Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Valerie E. Kerr, University of Pittsburgh; Susan K. Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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Graduate Studies Division (GSD)

Engineering Professional Development Consultant in the Office of Experiential Learning and Professional Engagement at the University of Pittsburgh’s Swanson School of Engineering. In her role, she works with MS and PhD engineering students on all aspects of career and professional development. Valerie holds a B.A. in Economics and German from Washington & Jefferson College and Master of Business Administration and Master of Sports Administration degrees from Ohio University. She is currently pursuing her EdD in Higher Education at the University of Pittsburgh.Susan K. Fullerton Shirey, University of Pittsburgh Susan Fullerton is an Associate Professor, Bicentennial Board of Visitors Faculty Fellow, and Vice Chair for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Britney Russell, University of Connecticut; Antigoni Konstantinou, University of Connecticut; Ayah Abdallah, University of Connecticut; Fayekah Assanah, University of Connecticut

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Graduate Studies Division (GSD)

Professional Development Course Series for all engineering graduate students. Assanah’s research focuses on synthesizing hydrogels to mimic the mechanical behavior of the brain matter and investigate the cellular response to injury. ©American Society for Engineering Education, 2024 Cultivating Scientific Communication Skills through Professional Development Course Series for the Graduate CurriculumBritney Russell, University of ConnecticutBritney Russell is a doctoral student in Chemical and Biomolecular Engineering at the Universityof Connecticut. She was a teaching assistant for the First Year Experience, ScientificCommunication, and Engineering Internships and Careers in Industry courses that

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)

is grounded in social psychology, diversity science, and a social contextual framework of motivation. He studies how motivation can be supported or disrupted by the social and cultural contexts in which interests are sparked, developed, and ultimately become (or not) lifelong pursuits. He and his team utilize insights from motivation science to identify and remove institutional and social-contextual barriers that impede the development of educational and career interests for students from marginalized and historically underrepresented backgrounds. Improving equity and inclusion is at the heart of his team’s research and translational work to support research on equity and inclusion in STEM education.Prof. Satchi

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)

training and practice of Ph.D. candidates who wish to pursue careers in academia (3) to assess its progress both internally and externally to assist the transfer students best and improve the program The ACE Fellows program provides Ph.D. students looking to have a career in academia,and who would like to build their teaching skills, the opportunity to become the instructor ofrecord for a course at Clemson University and to teach, or co-teach, an engineering course at apartnered technical college. Applications were accepted from any upper level PhD studentstudying either engineering or computing. Students who apply for the ACE Fellows programundergo an interview process during which they must provide a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Graduate Studies Division (GSD)

StudentsAbstractTraditional PhD training in STEM fields places a strong emphasis on developing doctoralstudents' academic skills, encompassing research, academic writing, sharing of knowledgethrough publications and conference presentations, etc. However, with the ever-evolvingexpectations of graduate training, particularly in applied fields, the demand for PhD hastranscended the confines of academia. For instance, nearly 90% of engineering PhDs will notenter academia upon graduation, which underscores the discrepancy between the current PhDtraining programs and the preparation of students for future careers. To better support doctoralstudents especially for those who intend to pursue positions in industry including corporate R&Dlabs, national labs, defense

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)

careers in bothacademia and industry. Our prior studies collected students' immediate feedback from fourcohorts during their training, indicating GAPS' effectiveness through the short-term assessmentof students’ positive transformative project management awareness and application regardless oftheir intended professional trajectories. The purpose of this study is to further assess the long-term effectiveness of GAPS by surveying alumni 3-24 months after completion andunderstanding their current PM application status in their professions. To achieve our goal, thethreshold concept [17] is implemented to assess GAPS alumni’s perceptions of implementingPM techniques into their work by capturing the transformative, integrative, and possiblyirreversible

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Maya Denton, University of Oklahoma; David B. Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Graduate Studies Division (GSD)

science doctoral students? 2) Specifically, how do such interactions predict skill development (associated with primary funding mechanism) for the following career-related skills: a) research, b) teamwork and project management, c) peer training and mentoring, and d) communication?We administered the Graduate Student Funding Survey to engineering and physical sciencedoctoral programs in the United States, with focused sampling of institutions that produce a highnumber of doctorates and that have highly ranked programs. We developed the survey, includingsurvey items on demographics, funding mechanism, skill development, and climate (i.e.,interactions with others). Data collection occurred in Fall 2019 (n = 615). We did not

Conference Session

Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Khalid Zouhri, University of Dayton

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Diversity

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Graduate Studies Division (GSD)

students do not utilize mental health support, they will need strong social supportfrom their peers, faculty, and staff to thrive [6]. Due to the unique role of faculty members in theacademic and social development of international students, understanding the students’ needsmay position faculty members to support the students better in the first semester and beyond.Providing opportunities for international students to engage in collaborative problem-solving,networking events, and seminars helps international students feel a sense of belonging [7].Moreover, in smaller programs where experienced faculty members can provide mentorship,career advice, professional guidance, and encouragement, international students enjoy and thrivein a fruitful

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marah C. Lambert, University of North Carolina at Charlotte; Lisa Merriweather, University of North Carolina at Charlotte; Cathy Howell, University of North Carolina at Charlotte; Dilara Yaya Bryson, University of North Carolina at Charlotte; Edith Gnanadass, The University of Memphis

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Diversity

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Graduate Studies Division (GSD)

. claimed, we “continue to see theways power and oppression afford opportunities to some (in this case, boys and men) whiledenying them to others (girls and women)” as they (try to) progress through their STEM journey[2, p.170]. Therefore, it’s important to support women enrolled in graduate programs and,coincidentally, support their career trajectory by understanding how underlying power dynamicsand oppression may contribute to this underrepresentation.It is important to support women through their journey after entering a STEM program [3].Mentoring has been found to support students’ success in the STEM field. In general, mentoringexperiences have been found to positively correlate with one’s “academic self-concept” (i.e.,“students' perceptions

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)

Society, and Faculty Early Career Development (CAREER) Award by the National Science Foundation.Prof. Andrea Paola Arguelles, Pennsylvania State University ˜ Dr. Andrea P. ArgA¼elles is an Assistant Professor in Engineering Science and Mechanics at the Pennsylvania State University. She was born and raised in Venezuela, where she lived until 2007 when she moved to south Texas to pursue higher education. She ob ©American Society for Engineering Education, 2024 Assessing a seminar series designed to help prepare doctoral engineering graduates for the academic job marketAbstractThe goal of this project was to obtain an assessment of the effectiveness of a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany; Neha B. Raikar, University of Maryland, Baltimore County; Yarazeth Medina, University of Maryland, Baltimore County

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Diversity

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Graduate Studies Division (GSD)

research is meaningful and impactful for individualsboth within and outside academic circles. The authors stress “becoming engaged in communitiesis ensuring that institutions, their faculty, and their students are prepared with the skills necessaryfor their work with the public.” This value of community engagement has even been highlightedin many funding agencies. More notably, NSF Faculty Early Career Development Program(CAREER) [6], states three important criteria to include: 1) performance of innovative research at the frontiers of science, engineering, and technology that is relevant to the mission of the sponsoring organization or agency, 2) community service demonstrated through scientific leadership, education or

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Sanjivan Manoharan, Grand Valley State University; Samhita Rhodes, Grand Valley State University

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Diversity

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Graduate Studies Division (GSD)

a chemical engineer, it is$106,260 [1]. This 30% difference in yearly income holds more significant implications overone's lifetime. This marked difference in earning potential serves as a key factor influencing ashift in career trajectory, occurring either before or after undergraduate studies. Unfortunately,many students overlook crucial aspects such as job salary and availability when selecting theirundergraduate major. While personal interest often guides this choice, studies reveal that familialand peer pressure also plays a substantial role [2,3], leading students to pursue majors that maynot align with their passion or offer favorable job prospects and income. While more than 30%of undergraduate students regret their initial major

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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Graduate Studies Division (GSD)

and nature. She is fascinated with how people and organizations learn and develop in ways that enable them to thrive. Rebecca’s career began in environmental education and outreach at places like the Wisconsin Department of Natural Resources and at a university in China, where her primary assignment as a Peace Corps Volunteer was environmental education. In 2009, she went on to work with the Institute of Environmental Decisions at ETH Zurich and, then, to earn her PhD at the University of Geneva, Switzerland, studying out-of-classroom science education. In 2017, she joined the Wisconsin Evaluation Collaborative, where she continues to support education programs through research and evaluation. She has published and

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)

-edge technical topics; and (3) highlighting theneed to increase participation of industry in professional training of graduate students.Introduction and background:Workforce development for graduate students is a subject of considerable research, yet preparinggraduate engineering students for workplace success remains a challenge for universities.According to the U.S. Bureau of Labor Statistics, 188,000 openings for architecture andengineering occupations and 377,500 openings for computer and information technologyoccupations are projected from 2022 to 2032, with little information as to whether these positionswill be filled by then [1][2]. In order to contribute to students’ individual career success andbroader societal advancement, workforce

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lina Wei, Peking University

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Graduate Studies Division (GSD)

for engineering PhD studentsSome scholars define identity as a subjective assertion of personal consistency, inalignment with others[7], and the orientation of identities and roles in society.[8]Professional Identity refers to the acceptance and recognition of learners' specialtyand their willingness to learn and explore with positive attitude and activebehavior.[9,10] The process of developing a professional identity encompassescognitive, affective, social interaction, and behavioral aspects, including self-concept,values, beliefs, and skills. This long-term and dynamic journey typically involvesmultiple stages of exploration, selection, initiation, and practice. A robust professionalidentity is linked to increased career satisfaction

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Lindsay K. Gouedy, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Graduate Studies Division (GSD)

al. noted "Events like technical writing and presentation workshopsor graduate student socials can help support communication and social health competencydevelopment at the department level. Between advisors and graduate students, regularconversations and awareness of often-hidden competencies can help facilitate growth as well." Inaddition, they pointed out “Thriving graduate students are more likely to have a reasonable timeto degree completion, are more likely to complete their graduate degrees, and may considerfuture careers in academia more seriously than those who simply survive, also contributing to(albeit limited) traditional metrics of success [6]."At Louisiana Tech University, graduate students are required to attend a seminar

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Audrey Rorrer

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Graduate Studies Division (GSD)

include the science of broadening participation in computing, SoBP, which is a recognized domain of critical importance in STEM workforce development and educational programming. Her work has focused on educational programs, outreach and collective impact activities that expand the national pipeline into STEM careers. College student development and Faculty career development are central themes across her body of work. ©American Society for Engineering Education, 2024 Pathways to Entrepreneurship (PAtENT): Addressing the National Academies RecommendationsAbstractThough the field of engineering has experienced significant changes over the last severaldecades, many

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)

Kanazawa Technical College and Future Faculty Fellow teaching First-Year Engineering at Purdue University. She focused on integrated STEM curriculum development as part of an NSF STEM+C grant as a Postdoctoral Research Assistant through INSPIRE in the School of Engineering Education at Purdue University. Her current research interests focus on pathways into engineering and identity development.Dr. Christina A. Pantoja, Campbell University Christina Pantoja is a postdoctoral researcher in the School of Engineering at Campbell University. Her research interests include career choices, pathways, and retention of women and underrepresented minorities in engineering. Her other interests include the topics of mentoring, job

Conference Session

Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Moses Olayemi, University of Oklahoma

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Diversity

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Graduate Studies Division (GSD)

students in engineering education programs buttressour point [8]–[10]. These studies suggest that international engineering education graduatestudents complain about not being heard or understood, and lack a sense of belonging as theynavigate the limited opportunities available to them by virtue of their international studentstatuses. Responding to a call to genuinely support international engineering students’ well-beingand career development and counteract their othered experiences [10], this work aims to compareand contrast the experiences of initiating and sustaining two student-led international ethnicengineering education scholarly communities for Chinese and African groups. In this paper, weoperationalize international ethnic groups as

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tess Bisbee Meier, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute

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Graduate Studies Division (GSD)

generation of engineers to be ethical, human-centric, collaborative, communicative, and transdisciplinary. As a graduate student she has advised international interactive qualifying projects (IQP) and a senior capstone design project (MQP). As she pursues a career in academia, Tess strives to combine her interests in medical robotics and engineering education.Dr. Ceren Yilmaz Akkaya, Worcester Polytechnic Institute Dr. Yilmaz Akkaya is a postdoctoral researcher in Nanoenergy Group under the Department of Mechanical and Materials Engineering at the Worcester Polytechnic Institute (WPI). She holds BS degrees in Chemistry and Molecular Biology and Genetics from Bogazici University. She completed her Master’s and PhD Degrees

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bharani Nagarathnam, Texas A&M University; Bimal P. Nepal, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Kourtney Rogers Gruner, Texas A&M University

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Graduate Studies Division (GSD)

management. I learned to be a much better researcher and to incorporate a much more diverse body of knowledge into my projects than before. In addition, by the end of the project, I had learned some new skills concerning survey design and administration that will continue to serve me in my career. I have always needed help with grammar and writing. I took the time to look for ways to help my writing skills for my capstone. I used to have my wife review every paper before turning it in, but this semester has been all mine. I have done a better job than ever before, as I am getting excellent grades. I also am not as discouraged to seemingly daunting

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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Graduate Studies Division (GSD)

Paper ID #42158Unveiling the Crisis: Decoding the Working Conditions of Doctoral EngineeringStudents and the Call for Decent WorkMr. Rafael De Leon, The Ohio State University A current PhD student in engineering education at The Ohio State University, Rafael De Leon has spent much of his academic and professional career researching and analyzing energy technologies. He spent some time working at the National Energy Technology Lab (NETL) becoming familiar with how policy is influenced by engineers. His current research interests include graduate student working conditions and policy. He enjoys spending time with family and

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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Graduate Studies Division (GSD)

‭graduate programs still operate within primarily disciplinary-based organizational systems that‬ ‭impact scholars’ abilities to engage in interdisciplinary work at the expense of meeting‬ ‭disciplinary expectations‬‭[4], [5], [10], [19], [32],‬‭[33], [34]‬‭. Moreover, students graduating from‬ ‭interdisciplinary programs still struggle to develop positive senses of identity, belonging, and‬ ‭motivation in interdisciplinary research communities– all of which are necessary for pursuing‬ ‭interdisciplinary work as early-career academics‬‭[7],‬‭[35], [36]‬‭. The challenge is particularly‬ ‭acute for graduate students in engineering and STEM (i.e., Science, Technology, Engineering,‬ ‭and Math) fields. These areas of study

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ifeoma Nwanua, University of Florida

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Diversity

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Graduate Studies Division (GSD)

, offeringa lens through which an international African female Ph.D. student can navigate challenges.In engineering education, researchers have utilized social capital theory to explore conceptsincluding leadership [54], mentorship [55], career success [56], the engineering design team [57],and recruitment and retention of students [58], [59], [60], [61]. In the context of marginalizedstudents' recruitment and retention, Martin et al. [58] used social capital theory to examine thesocial resources within first-generation undergraduate students' social ties, shedding light on howthese resources contribute to their persistence in their engineering major. Expanding on this studythrough narrative analysis, Martin [59], using social capital theory, delved

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 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian M. Chan, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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Graduate Studies Division (GSD)

Influence of Advisors’ Advising Style on the Career Interests of Black and Latinx Students in STEM Graduate Programs. Journal of STEM Education: Innovations and Research, 24(1).Center for the Improvement of Mentored Experiences in Research (CIMER). (n.d.). https://cimerproject.org/Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.Fleming, G. C., Borrego, M., & Knight, D. (2023). Engineering Graduate Education in the United States. International Handbook of Engineering Education Research.Hoadley, C. (2012). What is a community of practice and how can we support it? In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations

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 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A. Goodman, Stevens Institute of Technology ; Emily L. Atieh, Stevens Institute of Technology

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Graduate Studies Division (GSD)

for this [13], [14]. Lemelinet al. discuss how community building can lead to increased student resilience, which can in turnreduce student resistance to active learning [15]. Zumbrunn et al. found that when studentsperceived the classroom environment to be supportive, their in-class engagement increased [16].Moreira et al. demonstrated that community building in the form of events, retreats, and onlinediscussions contributed to the retention and positive career outcomes for students from groupshistorically minoritized in STEM [17]. Active learning can itself contribute to students’ sense ofcommunity, as evidenced by Parrish et al.’s 2021 study which found that team-based learningfurthered students’ sense of community in both online and face

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University

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Graduate Studies Division (GSD)

implementation details for this intervention.2.1 Learning to Read Academic PapersIn terms of how to read scientific papers, there is a small set of research papers related to the topicbroadly in the domain of graduate education, reading groups, literature searches, and focus paperson how to teach this skill. Reading comprehension is a broad topic in K-12 education andhigher-education research but is beyond the scope of this work. As for information on how to readscientific papers, there are some online articles such as “How to (seriously) read a scientificpaper” (Accessed January 10th, 2024 - http://www.sciencemag.org/careers/2016/03/how-seriously-read-scientific-paper).From a graduate engineering education perspective, Jenkins et al. [17] in their

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole Else-Quest, University of North Carolina at Chapel Hill; Joe Roy, American Society for Engineering Education

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Graduate Studies Division (GSD)

287 engineering doctoral students from 28 institutions in the U.S. Weidentified the scale’s latent factor structure for construct validity evidence and evaluated internalconsistency reliability evidence. Results from studies using the finalized survey are expected toindicate specific policies, practices, and procedures that may serve as interventions to enhanceorganizational performance specifically in the strategic area of doctoral student retention at thedepartment level.I. IntroductionThe long-term vitality of the U.S. workforce relies on the full range of science, technology,engineering, and mathematics (STEM) career pathways being available to all Americans [1]. Theincreased participation of women and members of racially minoritized and