Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada, Las Vegas; Dustin B. Thoman, San Diego State University; Satchi Venkataraman, San Diego State University

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Graduate Studies Division (GSD)

challenges [2], and interdisciplinary students in particularmay benefit from guidance beyond what is provided by their primary research supervisor [7].Interdisciplinary graduate degree programs may serve their students well by offering exposure todiverse career and disciplinary research settings, and to provide structures that prompt students toinvestigate and reflect upon these options. For instance, an expanded mentorship group is oftenencouraged for graduate students, but is often presented as a selection of faculty members withintheir degree program and institution [3]. However, students entering highly interdisciplinarygraduate programs may need additional mentors outside of their home degree program, as wellas support that helps them integrate

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Graduate Studies Division (GSD)

theory and facilitating interdisciplinary graduate programs; the identity development and experiences of interdisciplinary engineering graduate students and faculty; and the decision-making processes and factors impacting implementation of interdisciplinary graduate education initiatives. She works as a graduate research assistant for the Virginia Tech Disaster Resilience and Risk Management interdisciplinary graduate program, as well as for the VT Center for Refugee, Migrant, and Displacement Studies.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University

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Diversity

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Graduate Studies Division (GSD)

personal connections they may notshare with a more senior mentor. Near-peer mentors are often perceived as more in tune with thestruggles of their mentees [1] and more approachable than an individual who identifies as an“expert” scientist [2]. Examples of near-peer mentoring relationships in academia include anupper-level student and a first-year student, an undergraduate student and a graduate student, or agraduate student and a new faculty member. Near-peer mentoring can positively affect both the mentor and the mentee. Studentmentees have stated that they feel more comfortable asking a near-peer mentor for academic helpthan they do a professor [3] and believe access to near-peer mentors promotes success in theircoursework [4]. Students

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University

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Diversity

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Graduate Studies Division (GSD)

forthe sake of the institution’s reputation, the desire to protect their most prolific and well-knownscientists, and the fear of being sued by the targets of bullying” 31 . Furthermore, the kind of negativerelationship between PhD student and advisor discussed in Narrative 3 can be a major contributingfactor to a students’ decision to either leave the PhD program or to complete the PhD programbut abandon a faculty career 32 . A 2018 Nature editiorial stated “[we] will never know how manypromising scientific careers around the world have been brought to a premature end because youngresearchers felt they could not continue to work under a bullying senior figure” 33 . Another author of this work had a very similar experience in their previous

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rafael De Leon, The Ohio State University; Ann D. Christy P.E., The Ohio State University; Rosalyn Stoa, Colorado State University; Alexa Jayne, Colorado State University; Bailey Underill, Colorado State University

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Diversity

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Graduate Studies Division (GSD)

of president appointed members. The two-party system in the USmeans that with a change in administration, the decision of graduate students as employees alsochanges. Most recently, the National Labor Relations Board has decided that graduate students atprivate institutions are in fact employees and deserve all the rights that employees in the US areentitled to, including unionization [20]. For graduate students at public universities,determination of graduate student workers as employees is left up to state legislature and/or theuniversity depending on how the state law is written. Sometimes state legislature will allowuniversities themselves to classify graduate student workers and other times, the state legislaturewill explicitly exclude

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Victoria, University of Florida; Laura Melissa Cruz Castro, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Graduate Studies Division (GSD)

. universities on 2,966 individual faculty assistantprofessors in science and engineering who were hired since 1990 [4]. Results showed that theretention probability of any given faculty member in science and engineering departments overtime was less than 50% [4]. Additionally, the median departure time was 10.9 years after enteringthe academic workforce as an assistant professor [4]. Due to the declining trend that U.S,- trainedPh.Ds. are less likely to secure a faculty position, universities began to collect data on the careeroutcomes and started assisting science and engineering graduate students in obtaining internshipand networking opportunities [3].Out of the instruments reported in the literature around workforce skills development, The GlobalSet

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi, University of Connecticut

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Diversity

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Graduate Studies Division (GSD)

promising findings of this research and the encouraging feedback of the student community motivated him to pursue this line of research in his NSF CAREER award in 2017. Since then, he has built a coalition within the university to expand this work through multiple NSF-funded research grants including IUSE/PFE: RED titled ”Innovation Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Because of the importance of neurodiversity at all levels of education, he expanded his work to graduate STEM education through an NSF IGE grant. In addition, he recently received his Mid-CAREER award through which, in a radically novel approach, he will take on ambitious, transdisciplinary research integrating

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yiqi Liang, Iowa State University of Science and Technology; Qing Li, Iowa State University of Science and Technology; Gül E. Kremer, University of Dayton; Nigel Forest Reuel, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University of Science and Technology; Shan Jiang, Iowa State University of Science and Technology

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Graduate Studies Division (GSD)

DaytonDr. Gul G¨ul E. Kremer received her PhD from the Department of Engineering Management and Systems Engineering of Missouri University of Science & Technology. Her research interests include multi-criteria decision analysis methods applied to improvement of products and systems. She is a senior member of IIE, a fellow of ASME, a former Fulbright scholar and NRC Faculty Fellow. Her recent research focus includes sustainable product design and enhancing creativity in engineering design settings.Prof. Nigel Forest Reuel, Iowa State University of Science and TechnologyDr. Ann M Gansemer-Topf, Iowa State University of Science and Technology Ann Gansemer-Topf is a Professor in Higher Education and Student Affairs and

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hayden Ross Asbill, Campbell University; Mitchell Ann Letchworth, Campbell University; Anastasia Marie Rynearson, Campbell University; Christina A. Pantoja, Campbell University

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Graduate Studies Division (GSD)

other scenarios, the faculty member ismuch more involved, makes more of the decisions, and thus relies on the graduate student toserve more as the “messenger” or supervisor of the work assigned by the faculty member. In thefollowing sections we situate our study on the role of graduate students in undergraduateresearch mentoring by providing background context on undergraduate research mentoring andmentoring triads including an overview of typical research mentoring models, including triads,frequently described in the literature.Undergraduate research mentoring. There are many forms of undergraduate researchexperiences (UREs) in which mentorship is provided. These categories include but are notlimited to course-based undergraduate research

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle C. Vigeant, Pennsylvania State University; Vikash Gayah, Pennsylvania State University; Andrea Paola Arguelles, Pennsylvania State University

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Graduate Studies Division (GSD)

seminar seriesdeveloped to assist Ph.D. students and postdoctoral scholars with applying and interviewing foracademic positions. The seminar series, Seminar on Entering Academia (SEA), was offeredwithin the College of Engineering at the Pennsylvania State University to provide students withan opportunity for professional development to assist in their pursuit of faculty positions.Anecdotally, many Ph.D. students at this institution begin their careers with academia in mind.However, while the individual graduate programs in the college provide students with excellenttechnical training, Ph.D. students and postdocs receive little to no formal training on how toprepare for an academic position or how to approach the academic job market. This lack

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mirit Shamir, Kansas State University; Jonathan Aguilar, Kansas State University; Rebecca Cors, University of Wisconsin, Madison; Ryan Robert Hansen, Kansas State University; Nathan P. Hendricks, Kansas State University; Gaea A. Hock; Stacy L. Hutchinson, Kansas State University; Prathap Parameswaran, Kansas State University; Matthew R. Sanderson; Melanie Derby, Kansas State University

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Diversity

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Graduate Studies Division (GSD)

leadership and policy decision makers. NRT trainees and faculty visited with keylegislators and policy-making groups about water governance/water policy in Kansas. In spring2020, 2021, 2022, and 2023 NRT trainees met with legislatures and policy-making groups aboutwater governance and policy in Kansas. NRT trainees were prepared to this activity during NRTSeminar where they had an overview of the state legislature and received tips on how tocommunicate with the legislators.To explore different career pathways and to create a professional community, the NRTleadership team established a team-based faculty and peer mentoring to provide vocationalcounseling and career planning for NRT trainee to pursue industry, government, and academiapositions and