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

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Graduate Studies Division (GSD)

meetings and discussions intwo field sites. The online participant-observations continued through July 2021. In August2021, the research associate left the university and our research team. One of the co-PIs, whowas at the same university as the PI and the AP Lab, was designated to resume the in-personobservations of the AP Lab.Positionality of the participant-observersThe two field sites in our study were observed by two participant-observers (PO1 at MHR andAP Lab, and PO2 at AP Lab). Both PO1 and PO2 shared demographic and experientialcharacteristics that enabled them to fit in as participant-observers. The observers wereresearchers and had extensive knowledge about and practice with the process of scientificinquiry. In their early careers, both

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)

improved to support student mental health,reduce attrition rates, and bridge the gender and ethno-racial gaps in graduation rates, makingdoctoral education a more viable career path for engineers.Identity development in engineering doctoral students Research on identity development in engineering students has primarily focused onundergraduates, and only a handful have considered identity development in graduate students[1], [2], [3], [4]. Because engineering graduate students, and especially doctoral students, oftenmatriculate with professional experience, researchers have assumed that graduate students enterdoctoral programs with a ready-made professional identity as engineers. However, training indoctoral engineering programs requires

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

Larisa Olesova; Duoduo Liao, George Mason University; Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University; Harry J. Foxwell, George Mason University

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Graduate Studies Division (GSD)

. Liu, K. Chewning, … J. A. Evans, “Skilldiscrepancies between research, education, and jobs reveal the critical need to supply soft skillsfor the data economy,” Proceedings of the National Academy of Sciences of the United States ofAmerica, vol. 115, no. 50, pp. 12630–12637, 2018, doi:10.1073/pnas.1804247115.[15] D. Lopatto, “Undergraduate research experiences support science career decisions andactive learning,” CBE—Life Sciences Education, vol. 6, no. 4, pp. 297-306, 2007.[16] E. Seymour, A. B. Hunter, S. L. Laursen, and T. DeAntoni, “Establishing the benefits ofresearch experiences for undergraduates in the sciences: First findings from a three‐year study,”Science education, vol. 88, no. 4, pp. 493-534, 2004.[17] D. Lopatto, “Survey of

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)

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meredith Leigh Hooper, California Institute of Technology; Jacqueline Rose Tawney, California Institute of Technology ; Emily Hope Palmer, California Institute of Technology; James Ragan, California Institute of Technology; Morgan Louise Hooper, California Institute of Technology; Yazmin Gonzalez, California Institute of Technology

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Diversity

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Graduate Studies Division (GSD)

focuses on the neural mechanisms underlying steady state flight control in Drosophila melanogaster. She has been involved in numerous educational outreach programs throughout her undergraduate and graduate career, and held a leadership position in the GALCIT graduate student council. She earned her M.S. from Caltech in Aeronautics in 2019, and her B.S. in Mechanical Engineering from Johns Hopkins University in 2018.James Ragan, California Institute of Technology James Ragan is a Ph.D. Candidate in the Autonomous Robotics and Controls Lab working with Professor Soon-Jo Chung. His research activities include developing algorithms that enable spacecraft to perform autonomous fault detection, including in multi-agent or

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)

287 engineering doctoral students from 28 institutions in the U.S. Weidentified the scale’s latent factor structure for construct validity evidence and evaluated internalconsistency reliability evidence. Results from studies using the finalized survey are expected toindicate specific policies, practices, and procedures that may serve as interventions to enhanceorganizational performance specifically in the strategic area of doctoral student retention at thedepartment level.I. IntroductionThe long-term vitality of the U.S. workforce relies on the full range of science, technology,engineering, and mathematics (STEM) career pathways being available to all Americans [1]. Theincreased participation of women and members of racially minoritized and