Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Sofia Brewer, Clemson University; Lily Fender, Clemson University; Kassidy Maron; Adelyn Dwyer, Clemson University; Karen A High, Clemson University; Marieke Van Puymbroeck

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Graduate Studies Division (GSD)

] B. E. Lovitts, “Who Is Responsible for Graduate Student Attrition--The Individual or the Institution? Toward an Explanation of the High and Persistent Rate of Attrition,” Apr. 1996. Accessed: Mar. 22, 2024. [Online]. Available: https://eric.ed.gov/?id=ED399878[2] National Science Foundation, “Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS) 2022,” Fall 2022. Accessed: Mar. 22, 2024. [Online]. Available: https://ncses.nsf.gov/surveys/graduate-students-postdoctorates-s-e/2022[3] N. Sellami, B. Toven-Lindsey, M. Levis-Fitzgerald, P. H. Barber, and T. Hasson, “A Unique and Scalable Model for Increasing Research Engagement, STEM Persistence, and Entry into Doctoral Programs,” CBE—Life Sci

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole Else-Quest, University of North Carolina at Chapel Hill; Joe Roy, American Society for Engineering Education

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Diversity

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Graduate Studies Division (GSD)

Conference Session

Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sandy Christlieb; Katy Luchini-Colbry, Michigan State University

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Diversity

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Graduate Studies Division (GSD)

Fellow role(s) interested them and why. All of the candidates wereinterviewed and, based on those conversations, we decided to add two more Fellowship roles:  The EnSURE Fellow would help organize the Engineering Summer Undergraduate Research Experience (EnSURE) program  The Recruiting Fellow would assist in identifying and connecting with prospective graduate students through on- and off-campus recruiting activitiesIn addition to these six Engineering Graduate Leadership fellows, we decided to partner with theGraduate School’s Leadership Fellows program to co-sponsor two additional roles: a GraduateStudent Life and Wellness Fellow, focusing specifically on the needs of Engineering graduatestudents, and a Women in STEM

Conference Session

Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Saadeddine Shehab, University of Illinois, Urbana-Champaign; Joshua E Katz, University of Illinois, Urbana-Champaign; Emma Kirby, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign

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Graduate Studies Division (GSD)

Water: Graduate Teaching Assistants in Introductory Science Laboratories at a Doctoral/Research University.,” J Res Sci Teach, vol. 41, pp. 211–233, 2004, doi: 10.1002/tea.20004. [2] G. Marbach-Ad, L. Egan, and K. Thompson, A Discipline-Based Teaching and Learning Center: A Model for Professional Development. 2015. doi: 10.1007/978-3-319- 01652-8. [3] D. A. Schmidt, E. Baran, A. D. Thompson, P. Mishra, M. J. Koehler, and T. S. Shin, “Technological Pedagogical Content Knowledge (TPACK),” Journal of Research on Technology in Education, vol. 42, no. 2, pp. 123–149, Dec. 2009, doi: 10.1080/15391523.2009.10782544. [4] P. Mishra and M. Koehler, “Introducing Technological Pedagogical Content

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

RAVISHA CHUTANI, University of Georgia; VARUN KATHPALIA, University of Georgia; John Ray Morelock, University of Georgia

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Graduate Studies Division (GSD)

systematically address the research question. STAGE 1: Identifying the research question(s) The research question was formed in this stage that guided our scoping review study: What is the current landscape of literature on the financial well-being of engineering graduate students at master’s degree level, with a focus on financial anxiety and financial stress related to student loans? Based on this research question, we defined our Population-Concept-Context (PCC) framework, which further guided the inclusion and exclusion criteria of our study. We defined the precise terms structured within this framework. Table 2 outlines the PCC framework that we used to define our concept lines

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lorine Awuor Ouma, Pennsylvania State University; Cynthia Howard-Reed, Pennsylvania State University

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Diversity

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Graduate Studies Division (GSD)

.[9] Council of Graduate Schools, Doctoral Initiative on Minority Attrition and Completion. 2015.[10] E. Zerbe, G. M. Sallai, K. Shanachilubwa, and C. G. P. Berdanier, “Engineering graduate students’ critical events as catalysts of attrition,” Journal of Engineering Education, vol. 111, no. 4, pp. 868–888, Oct. 2022, doi: 10.1002/jee.20481.[11] T. M. Bluestein, C. Amelink, and M. S. Artiles, “Campus Climate for Engineering Graduate Students: Examining Differences Between Domestic Minority, Domestic Majority, and International Students,” 2018.[12] D. L. Lorenzetti et al., “A systematic review of graduate student peer mentorship in academia,” Mentoring and Tutoring: Partnership in Learning, vol. 27, no. 5, pp

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie M. Rieland, University of Michigan; Shamalee Goonetilleke, University of Michigan; Sarah Jane Bork, University of Michigan; Aaron W. Johnson, University of Michigan

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Diversity

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Graduate Studies Division (GSD)

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada - Las Vegas; Dustin Thoman, San Diego State University; Satchi Venkataraman, San Diego State University

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Graduate Studies Division (GSD)

support research on equity and inclusion in STEM education.Prof. Satchi Venkataraman, San Diego State University Satchi Venkataraman, Ph.D., is a Professor of Aerospace Engineering. He has served as Graduate Advisor for the Aerospace Engineering program (17 years) and as an Associate Director at the Computational Sciences Research Center at San Diego State University (11 years). His expertise is in computational mechanics and optimization applied to design of lightweight and durable composite aircraft structures. He has extensive experience in developing programs for student professional development and broadening participation (co-PI and PI on three NSF S-STEM grants). ©American Society

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rafael De Leon, The Ohio State University; Ann D. Christy P.E., The Ohio State University; Rosalyn Stoa, Colorado State University; Alexa Jayne, Colorado State University; Bailey Underill, Colorado State University

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Diversity

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Graduate Studies Division (GSD)

, students, workers, or something in between? Though Ipersonally believe that doctoral engineering students exist outside of this binary discussionbecause of their important societal role in contributing to knowledge, within the binary they docontribute economically and do work that they are not sufficiently compensated for. They dowork, plain and simple.I am not alone in this line of thinking. Legally, the classification of graduate students asemployees has gone back and forth since the 1990’s. At private institutions, this dispute fallsunder the National Labor Relations Act. Specifically, the decision as to whether or not graduatestudents at private institutions are employees falls under the National Labor Relations Boardwhich is a board made up

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ifeoma Nwanua, University of Florida

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Diversity

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Graduate Studies Division (GSD)

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University

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Graduate Studies Division (GSD)

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Victoria, University of Florida; Laura Melissa Cruz Castro, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Graduate Studies Division (GSD)

more freedom to cover both theoretical and practical learning with the assistance of other software" [29]• Student engagement strategies o "An integral part of the curriculum includes three classes that involve real world experiences and partner with local business to ensure relevance and cutting edge expertise: Introduction to Software Engineering partners with Elevator 3 to offer real-world projects and current technology trends. Students learn Database Schemas, API(s) development, and React. The Information Systems (IS) course partners with Envoc. The .Net Core Framework for Windows is used for this class as well as many other

Conference Session

Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lynn Mandeltort, University of Virginia; Priya Date, University of Virginia; Amy M. Clobes, University of Virginia

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Graduate Studies Division (GSD)

. 199–216, Jun. 2008, doi: 10.1002/j.2334- 4822.2008.tb00509.x.[2] K. Haag, S. B. Pickett, G. Trujillo, and T. C. Andrews, “Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?,” CBE—Life Sci. Educ., vol. 22, no. 1, p. es1, Mar. 2023, doi: 10.1187/cbe.22-08-0169.[3] C. Henderson, A. Beach, and M. Famiano, “Promoting instructional change via co- teaching,” Am. J. Phys., vol. 77, no. 3, pp. 274–283, Feb. 2009, doi: 10.1119/1.3033744.[4] D. Sachmpazidi, A. Olmstead, A. N. Thompson, C. Henderson, and A. Beach, “Team- based instructional change in undergraduate STEM: characterizing effective faculty collaboration,” Int. J. STEM Educ., vol. 8, no. 1, p. 15, Apr. 2021, doi

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sanchez ​CEng MEng PhD PGCert FHEA MIMechE, Loughborough University; Paul Conway FREng CEng, Loughborough University

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Graduate Studies Division (GSD)

, Florida, 2019.[2] S. Papert and I. Harel, Situating Constructionism: Cambridge, MA: MIT Media Laboratory., 1990.[3] C. Hayes and Y. Graham, "Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis," Higher Education, Skills and Work-Based Learning, vol. 10, pp. 99-112, 2020.[4] C. Nerantzi and S. McCusker, "A taster of the LEGO(R) Serious Play(R) method (LSP) for Higher Enducation," in OER14 Building Communities of Open Practice, Newcastle, UK, 2014.[5] P. Kristiansen and R. Rasmussen, Building a Better Business using the LEGO Serious Play Method: Wiley, 2014.[6] A. R. James, "Lego Serious Play: a

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah A. Goodman, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology

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Diversity

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Graduate Studies Division (GSD)

continue to collect data during each semester in which the course isoffered. In future iterations of the course, student performance on course assessments can becorrelated with implementations of active learning and community building strategies.References:[1] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi: 10.1073/pnas.1319030111.[2] E. National Academies of Sciences, Graduate STEM Education for the 21st Century. 2018. doi: 10.17226/25038.[3] P. Armbruster, M. Patel, E. Johnson, and M. Weiss, “Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marah C. Lambert, University of North Carolina at Charlotte; Lisa Merriweather, University of North Carolina at Charlotte; Cathy Howell, University of North Carolina at Charlotte; Dilara Yaya Bryson, University of North Carolina at Charlotte; Edith Gnanadass, The University of Memphis

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Diversity

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Graduate Studies Division (GSD)

Charlotte Lisa R. Merriweather is an associate professor at the University of North Carolina, Charlotte. She received her PhD in Adult Education with a graduate certificate in Qualitative Inquiry from the University of Georgia in 2004. Her research focuses on issueDr. Cathy Howell, University of North Carolina at Charlotte Dr. Cathy D. Howell is a Clinical Assistant Professor and Graduate Program Director at the University of North Carolina at Charlotte. She received a Bachelor of Science degree in Community Health and Masterˆa C™s degree in Health Education at East CarolinaDilara Yaya Bryson, University of North Carolina at CharlotteDr. Edith Gnanadass, The University of Memphis Edith Gnanadass has a Ph.D. in Lifelong

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cheryl A Bodnar, The Ohio State University; Holly M Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Graduate Studies Division (GSD)

[1] G. A. Garcia, A.-M. Núñez, and V. A. Sansone, “Toward a Multidimensional ConceptualFramework for Understanding ‘Servingness’ in Hispanic-Serving Institutions: A Synthesis of theResearch,” Review of Educational Research, vol. 89, no. 5, pp. 745–784, Oct. 2019, doi:10.3102/0034654319864591.[2] J. Ritchie, J. Lewis, C. M. Nicholls, and R. Ormston, Eds., Qualitative research practice:a guide for social science students and researchers, 2. ed. Los Angeles, Calif.: Sage, 2013.[3] A. Srivastava and S. B. Thomson, “Framework Analysis: A Qualitative Methodology forApplied Policy Research,” Journal of Administration & Governance, vol. 4, no. 2, pp. 72–79,2009.[4] N. K. Gale, G. Heath, E. Cameron, S. Rashid, and S. Redwood, “Using

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Jennifer Cromley, University of Illinois Urbana - Champaign; Karin Jensen, University of Michigan; Dale Robbennolt; Anne Hart, University of Tennessee, Memphis

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Diversity

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Graduate Studies Division (GSD)

Percentage of participants Coping strategy Coping strategy using strategy (N=55) using strategy (N=55) Music/art/performance/ Alcohol use 11% (n = 6) 4% (n = 2) movies (not at home) Caffeine use 5% (n = 3) Pet(s) 7% (n = 4) Eating to relax 35% (n = 19) Planning or scheduling 24% (n = 13) Errands/shopping 4% (n = 2) Reading 16% (n

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Britney Russell, University of Connecticut; Antigoni Konstantinou, University of Connecticut; Ayah Abdallah, University of Connecticut; Fayekah Assanah, University of Connecticut

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Graduate Studies Division (GSD)

generation of engineers who thrive in their careers.References[1] National Association of Colleges and Employers, 'Career Readiness Defined,' [Online]. Available: https://www.naceweb.org/career-readiness/competencies/career-readiness- defined. [Accessed: 01-Feb-2024].[2] T. S. Ritchie, D. L. Rossiter, H. B. Opris, I. E. Akpan, S. Oliphant, and M. McCartney, “How do STEM graduate students perceive science communication? Understanding science communication perceptions of future scientists,” PLOS ONE, vol. 17, no. 10, p. e0274840, Oct. 2022, doi: 10.1371/journal.pone.0274840.[3] B. Holmes, T. Waterbury, E. Baltrinic, and A. Davis, “Angst About Academic Writing: Graduate Students At The Brink,” CIER, vol

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eunsil Lee, University at Buffalo, The State University of New York; Walter C. Lee, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University

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Diversity

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Graduate Studies Division (GSD)

of astudent’s perceived inclusiveness within an academic unit, provides empirical evidence of theunwelcoming culture of engineering graduate education. According to Gardner et al. [3],engineering graduate students reported a relatively lower sense of belonging within theiracademic department compared to students in other disciplines. O’Meara et al.’s [4] research onSTEM students’ sense of belonging echoed this claim, highlighting that there are fewerfacilitators (e.g., a critical mass of women, micro affirmations) for creating an inclusiveenvironment in STEM graduate programs compared to those in non-STEM disciplines. Theseauthors collectively emphasized the need for investigating engineering graduate studentexperience and integration

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alana Teresa Smith, University of Massachusetts Lowell; Emi Aoki, University of Massachusetts Lowell; Mahsa Ghandi, University of Massachusetts Lowell; Jasmina Burek, University of Massachusetts Lowell; Charles Thompson Ph.D., University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell

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Graduate Studies Division (GSD)

zero as shown in Fig. 4 (a) and will increase eventually.The pendulum will keep moving forwards and pass the varticle projection of the CoP as shown inFig. 4 (b). This is a case where the counterclockwise force is not sufficient enough to prevent fromfalling for the given parameters. (a) (b)Fig. 3. Simulation results when the pendulum does not fall. (a) Position x vs velocity x˙ of the CoM. The dot is the initial conditionwhere x0 = 0.05 m and x˙ 0 = 0.1 m/s. The solid line is |xo + x˙ o | and the dashed dotted line is the movement of the CoM for q > 0.The square is the position of u = 0.25 m. (b) The trajectory of the CoM. The dashed vertical

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga, Florida International University; Claudia Calle Müller, Florida International University; Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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Graduate Studies Division (GSD)

current state of forensic engineering education.AcknowledgmentOne of the authors was funded by FIU University Graduate School Dissertation Year Fellowship,and this support is gratefully acknowledged. Any opinions, findings, conclusions, orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the FIU University Graduate School.References[1] W. DeWitt, L. Geddes, F. Johnson, and L. Reader, “A master of science curriculum in forensic engineering,” in 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No. 01CH37193), 2001, pp. F2B-8. doi: 10.1109/fie.2001.963696.[2] R. J. Heywood, “Responding to

Conference Session

Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Moses Olayemi, University of Oklahoma

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Diversity

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Graduate Studies Division (GSD)

communities of engineering education research scholars,” in Proceedings of the 2006 American Society for Engineering Education Annual Conference, 2006.[3] L. Zheng and S. Wei, “Institutionalizing Engineering Education Research (EER) in China under the context of New Engineering Education: Departments, programs, and research agenda,” Int. J. Eng. Educ., vol. 39, no. 2, pp. 353–368, 2023.[4] K. Edström, A. Kolmos, L. Malmi, J. Bernhard, and P. Andersson, “A bottom-up strategy for establishment of EER in three Nordic countries-the role of networks,” Eur. J. Eng. Educ., vol. 43, no. 2, pp. 219–234, 2018.[5] E. Matemba et al., “Reflecting on a community of practice for engineering education research capacity in

Conference Session

Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Le Shorn Benjamin, University of Houston; Jerrod A. Henderson, University of Houston

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Graduate Studies Division (GSD)

Engineering Education PhD Program Quality [Work-in-Progress] Le Shorn S Benjamin PhD, Jerrod A Henderson PhD William A. Brookshire Department of Chemical and Biomolecular Engineering University of Houston This material is based upon work supported by the National Science Foundation under Grant # EEC-2127509 to the American Society for Engineering Education AbstractDoctor of Philosophy (PhD) degree programs occupy the apex of the academic hierarchy. This ismainly because graduates are required to extend the bounds of existing knowledge. In the recentdoctoral discipline of engineering education, students are

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Cargile Cook, Texas Tech University; Fabiola Liliana Carrion-Anampa, Texas Tech University; Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A. Cross, Texas Tech University; Mario G. Beruvides P.E., Nanyang Technological University

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Diversity

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Graduate Studies Division (GSD)

(OP): comments with this code reference program recruitment, enrollment, matriculation, or other overall curricular design • Projects & Assignments (PA): comments with this code reference projects and assignments students completed in a course and may include class activities, readings, tests, papers, etc. • Scholarship (S): comments with this code reference publications or presentations students have published or submitted for publication. • Research Experience (R): comments with this code reference research experiences in classes or with faculty (but not specific to publications or presentations) • Courses (CO): comments with this code reference specific courses taken, not assignments

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claudia G Cameratti-Baeza, University of Michigan; Charlie Michaels, Center for Socially Engaged Engineering & Design, University of Michigan

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Graduate Studies Division (GSD)

Society Magazine, vol. 28, no. 4, pp. 6–15. doi: 10.1109/MTS.2009.934940.Cheldelin, S. I. (2000). Handling resistance to change. In A. F. Lucas (Ed.), Leading academicchange: Essential roles for departmental chairs (pp. 55–73). Jossey-Bass.Cherrstrom, C. A., Richardson, R., Fowler, D., Autenrieth, R., & Zoran, M. J. (2017). Creatingteaching opportunities for STEM future faculty development. Journal of STEM TeacherEducation, 52(1), 55–69.Connolly, M. R., Lee, Y.-G., & Savoy, J. N. (2018). The effects of doctoral teaching developmenton early-career STEM scholars’ college teaching self-efficacy. CBE—Life Sciences Education,17(ar19). https://doi.org/10.1187/cbe.17-02-0039Connolly, M. R., Savoy, J. N., & Barger, S. S. (2010, April). Future

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Isha Galaz Abdullah, University of North Carolina at Charlotte; David K Pugalee, University of North Carolina at Charlotte; David C. Weggel, University of North Carolina at Charlotte; David Jacob Thaddeus, University of North Carolina at Charlotte

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Graduate Studies Division (GSD)

experience and provides keyevidence for continuing and expanding opportunities for co-teaching and real-worldinterdisciplinary problem solving.References[1] A. W. Glancy and T. J. Moore, "Theoretical foundations for effective STEM learningenvironments," School of Engineering Education Working Papers, Paper1, 2013.http://docs.lib.purdue.edu/enewp/1[2] National Academies of Sciences, Engineering, and Medicine, Graduate STEM Education forthe 21st Century. Washington, DC: The National Academies Press, 2018. doi:https://doi.org/10.17226/25038.[3] L. Sunra, N. Aeni, and F. H. S. Sally, "A Comprehensive Exploration of Outcome-BasedEducation Principles and Practices," Asian Journal of Education and Social Studies, vol. 50, no.1, pp. 1-9, 2024.[4] H. E

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany; Neha B. Raikar, University of Maryland, Baltimore County; Yarazeth Medina, University of Maryland, Baltimore County

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Diversity

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Graduate Studies Division (GSD)

untrained GTAs.Limitations of this study include the lack of pre-assessment data in Cohort 1. Ongoing collectionwith Cohort 2 will include a post evaluation to determine growth in their teaching and learning,to improve test-power. Further, Cohort 1 peers are acting as mentors to Cohort 2. Providinglearned experiences to their peers and additional help with their curriculum development.References[1] L. W. Anderson and D. R. Krathwohl, Eds., A Taxonomy for Learning, Teaching, andAssessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Complete ed. New York:Longman, 2001.[2] National Research Council (U.S.), S. R. Singer, N. Nielsen, and H. A. Schweingruber,Eds., Discipline-Based Education Research: Understanding and Improving

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allyce Horan, Colorado School of Mines

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Diversity

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Graduate Studies Division (GSD)

distractions and empower them to write, writing retreats canonly continue to contribute to a sustainable cultural and personal shift in the mindset surroundingwriting, promoting positive momentum towards graduation.References[1] S. Simpson, “Building for Sustainability: Dissertation Boot Camp as a Nexus of GraduateWriting Support,” Praxis: A Writing Center Journal, vol. 10, no. 2, 2013.[2] C. Hixson, W. Lee, D. Hunter, M. Paretti, H. Matusovich, and R. McCord, “Understandingthe structural and attitudinal elements that sustain a graduate student writing group in anengineering department,” WLN: A Journal of Writing Center Scholarship, vol. 40, no. 5–6, pp.18-25, 2016.[3] S. Lee and C. Golde, “Completing the dissertation and beyond: writing centers

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alyssa V. B. Santos, Pennsylvania State University; Sarah J. Boehm, Pennsylvania State University; Fadi Castronovo, California State University, East Bay; Tiffany A. Mathews, Pennsylvania State University

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Diversity

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Graduate Studies Division (GSD)