Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia; Nyna Jaye DeWitt, University of Georgia; Sarah Jane Bork, University of Georgia

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Diversity

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Graduate Studies Division (GSD)

Paper ID #48082Adapting to Alternative Learning: Insights from Engineering Graduate StudentsDuring the COVID-19 PandemicAnimesh Paul, University of Georgia Animesh (he/they) was born in Tripura, India, and raised in a liberal, military family. A creative and outgoing individual, he earned a B.Tech in Electronics and Electrical Engineering from KIIT University. He is currently a Ph.D. candidate at the Engineering Education Transformation Institute, advised by Dr. Racheida Lewis, with research focusing on user experience and student transitions in engineering education.Dr. Racheida S Lewis, University of Georgia

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Georgia; Karin Jensen, University of Michigan

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Diversity

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Graduate Studies Division (GSD)

. Theexosystem follows, encapsulating indirect environments (e.g., experiences of roommate ingraduate school but in a different degree program and conversations with the individual aboutthese experiences). The macrosystem level includes social and cultural values, whereas the finalchronosystem level pertains to transitions in environment(s) over time, respectively [21]. It isimportant to note that there is a bidirectional relationship between a person and theirenvironment; that is, they both can impact one another (discussed via the process-person-context-time [PPCT] language) [5].Godfrey & Parker’s Culture of Engineering Education Framework (CEEF)CEEF was used to provide context to the environment and systems engineering graduatestudents

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hyena Cho, University of Illinois Urbana-Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign; Marcia Pool, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign

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Graduate Studies Division (GSD)

indicated "strong agreement" or "always or almost always true of me." The first twosections were adopted from [5]’s survey, while the other survey sections were adopted from[20]'s survey. These scales allowed respondents to share distinct perceptions and experiencesrelated to the development of their pedagogical and entrepreneurial mindsets attributed to thecourse.Analysis ProcedureIn this study, the analysis focuses on evaluating the KEEN Entrepreneurial Mindset trackcompared to the general pedagogical and leadership development from the GTA course. Thesurvey was utilized, with each section corresponding to crucial topics within the course andKEEN tracks. The two surveys used in this study are valid and reliable [5], [20]. The impact ofthe KEEN

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of California, Los Angeles ; Joe Roy, American Society for Engineering Education

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Diversity

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Graduate Studies Division (GSD)

. Alexandria, VA: National Science Foundation. Available at https://ncses.nsf.gov/wmpd.[2] American Society for Engineering Education. (2024). Profiles of Engineering and Engineering Technology,2023. Washington, DC. https://ira.asee.org/profiles-of- engineering-engineering-technology/[3] Yoon, S. Y., Aldridge, J. L., Else-Quest, N. M., & Roy, J. (2024). Development of a climate survey for engineering doctoral students from an intersectional approach: First-round validity evidence. Proceedings of the 131st American Society for Engineering Education (ASEE) Annual Conference and Exposition, Portland, OR, USA.[4] Aldridge, J. L., Else-Quest, N. M., & Yoon, S. Y. (2025, April). Applying an integrative climate framework to

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ilya Avdeev, University of Wisconsin - Milwaukee; Adrienne Robyn Minerick, Michigan Technological University; Mary Raber, Michigan Technological University; Jennifer Gutzman, University of Wisconsin - Milwaukee; Loren G Peterson, University of Wisconsin-Milwaukee

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Diversity

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Graduate Studies Division (GSD)

creativelyintegrating and building on methodologies from the NSF I-Corps Lean Launchpad program(s)and Stanford’s Life Design curricula, the bootcamp equips participants with tools and strategiesto actively design and navigate their career paths. This initiative places students at the center oftheir career exploration, fostering a sense of ownership, confidence, and adaptability that is oftenmissing from traditional graduate training.Participants consistently reported significant shifts in perspective. They emphasized newfoundawareness of the broader impact of their research, the value of collaborative engagement, and theimportance of exploratory learning in both academic and non-academic settings. The bootcampalso enabled the development of critical

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jordan Min Peyton, Ohio State University

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Diversity

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Graduate Studies Division (GSD)

School Admissions Duan, D., Rico, C. A., García-Bayona, L., Blanco, A. T., Agreda, Y. S., Villegas Rodríguez, G. J., Ceja, A., Martinez, V. G., Goldman, O. V., & Fernandez, R. W. Hispanic/Latinx STEM Majors Applying Monarrez, A.,; Frederick, 2024 to

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Marie C. Paretti, Virginia Polytechnic Institute and State University

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Graduate Studies Division (GSD)

thenhow they interact over time to create distinctive developmental trajectories.Case 1: Student 1 - The Growth Alignment PatternAs seen in Figure 4, Student 1's developmental trajectory exemplifies the Growth AlignmentPattern, characterized by coordinated growth across all three dimensions of self-perceivedprogress, desire, and perceived possibility and culminating in identification as aninterdisciplinary scholar. Their journey demonstrates how initial tentativeness aboutinterdisciplinary work can evolve into a confident interdisciplinary identity through sustainedengagement with interdisciplinary practices and communities. Figure 4: The Growth Alignment Pattern Developmental TrajectoryDesire TrajectoryStudent 1's desire to pursue

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin

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Diversity

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Graduate Studies Division (GSD)

informed by our literature review and included questions aboutparticipants’ advisor(s), perceptions of their advisors’ work-life balance, research group climate,and department climate [4]. This paper focuses on responses to two questions from the largerstudy’s interview protocol: 1)​ What advice does your PhD advisor give you about your suitability and preparation for your desired career path? 2)​ Are there some aspects of your plans you don’t feel like you can openly discuss with your PhD advisor?3.3 | Data analysis We completed two rounds of inductive coding using transcripts from the interviews [29].In the first round of coding, we identified the five major themes of participant-advisorrelationship, participant's

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Yoho, George Mason University; Christi Wilcox, George Mason University, College of Engineering and Computing

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Graduate Studies Division (GSD)

through listserv(s) and/or paper postings onbulletin boards with additional information: • Open to graduate students in STEM-related programs • Continue to develop your inclusive teaching skills to support all students in your classes • Attend 3 workshops in [session month/year] • Eligible to earn an Inclusive Teaching for STEM Graduate Students Mini-Course CertificationAll sessions are 90 minutes, including both content delivery (generally 50 minutes total) andsmall group breakout discussions (generally 40 minutes total, broken into 5-10 minute individualbreakout sessions). Please note that while the sessions are titled “classroom,” the instructionalmodality is defined broadly and teaching techniques and strategies for in

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Himani Sharma, Arizona State University; Ann F. McKenna, The University of Iowa

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Diversity

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Graduate Studies Division (GSD)

international students. Globalisation, Societies and Education, 11(3), 359-378.[2]. Skinner, R. (2013). American engineering doctoral enrollments. International Higher Education, (72), 23-24.[3]. Ku, H. Y., Lahman, M. K., Yeh, H. T., & Cheng, Y. C. (2008). Into the academy: Preparing and mentoring international doctoral students. Educational technology research and development, 56, 365-377.[4]. Hart-Baldridge, E. (2020). Faculty advisor perspectives of academic advising. NACADA Journal, 40(1), 10-22.[5]. Knox, S., Schlosser, L. Z., Pruitt, N. T., & Hill, C. E. (2006). A qualitative examination of graduate advising relationships: The advisor perspective. The Counseling Psychologist, 34(4), 489-518.[6

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan Jackson, University of New Mexico

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Graduate Studies Division (GSD)

determineif the results are based on the field of study or just this individual course. In addition, it would beinteresting to determine if the results are only based on semiconductor manufacturing topic or ifthey apply to other engineering areas.References:[1] S. Kurinec et al., "Microelectronic engineering education for emerging technologies," in 2010 IEEE Frontiers in Education Conference (FIE), 2010: IEEE, pp. T3J-1-T3J-6.[2] A. J. Muscat, E. L. Allen, E. D. Green, and L. S. Vanasupa, "Interdisciplinary teaching and learning in a semiconductor processing course," Journal of engineering Education, vol. 87, no. 4, pp. 413-421, 1998.[3] S. Suteerawattananon, D. Prasertsom, J. Benjanarasut, B. Janthong, W. Kaewnet, and C

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yun-Han Weng, The Ohio State University; Emily T Creamer, The Ohio State University; Jeffrey M. Bielicki, The Ohio State University; Matthew Judkins Mayhew, The Ohio State University

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Graduate Studies Division (GSD)

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Sofia Brewer, Clemson University; Lily Fender, Clemson University; Kassidy Maron; Adelyn Dwyer, Clemson University; Karen A High, Clemson University; Marieke Van Puymbroeck

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Graduate Studies Division (GSD)

] B. E. Lovitts, “Who Is Responsible for Graduate Student Attrition--The Individual or the Institution? Toward an Explanation of the High and Persistent Rate of Attrition,” Apr. 1996. Accessed: Mar. 22, 2024. [Online]. Available: https://eric.ed.gov/?id=ED399878[2] National Science Foundation, “Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS) 2022,” Fall 2022. Accessed: Mar. 22, 2024. [Online]. Available: https://ncses.nsf.gov/surveys/graduate-students-postdoctorates-s-e/2022[3] N. Sellami, B. Toven-Lindsey, M. Levis-Fitzgerald, P. H. Barber, and T. Hasson, “A Unique and Scalable Model for Increasing Research Engagement, STEM Persistence, and Entry into Doctoral Programs,” CBE—Life Sci

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

RAVISHA CHUTANI, University of Georgia; VARUN KATHPALIA, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Graduate Studies Division (GSD)

systematically address the research question. STAGE 1: Identifying the research question(s) The research question was formed in this stage that guided our scoping review study: What is the current landscape of literature on the financial well-being of engineering graduate students at master’s degree level, with a focus on financial anxiety and financial stress related to student loans? Based on this research question, we defined our Population-Concept-Context (PCC) framework, which further guided the inclusion and exclusion criteria of our study. We defined the precise terms structured within this framework. Table 2 outlines the PCC framework that we used to define our concept lines

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lorine Awuor Ouma, Pennsylvania State University; Cynthia Howard-Reed, Pennsylvania State University

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Diversity

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Graduate Studies Division (GSD)

.[9] Council of Graduate Schools, Doctoral Initiative on Minority Attrition and Completion. 2015.[10] E. Zerbe, G. M. Sallai, K. Shanachilubwa, and C. G. P. Berdanier, “Engineering graduate students’ critical events as catalysts of attrition,” Journal of Engineering Education, vol. 111, no. 4, pp. 868–888, Oct. 2022, doi: 10.1002/jee.20481.[11] T. M. Bluestein, C. Amelink, and M. S. Artiles, “Campus Climate for Engineering Graduate Students: Examining Differences Between Domestic Minority, Domestic Majority, and International Students,” 2018.[12] D. L. Lorenzetti et al., “A systematic review of graduate student peer mentorship in academia,” Mentoring and Tutoring: Partnership in Learning, vol. 27, no. 5, pp

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Graduate Studies Division (GSD)

support research on equity and inclusion in STEM education.Prof. Satchi Venkataraman, San Diego State University Satchi Venkataraman, Ph.D., is a Professor of Aerospace Engineering. He has served as Graduate Advisor for the Aerospace Engineering program (17 years) and as an Associate Director at the Computational Sciences Research Center at San Diego State University (11 years). His expertise is in computational mechanics and optimization applied to design of lightweight and durable composite aircraft structures. He has extensive experience in developing programs for student professional development and broadening participation (co-PI and PI on three NSF S-STEM grants). ©American Society

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cheryl A Bodnar, The Ohio State University; Holly M Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Graduate Studies Division (GSD)

[1] G. A. Garcia, A.-M. Núñez, and V. A. Sansone, “Toward a Multidimensional ConceptualFramework for Understanding ‘Servingness’ in Hispanic-Serving Institutions: A Synthesis of theResearch,” Review of Educational Research, vol. 89, no. 5, pp. 745–784, Oct. 2019, doi:10.3102/0034654319864591.[2] J. Ritchie, J. Lewis, C. M. Nicholls, and R. Ormston, Eds., Qualitative research practice:a guide for social science students and researchers, 2. ed. Los Angeles, Calif.: Sage, 2013.[3] A. Srivastava and S. B. Thomson, “Framework Analysis: A Qualitative Methodology forApplied Policy Research,” Journal of Administration & Governance, vol. 4, no. 2, pp. 72–79,2009.[4] N. K. Gale, G. Heath, E. Cameron, S. Rashid, and S. Redwood, “Using

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claudia G Cameratti-Baeza, University of Michigan; Charlie Michaels, Center for Socially Engaged Engineering & Design, University of Michigan

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Graduate Studies Division (GSD)

Society Magazine, vol. 28, no. 4, pp. 6–15. doi: 10.1109/MTS.2009.934940.Cheldelin, S. I. (2000). Handling resistance to change. In A. F. Lucas (Ed.), Leading academicchange: Essential roles for departmental chairs (pp. 55–73). Jossey-Bass.Cherrstrom, C. A., Richardson, R., Fowler, D., Autenrieth, R., & Zoran, M. J. (2017). Creatingteaching opportunities for STEM future faculty development. Journal of STEM TeacherEducation, 52(1), 55–69.Connolly, M. R., Lee, Y.-G., & Savoy, J. N. (2018). The effects of doctoral teaching developmenton early-career STEM scholars’ college teaching self-efficacy. CBE—Life Sciences Education,17(ar19). https://doi.org/10.1187/cbe.17-02-0039Connolly, M. R., Savoy, J. N., & Barger, S. S. (2010, April). Future

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Isha Galaz Abdullah, University of North Carolina at Charlotte; David K Pugalee, University of North Carolina at Charlotte; David C. Weggel, University of North Carolina at Charlotte; David Jacob Thaddeus, University of North Carolina at Charlotte

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Diversity

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Graduate Studies Division (GSD)

experience and provides keyevidence for continuing and expanding opportunities for co-teaching and real-worldinterdisciplinary problem solving.References[1] A. W. Glancy and T. J. Moore, "Theoretical foundations for effective STEM learningenvironments," School of Engineering Education Working Papers, Paper1, 2013.http://docs.lib.purdue.edu/enewp/1[2] National Academies of Sciences, Engineering, and Medicine, Graduate STEM Education forthe 21st Century. Washington, DC: The National Academies Press, 2018. doi:https://doi.org/10.17226/25038.[3] L. Sunra, N. Aeni, and F. H. S. Sally, "A Comprehensive Exploration of Outcome-BasedEducation Principles and Practices," Asian Journal of Education and Social Studies, vol. 50, no.1, pp. 1-9, 2024.[4] H. E

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allyce Horan, Colorado School of Mines

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Diversity

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Graduate Studies Division (GSD)

distractions and empower them to write, writing retreats canonly continue to contribute to a sustainable cultural and personal shift in the mindset surroundingwriting, promoting positive momentum towards graduation.References[1] S. Simpson, “Building for Sustainability: Dissertation Boot Camp as a Nexus of GraduateWriting Support,” Praxis: A Writing Center Journal, vol. 10, no. 2, 2013.[2] C. Hixson, W. Lee, D. Hunter, M. Paretti, H. Matusovich, and R. McCord, “Understandingthe structural and attitudinal elements that sustain a graduate student writing group in anengineering department,” WLN: A Journal of Writing Center Scholarship, vol. 40, no. 5–6, pp.18-25, 2016.[3] S. Lee and C. Golde, “Completing the dissertation and beyond: writing centers

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., University of Florida; Ifeoma Mary Nwanua, University of Florida; Jasmine E. McNealy, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Graduate Studies Division (GSD)

instrumentdesigned to identify self-determined communication in graduate education. This researchaddresses two key questions: (1) How do the adaptation steps contribute to the theoretical andpractical development of the COMM-FLOWS tool? (2) In what ways do the measures of theCOMM-FLOWS tool differ from those of the original Basic Psychological Needs Satisfaction –General (BPNS-G) scale in capturing self-determined communication in graduate education?Using an adaptation framework informed by Chenel et al. (2018)’s decision-aid methodology,this study modifies the BPNS-G scale to capture the nuances of oral and written communicationin an academic setting. The adaptation process involved seven structured steps: (1) identifying ascale for adaptation, (2

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Naqash Gerard, University of Florida; Isabella Victoria, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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Diversity

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Graduate Studies Division (GSD)

Jr.’s Pro-Black engineeringeducation research framework [14],[15], and Gelles’s work on ethical mentoring [16]-[19]. Thispaper presents a novel process by which conflicts could be managed internally between engineeringlab as well as introduce new methods by which the research process can be both democratized andaffirming of the assets that underserved graduate students and their advisors bring [14].Background: Whether formally structured (i.e., advising) or informally structured (i.e., mentoring),national reports [20] point to the dire need for evidence-based practices and research in not justforming productive relationships but meaningful ones for a graduate students’ profession.Unresolved conflict resolution continues to be among

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies Division (GSD)

. 2023 ASEE Annu. Conf. Expo., Baltimore, MD, 2023.[2] G. D. Bruce, “Exploring the value of MBA degrees: Students’ experiences in full-time, part-time, and executive MBA programs,” J. Educ. Bus., vol. 85, no. 1, pp. 38–44, 2009, doi:10.1080/08832320903217648.[3] S. K. Gardner and B. Gopaul, “The part-time doctoral student experience,” Int. J. DoctoralStud., vol. 7, pp. 63, 2012.[4] M. A. Cohen and S. Greenberg, “The struggle to succeed: Factors associated with thepersistence of part-time adult students seeking a master's degree,” Contin. Higher Educ. Rev.,vol. 75, pp. 101–112, 2011.[5] J. C. Yum, D. Kember, and I. Siaw, “Coping mechanisms of part‐time students,” Int. J.Lifelong Educ., vol. 24, no. 4, pp. 303–317, 2005.[6] R. Darolia, “Working

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Graduate Studies Division (GSD)

research [3]. Industry-universitypartnership is a requirement of this model, which calls for concerted participation of industryexperts in the training of students through identification of industry-relevant research problems,co-advising about how to approach their practical solutions, and training for other non-technicalskills that are crucial for success in industry. An assessment of student demand and their experience with P3’s non-traditional features,support of university administration, and the challenges felt by interested faculty advisers duringits implementation at Lehigh University were presented previously [3, 4]. This paper completesP3 program’s assessment by analyzing the feedback provided by industry scientists who haveserved

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jen (Jennifer) Herman, The Ohio State University; Leah Wahlin, The Ohio State University; Deborah Kuzawa, The Ohio State University

Tagged Divisions

Graduate Studies Division (GSD)

/CBO9780511803932.[12] National Postdoctoral Association, “NPA Core Competencies.” [Online]. Available: https://www.nationalpostdoc.org/page/CoreCompetencies[13] B. S. C. Kwan, H. Chan, and C. Lam, “Evaluating prior scholarship in literature reviews of research articles: A comparative study of practices in two research paradigms,” Engl. Specif. Purp., vol. 31, no. 3, pp. 188–201, Jul. 2012, doi: 10.1016/j.esp.2012.02.003.[14] S. A. Crossley, D. R. Russell, K. Kyle, and U. R mer, “Applying Natural Language Processing

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne Lynn Gillian-Daniel, University of Wisconsin - Madison; Rebecca Cors, University of Wisconsin - Madison; Wendy C. Crone, University of Wisconsin - Madison; Victor zavala, University of Wisconsin - Madison; Derek Johnson, University of Wisconsin - Madison; Kerri Lyn Phillips, University of Wisconsin - Madison

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Diversity

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Graduate Studies Division (GSD)

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Yuliana Flores, University of Washington

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Graduate Studies Division (GSD)

, “Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators,” Int. J. Dr. Stud., vol. 11, p. 15, 2016.[3]​ J. W. Anastas and E. P. Congress, “Philosophical Issues in Doctoral Education in Social Work: A Survey of Doctoral Program Directors,” J. Soc. Work Educ., vol. 35, no. 1, pp. 143–153, Jan. 1999, doi: 10.1080/10437797.1999.10778953.[4]​ A. Johri, A. S. Katz, J. Qadir, and A. Hingle, “Generative artificial intelligence and engineering education.,” J. Eng. Educ., vol. 112, no. 3, 2023, Accessed: Jan. 15, 2025. [Online]. Available: https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Matthew James Lydon, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

‘socially robust knowledge’, ‘societally relevant knowledge’, or ‘societal responsive knowledge’, is designed to describe how socially constructed knowledge in ‘the context of application’ involves the contingent features of contexts as defined by external stakeholders. Far less attention is paid to the internal configurations underpinning interdisciplinary knowledge. [16, p. 473]Against the rising interest in ‘the contextual’, we find Gajary et al.’s recent proposal helpful asthey offered a definition of convergence as a system of systems [5, p. 2, 9]. Their expandeddefinition considers convergence research as an adaptive, dynamic process [5, p. 9-10]. Whileconvergence research is always grounded in specific time and

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemimmah Namodi, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University ; Gül E. Kremer, University of Dayton; Qing Li; Shan Jiang, Iowa State University of Science and Technology

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Graduate Studies Division (GSD)

academic and professional interests whilebuilding strong peer and external stakeholder networks. This concept provides support for careerdevelopment through stakeholder involvement [22]. Students are given opportunities to connectwith professionals from the field. The program’s practical and simple design offers a replicablemodel for other institutions. By addressing challenges and expanding on its strengths,universities can ensure graduate education prepares students for both academic excellence andcareer advancement.AcknowledgementsThis work is supported by the National Science Foundation under Grant No.1954946. Anyopinions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gouri Vinod, Cornell University; Allison Godwin, Cornell University; Trevor Franklin, University of Colorado Boulder

Tagged Divisions

Graduate Studies Division (GSD)