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Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering

Conference Session
GSD 1: From Recruitment to Retention
Collection
2025 ASEE Annual Conference & Exposition
Authors
Samuel Sola Akosile, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Tolulope Abiri, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
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Diversity
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Graduate Studies Division (GSD)
Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the director of the sustainable infrastructure development, smart innovation and resilient engineering lab and the director of undergraduate programs in the department of civil engineering at Morgan State University. ©American Society for Engineering Education, 2025 Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of EngineeringAbstractInternational graduate students (IGS) encounter a few challenges in academic writing during theirfirst semesters in
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Forward Fellows: An extended onboarding program to foster a sense of belonging and research self-efficacy in incoming graduate students

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)
peer-mentoring, community buildingactivities, cohort meetings, professional development opportunities, mental health and wellnessevents, faculty discussions, and career coaching [12]. The relatively newer Bridge programs,which support students’ transition to graduate school by bridging educational and developmental,have been developed extensively for students studying sciences disciplines such as chemistry andphysics. Many such programs are linked with the Inclusive Graduate Education Network(IGEN), such as the American Chemical Society Bridge Program (ACS-BP), which is an effortto increase the number of chemical science PhDs awarded to underrepresented students (ACS,2024). Themes of self-efficacy, and the related challenges students face with
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