Displaying results 1 - 30 of 55 in total
- Conference Session
- Faculty Development at Various Career Stages
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- 2025 ASEE Annual Conference & Exposition
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- Richard T Buckley P.E., U.S. Air Force Academy
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- Faculty Development Division (FDD)
- Conference Session
- Faculty Development at Various Career Stages
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University
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the need for innovative discoveries increases in the US, there is a concomitant increased needfor postdoctoral researchers to contribute to advancing STEM [1, 2]. Postdoctoral scholarappointments have increasingly been considered informal requirements for research careers inthe industry, government, and non-profit sectors [3,4]. Further, many tenure-track faculty inSTEM fields were previously postdoctoral researchers [5]. Postdoctoral positions are commonlyviewed in academic and non-academic research-focused areas as an ideal environment forprofessional research training, skill development, and mentorship in preparation for a researchcareer. While the National Science Foundation-funded projects provided 90% of STEM postdocsin 2009, there was
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sydni Alexa Cobb, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura Borrego, University of Texas, Austin; Lydia Contreras
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Paper ID #38639Evaluation of a Postdoctoral Early Career Fellowship Program DevelopingFuture Faculty MembersSydni Alexa Cobb, University of Texas, Austin Sydni Cobb is a Mechanical Engineering doctoral student and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from the illustrious North Carolina Agricultural and Technical State University in 2015, entered the engineering workforce, and has since enrolled at the University of Texas at Austin to complete her M.S. and PhD in Mechanical Engineering.Audrey Boklage
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez
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role, she assists the organization with research, program evaluation, and data analytics.Ms. Esther Gonzalez Esther Gonz´alez is a PhD candidate in the Price School of Public Policy at the University of Southern California (USC). Her research domains are organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy, management, political science, and sociology. Upon completion of her Bachelors of Arts degree in International Development Studies at UCLA, she began a successful career in banking and finance at Bank of America, Merrill Lynch. She has completed various post baccalaureate certifications through UCLA Anderson and the Harvard Business
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso
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- Diversity
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inhospitable to transitions and career paths that fall outside the dominant narrative ofthat story.This research explores the professional transitions experienced by an engineering facultymember across role types, discipline affiliations, and institution types. Though personal andfamilial transitions were also occurring, the scope of the research is major professionaltransitions initiated by an engineering faculty member (e.g., change in institution, change indepartment, change in role title or type), rather than those related to tenure and promotion,administration, and retirement. Existing studies of faculty transitions tend to focus on careerprogression for tenure-track faculty members, transitions into the academy, transitions into thediscipline of
- Conference Session
- Faculty Development: Works-in-Progress room 1
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University
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Associate Professor of Physics and Astronomy and the Director of Education for the Quantum Science and Engineering Center at George Mason University. She is as an astrophysicist focusing on what we can learn about galaxy evolution from the gas and star formation properties of galaxies. She is also working to improve STEM education with a focus on the education and retention of a diverse group of students in the STEM disciplines. She has developed and implemented education programs that span K-20, researched improvements to STEM classroom education, and is working to develop a career-ready quantum workforce.Paula Danquah-Brobby, George Mason University ©American Society for Engineering Education
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Meredith McDevitt, North Carolina State University at Raleigh
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experiencebarriers such as isolation, implicit bias, and an overall lack of institutional support, drasticallyimpacting their sense of belonging in academia which may hinder their career advancement [1].Additionally, the transition into faculty positions is a crucial period where access to resources,networks, and mentorship can make a substantial difference. Unfortunately, many first-yearwomen engineering faculty often lack adequate mentorship, which further intensifies theirfeelings of exclusion and marginalization [2].Mentorship in academia has been widely recognized as a key factor in addressing thesechallenges, particularly for underrepresented communities in higher education [3]. Offering andsupporting professional development, providing guidance, and
- Conference Session
- Faculty Development Division (FDD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- George E Nasr, Lebanese American University; Haidar Harmanani, Lebanese American University
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Science and the Dean of the School of Arts and Sciences at the Lebanese American University (LAU). He holds a PhD in Computer Engineering from Case Western Reserve University. Dr. Harmanani has a distinguished career in academia, with expertise in computer science education and leadership. He is actively involved in computing education circles, serving as a CAC ABET Commissioner and holding memberships in professional organizations such as ASEE, IEEE and ACM. ©American Society for Engineering Education, 2025 WIP: Reshaping Academic Evaluations Based on Merit and WorthAbstractTraditional faculty evaluations often prioritize metrics such as teaching, research
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Megan Patberg Morin, North Carolina State University; Joel J. Ducoste, North Carolina State University; Evelyn C. Brown, North Carolina State University
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Paper ID #42502WIP: Piloting a Comprehensive Needs Assessment to Enhance EngineeringFaculty DevelopmentDr. Megan Patberg Morin, North Carolina State University Dr. Megan Morin (she/her) is the Associate Director for Engineering Faculty Advancement within the College of Engineering at North Carolina State University. Megan’s career path includes previous roles as a Senior Project Specialist at ASHLIN Management Group, a KEEN Program Coordinator at UNC-Chapel Hill, an Education Coordinator/Graduate Assistant for the FREEDM System Center and PowerAmerica Institute at NC State University, and a middle school teacher within
- Conference Session
- Faculty Development Division (FDD) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University
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mid and late-career periods with little guidance [5]. Compounding thisscenario is the fact that these same tenured faculty are often tasked with mentoringjunior faculty and graduate students with little training on how to do so effectively.These dynamics underscore the importance of universities providing meaningfulmentorship opportunities rooted in mentorship research and best practicesthroughout the faculty life cycle.This paper describes the formation of the Mentorship 360 (M360) facultymentorship initiative, which aims to address the challenges associated with faculty-to-faculty mentorship. M360 provides funding and support to launch or expandfaculty mentorship programs across the country. This work-in-progress papershares initial
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Feruza Amirkulova, San Jose State University; Lalita G Oka, California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Sue Rosser, San Francisco State University; Kimberly Stillmaker PE, California State University, Fresno; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett; Younghee Park, San Jose State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo
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) development of a facultysuccess dashboard, ii) research alliance, iii) mentoring, and iv) engagement with the NSF EddieBernice Johnson INCLUDES Aspire Alliance. These initiatives have led to increased inter-university connections and collaborations, particularly through periodic speed mentoring sessionsthat provide a platform for discussing topics such as academic leadership, navigating tenure,proposal writing, overcoming biases and microaggressions, and balancing career and family. Thecollaborative effort has led to deep explorations of equity and transparency concerns facilitated bythe shared institutional context and governance. The paper aims to provide a comprehensiveaccount of these activities and the positive outcomes facilitated by these
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Debalina Maitra, Arizona State University; Seyed Hamid Reza Sanei, Penn State University, Behrend College; Jiawei Gong, Penn State University, Behrend College
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areexpected to take on responsibilities on many aspects of teaching, research, service, mentoring,advising, and globalization in U.S. institutions. Despite their success in teaching, research,service expectations, and contribution toward globalization, many international faculty membersstruggle with mental health, imposter syndrome, isolation, invisibility to the system and yetbeing used as a token, then immigration challenges, and they are also torn between two worlds(their home countries and the US) compared to the U.S.-born faculty. They also lack structural,navigational, and mentorship support throughout their career. Our own experiences of navigatingUS higher academia without much support have been our primary motivation to explore thistopic
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2023 ASEE Annual Conference & Exposition
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- Rachel Ziminski, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell
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barriers facultyexperience in providing encouragement to students. Additionally, the creation and validation of atool to measure faculty perceptions of providing encouragement can be used by institutions toidentify critical areas to strengthen how we teach in engineering.Guiding FrameworkAn extensive literature review showed the Academic Encouragement Scale (AES) and theFaculty Encouragement Scale (FES) as the best instruments to guide this research [20, 21]. Bothmeasure students’ perceptions of receiving encouragement in academic settings. Findings fromboth studies indicate that receiving encouragement increases students’ self-efficacy and outcomeexpectations.The Social Cognitive Career Theory (SCCT) guided the development of the survey
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Gabriella Coloyan Fleming, University of Texas, Austin
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graduate education, faculty hiring, and the pathway to an academic career. ©American Society for Engineering Education, 2023 Lessons Learned: Faculty Search Committees’ Attitudes Towards and Against Rubrics Gabriella Coloyan Fleming, Maura BorregoIntroduction Faculty search committees are the gatekeepers to the next generation of tenure-trackfaculty [1]. The tenure-track faculty search process typically follows similar steps: 1)development and marketing of the position, 2) narrowing the candidate pool from all applicantsto a “long list” for first-round interview (often, on the phone or a video call), 3) conducting first-round interviews, 4
- Conference Session
- Faculty Development: Broad Impact
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- 2025 ASEE Annual Conference & Exposition
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- Pamela M Leggett-Robinson, PLR Consulting, Inc.; Joshua Fletcher Robinson, Georgia State University; Pamela Scott-Johnson, Spelman College
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promotion. The tenure andpromotion process in academia is complex and challenging, particularly for Black women, whoface unique structural and institutional barriers throughout the process related to race, gender,and intersectionality [1]-[3]. Throughout this journey, many Black women experiencemicroaggressions from faculty and students, invalidation of their research, and a devaluation oftheir service contributions. Thus, coaching has evolved into a proactive tool for career andleadership development and has gained momentum in both institutional settings, such asAAC&U’s Project Kaleidoscope’s STEM Leadership Institute and Office of UndergraduateSTEM Education’s Center for the Advancement of STEM Leaders. Coaching is designed toempower and
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University
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2014 in various roles supporting student development, faculty-directed programs, and entrepreneurial experiential learning. Kristen is a first-generation student and holds a Doctor of Education degree in Leadership and Innovation from ASU. Her research interests include faculty professional development, faculty-student interactions, first-generation college students, and retaining students in STEM fields.Dr. Medha Dalal, Arizona State University Medha Dalal’s career as an engineering education researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. She is an assistant research professor and associate director of
- Conference Session
- Faculty Development Division (FDD) Technical Session 4
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- 2024 ASEE Annual Conference & Exposition
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- James Canino, Purdue University; Steve France, Purdue University; Ruth Wertz, Purdue University
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), Software development, 90% teaching, 2 years engineering leadership, 25 years Jamie Professor, Mission assurance US Air Force, 90% teaching, 13 years 3 years Ruth Assistant Professor, Geotechnical engineering, 75% teaching, 8 years 6 yearsSteve: After a 25-year career in industry, I transitioned into higher education at a small, privateuniversity. While the 2 years I spent there “learning the ropes” was invaluable, it did not fullyprepare me for the transition ahead. On arriving at Purdue, I began to realize more clearly howmy role would be different from previous work
- Conference Session
- Faculty Development: Connections and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign
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to teaching, someheld administrative or curricular leadership roles within their departments. All professors showeda strong commitment to addressing systemic challenges related to the research-over-teachingculture of their institution and to participating in CoPs to address critical problems they identifiedin the courses they taught. Their varied yet overlapping identities and career paths provided anuanced view of how CoPs can foster innovation, mentorship, and professional development inresearch-intensive contexts.We collected data from multiple sources for this study: semi-structured interviews via an onlinevideo (8–10 pages transcripts) used as the primary data source and artifacts related to their TIPparticipation. Semi-structured
- Conference Session
- Faculty Development: Connections and Community
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
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White counterparts.However, the dimensions and extent of this taxation to the mental and overall well-being extendsbeyond the trajectory of a traditional Ph.D. timeline to extend to their professional lives beyond.Furthermore, career preparation involves even aspects of helping students metacognitively thinkabout how to think of a career and doing so in ways that may uncover Black faculty mentor’svulnerabilities. These complex and intertwined narratives are barely beginning to be explored [8]-[10] and their impacts are not fully understood.Sub-Theme 4: Battlefront Role Demands Faculty participants expressed a strong commitment towards ensuring that they are holdingthe lines for other Black Ph.D. students and faculty by putting themselves
- Conference Session
- Faculty Development Division (FDD) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Jennifer Hadley Perkins, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University
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way to learn and grow that is reciprocal but asymmetrical [1].These attributes are found in the recent working definition of mentorship proposed by theNational Academies of Science, Engineering, and Medicine [3] and prescribed by the M360project: “Mentorship is a professional, working alliance in which individuals work together over time to support the personal and professional growth, development, and success of the relational partners through the provision of career and psychosocial support.” [3, p. 37].The benefits of faculty receiving mentorship are well documented and include increasedproductivity, career satisfaction, career success, organizational commitment, and general well-being [13], [14]. Comparatively, little
- Conference Session
- Faculty Development Division (FDD) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd
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%) 12 (54.5%) 34 (54.0%) Agree 18 (43.9%) 10 (45.5%) 28 (44.4%) Disagree 1 (2.4%) - 1 (1.6%) Strongly Disagree - - - Total 41 22 63Table 10. I continue to enjoy teaching and I am glad that I chose it as a career path. Level of Agreement Engineering & Science Combined Total Technology Strongly Agree 19 (46.3%) 12 (54.5%) 31 (49.2%) Agree 18 (43.9
- Conference Session
- Faculty Development Division (FDD) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware
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University. An organizational sociologist, Dr. Vican investigates the adoption and implementation of n ©American Society for Engineering Education, 2023 The Hidden Curriculum: Navigating Promotion and Tenure at the University of DelawareI. IntroductionThis paper reports on exploratory research that aims to support faculty as they navigatepromotion and tenure (P&T) at the University of Delaware (UD). Results from a 2020 COACHE(Collaborative on Academic Careers in Higher Education) faculty satisfaction survey suggest aneed for improved clarity surrounding P&T standards and expectations at UD. In addition, thereis a body of literature that provides evidence for the idea that there
- Conference Session
- Faculty Development Division (FDD) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University
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communities often faced the challenges of navigating anti-DEI legislationwithout understanding its potential impact on their faculty careers. While most scholarssuccessfully transitioned to faculty roles within the university, some departments were unwillingto make the necessary sacrifices. Ultimately, these legislative actions resulted in institutionalharm to postdoc scholars, with universities and departments offering little acknowledgment ofthe damage caused.Acknowledging and Addressing Institutional Wrongdoings As a former inaugural department chair at the Ohio State, the director of the LEGACYScholars Program was keenly aware of the cultures and politics at play at the institution. Amongthese included several marginalized postdoctoral
- Conference Session
- Faculty Development: Works-in-Progress room 1
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh
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Paper ID #48491WIP: A Call to Action: Developing A Leadership Program that SupportsAcademic Caregivers Using the Kotter Change ModelDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group. In her current position
- Conference Session
- Faculty Development: Round Table Discussions
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- 2025 ASEE Annual Conference & Exposition
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- Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine
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Paper ID #49700WIP Engaging Every Student: Understanding Faculty Perceptions of Access,Diversity, Equity, and Inclusion in a 2 Year Professional Development SeriesDr. Pheather R Harris, University of California, Irvine Dr. Harris has worked in postsecondary education for over two decades in various capacities. She began her career at Santa Monica College as a counseling aid at the Extended Opportunities Programs and Services office prior to her role as an Assistant Director of Admissions at the University of Southern California. She then moved to Cambridge, MA to pursue her Master’s Degree in Higher Education, with a
- Conference Session
- Faculty Development: Collaborations
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- 2025 ASEE Annual Conference & Exposition
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- Randi Sims, Clemson University; Kelsey Watts, University of Virginia; Abigail T Stephan, Clemson University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Alexandra Sharpe, American Society for Engineering Education; Gary Lichtenstein, Arizona State University
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Paper ID #48220MSI Faculty on the Rise: Strengthening Federal Grant Proposals throughCross-Institution Collaborations and NetworkingMs. Randi Sims, Clemson University Randi is a current Ph.D. student in the department of Engineering and Science Education at Clemson University. Her research interests center around undergraduate research experiences using both qualitative and quantitative methodologies. Her career goals are to work as an evaluator or consultant on educationally based research projects with an emphasis on statistical analyses and big data.Kelsey Watts, University of Virginia Kelsey Watts is a postdoc at the
- Conference Session
- Faculty Development and Change
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Maya Menon, New Jersey Institute of Technology
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Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award inJeff Knowles, Oregon State University Dr. Jeff Knowles is an engineering instructor at Oregon State University who began teaching courses in 2015. His current pedagogical research is related to barriers associated with implementing Evidence-Based Instructional Practices (EBIPs) in STEM-related courses and determining what affordances can be granted to overcome such contextual obstacles. Jeff’s interests also include the numerical modeling of nonlinear wave phenomena.Dr. Prateek Shekhar, New Jersey Institute of Technology Dr. Prateek Shekhar is an Assistant Professor
- Conference Session
- Faculty Development Division (FDD) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Maria-Isabel Carnasciali, University of New Haven; Enakshie Prasad; Eric Marcus, University of New Haven; Stephanie M. Gillespie, University of New Haven; Joseph Smolinski
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ability of scholarship, writing their career goals, and aligning their actions with their goals [12].Similarly, another facilitated peer-mentoring program with women faculty members yielded positiveimpact on academic skills and manuscript writing [14]. Another research involving junior doctors foundthat peer mentoring promotes psychosocial well-being by helping build support structures, building asense of community, and allowing the new interns navigate their professional environment.Related to peer mentoring is the use of accountability partners as a way of generating motivation towardsgoal achievement [17, 18, 19]. Accountability partners are based on the idea that having a peer partnercan influence one’s commitment towards a personal goal
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- Faculty Development Division (FDD) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
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and Obafemi Awolowo University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended several in-persons and virtual conferences and workshop, and at some of them, made presentation on findings on air pollution, waste water reuse, and heavy metal contamination.Dr. Oludare 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 assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State Universit ©American Society for Engineering Education
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- Faculty Development Division (FDD) Technical Session 5
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- 2024 ASEE Annual Conference & Exposition
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- Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah
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Paper ID #42619TA Training at Two R1 Institutions: A Comparative AnalysisMs. Haley Briel, University of Wisconsin, Madison Haley Briel is an instructional design consultant with the Collaboratory for Engineering Education and Teaching Excellence (CEETE) within the Center for Innovation in Engineering Education (CIEE) at UW - Madison’s College of Engineering. Her work focuses on promoting inclusive, evidence-based best practices in teaching for instructional staff and faculty. She is particularly passionate about teaching assistant training as a foundation for graduate students as they begin careers in academia.Dr. Deesha