Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies Division (GSD)

provides student agency inintellectual development, and (4) it provides content adaptability to emerging trends. 3For example, our first-year Chemical Engineering graduate curriculum comprises five courses:Thermodynamics, Kinetics and Reactor Design, Transport Phenomena, Mathematical Methods, and Safetyand Ethics (taught in one course together). Although this curriculum is reasonably standard in ChemicalEngineering graduate education, its structure leaves little room for customization, specialization, andflexibility on emerging topics. In contrast, one-credit modules enable students to adapt to their priorknowledge level - for example, by testing

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

Tagged Topics

Diversity

Tagged Divisions

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 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)

robots and the future of work.The trainees can select from a menu of courses across a range of disciplines that broaden theirtechnical knowledge. The interdisciplinary coursework broadens the theoretical and 6methodological perspective of the trainees. Additionally, the program requires each trainee toinclude a chapter on the broader impacts of research into their dissertations and theses. Theprogram’s required applied ethics course offers a collective intellectual space in which thetrainees explore non-technical consequences of their technical research. This paper presents a discussion of convergence research through the lens of the

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

English), Can. J. High. Educ., vol. 54, no. 1, pp. 71-88, 2024. [Online]. Available: ://WOS:001267821600006.[11] W. B. Johnson and N. Nelson, "Mentor-protege relationships in graduate training: Some ethical concerns," (in English), Ethics Behav., vol. 9, no. 3, pp. 189-210, 1999, doi: 10.1207/s15327019eb0903_1.[12] A. M. Snyder and J. R. Hartwell, "Development and Evaluation of an Experiential Career Planning Assignment to Train Students to Assess Organizational Fit," (in English), J. Vet. Med. Educ., ; Early Access p. 11, 2023 Jan 2023, doi: 10.3138/jvme-2022-0095.[13] J. H. L. Koh, "Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme," (in English

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

experiences, their relationships with their advisors, howmismatched advisor-student relationships affected their mental health, and what strategies theyused to deal with stress and adversity. The flexibility of the format allowed participants toelaborate on issues they felt were most important, yielding much valuable, unexpected insight.Each interview took approximately 60 to 90 minutes and was audio-recorded with participants'consent. The audio recordings were later transcribed verbatim to ensure accuracy during dataanalysis.Ethical Considerations The research was conducted with strict adherence to the observance of ethical guidelinesthat ensure the safety and dignity of all participants. At the start of data collection, eachparticipant was

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

Tagged Divisions

Graduate Studies Division (GSD)

readings throughdifferent analytical lenses (such as epistemology, findings, consequences, citations, andparticipants). The course and its approach have been the subject of previous scholarship (see [18]and [19]).During the Autumn 2024 iteration of the course, which is the focus of this autoethnography, Iintroduced significant experimental elements that expanded student agency. Students not onlychose their own readings but also participated in selecting the analytical lenses through whichthey would examine the literature. To complement this enhanced student agency, I changed thecourse's reflection component to focus on broader cross-cutting "big ideas:" argument, genre,trustworthiness, significance, and ethics. This teaching context provides a

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

Tagged Divisions

Graduate Studies Division (GSD)

after the project.Statistical analysis will be conducted to determine the effectiveness of the two project tracks inhelping GTAs understand the EML framework and improve their teaching abilities.IntroductionBackground of GTA training courseA team of engineering faculty from a public research university piloted a training course forgraduate teaching assistants (GTAs) in 2017, focusing on teaching pedagogy and leadershipdevelopment [1]. The course takes the format of weekly seminars, in which a guest speakerpresents an interactive session within the course scope each week. Topics range from holdingoffice hours and general rubric design to presentation skills and ethics. Early feedback wassought from faculty members who work with a large number of

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

Tagged Divisions

Graduate Studies Division (GSD)

, especially the National Science Foundation, whichstarted the NSF Research Traineeship (NRT) program ten years ago. This program specificallyrequired explicit training of students in technical skills, communication skills, and othertransferable professional skills (e.g., project management, leadership, ethics, teaching,entrepreneurship, teamwork, conflict resolution, and outreach) [11, 12]. The NRT programencouraged the home institution to train students in partnership with industry and other academicinstitutions. In 2024, NSF launched a new training opportunity, NRT Institutional PartnershipPilot (NRT-IPP) program, which explicitly required participation of industry [12]. This programcalled for primarily initiating new research-based MS programs in

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milica Miladinovic, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute; Pratap Mahesh Rao, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

transformation in doctoral STEM education, including the creationof professional, industry, and collaborative PhD programs, has been focused on preparingdoctoral students for industrial positions post-graduation (both in research and non-researchrelated fields) [7]. To enhance the employability of PhD holders outside of academia [7], manyprograms implemented seminars, courses, and training for developing ‘soft skills’ (e.g.,communication, teamwork, problem solving, critical and innovative thinking, creativity, self-confidence, ethical understanding, capacity of lifelong learning, the ability to cope withuncertainty [8]). While these interventions provide graduates of such PhD programs with certaintransferable skills, they fall short of deeply training

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

Tagged Divisions

Graduate Studies Division (GSD)

others, the experience revealed new opportunities formeaningful engagement beyond traditional faculty roles, allowing them to envision a moreversatile career. “I don't think it really impacted my post PhD goals of wanting to focus on teaching in engineering, but it changed what I wanted to teach and how I wanted to show up for my students and be perceived as a faculty member. What types of content I wanted to focus on in engineering, not just technical but the technical and social combined, and really furthered my ideas of design project possibilities on advising and incorporating ethics and sociotechnical knowledge throughout a curriculum and being prepared to do that work in my career.” “I

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

Tagged Divisions

Graduate Studies Division (GSD)

, “Changing the face of STEM: Review of literature on the role of mentors in the success of undergraduate Black women in STEM education,” Journal of Research Initiatives, vol. 5, no. 3, 2021.[8] E. McGee and L. Bentley, “The equity ethic: Black and Latinx college students reengineering their STEM careers toward justice,” American Journal of Education, vol. 124, no. 1, pp. 1-36, 2017.[9] B. E. Rincón and S. Rodriguez, “Latinx students charting their own STEM pathways: How community cultural wealth informs their STEM identities,” Journal of Hispanic Higher Education, vol. 20, no. 2, pp. 149-163, 2021.[10] T. L. Strayhorn, L. L. Long III, J. A. Kitchen, M. S. Williams and M. E. Stenz, “Academic and social barriers

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

Tagged Divisions

Graduate Studies Division (GSD)

Paper ID #45835Tracking the Evolution of Interdisciplinary Identity-Based Motivation in EngineeringGraduate Students: A Longitudinal StudyDr. Margaret Webb, Virginia Tech Department of Engineering Education Margaret (Maggie) Webb is holds a PhD in Engineering Education and an M.S. in Civil Engineering from Virginia Tech, as well as a B.S. in Mechanical Engineering from Rice University. Her research focuses on interdisciplinary identities and motivation in engineering education, examining interdisciplinary graduate education, convergent research approaches, and applying organizational systems theories to develop ethical

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

], [18], [19]. PBL not onlyenhances students' technical skills but also cultivates soft skills such as teamwork, leadership,and ethical reasoning, thereby preparing graduates to be more adaptable and responsive to theneeds of a rapidly changing world and the workplace [20], [21].PBL has been criticized because students rarely get to see the proper solution, which wouldallow students to identify their errors in thinking [22]. This is especially important for students todo if they have not truly mastered the fundamentals [22]. PBL has been noted for impartingcooperative skills to students while obtaining the same learning outcomes as those obtained fromtraditional pedagogies [23]. PBL has also been praised for being more effective than