Displaying all 10 results
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- Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities
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- 2023 ASEE Annual Conference & Exposition
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- Kelli Cargile Cook, Texas Tech University; Fabiola Liliana Carrion-Anampa, Texas Tech University; Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A. Cross, Texas Tech University; Mario G. Beruvides P.E., Nanyang Technological University
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improved to support student mental health,reduce attrition rates, and bridge the gender and ethno-racial gaps in graduation rates, makingdoctoral education a more viable career path for engineers.Identity development in engineering doctoral students Research on identity development in engineering students has primarily focused onundergraduates, and only a handful have considered identity development in graduate students[1], [2], [3], [4]. Because engineering graduate students, and especially doctoral students, oftenmatriculate with professional experience, researchers have assumed that graduate students enterdoctoral programs with a ready-made professional identity as engineers. However, training indoctoral engineering programs requires
- Conference Session
- Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities
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- 2023 ASEE Annual Conference & Exposition
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- Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University
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focuses on communication, collabo- ration, and identity in engineering. ©American Society for Engineering Education, 2023 Investigating Graduate Students’ Perspectives of Influences on Interdisciplinary Scholar Identity Development: An Ecological Systems Theory ApproachAbstractSpanning hundreds of higher education institutions, the surge in interdisciplinary graduateprograms designed to prepare the future STEM professoriate for the grand challenges, big ideas,and demands for convergence is difficult to ignore. These interdisciplinary graduate programspose great opportunities for expanding the professional skills and knowledge base of STEMgraduate students, but they exist
- Conference Session
- Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities
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- 2023 ASEE Annual Conference & Exposition
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- Julie M. Rieland, University of Michigan; Shamalee Goonetilleke, University of Michigan; Sarah Jane Bork, University of Michigan; Aaron W. Johnson, University of Michigan
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, identity building, and coping for boththe producer and the consumer [27], [28]. Moreover, social media and memes have beenidentified as an important medium through which minoritized graduate students, especially atprimarily white institutions, can build social support, challenge racialized stereotyping, solicitadvice, and practice self-care [28], [29].Meme-producers often leverage techniques such as hyperbole, humor, and dark humor toexaggerate their lived-experiences in the quest for “relatability,” likes, and retweets. While manyindividuals [27] including the present authors, have associated graduate school memes withfeeling less alone in their programs and development of their identity as graduate students, thesesame memes may serve to
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
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- 2023 ASEE Annual Conference & Exposition
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- Clay Gloster Jr., North Carolina Agricultural and Technical State University (TGC); Matthew Bonner Aurelius McCullough, North Carolina Agricultural and Technical State University (TCG); Grace Gowdy; Shea Bigsby; Dawayne Whittington; Juanda Johnson-Taylor
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, presentations, and web materials to support numerous initiatives related to graduate student professional development, graduate assistant training, and other enrolled student services.Dawayne WhittingtonJuanda Johnson-Taylor ©American Society for Engineering Education, 2023 NCLSAMP Bridges to the Doctorate: Preparing future minority Ph.D. researchers (PFMPR) through a holistic graduate student development modelIntroductionWhile there are initiatives, such as the Alliance for Graduate Education and the Professoriate(AGEP) embedded in universities across the country that focus on preparing the next generationof science, technology, engineering, and math scholars who are prepared to enter the STEM
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- Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
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- 2023 ASEE Annual Conference & Exposition
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- Le Shorn Benjamin, University of Houston; Jerrod A. Henderson, University of Houston
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families to hands-on STEM experiences. Henderson’s research interests are in engineering identity development among Black men. He was most recently recognized by INSIGHT Into Diversity Magazine as an Inspiring STEM Leader, the University of Illinois at Urbana-Champaign with the College of Liberal Arts & Sciences (LAS) Outstanding Young Alumni Award, and Career Communications Group with a Black Engineer of the Year Award for college- level promotion of engineering education. ©American Society for Engineering Education, 2023 Paper ID 39415 Contemplating Quality: Conceptions of
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
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- 2023 ASEE Annual Conference & Exposition
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- Nahndi Tirrell Kirk-Bradley, Texas A&M University; Cara London, Texas A&M University; Eldridge Raymond Jr., Texas A&M University; Janie M. Moore, Texas A&M University
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treatment in stored grains and 2) innovate instructional strategies for Biologicaland Agricultural Engineering students. She is also a Member of the Engineering Education Faculty, In-stitute for Engineering Education and Innovation, Food Science Graduate Faculty, and MultidisciplinaryEngineering Graduate Faculty groups at Texas A&M University. ©American Society for Engineering Education, 2023Abstract Effective mentoring is critical to the success of graduate students; however, manymentors lack the skills and resources necessary to provide comprehensive support. To addressthis issue, the STAND model offers a framework for faculty mentors to guide and support theirstudents through five main actions: setting
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- Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students
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- 2023 ASEE Annual Conference & Exposition
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- Lynn Mandeltort, University of Virginia; Priya Date, University of Virginia; Amy M. Clobes, University of Virginia
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Paper ID #38378Better together: Co-design and co-teaching as professional developmentLynn Mandeltort, University of VirginiaDr. Priya Date, University of VirginiaDr. Amy M. Clobes, University of Virginia Dr. Amy M. Clobes is committed to supporting current and future graduate students as Assistant Dean for Graduate Affairs for the University of Virginia School of Engineering and Applied Science. In her current role, Dr. Clobes collaborates to support existing programs and develops new initiatives in graduate student recruitment, training, education, and career and professional development. Dr. Clobes holds a B.S. in
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students
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- 2023 ASEE Annual Conference & Exposition
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- Rachel Elisabeth Gehr, Purdue University; Emily Garcia, Purdue University; Suzanne Swaine, Purdue University at West Lafayette (COE); Stephen McBride, Purdue University; Joseph Vincent Rispoli, Purdue University; Christopher Greg Brinton
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surveys from the Graduate Student Experience in the Research University (gradSERU)online service. The fellows recognized several gaps in Purdue’s graduate mentoring experiencethat needed to be addressed: an engineering-specific individual development plan (IDP), surveysof faculty members, and educating students about taboo mentorship topics.An IDP was created for PhD or master’s students in the College of Engineering. The document isintended to guide students through four steps: a skillset self-assessment, goals for Year 1 ofgraduate school, a meeting between student and advisor, and progress updates after the first year.The IDP was published on the university website and distributed among the engineeringdepartments in August 2022 and has since
- Conference Session
- Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs
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- 2023 ASEE Annual Conference & Exposition
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- Alyssa V. B. Santos, Pennsylvania State University; Sarah J. Boehm, Pennsylvania State University; Fadi Castronovo, California State University, East Bay; Tiffany A. Mathews, Pennsylvania State University
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fourth and final task while also following suggestions made previouslyregarding the easing of financial burdens [16]. The Graduate Research Experience and Transitioning to Grad School (GREaT GradS)program was developed to borrow from undergraduate bridge programs and interventions whilemaintaining that one does not need to approach graduate students who have already beenadmitted under the premise of a deficit model, such as the Meyerhoff Scholars Program [23] -[25] or Alliances for Graduate Education and the Professoriate (AGEP) program [26], [27].GREaT GradS is a 6-week, graduate foundational program for incoming students in STEMdisciplines, including engineering, materials science, chemistry, and physics. GREaT GradS wasdesigned to
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Jennifer Cromley, University of Illinois Urbana - Champaign; Karin Jensen, University of Michigan; Dale Robbennolt; Anne Hart, University of Tennessee, Memphis
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Education Research & Development, vol. 38, no. 3, pp. 565-578, 2019.[4] G. M. Sallai, J. Vicente, K. Shanachilubwa, and C. Berdanier, “Coping landscapes: How graduate engineering students’ coping mechanisms correspond with dominant stressors in graduate school,” In American Society for Engineering Education 2022 Annual Conference, Minneapolis, MN, USA, June 26-29, 2022.[5] L. Osbeck, N. Nersessian, K. Malone, and W. Newstetter, Science as psychology: Sense-Making and identity in science practice. Cambridge, MA: Cambridge University Press, 2010.[6] B. A. Burt, “Toward a theory of engineering professorial intentions: The role of research group experiences,” American Educational Research Journal