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

Tagged Divisions

Graduate Studies Division (GSD)

reinforcing cross-cutting concepts within the program. Forexample, the course design institute offers a distinct moment to invoke questions about powerdynamics via the situational factor of instructors. In other words, the context created by having aparticular instructor, that instructor’s perspectives, identities, lived experiences, relation to thecourse material, and so forth, will inextricably inform the course as a product and how it isexperienced by students and therefore should be its own design constraint[15]. Thus, programco-instructors are asked to reflect on their own roles in the course during course design sessions.During the cohort meetings after course design, they also reflect on their interactions andapproaches to collaboration and

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian M. Chan, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

departmental community. In this framework, CoP ischaracterized by constant knowledge generation, application, and reproduction, highlighting thedynamic nature of engagement.Within this framework, the diverse adoption of mentoring tools reflects the autonomy of individualfaculty members as distinct nodes in the advising network. There are no formal requirementsconcerning doctoral student mentoring to support graduate advising and faculty members are freeto adopt tools (or not) that they perceive to be most appropriate or work best. However, the CIMERprogram allows faculty members in the department to receive training to train others, it is throughthis initiative that other faculty in the more peripheral mode of participation get to learn fromtrained

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Himanshu Jain, Lehigh University; Volkmar Dierolf, Lehigh University; Anand Jagota, Lehigh University; Zilong Pan, Lehigh University; Nathan Urban, Lehigh University

Tagged Divisions

Graduate Studies Division (GSD)

helping the research goals of a sponsor or the teaching needs ofthe university. Of course, these three sets of goals are not mutually exclusive. The P3 modelattempts to coordinate what is best for the student while assuring that the support system alsobenefits sufficiently to provide resources for the student’s training.The third consideration for designing the P3 model reflects changes in the employment sectors,which would determine realization of students’ career plans. The data in Fig. 2 show growth ofcareers in industry at the expense of academe. The absolute numbers as well as change in demandin favor of industry are particularly strong in STEM fields, most notably in engineering andphysical+earth sciences; mathematics+computer sciences and

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

marginalized groups,including Black, Hispanic/Latinx, and Indigenous students in STEM, is imperative to maintainthe U.S. standing as a global leader in innovation.We reported on the development procedure for a multi-factor organizational climate survey forengineering doctoral student retention. Engineering doctoral graduates account for a large shareof the innovation workforce [2], but the engineering doctoral pipeline does not reflect thediversity of the U.S. population. For example, in 2022, women earned 26.2% of the engineeringdoctoral degrees awarded in the U.S., with fewer than half of those women being U.S. residents.Of those degrees, American Indian women earned 0.1%, Black women earned 5.0%, multiracialwomen earned 5.3%, Latina women earned

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of North Carolina at Chapel Hill; Joseph Roy, American Society for Engineering Education (ASEE); So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO), Graduate Studies Division (GSD)

aggression. As researchers have explicitly stated that individual attitudes toward diversity, personal experiences, and the presence or absence of specific practices do not reflect diversity climate [28], evidence of this climate was limited to emergent themes from qualitative studies [67][75][83]. Thus, we also excluded papers based on autoethnography or findings relying on unique statements reflecting the experience of a lone participant. Cultural mosaic beliefs climate: perceived cultural diversity [30][31] is a recent addition to the climate literature. We included it in our framework due to the high proportion of international students in engineering doctoral programs. Perceived cultural diversity climate is defined as how well

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Magdalena G. Grohman, University of North Texas; Matthew J. Brown Ph.D., Southern Illinois University; Nicholas Raphael Gans, The University of Texas at Arlington; Jeff Glenn Edwards, University of Texas at Dallas

Tagged Divisions

Graduate Studies Division (GSD)

one another and 14 initialcategories were identified. The categories capture the following meanings of NM1’s learningexperiences: (1) Obstacles and limitations; (2) Motivations; (3) Misconceptions about Ph.D.program; (4) Foundations and Focus; (5) Success/Survival; (6) Program comments; (7) Peer-to-peer learning; (8) Self-directed learning; (9) Mentoring & skill-building; (10) Social mentoring;(11) Goals as a mentor; (12) Mentoring as coaching; (13) Independence; (14) Why-questions. Asimilar coding process yielded 28 meaning units in the interview with a former AP lab mentor,PDM1. The following initial categories reflect PDM’s understanding of their role as a mentor:(1) Students’ independence; (2) Students’ peer-to-peer learning; (3

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

pertaining to the existence of the truerelationship between dependent and independent variables is correct. Thus, the data is statisticallysignificant. In Table 1, 𝞵1 and 𝞵2 are the coefficients of the ordered probit model with the values -0.42 and -0.8. This value is the threshold that reflects the predicted cumulative probabilities atcovariate values of zero. Based on the obtained results of regression analysis, higher accessibilityof forensic engineering curriculum within the university (β= -6.35), students’ positive attitudetoward solving complex problems (β= 1.04), higher interest in forensic concepts (β= -1.21), andpractical pedagogical approach used in the course (β= 6.35) will increase students’ interest topursue a forensic engineering

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sandra Allain, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

Graduate Studies Division (GSD)

, technology policy, and law through the eyes of policymakers.Students work on public-facing projects in interdisciplinary teams applying strategic technologypolicy, regulatory concepts, and systems thinking to realworld policy issues to assist relevantpolicymakers in their policy decision-making process.Through the application of engineering systems principles (Figure 1), the use of systems design,and an understanding of sociotechnical systems, students in the MELP program will acquire theknowledge necessary for the understanding of policy and law as a system and how law, policy,and technology converge. Students will also develop skills for the analysis of complex systemsproblems, characterized by multi-stakeholder engagements reflecting the

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech ; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

goes beyond explicit content, aiming to identify‬ ‭underlying concepts, patterns, and thus themes that are not at first apparent; it entails interpreting‬ ‭data to uncover the implicit, or hidden, meanings and insights in a particular text. We analyzed‬ ‭this secondary dataset in repeated and systematic movements between these different phases in a‬ ‭spirit of inquiry and interpretation toward answering our proposed research questions‬‭[79], [80],‬ ‭[81], [82], [83]‬‭, and viewed our reflection and active‬‭roles as both researchers and IDR program‬ ‭members as crucially important to addressing the inevitable subjectivity of the Qualitative‬ ‭paradigm.‬‭ pecifically, we first established Familiarization based on

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Khalid Zouhri, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

a second language.This may impact their ability to thrive in the first semester. Lack of confidence to engage inconversations during the first semester could also affect their ability to navigate the academicexpectations as well as their willingness to explore and utilize campus resources. In this paper,first-semester international students in a graduate engineering program were asked to reflect ontheir academic experience to identify the critical success factors. An anonymous, non-scientificsurvey was designed to gather feedback from the students at the end of their first semester. Allstudents in the class were international students taking on-campus courses in the United Statesfor the first time. The following section presents a brief

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

on diverse stressors,one closed-end question on students’ satisfaction, and two open-ended questions on the students’perceived challenges in graduate experiences. The closed-ended questions on stressors askedparticipants to reflect on their graduate education experience and indicate the extent to whicheach of the 21 stressors disrupted their ability to perform academically and/or professionally. Another question asked participants to rate their experience as a graduate student at theirinstitution. Response options for the 21 stressors and one satisfaction questions were arrayed ona five-point Likert scale from 0 (none) to 4 (severely), and a five-point Likert scale from 1 (Veryunsatisfied) to 5 (Very satisfied), respectively. The two

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

rather than reflecting on the past 9 . There any many examples in the literatureof works using this method for centering the experiences of individuals with marginalized identi-ties 10,11,12 . In order to emphasize the need for this work, we have reviewed the literature to findexamples of lived experiences similar to ours to emphasize that these are not isolated incidencesof struggle. Doctoral education begins not with admission to a university, but instead application to pro-grams within that university according to their alignment with a student’s research interests. Oncematriculated into a graduate program, young academics bring diverse life experiences that mayconflict with the typical impression of who belongs. These feelings which have

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

Tagged Divisions

Graduate Studies Division (GSD)

review. Researchers utilized a working definition of the term “workforce development” to refer to any program that was preparing students for the workforce. Additionally, to maintain a focused scope, only peer-reviewed journals and conference papers were included. However, in the future, we plan to examine all available sources of literature. Considering the shifts in the engineering workforce practices due to the COVID-19 pandemic, this literature search was limited to sources published post-2020. This timeframe was chosen to accurately reflect the current state and needs of the workforce, which has increasingly adopted hybrid and remote working modalities. Microsoft Teams (Version 1.6.00.35956) and Zotero (Version 6.0.30) were

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

students from across campus build professional skills,gain experience in teaching and research, and develop relationships across disciplines and degreeprograms [12].Two of these cohort programs focus specifically on leadership development: the GraduateStudent Leadership Academy [13] is an eight-week exercise in self-reflection, skill development,and teamwork to solve problems and build community on campus. The Graduate LeadershipFellows program is a year-long experience that encourages “graduate student leaders to engagein change-oriented projects. Fellows aim to increase belonging and community within theircollege or specific populations of students, and their projects increase graduate student well-being, inclusion, and ultimately success” [14

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Graduate Studies Division (GSD)

publication. Writing that doesn’t directlyapply to ongoing work frequently needs to be justified, and writing assignments that have buy-inare those most closely aligned with current needs. Class time is often used to break down andpractice steps in the writing and speaking process to equip students to tackle their own academiccommunication tasks. Through the practice of writing methods for example, attempting toreverse outline a few paragraphs, students gain the tools to make progress on their drafts. Otheractivities involve close analysis of exemplars across fields and genres. Finally, both in class andindividually students are provided with materials to motivate reflection on the broaderimplications of their research contributions and to support

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Sam Houston State University; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

5 19 6.20 8.83 Very 37 80 46.25 37.20 Total 77 215 ~97 ~100Not all students answered all of the questions, so the totals for each question are unique. Thepercentages reflect the answers to the specific survey question. As well, not all students whoresponded to this question were online learners. The table above is included to show opinions ofthe importance of online course offerings. Of these respondents, 42.5% of returners elected toenroll in coursework, while only 25.6% of direct pathway did.Respondents were asked how confident they were to complete

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sanjeev M Kavale, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Graduate Studies Division (GSD)

worthy and valuablewill enable the researcher to motivate oneself, build passion, and make progress in the researchactivities. Often this mindset can be possessed by perceiving the research has novelty andinnovativeness. These are well reflected in the following statement by Shiva in the context ofproblem definition: “Therefore, I think that one of the first beliefs is that your research does matter. Maybe you might not have immediate success or immediate number of citations from that research or immediate results from that paper itself, but if you have a strong conviction that there is a research contribution here, that there is science in what you have done rather than just engineering, at that point, that kind of

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

based upon work supported by the National Science Foundation underAward No. 2205033. Any opinions, findings and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] N. Choe and M. Borrego. “Prediction of engineering identity in engineering graduate students,” IEEE Transactions on Education, vol. 62, no. 3, pp. 181-187, 2019. Available: https://ieeexplore.ieee.org/abstract/document/8667045.[2] M. Bahnson, H. Perkins, M. Tsugawa, D. Satterfield, M. Parker, C. Cass, and A. Kirn. “Inequity in graduate engineering identity: Disciplinary differences and opportunity structures,” Journal of Engineering Education, vol. 110

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Arnold Christian; Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie; Ashleigh Tierney; Kimberly D. Douglas, Society of Hispanic Professional Engineers, Inc.

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

orientation also covered best practice advice on how to get the most out of the mentoringexperience focused particularly on being prepared to connect, learning to ask questions to thementor, and listening for examples that connect with their goals, being open and honest in thecommunication, and periodically assessing and reflecting with their mentor to make sure bothparties were bringing what the other needs to the connection.At the end of the meeting, any mentoring pairs who were present were encouraged to take timeto meet in breakout rooms.MeetingsThe mentoring relationship lasted for 10 weeks. Table II, shown on the following page, includesthe suggested meeting schedule that was shared with participants. This schedule was based onthe model of

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abimelec Mercado Rivera, Arizona State University; Mayra S. Artiles, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

the Advisor Supportconstruct.Survey Instrument DevelopmentOur survey was developed by adapting two existing scales to our research question and context,namely the Dissertation Self-Efficacy Scale (DSES) [13] and the Advisor Behavior scale [8].The DSES scale was adjusted to be relevant to either doctoral or masters’ students indissertation, thesis, or applied project tracks and, with 14 total items, was renamed Thesis Self-efficacy. The decision to generalize the items to doctoral or masters’ students can help generalizeour survey for use at MSIs, where a recent nationwide study showed that 89% of graduatedegrees awarded at these institutions are master’s degrees [34]. The Advisor Behavior [8] scalewas adapted to reflect only those items

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanjeev Adhikari, Kennesaw State University; Kathryn Bedette AIA, Kennesaw State University; Giovanni Loreto, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

university to cultivate a moreinclusive and supportive social environment, fostering interactions between local andinternational students. Initiatives such as the Interaction for Learning Framework [18] couldserve as valuable tools for enhancing intercultural engagement within the university community.Specifically: • Beginning with the demographic data, it is evident that the international student cohort in the Construction Management graduate program is diverse, representing countries such as Pakistan, Nigeria, Colombia, Bolivia, India, Jamaica, Ghana, and Mexico. The gender distribution among international student respondents reflects a balanced representation, with 56% male and 44% female, contributing to a dynamic

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Himani Sharma; Ann F. McKenna, The University of Iowa; Brooke Charae Coley, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

academic andprofessional progress of students enrolled in higher education and, therefore, exploring thecontributions of advising to the achievements of international students. This is part one of agreater study; hence, it requires interviewing more students and getting more insight into theseissues. Subsequent research should expand this study into further and deeper directions, hopingto provide detailed descriptions that capture the spaces between reflections to make strongerrecommendations to improve intercultural competency in academic advising.Bibliography[1]. C. W. Yao and L. M. Vital, “Reflexivity in international contexts: Implications for U.S.doctoral students international research preparation,” International Journal of Doctoral Studies

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yiqi Liang, Iowa State University of Science and Technology; Qing Li, Iowa State University of Science and Technology; Gül E. Kremer, University of Dayton; Nigel Forest Reuel, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University of Science and Technology; Shan Jiang, Iowa State University of Science and Technology

Tagged Divisions

Graduate Studies Division (GSD)

is primarily utilized to answer our research question. By comparing thepercentages of different survey categories, we provide evidence of the transformation of learnedknowledge into continuous practices, reflecting the threshold concept [17]’s transformative,(possibly) irreversible, and integrative nature.MethodThis study was part of a larger NSF-funded study examining the impact of the GAPS course indeveloping project management skills. Our previous efforts to assess the effectiveness of thecourse focused on disseminating surveys to students before and immediately after the course toevaluate students’ interests and knowledge regarding PM skills [4] [6]. Our findingsdemonstrated that students perceived the course to be useful in developing

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Maya Denton, University of Oklahoma; David B. Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A. Goodman, Stevens Institute of Technology ; Emily L. Atieh, Stevens Institute of Technology

Tagged Divisions

Graduate Studies Division (GSD)

paper is meant to provide adetailed account of the perceptions of five students in one course.Another limitation of this work is that terms such as “sense of community” and “trust” were notdefined for students, so their responses to the focus group questions reflect their ownunderstanding of what these terms mean. In future iterations of this work, we could ask studentsquestions such as: In your view, what does it look like to have a classroom community? Is havinga sense of community important to you in your graduate courses? Why or why not?It could also be helpful to explain to the students the purpose of the focus group beforehand.Students seemed to be expecting to give feedback in a manner similar to a course evaluation andanswer questions

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

three themes related to advisor-advisee communication: Mutual Trust, ClearExpectations, and Delivery of Feedback.Mutual TrustWhen asked if they would share information about their neurodiversity-related experiences,strengths, and challenges with their advisor, most participants expressed some hesitation aboutdoing so, suggesting that students may not have the necessary trust in their advisor-adviseerelationship to facilitate these types of discussions. Wendy, who later on in her programdeveloped open communication with her advisor about neurodiversity, reflected on her earlyperception that she was not safe discussing her experiences with ADHD, saying: I think it would be something that might be helpful to share with my advisor

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

Tagged Divisions

Graduate Studies Division (GSD)

authors acknowledge partial support of this research from the National Science Foundation In-novations in Graduate Education in Cyber-Physical Systems Engineering under Grant No. #2105701.Any opinions, findings, conclusions or recommendations expressed are those of the authors and do notnecessarily reflect the views of the National Science Foundation.The authors thank Prof. Susan Tripathy and Prof. Trina Kershaw for providing valuable resources ontechnical communication and teamwork during the IGE workshops. R EFERENCES [1] E. F. Barkley, K. P. Cross, and C. H. Major, Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons, 2014. [2] M. Dollinger, J

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

Science Foundation under Grant No.1735139. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] Deters, J., Webb, M., Paretti, M., and Menon, M. "Building a Sustainable University-Wide Interdisciplinary Graduate Program to Address Disasters." 2022 ASEE Annual Conference & Exposition, 2022.[2] O’Meara, K., and Culpepper, D. "Fostering collisions in interdisciplinary graduate education." Studies in Graduate and Postdoctoral Education, vol. 11, no. 2, pp. 163-180, 2020.[3] Welch-Devine, M., Shaw

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liesl Klein, Villanova University; Greg J. Strimel, Purdue University at West Lafayette (PPI)

Tagged Divisions

Graduate Studies Division (GSD)

style works best for them, as can advisors. When deciding on joining aprogram, students and advisors can reflect on their styles and determine if theworking relationship would be beneficial.6.1 Engineering EducationIt should be noted that there are no, to the authors’ knowledge, specific studieson graduate student well-being as it relates to engineering and engineering-technology programs. However, STEM students commonly have to interfacewith their advisors more than non-STEM students due to the nature of howSTEM research projects are developed and managed. Often, advisors have spe-cific projects and grants that they must fulfill and the graduate students areassisting with those goals. This requires more communication

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zilong Pan, Lehigh University; Anand Jagota, Lehigh University; Volkmar Dierolf, Lehigh University; Himanshu Jain, Lehigh University

Tagged Divisions

Graduate Studies Division (GSD)

given discipline would have both UI and CD components, but their relative emphasis may varygreatly from one discipline to the next. In all cases, the training of students should becommensurate with the prospects of their career plans and expectations of their potentialemployers. Thus, for instance, within UI-dominated disciplines, there should be a greateremphasis on providing resources for establishing industrial connections.Lastly, the findings highlight the importance of refining academic course plans and institutionalsupport for effective doctoral training. The emphasis on incorporating problem-solving, dataanalytics, and writing skills into coursework reflects a commitment to aligning academic trainingwith the broader skills needed for