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

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Graduate Studies

mathematics and science in California and Oklahoma. American c Society for Engineering Education, 2021 A Framework for Examining Engineering Doctoral Student Role IdentityAbstract This paper presents the Role Identities of Doctoral Engineering Doctoral Students(RIDES) framework for the examination of engineering doctoral students’ role identities.Identity of engineering students at the undergraduate level has been widely explored, butcomparably few studies have explored identity at the doctoral level [1]. Identity development isfundamental to becoming part of the community of practice of graduate school and academia(e.g., [2]); thus

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

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encompass threeessential components of creative performance (CoCP): 1) domain-relevant skills, 2) creativity-relevant processes, and 3) task motivation, embedded within an individual’s social environment.The level of proficiency with the three components of creative performance affects the outcomeof the creative process. Robust domain-relevant skills and knowledge, as defined by adiscipline’s community of practice, includes facts, routine procedures, and special techniquesunique to the discipline. For example, a knowledge of Newton’s laws, an ability to solve routinestatics and deformable bodies problems, and skill for computer-aided design software arenecessary for designing a cantilever beam to support a 600 square-foot flag flying from the top

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

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: Returners, writing transfer, industry, graduate programs, academic writingIntroductionAlthough the majority of new engineering graduate students are recent university graduates,there is a small contingent that comes from several years in industry. Some want or needadditional education in their field, and others may be pursuing new interests. In recent years,there have been several studies on “returners” in engineering graduate programs, defined byPeters & Daly as those graduate students who, after receiving their bachelor’s degree, work forfive years or more before pursuing a graduate degree.1 In fact, one study suggested that returningto pursue a graduate degree after about five years in industry is optimal timing.2In another study, ten

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas L. Acker, Northern Arizona University; Nena E. Bloom, Northern Arizona University

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Graduate Studies

net generation came from wind power [1]. Thepace of technological change embodied in this rapid growth drives the need to educatesubstantially more highly-trained engineers and scientists. According to the U.S. Energy andEmployment Report [2], there were nearly 115,000 people working in the U.S. wind energyindustry, and consequently this sector has the third-largest share of electric power generationemployment. The U.S. Department of Energy’s (DOE’s) Wind Vision report sets forth plausiblescenarios in which 20% of the U.S. electrical energy requirement in 2030 is served by windenergy, and 35% by 2050 [3]. The estimated number of jobs in these scenarios, both direct andindirect, necessary to achieve the proposed levels of wind energy

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

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, an international online community helping provide resources to promote graduate student welfare.Dr. Greg J. Strimel, Purdue University at West Lafayette Greg J. Strimel, Ph.D., is an assistant professor of Technology Leadership and Innovation and coordi- nator of the Design & Innovation Minor at Purdue University. Dr. Strimel conducts research on design pedagogy, cognition, and assessment as well as the preparation of K-12 engineering teachers. American c Society for Engineering Education, 2021Graduate Student Wellness and Experiences as Told Through Instagram Liesl Krause1 and Dr. Greg Strimel1 1 Purdue University, Polytechnic

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis Enrique Guardia, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

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-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educa- tional and global change. American c Society for Engineering Education, 2021 Graduate Student Perceptions of an Ideal Mentor in Engineering and Computing at a Minority Serving Institution: Preliminary ResultsAbstractReports from the National Academies and Council of Graduate Schools suggest that

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine T. Amelink, Virginia Polytechnic Institute and State University; Mayra S. Artiles , Arizona State University

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innovation.In technical fields such as engineering, the underrepresentation of African American, Black,Hispanic, and Native American engineering graduate students compared to peers who are Whiteis a well-documented issue [1]. For every seven majoritized students that complete a doctoraldegree in engineering, only one minoritized student will obtain the same degree in the U.S. [2],[3]. Commissions have identified disproportionate representation in the workforce as a majorchallenge due to barriers that are socio-cultural, economic, and historical in nature [4]. At thesame time, research studies have provided empirical evidence that highlights the differences inthe experiences of African American, Black, Hispanic, and Native American

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

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have seen little structuralor philosophical changes in the period since. In recent decades, workforce needs and theemployment landscape for STEM graduates has experienced fundamental changes in scale andscope. While the number of STEM-related jobs has risen significantly [1], [2] the range of STEMcareers has also expanded sharply [1], [2] . In the recent National Academies of Sciences,Engineering, and Medicine study report focused on Graduate STEM education for the 21st century[3], the authors observe that “Indeed, recent surveys of employers and graduates and studies ofgraduate education suggest that many graduate programs do not adequately prepare students totranslate their knowledge into impact in multiple careers.” In spite of the

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

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education, visualizing arguments,rhetoric, writing, graduate studentsWhy visualize arguments?Across graduate education in engineering, the importance of communication, particularlywriting, has received increasing attention and for good reason [1]–[4]: communication skills areessential for success in engineering practice, engineering education, and across the academy. Forgraduate students entering engineering education, the literacy and communication practicesrequired of them can be daunting, in part because their previous discourse communities (usuallyin engineering) had different norms for writing, speaking, and developing articles thanengineering education research, and in part because the development of new knowledge oftenresults in a regression

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

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cultivate an engineeringworkforce that represents our entire population [1-4]. Research has shown positive educationalbenefits when students interact with those who come from different perspectives and livedexperiences, contributing to improved complex thinking, intellectual self-confidence andengagement, improved motivation to understand the perspectives of others, greater feelings ofcitizenship, and a stronger motivation to achieve [5-11]. Measurable performance benefits havealso been observed in the workplace [12-16]. These reasons and others reflect the importance ofbuilding an engineering workforce with the breadth of knowledge, perseverance, andunderstanding of societal needs required to address today’s global challenges.STEM programs in

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

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thesescientific solutions must be achieved in an economically viable way to be implemented and sustained,students are also exposed to courses focused on economic analysis and technology commercialization. Tofoster awareness of the value of diversity to interdisciplinary research and collaboration, they alsoparticipate in leadership and diversity training. The overarching goals of the NRT at the graduate studentlevel are the following:₋ Goal 1: Develop a program to equip students with an interdisciplinary mindset/skills₋ Goal 2: Train students to generate SFEWS solutions₋ Goal 3: Disseminate courses, modules, methods and tools for use among other institutionsThe objectives are to instill in graduate students the skills necessary to be a

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

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negatively affected bythe COVID-19 pandemic.Introduction As of late March 2020, in response to the Coronavirus Disease 2019 (COVID-19)pandemic, hundreds of colleges and universities in the United States (and across the globe)suspended face-to-face classes, closed campuses, and only allowed essential activities and corefacilities to continue. The pandemic disrupted engineering graduate students’ regular learningroutines, which typically include in-person laboratory research and mentoring activities. As aresult, engineering students during the COVID-19 pandemic may particularly experiencechallenges to their academic progress, career preparation, financial security, and physical/mentalhealth [1]–[6]. During school closures, faculty were

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette

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GHAHARI3,4* 1 Center for Education Integrating Science, Mathematics, and Computing, Georgia Institute of Technology, Atlanta, 30332; 2 Department of Electrical and Computer Engineering, Purdue University, West Lafayette, 47906; 3 Department of Engineering Education, Purdue University, West Lafayette, 47906; *4 Lyles School of Civil Engineering, Purdue University, West Lafayette, 47906ABSTRACTEngineering graduate programs in the United States are usually diverse. Students with differentnationalities, races, ethnicities, genders, and religions work and collaborate with each other inclasses, labs, and research projects. Graduate education often is called a transformative experience,in which students

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mirit Shamir, Kansas State University; Matthew R. Sanderson, Kansas State University; Rebecca Cors, Wisconsin Center for Education Research; Melanie Derby, Kansas State University

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feeling a sense ofbelonging. Finally, survey findings provide evidence that cognitive diversity, opportunity towork with people who have different styles of problem-solving, is among trainees’ favoriteaspects of the program. In addition, we discuss the structure of our NRT and recruitmentstrategies we have used to advance more diverse participation.1. IntroductionWomen have been underrepresented in STEM at four-year institutions and the workforce. Thenumber of advanced degrees earned by women have increased, with women earning larger shareof graduate degrees [1] [2] yet national data show a large STEM gender gap: in 2018, 29% ofmaster’s degrees in engineering and computer information science were awarded to women and24% of doctoral degrees were

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

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concern, arguingthat graduate student1 ability to “communicate well both in written and oral forms is essential fora successful career” (p. 1) and the ability to write “will profoundly shape both initial and longterm post-PhD career opportunities” (Maher et al., 2013, p. 707). Moreover, in the United States,research suggests that engineers spend more than 30% of their time writing (Covington et al.,2007; Kreth, 2000). In a survey of U.K. engineers, more than 50% of the respondents spent morethan 40% of their time writing (Sales, 2006).This important shift of emphasis towards improving the written proficiency of engineeringstudents has led to an increasing amount of research that has investigated how to supportstudents in successfully engaging in

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dennis W. Hess, Georgia Institute of Technology

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Graduate Studies

/science degrees can limit success in leadership roles, wheresoft/professional or people skills may dominate the approaches required. Indeed, numeroussurveys and curriculum outcome assessments promote the need for professional skillsdevelopment during the educational process [1-6].Engineers are taught to address complex technical problems using fundamental principles andrubrics that allow progress to be made toward an optimal solution. Technical leadershipresponsibilities include oversight of technical problem-solving, but in addition, leaders mustaddress the added complexity that exists when engineering/scientific and people problemsintersect; these situations are referred to as sociotechnical issues. Effective methods to solve suchproblems

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

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Graduate Studies

several identity theories to describe a form of identification that operates across thepersonal, role, and group-bases of identity (Burke, 2003), and involves a three part process wherebyindividuals (1) internalize self-meanings that position them as similar to others (i.e., sameness), (2)stigmatize personal characteristics, roles, and groups viewed as out-groups (i.e., differentiation), and (3)rank the relative importance of a given identity within the broader self-concept (i.e., centrality).Moreover, the relevant meanings attached to the self (i.e., the content of the identity), and bases ofidentity most relevant at a given moment (i.e., personal, role, or group-bases), are presumed to vary acrossdifferent social, cultural and institutional

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

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Graduate Studies

through the confirmatory factor analysis. The ultimate purpose of this work is toshed light on factors that influence science, engineering, and mathematics graduate studentmental health so that graduate students, faculty, and staff can use these results for both individualand programmatic change. This study will help do so by providing some direction and guidanceto those who wish to use the larger HMN survey in future analysis.IntroductionThere has been a rise in mental health problems reported among college-aged individuals andthese mental health concerns have been shown to have a lasting impact on students [1-3]. Studieshave shown that there are unique stressors to the graduate student experience and that thesemental health concerns (e.g

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Fenot Aklog, Columbia University; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, City College of New York; Ivonne Santiago P.E., University of Texas at El Paso; Jorge E. González, City College of New York; Jeff Sivils, El Paso Community College; Harry Meeuwsen, University of Texas at El Paso; Fred Moshary, City University of New York; Joseph Barba, City University of New York

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UTEP to receive his Doctorate in Toxicology, where he studied the compensatory mechanism resulting from the loss of the multi-drug resistance transporters 1 (MRP1). He attained a Post Doctoral position at UTEP where he collaborated in the discovery and development of small molecules used for the treatment of prostate cancer.Dr. Harry Meeuwsen, The University of Texas at El Paso - El Paso, TX Dr. Harry Meeuwsen’s PhD training at LSU-Baton Rouge was in motor learning and control, followed by a Post-doc in motor control at UW-Madison where he worked on NIH grants focusing on lower limb control in older adults and fine motor control in Parkinson’s patients. During his training he employed methods and instrumentation

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

La'Tonia Stiner-Jones, Ohio State University; Wolfgang Windl, Ohio State University

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identification of students likely to complete a graduate degree, we sought tochange our process and the way we evaluate students for admission. For this, we changed theapplication and review process to include an assessment of applicants’ non-cognitive variablesbased on Sedlacek’s work and the Fisk-Vanderbilt MS-PhD Bridge Program admissions model[1-3]. In 2016, our Materials Science and Engineering (MSE) Department piloted theincorporation of these changes. Consequently, MSE increased the enrollment of women andunderrepresented minority students by 19% and 57%, respectively and we will be evaluating theimpact of the changes on performance metrics and completion rates over time. Ahead of thisapplication cycle, we have made changes to the applications of

Conference Session

Graduate Study Programs Supporting Diversity and Underrepresented Minority Students - Graduate Studies Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

George Tyler Fischer, U.S. Navy; Fazil T. Najafi, University of Florida

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as opposed to otherforms of renewable ocean energy. The energy available can be measured by the difference in tideheights. The National Oceanic and Atmospheric Administration (NOAA) summarized tidalpatterns in three categories. Figure 1 illustrates those typical tidal patterns. 5 Figure 1: Typical Tidal PatternsDiurnal tide has one high tide and one low tide every 24 hours and can be observed in manyareas within the Gulf of Mexico. Semidiurnal has two high tides and two low tides every 24hours and can be observed along the eastern coast of North America. Mixed Semidiurnal tidesalso experience two high tides and two low tides every 24 hours, however; the amplitude of highare low tides are dependent on the lunar cycle

Conference Session

Developing and Establishing Graduate Study Programs - Graduate Studies Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexa Kottmeyer, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University, University Park

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Graduate Studies

programs is Mohr et al.1, who exploredstrategies to effectively recruit students into these innovative programs, including how studentsdiscovered the programs and how different recruiting materials influenced students’ decisions toenroll in the program. However, the study focused on the strategies used to recruit students overthe student’s motivation for entering a one-year Master’s program in general and how studentsviewed the program compared to a traditional Master’s degree. Additional articles explore thedevelopment and implementation of one-year programs2,3,4. Gross, Mohr, and Pessiki2 describethe development of a Structural Engineering professional, 10-month Master’s degree program.Initial assessment data from an alumni survey highlighted

Conference Session

Developing and Establishing Graduate Study Programs - Graduate Studies Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Cheryl B. Schrader, Missouri University of Science and Technology; Darryl P. Butt, University of Utah; Timothy Andersen; Tammi Vacha-Haase, Boise State University; Amy J. Moll, Boise State University

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the emerging doctoral degree programs.IntroductionViewed as being essential to American technological research, manufacturing, and overalleconomic strength, the limited number of scientists and engineers with advanced degrees haslong been a concern for the country’s wellbeing. Science and engineering jobs have continued toincrease at a faster rate (18.7%) than all other occupations (14.3%), with 59% in computer andmathematical scientist occupations.1 The driving growth among science, technology, engineeringand math (STEM) occupations, has caused more than 1.1 million computer and mathematicaloccupations to be added between 2005-2015.2Although over 22,000 doctoral degrees are conferred yearly in the science and engineeringfields,3 questions

Conference Session

Graduate Study Programs Supporting Diversity and Underrepresented Minority Students - Graduate Studies Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Audeen W. Fentiman, Purdue University, West Lafayette (College of Engineering); Janet M. Beagle, Purdue University College of Engineering; Phillip S. Dunston, Purdue University, West Lafayette (College of Engineering); Susan K. Fisher, Purdue University, West Lafayette (College of Engineering)

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University of Washington prior to joining the faculty at Purdue.Ms. Susan K. Fisher, Purdue University, West Lafayette (College of Engineering) c American Society for Engineering Education, 2017 Establishing Pathways to the Professoriate for Underrepresented Minority StudentsIntroductionA grant from the Provost’s Office at Purdue University is supporting a program to establishpathways to the professoriate for underrepresented minority (URM) engineering students fromminority serving institutions (MSIs). The program is managed by faculty and staff affiliated withgraduate engineering programs at Purdue. Components of the program include (1) opportunitiesfor research

Conference Session

Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary K. Nave Jr., Virginia Tech; Amy L. Hermundstad, Virginia Tech; Michael Stewart, Virginia Tech; Michele Ruth Waters, Virginia Tech; Emily Garner, Virginia Tech; Mohammed Seyam, Virginia Tech; Chelsea R. Corkins, Virginia Tech; Karen P. DePauw, Virginia Tech

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Graduate Studies

success in an increasingly globalized world.I. Introduction As the field of engineering becomes more globalized, the need for engineers to beglobally competent is increasingly important. The development of global competency isparticularly important for engineering graduate students, who will soon be leaders in industryand academia. Many of the challenges facing our society require global collaboration, and it istherefore necessary that engineering graduate students develop an ability to work in these globalcontexts [1]. However, many graduate engineering programs focus primarily on research and ondeveloping students’ technical skills with less emphasis on skills needed for students’ jobs andcareers after graduation [2-3

Conference Session

Graduate Study Programs Supporting Diversity and Underrepresented Minority Students - Graduate Studies Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beth A. Bucher MSW, Ohio State University, Electrical and Computer Engineering Graduate Program

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Graduate Studies

scenario, high riskbehavior or intentional suicide attempts may result.Graduate faculty, staff and administrators need to be aware that graduate students experiencehigh rates of depression, anxiety (nervousness, stress, loneliness), and distress. Distressedindividuals coping with stressors can lead to high risk behaviors or worse. Suicide is the secondleading cause of death for college students. Groups at elevated risk include (1) male, (2) older(graduate and professional), (3) international, and (4) returning veterans. Being a graduatestudent puts a person at risk. For international students, males, or returning veterans, the risk iscompounded. Protective factors include a caring culture, strong connections to others, and aculture that supports

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

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Graduate Studies

examining the DI itself and documenting the changes over time, we find that: 1) lack ofwriting is a symptom of other challenges in pursuing the doctoral degree, and 2) a balance ofwriting time and professional development is needed to support students. Although heavilygrounded in research data (e.g., comparative analysis of quantitative and qualitative datagathered in each of the prior Dis), herein we describe the evolving design of the DI and lessonslearned to date.IntroductionData show that underrepresented minority (URM) engineering students have lower rates ofcompletion and higher rates of attrition in their doctoral studies than their majority peers [1].Previous research has argued that this higher attrition rate is caused by motivational

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

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Graduate Studies

-centered strategies for promoting, supportive, diverse environments in graduate education Colleen E. Bronner, Alin Wakefield, Kara Maloney University of California, Davis Jean VanderGheynst University of Massachusetts, DartmouthIntroductionCurrent STEM graduate education is not meeting the needs of all students. In the 2018 GraduateSTEM Education for the 21st Century report, educational leaders call for transformation of thecurrent STEM graduate education to a system that is 1) student-centered, 2) provides diverse,equitable, and inclusive environments; 3) supports graduate student mental

Conference Session

Online Programs and Program Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tilman Wolf, University of Massachusetts Amherst; C. V. Hollot, University of Massachusetts, Amherst; Russell Tessier, University of Massachusetts; Bryan Polivka, Shorelight Education; Chris Hoehn-Saric, Shorelight Education; Janet Donghee Kang; Katherine Newman

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Significant Achievement by an Individual from the US Distance Learning Association, and a national Emmy for a documentary he both wrote and produced.Mr. Chris Hoehn-Saric, Shorelight EducationJanet Donghee KangDr. Katherine Newman c American Society for Engineering Education, 2019 Synchronous Cohort-Based International EducationAbstractMany universities are striving to reach a broader audience of students by expanding into the inter-national market, especially for graduate degree programs. The two dominant types of educationalofferings to international students are (1) online degree programs or (2) establishment of an interna-tional branch campus. Both approaches present significant challenges

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryne Newton, Purdue Polytechnic Institute; Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette (College of Engineering); Michael J. Dyrenfurth, Purdue University-Main Campus, West Lafayette (College of Engineering); Linda L. Naimi, Purdue University-Main Campus, West Lafayette (College of Engineering)

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describes the outcomes of a successful program development and approvalprocess and the planned phasing of its implementation. The development team treated the1 Corresponding Author: M. Dyrenfurth, mdyrenfu@purdue.eduexisting program approval mechanisms, as found in most universities and states, as a staged-gate approval process. This necessitated the development of (1) a conceptual proposal, (2) acompetitive analysis, (3) a detailed program plan, (4) an implementation plan, and (5) aformal proposal with supporting data as required by the state coordinating body for highereducation.The program that evolved from this process was an industry-facing, distance/on-campus-hybrid professional doctoral program permitting extensive tailoring of the