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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Diversity

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Graduate Studies

Conference & Exposition, Indianapolis, IN, 2014.[24] N. H. Choe, M. Borrego, L. L. Martins, A. D. Patrick, and C. C. Seepersad, “A quantitative pilot study of engineering graduate student identity,” presented at the 2017 American Society of Engineering Education Annual Conference & Exposition, Columbus, OH, Jan. 2017.[25] B. M. Capobianco, B. F. French, and H. A. Diefes-Du, “Engineering identity development among pre-adolescent learners,” Journal of Engineering Education, vol. 101, no. 4, pp. 698–716, Oct. 2012.[26] H. M. Matusovich, B. E. Barry, K. Meyers, and R. Louis, “A multi-institution comparison of students’ development of an identity as an engineer,” presented at the 2011 American Society of

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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Diversity

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Graduate Studies

between gender and/or ethno-racial identity and the stereotype ofengineering as a field appropriate for white males can impede the development of STEM identities amongwomen and minorities. With the increasing importance of innovation, students who pursue engineering graduate degreesoften seek to build skills in conducting research (Brown and Linden, 2008). The social psychologicalconstruct of identity has emerged as a relatively new metric for assessing graduate student retention andsuccess. Studies suggest that graduate students’ identities correlate with their competency levels as wellas their professional and academic motivation (Alexander, 2011; Silver, Garver, and Watkins, 2011;Virgil, 2016). Importantly however, the literature

Conference Session

Graduate Programs, Development, and Research Fellowships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laleh Behjat P.Eng., University of Calgary; Milana Trifkovic, University of Calgary; Robyn Paul, University of Calgary; Karen Andrea Canon-Rubio, University of Calgary; Stephanie Hladik, University of Calgary

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Diversity

Tagged Divisions

Graduate Studies

Program for Post Graduate Studies in EngineeringAbstract - This paper describes a 5-year project in which we defined a gap in development ofprofessional skills in postgraduate engineering education, identified effective methods fordeveloping students’ professional skills, implemented a series of two required courses to developthem, and evaluated the effectiveness of the program. The courses content, assessments, teachingmethodologies, and outcomes are discussed in this paper. Our 5 years of program evaluation aresummarized. We describe how our program has been extended to multiple departments in thefaculty of engineering and evolved from the model of individual to joint classes and team-teaching. Finally, we discuss effectiveness of those modes