Interview Essay

This is an interview project for STEM EE Scholars. It was given with the intent that the students would be motivated to seek out resources on campus to further our success. We were to find an upperclassman, a graduate student, and a professor whom we could ask questions. We also were told to find and read scholarly articles to further our involvement with this project. We were instructed to seek out advice and information that will help us in our future college careers.

The graduate student I interviewed is the graduate teaching assistant in my introduction to engineering class. I made an appointment with him through the Carmen scheduling system he set up for us. The professor is the instructor from the same class. I read her research, which I found using SCOPUS, and emailed her to set up a meeting. The upperclassman is an academic path peer. Academic path peers are students who have signed up to answer questions about their academic experiences. I looked through upperclassmen academic path peers and filled out a request. The student I contacted is a junior in the Chemical Engineering department.

I asked her about her experience in the major and any advice she had for me. She selected her major by process of elimination of all the engineering fields. She told me that when she first started, she signed up for everything she could. Involvement on campus has been important for her. She gave me advice on studying, and told me to go to office hours to ask my own questions as well as hear the questions other students have. She said that I should also make sure to fine somewhere I to study and focus without constant distractions. She also told me to take breaks when needed. Studying is necessary, but she said that taking breaks when they are needed is just as important.

Alec’s primary involvement in undergraduate school was Engineers Without Borders. He went to OSU for his undergraduate degree and helped start the student chapter of Engineers Without Boarders. He recommended that I find other students who are in the same classes with whom I can study. He did the same thing when he was an undergraduate student.

I used SCOPUS to search for my professor and when the article was unavailable, I requested it through OSU interlibrary services. I was then able to access the pdf from my laptop. I read through the article about inverted classroom styles very carefully so that I would be able to ask her informed questions. The article was fascinating to me. It compared student opinion of the inverted classroom styles across multiple universities. Compared to the other two student bodies discussed in the article, OSU students have a low opinion of the inverted classroom. The result of this was OSU has begun to transition away from the inverted classroom method, returning to a more traditional lecture style in its engineering classes.

I looked into the research of my engineering professor Dr. Kecskemety since I guessed that her research would be most interesting to me. I searched for anything she authored using SCOPUS and found several articles as described above. I met with her and asked her more details about the research. She was more than happy to make time to meet with me and answer my questions.

The assignment was very helpful for me. I learned a lot. Not only did I get some of my questions answered by people who have more experience than I do, but I found where I can get answers should I have more questions in the future. Looking into the research of a faculty member forced me to read things I did not always understand, but I did learn from them. The project also gave me a valuable connection in research. I am in contact with another faculty member discussing the possibility of a paid research position next semester. At the time this assignment was first completed, I had not yet met with the second professor due to scheduling issues. But I have since met with her. Her name is Dr. Kajfez and she conducts engineering education research. We discussed some of her publications and ongoing research, one of which I expressed interest in joining. Since that time, I have been offered a position as an undergraduate research assistant in the department of Engineering Education. Next semester I will begin there working with data analysis concerning engineering major selection.

COSI Volunteer Work

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Through the STEM EE Scholars program, I was able to go to COSI (a science exploration museum in Columbus, OH) to spend time volunteering there. I spent my time using some of their pre-assembled demonstration material to engage with the guests throughout the building. The coordinator at COSI, who trained me weeks before my first volunteering shift, taught me the basics of several different demonstrations. Upon arriving for the actual volunteer work I was given a schedule that told me which demo I was doing at what time during my shift. I was instructed to bring my demo anywhere in the building there were visitors who seemed bored or aimlessly wandering. Sometimes that involved entertaining families waiting in long lines, giving them an informative distraction from the tedium of waiting. Sometimes I stood in the large hallways and talked to guests as they wandered from one exhibit to another. They were always cheerful, enthusiastic, and ready to learn. Occasionally they were familiar with the concepts already and asked me more in-depth questions. These guests were especially rewarding to interact with since they so clearly loved learning and exploring whatever scientific principles were involved with the demonstration I was doing.

This time is meaningful to me in many ways. Because the nature of my volunteer time was not standing on a stage with a crowd watching me, but rather engaging with guests in smaller group settings, I had to repeat the entire demonstration between five and ten times an hour. Through working with the families as they wandered the museum I was able to explain the scientific principles more clearly each time I explained my demo. The repetitive process forced me to express myself in a more concise way and learn how to simplify slightly complex physics principles into explanations young children could understand. Forcing myself to simplify the concepts also forced me to fully understand the demo itself. It’s almost impossible to simplify a complex idea if that complex idea is not first well understood. My volunteer time was additionally rewarding because COSI holds a place of honor and wonder in my own childhood memories. I grew up half an hour away from Columbus. Sometimes, as a special treat, my parents would take my brother and I to COSI. We loved it. There was no place we wanted to go to more when we were young. I remember being so thrilled seeing the demonstrations in the halls. Getting to do that for young children coming into the museum allows me to relive the wonder of visiting COSI as a young child. My time there has taught me how to explain things more clearly and think through what I’ve learned thoroughly enough to explain it to someone else who doesn’t yet understand it. These skills will translate well into any area of life, but especially into my classes and studying with groups. Explaining things clearly will help me understand my classes better and help my classmates understand the material better.

Career

[“Career” is where you can collect information about your experiences and skills that will apply to your future career.  Like your resume, this is information that will evolve over time and should be continually updated.   For more information, go to: http://honors-scholars.osu.edu/e-portfolio. Delete these instructions and add your own post.]

Artifacts

[Artifacts are the items you consider to be representative of your academic interests and achievements. For each entry, include both an artifact and a detailed annotation.  An annotation is a reflective description of the artifact that attempts to communicate its significance.  For more information, go to: http://honors-scholars.osu.edu/e-portfolio. Delete these instructions and add your own post.]

About Me

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My name is Katherine Tanner. I live in Columbus Ohio with my parents and brother, but I grew up twenty minutes outside of the city in a suburb called Westerville. I was home schooled in my early years, an experience that allowed my parents to expose us to STEM early. Whatever science topic I wanted to study, my parents would make it happen. My older brother and I spent time learning and watching constellations, and we visited many parks on field trips to learn about the local wildlife.

My most memorable experiences with STEM in my life have so far been with my robotics team. With the team I began to more fully realize the practical applications of what I had been learning in school. Physics is more useful than solving a problem a teacher gives; it helped us as a team figure out build strategy for the robot. Without knowing exactly what the bot needs to do, we can’t build a properly functioning robot.

In school, I learned to enjoy STEM from an early age through engaging activities and projects. From typing games to familiarize me with a computer to examining anything and everything I could find under a microscope, my early education built the framework for me to enjoy and appreciate STEM. This appreciate has only grown since my childhood and began to take a more permanent path in high school. Until I began participating more frequently in activities outside of school, including sports and music lessons,  I did not fully understand how important STEM was to me. My STEM activities became my top priorities. They were the classes for which I would do the homework first, the tests I would study the hardest for, and the team I put above everything else.

My pursuit of engineering within STEM was solidified after two years on a robotics team. I learned how widely applicable varying fields of engineering can be and how they help solve problems across the world. STEM has always been a priority, but I did not narrow it down to engineering until very recently. Engineers are practical problem-solvers that are needed in every industry. The education is challenging, but the knowledge and use are rewarding far beyond any difficulties in achieving them.

Year in Review

Global Awareness

To increase my global awareness, I  have participated in a study abroad program through the College of Engineering. We traveled to England and Wales to explore the history and culture surrounding the castles and cathedrals there. To continue to work towards becoming a global citizen, I am enrolled in a global sexual practice course for fall of 2019.

Original Inquiry

I have worked in research for 2.5 years now. This has included data analyses, literature reviews, and presentation. I have learned about and participated in many portions of the research process during my time working in Engineering Education research these past few years.

Academic Enrichment

My coursework has reflected my commitment to deeper understanding of the physical world as well as human relations and behavior. My courses in the chemistry major help me learn better how we know things about the world (learning about analytical chemistry) as well as how certain diseases progress (neurotransmitter chemistry). GE courses I’ve taken have broadened my understanding in interacting with other people (honors persuasive communication, honors psychology), and how the world works from a financial perspective (honors economics).

Leadership Development

My research projects at work have so far been largely self-directed. This has developed my leadership ability in my drive to learn more and seek out answers instead of waiting for someone to explain something to me. For the next academic year I will also be involved in the executive board of at leas on student organization on campus (oSTEM)

Service Engagement

I have volunteered in several educational contexts: running demonstrations at COSI, homework help at a branch of the Columbus library, and assisting a chemistry teacher at Metro middle and high school.

G.O.A.L.S.

[ “G.O.A.L.S.” is a place where students write about how their planned, current, and future activities may fit into the Honors & Scholars G.O.A.L.S.: Global Awareness, Original Inquiry, Academic Enrichment, Leadership Development, and Service Engagement. For more information, go to: http://honors-scholars.osu.edu/e-portfolio. Delete these instructions and add your own post.

Global Awareness: Students cultivate and develop their appreciation for diversity and each individual’s unique differences. For example, consider course work, study abroad, involvement in cultural organizations or activities, etc .
Original Inquiry: Honors & Scholars students understand the research process by engaging in experiences ranging from in-class scholarly endeavors to creative inquiry projects to independent experiences with top researchers across campus and in the global community. For example, consider research, creative productions or performances, advanced course work, etc.
Academic Enrichment: Honors & Scholars students pursue academic excellence through rigorous curricular experiences beyond the university norm both in and out of the classroom.
Leadership Development: Honors & Scholars students develop leadership skills that can be demonstrated in the classroom, in the community, in their co-curricular activities, and in their future roles in society.
Service Engagement: Honors & Scholars students commit to service to the community.]