Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

looking at religion and sexuality, evaluating how religious identities and morals influence self-concept in the areas of sexuality, sexual expression, self-esteem, and sexual agency.Dr. Ashley K Randall, Arizona State UniversityRoxanna Francies, Arizona State UniversityChinwendu Elyse Okwu, University of Pittsburgh c American Society for Engineering Education, 2020 Examining the Effects of STEM Climate on the Mental Health of Graduate Women from Diverse Racial/Ethnic Backgrounds The current state of mental health needs among graduate students is a growing crisisworldwide (Evans, Bira, Gastelum, Weiss, & Vanderford, 2018; Hyun, Quinn, Madon, &Lustig, 2006). A recent study of 2,279

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

KENNETH WADE JACKSON

embodiment could provide a moreholistic situation and might be useful for better engaging students with physicalreality. Secondly, increasing laboratory work might also be useful. Unfortunately,there seems to be a lower value placed on teaching laboratory courses as evidencedby these courses being frequently assigned to graduate assistants. Havingexperienced both analytical and experimental work, there is no doubt in the author’smind that analytical and deductive engineering courses take less time to teach andare easier to assess than their iterative and inductive counterparts. Those who haveworked in engineering laboratories know well how difficult it can be to get stubbornobservations to cooperate and agree reasonably well with our

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45172The role of undergraduate engineering students’ different support networksin promoting emotional well-being: A narrative studySowmya Panuganti, Purdue Engineering Education Sowmya Panuganti is a graduate student at Purdue University in the Engineering Education department. She is passionate about understanding engineering culture and the effects it has on engineers’ mental health and well-being.Narjes Khorsandi Koujel, Rowan University Narjes is a Ph.D. student in Engineering Education at Rowan University. She earned a bachelor’s degree in industrial engineering in Iran and subsequently worked as an industrial

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L Peters, Kettering University; Steve Skerlos, University of Michigan; Adam B. Baker, University of Michigan

Tagged Divisions

Graduate Studies

advisor works to adapt his or her style to meet the needs ofindividual students. Several other positive characteristics that students identified somewhatfrequently include their advisors’ understanding of the importance of a work/life balance, theirprofessional connectedness and assistance networking, acting as a mentor or role model, beingeasily accessible to students, and providing helpful advice. Several students even cited theiradvisors as being a primary factor in their decision to pursue a PhD in instances where thestudent knew his or her advisor in another capacity prior to enrolling. Additional positivecharacteristics of advisors mentioned by several students include that their advisors wereknowledgeable, adept at securing funding and

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gretchen L. Hein, Michigan Technological University; Daniela Faas, Harvard University; Anne M Lucietto, Purdue University; Jacquelyn Kay Nagel, James Madison University; Diane L Peters P.E., Kettering University; Rebecca M. Reck, Kettering University; Mary C. Verstraete, The University of Akron; Deborah J. O'Bannon P.E., University of Missouri, Kansas City

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

often consider the needsof graduate students. This group of women represents a diverse set of employment, promotion,and professional development requirements and needs: ● Careers in academia typically require an advanced degree (Ph.D.) ● Promotion in academia does not take into account 2/3 of typical job responsibilities, thus individuals are unaware of other ways to advance in academia ● Professional development and networking needs of women in academia vary from others in industry ● Academia is an environment that differs greatly from industry and the challenges of a typical work week may be significantly different from industry ● Female faculty are often caught between their own needs and the needs of their students

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Jerry Austin Yang, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Maximilan Kolbe Sherard, University of Texas at Austin; Christine Julien, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

Tagged Topics

CoNECD Paper Submissions, Diversity

specifically LGBTQ+-inclusive spaces thatuniversities, colleges, and students may spearhead – all with the intent of building a space andcommunity of LGBTQ+ people to feel safer on campus and share common experiences witheach other. Other studies have highlighted how inclusive spaces can also create tensions within boththe campus and LGBTQ+ community (Marine & Nicolazzo, 2014; Davis, 2018). For example, intheir study of nineteen LGBTQ+-inclusive spaces, Marine and Nicolazzo (2014) noted that on-campus LGBTQ+ centers can create tensions between the LGBTQ+ and trans* community.Through center naming, programming, staffing, and activism efforts, Marine and Nicolazzoillustrate how trans* identities can often be erased under the broader umbrella

Conference Session

Military and Veterans Division Technical Session 2: Veteran Identity & Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca C. Atkinson, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

otherfactors, they are more likely to be divorced, widowed, or never married [1] and to be singleparents [18], [19]. In addition, women veterans must often be strategic in the way theydemonstrate their feminine identity in order to be accepted and respected; as noted by Iverson etal., “women…must walk a precarious line between masculinity (being tough enough) andfemininity (being a real woman)” [19, p. 159]. Further, women service members often operateunder an intense microscope of their capabilities, and often have little support or mentorshipfrom senior female leaders [19], [20]. Nonetheless, women veterans are noted for their resilienceand even found to have a heighted commitment to goal achievement, including academicpersistence. Women student

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sánchez, Loughborough University; Paul P. Conway, Loughborough University

Tagged Divisions

Graduate Studies

the studies and out to employmentupon PhD graduation: (i) Grounding yourselfWe organised induction sessions at the start of the program (i.e. first week upon enrolment)as well as refreshers (called ‘orientation’ days) throughout the program. The content coveredin those sessions had the intention of assisting their ‘transition in’ and aiding their ‘transitionout’ into employment after graduation. With these events we intended to foster a sense of‘togetherness’ to face the uncertainty of the early months ahead.Since identity can be one of the strongest motivators in one’s (professional) life, we devoted asignificant amount of time to delving into the students’ perceptions of themselves asgraduates, as professionals (particularly relevant to

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

Programs In a review of the development and characteristics of future faculty preparationprograms2, it is pointed out that they can provide a smooth transition between graduate schooland faculty positions. These programs evolved from TA training programs that proliferatedbetween 1960 and 1990. Establishment of the Preparing Future Faculty (PFF) program in 1993formed a base for a sustained national initiative to transform doctoral education. The PFFprogram has three core features3 of 1) addressing the full scope of faculty roles andresponsibilities, 2) students have multiple mentors and receive reflective feedback and 3) bothare addressed in the context of a cluster of institutions typically involving a doctoral degree-granting institution

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Qunqun Liu, Shanghai Jiao Tong University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

thesestudents, Chinese students rank top in the number of doctorate recipients in science andengineering fields with a total of 32,973 students graduated with science or engineering doctoratedegrees from U.S. institutions between 1999 and 20091. Despite the prominent representation ofinternational students, including Chinese students, among the science and engineering doctoralstudents in U.S. institutions, however, these scientists and engineers are understudied comparedto their U.S.-born peers2.Among current qualitative and quantitative research findings on foreign-born talents includingChinese students and scholars in U.S. institutions, most efforts focused on their academicperformance, or adjustment issues, such as language barriers, the sense of

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qian Wang, Xi'an Jiaotong-Liverpool University (XJTLU); Biying Wen, Liverpool University; University of Liverpool

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Paper ID #37733Board 191: Are female faculty role models to female students in highereducation? A study of teachers’ perceptions of their roles andresponsibilities in computer science and engineeringDr. Qian Wang, Xi’an Jiaotong-Liverpool University (XJTLU) Dr. Qian ”Sarah” Wang is a Research Director, Ph.D. supervisor, and former Program Director of the MA in Global Education at the Academy of Future Education, XJTLU. Dr. Sarah graduated from Teachers College, Columbia University in New York (MA in Social-organizational Psychology; Ed.D in Education Leadership). Her research focuses on technology-enhanced education

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

engineering classes. The way she balanced her needs tounderstand and apply to feel like an engineer seemed to tip back and forth depending on herexperiences and the reevaluation of her knowledge.5 DiscussionThroughout this work, we presented the nuanced ways students think about their engineeringidentity development through specific performance and competency needs. We also gave aninitial illustrative example that describes how a student’s identity needs vary relative to theirexperiences and time spent in their program. These time-oriented results corroborate andextend existing theories for engineering role development and competency beliefs.5.1 Change in competency beliefsQuantitative work has presented findings that show that students

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie Evans, University of Virginia; Jessica Scoville, University of Virginia; Jamie J. Jirout, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Elizabeth Opila

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #37488Student curiosity in engineering courses and research experiences: ”I’mkind of torn between being a decent student and a decent engineer.”Dr. Natalie Evans, University of Virginia Natalie Evans, Ph.D. is a postdoctoral research associate in the UVA school of Education and Human Development. Her research examines how educational experiences influence the development of curiosity and creativity in students from preschool through college.Jessica Scoville, University of VirginiaJamie J. Jirout, University of VirginiaDr. Caitlin Donahue Wylie, University of Virginia Caitlin D. Wylie is an associate professor of Science

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

US (Lecture 2b) and on the development of computer engineering in 20thcentury Silicon Valley (Lecture 3). Adding the third and fourth lecture developed theprofessional identity component of the module and provided a more rounded historicalperspective on engineering practice. Lectures 2b and 3 continued the focus on the roots ofinnovation, but asked students to reflect on the continuing evolution of the role of engineers insociety and their own ambitions as engineers. Lectures 1, 2b, and 3 used case studies focused onindividual engineers, and in this iteration we used the case studies to reflect on a variety ofcharacter traits demonstrated in the careers and personalities of the featured engineers. Forinstance, Lecture 2b emphasized the

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gabriella Sallai, Pennsylvania State University; Johnathan Vicente, Pennsylvania State University; Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

mechanisms through a disciplinarylens. As such, this study seeks to answer the following research question: What are engineeringgraduate students’ coping landscapes when dealing with particular graduate school stressors?THEORETICAL FRAMEWORK Coping is, in itself, a theoretical framework to understand how people manage their stress,although the term has been applied in colloquial language in ways not fully consistent with thetheoretical bases for the theory. In their seminal works, Lazarus [40] and Folkman [41]established the transactional theory of stress and coping. These works set the foundation forcoping as a psychological theory. In this theory, a person’s behavior is marked by the continuousrelationship between the person and their

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Dominic Halsmer, Oral Roberts University; Elliott Butay, Oral Roberts University; Ben Hase, Oral Roberts University; Sean McDonough, Oral Roberts University; Taylor Tryon, Oral Roberts University; Joshua Weed, Oral Roberts University

Tagged Divisions

Engineering Ethics

spirituality. Multidisciplinary teams of undergraduate students and facultyexplore, and wrestle with, the connections between science/engineering and spirituality asthey endeavor to become whole persons. Engineering, science, and theology studentsteam up to investigate and assess evidence of purpose from findings in science andengineering. They apply reverse engineering techniques to natural systems in an effort toassess the potential for design recovery. Psychology students help to provide a betterunderstanding of the human condition and the role of perceived affordances inestablishing purpose. Anecdotal and survey evidence suggests that undergraduatestudents find such interdisciplinary studies to be interesting, motivating and beneficial

Conference Session

Engineering Management Curriculum

Collection

2002 Annual Conference

Authors

Ken Vickers; Ronna Turner; Greg Salamo

activities during the retreat combineelements of creativity training, team building, awareness expansion, etc. The camp is required ofall program students, both the entering Cohort members and the returning Cohorts.Activities are chosen that require both small and large group cooperation, and some activities aredesigned to foster a good-natured competitiveness between the Cohorts while growing the sinceof identity with the graduate program as a whole. The camp resembles at times a toy factory inan interior classroom environment, and then transforms itself into a ropes course-type outdooractivity with students being manhandled through a spider-web like rope maze.The group identity is strong at the end of the summer camp, but would be subject to rapid

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis; Jean S. VanderGheynst, University of Massachusetts, Dartmouth; Kara Moloney Ph.D., University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

financial) to persist to degree completion. 5) Balancing Act: The pace and intensity of graduate study frequently catches LIATFG students off guard. Particularly in the first and second year of graduate study, students are challenged by issues of time and balancing not only of their academic pursuits, but also their family relationships and responsibilities.Program OverviewThe PEGS21 program eases the transition for a cohort of about 15 first-year graduate students eachyear through a variety of interventions designed to foster supportive relationships, enhanceprofessional skills, and reduce financial barriers to help students address the challenges describedabove (Table 1). Table 1: Components of

Conference Session

Construction Contracts, Law and Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Renae Miller; Carla Lopez Del Puerto, Colorado State University; Rodolfo Valdes-Vasquez, Colorado State University; Kelly Strong

Tagged Divisions

Construction

the similaritiesand differences between the two documents. One of the main findings was that the AIAdocument is more prescriptive compare with the DBIA document, which is more flexible. Thiscomparison contributes to the body of knowledge by allowing owners to make educateddecisions regarding which document to use for their Design-Build projects. In addition, facultyand students will benefit by increasing their understanding about the content of both contract Page 24.294.2documents. Upon graduation, engineering and construction management students will enter theindustry where they will most likely work on this type of projects.Keywords

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Michigan; Shanna R. Daly, University of Michigan; Erika Mosyjowski, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Psychology and Sociology from Case Western Reserve University. Before pursuing a PhD, Erika had a dual appointment in UM’s College of Engineering working in student affairs and as a research associate. While grounded in the field of higher education, her research interests include engineering education, particularly as related to innovation, professional identity development, and supporting the recruitment and persistence of underrepresented students within engineering.Dr. Diane L. Peters, Kettering University Dr. Peters is an Assistant Professor of Mechanical Engineering at Kettering University. c American Society for Engineering Education, 2017 Practitioner Experience Meets Graduate

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Stillmaker P.E., California State University, Fresno; Lalita G Oka, California State University, Fresno; Jesus Gutierrez Plascencia; Cindy Charlott Schwartz-Doyle, California State University, Fresno; Katherine Lor, California State University, Fresno

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the Navy. She has graduated from California State University, Fresno with a B.S. degree in Mechanical Engineering. c American Society for Engineering Education, 2020 Investigating the Role of Faculty Gender in Mentoring Female Engineering Students for SuccessAbstract: While many previously male-dominated collegiate programs have experienceddemographic shifts over the past half century to become gender-balanced, engineering haspersisted as a male-dominated discipline. Trends between national gender proportions of facultyand degree recipients in engineering over a span of fifty years and their implications on same-gender mentoring relationship for female engineering students are

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

. heavy course load, particular ways of assessment andinstruction, projects that depend on teamwork, different starting levels in programming) that addlevels of stress. Learning to learn inevitably involves transformational change in the learner.Adults have a role to play in enhancing students’ resilience through failures and disappointments.In order to make engineering education an available option for a high school graduate, similaradult support and knowledgeability may reasonably be expected. John explains why an earlyplanning is essential: […] if you want to go into engineering, you had to think of this like years in advance, you had to start taking the courses, the right level courses, so if you want to go to college or

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Terri Dunbar, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology

consist of 33% majoritygroup team members (e.g., white students) and 67% underrepresented group team members (e.g.,students of color) or vice versa. During the early part of the semester, students completed a sur-vey with questions about their race or ethnicity, gender identity, age, year in school, availability,commitment level, and preferred leadership role using the Comprehensive Assessment of TeamMember Effectiveness (CATME) SMARTER Teamwork system.30 Student responses were usedto facilitate the selection of diverse teams based on their responses to the race or ethnicity andgender identity questions. Each team’s composition reached a medium level of racial diversity,where 60% of the group consisted of students of color and 40% of the group

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

diversity, equity, and inclusion in engineering, engineering design theory and practice; conceptual change and understanding; and school- to-work transitions for new engineers. His current work explores a range of engineering education design contexts, including the role of power in brainstorming activities, epistemological and conceptual develop- ment of undergraduate learning assistants, as well as the experiences of recent engineering graduates as they navigate new organizational cultures. American c Society for Engineering Education, 2021 Exploring Student Responses to Utility Value Interventions in Engineering Statics

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexis Basantis, Rowan University ; Megan DiPietroantonio; Amy B. Geary, Rowan University; Melanie V. Ware, Rowan University; Kaitlin Mallouk, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, active/reflective, and sequential/global.Complementary teaching styles can be matched to each of the learning styles, and the traditional“chalk and talk” style can in no way encompass all of them. Several institutions found that amixed-mode approach which balances active learning and passive learning is best for teachingstudents, especially in early stages of development [4]. Thus, in order to teach STEM topics toall students, supplementary teaching tools should be utilized.There are some assignable causes linked to the lack of engagement and success in STEMclassrooms. Many times teachers themselves do not have adequate training to teach STEMtopics. This problem was illustrated in a study done in 2007 that revealed the United Statesranked 41 out

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Samantha Brunhaver, Stanford University; Russell Korte, University of Illinois, Urbana-Champaign; Micah Lande, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

AC 2010-118: SUPPORTS AND BARRIERS THAT RECENT ENGINEERINGGRADUATES EXPERIENCE IN THE WORKPLACESamantha Brunhaver, Stanford University Samantha Brunhaver is a second year graduate student at Stanford University. She is currently working on her Masters in Mechanical Engineering. Her research interests include engineering education and design for manufacturing. She earned a BS in Mechanical Engineering at Northeastern University in 2008.Russell Korte, University of Illinois, Urbana-Champaign Russell Korte is an Assistant Professor of Human Resource Education at the University of Illinois at Urbana-Champaign. He is currently a Fellow with the iFoundry project in the College of Engineering at

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

education 1 . As these traditionally cis-white male spaces are expanded, there are manyissues that have arisen due to the incongruence between who these spaces were designed for andwho now exists in these spaces. To assume that the system gives equal opportunity to all who makeit past admission would be naive and also contrary to what the literature has shown 3,4,5,6 . Under-represented minority groups (URMs), such as Black, Latinx, Indigenous, and Queer students, tendto have a different experience compared to their non-URM peers, often navigating extra barriersthat can affect graduation rates of these students. In order to achieve true justice, equity, diversity,and inclusion (JEDI), we need to examine the reasons for this difference of experience

Conference Session

Professional Graduate Education & Industry

Collection

2007 Annual Conference & Exposition

Authors

Donald Keating, University of South Carolina; Thomas Stanford, University of South Carolina; John Bardo, Western Carolina University; Duane Dunlap, Western Carolina University; Stephen Tricamo, New Jersey Institute of Technology; Eugene DeLoatch, Morgan State University; Dennis Depew, Purdue University; Mark Schuver, Purdue University; Gary Bertoline, Purdue University; Albert McHenry, Arizona State University; Timothy Lindquist, Arizona State University; Joseph Tidwell, Boeing Co.; Mark Smith, Rochester Institute of Technology; Raymond Morrison, Lockheed Martin Aeronautics Co.; Harvey Palmer, Rochester Institute of Technology; Norman Egbert; David Quick, Rolls-Royce Corporation; Roger Olson, Rolls-Royce Corporation; Mohammad Noori, California State Polytechnic University; Samuel Truesdale, Rolls-Royce Corporation; Edward Sullivan, California Polytechnic State University; Joseph Rencis, University of Arkansas; Carla Purdy, University of Cincinnati

Tagged Divisions

Graduate Studies

competitiveness.Finding # 9: Policy blind spot exists in U.S. Science & Technology Policy and in U.S.professional engineering education. The disconnect between U.S. engineering graduate educationand creative engineering practice has neither occurred overnight nor by happenstance. It has occurredover the last four decades. While the nation has placed a deserved, increased federally fundedemphasis on basic academic research and on the graduate education of the nation’s future researchersduring the 1960’s, 70’s, 80’s, and 90’s [and must continue to do so], it has not placed a parallel andequal emphasis on advanced professional graduate education for the U.S. engineering workforce inindustry during this same time period which is the nation’s primary resource for

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah Corbin; Noor Aulakh, Rowan University; Alex Herrman, Rowan University; Conor Peterson; Shahir Shariful Mollah; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Student Division (STDT)

how collaborative learning impacts the development oftheir egonet. We want to build egonets for the students to determine if there is a relationshipbetween the structure of a student’s egonets and the student’s characterization of the amount ofteamwork required in their major classes. The network characteristics of interest are socialcapital and clustering coefficient.Social capital is a measure of worth that comes from human interactions, and is typically foundin the ties that are made between individuals in a social network. The social capital that existswithin the social network of an individual can play a major role in their success in school, workor in their personal life [17]. Using an egonet, the quality and quantity of an

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nahndi Tirrell Kirk-Bradley, Texas A&M University; Cara London, Texas A&M University; Eldridge Raymond Jr., Texas A&M University; Janie M. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

the mentoring relationship hasbeen understudied. Thirdly, the intersectionality of graduate students' identities, including race,ethnicity, gender, and sexual orientation, and how it may affect mentoring relationships andretention rates, has not been thoroughly explored. Fourthly, there is a lack of clarity on the mosteffective formats and structures of mentoring for various graduate student groups. Finally, whilemost of the existing work on STEM mentoring has been conducted in academic settings, therole of mentoring in professional contexts, where graduate students may face uniquechallenges, requires further investigation. Addressing these gaps in the literature will contributeto a more comprehensive understanding of the role of mentoring in