do you plan to study? What kind ofresearch interests you?" And "Who are you? What is your story?" With peer review,revision plans, and ultimately pulling the writing together into a polished statement;with a day long closing institute in September. 20 Program Design 2021: Adapting and Changing Mid-Stream ▪ GRE scholarships ▪ GEM Grad Lab ▪ NSF GRFP workshop ▪ Graduate school research & personal statements workshops ▪ Monthly asynchronous group workshops ▪ By mid-summer, completely asynchronous, individual & small group ▪ Graduate school research, personal
create a partnership with the College of Natural Sciences to develop and deliver bias and inclusion workshops and training across the colleges for students, staff, and faculty. She continues to be active in service to the UT community working with peer and professional mentoring programs. She presents to numerous groups on a variety of leadership, inclusion, and career-focused topics. A member of the Women in Engineering ProActive Network (WEPAN) since 2006, Ana completed a three-year appointment to the WEPAN Board of Directors as Communications Director. Ana received the Eyes of Texas Award in 2011, the University’s Outstanding Staff Award in 2012, and the Cockrell School of Engineering Staff Excellence Award. After
-structured interviews allowed us to gather student perspectives on a variety of issues that theyconsidered to be relevant. In this paper, we present the analysis of the interviews. Our analysisfinds that students had three primary sources from which they deduce what they are expected todo, and how to do it: research experience prior to beginning their program, their PhD advisor, andtheir peers. Each of these sources helps students understand different kinds of expectations, withadvisors providing primarily high-level guidance on what tasks to accomplish, and peers helpingeach other with lower-level tasks. Many students began the program anticipating more hands-onsupport from their advisor, and instead found themselves relying more on their labmates
health disordersand decreased physiological health is well known [1-3], evidence-based practices of supportsystems specifically for minoritized graduate students to reduce the effects of climates ofintimidation are not common. Indeed, researchers have found that minoritized students “wouldbenefit if colleges and universities attempted to deconstruct climates of intimidation [4].” In a comprehensive study of Latinx graduate students in STEM at a Hispanic Servinginstitution found that “Faculty mentors played a greater role in their success compared to theirnon-Latino peers. In addition, Latinos/as were also more likely to use support services on campusthan their non-Latino/a peers” [5]. The same researchers also found that it was of
are multiple factors thataffect the experience of graduate students as they transition from their previous identities to therole of researcher and scholar. Our review of the literature paired with our personal experiencessuggest that there are several factors that affect these three aspects of graduate student identitydevelopment. First, students are more likely to develop a stronger graduate student identity when theyfeel more competent in their disciplinary and writing skills (Burt, 2014). In a study thatinvestigated the impact writing had on graduate student identity, graduate students shared thatthey often feel ashamed of their work and compare themselves to their peers (Del Toro, 2017).Students were afraid to share their work in
a student encountering other students with diverse backgrounds, it does notguarantee a high-quality interaction. Gurin et al. [1] discuss two other forms of diversity:informal interaction diversity and classroom diversity. The former involves interaction withdiverse students outside of the classroom, and this is where most meaningful interaction happens,while the latter involves learning about diverse people and interacting with such peers in theclassroom. Informal interaction diversity and classroom diversity generate the impact oneducational outcomes, but structural diversity is required for the other two to exist.Piaget [3] states that encountering diverse students results in differing perspectives and equalityin relationships, and both
revision focused on devisingdifferent ways to scaffold the introduction to the project. In the revision, students are introducedto the project with the TED talk “The Danger of a Single Story” by novelist Chimamanda NgoziAdichie. In the talk, Ms. Adichie explains that single stories about individuals most often lead tomisrepresentation. Next, students are asked to conduct a quick content analysis of their textbookby flipping through the pages of their textbooks while considering who is and is not representedin the images. Finally, students are asked to write their own Statics problem that reflects theiridentity. The example presented in the assignment was updated to a photo containing anexample of Statics in real life and a handwritten solution to
biases, white privilege, cultural appropriation, stereotypes(i.e., the “angry Black man”), racial slurs (particularly the n-word), systemic racism, the mythof reverse racism, the criminal justice system, the struggles faced by black families, interracialfamilies, ally-ship, and anti-racism [2].Faculty and students at Texas A&M University felt compelled and committed to set aside the timeto meet and discuss Emmanuel Acho’s book and the societal events that led up to the writing ofthe work. A total of sixty of these faculty and students chose to use the video conferencing clientZoom to form a book club and conduct these discussions due to the looming COVID-19 pandemic.A diverse group of facilitators in science, technology, engineering, and
-secondary levels.Prof. Joseph M LeDoux, Georgia Institute of Technology Joe Le Doux is the Executive Director for Learning and Training in the Department of Biomedical Engi- neering at Georgia Tech and Emory University. Dr. Le Doux’s research interests in engineering education focus on the socio-cognitive aspects of highly interactive learning environments, inclusion and peer jus- tice, and the impact of story-driven learning and personal narratives on students’ empathy, self-concept, and identity. American c Society for Engineering Education, 2022 Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in
with visibleidentities is simpler, marginalized people with invisible identities also seek community [1] [2] [3][4]. One such group of invisible marginalized people in STEM are LGBTQ+ engineers, whonavigate a chilly, heteronormative climate in higher education [5] [6]. Additionally, prior studieshighlight how students with multiple-marginalized identities face more barriers than those withone or fewer marginalized identities [7] [8]. Students resist this chilly climate and can overcomethese barriers by forming communities of support, gaining power within the department, andinteracting with peers to create a more inclusive culture [2]. Resistance to this environment canbe influenced by the visibility of students’ marginalized identities [1
populations (e.g., Black, Latinx, first-generation students,community college transfer students) [5]. Some of these students enter the university withexisting mental health concerns; others develop mental health challenges during college. Awide range of backgrounds and factors can influence a students’ mental health and wellbeing:living and financial conditions [6], academic preparation [7], student-faculty interactions [8],food insecurity, and family responsibilities [3], and peer relationships [9]. These stressorshave wider impacts on student success [3]: a decrease in a student’s wellbeing can negativelyimpact their educational experiences, leading to academic dissatisfaction, resulting indecreased academic performance or attrition [10]. A
educators have sought to increase student motivation and success is through theuse of Utility Value Interventions (UVIs) (Hecht et al., 2020; Hulleman, Kosovich, Barron, &Daniel, 2017). UVIs typically take the form of short writing assignments that prompt students tothink about course content and the relationship that content might have to their own lives orgoals. UVIs have been used in STEM education as well as other disciplines to increasemotivation and a growing body of research has demonstrated positive student outcomes. Forexample, Hulleman et al. (2017) used UVIs in an introductory psychology course anddemonstrated their positive impact on interest, expectancy for success, and subsequentperformance. Relatedly, Kosovich, Hulleman, Phelps
synonymously in the literature; however, postgraduate can either refer to aperson who has earned a high school diploma or who has also earned a collegiate-level degree.Graduate students and undergraduate students often follow different paths in the academicenvironment. They serve divergent roles, face separate challenges, and have differentexperiences. Graduate students face obstacles beyond the classroom—in their ability to meetwith advisers, attend conferences, and develop social support from their peers—thatundergraduate students may not face [3]. Even in the classroom graduate students may beexpected to meet different expectations than their undergraduate counterparts. This may includea greater volume of reading and reading assignments provided
institutions the opportunity toinquire about the Black experience from Black students without the stigma of asking suchquestions in large groups with people unfamiliar with that experience. With respect to graduatestudents, the lack of palpable sources for professional development influenced therecommendation for graduate community spaces to prioritize writing retreats, peer mentoringand other activities critical to advancing students in their doctoral studies [11]. Participants at PWIs gave recommendations about inclusion which they believed wouldimprove if there were more Black faculty hired in engineering programs. The overall reasoningto increase Black faculty was for mentorship and guidance as they navigated spaces that weren’tinclusive
Findings Collection analysis research September‐October August‐early 2021 October‐November September 2021 2021 Data collection will Statistical analysis of continue throughout survey data spring and into fall Survey sent to all 2022 Write up
the fact that I haven’t had an interview yet with another woman who’s inmy field. All of them have been guys.”Several of the females also noted being the only one in their department, and that they may havebeen talked down to, or given different tasks than their peers. While they did not often directlylabel the sexism or racism they encountered, they also did not always feel that the field wasinclusive. Many were uncertain what could be done to improve the situation, however, studentssuch as Deanna (a Black female) suggested companies take the time to ask: I think it would, what’s one thing that could be really insightful is just...the very few that are in computing that are from diverse groups, I think if communication was with
. Thechair needed to demonstrate experience and interest in championing inclusive excellence and acompelling reputation among peers across the college. After identifying a Chair and an“Assistant to the Chair/Vice Chair,” the Dean requested committee member nominations fromdepartment chairs and program directors to comprise the college-level search representativesfrom each tenure home and academic program in the CEAS. Although the number of positions tobe hired had not yet been set by the Provost, the Dean had requested six funded positions andproposed to match each of those with college-level funding. Therefore, although DepartmentChairs were not promised any specific outcomes, there was a general sense that mostdepartments would end up with at