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- Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- 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)
industry. The National Association ofColleges and Employers (NACE) reinforces this, highlighting communication as a criticalcompetency for career readiness. The NACE Career Competencies include Critical Thinking,Communication, Teamwork, Technology, Leadership, Professionalism, Career and Self-Development, and Equity and Inclusion. NACE advocates for skills like active listening,persuasion, and adapting to diverse communication styles [1]. These communication skillsbecome even more valuable when young professionals convey complex scientific ideas, fosterinnovation, and collaborate in the workplace. Employers recognize this skill as vital for thrivingin today's diverse professional environment. Therefore, by excelling in scientific communication
Cultural Adaptation and Advising Dynamics: Insights from International Engineering Graduate Students
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Himani Sharma; Ann F. McKenna, The University of Iowa; Brooke Charae Coley, Arizona State University, Polytechnic Campus
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. ©American Society for Engineering Education, 2024 1 Cultural Adaptation and Advising Dynamics: Insights from International Engineering Graduate StudentsAbstractThis research study is step one in exploring cultural considerations affecting advising dynamicsbetween advisors and international Ph.D. students in engineering disciplines in the United States.The study draws from the Intercultural Competence Framework as the theoretical lens. It collectsdata from four international PhD students in engineering at one public institution by employingsemi-structured interviews. Further, the results concentrate on the need to
- 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
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- Graduate Studies Division (GSD)
achieve a given goal in an efficient and expeditious manner” [1, p.7]- are criticallyimportant for any STEM career. These skills frequently are expected of those who seek careersin industry. Undergraduate students may be introduced to these skills if they major inengineering or have internship experiences in industry; however, these skills are rarely taught atthe graduate level. Graduate education primarily focuses on developing skills required for theacademy (i.e., research, grant writing) and often overlook other skills that are more critical tosuccess in professions in the industry. Over the past decades, students have increasingly beenseeking positions outside the academy, opting, instead, to work in the industry [2]. STEMemployers seek
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Margaret Webb, Virginia Tech ; Marie C. Paretti, Virginia Polytechnic Institute and State University
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(VTECC). Her research focuses on communication, collaboration, and identity in engineering. ©American Society for Engineering Education, 2024 Understanding Ecosystems of Interdisciplinary Graduate Education through an Ecological Systems ApproachAbstract esponding to decades of calls for interdisciplinary scholars capable of addressing complexRsocietal challenges[1], [2], [3], this conference paper addresses persistent gaps in interdisciplinary graduate education reform. Despite extensive research on transformational interdisciplinary graduate education, little change has been made in reshaping governing funding, policies, and program structures as well as disciplinary
- 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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“Research guided only by the controlling yardstick of profit undermines the role of the universityas a public sphere dedicated to addressing the most serious social problems a society faces.Moreover, the corporate model of research instrumentalizes knowledge and undermines forms oftheorizing, pedagogy, and meaning that define higher education as a public good rather than as aprivate good” [1]. -Henry GirouxIntroductionWhat has been coined as a crisis in graduate education, is evidenced primarily by 1) highattrition rates and 2) a mental health crisis among graduate students [2], [3]. The issue of attritionis of interest to various stakeholders including faculty
- 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
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Our research paper examines the role of climate (e.g., interactions with others) in the skilldevelopment of engineering and physical science doctoral students. Skill development ingraduate school often occurs related to students’ primary funding mechanism, in which theymight interact with a research group or teaching team. Advisors also play a pivotal role in theengineering doctoral student experience; however, less is known about how positive mentoringinfluences skill development for engineering doctoral students. We investigated the followingresearch questions: 1) How, if at all, do interactions with advisor(s), faculty, and peers predict skill development (associated with primary funding mechanism) for engineering and physical
- Conference Session
- Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development
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- 2024 ASEE Annual Conference & Exposition
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- Edward F. Gehringer, North Carolina State University
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- Graduate Studies Division (GSD)
eliminate the requirement to submit GREscores (called “test optional”), or even to prohibit their use in admissions decisions. This papersummarizes the arguments for and against the use of standardized tests in general, and the GREin particular. The GRE provides a comparison that is at least facially objective, though scoresmay be influenced by factors such as test anxiety. GRE scores seem to predict outcomes likeGPA and degree completion, but different surveys and statistical methods lead to differentconclusions. The GRE may enable programs to better target their admission offers to studentswho can succeed, but it may also discourage minority applications.1. IntroductionEvery graduate program desires—or should desire—to admit only students who
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Hayden Ross Asbill, Campbell University; Mitchell Ann Letchworth, Campbell University; Anastasia Marie Rynearson, Campbell University; Christina A. Pantoja, Campbell University
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, professionally, and technically and the mentor (graduate student and/orfaculty member/PI) gains valuable assistance with their research. Undergraduate researchmentoring can take on various forms, with varying levels of autonomy and control given to thegraduate student. When a graduate student serves as a mentor to the undergraduate researcher,the mentoring is described as a triad between the faculty member, graduate student, andundergraduate researcher with the graduate student serving as the “bridge” or intercessorbetween the faculty member and researcher [1]. Sometimes faculty are very hands off, leavingthe majority of decisions to the graduate student, such as the research topic, frequency ofmeeting, type guidance provided to the undergraduate. In
- 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
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- Diversity
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- Graduate Studies Division (GSD)
academic environment. We used thematicanalysis of the transcripts from 13 focus groups and 1 interview to examine the advisor-adviseerelationship as experienced by 31 students who identify as neurodiverse in graduate STEMprograms. The findings from this research highlighted several themes related to the importanceof communication in the relationship between neurodiverse students and their advisor. Thispaper focuses on three themes related to communication: Mutual Trust, Clear Expectations, andDelivery of Feedback. The findings suggest that these three elements of communication mayeither promote or hinder the success of neurodiverse graduate students in STEM programs,impacting disclosure of neurodiversity-related diagnoses, self-esteem, self
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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CRITL national and the Editorial Board for the Engineering Education Review an International Journal. ¨Michael M. Malschutzky, Hochschule Bonn-Rhein-Sieg, Germany Michael M. Malsch¨utzky is a Research Associate at the Centre for Teaching Development and Innovation (ZIEL) as well as Affiliate Faculty at the Department of Management Sciences at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences (H-BRS), Germany. He received his Diplom-Ingenieur (FH) in Mechanical Engineering from H-BRS in 2005. After working as Test & Validation Engineer (TIER-1) and Program Management Engineer (OEM) in the automotive industry, he returned to academia in 2013, receiving his BSc (2017) and MSc (2023) in
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mirit Shamir, Kansas State University; Jonathan Aguilar, Kansas State University; Rebecca Cors, University of Wisconsin, Madison; Ryan Robert Hansen, Kansas State University; Nathan P. Hendricks, Kansas State University; Gaea A. Hock; Stacy L. Hutchinson, Kansas State University; Prathap Parameswaran, Kansas State University; Matthew R. Sanderson; Melanie Derby, Kansas State University
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graduate students totrain as interdisciplinary thinkers and produce innovative interdisciplinary research. This papermay also be a guide to current and future NRT programs to help them pursue elements of thetraineeship that are most effective.IntroductionAcademic departments often work in silos, thus giving fewer opportunities for graduate studentsand faculty from different departments to interact and for graduate students to gain the skillsneeded to do interdisciplinary research. Interdisciplinary research and collaboration have severalbenefits such as addressing complex research questions and social problems and having a moreproductive team [1] [2]. The National Science Foundation (NSF) has funded interdisciplinarytraining at the graduate
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University
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personal connections they may notshare with a more senior mentor. Near-peer mentors are often perceived as more in tune with thestruggles of their mentees [1] and more approachable than an individual who identifies as an“expert” scientist [2]. Examples of near-peer mentoring relationships in academia include anupper-level student and a first-year student, an undergraduate student and a graduate student, or agraduate student and a new faculty member. Near-peer mentoring can positively affect both the mentor and the mentee. Studentmentees have stated that they feel more comfortable asking a near-peer mentor for academic helpthan they do a professor [3] and believe access to near-peer mentors promotes success in theircoursework [4]. Students
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Siqing Wei, Purdue University at West Lafayette (COE); Moses Olayemi, University of Oklahoma
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- Graduate Studies Division (GSD)
communities in the United StatesAbstractThis paper shares and compares the experiences of initiating and sustaining two graduatestudent-led international ethnic engineering education scholarly communities for Chinese andAfrican groups. Our goal is to reflect on our lived experiences and inspire future students andacademics to cultivate such communities to broaden participation and enhance researchcapability. We adopt the Community of Practice (CoP) as the theoretical framework and opt forcomparative ethnographic narrative analysis as the method in this paper. Specifically, we focusedon the following dimensions of two communities led by the two authors: (1) the origin andpurpose; (2) the characteristics; and (3) practices. Our findings suggest that
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Lina Wei, Peking University
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- Graduate Studies Division (GSD)
to a certain extent, and the training mode has asignificant effect on the professional identity of PhD students in applied engineeringdisciplines, while it has no significant effect on PhD students in basic engineeringdiscipline.Conclusions: (1) There are differences in the professional identity of engineeringPhD students in through-type training and non-through training, and the professionalidentity of engineering PhD students in non-through training is higher. (2) There aredifferences in the professional identity of engineering PhD students of differenttraining types, and the higher the degree of coherence, the lower the performance ofprofessional identity. (3) There are differences in the professional identity ofengineering PhD students
- 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
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literature review.Brief Literature ReviewHigher educational institutions in the United States continue to attract some of the best studentsworldwide, increasing the cultural diversity on our campuses. Despite their strong academicpreparation, international students face several obstacles, especially, in their first semester.Expressing their thoughts on paper, adjusting to the American educational system, and asking forhelp when needed, do not come naturally to some international students in their first semester inthe United States. Those who cannot adjust quickly may end up underperforming in their firstsemester. Gardner [1], and Kizilcec and Cohen [2] explain that generally, graduate studentsachieve academic success if they master time management
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville
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understand their own culturalpositioning, each other, and diverse ethnolinguistic marginalized communities that often suffer the mostfrom the deleterious effects of climate change. The paper will present the general design and structureof the six workshops and report the results from a rapid ethnographic assessment of the first cohortwho completed the workshops. Ongoing participant validation strategies were deployed, which thepaper reports from inductive coding and analysis of student class notes, interviews, and workshopplanning.INTRODUCTIONThe worldwide picture for our earth and all of us is grim according to the 2023 Report of theLancet Countdown on Health and Climate Change [1]. The report provides evidence thatclimate change is resulting in an
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Brian M. Chan, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
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- Graduate Studies Division (GSD)
. Further, representing one of the major discrepancies, feedback from thedoctoral student focus group participants highlighted an unfamiliarity with diversity climatesurveys and how they were used and reported. This was an interesting finding considering how thedepartment typically advocates and emphasizes the use of diversity climate surveys for feedbackand information-gathering. This study contributes to the literature on graduate advising andidentifies potential gaps in understanding between faculty and students, potentially highlightingmisaligned expectations in advising support structures.1. INTRODUCTIONThe primary objective of this practice-based case study is to gain a deeper understanding of thecurrent practices and attitudes
- Conference Session
- Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Audrey Rorrer
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graduate programs have not made any substantive changes in their curriculum.This is particularly important given that data show that over sixty percent of new doctorateprogram graduates do not go into academic research [1]. Recognizing the critical need forchange, the National Academies of Sciences, Engineering, and Medicine [2] maderecommendations for graduate STEM education programs. The intent was to examine howgraduate STEM education can focus on evidence-based practices which better respond to theneeds of students and broader society. The Committee on Revitalizing Graduate STEMEducation identified key competencies for educational systems so that they are dynamic inaddressing current needs of students while anticipating future contexts in STEM
- Conference Session
- Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Elizabeth Gross, Sam Houston State University; Diane L. Peters, Kettering University
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- Diversity
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- Graduate Studies Division (GSD)
education via distance, onlineeducation has become ubiquitous both at the k-12 and higher education levels [1]. Previous tolessons learned by the forced online environment, education via distance had been an area ofexpertise for instructional technologists and others interested in providing opportunities that werenot related to geography and utilizing the relatively new internet technologies [2]. After thepandemic, many more educators were better equipped to conduct courses online, and studentswho had success in the online environment could see the efficacy of online learning. The abilityto offer learning via distance has allowed students to remain in their locales while obtaining adegree from an institution that may be many miles distant, or in
- Conference Session
- Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Peter Jamieson, Miami University
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- Graduate Studies Division (GSD)
recent version of the “Fake Paper”. Theseresults give us some confidence that the case-based approach to teaching and learning aboutreading academic papers has merit.1 IntroductionLearning to read an academic paper is not a formally taught subject, but is an essential skillneeded by senior undergraduates and graduate students as they arrive at the edges of curatedtextbooks and human knowledge, and begin to explore new ideas on the cutting-edge based onresearch and development. For those of us who continue in our respective fields and want tocontribute with our own peer-reviewed academic papers, the skill of reading papers is necessary,but the approaches to teaching students how to read academic papers mainly use ad-hocexperiential learning
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Himani Sharma, Arizona State University; Amanda Singer Nault, The Ohio State University; Mayra S. Artiles, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University
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setting appropriateexpectations for graduate students, addressing differences in perspective and goals, managingself-doubt as an advisor, and tackling problems outside the traditional roles of a graduate advisor.IntroductionCultivating a strong graduate advising relationship is essential for the success and growth of boththe graduate student and faculty advisor. Various research studies have demonstrated theimportance of strong advising relationships for graduate students, both generally [1, 2] and as astrong predictor for degree completion [3, 4], degree satisfaction [5-6], and career attainment [3,4]. Similarly, faculty advisors report several benefits from engaging in graduate student advising,including increased research productivity [7], a
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students
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- 2023 ASEE Annual Conference & Exposition
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- Rachel Elisabeth Gehr, Purdue University; Emily Garcia, Purdue University; Suzanne Swaine, Purdue University at West Lafayette (COE); Stephen McBride, Purdue University; Joseph Vincent Rispoli, Purdue University; Christopher Greg Brinton
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surveys from the Graduate Student Experience in the Research University (gradSERU)online service. The fellows recognized several gaps in Purdue’s graduate mentoring experiencethat needed to be addressed: an engineering-specific individual development plan (IDP), surveysof faculty members, and educating students about taboo mentorship topics.An IDP was created for PhD or master’s students in the College of Engineering. The document isintended to guide students through four steps: a skillset self-assessment, goals for Year 1 ofgraduate school, a meeting between student and advisor, and progress updates after the first year.The IDP was published on the university website and distributed among the engineeringdepartments in August 2022 and has since
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tess Bisbee Meier, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute
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graduate students adviseinterdisciplinary undergraduate projects with societal impact. With such an opportunity topractice convergence research methodologies via project-based learning, graduate students willacquire new capabilities of solving complex problems as leaders of trandisciplinary teams, furtherremoving the barriers against convergence research in industry and academia. We present onegraduate student’s experience as preliminary qualitative evidence in support of the proposedprogram built with the ConGrad education framework.1 IntroductionConventional graduate STEM education is designed to create young professionals who areexperts in their chosen field of study. These graduates are well versed in their disciplinary topicand demonstrate
- Conference Session
- GSD 2: Identity and Motivation
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- 2025 ASEE Annual Conference & Exposition
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- Margaret Webb, Virginia Tech Department of Engineering Education; Marie C. Paretti, Virginia Polytechnic Institute and State University
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- Graduate Studies Division (GSD)
development in a range of contexts, with a particular focus on the school to work transition. ©American Society for Engineering Education, 2025Tracking the Evolution of Interdisciplinary Development in STEM Graduate Students: A Longitudinal StudyAbstractThe strongly "paradigmatic" or “high-consensus” nature of STEM fields—characterized bywell-established theories, high agreement among practitioners about accepted topics andmethods, clear disciplinary boundaries, and standardized practices [1–4], [5] — can createcognitive and cultural barriers to interdisciplinary STEM graduate student identity developmentand motivation [6,7]. To explore these barriers, this paper presents a longitudinal
- Conference Session
- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
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- Rachel Yoho, George Mason University; Christi Wilcox, George Mason University, College of Engineering and Computing
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- Graduate Studies Division (GSD)
2025 [1]. The NSF'scomprehensive 2023 report on diversity in STEM further highlights persistent disparities,particularly for women and underrepresented minorities [2]. These findings underscore theimportance of preparing graduate students to create inclusive learning environments that supportsuccess for all students. Rates of leaving the STEM fields are estimated at approximately 50%[3], with persistence in the fields reportedly stagnating in the 2010s [4]. Attrition continues fromundergraduate through the graduate level (Satterfield et al., 2018) and faculty roles [5]. Evenbeyond attrition, changing career paths within the STEM fields presents a compellingphenomenon and indicates lower potential motivation and persistence at the undergraduate
- Conference Session
- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Jen (Jennifer) Herman, The Ohio State University; Leah Wahlin, The Ohio State University; Deborah Kuzawa, The Ohio State University
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- Graduate Studies Division (GSD)
. ©American Society for Engineering Education, 2025 Developing research communication competencies for engineering education graduate students through a co-curricular community of practiceAbstractEngineers and engineering educators must communicate effectively across a range of genres,situations, and professional contexts, including industry, policy- and decision-making, andacademic settings. Developing these abilities means producing the “disciplinary conventions ofwriting in one’s field” [1], which are taught across contexts in a variety of ways [2]; [3]; [4]; [5].Although studies demonstrate that engineering communication instruction is valued, thesestudies focus on training students to communicate in
- Conference Session
- GSD 2: Identity and Motivation
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- 2025 ASEE Annual Conference & Exposition
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- Allyce Horan, Colorado School of Mines
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- Diversity
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- Graduate Studies Division (GSD)
school. As a new writing centerdirector, I was eager to offer some sort of impactful support that would bolster graduate students'sense of confidence and community. Reading about New Mexico Tech’s successful ThesisWriters Boot Camp and Simpson’s call for additional research on the matter [1] prompted us tooffer the Thesis Writers Retreat. The word Retreat was chosen because STEM students arealready high-achieving and work under extreme pressure, so we wanted to instead conjure aquiet and supportive environment where students could focus on writing. Based on Simpson’smodel [1] and the observation that a key obstacle for graduate students was simply finding timeto write, especially for those “in disciplines like engineering [who] may need longer
- Conference Session
- GSD 3: Pedagogy and Curriculum
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mary E. Besterfield-Sacre, University of Pittsburgh; April Dukes, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh
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- Graduate Studies Division (GSD)
purposefully breaks the traditional three-credit coursework intomodular, stackable single-credit classes, building from fast-paced reviews of fundamentals over traditionalgraduate-level core content to graduate-level specialized content. This change provides a flexible andpersonalized learning experience, allowing students to customize their education to align with theirinterests.To create the modularized curriculum, we leveraged the collective expertise of our chemical engineeringfaculty and external subject matter experts (SMEs) from industry, government, academia, and start-ups.Starting with our existing course-specific learning objectives, we employed group concept mapping to (1)brainstorm additional graduate-level learning objectives, (2) group
- Conference Session
- GSD 4: Stressors and Supports
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Sarah Jane Bork, University of Georgia; Karin Jensen, University of Michigan
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- Diversity
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- Graduate Studies Division (GSD)
engineeringprograms often have varied experiences that may not translate to graduate students in otherdisciplines, such as humanities or professional programs (e.g., law programs). Of the surveys thatexist, many struggle to capture (1) graduate student specific experiences, (2) discipline-specificexperiences, or (3) both. While this may be a result of valid concerns with survey length,respective survey fatigue, or scope in the initial instrument development, the reality is that manyof the surveys developed often omit aspects core to engineering graduate students’ mental healthexperiences.Purpose: This study seeks to address the call to support the mental health and overall well-beingof graduate students by designing and validating a survey instrument to
- Conference Session
- GSD 3: Pedagogy and Curriculum
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Jacqueline Rohde, Georgia Institute of Technology; Emily Grace Weigel, Georgia Institute of Technology
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- Graduate Studies Division (GSD)
and abroad. However, thedisciplinary training that earns most faculty their graduate degrees infrequently includespedagogical preparation for serving as instructors in academia. Instead, the institutions primarilytasked with producing graduate-trained science, technology, engineering, and mathematics(STEM) professionals primarily focus heavily on scholarly output and research productivity.While such research endeavors are critical, the role of graduate students as educators cannot beignored, particularly since many of those who complete their graduate training will securefaculty positions at institutions with different teaching and research expectations than the oftenresearch-centric institutions where they were trained [1, 2]. Instead, the
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