Conference Session

Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia; John Ray Morelock, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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Graduate Studies Division (GSD)

forman integral part of graduate school in higher institutions as they serve as mentors, advisors, andexpert guides to graduate students during their academic journey. In many institutions, they alsoplay an integral part in determining who gets accepted into engineering graduate programs. Forthese reasons, we consider the perception of faculties to be an influential factor to be studied forthis research, as they are the central point of contact and decision-making for any graduatestudent. They are also a major support system to graduate students and play a pivotal role insteering their academic and professional journey. The role of faculty goes beyond providingacademic guidance; they also assist with funding opportunities, mentor students

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Himani Sharma, Arizona State University; Amanda Marie Singer, The Ohio State University; Mayra S. Artiles, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Graduate Studies Division (GSD)

development of effective advising relationships [12].Although significant research has explored faculty experiences within the advising relationshipand the obstacles that prevent engagement in advising, little research discusses the supports thatpromote and the barriers that prevent faculty from developing and adopting student- centered[13, 14] advising practices that meet both student and faculty members’ personal needs.Research on graduate advising has typically taken a unilateral approach, focusing eitherexplicitly on the promotion of student success outcomes [15-19] or faculty productivity [20-22].Little work has focused on leveraging advising as a mutually beneficial activity that can createvalue for both faculty and students. To breach this

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alayna Grace Wanless; Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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Graduate Studies Division (GSD)

from a variety ofuniversities was used to obtain data regarding many aspects of the master's program process. Forthis paper, the questions regarding the decision to attend graduate school were isolated andexamined using standard statistical methods. From these statistical tests, we were able to obtainresults which help us understand how priorities differ between these two student groups and mayaid universities in their recruitment of graduate students from both backgrounds.IntroductionThe decision to pursue a master’s degree is life-altering for an engineer. It changes the trajectoryof one’s career and can open many doors. However, pursuing a master’s degree is not an easyprocess and requires significant commitment. Many factors contribute to

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Graduate Studies Division (GSD)

on two broad areas: achievement/retention in STEM and comprehension of illus- trated scientific textDr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering edu- cation research at the University of Michigan. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research.Dale RobbennoltAnne Hart, University of Tennessee, Memphis ©American Society for Engineering Education, 2023 Work in Progress: Exploring the Landscape of Stressors Experienced by Doctoral Engineering

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

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Graduate Studies Division (GSD)

within academic structures such as departmental siloing andconflicts in policies, procedures, and budget models across disciplines that often impinge uponinterdisciplinary student development [1][2][3].Previous findings based on faculty perspectives on facilitating interdisciplinary programs revealthe ways in which multiple differentiated layers of the academic environment impact graduatestudent development, but students’ perspectives have often been left out, leaving an incompletepicture. Additionally, existing literature tends to focus on levels of the academic environmentthat students interact with directly, with less attention to external influences at or beyond theinstitutional level that are also relevant to the interdisciplinary graduate

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eunsil Lee, University at Buffalo, The State University of New York; Walter C. Lee, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University

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Diversity

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Graduate Studies Division (GSD)

not to answer/Others 2 0 0 0Note: 1East Asian includes Chinese, Korean, Japanese, etc.; 2South Asian includes Indian, Pakistani, Bangladeshi,Sri Lankan, etc.; 3Fellowship/scholarship/grant indicates gifted monetary award that students do not need to repay;4 Self funded indicates personal finances and/or savings; 5Student loans indicate money borrowed from a financialinstitution that must be repaid; 6Others include money borrowed from family/friend with an expectation to repay orfrom parents, and foreign (non-U.S.) support.Data Analysis The first goal of this study—To understand similarities or differences in the student’sidentified stressors between engineering graduate student

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of North Carolina at Chapel Hill; Joseph Roy, American Society for Engineering Education (ASEE); So Yoon Yoon, University of Cincinnati

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Diversity

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Aerospace Division (AERO), Graduate Studies Division (GSD)

; domestic students organizational part of a group of life or its graduate students who members' provide each other with perception of academic support and/or and attitudes encouragement. towards those dimensions"Institutional 4 dimensions: motivation: bouncing ideas off each engineering alumni and no mixed: [63]climate" historical, mastery climate; other; support from current grad students interviews structural, faculty & peers

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alana Teresa Smith, University of Massachusetts Lowell; Emi Aoki, University of Massachusetts Lowell; Mahsa Ghandi, University of Massachusetts Lowell; Jasmina Burek, University of Massachusetts Lowell; Charles Thompson Ph.D., University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell

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Graduate Studies Division (GSD)

and industries, and employs an iterativeimprovement process to evaluate knowledge gained and promote effective communication and collab-oration. The primary goal is to equip graduate students with interdisciplinary skills and knowledge toprepare them for a diverse and dynamic workforce.Co-creation has been explored as a means of enhancing educational outcomes [2]. This approach aimsto transform the traditional view of students as passive consumers of education to active participantsin the learning and decision-making process [3]. The key features of this concept are collaboration inboth the process and output, transformative interaction, learner empowerment, a sense of communityand partnership in learning, and value. These findings are

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Larisa Olesova; Duoduo Liao, George Mason University; Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University; Harry J. Foxwell, George Mason University

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Graduate Studies Division (GSD)

University of Florida, 2George Mason UniversityAbstractA metacognitive approach to engineering education, including inquiry-based collaboration, canimpact and prepare STEM graduates for a modern workforce that requires high levels of criticalthinking, problem-solving, and decision-making skills. This exploratory study examinedgraduate STEM students’ perceived metacognition as they worked together to develop andimplement applied research in both online and in-person learning environments. It developed andimplemented online learning modules for four graduate engineering courses for researchquestion development, literature reviews, and conducting research. Students self-evaluated usinga survey at the end of each course. For all course sections and

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abimelec Mercado Rivera, Arizona State University; Mayra S. Artiles, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Graduate Studies Division (GSD)

. Fulton Schools of Engineering at Arizona State University. Her primary areas of research include engineering ca- reer pathways and decision-making, undergraduate student persistence, professional engineering practice, and faculty mentorship. Brunhaver graduated with her B.S. in mechanical engineering from Northeastern University and her M.S. and Ph.D. in mechanical engineering from Stanford University. ©American Society for Engineering Education, 2023 Perceived Advisor Support and Thesis Self-Efficacy: An Instrument DevelopmentAbstractThe path to degree completion for graduate students in engineering disciplines is fraught withchallenges, but one factor that

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Graduate Studies Division (GSD)

vulnerable to equating productivity with self-worth—is particularly relevant, as theseself-beliefs directly reinforce behaviors that can either help (i.e., help-seeking, proactive goalsetting, skill-acquisition) or hinder (i.e., social withdrawal, engaging in avoidant behavior,lowered aspirations) personal advancement and career prospects [6]. In this capacity, self-efficacy was identified as an emergent theme and subsequently coded for in the data.The academic pipeline and graduate student attritionThe path through graduate school is neither straightforward nor logical, with many pushes andpulls that may advantage some and disadvantage others. Despite the depoliticization culture andsocialization of engineering particularly among the STEM

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meredith Leigh Hooper, California Institute of Technology; Jacqueline Rose Tawney, California Institute of Technology ; Emily Hope Palmer, California Institute of Technology; James Ragan, California Institute of Technology; Morgan Louise Hooper, California Institute of Technology; Yazmin Gonzalez, California Institute of Technology

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Diversity

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Graduate Studies Division (GSD)

could be made more explicit and potentially broadened to include a wider rangeof communication styles and ways of being.We envision any departmental reform process, qualifying exams and beyond, to be a collaborativeone with faculty working alongside students. The Carnegie Foundation’s book, “The Formationof Scholars: Rethinking Doctoral Education for the Twenty-First Century” explores manyavenues of growth for higher education. One of their key highlights is the importance of studentinvolvement in evolving an educational program. Students are “the secret weapon for change”,and they found that when faculty were asked to work alongside students while reforming theirprograms, the faculty’s most transformative

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Magdalena G. Grohman, University of North Texas; Matthew J. Brown Ph.D., Southern Illinois University; Nicholas Raphael Gans, The University of Texas at Arlington; Jeff Glenn Edwards, University of Texas at Dallas

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Graduate Studies Division (GSD)

research laboratories and focus on documenting learningprocesses as they unfold during daily practices in the laboratories. Specifically,the goal of our study is to observe and document how graduate students, and otherlab members, learn from one another within the cultural space of the laboratory,and what aspects of laboratory culture facilitate and what impede learning. To thatend, we use cognitive ethnography, an ethnographic approach combined withcognitive science to study cognitive processes through participant-observation oftwo engineering research laboratories. We identified the following themespertaining to learning experiences: scaffolding (structured activities orapprenticeship), peer-to-peer learning, self-directed and self-regulated

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Arnold Christian; Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie; Ashleigh Tierney; Kimberly D. Douglas, Society of Hispanic Professional Engineers, Inc.

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Diversity

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Graduate Studies Division (GSD)

campaigns for all SHPE members and connections with faculty and currentgraduate students were also used to spread the word.Fig. 1, shown on the next page, is an example of a LinkedIn post that was created. It was sharedmainly by SHPE staff that have connections with those noted as candidates for both mentors andmentees.The majority of participants heard about the program through personalized mail merge emails.All mentee candidates that could be supported were accepted. Only one was declined due to thetiming of when that applicant was planning to apply to graduate school. A wait list was createdfor those mentee applicants that the program did not have enough mentors to accommodate, andthose applicants were the first invited to participate in the

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Graduate Studies Division (GSD)

channels. E-mentoring can be beneficial for graduate students who may not have easy access to mentors in person. 6. Reverse Mentoring: In this type of mentoring relationship, the mentee takes on a mentoring role for the mentor. This can be useful when the mentor is seeking to learn more about the experiences and perspectives of the mentee, such as when a senior faculty member mentors a graduate student from a diverse cultural background.There are several types of mentoring relationships that can be used to support graduatestudents in STEM fields. Each type has its own advantages and can be used in differentsituations depending on the needs of the mentee and the goals of the mentoring relationship.Components for successThere

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Graduate Studies Division (GSD)

to receiving NSF funding, the researchers piloted the journey mapping methodologywith a small group (n=8) of doctoral students attending a summer seminar in June 2021 at aResearch-Intensive state university in the Southwest United States (#IRB2019-58). Doctoralstudents in two graduate engineering programs housed within the same department were invitedto participate. (The course in which the research was conducted is required for one of the degreeswhile students in the second doctoral program may take the course as an elective.) After studentswere informed of the research goals and methods, they were asked for consent to participate.After they consented, one researcher, who is not a member of the students’ program or thedepartment in which

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Himanshu Jain, Lehigh University; Volkmar Dierolf, Lehigh University; Anand Jagota, Lehigh University; Zilong Pan, Lehigh University; Nathan Urban, Lehigh University

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Graduate Studies Division (GSD)

faculty members atLehigh recognized that the existing doctoral training was not aligned with the expectations oflikely employers. Earlier, the senior author of this article was sensitized by a remark from theExecutive Vice President of a major company that ‘you have very smart kids coming out of Lehighbut they don’t think like us’. Feedback like this motivated us to think of a solution to this systemicproblem of STEM doctoral education. Our various experiences led us to redesign the STEM PhDmodel to one that would be student-centric and based on use-inspired research. The basic modelwas then proposed for support from NSF’s Innovation in Graduate Education Program fordeveloping it further and testing in practice. The details of the model, now

Conference Session

Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Le Shorn Benjamin, University of Houston; Jerrod A. Henderson, University of Houston

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Graduate Studies Division (GSD)

Faculty En- dowed Award and is consistently motivated by the distinction of her University of the West Indies Most All-Round Social Policy Student award. Dr Benjamin is a previous New York City Teaching Fellow and an inaugural member of the American Society for Engineering Education Post-Doctoral E-Fellowship. Through her scholarship, she explores matters related to minoritized student experiences, doctoral educa- tion, and engineering education with an educational philosophy that equates quality with equity. Dr Ben- jamin is committed to transforming educational systems into more inclusive, equitable and just spaces that adequately support learners – particularly those who have been historically and intentionally