Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Rosse-Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; David B Nelson, Purdue University; Chantal Levesque-Bristol, Purdue University

Tagged Divisions

Graduate Studies

: “I am confident that I can identify appropriate andeffective ways of addressing violations of academic integrity.” This resulted in the creation of a20-item survey that the students were asked to complete at the beginning of the morning sessionin order to measure their perceptions of self-efficacy related to the session objectives prior to theTAO (i.e., pre-survey). Then, at the end of the TAO, TAs were asked to respond to a post-assessment that contained the same 20 questions from the pre-assessment with an additionalquestion intended to measure the summative impact of the TAO (i.e., “I am confident thisorientation has prepared me for my role as a Teaching Assistant”), which was also set to a five-point Likert-type scale ranging from

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University

Tagged Divisions

Graduate Studies

these workshops. This investigation recounts the results of self-reportedevaluations by TA and non-teaching graduate student (NTGS) attendees intended to measure thedegree to which TA self-efficacy related to the use of pedagogical knowledge and pedagogicalcontent knowledge was impacted by the workshop series. Results indicate that all graduatestudents reported higher levels of confidence in their ability to implement pedagogicalknowledge and pedagogical content knowledge after taking the workshops than they did on thepre-survey. There was a statistically insignificant trend for NTGS to report a larger change inself-efficacy. Recommendations for increasing TA self-efficacy and preparedness on universitycampuses are provided as are directions

Conference Session

Measuring Success of Graduate Program Components

Collection

2008 Annual Conference & Exposition

Authors

James Zhang, Western Carolina University; Ken Burbank, Western Carolina University; Brian Howell, Western Carolina University; Bill Yang, Western Carolina University; Yeqin Huang, Western Carolina University; Robert Adams, Western Carolina University

Tagged Divisions

Graduate Studies

) USB-6008 DAQ and NI LabView.The tremor motion was simulated using a circuit designed to output 3 differentfrequencies to a vibration motor, resulting in motion in the range of human tremors.This project used two different data analysis methods: Empirical Mode Decomposition(EMD) and Auto-Regressive (AR) process of order p. Preliminary results show that eachof these methods performed in a satisfactory manner. Page 13.1065.6From educational perspective, this project has provided invaluable graduate researchexperience. The skills and self-efficacy gained from this project have stimulated thegraduate student’s research interests and his desire of

Conference Session

Mentoring Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Angelo Perna, New Jersey Institute of Technology; Kwabena Narh, New Jersey Institute of Technology

Tagged Divisions

Graduate Studies

a Ph.D.12. Thesurvey uses attitudinal scales to measure undergraduate students’ attitudes toward graduatestudies, their engineering skills self-efficacy, and their level of school-related self-confidence.Development of the Attitudes toward Graduate Studies SurveyThe Attitudes toward Graduate Studies Survey was modeled after the Attitudes to EngineeringSurvey6-10. Several drafts of the survey were reviewed and revised based on feedback fromengineering faculty and interviews with a group of students who took the survey. Students areasked to indicate the degree to which they agreed or disagreed with a total of 30 statementsabout careers in engineering, the benefits and or disadvantages of graduate studies, their desireto pursue graduate

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Joy Watson, University of South Carolina; Jed Lyons, University of South Carolina

Tagged Divisions

Graduate Studies

been widely used to measurethe Science teaching efficacy of various teacher groups. A modified version of the STEBI-B wasused in this study. STEBI-B pre and post-study results (25-item survey) were obtained for 23GK-12 Fellows (13 in 2007-8 and 10 in 2008-9). Pre and post focus group data were alsoanalyzed using qualitative data analysis techniques. The STEBI-B contains two subscales.Personal Science Teaching Efficacy (PSTE) which captures the construct of self-efficacy andScience Teaching Outcome Expectancy (STOE) which measures outcome expectancy regardingScience teaching and learning. A dependent t-test, using an alpha of .05, was computed for thetwo subscales to determine if there was a significant difference between the mean scores for

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

intended to imply a degree of severity or sequential progression. The first obstacle categorywas the task of writing the dissertation. Students facing this obstacle were commonly in the veryfinal stages and described experiencing ‘writer’s block’ or inability in expressing their researchresults in writing. The second category was students who believed they lacked motivation.These students expressed a lack of self-efficacy in being able to commit to the work necessary tocomplete the degree. They described often procrastinating because they no longer wanted toconduct the research (or related activities), and in more advanced cases, inability to communicateclearly with the doctoral advisor. The third category was students that struggled in

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

literature points to aspects of the student’s social environment, such as feelings ofconnectedness, a sense of belonging, social self-efficacy, and social support, influencingstudents’ reported mental health measures in addition to lasting academic impacts. It is stillunclear, however, to the extent which of these concepts are present in current surveys used toassess graduate student mental health. The research question guiding this study is, Whatunderlying factors are important when looking at the mental health of science, engineering, andmathematics graduate students?This study will look specifically at the Healthy Minds Study (HMS), conducted by the HealthyMinds Network (HMN): Research on Adolescent and Young Adult Mental Health group, to tryand

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

that social support, such as having regular contact with friends or having ahigher functioning relationship with one’s advisor, decreases graduate and professional students’needs [4]. This literature, overall, shows how social support can influence student mental health.This paper, therefore, is focusing on graduate student’s ability to engage in these socialinteractions. To do so, the three following measures are being pursued: self-sufficiency, sense ofbelonging, and social self-efficacy. Self-sufficiency for this study is being defined as an individual’sability to operate independently on a day-to-day basis. In this context, this could be perceived as astudent’s ability to perform their daily work duties as well as any social obligations

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

join our GTA training.Program EvaluationAligned with the goals of the program to improve teaching ability and based on the assumptionthat students may not see the connection between teaching and transferable professional skills,this program evaluation was designed to: 1) measure changes in students’ perceptions of theirconfidence in teaching and 2) estimate changes in students’ viewpoints toward teaching as anopportunity to enhance transferable professional skills. To these ends, we administered twosurveys before and after the course: the STEM GTA Teaching Self-Efficacy Scale 5 and a modifiedskills perception inventory. 6 This section discusses the demographics of the students whoparticipated in this evaluation and their responses to the

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chi-Ning Chang, The University of Kansas; Guan Kung Saw, Claremont Graduate University; Uriel Lomelí-Carrillo, The University of Texas at San Antonio; Mingxia Zhi, Northside Independent School District; Kahlí Romano, Claremont Graduate University ; Ryan Culbertson, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, to estimate the expected total numberof delayed months, including: 1-3 months, 4-6 months, 7-9 months, 10-12 months, and morethan one year. In terms of the career outcome, we evaluated students’ job search self-efficacy byasking three questions [25]: “Since the COVID-19 outbreak occurred, how confident have youbecome in finding (1) the job for which you are qualified? (2) a job in a company/institution thatyou prefer? (3) the job for which you are prepared?” The 5-point Likert scale was from -2 (muchless confident) to 2 (much more confident). The Cronbach’s alpha for these three job search self-efficacy items is .906. The measure for mental health outcome, which focused on symptoms ofdepression and anxiety, asked students if in the last 7

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

skillsnecessary to be successful in classroom delivery. However, knowledge of pedagogy coupledwith theory provides a holistic experience for the GTAs. Learning to teach encompassespedagogy, theory and practice. In addition, the self-efficacy of the GTA is an importantcomponent of measurement of the GTAs performance. Do the GTAs believe that they areconfident and capable in their teaching practice? How does self-efficacy manifest in the GTAsteaching? The sense of efficacy is a judgment about capabilities to influence studentengagement and learning, even among those students who may be difficult to motivate”1 this canbe measured in GTA training by survey and observation. Early teaching experiences can have agreat impact on a GTAs efficacy in teaching as he

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University; Maria Claudia Alves , Texas A&M University; Vikram K. Kinra, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

experiences, and overall program experiences.The format of the measures varied, including open-ended questions, ranking, and seven-pointLikert scales, ranging from 1 (strongly disagree) to 7 (strongly agree). Among several measures,we analyzed four common measures in both pre- and post-surveys, aligned with the NSF REUprogram objectives, such as (a) career goals after graduation, (b) self-efficacy in decision-makingtoward graduate school, and (c) perceptions of research knowledge, skills, and engineeringcareer paths, and (d) research expectations and experiences that enabled us to explore thedifferences of the impact of the REU programs on national versus international students.D. Data AnalysesFirst, we applied descriptive statistics for frequency

Conference Session

Methods & Techniques in Graduate Education

Collection

2008 Annual Conference & Exposition

Authors

Brant Price, Western Carolina University; James Zhang, Western Carolina University

Tagged Divisions

Graduate Studies

methodsperformed in a satisfactory manner.From educational perspective, this project has provided invaluable graduate researchexperience. Student engagement is an important concept to the learning process, even asa graduate student [8]. The skills and self-efficacy gained from this project have helpedprepare the author for his pursuit of higher education at Purdue University and hisensuing career in the engineering field.References[1] Pledgie, Stephen. Barner, Kenneth E. Agrawal, Sunil K. (2000, March). Rahman, Tariq. Tremor Suppression Through Impedance Control [Electronic Version]. IEEE Transactions on Rehabilitation Engineering, 8(1), 53-59.[2] Chwaleba, Augustyn. Jakubowski, Jacek. Kwiatos, Krzystof. The measuring set and signal

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, Pennsylvania State University; Kirsten S Hochstedt, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther W. Gomez, Pennsylvania State University; Manish Kumar

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, and 2) to study the impactof the mentorship experience on the graduate student and postdoctoral mentors. The specific research questions explored included the following: 1) How did participationas a mentor impact mentors’ self-efficacy in research, leadership, or mentorship?; 2) Didworking with an REU student increase the mentors’ perceived research productivity, teachingskills, or communication skills?; 3) What types of approaches did the mentors utilize to superviseand mentor the REU students?; and 4) What challenges related to mentoring and/or the REUprogram did mentors report?Methods The study took place at a large mid-Atlantic research university. The REU program,funded by the National Science Foundation (NSF), was in its

Conference Session

Teaching & Learning in Graduate Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

it requires critical thinking and writing skills, which are difficult toexplain in a traditional classroom setting. In prior work, it was found to be among the mostmentally demanding for novices.6 Performance in this stage could be improved by smallerwriting assignments along the way, which we plan to implement in the future.From our surveys, it was possible to measure the shift in student self-efficacy in performing Page 26.1685.9iSLR and its perceived usefulness, as shown in Table 4. Shift is measured by assigning unitchange if the answers changed between neighboring categories. For example, change fromNeutral to Strongly agree gives a “+2

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Rorrer, University of North Carolina at Charlotte; David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Harish P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Deep Prajapati, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

developed to capture studentbeliefs in their academic and professional abilities, with the following constructs of interest: Self-Efficacy scales developed specifically for engineering [11] and for entrepreneurship [12];Innovation scales to measure creativity, teamwork, initiative and networking [13]. Additionaltracking includes participation in Bootcamps, use of Ventureprise Center Modules, and attainmentof Entrepreneurship Certificates, along with learning outcomes measures within each.Formative evaluation measures such as pulse-check polls, are deployed periodically amongstakeholders: faculty advisors rate the approach, students rate their experiences, and projectleaders and Advisory Board members provide pulse checks about the process, progress

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

constructive feedback to the observed teacher on his/her performance.Assessment data was collected in the form of a pre and post perceptions of learning survey.Students’ comments on how the peer learning project had helped them to understand andrecognize themselves as teachers and build self-efficacy are described in this paper, along withassessment results, course materials, the assignment rubric, and survey instruments. Challenges Page 25.1436.2experienced with the project are also discussed. Individuals who are involved with teaching GITsor using peer learning in their courses will be interested in this paper.PurposeA valuable skill for graduate

Conference Session

Mentoring Graduate Students - Diversity and Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rochelle Letrice Williams, ABET; Eyassu Woldesenbet, Southern University and A&M College

Tagged Divisions

Graduate Studies, Minorities in Engineering

Education, 19, 100-118.9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.10. Kerlinger, F.N. and Pedhazur, E.J. (1973). Multiple regression in behavior research. New York: Holt, Rinehart, and Winston.11. Thompson, B. (2006). Research synthesis: Effect sizes. In J. Green, G. Camilli, & P. B. Elmore (Eds.). Handbook of complementary methods in education research (pp. 583–603). Washington, DC: American Educational Research Association.12. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological

Conference Session

Graduate Student Support

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

scales included in the survey, the Inventory of Graduate Writing Processes and theGraduate Concepts of Academic Writing surveys developed and validated by other researchers.Inventory of Graduate Writing Processes [26]. The Inventory of Graduate Writing Processesscale asks multiple questions using a Likert scale regarding the student’s approach to the writingprocess. Results from the questions were sorted into their factors and averaged with the other in-factor items to find each student’s primary and secondary approaches. The factors are describedbelow.  Elaborative—writing is a personal investment and part of knowledge creation  Low Self-Efficacy—lack of confidence in ability to articulate thoughts  No Revision—avoids or resists

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy Kinoshita, Virginia Tech; Catherine T. Amelink, Virginia Tech; David B Knight, Virginia Tech

Tagged Divisions

Graduate Studies

the learning community.Grundy13 found that graduate research assistants increased their self-confidence toward researchby working alongside fellow researchers. Similarly, research assistantships have been found tocontribute to the development of graduate students’ identities as researchers.16 Such beliefs alsohave been connected to research interests and performance attainments in graduate students.Studies on faculty mentoring of graduate teaching assistants have positively related to self-efficacy for instruction.17 In addition, Connolly and Lee18 found significant relationshipsbetween doctoral student participation in teacher development training and college-teaching self-efficacy.Teaching and research assistantships have been found to

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

often report low levels ofconfidence in a wide range of teaching skills, from facilitating group discussions to handlingstudent cheating. 2,3 In light of these issues, it is crucial to establish effective programs to train andsupport new GSIs in developing both pedagogical knowledge and practical teaching skills.There exists substantial evidence suggesting that semester- or year-long courses aimed towardtraining GSIs are effective in increasing GSI self-efficacy. 2,3,4 The benefits of these coursesinclude improvements in GSI competency that persist years after the course is completed. 5Numerous works have been published in recent years detailing best practices andrecommendations for the development of these graduate student teaching courses

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

are unrelated to pastacademic achievement and ability, but are instead cultural, social, and psychological impediments thatresult from students’ experiences within STEM programs and society at large (see Godwin et al., 2016 &Steenbergen-Hu et al., 2018). The construct of Identity has become one of the most useful tools forunderstanding and assessing the experiences of students from underrepresented groups withinundergraduate and graduate STEM programs. Indeed, a strong STEM identity has been shown to bepowerfully related to a students’ interest in STEM fields, beliefs about their own capabilities withinSTEM (i.e., self-efficacy), and motivation to persist to graduation (Collins, 2018). However, research hasalso shown that incompatibility

Conference Session

Graduate Studies Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois at Urbana-Champaign; Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Mattox Alan Beckman, University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois, Urbana-Champaign

Tagged Divisions

Graduate Studies

be measurable through improved undergraduate student evaluations, and2) publications and conference presentations by the instructional team for the benefit of the broaderengineering education community. 4OutcomesProgram Outcomes are classified according to short-, intermediate-, and long-term targets. In theshort-term, the individual participants should develop increased self-efficacy about their teaching,as well as an awareness of how their leadership skills can be enhanced through effective teach-ing.In the intermediate-term, our goal is to improve trends in undergraduate student feedback andfaculty satisfaction with GTA performance. An accompanying goal is that GTAs on the campuswill exhibit

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Manuel D. Rossetti P.E., University of Arkansas; Kim LaScola Needy P.E., University of Arkansas; Edgar C. Clausen, University of Arkansas; Wenjuo Lo, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

experience cannotbe required, but it is encouraged. SIIRE workshops focus on performing research and on how tocommunicate research. In addition, SIIRE supports students as they perform their graduatestudies, which often includes a thesis.Borrego et al. [20] apply social cognitive career theory to examine the underpinnings of whyengineering students choose graduate school. They developed constructs aligned with socialcognitive career theory such as self-efficacy, outcome expectations, supports, barriers and choiceactions. These constructs present a more holistic view of the many factors involved in makingthe choice to attend graduate school. For example, Borrego et al. [20] used self-efficacy torepresent “a person’s beliefs about their ability to

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Unique interdisciplinary courses offered through SFEWS 4.00 0.71 4.00 1.22 4.67 0.58 Professional development offered through SFEWS 3.40 0.55 3.80 0.84 4.00 0.00 Interaction with industry 3.00 1.22 2.80 0.84 3.33 1.15 Learning Outcomes. Participants’ perceived self-efficacy for aspects of professionaldevelopment was measured with a 5-point scale (Table 4). Overall, participants agreed that they wereconfident about research-related tasks and ethics (e.g., responsible conduct of research, lab safety, labmanagement, presentations); and their confidence overall increased slightly over time. Their

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students,specifically, are often told to prioritize their research role over their educator role [61], despitethe demonstrated benefits of being in the educator role. For example, the experience of teachingleads to higher self-efficacy and effectiveness as an educator [62]–[65]. Additionally, graduatestudents’ experimental design and hypothesis generation skills improved from teaching aboutinquiry [61]. The benefits of serving in an educator role may be attractors to the educatoridentity. Graduate students serving in the role of an educator through involvement in scienceeducational outreach has been examined (e.g., [66]–[72]), with demonstrated benefits for K-12student participants, such as increased interest and positive views of science

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Liesl Klein, Purdue University at West Lafayette; Greg J. Strimel, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

permission to work with PhD Balance and their posts for this project. Werecognize her support and assistance in moving this project forward.Bibliography[1] Nature Editorials, “Being a PhD student shouldn’t be bad for your health,” Nature, vol. 569, no. 7756, pp. 307–307, May 2019.[2] K. Levecque, F. Anseel, A. De Beuckelaer, J. Van der Heyden, and L. Gisle, “Work organization and mental health problems in PhD students,” Res. Policy, vol. 46, no. 4, pp. 868–879, May 2017.[3] C. Liu et al., “Prevalence and associated factors of depression and anxiety among doctoral students: the mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety,” Psychol. Res

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gurlovleen Rathore, Texas A&M University; Jeffrey E. Froyd, Texas A&M University; Ibrahim H. Yeter, Texas Tech University; Matthew Pariyothorn, Texas A&M University; Nandita Kohli, Texas A&M University ; Prasad N. Enjeti, Texas A&M University

Tagged Divisions

Graduate Studies

, students often lack formal preparation for the meta-professional skillsrequired of faculty to be successful in their roles1,3. Insufficient preparations for faculty careersresults in low self-efficacy in students and can affect doctoral students’ performances as futurefaculty5.One way to potentially improve preparation of future faculty through engineering doctoraleducation is doctoral students’ participation in professional development seminars that allowsthem to explore different dimensions of faculty work. Professional development seminars canprovide formal opportunities for students to socialize themselves into faculty roles, receiveguidance from faculty and professional speakers on various aspects of faculty life, and becomeaware of the

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Priyesh Uday Mehta, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

their self-efficacy. Another paper from the group [12] investigates the importance of timing in effectiveness of DFAM education. An important observation is made that introducing DFAM concepts at an earlier stage improves students perceiving utility. A valuable take away from their work is that introducing Additive manufacturing education at an early-career level proves to be advantageous and aids in effective learning. Additional potential overarching research questions the Engineering Education research community could contribute to solving include  How can online, remote, or virtual educational environments be designed to harness best practices in active learning developed for residential

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky

Tagged Divisions

Graduate Studies

], conferences [10], and professional developmentprograms [14]), as well as the outcomes sought (e.g., work readiness and career self-efficacy [16,17], improved career motivation, adaptability, construction, and decision-making [9, 11, 13], aswell as professional growth, development, and/or identity [10, 12, 14]). A recent review by Jianget al. provides an excellent and comprehensive review of the literature on career exploration andsuggests a future research agenda [18]. Interestingly, the authors of this review identifiedinvestigating the real-time experiences of individuals engaging in career exploration as adesirable aspect of future research, which should also adopt a longitudinal design.Lynch et al. have previously described a Preparing Future