Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Parker Boggs, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Sydni Alexa Cobb, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

pick them up over their educational and industry experiences. In herbook The Hard Truth About Soft Skills: Workplace Lessons Smart People Wish They’d LearnedSooner, Klaus (2009) states how professionals with advanced degrees in engineering and otherfields such as law or medicine find professional skills to be the most difficult to acquire in theworkforce. The blending of scientific and technological abilities, along with internationalcompetitiveness, is growing the need for more skills outside the core learning objectives to reacha mastery level. An employee’s capability to improvise and adapt to new conditions is seen as anadvantage in a rapidly changing work environment. With industry standards quickly evolving, ifan employee cannot adapt

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ilya Avdeev, University of Wisconsin - Milwaukee; Adrienne Robyn Minerick, Michigan Technological University; Mary Raber, Michigan Technological University; Jennifer Gutzman, University of Wisconsin - Milwaukee; Loren G Peterson, University of Wisconsin-Milwaukee

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

communications, networking,research impact, soft skills, and success and career paths. Representative quotes reflective ofthese shifts include:“I used to think about how to solve technical problems related to my project. Now, I think morebroadly about the impact and applications of my research, who will be impacted by my research,who is interested in my work, and how I can connect with them.”“I used to think effective communication was mostly about talking, but now I realize it's equallyimportant to actively listen and understand others' perspectives.”“I HAVE ALWAYS HAD A NARROW IDEA WHERE I WILL FIT AFTER MY STUDIES BUTNOW I FEEL LIMITLESS AND I AM WILLING TO EXPLORE MY POTENTIAL ONDIFFERENT LEVELS.”“I used to think that scientific research is just

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milica Miladinovic, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute; Pratap Mahesh Rao, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

transformation in doctoral STEM education, including the creationof professional, industry, and collaborative PhD programs, has been focused on preparingdoctoral students for industrial positions post-graduation (both in research and non-researchrelated fields) [7]. To enhance the employability of PhD holders outside of academia [7], manyprograms implemented seminars, courses, and training for developing ‘soft skills’ (e.g.,communication, teamwork, problem solving, critical and innovative thinking, creativity, self-confidence, ethical understanding, capacity of lifelong learning, the ability to cope withuncertainty [8]). While these interventions provide graduates of such PhD programs with certaintransferable skills, they fall short of deeply training

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemimmah Namodi, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University ; Gül E. Kremer, University of Dayton; Qing Li; Shan Jiang, Iowa State University of Science and Technology

Tagged Divisions

Graduate Studies Division (GSD)

their PM and teamwork skills. These skills are essential not onlyfor academic success but also for professional growth.Based on focus group discussions, the strengths of the GAPS program were highlighted,especially in encouraging the development of soft skills like teamwork, which they adoptedeffectively in their teams and personal projects. These discussions, however, also revealed thatthere are some areas that require more attention, such as clearer teaching structures and morepractical examples. The positive feedback regarding the collaborative learning environment andsupportive resources underscores the influential role of learning communities in shaping programoutcomes, highlighting the importance of their continued development and

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies Division (GSD)

. How many students have you mentored for the program?2. Can you provide an example of how you mentored P3 students during their pre-programinternship or residency?3. Can you describe your mentorship pattern while P3 students are back at university? (e.g.,frequencies of the meetings, type of research inquiries students had, etc.?)4. As a result of the mentoring students involved in the P3 program, did you perceive anychanges in their professional skills? 4.1. Changes in intellectual skills? 4.2. Changes in soft skills (collaboration, critical thinking, problem-solving, etc.)?5. What was your perspective on collaborative programs like P3 before you got involved? Aftermentoring P3 students and being part of the program, has your

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jordan Min Peyton, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

admissions within the article must fall within three major categories:prior academic performance, communication skills, and other soft skills [21]. The prior academicperformance is defined as undergraduate GPA: undergraduate GPA on technical/engineeringcourses, ranking of the institution, and merit: awards, scholarships, and achievements [21].Communication skills are defined as English proficiency and writing skills [21]. The other softskills are defined as interview and leadership skills, work and research experience, communityengagement, and recommendation letter contents [21]. Furthermore, prior academicperformance, communication skills, and recommendations were considered the most importantfactors for their master's program [21].Conversely, for

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

], [18], [19]. PBL not onlyenhances students' technical skills but also cultivates soft skills such as teamwork, leadership,and ethical reasoning, thereby preparing graduates to be more adaptable and responsive to theneeds of a rapidly changing world and the workplace [20], [21].PBL has been criticized because students rarely get to see the proper solution, which wouldallow students to identify their errors in thinking [22]. This is especially important for students todo if they have not truly mastered the fundamentals [22]. PBL has been noted for impartingcooperative skills to students while obtaining the same learning outcomes as those obtained fromtraditional pedagogies [23]. PBL has also been praised for being more effective than