 1B, and 1C to
avoid confusion and disconnection during the learning process.
Also, be sure to complete the quiz after reviewing all modules.
ACADEMIC PREPARATORY CURRICULUM 83
Instructions: This is a Voice Thread. The narrator will read the following script while
showing the images:
Narration:
Welcome to unit 1A: Defining academic success in engineering graduate school. For
this unit, you will be able to define success in graduate school identify characteristics
of a successful and professional graduate student n ifferentiate between the
academic and professional life in of graduate school and undergraduate
studies.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 84
Instructions: This a five-minute video of three engineering graduate students
defining academic success. There are three different interview scenes.
The narrator will need to read the following script before the video begins:
Narration:
First, let’s define what academic success is in graduate school. Let’s watch a short
video of three current graduate students in an engineering program discussing what
academic success in graduate school means to them.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 85
Instructions: This is a Voice Thread. The narrator will read the following script while
showing the images:
Narration:
As you can see based on the videos, there are multiple definitions of academic
success. This entire curriculum or modules will cover elements necessary to guide a
student to become academically successful and be better prepared for the engineering
profession. Therefore, this model shows components from all of the units in this
curriculum essential for graduate students to become academically successful in
graduate school and beyond.
First, in this nit ne (1), students will need to understand and evaluate their
motivated behaviors and strategies needed to maintain persistence and mental effort.
Further, students will need to recognize their emotions and apply strategies to regulate
them such as test anxiety dealing with personal and social stress and restructuring
their physical and social environment.
-Moreover, successful students are honest with themselves and the institution by
abiding by academic integrity rules and professional ethics. We will review academic
honesty and codes of conduct in nit wo (2).
-Successful students are also academically well prepared in writing by knowing how
to synthesize information properly and conveying their thoughts clearly both in
ACADEMIC PREPARATORY CURRICULUM 86
writing and verbally. These students are also able to apply proper writing formats for
lab projects, class assignments, and research. You will see these topics discussed in
Unit Three (3).
-As students transition into graduate school, they should be able to recognize standard
US teaching methods such as for labs, discussions, and lectures. Many international
graduate students in particular encounter instructional challenges used in US
classrooms due to being unfamiliar with classroom practices and cultures (Kim, 2011).
You will learn different components of US teaching methods in Unit our (4).
-To maintain success, students will also need to generate and apply useful study and
learning strategies from critical reading to taking organized notes. A successful
student is able to manage their time well by balancing school/work/family. You may go
to Unit ive (5) to learn about those topics.
-And it is imperative for graduate students to demonstrate professional ethics including appropriate communication skills via email or in-person both in an academic
and professional setting. Also, successful students display personal responsibility
(such as being responsible for their own education and professional work
responsibilities). You can examine those topics in Unit ix (6) and U even (7).
-Lastly, successful students are able to self-reflect, seek help and recognize student
resources in their institution such as for academic advising, counseling services, and
library services.
ACADEMIC PREPARATORY CURRICULUM 87
Instructions: This is a Voice Thread. The narrator will read the following script while
showing the images:
Narration:
Based on various sources, the following are common characteristics of a successful
graduate student.
-Self-regulated: Students who are self-regulated learners are able to actively self-direct,
monitor, and evaluate their learning (Shell & Soh, 2013; Zimmerman, 1989). In other
words, self-regulated learners can f manage their thoughts, behaviors, and
emotions throughout their learning process (Zumbrunn, Tadlock, & Roberts, 2011).
-Self-efficacious: Self-efficacious individuals believe they are capable of completing a
task, and their actions can produce desired outcomes (Schunk, Meece, & Pintrich,
2014; Zeldin, Britner & Pajares, 2008). Self-regulated learners are considered to be
highly self-efficacious individuals that focus on meaningful learning rather than just
earning a good grade (Wolters, 2003).
-Excellent work ethic: Successful graduate students work very hard and able to multi-
task by completing numerous assignments and projects, and prepare for exams in
advanced (Concordia University, Portland, Oregon Online, n.d.).
-Goal oriented: A successful student also sets specific and measurable goals for
ACADEMIC PREPARATORY CURRICULUM 88
academic, personal, social and occupational matters. Self-regulated learning can also
include setting goals.
-Organized: A good graduate student organizes their class notes, sources for writing
papers including their physical environment such as having a clean room and a neat
desk for studying. Successful students are also able to evaluate their social
environment. For example, sometimes it’s best to study in the library or a quiet room
if your neighbors are having a noisy party.
-Understands expectations of the course and graduate program: Successful students
review the syllabus thoroughly and understand the course policies and requirements
including on academic integrity.
-Values learning/Intellectually curious: Students who are intellectually curious are
proactive or have the drive to learn, ask questions in class and explore the topics of the
course materials beyond the classroom whether online or through library services, or
attending conferences. These students are open to meaningful learning rather than just
trying to earn an A in the course or trying to be the top student.
-Passionate and persistent: Successful graduate students who are passionate take the
time to learn and commit to their studies and enjoy what they do. They tend to have
the drive and persistence to understand how, what, and why things occur and the
studies or research behind them.
-Creative: Creative students are open to trying something new and different, and the
ability to make creative decisions.
-Conscientious: A good graduate student pays attention to detail and is meticulous on t
assignments and exams including with internship projects.
-Open to feedback: Instructors, peers, and teaching assistants can provide feedback
and constructive criticism of a student’s work. A successful student is open to making
changes or improvements to any course assignments.
-Team player: Students in graduate school will have opportunities to work in groups in
the classroom and outside the classroom. It is important for a student to be open and
able to work with diverse viewpoints during class discussion, group presentations, and
lab work. A successful student also displays empathy and respect for others.
-Professional demeanor: It is expected for graduate students to demonstrate
professional identity. A successful student demonstrates professional ethics in research
and communication with faculty, peers, and other professionals. The professional
student also shows professional etiquette in person and electronically. One of the
primary purposes of graduate school is to guide you to become a professional and
scholar.
-Seeks support: A successful student asks questions and seeks aid from the instructor
or TA. This type of student also gets help from classmates, mentors, and other campus
resources. Another support the student reaches out to is family and friends. A
successful student discusses his or her needs with family and friends and ensures their
support as he/she completes his/her graduate program (Concordia University, Portland,
Oregon Online, n.d.).
ACADEMIC PREPARATORY CURRICULUM 89
Sources:
-Grehan, Flanagan, and Malgady (2011)
-Dr. Sherry Beaumont Associate Professor, UNBC Department of Psychology
PowerPoint
-Columbia University, The Fu School of Engineering and Applied Science:
http://ieor.columbia.edu/graduate-student-
responsibilitieshttp://simplyeducate.me/2014/09/18/10-qualities-of-a-successful-
graduate-student
-Cornell University: http://www.cc.gatech.edu/~ellendo/characteristics.pdf
-Concordia University, Portland, Oregon: http://education.cu-
portland.edu/blog/masters-resources/top-10-characteristics-of-high-performing-
graduate-school-students/
-Patricia Campbell | Dean of Graduate Studies, American Public University System:
http://evolllution.com/opinions/excel-graduate-school/
ACADEMIC PREPARATORY CURRICULUM 90
Instructions: This is a Voice Thread. The narrator will read the following script while
showing the images:
Narration:
Now that you have an idea of the meaning of graduate student success , let's have you
complete this open forum discussion that will lead us to our next discussion on the
differences between undergraduate and graduate studies. For this open forum, use
your alias and state the differences between undergraduate and graduate studies based
on your knowledge and experiences. Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 91
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
The purpose of this section is to provide you a big picture of the differences in
academic responsibilities and professional demeanor between both class levels so that
you will be able to recognize that graduate school is pretty different from undergrad.
Based on various sources:
1. Undergraduate majors include general education courses in various subjects. Many
undergrads take 4 to 5 classes while graduate students can take 1 to 3 classes. Graduate
programs highly specialize in a particular major.
2. Undergraduate classes are usually much larger and less individualized. In graduate
programs, classes usually are smaller, and students work in close collaboration with
instructors and TAs, sometimes on an individual basis. You tend to stand out more in
grad school. Graduate students tend to receive more personal or individual feedback
of their class work or research from instructors than undergrads.
3. In graduate school, you will expect your classmates to have similar career interests
as you.
4. Graduate programs tend to be more research-oriented in that students would be
ACADEMIC PREPARATORY CURRICULUM 92
require d to synthesize multiple sources. In undergrad, students tend to focus more
on memorizing what they learned. Undergrads are learning more basic concepts
and foundations of various subjects.
5. Graduate programs may include a thesis defense or doctoral dissertation.
6. Graduate programs focus more on applying theories and research to real life
situations or problems of practice.
7. In graduate school, students may require a lot more critical reading and writing
assignments than undergrad.
8. In graduate school, students are often required to participate in group activities and
do class presentations.
9. Graduate students tend to have more academic, work, and personal life experiences
and in-depth knowledge than undergraduates.
10. Graduate students are expected to show more maturity, personal responsibility,
and professional integrity than undergraduate students.
11. In graduate school, students may have more responsibilities due to having a
family and/or working full time while attending school. In undergrad, students might
have more time to participate in clubs and organizations.
Source:
Brown, M. (n.d.). 7 Big Differences Between College and Graduate School
Retrieved from http://www.inquiriesjournal.com/blog/posts/161/7-big-differences-
college-graduate-school/
Studyusa.com: https://studyusa.com/en/a/177/what-are-the-differences-between-
undergraduate-and-graduate-programs
Gradschools.com: http://www.gradschools.com/get-informed/why-grad-
school/undergraduate-vs-graduate-school-professors-perspective
ACADEMIC PREPARATORY CURRICULUM 93
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
Now that you have a clearer and thorough idea of the differences between
undergraduate and graduate experiences, let’s discuss a little more about graduate
school.
Overall, graduate school can be a big challenge, academically, personally, and
socially. There will be times that you may feel burnt out from feeling anxious over
studying for a test or stressing over a paper due or a heavy project at work. Graduate
students can feel overworked as if there is not enough time in the day to get
everything done. Exhaustion can make us feel miserable and frustrated and affect our
physical health. There are various ways to regulate or manage our emotions. We will
review some strategies in Unit 1B: Regulating Emotions and Self-Care Techniques.
Next, I will have you complete a reflection exercise based on your own success and
failures as a graduate school. Please proceed to the next slide.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 94
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
As a wrap up to this module on defining academic success, let’s you have complete a
reflection exercise.
In this unit as well other units you will have an opportunity to self-reflect by
completing an online journal. These self-reflection exercises will allow you to self-
analyze and self-evaluate your current academic performance and professional
attitude based on various factors discussed in these modules. Journaling can aid in
deep thinking and understanding your success and challenges. Please click on the
next slide to start your first reflection exercise.
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 95
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script.
Narration:
Now , let’s have you reflect by answering the following questions: What makes you
successful or unsuccessful in graduate school thus far? If applicable, what do you
think you’re struggling with in school? What areas need improvement?
After completing the exercise, press the submit button. You may share and discuss this
worksheet with your academic advisor.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 96
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 1B: Regulating Emotions and Self-Care Techniques. For this unit,
you will be able to describe and apply techniques of regulating emotions and self-care
throughout your graduate studies.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 97
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
First, we will review techniques for regulation emotions.
One of the common strategies to ease anxiety and stress is using relaxation techniques
such as breathing exercises.
An example is an abdominal breathing technique from Rakal, D. (2016). Learning
Deep Breathing. Psych Central. Retrieved from https://psychcentral.com/lib/learning-
deep-breathing/
This type of breathing exercise is useful on a daily basis (twice a day) or when you are
feeling anxious or frustrated.
1-Place one hand on your chest and the other on your abdomen. You may sit on a chair
or the floor.
2-Exhale through the mouth, take a slow deep breath in through your nose and hold it
for a count of 7 (or as long as you are able, not exceeding 7)
3-Slowly exhale through your mouth. As all the air is released with relaxation, gently
contract your abdominal muscles to completely evacuate the remaining air from the
ACADEMIC PREPARATORY CURRICULUM 98
lungs.
4-Repeat the cycle 4 more times for a total of 5 deep breaths and try to breathe at a
rate of one breath every 10 seconds (or 6 breaths per minute).
Diaphragmatic breathing sitting in a chair [Online image]. (n.d.). Retrieved from
https://www.pinterest.com/jp033/breathing/
ACADEMIC PREPARATORY CURRICULUM 99
Instructions: This slide is a short video.
Video: A professional in meditation will explain the points stated below.
Another relaxation technique is meditation. Meditation aids in calm ing our minds
and free us from mental displeasures.
Meditation also helps our mind and body be more peaceful and transform negative
thoughts to positive thoughts.
There are different types of meditation such as from mindfulness, moving, walking,
and concentration meditation. For this exercise, we will review simple ways to
meditate for beginners based on the Conscious Life website source:
https://theconsciouslife.com/how-to-meditate-a-guide-for-beginners.htm.
Video outline:
Find a quiet and comfortable place.
Breathe slowly and deeply.
Be aware.
Ending the session.
[Untitled image of a woman meditating]. (n.d.). Retrieved from
https://pixabay.com/en/yoga-meditate-meditation-exercise-309782/
ACADEMIC PREPARATORY CURRICULUM 100
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
Another strategy for students to regulate their emotions and motivation is through
self-talk. Wolters (2003) indicates that students can model effective self-talk to control
emotions using strategies of positive subvocal statements such as
“Don’t worry about what others think; you are doing fine.”
“It’s not going to help to get frustrated; just keep looking forward.”
This process is also known as self-affirmation or positive evaluations of the self. It
has been described as a strategy used to avoid negative emotional experiences (Garcia
& Pintrich, 1994; Wolters, 2003).
[Untitled image of a male thinking]. (n.d.). Retrieved from
http://1.bp.blogspot.com/_dVZwompMncw/TQmqc1hH3lI/AAAAAAAAACY/loVX
mAoSY48/s1600/thinking+man.jpg
ACADEMIC PREPARATORY CURRICULUM 101
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
you want to quit studying or not in the urge to complete your assignments,
efficacy self-talk for motivation (believing in finishing or progressing in a task)
would be beneficial. According to Wolters (2003), examples of efficacy self-talk are
quote :
“You can do it, just keep working at it.”
“You are doing a good job; you are going to reach your goal if you just keep at it.”
“You made it this far so you keep going.”
“I read at least three chapters and just need two more chapters to go.”
Unquote.
Woman talking (n.d.). Retrieved from
http://3.bp.blogspot.com/_RrxtlrxirJU/SintvMALXPI/AAAAAAAABqs/0HGIeEC6p
30/s320/clipart+woman+talking.gif
ACADEMIC PREPARATORY CURRICULUM 102
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
Alternatively, students may subvocalize mastery-oriented self-talk for wanting to
complete an academic task. Mastery-oriented means a student is interested and finds
the materials that he or she is learning to be valuable, interesting, and useful to
increase their knowledge and skills (Wolters, 2003).
An example of a self-talk for mastery is “I want to keep reading the article because
I’m curious what findings were of the participants in the study.”
“I want to finish my paper thoroughly so that I can increase my knowledge and
competency in writing engineering research papers.”
[Untitled image of a woman thinking and writing]. (n.d.). Retrieved from
http://2.bp.blogspot.com/_Hc_WOH22J2I/ScD5Cl9N-
HI/AAAAAAAAAEA/iUr7dkRmmpQ/s400/148_thinking_person2.gif
ACADEMIC PREPARATORY CURRICULUM 103
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
Another strategy to regulating your motivation or your behavior is through self-
praising, self-provided consequences or self-rewards.
An example of self-reward is “If I finish writing at least three pages for class today,
I will go to the movies.”
An example of a self-punishment is “If I don’t finish most of my coding assignments
today, I can’t go hang out with my friends as I had planned.”
An example of a self-praising self-talk is telling you that you did a good job: “You
finished your project for one of your classes, good job, you are making good
progress.”
Dinner party clip art [Online image]. (n.d.). Retrieved from
http://foodfairynutrition.com/blog/wp-content/uploads/2011/07/dinner-guests-
300x277.jpg
Popcorn movie [Online image]. (n.d.). Retrieved from
https://pixabay.com/en/popcorn-movie-pop-corn-snack-film-898154/
ACADEMIC PREPARATORY CURRICULUM 104
Good job award [Online image]. (n.d.). Retrieved from https://wiki-
wilson.wikispaces.com/file/view/good-job-gold-ribbon.png/84793915/149x212/good-
job-gold-ribbon.png
ACADEMIC PREPARATORY CURRICULUM 105
Instructions: This worksheet exercise can be saved and submitted later after
completion. This slide is a Voice Thread. Please have a narrator read the following
script while showing the exercise:
Narration: Now that you have an idea of various types of self-talk strategies let’s
have you complete this simple exercise on assessing your self-talk.
Throughout the next few days, reflect and evaluate your own self-talk by completing
this worksheet.
Be sure to include the date, situation, setting (home, school, work), self-talk, and
strategy. As for the strategy, describe how you turned the negative self-talk to a
positive self-talk (e.g., I decided to give myself a reward if I complete my project by
this evening).
You may save this page and return to it at a later time. After completing the
worksheet, press the submit button.
Also, you may share and discuss this exercise with your academic advisor.
Adapted from Dembo and Seli (2013).
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 106
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
Now , let’s discuss about self-care . There are other self-care strategies
to decrease stress and anxiety, and maintain good mental and physical health.
Let’s start with healthy choices:
-Talking to a friend: It helps to talk to a friend about problems or emotions you’re
facing. It can help relieve some tension by venting.
-Exercising and tretching: According to healthcare professionals, exercising such as
a gym session or brisk 30-minute walk can make you feel relaxed and happier and
boost energy.
-Professional counseling therapy: It would also help to seek help from a professional
at your institution’s counseling center. Counseling centers tend to provide services on
how to manage your stress. Or it also helps to get advice and open up to a
professional therapist or counselor about your problems or any emotions that are
negatively affecting your studies, and personal/social life.
-Taking care of self when physically ill: Seek medical help from your healthcare
provider or your institution’s student health center if your illness is urgent or an
emergency. Your health is very important. It’s essential that you know your body well
ACADEMIC PREPARATORY CURRICULUM 107
and to take a break from what you’re doing if you’re not feeling well.
-Getting enough sleep: It’s advisable to have a good night of restful sleep.
-Eating well and staying hydrated: Eating a well-balanced or healthy nutrition can
help with brain function and staying alert. It’s also good to keep your body hydrated
by drinking water throughout the day.
-Noticing when you need to take a break. If you’ve been studying for hours, it’s best
to take a breather by stretching, taking a little walk around the building, or eating a
snack.
-Be honest with yourself. Overall, if you know something is wrong (mentally,
physically, and emotionally), seek help and take advantage of resources.
Source: Rolston, A. & Lloyd-Richardson, E. (n.d.). What is emotion regulation and
how do we do it?
Retrieved from http://www.selfinjury.bctr.cornell.edu/perch/resources/what-is-
emotion-regulationsinfo-brief.pdf
and mayoclinic.org
ACADEMIC PREPARATORY CURRICULUM 108
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
A list of unhealthy choices is the following:
-Abusing alcohol or other substances and not putting any effort to quit
-Avoiding or withdrawing from difficult situations or giving up entirely such as with
family problems, health issues, and academic assignments
-Physical or verbal aggression toward others and yourself and not willing to
seek help to change the negative behavior.
-Binge eating or having lack of control over eating for an extended period of time.
-Excessive social media use while not completing other mandatory tasks,
particularly school work.
ACADEMIC PREPARATORY CURRICULUM 109
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
You may fill out this self-care assessment tool that provides an overview of your own
self-care. This is an opportunity for you to reflect on your own self-care. After
completing the worksheet, press the submit button.
Source: Saakvitne, K.W. & Pearlman, L.A. (1996). Transforming the pain: A
workbook on vicarious traumatization. Norton Professional Books.
and Learning Strategies, Student Academic Success Services, Queen’s University,
Kingston: http://sass.queensu.ca/learningstrategies/wp-
content/uploads/sites/2/2013/09/Staying-motivated-graduate.pdf)
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 110
Self-Care Assessment (Continue).
Source: Saakvitne, K.W. & Pearlman, L.A. (1996). Transforming the pain: A
workbook on vicarious traumatization. Norton Professional Books.
and Learning Strategies, Student Academic Success Services, Queen’s University,
Kingston: http://sass.queensu.ca/learningstrategies/wp-
content/uploads/sites/2/2013/09/Staying-motivated-graduate.pdf)
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 111
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , I will have you complete a wrap-up activity for this module by completing a matching game based on the information you have learned so far. Drag the
appropriate green box response to the answer box on the right. The correct and
incorrect response will appear. After completing this game, click on the Modules
Menu to go to the next module.
Answer key:
1. Efficacy Self-Talk.
2. Unhealthy Choice. It is an unhealthy choice since it prevents a student from
completing mandatory tasks such as school work.
3. Self-Reward. The reward is hanging out with friends after writing at least two
pages.
4. Healthy Choice. It is a healthy choice. It is good, to be honest with yourself and
seek help and take advantage of resources if you know something is wrong
(mentally, physically, and emotionally).
ACADEMIC PREPARATORY CURRICULUM 112
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
Welcome to nit 1C: otting strategies. For this unit, you will be able to apply
techniques for setting value-based goals.
Goal setting is an excellent tool to organize and plan specific short and long term
goals. Goal setting can increase motivation and influence a student’s self-regulation
and self-efficacy (Zimmerman, 2008).
Goal setting can also boost self-confidence and improve performance by helping you
concentrate better. In fact, people with goals outperform others with no goals set
(Locke & Latham, 2002).
Next, we’ll go over a worksheet on a value-based goal -setting applicable to graduate
students adapted from Forsyth, J.P. & Eifert, G.H. (2007) and the Maintaining
Motivation in Graduate School Learning Strategies, Student Academic Success
Services, Queen’s University, Kingston, ON, Canada.
ACADEMIC PREPARATORY CURRICULUM 113
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script.
Narration:
Before we move forward, let’s review your values. Do your values fit your goals
and actions? Our attitudes and viewpoints come from our values , which, in turn,
result in our actions. For instance, when our actions (not completing school work)
and our values (being a responsible student) do not match, we tend to feel conflicted.
We should try to match our values and actions to meet our goals.
Think about it . what are your values? Do your current actions reflect your values?
For example, reflect clearly and specifically about your future plans as a value.
1-Where do you see yourself? Do you plan to complete your graduate degree 2
years from now? Do you want a job in an engineering company upon graduation? A
teaching position? A research position? A government job?
2-Consider how you plan and spend your time each day and see if they correspond
with your future plans.
For instance, if you want to work in an engineering job full-time after you graduate,
you may structure your time to pursue that goal by
Making contacts in the field
ACADEMIC PREPARATORY CURRICULUM 114
Attending job fairs and conferences
Investigating opportunities for volunteer positions or internships
Maintaining good academic standing and meeting a minimum GPA for an internship
Balancing your school/current work/and family life to reach your goal of earning your
graduate degree
Adapted from Forsyth, J.P. & Eifert, G.H. (2007) and Maintaining Motivation in
Graduate School Learning Strategies, Student Academic Success Services, Queen’s
University, Kingston, ON, Canada
ACADEMIC PREPARATORY CURRICULUM 115
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script.
Narration:
Here is an example of a completed value-based goal -setting worksheet. You would
need to write down a specific and realistic goal with action steps including the
barriers. After reviewing this example, you may complete the blank worksheet on the
next slide.
ACADEMIC PREPARATORY CURRICULUM 116
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script.
Narration: Complete the worksheet. You may save this page and return to it at a later
time. After completing the worksheet, press the submit button.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 117
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script.
Narration: You may also use another goal -setting worksheet that focuses directly on
long term and short term goals, similar to the Values-Based Goal Setting Worksheet
(taken from the Citrus College Student Services,
http://www.citruscollege.edu/stdntsrv/counsel/earlyalert/Documents/Workshop%20W
orkbooks/GoalSettingWorkbook.pdf):
Long-term goals require a series of short-term goals to be completed at first. Short-
term goals may take months or even years to complete, depending on the ultimate
goal. Looking at what is necessary to achieve, your long-term goals puts short-term
goals into perspective. For instance, a person cannot become a professional engineer
(long-term goal) without first taking classes that qualify the student for an engineering
program (short-term goals). Write out three concise long-term goals. They could be
personal, career, or educational goals. Include short-term goals that would assist you
in achieving the long-term goals. Be sure to set specific and realistic goals. After your
complete any of these worksheets, you may present to your academic advisor to
provide you feedback.
To assist you with writing your goals, here are some steps:
ACADEMIC PREPARATORY CURRICULUM 118
1. Brainstorm – Think and list what you would like to accomplish.
2. Prioritize - Look at your list: decide which goal you would like to work with first.
3. Describe in Detail - Be very specific: break your goals into objectives, a step-by-
step plan so you can check on your progress.
4. Identify Your Barriers - Look for internal and external barriers to reaching your
goals.
5. Develop a Strategy - Decide ways to overcome the barriers to your goals.
6. Develop a Timeline - Look at your goals and work out a realistic timeline.
7. Reward Yourself - Reward yourself for each step you accomplish towards your
goals.
ACADEMIC PREPARATORY CURRICULUM 119
Instructions: This slide is a Voice Thread. Please have a narrator read the following
script while showing the images:
Narration:
You may now complete the worksheet in its entirety.
You may save this page and return to it at a later time. After completing the
worksheet, press the submit button. You may share and discuss this worksheet with
your academic advisor.
This activity is the last part of the module. Please click on the Modules Menu icon to
proceed to the next module of this unit.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 120
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete an 8-question quiz that covers the materials we
reviewed in this unit. Choose your answer and click on the submit button on the
bottom of each page. The quiz tutorial will display a response to your answer. Read
the response, then go to the next question. The last page of the quiz displays a
summary of your answers and results. You will be able to print out your results. Please
click on the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 121
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 122
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 123
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 124
Quiz results displayed.
[Untitled image of results envelope]. (n.d.). Retrieved from http://2.bp.blogspot.com/-
Tk50Am8a4xk/U-5iggzNMyI/AAAAAAAABn0/DXlJmRJPMzA/s1600/survey-
results.jpeg
ACADEMIC PREPARATORY CURRICULUM 125
Congratulations!
You have now completed Unit 1.
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 126
[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 127
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Welcome to Unit 2. In this unit, you will learn about academic integrity for
engineering graduate students. The unit will help with your personal and professional
development by understanding and applying principles of academic honesty. You will
also reflect and evaluate your own academic integrity experience and knowledge.
In fact, US institutions expect graduate students to follow academic integrity rules and
ethical codes of conduct in their respective discipline. Studies indicate that graduate
and professional students encounter academic integrity issues including academic
dishonesty (Caravello, 2008). Also, research suggests that engineering majors, in
particular, are among those most likely to commit academic integrity violations in
higher education (Carpenter, Harding, Finelli, Montgomery, & Passow, 2006). This
problem can lead students to unethical and unprofessional behaviors, which could
threaten the integrity of the engineering profession (Liu et al., 2015). Thus, this unit
will provide adequate resources to help students follow academic codes of conduct.
Note different institutions have their specific standards of academic conduct, but for
ACADEMIC PREPARATORY CURRICULUM 128
this unit, we will provide a general overview of academic integrity, with a focus on
engineering graduate studies.
Please click on the green arrows to move forward or back on each slide.
ACADEMIC PREPARATORY CURRICULUM 129
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Feel free to click on any module tab to begin. However, it is recommended to
follow the order of the modules in alphabetical order , such as Unit 2A, 2B, 2C to
avoid confusion and disconnection during the learning process. Also , be sure to
complete the quiz after reviewing all modules.
ACADEMIC PREPARATORY CURRICULUM 130
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 2A: Introduction to Academic Integrity. For this unit, you will be
able to define and describe academic integrity and its purpose ecognize unethical
conduct during classroom lectures, projects, labs, and discussion nd generate
examples of plagiarism for coding and academic papers. Press the right green arrow
to proceed.
ACADEMIC PREPARATORY CURRICULUM 131
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 132
Instruction: This slide is an online reflection exercise. The narrator will need to read
the following script:
Narration:
Before we define academic integrity, let’s reflect on your current knowledge and
experience of academic integrity by filling out this online journal. What do you know
about academic integrity? What two or three things come to mind? How does
academic integrity relate to you as a graduate student? After you are done writing,
press the submit button are you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 133
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now that you have completed the first reflection exercise let’s discuss what academic
integrity is.
According to the Center for Academic Integrity, academic integrity is an ethical code
for academia, which encompasses values of honesty, trust, fairness, respect, and
responsibility for teaching, learning, research, and service.
A student with academic integrity obtains a college degree with honest effort and
ability and acknowledges that this accomplishment is true and genuine (York
University Academic Integrity Tutorial). Academic integrity also provides a
foundation for responsible conduct in students’ professional endeavors.
Source: York University Academic Integrity Tutorial (n.d.). Retrieved from
http://www.yorku.ca/tutorial/academic_integrity/
Honesty integrity [Online image]. (n.d.). Retrieved from
https://12stepstoanewlife.files.wordpress.com/2012/09/honesty.gif
ACADEMIC PREPARATORY CURRICULUM 134
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Unfortunately, some students do violate academic integrity, also known as academic
dishonesty. Students who violate academic integrity face academic sanctions. A
study by Colnerud and Rosander (2009) and resources from the University of
Southern California, Student Judicial Affairs and Community Standards (n.d.) indicate
that academic dishonesty consists of four main categories of behaviors: cheating,
unauthorized collaboration, fabrication, and plagiarism. We will discuss each form on
the following slides.
ACADEMIC PREPARATORY CURRICULUM 135
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Let’s begin with cheating. What is considered cheating? (adapted from Khalid et al.,
2014, University of Delaware Office of Student Conduct, and the University of
Southern California Student Judicial Affairs and Community Standards)
Cheating includes but is not limited to:
Copying another student’s exam answers.
Conversing with a classmate during an exam.
Taking a test for someone else or permitting someone else to take a test for you.
Unauthorized use of course textbook or other material such as notes (on body or
paper) formula lists, concept maps, to complete a test or other assignment.
Collaborating on a test or quiz with others without authorization.
Allowing another student to copy you during the exam.
Using electronic instruments, such as cell phones, calculators to share information,
when prohibited.
Using crib notes, which are printed in a variety of places, such as on a body part,
clothing, sneakers, calculator cover, and hat.
ACADEMIC PREPARATORY CURRICULUM 136
Cheating in class [Online image]. (n.d.). Retrieved from
http://sdsujms408f10gp12.wikispaces.com/file/view/cheating.gif/171150535/cheating.
gif
ACADEMIC PREPARATORY CURRICULUM 137
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next is unauthorized collaboration (adapted from the University of California, Davis
Office of Student Judicial Affairs and University of Oklahoma Academic Integrity
online resources)
Unauthorized Collaboration is working with other classmates on assignments without
permission of the instructor. This rule applies to tests, papers, labs, and coding or
computer assignments. All assignments for a grade must be the student’s own
original, autonomous work, unless the instructor allows collaboration, use of sources,
or outside assistance.
Faculty instructors assume that all work submitted for a grade will be the product of
the student's own understanding and effort, and thus expressed in the student's own
words, calculations, computer code, and so forth.
When a student's work is identical or very similar to another student, it is reasonable
for the instructor to conclude that academic misconduct was committed.
Also, keep in mind that the amount of collaboration will vary from class to class. Find
out from your instructor how much collaboration is permitted.
ACADEMIC PREPARATORY CURRICULUM 138
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 139
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s move on to fabrication (adapted from the Drexel University Student
Handbook and University of St. Thomas Engineering and Technology
Management Graduate Student Handbook)
Fabrication is intentional falsification or invention of any information on class
assignments, presentations, and research, and other academic documents.
Fabrication includes but is not limited to
Submission of an academic paper, thesis, and lab report of falsified, invented, or
fictitious data or evidence.
Submitting academic work including lab and coding assignment, wholly or in part by
another.
Falsifying academic transcripts and diploma, forged signatures, and letters of
recommendation.
Other examples of fabrication are forging an instructor’s signature for academic
documentation.
Lying to an instructor to get an excused absence, an extension on a due date, a makeup
ACADEMIC PREPARATORY CURRICULUM 140
examination, an Incomplete, and admission to a class or program (adopted from the
University of Oklahoma Academic Integrity online resources).
[Untitled image of a male on the computer]. (n.d.). Retrieved from
https://pixabay.com/en/coding-computer-computer-user-pc-1294361/
ACADEMIC PREPARATORY CURRICULUM 141
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Plagiarism is unauthorized use or copying of someone else’s documented words,
ideas, or work as one’s own without giving credit.
-Plagiarism may involve using someone else’s wording (word for word) such as a
phrase, a sentence, or an entire passage or essay without proper citation.
-Plagiarism also applies to any type of work including exams, computer programs, art,
music, online images, and videos.
-If a student uses a published or unpublished material, the source must be given credit
appropriately. Later in this unit, you will be given resources of proper ways to avoid
plagiarism.
Other examples of plagiarism include, but are not limited to
Using another person’s opinions, argument, or theoretical framework, even if it is
completely paraphrased in one’s own words, without acknowledgment of the source.
Using data or statistics without acknowledgment of the source.
Copying another student’s essay or paper during in-class or take-home exams.
Allowing another student to copy an essay and submitting it, in part or in its entirety,
ACADEMIC PREPARATORY CURRICULUM 142
as one’s own.
Changing a few words from a source, even if you reference the source.
Another type is accidental plagiarism. It is when a person neglects to cite sources or
unintentionally paraphrases a source by using similar words or groups of words.
Paraphrasing is acceptable when you cite the source and indicate the new expression
is actually your own.
Plagiarism image [Online image]. (n.d.). Retrieved from
https://rashmanly.files.wordpress.com/2010/05/plagiarism.jpg
ACADEMIC PREPARATORY CURRICULUM 143
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
As for engineering courses, there is also source-code plagiarism. According to
Cosma and Joy (2008), “source-code plagiarism in programming assignments can
occur when a student reuses source-code authored by someone else and, intentionally
or unintentionally, fails to acknowledge it adequately, thus submitting it as his/her
own work.”
Pawelczak (2013) define this type of plagiarism as replicating source-code without
making any adaptions or barely making moderate alternations.
The image you see is an example of coding plagiarism from Princeton University. You
may click on the web link for details.
Collaborating with other students on writing codes can also be a form of academic
dishonesty, depending on the instructor’s academic regulations of the assignments.
ACADEMIC PREPARATORY CURRICULUM 144
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
There are also other forms of academic misconduct (adapted from the American
University Academic Integrity Code, Drexel University Student Handbook, and the
University of Southern California Student Judicial Affairs and Community Standards)
For example, it is a violation of academic integrity for students to
Impede or interfere the progress of another student’s work such as sabotaging research
reports, laboratory experiments, and providing misleading information.
Including disrupting class and group work.
Taking an exam or completing an academic assignment for another classmate also
known as isrepresenting.
Ruining library resources and computer files of another student.
Selling or buying exams, academic papers, and unauthorized computer software.
Bribing or threatening another person to complete an assignment or exam.
Continuing to work on an examination or project after the specified allotted time.
And submitting a paper already submitted for another course for credit.
[Untitled image of bribery]. (n.d.). Retrieved from
ACADEMIC PREPARATORY CURRICULUM 145
http://www.barfblog.com/categories/restaurant-inspection/
Hacked [Online image]. (n.d.). Retrieved from https://pixabay.com/en/hacking-
security-protection-1734225/
ACADEMIC PREPARATORY CURRICULUM 146
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , take a quick break by taking a true and false game based on the information
you have learned so far. Drag the T (True) or F (False) to the answer box. The correct
and incorrect response will appear.
Answer key:
1. False. Academic integrity also encompasses values of trust, fairness, respect, and
responsibility in addition to honesty.
2. False. It is academic dishonesty since the student is submitting false information.
3. True
4. True
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 147
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
For additional details of source-code plagiarism, you may visit the article by Cosma
and Joy (2008) at:
http://web.science.mq.edu.au/~mtaylor/ponline/index.php?id=source-code-plagiarism
A good example of coding plagiarism can be viewed on the University of
Pennsylvania and Princeton University websites:
http://www.upenn.edu/academicintegrity/ai_computercode.html
http://www.princeton.edu/pr/pub/integrity/pages/plagiarism/
ACADEMIC PREPARATORY CURRICULUM 148
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
To learn about different forms of plagiarism , I suggest you visit the Purdue Online
Writing Lab and Kansas State Academic Honor and Integrity websites:
https://owl.english.purdue.edu/owl/resource/589/02/
https://www.k-state.edu/honor/Honor-and-Integrity-Module.pdf
ACADEMIC PREPARATORY CURRICULUM 149
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 150
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
On this online journaling, generate two examples of plagiarism from any of your
current or past class assignments, exams, or papers. State why those examples violate
academic code of conduct. When you’re done, click on the green arrow. You may
share your response with your academic advisor.
You may save your work and come back at a later time.
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 151
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on introduction to academic integrity. As you recall, we
first defined academic integrity, which is considered an ethical code in academia
based on trust, fairness, respect, and responsibility. We also discussed common forms
of academic dishonesty from cheating to plagiarism and unauthorized collaboration.
There are other forms of academic misconduct such as disrupting class and group
work to selling or buying exams, academic papers, and bribing or threatening another
person to complete an exam or assignment.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 152
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 2B: Why Violations of AI Occur. For this unit, you will be able to
analyze possible reasons of why academic integrity violations occur nd explain the
ramifications of a violation of academic integrity.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 153
Instructions: This slide is a video.
Video: A college/university administrator who specializes on academic integrity
will explain why violations of academic integrity occur. The speaker will focus on
the points stated below.
Now , let’s review why violations of academic integrity occur based on research. Part
of the problem with academic dishonesty is not one single problem, but a group of
problems (Baer, 2007). For instance, numerous studies found that there are many
explanations that lead to academic dishonesty such as
Procrastinating on writing papers and studying for exams.
Not managing time efficiently.
oor time-management skills and believ no choice but to commit
academic dishonesty by cheating or plagiarizing.
Lack the confidence and motivation to complete assignments.
Acknowledging that cheating is necessary to get good grades.
(Cizek, 2003; Idaho State University Academic Integrity and Dishonesty Policy;
Miller, Murdock, Anderman, & Poindexter, 2007; Murdock & Anderman, 2006;
Olafson, 2014)
In regards to plagiarism in particular, researchers suggest that some students commit
ACADEMIC PREPARATORY CURRICULUM 154
such violation because they
Do not know how to properly acknowledge or cite a source.
See plagiarism as a faster or efficient approach to completing assignments.
Assuming that plagiarism is rarely detected at the institution, or little respect for
authority.
Students may view the consequences of cheating or academic dishonesty as
unimportant.
(Council of Writing Program Administrators Online, n.d.; Devlin & Gray, 2007;
Heckler & Forde, 2014)
-As for source-code plagiarism, students replicate a program because they have
difficulty writing it themselves (lack of ability), or because they ran out of time
completing the assignment (lack of time), or because they want exceptional and better
result (Wagner, 2000).
A study by Baer (2007) found that students:
Do not realize they are plagiarizing
Often do not know what plagiarism is and what the plagiarism policy entails at their
institution
Lack the skills to avoid plagiarism such as not using quotation marks, or paraphrasing
sources properly
sources o better than ey would.
May use paper mill companies (to purchase pre-written papers from companies online
within a quick time frame for delivery).
-Another contributing factor to plagiarism is grades and title of degree are more
important than the learning process (Baer, 2007; Howard, 2002). Students are not
seeing the purpose of learning meaningfully. They will take the easier way out or take
shortcuts to earn a good grade.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 155
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now that you know possible reasons of why academic integrity occur, but what
happens if a violation does occur or what are the ramifications? he next part of
this unit is discussing possible sanctions or consequences of academic integrity
violations. Violating standards of academic conduct is a serious matter subject to
discipline by the institution (American University Academic Integrity Code).
The following are common sanctions:
“F” grade or No Credit/No Pass for the course
“F” grade or No Credit/No Pass for the paper/exam/assignment in question
Permanent statement of academic misconduct or violation on official transcript
Placed on academic warning or probation
Suspension from the institution
Academic dismissal or expulsion from the institution
Course registration hold for subsequent terms (or unable to register for classes)
Possible revocation of degree (or degree is revoked)
F grade [Online image]. (n.d.). Retrieved from
https://www.maetoday.org/images/clip-art/grade-f.png
ACADEMIC PREPARATORY CURRICULUM 156
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
I will now have you complete a wrap-up activity based on what you learned from the
video on why violations of academic integrity occur. Drag the T (True) or F
(False) to the answer box. The correct and incorrect response will appear. After
completing this game, please click on the Modules Menu icon to proceed to the next
module of this unit.
Answer key:
1. True
2. True
3. False. It is a possible sanction.
4. True, according to Wagner (2000).
ACADEMIC PREPARATORY CURRICULUM 157
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 2C: Strategies to Avoid Academic Dishonesty. For this unit, you
will be able to apply strategies to avoid academic dishonesty. Press the right green
arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 158
Instructions: This slide is a video.
Video: A college/university administrator who specializes on academic integrity
will explain strategies to avoid AI violations. The speaker will focus on the points
stated below.
(The strategies content is adapted from the University of Colorado College of
Engineering and Applied Sciences; University of Delaware Office of Student
Conduct; and University of North Texas College of Engineering)
Now , let’s review strategies to avoid academic integrity:
Thoroughly review and understand the institution’s academic integrity code of
conduct.
You may search your institution’s website or graduate student affairs department for
resources.
Ask the institution’s student affairs office or academic integrity office for help to
further explain code of conduct or for any questions.
Typically, your faculty instructor would have included information about academic
dishonesty on the course syllabus. If you have any questions about academic
dishonesty standards or is not written on the syllabus, ask your instructor for
assistance.
ACADEMIC PREPARATORY CURRICULUM 159
Encourage other classmates to follow academic integrity rules.
Report any academic misconduct to your faculty.
Next is time management:
Manage your time effectively for preparing for exams and writing papers in advanced.
Note that one of the units will teach you how to apply a variety of time management
and goal -setting techniques and strategies.
-Prevent cheating:
Shield your answers during an exam. Do not allow other students to copy your exams
or papers during in class or outside of class.
If you feel another classmate is trying to copy you during the exam, ask the proctor or
instructor for assistance or asked to re-seat you.
Do not look around during a test, particularly in the direction of other students' tests,
since it may appear you are trying to copy from others.
Do not continue writing on exam if the proctor or instructor says time is up.
Next is how to avoid plagiarism:
Familiarize yourself with plagiarism rules such as proper paraphrasing and citation of
sources by reviewing the websites provided earlier in this unit. You will also practice
more with avoiding plagiarism in a later unit.
Do not use previous papers, lab reports, or coding assignments used in a course with
the intention of copying parts or all of the material.
Do not purchase research papers, notes or projects from paper mill companies or other
online pre-written essay services.
Seek help with the institution’s writing center or discuss with your instructor or
teaching assistant (TA) on knowing more about citing source materials.
Ask your instructor or TA for assistance if you are unsure about citing a particular
source.
(The strategies content is adapted from the University of Colorado College of
Engineering and Applied Sciences; University of Delaware Office of Student
Conduct; and University of North Texas College of Engineering)
Make sure not to take unauthorized aids or materials to the testing site.
Say no to cheating, or refuse to assist students that want to cheat.
Next is avoiding unauthorized collaboration for class assignments:
Do not allow unauthorized collaboration if the instructors informed the class that
assignments must be done individually.
Clarify with your instructor how much collaboration if any, is permitted for any
exams, presentations, and computer programming assignments.
Do not leave your finished assignments in a place where another student might be able
to copy them. Keep your assignments in a secured place.
Keep your computer login and password secured to avoid others from accessing your
assignments.
When working on a collaborative assignment, complete all written assignments
individually unless the instructor specifically tells you otherwise.
ACADEMIC PREPARATORY CURRICULUM 160
-Avoiding fabrication:
Do not falsify information for any assignments, exams, research, lab reports, and
official transcripts, and other institutional documents.
Do not forge signatures and letters of recommendation.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 161
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script:
Narration:
Lastly, for additional strategies to avoid plagiarism, you may visit the University of
California, Davis Office of Student Judicial Affairs website on academic integrity and
the Purdue Online Writing Lab website.
ACADEMIC PREPARATORY CURRICULUM 162
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 163
Instruction: This slide is a reflection exercise. The narrator will need to read the
following script:
Narration:
For this reflection exercise, reflect on what you have learned in this unit as a whole.
How would you apply the strategies or tools you have learned thus far to your
personal, academic, and professional development? Press the submit button
you have finished. Then please share with your academic advisor.
This activity is the last section of the module.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 164
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete a 15-question quiz. This assessment will test your
knowledge and understanding of academic integrity. Choose your answer and click
on the submit button on the bottom of each page. The quiz tutorial will display a
response to your answer. Read the response, then go to the next question. The last
page of the quiz displays a summary of your answers. You will be able to print out
your results. Please click on the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 165
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 166
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 167
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 168
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 169
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 170
Quiz results displayed.
[Untitled image of results envelope]. (n.d.). Retrieved from http://2.bp.blogspot.com/-
Tk50Am8a4xk/U-5iggzNMyI/AAAAAAAABn0/DXlJmRJPMzA/s1600/survey-
results.jpeg
ACADEMIC PREPARATORY CURRICULUM 171
Congratulations!
You have now completed Unit 2!
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 172
[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 173
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Effective academic writing can help engineering graduate students express their ideas
clearly and improve their comprehension, problem-solving, and reflection skills
(Defazio, Jones, Tennant, & Hook, 2010). Writing in graduate school also benefits
students to learn new topics by synthesizing information applicable to the student’s
area of research and career pursuits. A student’s ability to write can affect their
academic performance and future job placement. Therefore, the capacity to write
proficiently and professionally is essential in both the academic and professional
setting. As mentioned in nit ne, one of the components of academic success in graduate school and the engineering profession is to be able to write efficiently and
follow proper academic writing guidelines.
This unit is not a comprehensive writing unit. Rather it addresses more organizational
and structural writing issues including the emotional components to writing. You will
learn the different forms of academic writing and understanding the common
challenges to writing including synthesizing literature and checking grammar in
relation to engineering graduate studies.
ACADEMIC PREPARATORY CURRICULUM 174
Please click on the green arrows to move forward or back on each slide.
Woman typing on computer [Online image]. (n.d.). Retrieved from
http://4.bp.blogspot.com/-
ISgdyPYfAfo/UmhQmzgktPI/AAAAAAAABy8/duX2VsLOBq4/s1600/woman-
typing-at-computer2%5B1%5D.jpg
ACADEMIC PREPARATORY CURRICULUM 175
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Now , feel free to click on any module tab to begin. However, it is
recommended to follow the order of the modules in alphabetical order , such as Unit
3A, 3B, 3C to avoid confusion and disconnection during the learning process. Also , be sure to complete the quiz after reviewing all modules.
ACADEMIC PREPARATORY CURRICULUM 176
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 3A: Common Challenges in Academic Writing. For this unit, you
will be able to understand and identify common challenges in academic writing
among graduate students. Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 177
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 178
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Before we move forward on this academic writing unit, let’s have you reflect.
So for this reflection exercise, state what your current challenges are with academic
writing? What do you think you will need to improve on?
Press the submit button are you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 179
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now that you have an a idea of your own challenges on academic writing, let’s
discuss common challenges of academic writing, particularly among graduate students
based on various studies. According to Colwell, Whittington, and Jenks (2011), many
graduate programs in engineering, particularly at the master’s level , incorporate
written-type of research projects. In fact, Colwell et al. indicate that students lack
proficiency in writing complex assignments especially with directed projects and
journal articles.
Graduate students in engineering often have sufficient background in writing technical
reports, but less on scholarly writing such as writing a literature review. A study by
Arum, Roksa, and Cho (2011) found that 50% of the participants in undergraduate
programs in engineering were not enrolled in a single course that required to write
more than 20 pages. Other studies also reported that many graduate students in
general display poor scholarly writing skills (Harris, 2006; Nelson, Range, & Ross,
2012).
All of these studies argue that the lack of adequate writing could be due to not having
ACADEMIC PREPARATORY CURRICULUM 180
much practice in academic writing and inadequate feedback of academic writing from
their undergraduate institution. Based on multiple studies, writing challenges for
engineering graduate students can be due to mechanics or grammatical errors (Colwell
et al., 2011; Craig, 2005), and not citing references, figures, and discussion of results
correctly in a technical engineering paper (Daniell, Figliola, Moline, & Young, 2003).
Moreover, graduate students may also lack organization in writing and difficulty
following the focus of the research (Craig, 2005).
Another problem in writing, which we reviewed on nit wo, is academic dishonesty
or plagiarism. You may visit nit wo to learn specifics about academic integrity and
ways to avoid plagiarism.
Moreover, writing issues for some graduate students are due to language barriers,
which have n shown to affect writing assignments and written examinations (Chen,
1999; Mori, 2000). Research show that some international graduate students have
difficulty conveying their thoughts or transferring their message in writing as well as
not following proper writing formats (Brown, 2007; Kim, 2011). Another factor with
writing was the usage of incorrect words and meanings, which could negatively
impact their grade for the class. A study by Singh (2015) also found that some
international graduate students reported problems with writing a literature review,
articulating ideas in correct English, and synthesizing ideas.
[Untitled image of male frustrated on computer]. (n.d.). Retrieved from
https://c1.staticflickr.com/4/3190/2976755407_d865cd672f_b.jpg
ACADEMIC PREPARATORY CURRICULUM 181
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration: Now that you have an idea of common challenges in academic writing
among graduate students, particularly in engineering programs, let’s have you
complete a wrap-up activity based on what you have learned from this module. Drag
the T (True) or F (False) to the answer box. The correct and incorrect response will
appear. After completing this game, please click on the Modules Menu icon to
proceed to the next module of this unit.
Answer key:
1. True
2. False. Based on multiple studies, it is a common problem.
3. True
4. True. Writing issues for some graduate students are due to language barriers, which
have been shown to affect writing assignments and written examinations (Chen,
1999; Mori, 2000).
ACADEMIC PREPARATORY CURRICULUM 182
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 3B: Engineering Writing Formats. For this unit, you will be able to
identify and apply proper formats of engineering papers, and technical and lab reports.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 183
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
There are various writing formats or genres for engineering programs, which you
might have covered or learned in undergrad. Let’s discuss some common writing
genres used in engineering programs.
These genres were designed by the Faculty Learning Community (FLC) from Old
Dominion University (Jovanovic, McKittrick, Pazos, Richards, & Romberger, 2015).
The genre map shows the many different types of written communication within the
engineering contexts.
In this unit, we will focus more in detail of general engineering reports. It will help
you gain an understanding of a typical engineering report or paper. Please note that
each instructor or professor may require different types of writing formats so make
sure to follow their instructions as well. Therefore, be sure to check with your faculty
or TA about the particular format required for your course.
The first thing we’ll review is engineering report format and organization.
ACADEMIC PREPARATORY CURRICULUM 184
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
An engineering report generally includes the following sections:
-Abstract: A brief summary of your report; highlights your research and the main
problems/objectives of your paper including key sections of the methodology,
findings, and conclusions.
-Introduction: Generally, you state the problem or the experiment to be performed or
solved. It also includes the purpose or importance of the problem. Keep your audience
or readers in mind when writing your paper. In other words, is your paper
appropriate or applicable for your audience?
-Background or Literature Review: In this section, you would summarize and
synthesize sources. The literature review provides background about the research
topic. The literature review provides trends in research (past and current) including
the strengths and weaknesses. You would evaluate the sources and how they are in line
with your area of research or problem. After we review engineering formats, we will
go into details about synthesizing sources.
Steps to writing a literature review often include planning, reading, and research,
ACADEMIC PREPARATORY CURRICULUM 185
analyzing, drafting, and revising (Penn State University Graduate Writing Center).
For more information on writing a literature review, you may visit the Penn State
website at http://pwr.la.psu.edu/resources/graduate-writing-center/handouts-
1/Literature%20Reviews%20Fall%202010.pdf.
-Methodology: This next section describes how your data was gathered and analyzed,
which includes the type of materials used for this research. Methodology generally
includes qualitative and quantitative methods.
-Data and Results: The results section displays your findings by presenting graphs,
charts, and texts. This section includes key trends, highlights, and relationships of
your findings.
-Discussion: The discussion section entails a thorough explanation of your results
and how they can be applied to context.
-Conclusion: In the conclusion section, you would summarize your findings,
strengths, and weaknesses of the study or the limitations, and lastly, recommendations
for future research.
-References: As for the reference section, be sure to follow the required writing
guidelines such as from the American Psychological Association (APA) Style Manual
or Institute of Electrical and Electronics Engineers (IEEE) Style Manual, or which
ever is required for your particular course. IEEE:
https://www.ieee.org/documents/style_manual.pdf
ACADEMIC PREPARATORY CURRICULUM 186
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Speaking of the IEEE Manual, it is also important to follow this type of style manual
if required for your course. Here is a sample used for math calculations. You may
click on the PDF file for full details of the IEEE Manual.
https://www.ieee.org/documents/style_manual.pdf
ACADEMIC PREPARATORY CURRICULUM 187
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now that you have an idea of a typical engineering paper or report, let’s briefly review
a general type of laboratory report developed by Ashby (2005) and Socolofsky (2004).
You will notice a slight difference between the two formats. Again, keep in mind that
this type of lab report can vary by instructor or course. Be sure to verify with your
faculty instructor or TA about the specific format. Now , let’s go over the structure of a
lab report.
Title Page: The title page includes the date, name of the lab experiment, the names of
the students.
Abstract: Similar to the engineering paper format we discussed previously. Normally ,
you write the abstract after completing the lab report. Make sure the abstract has key
points of your experiment, results, and conclusions.
Introduction:
Generally, the introduction discusses the problem, or the experiment to be performed
and state its purpose and importance. The introduction also provides relevant
background theory, formulas, and information about previous studies in comparison to
ACADEMIC PREPARATORY CURRICULUM 188
your experimental approach.
Methods and Materials: The methods and materials include equipment used for the
experiment, mathematical tools, and computational tools.
Experimental Procedure:
The experimental procedure section is a detailed, narrative description of your
experiment such as the observations and actions throughout the experiment.
Results
Provide the results of the experiment or lab, usually qualitatively.
Discussion
In the discussion, you explain, analyze, and interpret your results.
Conclusion
In the conclusion, you would state strengths and weakness of the experiment, and
make recommendations for improvement.
References
As for the references, consult your instructor about reference forms, and check a style
manual for the engineering field.
Appendices
The appendices typically include raw data, calculations, graphs, and other quantitative
materials that were part of the experiment, but not reported anywhere else in the
paper. Check with your instructor for additional details as well.
Socolofsky (2004):
https://ceprofs.civil.tamu.edu/ssocolofsky/downloads/paper_how-to.pdf
Ashby (2005):
http://www-mech.eng.cam.ac.uk/mmd/ashby-paper-V6.pdf
ACADEMIC PREPARATORY CURRICULUM 189
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
For a comprehensive site that includes engineering lab reports, technical reports, and
design reports, you may visit the Pennsylvania State University, Writing Guidelines
for Engineering and Science Students and the Colorado State University, The Writing
Studio and the University of Minnesota Student Writing Guide for Mechanical
Engineering Majors websites.
ACADEMIC PREPARATORY CURRICULUM 190
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Another important rule is following guidelines for running heads, headings, and
subheadings, and use of spacing, fonts, indents, page length, and graphics for writing a
paper. Also, as mentioned in Unit Two, it is critical that you follow style manual
guidelines for citations and copyright rules to avoid violation of academic integrity.
For additional style manual guidelines, you may visit the Purdue University OWL
resources: https://owl.english.purdue.edu/owl/resource/647/01
ACADEMIC PREPARATORY CURRICULUM 191
Instructions: This slide is a video.
Video: A college/university library staff who specializes in finding sources
through an engineering library database will explain the points stated below.
It is also important to learn how to search for engineering articles or sources when it
comes to writing academic papers. Here are a few helpful tips on how to search for
articles or sources on a library database adapted from the Berkeley City College
Library Services
http://www.berkeleycitycollege.edu/wp/library/2011/04/04/databasesearchtips/:
1-Search terms: Identify key terms, concepts related to your topic area. For example,
if you want to do research on biomedical engineering imaging, you can search for
other terms such as X-ray computed tomography, magnetic resonance, and ultrasound.
2-Use advanced search to let you do sophisticated searches that allow you to
combine multiple terms and concepts for your research topic. The advanced search
can be categorized by article date, publication title, author’s name, and many other
items.
3-Familiarize yourself with saving your sources and references from the database by
using programs such as RefWorks.
ACADEMIC PREPARATORY CURRICULUM 192
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 193
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
To wrap up this module, let’s discuss in an open forum your experience with writing
engineering papers.
Use your alias and answer the following questions. Press the submit button when you
have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 194
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 3C: Synthesizing Literature. For this unit, you will be able to
explain and apply the process of synthesizing information.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 195
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review a common struggle among graduate students, which is synthesizing
information.
-What does it mean to synthesize in academic writing?
Synthesizing in literature review is combining multiple sources (two or more) on the
same or shared topic. You would also identify the differences and similarities of the
sources and draw your own conclusion. You would need to summarize and
paraphrase your sources with proper citations as well.
Keep in mind that the literature review is not a summary of different sources. A
summary restates (paraphrase) one source in your own words, however, to synthesize
means to combine the sources of more than one article.
For example: For summarizing, you summarize one article that argues about the
influences of biomedical devices in developing countries of Asia. Then you would
synthesize multiple studies or arguments from various articles on the same topic
(adapted from the York College, CUNY Writing 300 Online Resource, n.d.).
So why is synthesizing important?
ACADEMIC PREPARATORY CURRICULUM 196
Synthesizing literature helps the reader gain a bigger picture and understanding on the
background of their research topic such as the trends, differences, and similarities of
multiple studies. Synthesizing also gives the student an opportunity to highlight
articles or studies to support their topic. Synthesizing literature may help identify
gaps in the area of the student’s research.
Source:
University of North Alabama Center for Writing Excellence by Huett and Koch
(2011): https://www.una.edu/writingcenter/docs/Writing-
Resources/Source%20Integration.pdf
-Purdue OWL site for the same type of resource:
https://owl.english.purdue.edu/owl/owlprint/563/
-Ball State University Online Resources; Drew University On-Line Resources for
Writers
Synthesizing [Online image]. (n.d.). Retrieved from
http://mseffie.com/assignments/synthesis/synthesizing.jpg
ACADEMIC PREPARATORY CURRICULUM 197
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
It is important to understand how to summarize, paraphrase, and use proper citations
and quotations before learning to synthesize. For more information on how to use
these different types of source integration, you may visit the University of North
Alabama Center for Writing Excellence by Huett and Koch (2011) website. You may
also visit the Purdue OWL site for the same type of resource. Also, note that many
instructors often discourage quoting an article or source. They would prefer that you
paraphrase or use your own words (Huett & Kock, 2011). After you have a better
understanding of summarizing and paraphrasing, you may try organizing your
sources by completing a synthesis matrix on the next slide.
ACADEMIC PREPARATORY CURRICULUM 198
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is a good example from the North Carolina State University Writing and
Speaking Tutorial. The synthesis matrix allows the student writer to sort and
categorize the different arguments or themes of the research topic. On the top of
the chart are the spaces to record sources, and along the left side of the matrix are
the spaces to include the main points of argument on the topic. When you noticed
new information that goes with your already identified main points, place them in
the subsequent row.
ACADEMIC PREPARATORY CURRICULUM 199
Instructions: This is a Voice Thread. The narrator will need to read the following
script::
Narration:
Here are some strategies on synthesizing to keep in mind while completing the matrix
(adapted from Ball State University, The Writing Center; Drew University On-Line
Resources for Writers):
Know what your focused is in your research.
Develop a topic sentence that serves as the focus or main idea of your synthesis.
For each subtopic stated on your analysis or synthesis matrix, determine what the
articles in that group have in common including the differences.
Determine general conclusions for a subtopic, so it will help the reader understand the
argument of the source.
Now , let’s look at a sample of a one paragraph synthesis on the next slide.
ACADEMIC PREPARATORY CURRICULUM 200
Instructions: This slide is a video.
Video: A writing instructor will show a worked example. The speaker will focus
on the points stated below.
The narrator will introduce the video by saying the following:
We will now watch a short video of a writing instructor demonstrating a worked
example of an efficient synthesis paragraph based on an engineering related topic. He
will discuss the topic sentence and sources used as well.
[Untitled image of an instructor]. (n.d.). Retrieved from http://3.bp.blogspot.com/-
eKQWR-4nfHk/UBz2dBQxliI/AAAAAAAACyM/XAibc6mUlR8/s1600/daskalos.gif
ACADEMIC PREPARATORY CURRICULUM 201
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
I will now have you complete a wrap-up activity based on what you have learned from
this module on synthesizing literature. Drag the T (True) or F (False) to the answer
box. The correct and incorrect response will appear. After completing this game,
please click on the Modules Menu icon to proceed to the next module of this unit.
Answer key:
1. True
2. False. You will need to know your focus in the research to develop a topic
sentence that serves as the focus or main idea of your synthesis.
3. True
4. False. The synthesis matrix allows the student writer to sort and categorize both
the differences and similarities of arguments or themes of the research topic.
ACADEMIC PREPARATORY CURRICULUM 202
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 3D: Proper editing strategies. For this unit, you will be able to
understand and apply proper editing strategies. Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 203
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Please review the cartoon image and reflect on it for a few seconds. I’m assuming you
know what we will review next. Yes, correct, checking grammar.
English major cartoon [Online image]. (n.d.). Retrieved from
http://i.stack.imgur.com/aj4B3.jpg
ACADEMIC PREPARATORY CURRICULUM 204
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Graduate students may focus so much on content, but not realize mechanical errors in
their writing (Nelson, Range, & Ross, 2012).
Based on multiple sources, common grammar mistakes are the following:
Spelling errors
Run-on sentences or wordiness
Wrong word (it’s/its; their/there; could/would/should of/have; to/too/two)
Incorrect use of commas
Apostrophe errors
Lack of pronoun/antecedent agreement
Sentence fragments
Problems with subject-verb agreements
Spelling icon [Online image]. (n.d.). Retrieved from
https://upload.wikimedia.org/wikipedia/commons/thumb/d/d7/Spelling_icon.svg/600p
x-Spelling_icon.svg.png
ACADEMIC PREPARATORY CURRICULUM 205
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
A grammar checklist is beneficial for students that struggle with mechanical errors or
unaware of their errors (Nelson, Range, & Ross, 2012). The checklist can provide a
self-check of possible errors and to assist with revising a paper. You may use this
checklist as a guideline although a few items might not apply to all papers required for
your course or program.
ACADEMIC PREPARATORY CURRICULUM 206
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Another good editing checklist for APA, 6
th
edition is from the Texas A&M University
Commerce Office of Graduate Studies.
As you can see on this checklist, they include specific mechanics such as if you are
using commas and semicolons correctly based on the APA style guides. As mentioned
in the previous checklist, you may also use this list as a guideline although a few items
might not apply to all papers.
ACADEMIC PREPARATORY CURRICULUM 207
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
You may visit the University of Wisconsin-Madison The Writer’s Handbook site for a
complete editing checklist with grammar exercises.
You may also visit S. Bailey (2016), Academic Writing Handbook online resources
site.
This concludes the module. Please click on the Modules Menu icon to proceed to the
next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 208
Instruction: This slide is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 3E: Avoiding writer’s block. For this unit, you will be able to
describe strategies to avoid writer's block. Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 209
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
First, let’s review strategies on the writing process before learning how to avoid
writer’s block. The following are practical strategies and stages to help you start the
writing process in a general standpoint.
(adapted from the Pennsylvania State University, Graduate Writing Center online
resources and Purdue OWL online resources: http://pwr.la.psu.edu/resources/graduate-
writing-center/handouts/handouts-
1/Overcoming%20Writers%20Block%20Fall%202010.pdf
https://owl.english.purdue.edu/owl/resource/980/02/
1-Brainstorming: Before starting to write, think about your topic and come up with as
many ideas as possible. You may write them first on a list or draw a map.
2-Outlining: After brainstorming, you could create an outline by numbering your
ideas based on the sections of your paper format for your class. In general, an outline
involves three major parts: introduction, body, and conclusion, or for some other
papers; it could be the introduction, problem statement, literature review, etc. The
ACADEMIC PREPARATORY CURRICULUM 210
specific format of each paper varies from course to course. Please make sure to check
your instructor for details.
3-Organizing: Structure your paper by parts based on the format of your assignment.
For example, know the sub-headings for your literature review. A worked example
from your instructor might be helpful.
4-Rough Draft: Starting writing a rough draft. Do not worry about editing so much at
this point. The best thing to do is to keep writing and filling out all of the sections of
your paper.
5-Revise and edit. After completing your rough draft , read through your paper again.
Revise your paper in terms of looking over your main ideas, topic sentences, synthesis,
references, and citations. Check if you need to add or remove a paragraph, or
restructure your paper in the correct order. Also, check if the use of vocabulary is
suitable for your audience.
Next is editing your paper such as fixing grammatical errors or awkward phrases. Be
sure to check for spelling errors and punctuations as well. It would be helpful to
follow a grammar checklist for your paper as we previously discussed in this unit.
Finally, it would be advisable to review your paper again and make any final edits
before submission.
ACADEMIC PREPARATORY CURRICULUM 211
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is a basic outline for writing papers. Keep in mind that this is a general
guideline as the format for a paper may vary from course to course.
Source: Dr. Orit Hirsh (n.d.)
Kingsborough Community College: http://orithirsh.weebly.com/
ACADEMIC PREPARATORY CURRICULUM 212
Instructions: This slide is a video. A writing specialist/presenter will discuss
strategies to avoid writer’s block with text graphics of strategies displayed on the
screen.
Script for presenter:
Now that you have a general idea of the writing process, checking grammar, and
various writing formats, but what happens if you still have writer’s block or unable to
write? In this section, we will review strategies to keep you writing and avoid last
minute writing.
First off, what is writer’s block? Just like what it says, is not being able to write
anything even if the person has the ability and skills to write. You have, or a
classmate of yours probably dealt with writer’s block.
So , what causes writer’s block? Based on the University of Illinois at Urbana-
Champaign The Center for Writing Studies online resources, writer's block is often
due to conflicted feelings such as not having all the information or sources to write
and apprehensive about their writing not meeting the readers’ expectations.
Students may also worry about the final product before even completing their first
draft. The Penn State Graduate Writing Center Workshop online resources indicate
that writer’s block is an individual basis, but common problems can be due to anxiety
ACADEMIC PREPARATORY CURRICULUM 213
or fear of not writing well or difficulty of writing itself; confusion on how to write the
paper; difficulty with organization; and unable to manage time well (or not having
enough time to write; personal/social life might interfere). There are ways to avoid
these factors.
Let’s review some strategies to avoid writer’s block adapted from Farkas (n.d.)
1-Ask a classmate or classmates to write with you during a time when it is convenient
for all of you. You can all motivate one another to write, even provide peer feedback
on your drafts, if acceptable to your instructor.
2-Write anything that comes to mind even for 20 minutes. Do not worry about editing
at the moment. You could draw pictures if you think it could help you visualize your
ideas.
3-Recognize your problems with writing. Find out what you need help with and then
ask for help either from your instructor, TA, faculty adviser, classmate, or your
institution’s graduate writing center.
4-Review similar papers or worked examples either through an online library service
or from your instructor, if possible. A worked example can help you better understand
the expectations for your paper.
5-Make time to write either on a daily basis or commit to a set time slot. Try
establishing a routine to remain consistent. You can break down a large writing
assignment into smaller segments, which could help you avoid procrastination.
6-Limit your use of social media and checking emails. More computer work can
overwhelm your mind. You will need your mind to be well rested to write
productively.
7-Start fresh every day. Be sure to have enough sleep and a well-balanced nutrition
before writing again.
8-Take little breaks even for 10-15 minutes before moving into a new section of your
paper. Breaks can include stretching, walking around the building, eating a snack.
9-Bring your notepad or technology while doing errands. Write down whatever
comes to mind for your paper. This strategy will avoid you from losing your train of
thought or forgetting any information that might be important for your paper.
10-Clear your mind before doing final edits for your paper. You want to make sure
you’re focused and able to identify any errors including mechanics. Use a grammar
checklist or rubric to help with your edits.
Other Techniques to Improve Writing:
There are various techniques and strategies to help graduate students to improve their
writing skills. Here are some strategies adapted from Colwell et al. (2011):
1-Read samples. You may read other good scholarly writing or peer-reviewed journal
articles including what your faculty instructor requires by visiting your institution’s
library database. Try reading extensively the few articles you find.
2-Mind mapping. Mind mapping is a nonlinear tool to explore and generate ideas that
may be connected. Through mind mapping, writers can explore a topic creatively.
ACADEMIC PREPARATORY CURRICULUM 214
3-Start with the Literature Review: Gathering your sources first and starting with the
literature review can open your mind by providing ideas and support for your
research. Some students make a mistake by starting with the end results (thinking
they know the answer or what they think the answer is). They may start with the
abstract, conclusions, and analysis. Then realize that their literature review does not
support or is not in-line with their research topic.
4-Be open to revisions and feedback. Be open to revising and feedback from the
instructor or faculty advisor, which can be common in graduate programs. We will
review strategies for giving and receiving feedback in a later unit.
5-Setting goals. In Unit One, we reviewed setting goals. It’s recommended to break
down a large writing project into small manageable tasks. Focus on writing one
section at a time in an organized fashion.
6-Familiarize yourself with writing rules: Citations, style manual guidelines, and
academic integrity standards. Unit wo covered topics on academic honesty.
7-Use a dictionary and thesaurus to look for a different word that fits and sounds
better.
8-Take additional writing courses online or in-person.
9-Utilize institutional support from the writing center or library services.
[Untitled image of a woman lecturing]. (n.d.). Retrieved from
https://pixabay.com/en/classroom-presentation-school-1297780/
ACADEMIC PREPARATORY CURRICULUM 215
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 216
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
For this exercise, state what strategies for writing would you use based on the
information you have learned in this unit.
Press the submit button when you have finished. This exercise is the last part of the
module.
Click on the Modules Menu icon to proceed to the next module of this unit.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 217
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete an 8-question quiz that covers the materials we
reviewed in this unit. This assessment will test your knowledge and understanding of
the materials covered in this unit. Choose your answer and click on the submit button
on the bottom of each page. The quiz tutorial will display a response to your answer.
Read the response, then go to the next question. The last page of the quiz displays a
summary of your answers. You will be able to print out your results. Please click on
the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 218
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 219
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 220
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 221
Quiz results displayed.
[Untitled image of results envelope]. (n.d.). Retrieved from http://2.bp.blogspot.com/-
Tk50Am8a4xk/U-5iggzNMyI/AAAAAAAABn0/DXlJmRJPMzA/s1600/survey-
results.jpeg
ACADEMIC PREPARATORY CURRICULUM 222
Congratulations!
You have now completed Unit 3.
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 223
[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 224
Instructions: Most of the slides in this unit are a Voice Thread unless otherwise
stated. The narrator will need to read the following script while showing the images:
Narration:
As students transition to an engineering graduate program, teaching methods may
differ from their undergraduate institution, particularly when they come from another
country. The unit will introduce students to a wide variety of teaching methods for
them to be able to understand and apply how the educational system functions.
Considering that one of the factors of academic success is learning to adapt to a new
learning environment.
The benefits of mastering the objectives of this unit are learning the course
expectations in a typical engineering lecture course, laboratory course, and
discussion session. Students would gain strategies on how to interact with faculty
members and teaching assistants. The topics reviewed for this unit is also learning
how to provide and receive feedback from the instructor, TA, and with other students.
Overall, the unit will have the learners reflect on their prior knowledge and awareness
of the different types of engineering classroom teaching approaches, including
faculty and TA responsibilities, and classroom expectations.
Please click on the green arrows to move forward or back on each slide.
ACADEMIC PREPARATORY CURRICULUM 225
[Untitled image of a male lecturing]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2013/11/20/09/37/male-213729_960_720.jpg
ACADEMIC PREPARATORY CURRICULUM 226
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Feel free to click on any module tab to begin. However, it is recommended to
follow the order of the modules in alphabetical order such as Unit 4A, 4B, 4C to
avoid confusion and disconnection during the learning process. Also be sure to
complete the quiz after reviewing all modules.
ACADEMIC PREPARATORY CURRICULUM 227
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to Unit 4A: US Teaching Methods in Engineering Courses. For this unit,
you will be able to generalize various US teaching methods used in engineering
courses.
You might be familiar with some of these teaching methods discussed in this module,
but the purpose of this unit is to become aware of these methods so that you will feel
more prepared for classes. The unit will also cover strategies that will help you
become effective learners in these types of courses.
The type of methods within an engineering course context covered in this unit are the
following:
1-Engineering Problem Based Learning v. Traditional Lecturing
2-Flipped Classroom
3-Student-Centric Learning (SCL)
4-Project-Based Learning
5-Reverse Engineering
6-Design-Based Learning, Engineering Design Loop
ACADEMIC PREPARATORY CURRICULUM 228
7-Online Learning, Field Experiential Learning, Discussion Board
8-Converged Classroom (Hybrid)
9-Pen-Based Tablet PC Technology
10-Computer Simulation
11-Engineering Service Learning
12-Engineering Laboratory
You may press the right green arrow to go to the next slide.
[Untitled image of four people teaching]. (n.d.). Retrieved from
http://www.bing.com/images/search?q=pedagogical+methods&view=detailv2&qft=+f
ilterui%3alicenseType-
Any&id=CE10AD003BAE2390BAA125BE6DB12710FC48BF9A&selectedIndex=2
&ccid=jJ9uHsIQ&simid=608055890254039293&t
ACADEMIC PREPARATORY CURRICULUM 229
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 230
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
First, let’s have you do a reflection exercise before we discuss further about different
types of teaching methods. For this activity, state what your current experiences with
various US teaching methods and what you find challenging.
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 231
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Before we move forward, it is important to have an idea of concrete versus abstract
information while discussing teaching methods (Felder et al. (2000). Subject
materials in engineering courses may be categorized as being concrete—facts,
observations, experimental data, applications—or abstract—concepts, theories,
mathematical formulas, and models. Most engineering courses consist of materials
in each area but vary from one course to another. US instructors may balance
concrete and abstract content in the presentation of all engineering courses. Classes
can contain a reasonable level of abstraction (Felder et al., 2000). Instructors may tie
the examples to real-world systems and situations. Instructors may provide visual
illustrations and demonstrations of course-related material. Instructors may show
pictures, sketches, schematics, plots and flow charts, and computer simulations of
process equipment and systems. Next, we’ll review some standard teaching methods.
ACADEMIC PREPARATORY CURRICULUM 232
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
One common teaching and learning method in engineering education is active
learning. There are various teaching methods under the umbrella of active learning
such as problem-based learning and cooperative learning (Akili, 2014), which we
will go over in this unit. First off, active learning helps the students develop or
improve their problem-solving or thinking skills or to motivate their interest in a
subject (Felder et al., 2000). The students work in a group setting, usually with at
least two to four students in a group. The students are given brief exercises. Active
learning engages engineering students to learn meaningfully (Akili, 2014).
According to Felder et al. (2000), the exercises may involve answering questions
relating to a problem. For example,
Outlining a strategy for solving an engineering problem.
Drawing a flowchart for the process.
Thinking of as many practical applications as possible (system, device, solution
method).
Getting started on the solution of the problem and seeing how fast you answer it.
ACADEMIC PREPARATORY CURRICULUM 233
Completing the calculation.
Proving or verifying the result.
Thinking of as many possible explanations if results of experimental measurement
fail.
Questioning the materials in a short period. The purpose is to come up with questions
and an answer, but not necessarily to find the complete solution.
[Untitled image of a student group discussion]. (n.d.). Retrieved from
http://mrsschlangensscience.wikispaces.com/file/view/students-
clipart1.jpg/301669098/427x491/students-clipart1.jpg
ACADEMIC PREPARATORY CURRICULUM 234
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
You might be more familiar with traditional learning, but to help you see a better
picture of the difference between active learning and traditional learning, here is a
table from Helerea et al. (2008). Please read through the table before moving forward.
ACADEMIC PREPARATORY CURRICULUM 235
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
This table by Hasna (2008) also shows the different resources and strategies used in
lectures v roblem ased earning (PBL), a component of active learning, which
we will review on the next slide.
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script while showing the images:
Narration:
Based on Akili (2014), the most known and utilized classroom-based pedagogies in
engineering education today are problem-based learning (PBL), cooperative learning,
and collaborative learning.
For this unit, we will focus more on PBL. So what is PBL in relation to engineering
programs?
According to Hunt, Lockwood-Cooke, and Kelley (2010), PBL is a problem-centered
teaching method in engineering education with the purpose of motivating and
reinforcing meaningful student learning. PBL in engineering education can guide
students to apply theory into practice. The main idea of PBL is learning from the
process of working toward the understanding of a problem (Smith, Sheppard, Johnson,
& Johnson, 2005). Research indicates that the application of theories in mathematics
and physics into practical engineering applications enhances student engagement in
the learning process (Eugene, 2006 cited in Hunt et al., 2010). Hunt et al. (2010) also
emphasized the linked-class PBL approach which is connecting engineering,
mathematics, and physics concepts. For example, complex engineering problems
ACADEMIC PREPARATORY CURRICULUM 237
involve mathematical and physics contexts while solving and applying an engineering
problem.
Also, Smith et al. (2005) identified six main features of PBL:
● Learning is student-centered. ● Learning occurs in small student groups. ● Teachers are facilitators or guides. ● Problems are the organizing focus and stimulus for learning. ● Problems are the vehicle for the development of engineering/clinical problem-
solving skills. ● New information is acquired through self-directed learning.
PBL can also help a student become more creative since the development of creative
problem-solving skills is essential for success in the 21st-century workplace (Ocon,
2012). Therefore, PBL as mentioned previously , appl ies to real-world problems and
applications.
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Students can also map the concepts during PBL by linking logical connections among
ideas. You may click on the web link for an example of a PBL concept map from
Helerea et al. (2008).
Engineering students in PBL face open-ended, real-life problems while working in
teams to identify learning needs and develop possible solutions, with instructors
serving as facilitators and not the feeding information to the students
(Akili, 2014; Prince, 2004). We will discuss concept maps o in t in nit 5.
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Instructions: This slide is a short video.
Narration:
Now , let’s watch an example of a PBL case in an engineering graduate course.
Students are reviewing an unstructured and open-ended problem activity, which
applies to a real world challenge (Ocon, 2012).
[Untitled image of a group of people]. (n.d.). Retrieved from
https://pixabay.com/en/african-asian-black-brown-cartoon-2029984/
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script while showing the images:
Narration:
Another common type of active learning method in engineering education is flipped
classroom. The flipped classroom is a fairly new pedagogical method which utilizes
asynchronous video lectures, homework practice problems, and active, group-based
problem-solving activities in the classroom (Bishop & Verleger, 2013). Bishop and
Verleger (2013) describe flipped classroom in two separate areas: interactive group
learning activities inside the classroom and direct computer-based instruction outside
the classroom. The flipped classroom in engineering programs is most often assigned
to courses that use asynchronous web-based video lectures and closed-ended
problems or quizzes due to active group learning performed in the classroom.
Flipped classroom [Online image]. (n.d.). Retrieved from
http://blog.yorksj.ac.uk/moodle/files/2013/11/flipped-classroom1.jpg
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script while showing the images:
Narration:
Students in flipped classroom can also be provided with a syllabus, textbook, and a
study guide, assigned readings, and practice problems (Chetcuti, Thomas, & Pafford,
2014). The web link shows an example from Chetcuti et al. (2014) of concepts in a
video. Here are screenshots of four different methods used to illustrate concepts in
videos. The graph shows:
a. SmoothDraw 3; b. Microsoft PowerPoint; c. Explain everything on an Apple iPad;
d. Doceri on an Apple iPad.
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Instructions: This is a short video.
Narration:
Video: Now let’s watch a short video of a typical flipped classroom in an engineering
graduate program course.
Southern Arkansas University students collaborate in an engineering lab [Online
image]. (2014). Retrieved from
https://commons.wikimedia.org/wiki/File:Southern_Arkansas_University_engineering
_students.jpg
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next , let’s review student centric learning (SCL), which focuses on developing and
enforcing critical thinking skills from an engineering context through a structured
process of applying, analyzing, synthesizing, and evaluating data/information
(Viswanathan & Radhakrishnan, 2015).
The primary attributes of student centric learning are the following from Viswanathan & Radhakrishnan (2015):
-High degree of interaction between students and the instructor -Students work in teams or individually depending on the purpose of the activity -Students actively participate in class discussions while the instructor initiates a class
dialogue with an open ended topic or a question. -Students choose or initiate topics for discussion -The SCL also includes icebreaker discussions, presenting textbook chapters in class
(teaching a course), and providing examples of the core concept such as engineering
ethics (Viswanathan & Radhakrishnan, 2015).
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Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , let’s have you complete a matching game based on the information you have
learned so far. Drag the appropriate green box response to the answer box on the
right. The correct and incorrect response will appear. After completing this game,
click on the Modules Menu to go to the next module.
Matching Game created by Ryan Pineda
Answer key:
1. Concrete Information
2. Active Learning
3. Flipped Classroom
4. Student-Centric Learning
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
The next method is teaching engineering design.
Based on Morris and McAdams (2015), an effective way to teach engineering design
is through project-based learning methods. Project-based learning o students to
learn design by being active participants in a design loop process as you see in this
image. For more information, click on the NASA Engineering Design web link.
NASA Engineering Design [Online image]. (n.d.). Retrieved January 15, 2017 from
https://mynasadata.larc.nasa.gov/engineering-design/
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script while showing the images:
Narration:
Another teaching method is reverse engineering (or working backward), also known
as mechanical dissection in which students dissemble and redesign a product (Morris
& McAdams, 2015). The students also document what they analyzed and observed
and then reflect during the redesigning process (Wood, 2001 cited in Morris &
McAdams, 2015).
Students work on robots at Cañada College [Online image]. (2011). Retrieved from
http://commons.wikimedia.org/wiki/File:Students_work_on_robots_at_Ca%C3%B1a
da_College.jpg
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Distance education or online learning is another standard US engineering teaching
method. Based on Owolabi (2016), online learning also involves a discussion board.
For example, Owolabi (2016), describes how in an engineering mechanics course,
learners were required at each of the modules to contribute to very engaging
conceptual based discussions. The main expectations of the learners’ participation in
the discussion forum were to become actively involved in the course.
There was also hands-on project. Online students had an opportunity to create three-
dimensional models that facilitate their understanding. After completing the models,
the students were required to send the photographs to the instructor.
As a field experiential learning activity, the online students were required to visit the
field site where they had to observe and shadow professionals. The students were
required to write site report which served to assess their learning.
Online learning can also include virtual classrooms, online office hours, and webinars.
[Untitled image of an engineering site meeting]. (n.d.). Retrieved from
https://pixabay.com/en/meeting-construction-business-2284501/
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[Untitled image of a male with a laptop]. (n.d.). Retrieved from
http://4.bp.blogspot.com/-
pVxsT9lcJ2M/VRKdtu4YCgI/AAAAAAAAWlQ/00VINfEP3vw/s1600/college_stude
nt.jpg
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script while showing the images:
Narration:
Another teaching method is a converged classroom or hybrid learning that can
accommodate job and family commitments for a student (Wiles & Ball, 2013). For
instance, Southern Polytechnic State University 's engineering department developed
a converged online and face-to-face (f2f) interactive learning setting. The purpose
of this type of teaching method is to provide students a preference of enrolling as a
distance learner (online), or as a hybrid learner (both f2f and online) (Wiles & Ball,
2013). The lecture meetings are recorded, which makes it convenient for students to
watch the recordings at a later time.
Happy college student on her laptop [Online image]. (n.d.). Retrieved from
https://www.flickr.com/photos/83633410@N07/7658230838
[Untitled image of a family]. (n.d.). Retrieved from https://pixabay.com/en/family-
father-mother-child-girl-2057301/
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Narration:
Mutter (2011) found that Pen-Based PC technology such as Tablet PC useful for
showing live lecture adequately rather than whiteboards, overheads, and blackboards.
The instructor can have eye contact with students consistently while solving equations
and explaining concepts; create and show diagrams more efficiently including short
videos/audio clips and better facilitate class discussions. Click on the web link for an
example from Mutter (2011) of a Pen-Based PC technology and then scroll to Figure
2-ENGR 315-Excel Solution Integration.
ACADEMIC PREPARATORY CURRICULUM 251
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script while showing the images:
Narration:
A study by Schmidt, Vargas Hernandez, and Ruocco (2012) indicated that another
type of teaching method is freehand for a design course. Students might be familiar
with sketching if they have taken a course in computer-aided design (CAD) with a
focus on spatial visualization skills (Carr, 2011 cited in Schmidt et al., 2012). In
the engineering profession, engineering practice has progressed to technological
advances in relation to graphical communication such as digital visualization,
animation, and CAD (Schmidt et al., 2012)
Smartpen technology is also used for recording sketching. Vargas, Kremer, Lindsey,
and Schmidt (2010) indicated that Smartpen could help increase a student’s creativity
and enthusiasm. Here is an example of a sketch design using Smartpen from Schmidt
et al. (2012).
Schmidt et al. (2012) also indicated that the main advantage of the Smartpen
technology is the ability to compare and replay previous sketches and ideas. Students
can also share and publish their sketches through Smartpen. Overall, the advantages
of sketching are for the designers to form, visualize, and present ideas and
ACADEMIC PREPARATORY CURRICULUM 252
communicate them during the development process (Schmidt et al., 2012).
Click on the web link for an example.
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script while showing the images:
Narration:
Computer simulation is another teaching method. Ngabonziza and Delcham (2014)
describe how a thermodynamics course can apply to computer simulation. The
purpose is to help students visualize theoretical concepts learned in the classroom. For
example, two energy-related projects used simulation software to enhance students’
learning.
Computational practices are useful teaching tools because it helps guide instruction,
construct engineering design because of the formation of as graphs, visual models,
and simulations (Alabi, Magana, & Garcia, 2014). Also, educational simulations in
engineering education allow the user to see how their answers or outputs were
generated or derived (Douglas, Faltens, Diefes-Dux, & Madhavan, 2015). Click on the
web link for an example from Ngabonziza and Delcham (2014). Then go to Figure 5.
ACADEMIC PREPARATORY CURRICULUM 254
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script while showing the images:
Narration:
Service Learning: Another teaching trend in engineering education is service
learning. Future engineers help make a positive difference in surrounding
communities. An excellent example of service learning is from the UC Merced
Engineering Service Learning Department:
http://engineeringservicelearning.ucmerced.edu/.
Engineering students can provide technology services to the county rescue mission,
services for agricultural and environmental causes, and innovative supplemental
instructions such as robotics and rocketry for local elementary and secondary students.
Community service learning is highly encouraged in many US institutions.
[Untitled image of a robot with a group of people]. (n.d.). Retrieved from
https://upload.wikimedia.org/wikipedia/commons/8/80/Robonaut_2%27s_back.jpg
ACADEMIC PREPARATORY CURRICULUM 255
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , let’s have you complete another matching game based on the information you
have learned so far. Drag the appropriate green box response to the answer box on the
right. The correct and incorrect response will appear. After completing this game,
click on the Modules Menu to go to the next module.
Matching Game created by Ryan Pineda
Answer key:
1. Reverse Engineering
2. Design Loop Process
3. Converged Classroom
4. Smartpen Technology
5. Computer Simulation
ACADEMIC PREPARATORY CURRICULUM 256
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script while showing the images:
Narration:
Another common teaching method is laboratory courses.
Students are expected to perform effectively in a laboratory setting. Let’s review
general tips to help you meet laboratory expectations.
According to Brown (2005), graduate students in engineering programs should be first
aware of safety. In the lab, students, must wear appropriate attire and keep a neat and
clean work area according to the engineering laboratory regulations. Here is also a
good example of a aboratory afety anual from the Montana State University –
Bozeman Civil Engineering Department (see web link) and the University of
Minnesota College of Science and Engineering. Depending on your course and
instructor, students may be expected to keep a laboratory notebook (Brown, 2005).
You may visit the Colorado State University website for more information. The
notebook involves writing down step-by-step protocols for conducting experiments, or
procedures, and observations, and findings during the experiment.
University engineering students [Online image]. (n.d.). Retrieved from
https://eduspiral.files.wordpress.com/2012/08/engineering_lab.jpg?w=300
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Let’s discuss in an open forum your experience with laboratory courses.
For this open forum, use your alias and answer the following questions. Press the
submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
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script while showing the images:
Narration:
To perform sufficiently in a laboratory setting, a sample of a laboratory report grading
rubric from Cox and Mao (2015) is helpful, Table 5. The reports are measured and
quantified for quality of results,and theory, formatting, data and use of data,
simulation, and supporting attachments.
aboratory courses are also considered project-based learning since y help the
student develop creativity and improve and practice required skills hands-on (Husanu,
Ertekin, & Belu, 2013).
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script:
Narration:
This wraps up this module. As you recall, we reviewed various forms of teaching
methods for engineering courses. The purpose is for you to understand and apply how
the educational system functions. Learning these methods as a whole will help you
feel more comfortable adapting to a new learning environment.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 260
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 4B: In-Class Discussion Participation Techniques. For this unit,
you will be able to apply effective in-class discussion and participation techniques.
Press the right green arrow to proceed.
Students in class [Online image]. (2002). Retrieved from
https://commons.wikimedia.org/wiki/File:Student_in_Class_(3618969705).jpg
ACADEMIC PREPARATORY CURRICULUM 261
Instructor’s Guide: The slide in this unit is a video of actors demonstrating (no
sound from the actors). However, there is a voice over for the narrator only.
Please have the narrator read the following scripts while showing the video:
Many instructors grade students for class participation or class discussion ; however, some students do not feel comfortable i articipating, which could affect their final
grade in the course. Here are some techniques for a successful class discussion taken
from the University of Iowa ounseling ervice, adapted from K. T. McWhorter
(1986) College Reading and Study Skills:
https://counseling.uiowa.edu/self-help/tips-for-participating-in-class-discussions/
Before Class:
-Read the assignment. Class discussions are often about a particular topic, and there
are usually assigned readings.
-Make brief notes for discussion including points which you agree or disagree,
particularly the main ideas, concepts, formulates, or any topics that you do no
understand.
-Write down your questions.
During Class:
-Get involved in class discussion. Review your questions.
-Participate when someone asks a question you can answer.
ACADEMIC PREPARATORY CURRICULUM 262
-You can comment on what has already been said.
-If you are hesitant to speak to the class, try to say something early in the discussion.
The longer you stay quiet, the harder it becomes. If you wait too long, someone else
may ask your question or make the comment you intended to make.
-Make comments brief and to the point.
-Be sure to use appropriate language or jargon.
-Think before you speak.
-Organize your comments so that your classmates and instructor understand what you
are saying.
-Write down ideas as you think of them during the discussion so that you will have
notes to refer to when you get a chance to speak.
-Be sure to direct comments to the class.
-Do not get involved in arguments with individual class members.
-Try to arrive early to class so that you could sit close to the front of the class.
[Untitled image of person taking notes]. (n.d.). Retrieved from
https://www.pexels.com/photo/man-desk-notebook-office-7060/
Adult education class raising hands, US Department of Agriculture [Online image].
(n.d.). Retrieved from https://www.flickr.com/photos/usdagov/29506739023
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
According to Soranno (2010), group discussions are a common method used in
graduate school. Student-led discussions can at times become ineffective such as
having a few members of the group dominat vocally while others are not heard.
Unfortunately, efficient collaboration (or effective discussion) among individuals does
not happen automatically. Therefore, learning a guideline or process in a group
discussion would help a discussion more effective (Grover, 2007 cited in Sorranno,
2010).
Now review how to participate effectively in class discussions by clicking on the pdf
file from Soranno (2010). After you have read the article, proceed to the next slide.
Classroom students talking in a group discussion [Online image]. (n.d.). Retrieved
from
http://www.bing.com/images/search?q=group+discussion+college&view=detailv2&&
id=4A1E78E1ADE8F12A0993ACA650E994DB56543CA5&selectedIndex=7&ccid=
MMaOOWNY&simid=607986698335028636&thid=OIP.M30c68e396358
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Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
There are also ground rules for in-class discussions. Here are some strategies from
the Intergroup Relations Center lassroom resources (Arizona State University) cited
in http://www.csuchico.edu/ourdemocracy/_assets/documents/classroom/
groundrules.pdf
ACADEMIC PREPARATORY CURRICULUM 265
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Slide: Reflection exercise.
Now , let’s have you reflect on your current experience with class discussion. How do you feel about current your experience with class discussion thus far? What strategies
would you use to improve your class participation and group discussion skills based
on what you learned in this unit?
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
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Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on n- lass iscussion articipation echniques. As you
recall, we reviewed strategies in participating in class discussions before and after
class. For instance, before class, it is important to read the assigned reading and take
brief notes for discussion. During class, try to say something early in the discussion
and make comments simple and to the point. Also, knowing individual roles in a
group discussion and ground rules could prevent ineffective collaboration. Therefore,
it is helpful to follow a guideline or process for a group discussion.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 268
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 4C: Faculty and TA expectations to students. For this unit, you
will be able to describe and understand faculty and TA expectations and
responsibilities to students.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 269
Instructions: This slide is a short video.
Video: An engineering faculty member will explain the points stated below.
Now , that you have an idea of different teaching methods, it is also important to recognize faculty expectations and responsibilities to students.
A good example to review is adopted from Duke University 's faculty
handbook. Members of the faculty expect students to meet high standards of
academic performance and behavior.
The following is a list of specific faculty responsibilities to students.
Class Attendance. According to the Faculty Handbook, instructors are expected to
attend all class meetings and inform students in advance if absent or running late for
class.
Course Content. Instructors are expected to update their courses and course
materials periodically to reflect the latest scholarship in the fields they teach.
Grading. Instructors will make clear what work in the course will be graded and
what standards will be applied.
Letters of Recommendation. Students may request recommendation letters from
faculty when applying for jobs or graduate school. If a faculty member agrees to write
such a letter, it will be prepared promptly, accurately, and thoroughly.
Office Hours. Faculty members, including part-time faculty, should be available in
ACADEMIC PREPARATORY CURRICULUM 270
their offices on a weekly basis. If unable to keep those hours, a faculty member
normally posts a note on the office door or via email to that effect.
6-Scheduling of Examinations, Papers, and Other Assignments including deadlines
would be discussed early in the semester.
7-Syllabuses. At the beginning of the academic term, instructors will pass out the
course syllabuses to their classes in order to provide students with the course outline
and expectations.
8-Academic Integrity. Faculty members have a responsibility to promote a climate of
academic integrity such as academic dishonesty.
Also from the Tufts University Faculty Handbook School of Engineering 9-Student Evaluation of Courses. Student course evaluations are intended to help
improve the quality of teaching. Students' feedback help improve the way instructors
teach in the following term.
Moreover, information from the Boston University College of Engineering aculty
xpectations ocument states the following:
10- Teaching. Faculty members are expected to take teaching seriously, to do it
effectively, and to seek to improve teaching through evaluating their teaching
methods, student evaluation, and consultation with more experienced faculty
members, and applying college and university resources for improving instruction.
11- Research. Research-active faculty members are expected to educate and mentor
graduate research students in the research process and provide sufficient feedback on
the student’s work.
12- Faculty Academic advising. Academic advising is another form of teaching
whether for academic or career advice. It is expected for faculty members to
understand, listen to, and guide students if personal and academic advisement is
needed. Faculty members should also know to refer students to campus resources if
necessary. Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 271
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
According to Khalid (2013), a good faculty instructor in engineering courses also
-Provides various teaching tools
-Teaches the subject with interest
-Practices simplicity
-Respects and cares for students
-Makes connections with the real world
-Is open to discussions and active learning
-Gives feedback
Please click on the PDF file of Khalid (2013) to read more about each factor.
Cartoon class lecture [Online image]. (n.d.). Retrieved from
http://morphopedics.wdfiles.com/local--resized-images/lecture-
details/Teacher/medium.jpg
ACADEMIC PREPARATORY CURRICULUM 272
Instructions: This slide is a short video.
Video: A TA will explain the points stated below.
Now that you have an idea of faculty expectations, let’s review expectations of
Teaching Assistants (TAs), as it is common to see a TA in an engineering graduate
lecture course including lab and discussion classes. TAs often are pursuing a PhD or
another doctorate degree. TAs are required to receive training/orientation under the
mentorship and supervision of the instructor and at a campus teaching resource center.
Here is a general description of TA responsibilities adopted from the UC San Diego
Electrical and Computer Engineering Department, Jacobs School of Engineering:
Facilitate a discussion section or tutorial
Hold weekly office hours
Grade homework, programming assignments, exams, or projects
Prepare answer keys or supplementary notes
TAs may be required to be present during the instructor's lecture on a regular basis.
Other TA responsibilities to engineering students according to Pinder-Grover (2013)
are the following:
Teaching or facilitating a lab and discussion section and holding review sessions. The
TA engages students with an questions or activities from case studies, group work,
and
ACADEMIC PREPARATORY CURRICULUM 273
real-world problems.
Give s lectures
Supervise s team projects
Supervise s graders
Repl ies to students’ email s about coursework
Maintai ns the course website
Create s assignments (homework, exams, etc.)
Create s solutions (homework, exams, etc.)
The University of Washington, Department of Computer Science and
Engineering website states that TAs also
Hold extra review sessions for exams
Serve as a liaison/mediator between student and professor
Prepare lecture materials and exams
Prepare handout materials
Update and maintain electronic bulletin boards, discussion sites, etc.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 274
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , I will have you complete a wrap-up activity for this module by completing a brief writing exercise. Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 275
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 4D: Interacting with Faculty and TA Techniques. For this unit, you
will be able to demonstrate techniques for seeking help and interacting with faculty.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 276
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
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Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Slide: Reflection exercise.
Before moving to the next slides about student-faculty interaction, let’s have you
reflect on your current experience when interacting with a faculty .
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 278
Instructions: This slide is a short video.
Video: The video is a demonstration of how a student can interact with a faculty
member. First the narrator will read the following:
Narration:
Studies indicate that if you interact with faculty informally, you will learn more,
enjoy learning more, be more inspired, and improve your grade (Matt & Metz,
n.d.). That’s why you should try to make time and effort to talk with your instructors.
Some students refuse to speak to their faculty instructor due to various reasons
adopted from Engaging Students in Engineering (ENGAGE resources):
http://www.engageengineering.org/fsi/talk-to-me-students/
The student might be worried that their instructor thinks that they don’t know enough
or you did not pay attention in class.
The student might feel that the professor is intimidating.
The student is too busy with their personal, social, and work life to see the instructor.
That professor seems too busy to talk to the student.
The student has another class to attend.
The student doesn’t know what to say.
ACADEMIC PREPARATORY CURRICULUM 279
The video will show some strategies of how to interact with your faculty instructor.
After watching the video, you may click on the ENGAGE resources link to read more
about on how to prepare before meeting with the instructor.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 280
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
What happens if you meet with the professor and he/she brushes you off or is not
helpful?
Advice from ENGAGE Online Resources states that , once in a while, professors or instructor s may have a tough or busy day. Try not to take it personal and try meeting again another day or communicate via email. Remember that not every professor has
to feel like a mentor or role model for you to learn from them. It’s possible that you’ll
have better interactions with some other professors.
Here is an excellent PowerPoint link on how to deal with different professors with
strategies from the IEEE website.
ACADEMIC PREPARATORY CURRICULUM 281
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are other excellent tips for a successful student/professor communication (taken
from the university ombudsman at Binghamton University:
https://www.binghamton.edu/ombudsman/docs/Tips_for_Successful_Communication
_with_Professors.pdf and Guidelines for Effectively Communicating with Your
Professors, Santa Monica College Ombudsman Office)
ACADEMIC PREPARATORY CURRICULUM 282
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on interacting with faculty & TA techniques.
As you recall we discussed how to interact with your faculty instructor. There are various reasons students refuse to meet with their instructor such as feeling
intimidated, or the professor seems very busy to talk to the students. There are times
that students may feel that their professor or instructor is not helpful. There are
various strategies to deal with this type of situation based on the resource websites in
this module.
It i suggested to prepare yourself with questions and make an appointment in regards to any issues or concerns that you may have about the course, exams, and
assignments. Please click on the Modules Menu icon to proceed to the next module
of this unit.
ACADEMIC PREPARATORY CURRICULUM 283
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 4E: Strategies to Provide & Receive Feedback. For this unit,
you will be able to describe and apply how to provide and receive feedback from
the instructor, TA, and other peers.
Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 284
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
First, let’s discuss in an open forum your experience with giving and receiving
feedback in an engineering course.
For this open forum, use your alias and answer the following questions.
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 285
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review some information on giving and receiving feedback.
First, what are different types of feedback?
Feedback in engineering education is to see if students are understanding and applying
concepts and progressing in their engineering studies (Webb & Willis, 2010). One
feedback is called formative feedback, which provides students with strengths and
weaknesses of their current work. Students can receive suggestions for improvement
of their work.
For example, students can receive formative feedback from their instructor while
working on the first steps to an engineering design project and other complex
engineering problems.
However, for summative feedback, students receive a mark or grade for their work
such as from a final exam.
You may receive feedback of your work from your peers and faculty in writing, orally,
or virtually (online meetings and discussion boards).
Based on Webb and Willis (2010), peer feedback either with two students or more has
ACADEMIC PREPARATORY CURRICULUM 286
many advantages such as providing diverse ideas and constructive criticism to each
other.
ACADEMIC PREPARATORY CURRICULUM 287
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
According to the University of Michigan, The Racham School of Graduate Studies, in
graduate school, faculty instructors/professors can provide constructive and
supportive feedback. For instance, faculty are expected to provide
1-Honest advice (with caring and understanding)
2-Provide assessments of the student’s work
3-Provide feedback in a timely manner
4-Give praise to their work when it is deserved
5-Provide students the standards for improvement. Discuss expectations of any
written drafts. Provide worked examples, if necessary.
6-Show encouragement and support. Encourage students to try new techniques,
strategies, and ways to improve on their skills.
Source: http://web.mit.edu/cortiz/www/Diversity/FmentoringUmich.pdf
[Untitled image of a teacher and student]. (n.d.). Retrieved from
http://farm4.staticflickr.com/3004/2472418484_44c79bca71.jpg
ACADEMIC PREPARATORY CURRICULUM 288
Instructions: This slide is a short video.
Video: Two students will demonstrate on how to provide or give feedback
effectively to one another. They will explain the points stated below.
Narration: As for this video, two students will demonstrate how to provide feedback
to one another. You may now press play button.
Adopted from the University of Waterloo, Centre for Teaching Excellence:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-
feedback
-Prioritize your ideas. Limit your feedback to the most important issues.
-Balance the content. Identify specific areas for improvement and ways to make
changes. Conclude with a positive comment. Example: “Overall, your paper was
great. You've made a few grammatical error, but with some practice, you can
overcome this. Keep up the good work!”
-Include examples. Avoid general comments that may not be enough use to your
peer.
-Be realistic. Feedback should focus on what can be changed.
-Own the feedback. When offering comments, use the pronoun “I” rather than
ACADEMIC PREPARATORY CURRICULUM 289
“they.”
-Be timely. Seek an appropriate time to communicate your feedback. Try to be prompt
since delayed feedback loses its impact.
-Offer continuing support. Feedback should be a continuous process, not a one-time
event. After offering feedback, make some effort to follow up. Let your peer know
you are available if they have questions, and, if appropriate, ask for another
opportunity to provide more feedback in the future.
Feedback [Online image]. (n.d.). Retrieved from https://pixabay.com/en/feedback-
men-talk-communication-796135/
ACADEMIC PREPARATORY CURRICULUM 290
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are other tips for receiving feedback effectively adopted from the University of
Waterloo, Centre for Teaching Excellence:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/assessing-student-work/grading-and-feedback/receiving-and-giving-effective-
feedback
First, listen to the feedback given to you by not interrupting the person. Hear the
person out, and listen to what he or she is actually saying, not what you assume they
will say.
Be aware of your responses. Your body language and tone of voice often speak
louder than words.
Be open. This means being open to new ideas and different viewpoints. Often, there
is more than one way of doing something and others may have a completely different
opinion on a given topic. You may learn something new and useful.
Understand the message. Make sure you understand what is being said to you. Ask
questions if you're unclear about the feedback.
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Reflect. Think about the importance of the feedback, the consequences of using it or
ignoring it, and then decide what to do with it. If you do not agree with the feedback,
consider asking for another opinion from a classmate.
Follow up. There are many ways to follow up on feedback via email or in-person.
Sometimes, your follow-up will simply involve applying the suggestions given to you.
[Untitled image of a male holding feedback box]. (n.d.). Retrieved from
https://pixabay.com/en/feedback-white-male-3d-model-1889007/
ACADEMIC PREPARATORY CURRICULUM 292
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on Strategies to Provide & Receive Feedback. As you
recall, we discussed the purpose of feedback in engineering education from formative
and summative feedback. Students would be able to find out how to improve and
progress in their engineering studies from useful feedback.
As for faculty feedback to students, faculty instructors are expected to provide honest
suggestions to encourage students to try new techniques and strategies to improve
their skills.
It is also important to provide effective feedback to your peers. Some tips are to be
specific and realistic with your comments.
When it comes to receiving feedback effectively from faculty and peers, it is
recommended to listen to the feedback and reflect on the importance of the feedback.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 293
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete an 8-question quiz that covers the materials we
reviewed in this unit. This assessment will test your knowledge on various
teaching methods and faculty/TA expectations covered in this unit. Choose your
answer and click on the submit button on the bottom of each page. The quiz tutorial
will display a response to your answer. Read the response, then go to the next
question. The last page of the quiz displays a summary of your answers. You will be
able to print out your results. Please click on the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 294
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 295
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 296
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 297
Quiz results displayed.
[Untitled image of results envelope]. (n.d.). Retrieved from
i
ACADEMIC PREPARATORY CURRICULUM 298
Congratulations!
You have now completed Unit 4.
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 299
[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 300
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to Unit 5: Learning and Study Strategies. In this unit, we will review various
learning and study strategies to help you meet your academic goals. You might be
familiar with note-taking, concept maps, and various reading strategies from
undergraduate engineering courses, but this unit will help self-evaluate your prior
knowledge and skills in multiple types of learning and study strategies and what areas
are needed for improvement to become academically successful in an engineering
graduate program. Materials learned in this unit will be geared toward engineering
graduate studies. The topics in this unit cover different methods of note-taking,
lectures in engineering courses, improving critical reading skills of engineering
course textbooks and journal articles, and learning to use existing resources such as
technical guidelines, formulas, and problem-solving to assist in solving engineering
problems. Other relevant areas discussed in this unit are strategies to prepare for
exams, coping with test anxiety, and learning to manage your study time and physical
surroundings. There will also be reflection exercises and worksheets provided to self-
assess your current learning and study strategies.
ACADEMIC PREPARATORY CURRICULUM 301
Please click on the green arrows to move forward or back on each slide.
[Untitled image of a student with a book studying]. (n.d.). Retrieved from
https://pixabay.com/en/school-study-learn-books-read-2051712/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 302
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
First, let’s review important factors needed to maintain excellent learning and study
skills to become academically successful. It is imperative for engineering graduate
students to be able to:
-Review and study engineering mathematical analysis, theorems, and programming
sources to maintain a strong foundational background throughout their engineering
courses.
-Gain effective text reading comprehension skills since engineering graduate
programs require students to complete much reading.
-Know how to take notes for lectures and after reading textbooks properly.
-Face test anxiety and learning how to overcome it in addition to having good test-
taking skills.
-Use key campus resources, engineering technical development guidelines, and other
support services on and off-campus.
-Knowing how to seek help with coursework. Asking faculty, TA, and staff questions.
-Lastly, being consistent or committed to their study schedule and taking
responsibility for their education. The rest of the unit will cover all these factors.
ACADEMIC PREPARATORY CURRICULUM 303
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Now , feel free to click on any module tab to begin. However, it is
recommended to follow the order of the modules in alphabetical order , such as Unit
5A, 5B, 5C to avoid confusion and disconnection during the learning process.
Also , be sure to complete the quiz after reviewing all modules.
ACADEMIC PREPARATORY CURRICULUM 304
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 5A: Reading Engineering Text Materials. For this unit, you will
be able to understand and apply strategies for text reading materials for engineering
graduate programs. You may press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 305
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
First, let’s have you complete a reading self-assessment before we cover multiple
strategies on reading engineering course content. The self-assessment is adapted from
the learning strategies by the student academic success services at Queen's University
in Kingston, ON.
Please indicate the number that best represents your response.
0 = describes me almost never
1 = describes me sometimes
2 = describes me often, or to a large degree
After you complete this self-assessment, reflect on the entire assessment and keep
them in mind throughout this module. Then proceed to the next slide.
Queen’s University Learning Strategies, Student Academic Success Services (n.d.).
Maintaining
motivation in graduate school. Retrieved from
http://sass.queensu.ca/learningstrategies/wp-content/uploads/sites/2/2013/09/Staying-
motivated-graduate.pdf
ACADEMIC PREPARATORY CURRICULUM 306
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now that you have an idea of your self-assessment when it comes to reading course
materials , let’s review suggestions for reading engineering text materials for class , including how to analyze example problems.
The information is adopted from the UC Berkeley Department of Electrical
Engineering and Computer Sciences.
http://vis.lbl.gov/~romano/Ed198-SEM/StudyTipsEngineeringScience.pdf
[Untitled image of stack of books]. (n.d.). Retrieved from
https://pixabay.com/en/library-literature-books-brown-150367/
University of California, Berkeley Department of Electrical Engineering and
Computer Sciences
(n.d.). Study tips for your engineering and science courses. Retrieved from
http://vis.lbl.gov/~romano/Ed198-SEM/StudyTipsEngineeringScience.pdf
ACADEMIC PREPARATORY CURRICULUM 307
Instructions: This slide is a short video.
Video: A college/university advisor or learning specialist will explain the points
stated below.
Narration: Now , let’s have you watch a video that will review general strategies
when reading text materials for engineering courses. Please press the play button to
begin.
Description:
The speaker will review general strategies for reading text materials , such as getting
enough sleep before reading, how to highlight text materials, to organizing reading
assignments, and reducing stress from reading assignments.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 308
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Description:
The slide will review reading comprehension tips from linking new information to
existing information, to thinking aloud, and scanning, skimming, information seeking,
and critical reading. Click on the following links for reading comprehension
strategies:
Queen’s University Learning Strategies, Student Academic Success Services (n.d.).
Critical
reading for graduate students. Retrieved
from http://sass.queensu.ca/learningstrategies/wp-
content/uploads/sites/2/2013/09/Critical-reading-for-graduate-students.pdf
This work is licensed under the Creative Commons Attribution-NonCommercial-
ShareAlike2.5 Canada License.
[Untitled image of a Stylus tablet image]. (n.d.). Retrieved from
https://pixabay.com/en/tablet-stylus-secretary-reading-2188370/
ACADEMIC PREPARATORY CURRICULUM 309
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Let’s discuss in an open forum your experience with reading engineering text
materials.
For this open forum, use your alias and answer the following questions. Press the
submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 310
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: For a template on taking notes on scientific and engineering research
articles which would include the hypothesis, methodology, summary of key points,
figures, and tables, you may click on the web link.
Purugganan, M. & Hewitt, J. (2004). How to read a scientific article. Retrieved from
http://www.owlnet.rice.edu/~cainproj/courses/HowToReadSciArticle.pdf
ACADEMIC PREPARATORY CURRICULUM 311
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
After reading, a concept map, matrix table, and outlining can help you understand the
main ideas of your reading. Click on the next few slides for samples.
[Untitled image of a blank concept map]. (n.d.). Retrieved from http://www.bing.com/
images/search?q=concept+map+template+blank&vie
w=detailv2&&id=55D5A3344B36A471C35ED8B14E9AA9953F381DDC&sele
ctedIndex=0&ccid=1aMOZq8R&simid=608047300291987926&thid=OIP.Md
5a30e66af113a43b06751a45cb95442o0&mode=overl
ACADEMIC PREPARATORY CURRICULUM 312
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Concept Maps:
Based on multiple studies, the concept map technique could help a student understand
difficult problems by seeing the relationships between concepts (Davies, 2011; Kim,
2013; Novak and Canas, 2006). Concepts maps could help a student understand the
content of the course including text materials as a whole, especially filling out a
concept map at the end of the course or reading a text (Pierre-Antoine, Sheppard, &
Schar, 2014). Structured diagrams and pictures provide a clearer understanding of
related ideas. Inappropriate use of concept maps can lead to misinterpretation of the
study (Kim, 2013). There are differences between mind mapping and concept
mapping, but for this unit, we will focus more on concept maps, often used in
engineering courses over mind mapping (Davies, 2010; Walker & King, 2002).
Keep in mind that mind mapping, also known as idea mapping is more visual and
pictorial with non-linear representations of ideas and their relationships (Biktimirov
and Nilson, 2006 cited in Davies, 2011).
Concept maps often do not consist of creative graphic designs and pictures as much as
ACADEMIC PREPARATORY CURRICULUM 313
mind maps. Concepts maps are structured that uses connective or relational terms
of concepts such as ‘‘leads to,’’ ‘‘results from,’’and ‘‘is part of’’(Davies, 2010).
They can also be in a hierarchal form.
ACADEMIC PREPARATORY CURRICULUM 314
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Click on the web link for an example of an engineering course concept map from
Cornwell (1996).
Cornwell, P. J. (1996, June), Concept Maps In The Mechanical Engineering
Curriculum Paper
presented at 1996 Annual Conference, Washington, District of Columbia.
https://peer.asee.org/5933
ACADEMIC PREPARATORY CURRICULUM 315
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
A study by Pierre-Antoine, Sheppard, and Schar (2014) showed that concept maps
can also turn into a narrative. The words in parentheses are the connections.
ACADEMIC PREPARATORY CURRICULUM 316
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
A study by Turns and Van Meter (2011) demonstrates multiple types of strategies to
understand and organize key concepts. You may click on the web link of the article for
more information.
This example can be applied for lectures and reading textbooks.
According to the University of Waterloo 's Centre for Engineering Teaching
Excellences (n.d.), atrix tables or matrices are an efficient way to organize,
categorize, and learn the relationships between related topics. The items/topics are
listed in each column, and common aspects are listed for each row of a topic. They are
essentially tables where topics are listed for each column and common aspects are
listed for each row.
University of Waterloo, Centre for Engineering Teaching Excellences (n.d.) Building
your note-taking and study skills. Retrieved from https://uwaterloo.ca/centre-for-
teaching-excellence/teaching-resources/teaching-tips/tips-students/skills/building-your-
note-taking-and-study-skills
ACADEMIC PREPARATORY CURRICULUM 317
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
The following is an example of an outline method after reading and taking notes for
lectures from the
University of Redlands Academic Success and Disability Services (2010). Retrieved
from https://www.gvsu.edu/cms4/asset/91D2F15F-DAF4-C2F7-
B659ECCACE9E7375/1five_methods_of_notetaking.docx_updated_7-09.pdf
ACADEMIC PREPARATORY CURRICULUM 318
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Lastly, now that you have an idea of various reading strategies, let’s read the text here
and look for the main ideas and underline/highlight them. Feel free to take notes by
using any of the methods we reviewed on understanding text materials. Here is an
excerpt from Johnson (2016) on electrical engineering fundamentals:
http://www.ece.rice.edu/~dhj/courses/elec241/col10040.pdf
ACADEMIC PREPARATORY CURRICULUM 319
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on reading engineering text materials. In summary,
-Read actively and thoroughly. Be sure to get an overview of the material by reading
the introductory and summary passages, section headings and subheadings, and
diagrams.
-Understand and apply abstract formulas. Understand what the formulas mean by
explaining in writing.
-Review the questions at the end of the chapter if provided.
-Relate new materials to previous materials
-Analyze the example problems by asking yourself these questions: What concepts,
formulas, and rules were applied? What methods were used to solve the problem?
-Follow general reading strategies such as getting enough rest before reading,
organize your reading, highlight main ideas
-Also use the Think aloud approach by saying out loud what you are thinking about
when reading, solving math and engineering problems.
-Apply diagrams to help with reading such as concept maps and matrix tables. Please
click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 320
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 5B: Note-taking strategies. For this unit, you will be able to generate
strategies for note-taking and mapping concepts before, during, and after lectures.
Multiple studies have shown that note-taking is beneficial for a student’s learning
development and through an understanding of the course content (Kim, Turner, &
Perez-Quinones, 2009). For example, diagrams for note-taking in science and
engineering courses are useful although many students may lack the knowledge and
skills to design an effective diagram (Manalo, Uesaka, Pérez-Kriz, Kato, & Fukaya,
2013). The findings from Manalo et al. (2013) report that some science and
engineering students included diagrams on their course notes and recognized the
importance of diagrams for reading and lectures as well as organizing information.
However, other students from the study lack explicit instruction or experience about
the advantages of using diagrams. So let’s review some note-taking strategies before
lecture, during lectures, and after lectures to give you a good idea of various formats
available to you that could help with your learning experiences. There is not one ideal
note-taking strategy. Each person is different on choosing a style that fits best.
ACADEMIC PREPARATORY CURRICULUM 321
Instructions: This slide is a short video.
Video: A college/university advisor or learning specialist will explain the points
stated below.
Based on sources from the Columbia University (NY) Engineering Berik Center for
Student Advising: https://www.cc-seas.columbia.edu/node/31875
The following are recommended to prepare before a lecture:
-Complete all assigned readings or problems
-Review your notes from previous lectures and any slides or notes provided in
advance by the instructor. Draw connections with earlier course material and write
down information that you do not understand.
During a lecture:
-Try to arrive in class a few minutes early. ae a seat near the front of the class and get
your lecture materials ready. Turn off your cell phone or put i on silent to avoid
distractions during the lecture.
-Try to avoid transcribing notes (word by word what the instructor says). Focus on
writing the main ideas of the lecture. The key to taking notes is taking down the most
ACADEMIC PREPARATORY CURRICULUM 322
important ideas, concepts, and facts from the lecture in relation to the overall course.
-Write down important formulas, equations, theorems, and problem solving steps.
-Write down any explanatory remarks your professor makes about a problem
including step by step procedures, or follow solution approaches. Therefore, note any
rules, techniques, problems that the instructor emphasizes.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 323
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Taken directly from the Columbia University (NY) Engineering Berik Center for
Student Advising, "Laptops can be useful tools for note-taking, but recent
research suggests that they can be distracting both to you and other students. Because
most students can type significantly faster than they can write, taking notes by laptop
tends to encourage transcribing the lecture word-for-word, rather than critically
thinking or understanding about what is important—even if students have been
advised against transcription. If you plan to use a laptop, familiarize yourself with
keyboard shortcuts especially if you plan to bold, underline, or italicize words."
Source: Columbia University (NY) Engineering Berik Center for Student Advising
(n.d.). Retrieved from https://www.cc-seas.columbia.edu/node/31875
[Untitled image of a female typing on laptop]. (n.d.). Retrieved from
www.bing.com/images/search?q=laptop&view=detailv2&qft=+filterui%3alicense-
L2_L3_L4&id=47D75C11B5666368326434AEE2BA1644464B11D5&selectedIndex
=113&ccid=6aXzsUbW&simid=607998157268779843&thid=OIP.Me9a5f3b
ACADEMIC PREPARATORY CURRICULUM 324
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Listen and watch for cues from the instructor in any slides or notes that signal what
might be important during lectures. For a list a clues, click on the web link from the
Columbia University (NY) Engineering Berik Center for Student Advising. Retrieved
from: https://www.cc-seas.columbia.edu/node/31875
[Untitled image of a male listening]. (n.d.). Retrieved from http://1.bp.blogspot.com/-
By8nh1JT87M/T0G5_kOtahI/AAAAAAAAEvc/l52f-KcTJXI/s200/listen.gif
ACADEMIC PREPARATORY CURRICULUM 325
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
There are active listening skills that might help you during lectures to prevent from
feeling bored or losing focus. Here are ten questions to ask yourself during the
lectures. Please read before moving onto the next slide.
North Shore Community College Student Support Center (n.d.). Effective listening
and note taking. Retrieved from
www.northshore.edu/support_center/pdf/listen_notes.pdf
ACADEMIC PREPARATORY CURRICULUM 326
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
-Also , ask questions in class. If you feel uncomfortable asking a question in class, ask
the instructor or TA individually after class or during office hours. Make sure to take
notes of parts that you do not understand. Click on the web link for specific strategies
on how to seek help:
http://vis.lbl.gov/~romano/Ed198-SEM/StudyTipsEngineeringScience.pdf
[Untitled image of a female student asking for help]. (n.d.). Retrieved from
http://blogs.utas.edu.au/international/files/2015/06/photodune-10639507-college-
student-girl-studying-for-university-exam-worried-in-stress-asking-for-help-l-
750x400.jpg
ACADEMIC PREPARATORY CURRICULUM 327
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Also , work on problem sets from lectures yourself before meeting with the TA or
instructor for any questions or concerns. Again, make sure to write down your
questions before meeting with them.
[Untitled image of a male writing on a whiteboard]. (n.d.). Retrieved from
https://pixabay.com/en/white-board-startup-start-up-593309/
ACADEMIC PREPARATORY CURRICULUM 328
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
One common strategy for note-taking is using abbreviations: It is important to note
that you will need to know the abbreviations and symbols especially formulas for
engineering courses.
Use only abbreviations and symbols that you will remember. Lots of abbreviations can
make your notes difficult to follow and understand. Keep a list of your abbreviations
and their meanings so that you can refer to them if you need them for reference in the
future. If you start using a new abbreviation, add it to the list. You may click on the
web link for an example.
Source: Monash University, Engineering (n.d.). Abbreviations in notetaking.
Retrieved from http://www.eng.monash.edu.au/current-students/download/taking-
notes.pdf
ACADEMIC PREPARATORY CURRICULUM 329
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is another detailed abbreviation list, which is mathematic based for note-taking
or can be used as a reference list.
Source: Aberdeen College Engineering Formula Handbook (n.d.). Mathematical
notation. Retrieved from
http://www.innoovatum.com/engg_materials/Engineering%20Formula%20and%20Ha
ndbook%20For%20All%20Branches.pdf
ACADEMIC PREPARATORY CURRICULUM 330
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is an example for a note-taking method from an engineering course taken from
Monash Universitys engineering department. As you can see, the notes are
organized using headings with space for additions such as graphics, equations, and
formulas.
Monash University, Engineering (n.d.). Notetaking methods. Retrieved from http://
www.eng.monash.edu.au/current-students/download/taking-notes.pdf
ACADEMIC PREPARATORY CURRICULUM 331
Instructions: This slide is a short video.
Narration:
Now we will watch a short video of how two students take notes in their engineering
course. They will show us their notes and explain the process of note-taking.
Gervase, S. [Image of an engineering notebook]. (2011). Retrieved from
http://stephen-g-poe.wikispaces.com/Engineering+Notebook
[Untitled image of a student writing] (n.d.). Retrieved from
www.bing.com/images/search?q=college+student+writing+notes&view=detailv2&qft
=+filterui%3alicenseType-Any+filterui%3aphoto-
clipart&id=99D47F6771741C859E85DD6E92D0C9F67AFDCD28&selectedIndex=1
1&ccid=6yeEvH1F&simid=607994807211722360
ACADEMIC PREPARATORY CURRICULUM 332
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
For a brief review, there are different types of note-taking strategies such as
Column
Outline
Mapping
Charting Method
Sentence Method
We have already went over outlining and mapping for textbooks. Please click on the
link from Center for Teaching and Learning, Sweet Hall, Stanford University to
review other note-taking methods:
http://web.stanford.edu/dept/CTL/Student/studyskills/taking_notes.pdf
Glickman, A. (n.d.). Taking notes. Stanford University Center for Teaching and
Learning, Sweet Hall. Retrieved from
http://web.stanford.edu/dept/CTL/Student/studyskills/taking_notes.pdf
ACADEMIC PREPARATORY CURRICULUM 333
Instructions: This slide is a short video.
Video: A college/university advisor or learning specialist will explain the points
stated below.
After lecture:
-Summarize and synthesize your notes at the end of each class or after right class.
This process can help you retain and apply information.
-Synthesize your notes or combine them with your text materials or any course
materials. Look at different information, main ideas, and how they all relate. You
can use an outline method to synthesize your notes.
-You may look into using a note-taking software that helps organize your notes such
as Evernote and OneNote.
-Use note-taking methods, which we will review on the next slide.
-Ask other students and compare lecture notes, not as a substitute for attending lecture
and taking your own notes, but in order to identify what other students thought was
important, interesting, or unclear.
-After reviewing your notes, seek out your professor, teaching assistant, and/or other
students about anything you still don’t understand.
Adopted from the Columbia University (NY) Engineering Berik Center for Student
Advising: https://www.cc-seas.columbia.edu/node/31875
ACADEMIC PREPARATORY CURRICULUM 334
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 335
Instructions: This is a short video.
Narration:
We will now watch a 5-minute lecture video from an engineering course. After
reviewing the different methods for note-taking, please use what best suits you for this
activity. Then watch the video and take notes. This will be a good practice for you.
Keep your notes and ask a classmate, academic advisor, learning specialist, or your TA
for feedback.
[Untitled image of a female instructor lecturing]. (n.d.). Retrieved from
www.bing.com/images/search?q=professor+lecturing&view=detailv2&qft=+filterui%
3alicense-L2_L3_L4+filterui%3aphoto-
clipart&id=358DC0D155FD91B93E8ACB526F1B55F0F457FA31&selectedIndex=3
&ccid=1Jo1xrrM&simid=608050139259276839&thid=OIP.Md49a35c6bacc
ACADEMIC PREPARATORY CURRICULUM 336
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on note-taking strategies.
-As you recall, we discussed various strategies for note-taking before lecture, during
lecture, and after lecture such as summarizing and synthesizing your notes at the end
of each class or after right class. There is not one ideal note-taking strategy. Each
person is different on choosing a style that fits best.
-We also reviewed various effective diagrams for note-taking for science and
engineering courses that would help you better understand and organize your notes.
-As mentioned previously, abbreviations and knowing symbols especially formulas for
engineering courses are helpful and convenient for note-taking.
-Also, try to avoid transcribing notes (word by word what the instructor says). Focus
on writing the main ideas of the lecture.
-The key to taking notes is taking down the most important ideas, concepts, and facts
from the lecture in relation to the overall course.
-Write down any explanatory remarks your professor makes about a problem including
step by step procedures, or follow solution approaches.
ACADEMIC PREPARATORY CURRICULUM 337
-Note important formulas, equations, theorems, and problem-solving steps.
-Listen and watch for cues from the instructor in any slides or notes that signal what
might be important.
-Seek help. Ask questions in class or go to the faculty and TA office hours if you need
a better understanding of the lecture.
-Also , work on problem sets from lectures yourself before meeting with the TA or
instructor for any questions or concerns. Again, make sure to write down your
questions before meeting with them.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 338
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 5C: Test-taking strategies. For this unit, you will be able to
identify and apply test-taking strategies for various engineering course exams.
Now let’s review test taking techniques for engineering courses. We will discuss
-How to prepare for an exam
-Review various types of exams: Problem Based, Open Book, Multiple
Choice.
-Different types of strategies while taking an exam and
-How to deal with test anxiety
ACADEMIC PREPARATORY CURRICULUM 339
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Click on the web link for sources exam preparation strategies from the UC Berkeley
Department of Electrical Engineering and Computer Sciences and University of
Colorado, Boulder College of Engineering and Applied Sciences:
http://vis.lbl.gov/~romano/Ed198-SEM/StudyTipsEngineeringScience.pdf
and
http://www.colorado.edu/engineering-advising/resources-support/tips-success
[Untitled image of a female student taking a test]. (n.d.). Retrieved from
https://www.google.com/search?q=preparing+for+exam&biw=1258&bih=669&sourc
e=lnms&tbm=isch&sa=X&ved=0ahUKEwjTg6rd0K_SAhVDfiYKHS3xCtQQ_AUIB
igB#q=adult+preparing+for+exam&tbs=itp:clipart&tbm=isch&tbas=0&*&imgrc=70y
4ZS4gqhfSHM:
ACADEMIC PREPARATORY CURRICULUM 340
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next , let’s review an example of a problem solving rubric from the Michigan State
University, College of Engineering, which could be helpful with completing problem
sets and preparing for exams.
Michigan State University, College of Engineering (n.d.). Performance indicator
scoring rubrics. Retrieved from
https://www.chems.msu.edu/sites/default/files/content/docs/che1.pdf
Adopted from Felder and Stice (2014), let’s discuss how to prepare for problem
based exams:
Problem -Solving Exam Preparation:
It is very common to see problem based exams required in many of the engineering courses. It is important to learn how to solve these problems from the first class
session. Students will need to learn the previous and current steps of a problem to
ACADEMIC PREPARATORY CURRICULUM 341
understand the entire process. Now , let’s review specific preparatory strategies
that will help you become successful in engineering problem type exams.
-First, write a brief outline of the key terms, ideas, formulas, theorems that you
might need to know for the test. If the test is closed-book, know what’s on the
sheet. If it’s open-book, bring the sheet with you and add page numbers of key figures
and tables. Make sure you indicate which formulas apply to the appropriate problems.
-Practice solving as many different problems and equations as possible. Practice as
much as possible to assure that you understand the main concepts.
-Avoid passive reading and over highlighting texts. Sometim s ,students can read
course materials and highlight texts without processing and applying what they have
learned. Be sure to think critically about what you are highlighting and reading.
-If the instructor informed the class to draw a diagram for a type of problem,
review them. Take some time to sketch the diagram or flow chart or any other
visualization tool rather than just writing equations or skipping the first steps.
-After you’ve worked out some practice problems including difficult ones, try
outlining the solution without looking back at your notes.
ACADEMIC PREPARATORY CURRICULUM 342
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Another great resource on taking a test pertaining to engineering courses are from
Felder and Stice (2014) and Sturges (2003) from Iowa State University:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/testtaking.htm
http://www.public.iastate.edu/~statics/htmldir/studytips.html
-Read each question or problem thoroughly. Every word counts. If a question has
various parts, make sure that you answer every part.
-Choose the problem or question that seems easiest to you and do it first. Think
about it for a minute, and , if nothing comes to you , then skip it and go on to another
problem. Continue to do the problems in order of increasing difficulty. Don’t lose
valuable points on other problems that you might get correct.
-Show your work entirely. Give enough detail so that both you and the grader can
tell what you're trying to do especially with problem solving questions. Even if you
can do the problem in your head, transfer the information on the exam sheet.
-Try to get partial credit. Depending on the instructor, you can usually earn some
partial credit by setting up the relevant equations and describing in words how you
ACADEMIC PREPARATORY CURRICULUM 343
would use those equations to finish the problem.
-Be careful for significant figures. Some instructors prefer not to see answers like
23.694028, even if that's what the calculator shows.
-Keep your work legible. If an instructor can't read what you wrote, you aren't likely
to get full credit and you may not get any.
-If you don't understand a question, ask the instructor/proctor for help. It might a
positive difference on your answers. Even if you're kind of confused, ask the
instructor to clarify what the question means. Students routinely misinterpret problems
because they are unwilling to ask the instructor or TA for help.
-Review your solutions/answers. Did you answer each part of every question? Did
you answer the question(s) asked? Do your answers look reasonable? Do your
calculations make sense?
-Wear a watch and keep track of time. Give yourself sometime at the end to review
your answers.
-Hand in your paper when time is called. Put your pencil down and turn in to
instructor and the proctor.
[Untitled image of a male student taking a test]. (n.d.). Retrieved from
http://www.bing.com/images/search?view=detailV2&ccid=qdIwJJUA&id=076DB6D
A165AE95E7D4A444527B7DD34B39CFCB6&q=taking+engineering+exam&simid
=607998393617220958&selectedIndex=
ACADEMIC PREPARATORY CURRICULUM 344
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review Open -Book Exams from the IEEE resources:
https://www.ieee.org/education_careers/education/university_programs/student_resou
rces_advanced_learning_workshop.html
or open book exams , you will need to:
Study regardless
Check with instructor and ask what an open book exam
Make reference sources easily accessible as in organizing your notes (if allowed)
Organize formulas, problem steps, diagrams
Familiarize yourself with layout/structure of text materials or textbooks
You may click on the web link from the IEEE site (2017) for full details about
open -book exams.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 345
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
From Felder and Stice (2014),
Now let’s review
General test preparation
-Avoid procrastination. It is important to start studying early and set a schedule to
review your course materials. Following this part of the unit, we will review strategies
for study time management. Avoiding last minute studying can reduce test anxiety and
keep you physically and mentally restful. It could also help your brain process
information efficiently for the exam.
-Follow your study schedule and take breaks. Starting a week before the exam, set
a timer for about 30 minutes and focus exclusively on studying during that interval—
no phoning, texting, email, computer games, TV, or anything else but studying.
-Find a quiet place to study. Avoid distractions if possible and find a place where
you can focus on studying such as the library, café, your room with closed doors. Try
to find a place where distractions won’t be tempting to you. For example, studying in
a restaurant with TVs can tempt you to keep watching TV.
ACADEMIC PREPARATORY CURRICULUM 346
-Study in small groups. Studying in groups bring a diversity of knowledge, which
could benefit everyone in the group. Be sure to avoid unauthorized collaboration and
cheating as mentioned in the academic integrity unit. Study groups is to help each
other prepare for an exam and not to plan out how to cheat off one another during an
exam.
-If the exam is first thing in the morning, set up back-ups for your alarm clock.
Set a second alarm, or arrange for a wake-up call with a friend, classmate or family
member.
-Bring materials needed for the exam. Make a list the day before and go through it
before you leave your place. Bring enough pencils, erasers, and any other exam
materials required by your instructor.
-Study your summary outline before the test, use only your summary of notes to
study so that you are not reading all your material again.
-Relax for a little while before the exam. Use breathing and stretching techniques.
-Sleep well the night before the exam. You are likely to recall more of what you
learned if you are awake and alert.
-Eat a well-balanced meal and keep yourself hydrated including breakfast to keep
you energize.
[Untitled image of an exam calendar]. (n.d.). Retrieved from
https://www.google.com/search?q=study+schedule&biw=1258&bih=629&source=ln
ms&tbm=isch&sa=X&ved=0ahUKEwiZtv-
avK_SAhUG8CYKHXjnD80Q_AUIBigB#q=exam+preparation&tbs=sur:fc,itp:clipar
t&tbm=isch&*&imgrc=KuxNeYdrcFORrM:
ACADEMIC PREPARATORY CURRICULUM 347
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Here are some helpful resources to help you understand multiple choice questions,
which is a test taking self-analysis key for multiple choice tests taken from
Southwestern University 's (TX) Center for Academic Success and Records (n.d.). Test
taking strategies. Retrieved from
http://www.southwestern.edu/offices/success/assistance/skilldevelopment/testtaking.p
hp
Recall fro, undergrad that you most likely had a multiple choice exam, but let’s
further assess your multiple choice techniques. Click on the web link and then read
the following statements and note which apply to you. It is important to identify the
problem area before you can work to improve your test-taking skills. Or read through
the list and reflect on them for a minute.
[Untitled image of a multiple choice icon]. (n.d.). Retrieved from
http://www.bing.com/images/search?view=detailV2&ccid=HjmkFUGV&id=6DE8FC
F6F104A815FFE68D4D81EE808B16190799&q=multiple+choice+exam&simid=608
033303081454713&selectedIndex=8&qft=+filterui%3alicense-
L2_L3_L4_L5_L6_L7+filterui%3aphoto-clipart&ajaxhist=0
ACADEMIC PREPARATORY CURRICULUM 348
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are some excellent resources available to help you with multiple choice and
essay exam techniques.
ACADEMIC PREPARATORY CURRICULUM 349
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s discuss test anxiety. I’m assuming you may have experienced some sort
of test anxiety throughout your academic career. A little test anxiety is not bad when
preparing for and taking a test, but too much stress can cause you to lose
concentration and earn a low score on the exam.
Based on resources from the Educational Testing Services (2005), signs of mental
test anxiety can include
-Mental block-out/freezing up
-Forgetting information learned or reviewed before the test
-Racing thoughts
-Difficulty concentrating
-Negative thoughts about: past performance, consequences of failure, comparing
yourself to others
-Knowing the answers after the test, but not while taking it.
Signs of test anxiety from physical discomfort:
ACADEMIC PREPARATORY CURRICULUM 350
-Nausea
-Sweating
-Headache
-Increased breathing rate
-Fast heartbeat
-Tense muscles
Educational Testing Service (2005). Reducing test anxiety. Retrieved from
https://www.ets.org/s/praxis/pdf/reducing_test_anxiety.pdf
[Untitled image of a student with test anxiety]. (n.d.). Retrieved from
http://www.bing.com/images/search?view=detailV2&ccid=IjXkJ3OX&id=100D1A49
328EF093FD205E2F8A80E02BAB3CAA7D&q=test+anxiety&simid=608042623157
207122&selectedIndex=3&qft=+filterui%3alicense-L2_L3_L4+filterui%3aphoto-
clipart&ajaxhist=0
ACADEMIC PREPARATORY CURRICULUM 351
Instructions: This is a video of an engineering graduate student overcoming test
anxiety. The speaker will focus on the points stated below.
-Use positive thoughts. As in Unit One, we reviewed positive self-talk. While and
preparing and taking a test, turn negative thoughts into positive thoughts. Here is an
example: I always do poorly on tests (negative). A positive is “If I keep studying
and asking for help, I can do better on the test” (positive). A negative thought during
the exam “Everyone in the class is almost done, but me. I must be that slow or not
getting the exam.” A positive thought “Don’t mind others, just focus on your exam
and keep track of time. You can finish this test before time runs out.” Try to remember
and apply your test taking strategies during an exam.
-Remind yourself that it is normal to feel anxious and that you can overcome your
fears.
-Practice relaxation during the exam. In unit one, we discussed abdominal breathing as
an example. Stretch your body quietly to feel more relaxed.
-During the exam, ask the instructor or proctor a question if you are completely
confused with the questions.
-Arrive early to the testing site. Take time to relax and settle your things down.
-As mentioned previously, prepare early and know the format and expectations of the
ACADEMIC PREPARATORY CURRICULUM 352
test from your instructor.
-Organize a study schedule and make commitments. Make sure you understand and
retain the information.
-Practice as if you are taking an exam and time yourself so that you feel comfortable
with time and pressure.
Source: Educational Testing Services (2005) and Milwaukee School of Engineering
Student Resources (n.d.): https://community.msoe.edu/community/campus-
life/student-resources/blog/2013/06/06/test-anxiety-how-to-stay-calm-for-
finals#sthash.46m3znFc.dpuf
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 353
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 354
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
For this reflection exercise, state what your current challenges are with test taking .
What do you think you will need to improve on? What strategies can you use based
on the information you have learned in this unit?
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 355
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Here are other helpful resources on how to beat test anxiety:
https://www.stmarys-ca.edu/academics/academic-resources-support/student-
academic-support-services/tutorial-academic-skills-8
http://counseling.uoregon.edu/dnn/SelfhelpResources/StressandAnxiety/TestAnxiety/t
abid/337/Default.aspx
http://www.scs.tamu.edu/?q=node/108-
https://www.ieee.org/education_careers/education/university_programs/student_resou
rces_advanced_learning_workshop.html
ACADEMIC PREPARATORY CURRICULUM 356
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on test-taking strategies.
-As you recall, we discussed multiple test taking techniques for engineering courses
such as how to prepare for various exams from an open book to multiple choice
questions.
-We also discussed that it's helpful to write a brief outline of the key terms, ideas,
formulas, theorems that you might need to know for the test.
-Also, it's suggested to read each question or problem thoroughly. Every word counts.
If a question has various parts, make sure that you answer every part.
-Show your work entirely. Give enough detail so that both you and the grader can tell
what you're trying to do especially with problem-solving questions. Also, try to get
partial credit.
-Avoid procrastination. It is important to start studying early and set a schedule to
review your course materials. Avoiding last minute studying can reduce test anxiety
and keep you physically and mentally restful. It could also help your brain process
information efficiently for the exam. Follow your study schedule and take breaks.
ACADEMIC PREPARATORY CURRICULUM 357
-Find a quiet place to study. Avoid distractions if possible and find a place where you
can focus on studying such as the library, café, your room with closed doors. As
mentioned previously, find a place where distractions won’t be tempting to you.
-Lastly, we had reviewed strategies for overcoming test anxiety such as using positive
thoughts and reminding yourself that it's normal to feel anxious and that you can
overcome your fears.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 358
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Welcome to nit 5D: Study time management. For this unit, you will be able to
differentiate and apply a variety of study time management techniques.
Now let’s review on how to create a study time management table to help you become
more persistent and meet academic goals.
Studies have indicated that graduate students face poor time management skills and
procrastination (Lowinger, He, Lin, & Chang, 2014; Mukminin & McMahon, 2013).
Lowinger et al. (2014) reported that graduate students faced some barriers with
balancing academic workload due to a large amount of homework assignments,
limited time to complete reading assignments, and meeting responsibilities of
teaching/research assistantships. Another study found that some graduate students
deal with anxiety and stress from demanding workload from working more than ten
hours per week (Zhou, Frey, & Bang, 2011). In fact, procrastination has shown to be
aligned with stress and weak academic performance (Chu & Choi, 2005). The next
part of this unit will discuss tools for efficient time management that can help students
better organize their time.
ACADEMIC PREPARATORY CURRICULUM 359
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
First , let’s review some common strategies for effective time management before completing worksheets. Please click on the source link for detailed information about
each point on the list. The source is very helpful and specific, which we all can relate
to when it comes to managing our time with work, school, and personal matters.
Source: Chapman and Rupured, University of Georgia:
http://www.wiu.edu/advising/docs/Time_Management_Strategies.pdf
[Untitled image of people and a time management calendar]. (n.d.). Retrieved from
https://www.google.com/search?q=prepare+yourself&biw=1135&bih=669&source=ln
ms&tbm=isch&sa=X&ved=0ahUKEwj_komZ-
LbSAhUCKyYKHdxxC64Q_AUIBigB#q=time+management&tbs=sur:fc,itp:clipart&
tbm=isch&*&imgrc=rSCZ6RHFHww7AM:
ACADEMIC PREPARATORY CURRICULUM 360
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Review these resources and complete one worksheet to complete before moving onto
the next slide.
Time Management Grid from the US Geological Survey (n.d.). Covey’s time
management grid. Retrieved from
https://www2.usgs.gov/humancapital/documents/TimeManagementGrid.pdf
ACADEMIC PREPARATORY CURRICULUM 361
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images and using a pointer:
Narration:
Now that you have an idea of different types of time management strategies, including
filling out a weekly planner, let’s review by completing a daily planner together.
How to Use a Daily To-Do List
Adapted from the university tutorial center at Cal State Los Angeles,
Before you start your daily to-do list, be sure to have a small notebook or 3” x 5”
tablet with a pen and highlighter. Optional material is a paper clip and post-it.
Find a comfortable place, free of noise to write your daily to-do list either in the
morning or night
Write the date on top of your notepad/tablet sheet (Monday, May 8)
Number vertically on left side of paper and write down each task in no particular order
(whatever comes to mind, like brainstorming) by using brief sentences and/or
abbreviations
Use action verbs such as Go, Call, Buy, Write and be specific
ACADEMIC PREPARATORY CURRICULUM 362
Write down next to each task a “due” or “do by” with time due if necessary
Organize your tasks with the letters A, B, C.
An “A” task requires immediate attention and action because of the task’s value or
significance or the consequences of not completing the task. A “B” task is important
and needs attention and action, but not immediately—you have some time available to
complete the task. A “C” task is not urgent and non-important and does not require
attention or action at the moment. The “C” priority means the task is less value or no
great consequence if not completed or you have ample amount of time to complete the
task. However, “C” tasks could become “B” or “A” tasks in the future when the
deadline to complete the task is approaching soon,or when immediate attention or
action is required. Note that “Need to do” tasks might be prioritized greater than
“want to do” tasks. (The information is based on the subject matter expert’s words).
Cross out each task as you complete it. Each crossed-out task could motivate you to
move onto the next task, acknowledging your accomplishment
If you do not complete a task, highlight or draw a star on the task and be sure to
complete the task within an appropriate time frame
Use may also use a paper clip or post-it to find your place in the notebook/tablet.
Review your notes at end of day. Reflect on what was not completed.
Redo steps again for the next day on a new page of your notebook/tablet. Rewrite
tasks that were not completed.
ACADEMIC PREPARATORY CURRICULUM 363
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Click on the following source for an example with steps on how to complete a study
time table developed by the Monash University Engineering Department:
http://www.eng.monash.edu.au/current-students/download/preparing-timetable.pdf.
Then complete the template for practice.
ACADEMIC PREPARATORY CURRICULUM 364
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 365
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Now that you have an idea of time management strategies, particularly for studying,
let’s have you reflect on your current use of time.
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 366
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on study time management.
-As you recall, we first mentioned that research shows that graduate students
encounter poor time management skills and challenges with balancing academic
workload (Lowinger, He, Lin, & Chang, 2014; Mukminin & McMahon, 2013).
-Some graduate students also deal with anxiety and stress from working on a weekly
basis (Zhou, Frey, & Bang, 2011).
-We also reviewed effective time management strategies and techniques that could
help students better organize their time and meet academic and personal tasks
successfully.
-Some tools we had discussed and applied were a weekly planner, daily to-do list, and
a study timetable.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 367
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Welcome to nit 5E: Technical resources for mathematical analysis and
programming. For this unit, you will be able to use key resources for technical
development, mathematical analysis, and programming guidelines for graduate
engineering studies.
It is important to review your mathematical analysis and technical skills by visiting
various sources in addition to your course materials. Here are some helpful sources
on this slide. You may also visit search engines online and type other topics/sources
that are relevant for your specific engineering major.
ACADEMIC PREPARATORY CURRICULUM 368
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
Let’s discuss in an open forum your experience with math and technical skills.
For this open forum, use your alias and answer the following questions. This module
concludes with this open forum activity.
Be sure to press the submit button are you have finished. Then return to the
Modules Menu.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 369
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete an 8-question quiz that covers the materials we’ve
reviewed in this unit. This assessment will test your knowledge on various
learning and study strategies covered in this unit. Choose your answer and click
on the submit button on the bottom of each page. The quiz tutorial will display a
response to your answer. Read the response, then go to the next question. The last
page of the quiz displays a summary of your answers. You will be able to print out
your results. Please click on the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 370
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 371
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 372
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 373
Quiz results displayed.
[Untitled image of results envelope]. (n.d.). Retrieved from http://2.bp.blogspot.com/-
Tk50Am8a4xk/U-5iggzNMyI/AAAAAAAABn0/DXlJmRJPMzA/s1600/survey-
results.jpeg
ACADEMIC PREPARATORY CURRICULUM 374
Congratulations!
You have now completed Unit 5!
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 375
[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 376
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: Welcome to Unit 6: Professional Communication Skills in an Academic
Setting. Engineering graduate students are expected to demonstrate professional
communication both in the academic and professional setting, especially in this era of
globalization in which cross-cultural communication and collaboration in the English
language are becoming prevalent in the engineering profession (Riemer, 2007). For
this unit, we will focus more on the school setting. The next unit will cover
professional communication in the workplace. The benefits of mastering the
objectives of this unit are learning to present orally as an individual and in a group.
Another topic reviewed in this unit is also learning to create a professional oral
presentation with a focus on engineering subjects. The unit will provide resources on
communicating effectively through technology such as using proper email etiquette.
Plus, learners will be able to reflect on their current effectiveness with interpersonal
communication and public speaking. Click on the green arrows to move forward or
back on each slide. [Untitled image of a female speaking]. (n.d.). Retrieved from
http://3.bp.blogspot.com/-
aJ6aI0mWFbE/UZoyaVSh4HI/AAAAAAAABSM/QoPFQ5ySjUs/s1600/speech_6.gi
f
ACADEMIC PREPARATORY CURRICULUM 377
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Now , feel free to click on any module tab to begin. However, it is
recommended to follow the order of the modules in alphabetical order , such as Unit
6A, 6B, 6C to avoid confusion and disconnection during the learning process. Also , be sure to complete the quiz after reviewing all modules.
ACADEMIC PREPARATORY CURRICULUM 378
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 6A: Oral presentation and professional speaking techniques. For
this unit, you will be able to describe and apply effective strategies for designing an
individual oral presentation. Apply professional speaking techniques to a variety of
audience in an academic setting. Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 379
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: Let’s begin with engineering presentation content using slides such as
PowerPoint. Click on the web link for a list of recommendations or guidelines from
the IEEE online resources. Note that the presentation is a bulleted list to lead the
discussion, and is not a copy of the report.
Keep it relevant – Focus on what your audience can relate to and understand.
Use facts, not all opinions
Limit mathematical equations on the slide
Limit content – keep it simple and to the point. Keep it to 8 to 10 words per line
And 6 to 8 lines per slide
Font size should be at least size 18
Avoid overusing color on your slides or props (it could be distracting to the audience)
Data charts may be included (restricted to the font size noted)
Use real examples for illustration
If you are using embedded videos or online links, test them as well
And limit animation for technical conference presentations
PowerPoint speaker [Online image]. (2016). Retrieved from
https://commons.wikimedia.org/wiki/File:Powerpoint_Speaker.gif
ACADEMIC PREPARATORY CURRICULUM 380
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: Now let’s review a poster presentation outline. There are different types
of oral presentations in engineering graduate school. One type of presentation is
presenting a laboratory report or experiment. As you recall in the academic writing
unit, we reviewed how to write a laboratory report, which is often used for a scholarly
journal article. The laboratory report poster shows the student’s analysis and
observations of data while applying theoretical framework. As review, the laboratory
report includes the following sections, which also goes on the poster presentation:
Title Page Abstract Introduction/Hypotheses Experimental (Methods and Materials) Results and Discussion (may be broken into two sections) Conclusions Acknowledgements (optional) Literature Cited/References
o o o fo
o of o
ACADEMIC PREPARATORY CURRICULUM 381
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now here is a sample of an engineering poster with the sections from Lepek and
Stock (2011).
ACADEMIC PREPARATORY CURRICULUM 382
Instructions: This slide is a short video.
Narration: Now , let’s watch an engineering graduate student presenting an engineering poster presentation at a university research festival.

ACADEMIC PREPARATORY CURRICULUM 383
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next is an individual presentation rubric. Here is an excellent oral communication
assessment rubric from Auburn University Department of Chemical Engineering.
The rubric can help you better prepared for an individual oral presentation. Try
scoring yourself. You may also ask a classmate or friend to evaluate you before a
presentation.
ACADEMIC PREPARATORY CURRICULUM 384
Instructions: This slide is a short video.
Video: An engineering graduate student will explain the points stated below.
Narration:
Now , let’s watch a short video of an engineering graduate student presenting great tips on how to deal with public speaking anxiety before, during, and after a speech or
presentation.
Before the presentation: Practice in front of a few friends, co-workers, or
classmates. If nobody is around, practice alone in a quiet room and pretend that you
are presenting to an audience. Then reflect and write down your own physical
reactions (what makes you nervous, what triggers your anxiety).
Source: ,
, ,

,

ACADEMIC PREPARATORY CURRICULUM 385
1-Use relaxation techniques such as taking deep breaths, tightening and then relaxing
your muscles, and visualizing a peaceful setting.
2-Accept fear and use it. Accept the fact that you are nervous (remember it’s normal to
experience speech anxiety) and use that nervous energy to enhance your delivery.
Remember, even the best speakers get nervous, but they use it to their benefit.
3-Wear comfortable clothes. Most of us have a few outfits that we feel particularly
comfortable and confident in. These are good things to wear when you present a
speech.
4-Act confident and try not to show your anxiety/stress to the audience. Remember
that your nervousness is usually invisible to your audience. If you act confident your
audience will assume that you are. Avoid telling the audience that you are nervous.
5-Find friendly faces in the crowd. While you are speaking , find one or two people in
the audience that are giving you positive feedback (nodding in agreement, smiling
when appropriate, etc.). When you feel nervous make eye contact with those people.
Their friendly faces will give you encouragement.
After the presentation: Ask for feedback from an audience member, classmate, or an
instructor. Be open to their views and constructive criticism. It will help make
changes or improvements for next time. Also , if you were videotaped or audio
recorded, watch or hear your speech. Reflect on what you need to work on and take
notes.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 386
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review professional speaking techniques that might be useful for you
especially for class presentations or in any professional presentation setting.
-First, avoid standing on your own slides or props.
-Maintain eye contact with at least a few people
-Use the "point, turn, talk" technique. Pause when you have to turn or point to
something, then turn back towards the audience, then talk.
-Use physical gestures with limitations. For instance, raise three fingers and say
"thirdly" as you make your third point.
-Minimize the amount of walking during your talk to avoid giving your audience a
headache by walking back and forth.
-Pronounce all words correctly and project your voice.
-Avoid "ums," "likes," and "you know."
-Avoid repeating the same word, “basically”
-Pause occasionally
-Avoid clichés and slang.
ACADEMIC PREPARATORY CURRICULUM 387
-And be enthusiastic, comfortable, and confident. Avoid being overly loud. Be aware
of your voice projection. Look and feel believable and credible with your speaking
and gestures.
Adopted from the Pennsylvania State University College of Earth and Mineral
Sciences, John A. Dutton E-Education Institute (2014). Oral presentation and
powerpoint. Retrieved from https://www.e-
education.psu.edu/styleforstudents/c7_p4.html
Schall, J. (n.d.). Beyond powerpoint, becoming an effective presenter. Retrieved
from http://www.graduatingengineer.com/articles/20040308/Beyond-Powerpoint
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 388
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 389
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , I will have you complete a wrap-up activity for this module by completing a reflection exercise.
Press the submit button when you have finished. You may discuss your reflection
with your academic advisor.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 390
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 6B: Group/team presentation strategies. For this unit, you will be
able to explain and apply effective strategies for working in a group/team presentation
setting. Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 391
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next we will review group oral presentation techniques. First let’s discuss in an open
forum of your experience with working in a group presentation setting.
For this open forum, use your alias and answer the following questions.
Press the submit button are you have finished. You may return to this page to see other
students' responses.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 392
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , let’s review effective group presentations such as how to prepare and present.
An excellent strategy to prepare an effective group presentation are the following
(adapted from from Monash University, School of Engineering, Online resources).
First, organize the structure of your presentation into the sections required for the
course such as the introduction, middle section, and conclusion.
2. Designate sections to each speaker. It is recommended to have each speaker given
about the same amount of information to report or present.
-Make sure the presentation is well balanced with each speaker speaking for about the
same time.
-Each speaker only speaking once or more if necessary.
3. Decide where visuals are needed and prepare these visuals.
-Make sure that your slides are effective.
-Avoid long lists of equations and detailed technical information.
-Give every slide a title.
4. Prepare the talk. Make the language of your presentation formal enough. Avoid
ACADEMIC PREPARATORY CURRICULUM 393
informal language, slang, or jargon.
5. Prepare your notes or formulate an outline. It is best to use bullet points. You may
use flashcards or sheet of paper. Avoid writing on your entire presentation.
6. Rehearse with the group. Be sure to check the following:
-Structure of the presentation, make sure you cover the points required for the
presentation provided by the instructor.
-Timing of the presentation. Make sure you’re not at the minimum range and not over
the max required.
-Delivery and use of technology. Be sure your technology is working. Make any
necessary changes and prepare the final version. Rehearse again, if necessary.
ACADEMIC PREPARATORY CURRICULUM 394
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
When giving the presentation,
Create a good impression. Look professional with a neat, clean appearance. Dress
appropriately (no holes on pants, no ripped t-shirts, etc.).
-Set-up equipment such as the PowerPoint, chairs, tables
-Check equipment (projector, slides)
Look enthusiastic, show confidence.
Do not read from your full report or read from your notes entirely. Avoid looking
unprepared.
Project your voice so the entire class can hear you.
Do not write detailed calculations on the board. You do not want to lose the audience
interest with too much text.
Avoid changing speakers more than you have to. Too many short sections make the
presentation misaligned and confusing for the audience to follow.
The first speaker should state the focus of the presentation and provide an overview of
the structure of the presentation.
ACADEMIC PREPARATORY CURRICULUM 395
For example: The purpose of our presentation is to…There are three main parts to our
presentation. First,…Next,…Finally,……
Each speaker should clearly state the topic of their part of the presentation. For
example: Now , I/we am/are going to present an overview of our first design, outlining the dimensions, the construction method,…
There should be a clear conclusion statement. For example , In summary, the
major advantages of our design are… Ask students in the class if they have any questions. Initiate and facilitate the
discussion.
(Adapted from from Monash University, School of Engineering, Online resources):
http://www.eng.monash.edu.au/current-students/download/group-presentations.pdf
[Untitled of a group presentation]. (n.d.). Retrieved from
http://farm8.staticflickr.com/7224/7199773322_fe6f012d9f_z.jpg
ACADEMIC PREPARATORY CURRICULUM 396
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is a peer evaluation engineering rubric for group and individual presentations. It
is also helpful to use a peer evaluation for a presentation to help you improve your
oral communication skills for a group evaluation. We will use this peer evaluation for
the video demo on the next slide.
Source: University of North Florida Engineering Rubrics for Presentation Skills,
Technical Content
(n.d.). Retrieved from http://www.unf.edu/search.aspx?cof=FORID%3A10&ie=UTF-
8&q=engineering+group+presentation+rubric&sa=Go&siteurl=www.unf.edu%2F&re
f=&ss=8632j7005812j41
ACADEMIC PREPARATORY CURRICULUM 397
Instructions: This slide is a short video.
Narration: Now let’s watch a sample video of a short group presentation by
engineering graduate students. Use the group presentation evaluation rubric from
the previous slide to evaluate this group presentation.
Create your own at Storyboard That (n.d.). Retrieved from
http://www.storyboardthat.com/help-and-faqs/storyboard-copyright-faq
ACADEMIC PREPARATORY CURRICULUM 398
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are other helpful resources for an effective oral presentation.
Please review these links.
ACADEMIC PREPARATORY CURRICULUM 399
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , I will have you complete a wrap-up activity for this module by completing a
matching game based on the information you have learned from the last two videos.
Drag the appropriate yellow box response to the answer box on the right. The correct
and incorrect response will appear. After completing this game, click on the Modules
Menu to go to the next module.
Answer Key:
Each speaker should clearly state the topic of their part of the presentation. For
example , Now , I/we am/are going to present an overview of our first design,
outlining the dimensions, the construction method,…
Rehearse with the group and time the presentation. Make sure you’re not at the
minimum range and not over the max required.
2. Ask students if they have any questions. Facilitate the discussion. Initiate and
facilitate the discussion.
ACADEMIC PREPARATORY CURRICULUM 400
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to nit 6C: Email communication skills. For this unit, you will be able
to demonstrate an ability to communicate effectively through email in an academic
environment. Press the right green arrow to proceed.
ACADEMIC PREPARATORY CURRICULUM 401
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 402
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Another professional communication method used in graduate school is email
etiquette to your faculty instructor/professor and staff member from your institution.
First, let’s have you do a reflection exercise: What have been your experience with
email etiquette? Do you feel that you properly address faculty or other staff members
in a professional tone?
Press the submit button are you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 403
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are some strategies and samples for email etiquette.
Let’s review components of an effective email adapted from the Writing Center at the
University of North Carolina, Chapel Hill online resources.
E-mail Subject Lines
The email subject should convey the main point of your e-mail or the idea that you
want the reader to take away from your e-mail. One word subjects such as “Question,”
or “FYI” are vague and informal. Think about the subject lines on the e-mail messages
you receive.
Greetings and End note
Do not start with your text, and do not send the email without a polite signature. If you
do not know the person well, you may be confused about how to address him/her
(“What do I call my TA/professor?”) or how to sign off (From? Sincerely?).
Nonetheless, it is always better to make some kind of effort. When in doubt, address
someone more formally to avoid offending them. Some common ways to address your
reader are:
ACADEMIC PREPARATORY CURRICULUM 404
Dear Professor Kim,
Hello Ms. Taylor,
Hi Mark Johnson,
If you don’t know the name of the person you are addressing, or if the e-mail
addresses a diverse group, try something generic, yet polite:
To whom it may concern,
Dear members of the selection committee,
Hello everyone,
For your closing, something brief but friendly, or perhaps just your name, will do for
most correspondence:
Thank you,
Best wishes,
See you tomorrow,
Regards,
For a very formal message, such as a job application, use the kind of closing that you
might see in a business letter:
Sincerely,
Respectfully yours,
Be careful of Cc: and Bcc: (‘carbon copy’ and ‘blind carbon copy’)
Be aware that when you send a message to more than one address using the Cc: field,
both the original recipient and all the recipients of the carbon copies can see all the e-
mail addresses in the To: and Cc: fields.
Your closing is extremely important because it lets the reader know who is contacting
them. Always sign off with your name at the end of your e-mail. If you do not know
the reader well, you might consider including your title or graduate program, and the
organization you belong to . For example ,
John Washington
Master’ s Student, Biomedical Engineering
University of Los Altos, Class of 2018
Phone number
Email address
ACADEMIC PREPARATORY CURRICULUM 405
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are additional tips for email etiquette from the Writing Center at the University
of North Carolina, Chapel Hill online resources. You may click on the link for
additional information. The tips are the following:
-Think about your message before you write it.
-Reflect on the tone of your message.
-Be concise and to the point.
-Format your message so that it is easy to read.
-Check for Spelling and grammar.
For email samples and other helpful email etiquette resources, you may visit Let’s
review Email Etiquette for the Professional Engineer: Surviving the Virtual World of
Communication from the Georgia Tech Professional Communication website.
Please review appropriate email samples before moving to the next slide.
ACADEMIC PREPARATORY CURRICULUM 406
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now that you have an idea of email etiquette, I will have you complete a wrap-up
activity for this module by completing an exercise.
Please write an email sample to your professor by applying the techniques that you’ve
learned in this unit. This exercise will help you practice proper email etiquette. After
you complete the exercise, please click the submit button. Following this exercise,
you may ask a peer or your academic advisor for feedback of your email.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
Email icon [Online image]. (n.d.). Retrieved from
http://www.iconarchive.com/show/socialmedia-icons-by-uiconstock/Email-icon.html
ACADEMIC PREPARATORY CURRICULUM 407
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete an 8-question quiz that covers the materials we
reviewed in this unit. This assessment will test your knowledge on various
professional communication skills in an academic setting covered in this unit.
Choose your answer and click on the submit button on the bottom of each page. The
quiz tutorial will display a response to your answer. Read the response, then go to the
next question. The last page of the quiz displays a summary of your answers. You will
be able to print out your results. Please click on the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 408
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 409
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 410
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 411
Quiz results displayed.
Image: http://2.bp.blogspot.com/-Tk50Am8a4xk/U-
5iggzNMyI/AAAAAAAABn0/DXlJmRJPMzA/s1600/survey-results.jpeg
ACADEMIC PREPARATORY CURRICULUM 412
Congratulations!
You have now completed Unit 6.
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 413
[Untitled image of an engineering icon]. (n.d.). Retrieved from
http://pixabay.com/en/gear-icon-service-configuration-1674891/
CC0 Public Domain: https://creativecommons.org/publicdomain/zero/1.0/deed.en
ACADEMIC PREPARATORY CURRICULUM 414
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Welcome to Unit 7: Professional Ethics and Characteristics Beyond Engineering
Graduate School.
It is essential for engineering graduate students to understand and apply a code of
ethics and demonstrate professional characteristics in the engineering profession.
For instance, students are expected to show professional etiquette in the work setting.
The benefits of mastering the objectives of this unit are for students to make sound
ethical decisions beyond graduate school. The topics reviewed for this unit also cover
project management and professional communication. This unit is also a final
overview of previous units by guiding students to become true professionals and be
prepared to work competently in a engineering professional culture. You will also
reflect on your current professional characteristics and complete an expert profile.
Please note that this unit as a whole covers a general overview of these topics.
Learning advanced forms of professional ethics and communication are beyond the
scope of this curriculum. The primary purpose is to provide you a foundation or
introduction of these topics so that you could gain some basic background.
ACADEMIC PREPARATORY CURRICULUM 415
Please click on the green arrows to move forward or back on each slide.
[Untitled image of business people]. (n.d.). Retrieved from
https://pixabay.com/en/business-internet-web-technology-1012761/
ACADEMIC PREPARATORY CURRICULUM 416
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
To find out the learning outcome for each module, you will need to click on its tab.
When you arrive at the module's home page, you will notice a yellow Modules Menu
icon on the bottom right corner. You may click on that icon to return to this menu
page. Now , feel free to click on any module tab to begin. However, it is
recommended to follow the order of the modules in alphabetical order , such as Unit
7A, 7B, 7C to avoid confusion and disconnection during the learning process. Be
sure to complete the quiz after reviewing all modules including the expert profile.
ACADEMIC PREPARATORY CURRICULUM 417
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
First we will review professional ethics of the engineering profession. This section is
to provide you a general introduction to engineering ethics, and to reflect on your
ethical awareness and decision-making skills. You will also learn about ethical
problem -solving techniques for ethical engineering -based issues. It is important for
current engineering students to understand and apply engineering ethics considering
that they will encounter ethical decision making throughout their professional career
(University of Missouri, College of Engineering:
engineering.missouri.edu/mae/files/engineering_ethics1.pdf).
[Untitled image of scales of justice]. (n.d.). Retrieved from
https://pixabay.com/en/lawyer-scales-of-justice-judge-450205/
ACADEMIC PREPARATORY CURRICULUM 418
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 419
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Before moving forward, let’s have you complete a reflection exercise.
For this reflection exercise, answer the following and then press the submit button.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 420
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review what ethics is. Ethics is the study of moral characteristics, conduct,
and values, and the ability to determine what is right and wrong (Berson & Benner,
2007).
As for engineering ethics, Martin and Schinzinger (2010) indicate that engineering
ethics is the study of decisions, policies, and values in engineering practice and
research. Engineering ethics include rules, standards and professional responsibilities
adopted by various engineering professional and technical associations.
Some common associations are the National Society of Professional Engineers
(NSPE), the American Society of Mechanical Engineers (ASME), the Institute of
Electrical and Electronics Engineers (IEEE). Some codes are lengthy and some are
short and some address specific engineering professions such as the ASME (Watkins,
2015).
Main issues of engineering ethics reveal topics on safety, health, welfare of the public,
handling data and information, and crediting other’s work. (NSPE, n.d.; Watkins,
2015). Overall, a code describes the main roles and responsibilities of engineering
ACADEMIC PREPARATORY CURRICULUM 421
professionals (Harris, Pritchard, & Rabins, 2000 cited in Fleddermann, 2012).
Ethics [Online image]. (n.d.). Retrieved from
http://www.bing.com/images/search?view=detailV2&ccid=w4HSIlgp&id=3EFD6EA
215C41820D3C4F38F8FCAEB659375662C&q=engineering+ethics&simid=6080401
83611592596&selectedIndex=8&qft=+filterui
ACADEMIC PREPARATORY CURRICULUM 422
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
According to Fleddermann (2012), the main purpose of engineering code of ethics is
to serve as a framework to guide engineering professions in making ethical
choices. However, all codes of ethics do not cover all possible ethical issues that an
engineer might confront (Fleddermann, 2012). Also professional engineering codes
are deficient for dealing with complicated cultural and social dilemmas (Zoltowski,
Buzzanell, & Oakes, 2013). Again, the codes serve as a guidance and starting point
for making ethical decisions.
It is important to keep in mind, though that codes of ethics are not:
1-A replacement for sound judgment.
2-Not a legal document. A professional cannot be arrested. However, if a member of
a professional association violates any canons of the association, the association may
choose to suspend, or terminate the member (Berson & Benner, 2007; Fleddermann,
2012).
[Untitled image of right and wrong arrows]. (n.d.). Retrieved from
https://pixabay.com/en/signs-right-wrong-good-bad-1172209/
ACADEMIC PREPARATORY CURRICULUM 423
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
By learning engineering code of ethics, engineers would be able to: (adopted from
Fleddermann, 2012):
-Recognize the professional responsibilities and how their technical work affects
society. Thus, they can influence business practice, health, safety, regulations, and
politics.
-Gain ethical awareness considering most major corporation has an ethics department
that has the responsibility to support and provide employees an opportunity to express
their concerns and prevent ethical problems from occurring.
-Learn from history of past cases whether they were positive or negative. Engineers
would then recognize and compare similar situations.
-Apply techniques for analyzing and resolving ethical problems.
-Improve moral autonomy, which is the ability to think critically and independently
about moral issues.
ACADEMIC PREPARATORY CURRICULUM 424
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , take a quick break by taking a true and false game based on the information
you have learned so far. Drag the T (True) or F (False) to the answer box. The correct
and incorrect response will appear. After completing this game, please proceed to the
next slide.
Answer Key:
1-Correct answer: True
2-Correct answer: False
Response: These are two common associations with professional code of ethics.
3-Correct answer: True
4-Correct answer: False
Response: A code of is not a legal document. A professional cannot be arrested.
However, if a member of a professional association violates any canons of the
association, the association may choose to suspend, or terminate the member (Berson
& Benner, 2007; Fleddermann, 2012).
ACADEMIC PREPARATORY CURRICULUM 425
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
The following are links to some engineering professional code of ethics.
Now , let’s have you do an exercise. Review the NSPE Code of Ethics for this
exercise before moving to the next slide.
ACADEMIC PREPARATORY CURRICULUM 426
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now that you have reviewed the NSPE Code of Ethics, let’s discuss in an open forum
how the NSPE codes of ethics can apply to your current/future engineering job or
internship experience.
For this open forum, use your alias and answer the following question. Press the
submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 427
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next , we will cover engineering ethical-based case studies.
Research indicate s that engineering case studies provide students good insight into
actual practice of engineering in relation to technical issues, and professional and
ethical responsibilities (Lewis, Ralston, Delatte, & Wheatley, 2011). Students will be
able to apply real -life examples and become prepared to face difficult decision making
situations in the engineering profession.
Unfortunately, many students are not prepared to deal with ethical issues in their
future profession. Therefore, case studies on engineering ethics provide “hands-on”
experience in analyzing situations that they may encounter in the workforce (Dyrud &
Sharp, 2015). Cases can also increase problem -solving skills and provide practice in
making ethical decisions, particularly with working in a small group setting. By
now , you should have some knowledge and skills in working in a group discussion by gaining information from the previous unit on professional communication in an
academic setting. Also, as you recall from the US Teaching Methods units, we
reviewed problem -based learning and how to work in group discussions. In fact, those
skills
ACADEMIC PREPARATORY CURRICULUM 428
you’ve acquired previously apply to working with ethical based case studies.
Furthermore, according to Fleddermann (2012), techniques used in ethics problems
are similar to design projects. Both methods apply a good amount of knowledge to the
solution of a problem including the structure and processes of designing a product.
ACADEMIC PREPARATORY CURRICULUM 429
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s discuss a case study on engineering ethics. Please read this text by
Clare Bartlett, a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula
Center for Applied Ethics at Santa Clara University. August 2015. After you
complete the reading, please proceed to the next section. You may take notes if
necessary.
Source: https://www.scu.edu/ethics/focus-areas/more/engineering-ethics/engineering-
ethics-cases/copyright-concerns/
ACADEMIC PREPARATORY CURRICULUM 430
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Let’s discuss in an open forum about your thoughts, concerns about this copyright
case study. There is no right or wrong answer.
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 431
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are other relevant case studies. Please click on the links and review at least one
case and take notes. Use the note-taking techniques we’ve reviewed in the learning
and study strategies unit. You will use the case in an forthcoming exercise.
By the way, if you’re wondering what whistle-blowing means. A whistleblower is a
person who discloses wrongdoing of an organization to the public (Berson & Benner,
2007).
ACADEMIC PREPARATORY CURRICULUM 432
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Ethical Case Problem -Solving Techniques:
Next we will discuss ethical problem solving techniques to help you make better
ethical decisions by using the following tools in the next few slides.
Case-if-then-end flowchart [Online image]. (2015). Retrieved from
https://commons.wikimedia.org/wiki/File:CASE-IF-THEN-END_flowchart.svg
ACADEMIC PREPARATORY CURRICULUM 433
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
One helpful technique for analyzing an ethics case is Michael Davis’ (2013) format
for resolving ethical issues from “Seven Step Method for Ethical Decision Making”
You may click on the web link from Davis (2013).
Source: Davis, M. (2013). 7 step method for ethical decision making. Retrieved from
http://ethics.iit.edu/IPRO/7stepmethod.pdf
ACADEMIC PREPARATORY CURRICULUM 434
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Instructor’s guide: Use pointer to show the appropriate examples on the figure.
Narration:
Next , we’ll review ethical problem solving techniques that will help with ethical
engineering situations, which are not covered on professional engineering codes of
ethics.
1-One type of technique is called micro-insertion. Micro-insertion is to incorporate an
ethical component to an existing engineering problem (Riley, Davis, Jackson, &
Maciukenas, 2009). The first steps are to identify an ethical problem or issue; review
the relevant code of ethics; reflect on current practical experience; ask/interview
practitioners about their current practice relevant to the problem; read sources
(articles, online stories, etc.) pertaining to the problem, and write up problems based
on your own work/internship experience.
Questions that can come up are the following:
What is the ethical problem(s) here? What facts are known, and what facts need further determination? Who are the affected parties? ACADEMIC PREPARATORY CURRICULUM 435
What alternatives/consequences are available/feasible? What could you do to implement these actions? Here is an example of a micro-insertion based on the Riley et al. (2009) article from
Figure 4. As you can see the revised problem with Ethics Micro-Insertion are shown.
ACADEMIC PREPARATORY CURRICULUM 436
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is an analysis technique for a case study example from Watkins (2015):
The case involves Intel’s Pentium chip.
Source: Williams, C. (1997). Intel's Pentium chip crisis: An ethical analysis. IEEE
Transactions on Professional Communication, 40(1), 13-19.
The Pentium chip case study is summarized (Watkins, 2015; Williams, 1997):
As for Situation n 1994, Intel produced a defective processor chip. It misrepresented
the defect and inappropriately handled customer complaints. For Ethical Points he defect was not disclosed appropriately to the public or its
customers.
consequences he company faced financial losses and customers’ trust.
This technique could be used a guideline for analyzing an engineering ethical-based
case.
Intel pentium chip [Online image]. Retrieved from
https://upload.wikimedia.org/wikipedia/commons/0/01/KL_Intel_Pentium_A80501.jp
g
ACADEMIC PREPARATORY CURRICULUM 437
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Another type of ethical analysis technique in relation to engineering design is the
social impact analysis (SIA) in which students identify and research a current
engineering design, product that could affect the workplace or society (Fontenot &
Burgess, 2012). It is required that the design, product or concept be documented and
patented or copyrighted (Fontenot & Burgess, 2012). Click on the web link for more
information.
ACADEMIC PREPARATORY CURRICULUM 438
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
As in the learning and study strategies unit, we discussed flow charting when it comes
to taking lecture notes and reading text materials. Flow charting can also apply to
analyzing ethical problems or cases. The flowchart provides a visual idea of the
ethical dilemma and its consequences (Fleddermann, 2012).
ACADEMIC PREPARATORY CURRICULUM 439
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next, click on the web link for a rubric from Schmeckpeper et al. (2015) called The
Engineering Professional Skills (EPSA) Rubric to help you with understanding
professional and ethical responsibility. The rubric assists in determining if you are
paying attention to ethical consideration .
ACADEMIC PREPARATORY CURRICULUM 440
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 441
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now that you have various techniques to use when it comes to solving engineering based ethical problems, let’s have you try applying them. Earlier, you were asked to
select one case to read and take notes. Now use 1 to 2 techniques for that chosen
case study. You may discuss your case study with a peer or your academic advisor.
This slide concludes the modules for this unit.
You may save your work and log back on to continue working on this exercise.
Press the submit button are you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 442
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on professional ethics. As you recall, we first defined
engineering ethics and the purpose of codes of ethics. You were also able to reflect on
your ethical awareness and decision-making skills while applying various ethical
problem-solving techniques and cases. This section was to provide you a general
introduction to engineering ethics. We hope that you were able to gain some basic
foundation of engineering ethics as it could apply to your professional career.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 443
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review another common practice in the engineering profession, which is project management. You will notice throughout this section that there are certain
aspects of professional ethics that relate with project management.
Note that you might not serve as a project manager immediately upon earning your
graduate degree, but you could be a component of a project management team
(Berson & Benner, 2007).
Throughout your undergraduate and graduate engineering education, you most likely
learned about working in a team setting for a design project.
Project management in a professional setting has many similarities to steps to a design
project. In a previous unit, we reviewed techniques in working in a group discussion
and group presentation setting. You will notice some techniques and tools in project
management similar to those topics.
Project management in the engineering profession is a very comprehensive and
complex subject to learn in just one lesson herefore, it is beyond the scope of this
unit (Berson & Benner, 2007). In fact, engineering companies hire professionals
ACADEMIC PREPARATORY CURRICULUM 444
from the Project Management Institute (PMI) to train and assist their employees. The
purpose of this unit is to provide you a basic foundation and provide you some tips
and techniques used in project management.
ACADEMIC PREPARATORY CURRICULUM 445
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
According to the PMI, project management is the application of knowledge, skills,
tools and techniques for project activities to meet stakeholder needs and expectations
(Kotin, n.d.). Project management is also used for organizational approach to
managing current operations (Duncan, 1996). Project management also helps with
breaking a complex project into manageable sub-projects or smaller parts. An
efficient project management includes clear duties and responsibilities for each
member of the team (Oberlender, 2014).
ACADEMIC PREPARATORY CURRICULUM 446
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: To analyze the quality and goals for a project and to make better decisions,
it is best to understand the three major constraints/restrictions also known as the
Project Management Triangle (Iron Triangle). The constraints consist of the scope,
time, and cost, which are all linked. Changes to one key constraint can affect the other
two or the quality of the project (Mindtools, n.d.)
Based on Kotin (n.d.), and the PMI online sources:
Scope: The scope of a project shows the goals and expectation of the project
including the specifics and subsets of the product. The scope helps with seeing a
clearer picture and direction of the project.
Time: A time frame outline helps with recognizing the time expected for completion
of the project. The time factor also includes identifying the specific activities of each
phase of the project and the man hours needed per activity.
Cost: The cost estimate is important to determine if the project has sufficient funding
and resources. Resources include material/parts/equipment.
Kotin (n.d.): https://sites.tufts.edu/eeseniordesignhandbook/2013/project-
management-for-engineers-2/
https://www.mindtools.com/pages/article/newPPM_54.htm
ACADEMIC PREPARATORY CURRICULUM 447
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Project management describes its processes into five groups (PMI’s A Guide to the
Project Management Body of Knowledge (PMBOK
®
Guide):
Initiating: Recognizing that a project should begin. Some questions to come to mind
are the purpose of the project. What are the project deliverables and objective?
Planning: Identifying and recruiting team members and responsibilities including cost
and duration of the project.
Executing: Carrying out the plan including procurement, negotiation, logistics and
quality management.
Monitoring and Controlling: Monitoring progress of specific components of the
project and deciding if plans need modification.
Closing: Project is handed to project owner by project team with well documented
reviews, assessments, and ensuring satisfaction of stakeholders.
Source: PMI Website: http://www.pmi.org/about/learn-about-pmi/what-is-project-
management
Also from Al-Atabi (2014) ACADEMIC PREPARATORY CURRICULUM 448
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here is a chart of the project management life cycle, which involves 9 knowledge
areas:
Integration
Scope
Time
Cost
Quality
Human resources
Communications
Risk management
Procurement
For a breakdown for each knowledge area from the PMI, you may visit the web link
and scroll to page 6: http://www2.fiit.stuba.sk/~bielik/courses/msi-
slov/reporty/pmbok.pdf
ACADEMIC PREPARATORY CURRICULUM 449
Project management body of knowledge [Online image]. (n.d.). Retrieved from
https://www.google.com/search?q=Deliverables+Typically+Produced+for+Each+PM
BOK+Knowledge+Areas&rlz=1C5CHFA_enUS717US717&espv=2&biw=1258&bih
=665&site=webhp&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiqu6Dsl_rRAhU
mxVQKHZ4SBJsQ_AUIBigB#imgrc=yc17MZkG0h345M:
ACADEMIC PREPARATORY CURRICULUM 450
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Why learn project management?
As mentioned previously, the engineering profession is often performed in projects,
particularly with applications. (Berson & Benner, 2007).
One of the important factors of project management is to avoid risk of a project failing
and wasting time trying to find a solution to a project. Therefore, proper planning
could help organize a more successful project (Kotin, n.d.).
The project manager is responsible for making sure that the team is following the
process of planning, executing, and closing a given project including each team
member fulfilling assigned responsibilities (Kotin, n.d.).
ACADEMIC PREPARATORY CURRICULUM 451
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Another component of project management is systems engineering. You might have
heard of systems engineering in one of your engineering courses. In fact, systems
engineering is an important part of the management of a system development project
(Kossiakoff, Sweet, Seymour, & Biemer, 2011).
Based on Kossiakoff et al. (2011), systems engineering is centered on the system as a
whole and its total operation. The management of the planning and control aspects of
the project fiscal, contractual, and customer relations is supported by systems
engineering but is usually not considered to be part of the systems engineering
function. However, a project group or project management helps those operations.
Systems engineering is an integral part of project management—the part that is
concerned with guiding the engineering (technical) effort itself such as its technical
executions, evaluating results, and correcting any actions (Kossiakoff et al., 2011).
ACADEMIC PREPARATORY CURRICULUM 452
Instructions: This is a short video.
Narration:
We will now watch a five-minute video of a professional engineer showing us a
project he completed with his colleagues explaining the project management process.
Image:
[Untitled image of a business training meeting]. (n.d.). Retrieved from
https://pixabay.com/en/training-development-business-396524/
ACADEMIC PREPARATORY CURRICULUM 453
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Let’s discuss your thoughts, concerns, or experience with project management in
an open forum.
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 454
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on project team management. As you recall, we first
defined project management and its purpose including the Iron Triangle: scope, time,
and cost. Then we discussed the five processes of project management. We also
compared and contrast between systems engineering and project management. This
section was to provide you a basic foundation and some techniques used in project
management that would be beneficial to your career.
Please click on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 455
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
In the next part of this unit, we will discuss professional etiquette, which also applies
to project management and professional ethics in the engineering workplace. In the
professional world, you will be expected to demonstrate a professional demeanor.
People in the workplace will respect and believe that you are capable of performing
well in your job if you show professionalism.
The next few slides have excellent tips from the Columbia University Center for
Career Education (n.d.):
https://www.careereducation.columbia.edu/resources/tipsheets/skills-business-
etiquette
Al-Atabi (2014)
Berson and Benner (2007)
ACADEMIC PREPARATORY CURRICULUM 456
Instructor’s Guide: The slide in this unit is a video of a professional engineer
demonstrating (no sound from the engineer). However, there is a voice over for
the narrator only. Please have the narrator read the following scripts while
showing the video demo:
Make a positive impression by
-Standing straight, making eye contact, turn and look at people when they are
speaking. Smiling helps, too, but only if done in a genuine manner.
-Following your workplace’s dress code and dressing appropriately.
-Looking neat, including what you carry, such as your bag, briefcase, or backpack.
-Having enough sleep so that you can stay alert. You don’t want to have a bad
impression by falling asleep at your desk.
-Arriving to work on-time.
-Set goals at work. In nit ne, we discussed olein . You may refer back to
that unit on helping to set your goals, including managing your time.
-Learn to regulate your emotions since work at times can be stressful. In nit ne,
we reviewed self-talk and relaxation techniques that also apply to the work setting.
-Focusing on the quality of your work rather than just doing the work to get paid
(Berson & Benner, 2007). Be sure to double check your work and try to avoid
ACADEMIC PREPARATORY CURRICULUM 457
mistakes as much as possible. Think about mastery versus performance orientation
from previous units.
[Untitled image of a female engineer]. (n.d.). Retrieved from
https://pixabay.com/en/engineer-female-engineering-woman-1612104/
ACADEMIC PREPARATORY CURRICULUM 458
Instructor’s Guide: The slide in this unit is a video of a professional engineer
demonstrating (no sound from the engineer). However, there is a voice over for
the narrator only. Please have the narrator read the following scripts while
showing the video demo:
Interacting with other staff
-How you treat others can say a lot about you.
-Learn names as much as possible. A good tip for remembering names is writing them
down and/or keep ing business cards.
-Be open to people’s ideas, views, judgments, and values. Show respect and
understanding.
-Provide your feedback or your input to others. As you recall , we reviewed in previous
units on how to provide and receive feedback in an academic setting. Those techniques
also apply in the workplace.
-If you disagree with someone, be open to working things out by discussing the issues
calmly rather than showing aggression (Al-Atabi, 2014).
-Also , give people their personal space. Their might be times that a co-worker is not in
the mood to chat or laugh.
-Think before sharing your personal life with others at work. You want to feel
ACADEMIC PREPARATORY CURRICULUM 459
comfortable knowing that you can trust people you’re sharing your stories. It also
works the other way, try to avoid asking others to share their personal life if you are
not part of the conversation. It can make others uncomfortable.
Staff meeting office colleagues sitting [Online image]. (n.d.). Retrieved from
http://maxpixel.freegreatpicture.com/Staff-Meeting-Office-Colleagues-Sit-Furniture-
170639
ACADEMIC PREPARATORY CURRICULUM 460
Instructor’s Guide: The slide in this unit is a video of a professional engineer
demonstrating (no sound from the engineer). However, there is a voice over for
the narrator only. Please have the narrator read the following scripts while
showing the video demo:
Staff Meetings
As you recall in Unit 6, we reviewed how to work in a group setting during a discussion course, presentation lab assignment, and during project management,
discussed at the beginning of Unit 7. Being part of work meetings is very similar to those activities. Here are some tips:
- meeting on time. Bring materials needed for the meeting such as a
notepad, laptop, reports/data, pen/pencil.
-Listen to what others have to say o not interrupt while others are speaking.
-Respect others’ opinions.
-Ask questions if need be.
-Provide your input including constructive feedback.
-Put your cell phone on silent mode. It is impolite to allow your phone to ring during
a meeting especially if others are talking or presenting. Another big no is not paying
attention during a meeting such as texting, searching the web on your laptop,
ACADEMIC PREPARATORY CURRICULUM 461
falling asleep.
Source:
The next few slides have excellent tips from the Columbia University Center for
Career Education (n.d.):
https://www.careereducation.columbia.edu/resources/tipsheets/skills-business-
etiquette
Al-Atabi (2014)
Berson and Benner (2007)
Conference phone meeting [Online image]. (n.d.). Retrieved from
a
ACADEMIC PREPARATORY CURRICULUM 462
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , take a quick break by taking a true and false game based on the information
you have learned so far. Drag the T (True) or F (False) to the answer box. The correct
and incorrect response will appear. After completing this game, proceed to the next
slide.
Answer Key:
1-True. It is important to meet deadlines, arrive to work on-time, and meet goals for
projects and other work-related duties.
2-True
3-False. Other staff members and the company as a whole would value everyone’s
input and any constructive feedback. Your input or suggestions can make a difference
with improving a project or task.
ACADEMIC PREPARATORY CURRICULUM 463
Instructor’s Guide: The slide in this unit is a video of a professional engineer
demonstrating (no sound from the engineer). However, there is a voice over for
the narrator only. Please have the narrator read the following scripts while
showing the video demo:
Communicating with customers/clients
-Be courteous and kind to your clients/customers at all times even if you’re having a
terrible day. A bad review of your performance can spread around to other customers
even to your supervisor.
-Avoid mumbling and speaking too fast. Talk clearly so that clients can understand
you well.
-Showing confidence and enthusiasm, but not over the top could help your clients feel
comfortable.
-Use your active listening skills. We reviewed listening techniques in previous units,
which could also apply to working with clients.
-Try to return phone calls and emails in a timely manner (within 1-2 days) even if only
to acknowledge receipt. Or that you will get back to the customer with sufficient
information.
-Personalize your voice mail and email. Be sure to include your name, title, office
ACADEMIC PREPARATORY CURRICULUM 464
hours or any other relevant information.
[Untitled image of two people shaking hands]. (n.d.). Retrieved from
https://pixabay.com/en/hand-advice-client-hand-shaking-1870179/
ACADEMIC PREPARATORY CURRICULUM 465
Instructor’s Guide: The slide in this unit is a video of a professional engineer
demonstrating (no sound from the engineer). However, there is a voice over for
the narrator only. Please have the narrator read the following scripts while
showing the video demo:
-It is important to keep your work space neat and clean. Lots of food and beverages
can make your space look messy. Your colleagues will see the space and consider it a
reflection of you.
-Respect other’s space as well. Don't just walk in without knocking on the door or
cubicle. Don't assume that you can sit down in a co-worker’s office without an
invitation. Wait until you’re invited to do so.
-Do not interrupt others on the phone or in a meeting unless you were asked to in
advanced due to an emergency.
-Limit personal calls, text, and online errands in your work space. Keep in mind of
your company’s policies and regulations with personal errands and use of cell phone
while at work.
-Be sure to read thoroughly and follow any human resources rules for office work
space and safety.
(Adapted from the Columbia University Center for Career Education:
ACADEMIC PREPARATORY CURRICULUM 466
https://www.careereducation.columbia.edu/resources/tipsheets/skills-business-
etiquette)
[Untitled image of an office cubicle]. (n.d.). Retrieved from https://
pixabay.com/en/office-furniture-2014888/
ACADEMIC PREPARATORY CURRICULUM 467
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s have you complete a matching game based on the information you have
learned from the last two videos. Drag the appropriate green box response to the
answer box on the right. The correct and incorrect response will appear. After
completing this game, please proceed to the next slide.
Answer Key:
Voice mail and email. For clients or customers and other employees to know who
you are in an email and voice mail, it would help to personalize them. Be sure to
include your name, title, office hours or any other relevant information.
Confidence and enthusiasm. However, try to limit being “overly” confident and
enthusiastic as you do not want the client to feel uncomfortable.
Personal calls, text, and online errands. Also , keep in mind the company’s
policies and regulations with personal errands and use of cell phone while at work.
ACADEMIC PREPARATORY CURRICULUM 468
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Now , let’s review professional email etiquette
-Here is a great resource on email etiquette called Email Etiquette for the Professional
Engineering: Surviving the Virtual World of Communication:
http://upcp.ece.gatech.edu/docs/curriculum/Email_Etiquette_for_the_Professional_En
gineer.pdf
-Some of the information include:
-Avoiding “cut sie” email addresses. Your email address represents who you are.
-Using proper punctuation and grammar-check your spelling. In nit 6, we discussed
email etiquette in an academic setting. Writing an email in professional work
environment is very similar to writing to your professor.
-Avoiding vague subject lines. Use a descriptive, meaningful subject
-Being concise with your message and avoiding jargon.
-After reviewing the resources, you may complete the email etiquette worksheet.
ACADEMIC PREPARATORY CURRICULUM 469
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: For this exercise, let’s have you write an email sample to a work
supervisor or a staff member from work by applying the techniques that you’ve learned
in this unit and from nit 6 on email etiquette in an academic setting. This exercise
will help you practice good email etiquette. After you complete the exercise, please
click the submit button. After this exercise, you may ask a peer or your academic
advisor for feedback of this email sample.
Email icon [Online image]. (n.d.). Retrieved from
https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=103
7&bih=671&q=email+icon&oq=email+&gs_l=img.1.0.35i39k1j0l9.1474.3243.0.499
8.7.7.0.0.0.0.186.695.2j4.6.0....0...1ac.1.64.img..1.6.695.0.27Qz-O3hBws#imgrc=f-
gEA-mCV7HE2M:
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 470
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Seeking help
In previous units, we discussed how to seek help from your professor, TA, and other
classmates. Those help seeking techniques also apply to the professional work
environment. You may ask your supervisor or co-workers for assistance. Be sure to
write your questions down and clearly present your questions to others either via
email or in-person. You may refer back to the previous units on how to ask for help.
Help button [Online image]. (n.d.). Retrieved from https://pixabay.com/en/help-
button-help-button-sign-icon-1067077/
ACADEMIC PREPARATORY CURRICULUM 471
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Social media is becoming more popular these days when it comes to applying for jobs,
interacting with others, and posting personal information on FaceBook, Twitter,
LinkedIn, etc.
Based on data from the Mashable Survey (2011) , 91% of hiring managers and job
recruiters surveyed use social networking sites to screen prospective employees. Also , 69% of job recruiters say they denied a candidate based on information about them on
a social networking site.
Source: http://mashable.com/2011/10/23/how-recruiters-use-social-networks-to-
screen-candidates-infographic/ (cited in Temple University Professional
Communication, Career Center website).
If you decide to participate in social media, be sure to present yourself professionally.
Here are great techniques for social media etiquette that will help you rather than hurt
you from the Temple University Career Center on Professional Communication:
http://www.temple.edu/provost/careercenter/alumni/professional-communication.html
A few of the tips are:
-Keep private conversations private
ACADEMIC PREPARATORY CURRICULUM 472
-Do not tag inappropriate pictures
-Avoid using wall posts or comments to share personal stories, emotions, etc.
Social media blocks [Online image]. (n.d.). Retrieved from
https://www.google.com/search?q=social+media&rlz=1C5CHFA_enUS717US717&e
spv=2&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj5z86ZiK_TAhUEwYMKHa
9-
DCEQ_AUIBygC&biw=1134&bih=671#q=social+media&tbm=isch&tbs=sur:fc&im
grc=HT6ArgjvV6rD1M:
ACADEMIC PREPARATORY CURRICULUM 473
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on professional etiquette techniques. As you recall, we
reviewed various forms of professional etiquette such as making a positive impression
at work, knowing how to participate in staff meetings a interacting with other staff
members. We also discussed proper workspace and email, and social media
etiquette. Overall, the purpose of this module is to help you demonstrate a
professional demeanor in the workplace. Thus, people in the workplace would
respect and believe that you are capable of performing well in your job if you show
professionalism. Please click on the Modules Menu icon to proceed to the next
module of this unit.
ACADEMIC PREPARATORY CURRICULUM 474
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Another important aspect of preparing for the professional world is job interviews. In
this section, we will now review helpful interview techniques for engineering
positions, particularly for technical jobs.
According to Hein (2013), one of the main purposes of the technical interview
process is for hiring managers to evaluate how a candidate approach real-world
problems, and the depth of knowledge and skill the candidate possesses. Some
interview question can include coding questions, programming, word problems,
discussion, and brain teasers.
Source: Hein (2013): http://www.cio.com/article/2383000/careers-staffing/how-to-
prepare-for--and-ace--the-technical-interview.html
ACADEMIC PREPARATORY CURRICULUM 475
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Next we will review how to prepare for a technical job interview.
-Prior to the interview, some employers will ask candidates to complete a programming
or logic problem homework. Be aware of the due dates and follow instructions
carefully.
-Prepare for whiteboarding. It is possible that an employer will ask you to whiteboard.
Practice whiteboarding as if you were in an interview setting.
According to (Forbes, 2016) whiteboarding is considered the most traditional type of
technical interview and is where you are asked to solve an algorithm question using a
marker and a whiteboard (Forbes, n.d.). Then you stand at a whiteboard discussing
the solution with your interviewer while writing out the code. Interviewers assess your
coding solution skills and how well you communicate. The next slide, we’ll show a
video of a whiteboarding demo.
-Also review engineering principles and terminologies: Review your programming
language or any technical terms. You might get questions ranging from the
fundamentals to some advanced level concepts.
ACADEMIC PREPARATORY CURRICULUM 476
-Do research on the company’s main products and people you will be meeting through
social media or the company’s website. Use your research to develop your set of
questions for the interview (Berson & Benner, 2007).
[Untitled image of an interview collage]. (n.d.). Retrieved from
https://pixabay.com/en/interview-job-skills-employment-607713/
ACADEMIC PREPARATORY CURRICULUM 477
Instructions: This is a short video.
Narration:
Now let’s watch a short video of a whiteboarding demonstration during an
engineering technical job interview.
[Untitled image of whiteboarding]. (n.d.). Retrieved from http://insights.dice.com/wp-
content/uploads/2015/06/shutterstock_46376116.jpg
ACADEMIC PREPARATORY CURRICULUM 478
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: In sum, a successful interview is to have a professional appearance.
Dressing appropriately for an interview with a neat, clean appearance, and showing
up early or on-time for the interview.
Strong overall presentation: having good written and oral communication skills,
staying positive/confident, good interpersonal skills and professionalism, including
being courteous and patient, showing interest in the job and looking well prepared
(Benton, 2009).
-Practice articulating your thoughts. Interviewers want to be able to understand what
you are conveying, particularly with explaining concepts. Doing a mock interview
with a friend or a career advisor would help. In previous units, we discussed how to
communicate effectively and using proper gestures while speaking in public. Be
mindful of your voice tone, eye contact, and body posture. Review those previous
materials and apply them while practicing for a job interview. It is important to keep
your response specific with concrete examples.
-Prepare a portfolio of your work: Think about bringing a portfolio of your coding
assignments, engineering calculations, design diagrams, written proposals, and
research project reports.
ACADEMIC PREPARATORY CURRICULUM 479
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Here are some good resources with possible job interview questions and other tips.
ACADEMIC PREPARATORY CURRICULUM 480
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
ACADEMIC PREPARATORY CURRICULUM 481
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
For this reflection exercise, answer the following and then press the submit button:
What have been your experience with engineering type job interviews (internship or
non-internship)? What do you think you need to improve on? What strategies would
you use to enhance your skills?
Press the submit button when you have finished.
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 482
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
This wraps up this module on technical job interview techniques.
In summary, be sure to prepare yourself for technical questions including
whiteboarding that may come up in job interviews. Practice conveying your thoughts
clearly including your expressions for the interviewer. As you recall, we reviewed
various forms of professional etiquette such as making a positive impression at work,
knowing how to participate in staff meetings or interacting with other staff members.
We also discussed proper workspace and email etiquette. Overall, the purpose of this
module was to help you demonstrate a professional demeanor and characteristics in
the work setting. Thus, people in the workplace would respect and believe that you
are capable of performing well in your job if you show professionalism. Please click
on the Modules Menu icon to proceed to the next module of this unit.
ACADEMIC PREPARATORY CURRICULUM 483
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration: Lastly, we will discuss the expert profile of engineer that will sum up what
we have reviewed in this unit. Based on Davis (2004), the expert profile of an
engineer provides a basis for understanding the special and professional
characteristics of the engineering expert. The profile also lists the performance
expectations of engineers, which can be derived from codes of ethics. It also helps
with matching your skills and interests with the engineering field.
Before answering the questions on the next exercise, read the Roles and Holistic
Behaviors of an Engineer and the Behavior-Based Profile of an Engineer from the link
provided from the Transferable Integrated Design Engineering Education (TIDEE)
(Davis, 2004):
http://www.ece.uidaho.edu/ee/power/jlaw/COURSES/CAPSTONE/F05DEVELOPM
ENT/RESOURCES/ExpertProfile090905.pdf
ACADEMIC PREPARATORY CURRICULUM 484
Instructions: This is a Voice Thread. The narrator will need to read the following
script:
Narration:
Now , let’s have you complete an exercise called Expert Engineering Profile Reflections.
Reflect and answer the following questions adopted from Davis (2004): You may
write your answers on a paper or computer. Then keep and share your responses with
a peer or engineering professional including your academic advisor.
After you complete the exercise, please click the submit button. After this exercise,
you may ask an engineer professional, academic/faculty advisor, or even a peer to
discuss your responses.
Press the submit button when you have finished.
[Untitled image of an engineering brain icon]. (n.d.). Retrieved from
http://journalistsresource.org/wp-content/uploads/2012/06/Think.png
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 485
Instructor’s Guide: This slide is a Voice Thread. Please have a narrator read the
following script while showing the images:
Narration:
You’re almost done.
Now I will have you complete an 8-question quiz or assessment that covers the
materials we reviewed in this unit. Choose your answer and click on the submit button
on the bottom of each page. The quiz tutorial will display a response to your answer.
Read the response, then go to the next question. The last page of the quiz displays a
summary of your answers. You will be able to print out your results. Please click on
the green arrow to begin.
Quiz created by Ryan Pineda
[Untitled image of a male student studying]. (n.d.). Retrieved from http://project-of-
education.wikispaces.com/file/view/Pointers_for_Self_Discipline_for_Student_Study
_and_Time_Management.jpg/311090908/Pointers_for_Self_Discipline_for_Student_
Study_and_Time_Management.jpg
ACADEMIC PREPARATORY CURRICULUM 486
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 487
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 488
[Untitled image of a red submit button]. (n.d.). Retrieved from
http://basebuilders.com/wp-content/uploads/2012/03/red-submit-button.png
ACADEMIC PREPARATORY CURRICULUM 489
[Untitled image of results envelope]. (n.d.). Retrieved from
http://2.bp.blogspot.com/-Tk50Am8a4xk/U-
5iggzNMyI/AAAAAAAABn0/DXlJmRJPMzA/s1600/survey-results.jpeg
ACADEMIC PREPARATORY CURRICULUM 490
Congratulations!
You have now completed Unit 7!
Please proceed to receive your Certificate.
[Untitled image of a thumbs up]. (n.d.). Retrieved from
https://cdn.pixabay.com/photo/2016/03/31/19/51/acceptation-1295324_960_720.png
ACADEMIC PREPARATORY CURRICULUM 491
Instructions: This is a Voice Thread. The narrator will need to read the following
script while showing the images:
Narration:
Please print Certificate of Completion for your record. This certificate is evidence of
completing the modules. Then present to your academic advisor.
Certificate of completion [Online image]. (n.d.). Retrieved from
http://allfreeprintable.com/cont/cert/img/printable-completion-award-certificate.jpg
ACADEMIC PREPARATORY CURRICULUM 492
ACADEMIC PREPARATORY CURRICULUM 493
CHAPTER FOUR: RECOMMENDATION FOR IMPLEMENTATION
In reference to the problem of practice and curriculum design of this dissertation, there
are recommendations for implementation. The recommendations provide an overview of the
next steps and actionable plans to help expand the effectiveness of the curriculum. Also, the
recommendations address topics that need further examination, including the curriculum’s
limitations. This chapter focuses on suggestions for academic advisors, faculty members, and
the academic unit as a whole. Also discussed is the restriction of specific curriculum design
applications and approaches.
Recommendation for Academic Advisors
It is highly suggested that academic advisors undergo training in multiple topics in line
with the problem of practice. One area of training is how to interact effectively with a diverse
pool of students, particularly international graduate students in engineering programs. The
training should include counseling and interview techniques. Examples of interview questions to
help monitor a student’s academic performance during and after the training is “Can you show
me an example of your current work?” “What did your faculty suggest that you need to work on
more?” “What part of the class lecture confuses you?” “If you are not using the strategies from
the online modules, what are you doing instead to help improve your skills?” “What are you
doing to overcome test anxiety?” As mentioned in level three of the Kirkpatrick framework
model, academic advisors should qualitatively interview the students individually to determine a
change in their behavior following the training.
Also, academic advisors should learn other counseling techniques from expert advisors or
other academic counseling professionals on counseling/advising academically at-risk students.
Experts should explain and provide literature on different models of advising approaches in
ACADEMIC PREPARATORY CURRICULUM 494
dealing with at-risk students such as appreciative, developmental, and proactive advising and
advising as teaching using engaging, diverse, and novel tasks to promote mastery during the
training. As an assessment, advisors should be asked, through an interview by an expert, to give
examples of advising techniques and models when working with academically at-risk students.
Accordingly, advisors should be able to self-evaluate and determine what advising
approaches best suit them. Advisors should first model expert advisors or other academic
counseling professionals on how to self-evaluate and self-reflect the effectiveness of their
advising skills. During the self-reflection process, advisors could create a portfolio that includes
a personal statement on their advising philosophy, self-reflective journals, advising strategies,
and advisor-development activities. Expert advisors could help review the advisors’ portfolio
with them. The reflective skills taught in the training could help advisors better understand
themselves as advisors and see the importance of specific counseling/advising techniques in the
advising process, and aid in increasing student support and retention.
In addition, the advisors should also be taught cross-cultural counseling competencies. It
will help the advisors become cognizant of various cultural backgrounds, particularly of
international students. The training should involve understanding race, ethnicity, social stigma,
stereotyping, racism, prejudices, oppression, biases, immigration issues, and language barriers.
The curriculum should also consist of topics of different religious values, beliefs, and gender
identities. This part of the training can provide advisors awareness of individual differences to
enable them to become culturally sensitive and skillful while advising a diverse group of
students. It is conducive to apply these counseling skills when it comes to discussing students’
reflection exercises considering that some might not feel comfortable opening up to self-
reflection because of cultural stigma.
ACADEMIC PREPARATORY CURRICULUM 495
The advisors should also learn about students’ different learner characteristics. The
training would help advisors understand and facilitate diverse student learning. Thus, the
advisors will need to have prior knowledge and skills with dealing with different academic
statuses. They will need to have knowledge of reasons students become at-risk academically.
The training should also include information about institutional policies of academic probation,
including its consequences. The learning process should also consist of the importance and
purpose of being an academically successful graduate student. Another training should teach
academic advisors basic terminologies of educational psychology related topics such as human
motivation theories from self-regulation, self-efficacy, goal orientation, to intrinsic/extrinsic
motivation, expectancy-value, and attribution constructs. The advisors can identify and apply
those theories and framework to practice. It will help the advisors understand how students learn
and what motivates their behavior and persistence, cognitively, and non-cognitively.
Since academic advisors will provide students/learners modules to complete, it is
pertinent that advisors understand what each topic and unit consist of throughout the curriculum
in case the learners have specific questions. Learners may also ask advisors for referrals or
additional resources. Therefore, to increase the advisors’ knowledge and skills regarding the
curriculum topics and campus resources, they should also be taught the basics of self-regulated
learning, emotional regulation, goal-setting, academic integrity, plagiarism rules, learning and
study strategies, time management, and professional communication and ethics. The
instructor/advisor will also need to have information on inquiry-based teaching practices applied
in engineering programs, including classroom expectations. Also important knowledge for the
advisor is grasping the meaning and purpose of reflection exercises and how they are applied
ACADEMIC PREPARATORY CURRICULUM 496
throughout the curriculum. The training should be segmented into small manageable parts or
weekly training sessions to avoid cognitive overload.
Recommendation for Faculty Instructors
Academic advisors and faculty members should collaborate on their academic probation
students’ academic standing. The faculty would be contacted by the advisors to provide a full
list of at-risk students. The list would determine the trend of at-risk students during the mid and
final semester. Academic advisors should follow up with the faculty advisor on the student’s
academic progress while documenting any pertinent information. Advisors and faculty
instructors should discuss the strengths and weaknesses of the student and areas needed for
improvement, especially if strategies are not working efficiently for the student. The faculty
instructor should discuss factors that might have led to the student’s academic probation status
and identify recommended support services in addition to the online modules. Some questions to
ask the faculty instructor are “Is the student improving? Has his/her grade increased since the
mid-term?” “What can benefit the student?” “What strategies/resources would you recommend
for this student?” “Are there any referrals/study guides you suggest?”
Faculty instructors should also go through training on multiple topics to support the
students’ academic goals including their own professional development. Similar training for
academic advisors should include understanding policies of academic probation and its
consequences. The academic unit could also provide faculty development and workshops on
how to teach and advise international graduate students effectively. Examples of the training
include communication strategies to avoid or limit the use of slangs and idioms during lectures
so that faculty members learn how to speak and present clearly in class lectures and use
appropriate discourse markers. Additionally, faculty instructors and teaching assistants should
ACADEMIC PREPARATORY CURRICULUM 497
receive training on how to properly explain notes, syllabi, and worked examples to their students
to avoid any miscommunication during the teaching and learning process. Faculty instructors
would also learn to facilitate group discussions and encourage a diverse group of students to
interact and feel comfortable in the classroom setting. Faculty should also be provided self-
reflection exercises so that they can be self-aware of their own cultural competency, biases, and
interpersonal communication skills when interacting with individual students.
Recommendation for Academic Unit and Administration
An all-day retreat of academic advisors, faculty, and administrators would help address
the alignment/misalignment of goals, mission, values, resources, work processes, and the
implementation of trainings. Administrators should meet with academic advisors during the mid
and final semesters to review and align the goals of academic progress and retention of
academically at-risk students within the structures and work processes of the academic
advisement and student services department. A suggestion is to map the organization to ensure
resources and work processes are adequate.
Limitations of Unit Modules
There are some limitations in each unit module. For instance, certain images, templates,
worksheets, and worked examples have copyright restrictions to abide by copyright rules for this
dissertation. Alternatively, the instructor or designer of the curriculum should post the actual
images and templates in the design while meeting copyright regulations and the needs of the
learners. The instructor/designer may also create original images and templates. However, some
units in the modules do have images and templates that meet attribution rights through creative
commons for non-commercial purpose. It is important to note that this curriculum dissertation is
used for nonprofit educational purposes only.
ACADEMIC PREPARATORY CURRICULUM 498
Moreover, the list of strategies and techniques in each unit are mainly based on multiple
sources. The purpose is to provide learners a foundation and guideline for each topic discussed.
For example, the list of strategies and techniques for the learning and study strategies unit,
including the academic integrity unit, do not reflect each institution’s rules, recommendations,
and resources. Learners would need to keep in mind that individual institutions may have
different suggestions and expectations. Students are encouraged to contact their instructor and
advisor for appropriate guidelines and additional tips for studying, taking exams, classroom
presentations, group discussions, providing feedback, preventing academic integrity violations
and misconduct, and any other relevant resources.
Other specific units have restrictions on topics discussed as well. For example, the third
unit on writing in engineering studies is not a comprehensive writing unit as mentioned
previously. Extensive writing exercises, scaffolding, and personalized feedback on the learners’
writing skills by an instructor or another peer are not implemented and administered for this
curriculum. The unit focuses on structural, organizational, and emotional issues to writing.
Students would learn various forms of writing formats, a list of proper editing strategies, and
how to recognize common challenges to academic writing. Moreover, in the fourth unit on
inquiry-based teaching practices in engineering courses, not every teaching method is discussed.
One of the main purposes of the unit is to recognize various types of teaching methods applied in
engineering courses for learners to understand and apply how the teaching practices are
exercised. In unit seven, as previously discussed, learning advanced forms of professional
ethics, project management, and professional etiquette and communication are beyond the scope
of this curriculum. The primary purpose is to provide the learners a general overview, or
foundation, of those topics and to apply the basics to their workplace and internship experience.
ACADEMIC PREPARATORY CURRICULUM 499
In conclusion, the academic unit as a whole of academic advisors, faculty members, and
higher administrators can make a significant contribution to meeting the goals of enrolling and
retaining their graduate students. Thus, the recommendation for implementation and
understanding the limitations of the curriculum design could also have an impact on students’
academic and career development. It is, then, important to develop an efficient and
comprehensive curriculum to help improve academically at-risk engineering graduate students’
academic and professional preparation skills to allow them to gain self-efficacy, self-regulation,
and persistence throughout and beyond graduate school.

ACADEMIC PREPARATORY CURRICULUM 500
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Appendix: Definitions and Terms
Abstract: In engineering courses, abstract materials include concepts, theories, mathematical
formulas, and models.
Academic integrity: According to the Center for Academic Integrity, academic integrity is an
ethical code for academia, which encompasses values of honesty, trust, fairness, respect, and
responsibility for teaching, learning, research, and service.
Acculturation stress: In this paper, an international student may encounter a range of cultural
and psychological changes as a result of being in a new culture (Smith & Khawaja, 2011). These
changes could then lead to stressors.
Attribution: In this paper, attribution theory explains why students respond differently to the
same event (Weiner, 1992). Students strive to understand how the causes of past events impact
their ability to control what happens to them in the future. For instance, if an individual fails a
test, he or she will probably attribute that failure to a specific cause, such as (1) lack of ability,
(2) lack of effort, or (3) poor instruction (Anderman & Anderman, 2009).
Collectivism: Collectivism is the idea that the individual sees a group or society of importance
and great value. The group has its own decisions and thoughts. In this study, international
students tend to come from collectivistic (close-knit) families (Smith & Khawaja, 2011). One
study shows that international students may feel uncomfortable interacting with members from
an individualistic culture due to difficulties adjusting to a new environment (Zhou et al., 2011).
Concrete: In engineering courses, concrete materials involve facts, observations, experimental
data, applications.
Efficacy self-talk: Efficacy self-talk means a student subvocalizes when he or she believes in
finishing or progressing in a specific task.
ACADEMIC PREPARATORY CURRICULUM 554
Ethics: As for engineering ethics, Martin and Schinzinger (2010) indicate that engineering ethics
is the study of decisions, policies, and values in engineering practice and research. Engineering
ethics include rules, standards and professional responsibilities adopted by various engineering
professional and technical associations.
Fabrication: Fabrication is intentional falsification or invention of any information on class
assignments, presentations, and research, and other academic documents (Drexel University
Student Handbook and University of St. Thomas Engineering and Technology
Management Graduate Student Handbook).
Homesickness: In this paper, homesickness is a byproduct of culture shock, which is a
psychological reaction to the absence of significant others and a familiar environment (Poyrazli
& Lopez, 2007). The feelings of homesickness include alienation, anxiety, rejection, loneliness,
and low self-esteem (Poyrazli & Lopez, 2007; Ren & Hagedorn, 2012).
Individualism: In this study, individualism is the idea that the individual is independent, self-
assertive, making choices, and show comfort interacting in a group setting, which is more
common in Western cultures (Smith & Khawaja, 2011). International students often do not
identify themselves as individualistic, but more collectivistic.
Mastery-oriented self-talk: Mastery-oriented self-talk means a student subvocalizes when he or
she finds the materials that he or she is learning to be valuable, interesting, and useful to increase
their knowledge and skills (Wolters, 2003).
Metacognition: Metacognition refers to awareness of one’s cognitive processing and control of
their own learning (Mayer, 2011).
Optional Practical Training (OPT): According to the USC, Office of International Services,
“OPT is a type of work authorization for F-1 students who are completing a bachelor’s or
ACADEMIC PREPARATORY CURRICULUM 555
graduate degree in the US. Its purpose is to provide an opportunity for employment experience
in a student’s field of study. OPT is approved by the United States Citizenship and Immigration
Services (USCIS).”
Plagiarism: Plagiarism is unauthorized use or copying of someone else’s documented words,
ideas, or work as one’s own without giving credit (University of California, Berkeley Center for
Student Conduct, University of Delaware Office of Student Conduct).
Problem-Based Learning (PBL): PBL is a problem-centered teaching method in engineering
education with the purpose of motivating and reinforcing meaningful student learning (Hunt,
2010). The main idea of PBL is learning from the process of working toward the understanding
of a problem (Smith, Sheppard, Johnson, & Johnson, 2005).
Project Management: Project management is the application of knowledge, skills, tools and
techniques for project activities to meet stakeholder needs and expectations (PMI, 2011 cited in
Kotin, n.d.).
Realistic and Symbolic Threats: Represent normative beliefs, values, and worldviews due to
cultural differences while realistic threats refer to the existence of conflicting goals between
international students and the host nation (Charles-Toussaint & Crowson, 2010).
Rote learning: Rote learning focuses on memorization and learning by repetition during
classroom lecturing or preparation for an exam (Psychology Wiki Online, n.d.).
Self-efficacy: Self-efficacy is defined as the judgment that individuals hold about their own
capabilities to learn or to perform courses of action at specific levels (Bandura, 1977; Bandura,
1986). Self-efficacious individuals believe they are capable of completing a task, and their
actions can produce desired outcomes; they will have little incentive to choose the task, exert
ACADEMIC PREPARATORY CURRICULUM 556
more mental effort, or increase persistence (Schunk et al., 2014; Zeldin, Britner & Pajares,
2006).
Self-regulated learner: Self-regulated learners have autonomy, persistence, and the cognitive
and metacognitive abilities, and motivational beliefs to understand and direct their own learning
(Wolters, 2003).
Self-regulation: Self-regulation is defined as being able to direct one’s own learning, thoughts,
behaviors, and actions (Zimmerman, 2008).
Source-code plagiarism: According to Cosma and Joy (2008), “source-code plagiarism in
programming assignments can occur when a student reuses source-code authored by someone
else and, intentionally or unintentionally, fails to acknowledge it adequately, thus submitting it as
his/her own work.”
Synthesize: Synthesizing in literature review is combining multiple sources (two or more) on
the same or shared topic. You would also identify the differences and similarities of the sources
and draw your own conclusion.
Systems Engineering: Based on Kossiakoff et al. (2011), systems engineering is centered on the
system as a whole and its total operation. Systems engineering is an integral part of project
management—the part that is concerned with guiding the engineering (technical) effort itself
such its technical executions, evaluating results, and correcting any actions (Kossiakoff et al.
(2011).
Unauthorized collaboration: Unauthorized Collaboration is working with other classmates on
assignments without permission of the instructor. This rule applies to tests, papers, labs, and
coding or computer assignments. All assignments for a grade must be the student’s own
original, autonomous work, unless the instructor allows collaboration, use of sources, or outside
ACADEMIC PREPARATORY CURRICULUM 557
assistance (University of California, Davis Office of Student Judicial Affairs and University of
Oklahoma Academic Integrity online resources).
Value-based goal-setting: Value-based goal-setting determines if your goals and actions are in
line with your values.
Whiteboarding: According to Forbes (2016), whiteboarding is considered the most traditional
type of technical interview and is where a person is asked to solve an algorithm question using a
marker and a whiteboard.

Abstract (if available)

Abstract Results from an organizational data in the United States show that academically at-risk graduate students in engineering majors, specifically international students, encounter personal, behavioral, and environmental factors that can hinder their academic performance and professional pursuits. The data relate to multiple studies that focus on academic probation and international college students encountering problems with academic preparation, self-regulation, motivation, academic integrity, professional ethics, time management, and linguistic and communication challenges as well as cultural adjustment. The purpose of this curriculum dissertation is to address and develop approaches to the problem of practice by applying the theoretical framework of social cognitive theory emphasizing self-regulated learning and various theories and research-based practices to designing the curriculum. The curriculum design will also apply an evaluation tool and recommendation for implementation to identify the program’s effectiveness and areas for improvement.

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Creator Pineda, Ryan Saldivar (author)

Core Title An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/10/2017

Defense Date 05/02/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag academic self-regulation, academic success, engineering graduate school, ethics, international students, motivation, professional communication,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Stowe, Kathy (committee member), Tambascia, Tracy Poon (committee member)

Creator Email rcpineda@usc.edu,ryancpineda@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-396502

Unique identifier UC11265109

Identifier etd-PinedaRyan-5492.pdf (filename),usctheses-c40-396502 (legacy record id)

Legacy Identifier etd-PinedaRyan-5492.pdf

Dmrecord 396502

Document Type Dissertation

Rights Pineda, Ryan Saldivar

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA