Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hayden Ross Asbill, Campbell University; Mitchell Ann Letchworth, Campbell University; Anastasia Marie Rynearson, Campbell University; Christina A. Pantoja, Campbell University

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Graduate Studies Division (GSD)

topic. It is not enough to do a basicliterature review; we want to be sure that we are broadly and systematically reviewing what isavailable with regard to graduate students in mentoring triads.Systematic literature review. As defined by Borrego and colleagues’ 2014 study on the subject,a systematic literature review follows a set of procedures in order to be reproducible [12]. Theseprocedures are Decision, Identification of Scope and Research Questions, Inclusion Criteria,Finding Sources, Critique of Sources, Synthesis, Limitations/Concerns, and further writing thereview itself. The Decision stage is the first step, in which the researcher(s) must agree to beconsistent and effective “between goals, research questions, selection criteria, and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Valerie E. Kerr, University of Pittsburgh; Susan K. Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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Diversity

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Graduate Studies Division (GSD)

have been calls to develop and deploy graduate STEM education modelsthat prepare students for careers outside academia. Few innovations have emerged to meet students attheir current skill and preparation levels when entering their graduate studies while also consideringstudents' individual desired career paths. The U.S.'s current approach to graduate STEM education doesnot emphasize preparing students with professional skills and experience outside the lab. Further,students from differing socioeconomic and underserved backgrounds are often not adequatelysupported. Through a National Science Foundation Innovations in Graduate Education (IGE) award, theUniversity of Pittsburgh Swanson School of Engineering is creating and validating a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University

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Graduate Studies Division (GSD)

of some complexity, and case participants need todiscuss and come to some solution(s) or plan(s) for the case. Shapiro’s book [9] lists the basicprocess as: 1. Case learners prepare for the case by reading and analyzing it 2. Optionally - students can perform a deeper preparation by having a priori small group discussions 3. An in-class discussion is done for the case 4. An end-of-class summary is provided by the facilitatorAs there are many books on the case method, our approach uses ideas from Rosenthal andBrown’s book for examples of pedagogically strong cases [10], and Barnes, Christensen, andHansen’s book [11] on how to teach cases (readers should note that this book is not only good forlearning about the case method, but

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

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Graduate Studies Division (GSD)

Created the GRE Exam,” Student Progress. Accessed: Mar. 30, 2024. [Online]. Available: https://www.studentprogress.org/gre/history/[2] “Wisconsin State Journal from Madison, Wisconsin,” Newspapers.com. Accessed: Mar. 30, 2024. [Online]. Available: https://www.newspapers.com/newspage/397344363/[3] “How Does the Old GRE Compare to the Current GRE?,” ThoughtCo. Accessed: Mar. 30, 2024. [Online]. Available: https://www.thoughtco.com/old-gre-exam-v-gre-general-test-3211977[4] S. E. Woo, J. LeBreton, M. Keith, and L. Tay, “Bias, Fairness, and Validity in Graduate Admissions: A Psychometric Perspective,” PsyArXiv, preprint, Aug. 2020. doi: 10.31234/osf.io/w5d7r.[5] M. C. Yu and N. R. Kuncel, “The Importance of

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

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Graduate Studies Division (GSD)

for this [13], [14]. Lemelinet al. discuss how community building can lead to increased student resilience, which can in turnreduce student resistance to active learning [15]. Zumbrunn et al. found that when studentsperceived the classroom environment to be supportive, their in-class engagement increased [16].Moreira et al. demonstrated that community building in the form of events, retreats, and onlinediscussions contributed to the retention and positive career outcomes for students from groupshistorically minoritized in STEM [17]. Active learning can itself contribute to students’ sense ofcommunity, as evidenced by Parrish et al.’s 2021 study which found that team-based learningfurthered students’ sense of community in both online and face

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Graduate Studies Division (GSD)

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 for Engineering Education, 2024Exploring Interdisciplinary Identity Formation in

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)

11published research conference papers and scientific journals, and securing one patent,highlighting the importance of engaging with PM training in graduate education.One study conducted by Ravankar et al. [15] did include doctoral students, but this study did notfocus specifically on STEM students. They revealed the applicability and value of PM training,demonstrating that engagement in PM training aligns with graduate students’ career aspirationsand satisfaction across various fields [15]. Despite these studies, Arditi et al.’s [16] review ofcivil management and construction master's programs in the U.S., highlighted a notable gap inPM training within this field. Their survey of 21 world-leading universities indicated a lack ofPM education, which

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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Diversity

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Graduate Studies Division (GSD)

international students for diverse career paths help to make their academic journey morerewarding. To thrive, one must embrace these multifaceted transformative experiences with anopen mind, a willingness to learn, and resilience that will enrich the academic experience andprepare them for future success beyond the classroom. Finally, after creating a welcomingclassroom environment, if faculty members desire to enhance international students' experienceand their ability to thrive, there must be intentional relationship building to help the studentsbecome more comfortable asking for help when needed.LimitationsThis study utilized a limited sample size in a non-randomized survey; hence, the findings maynot be generalized.References 1. S. K. Gardner

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

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Diversity

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Graduate Studies Division (GSD)

advising dynamics of education while highlighting the critical rolesadvisors play in constructing the academic life and future of the international student [5]. Thishas caused a dramatic change in the composition of Ph.D. enrollments in the U.S.The importance of cultural understanding in advising international students cannot be overstated,and several studies have highlighted this fact. For instance, Vakkai et al.'s research has shownthat international students' cultural backgrounds and values cannot be ignored, and havingadvisors who are more attuned to these aspects can significantly impact an individual's academicsuccess [6]. Similarly, Liu et al.'s study highlights the need for increased attention and guidancetowards international students

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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Diversity

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Graduate Studies Division (GSD)

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 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech ; Marie C. Paretti, 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 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 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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Diversity

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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 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

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 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 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

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)

2014 report indicate thatneurodiverse individuals make up only around 3% of science and engineering doctoral degreerecipients [10].Graduate students face a unique set of challenges when compared to undergraduate students,with faculty advisors playing a large role in student success. Several studies have noted specificchallenges related to advisors, including work-life balance, which may be impacted by facultyexpectations, and hierarchical faculty-student relationships [11]-[13]. Satterfield et al.’s [14]literature review focused on the experiences of graduate students during their studies andexplored how individual factors (the influence of the student’s advisor), programmatic factors(isolation and teaching assistantships), and external

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Sanjivan Manoharan, Grand Valley State University; Samhita Rhodes, Grand Valley State University

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Diversity

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Graduate Studies Division (GSD)

2.0for the upcoming semester(s)? for the upcoming semester(s)?Do you feel GVSU has adequate infrastructure to Do you feel GVSU has adequate infrastructure to 2.2 4.0support minority students? support you as a student?Did you get sufficient personal guidance/counseling Did you get sufficient personal guidance/counselingin socially adjusting to GVSU? 2.0 in socially adjusting to graduate school? 3.5Do you feel like people at GVSU treated you fairly Do you feel like people at GVSU treated you fairly

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

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Diversity

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Graduate Studies Division (GSD)

. References[1] P. Chakraborty, P. Mittal, M.S. Gupta, S. Yadav, & A. Arora, "Opinion of students on onlineeducation during the Covid‐19 pandemic". Human behavior and emerging technologies 3(3),2020, 357-365.[2] S. Oncu & C. Hasan, “Research in online learning environments: Priorities andmethodologies”. Computers & Education 57(1), 2011, 1098-1108.[3] E. Gross & D. Peters, “Comparison of Returning and Direct Pathway Graduate EngineeringStudents”. Journal of Continuing Higher Education 69(3), 2021, 145-168.[4] Tulane University. "Evolution of Distance Learning." School of Professional AdvancementBlog, https://sopa.tulane.edu/blog/evolution-distance-learning#:~:text=In%20fact%2C%20it%20was%20in,correspondence%20learning%20really%20took

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bharani Nagarathnam, Texas A&M University; Bimal P. Nepal, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Kourtney Rogers Gruner, Texas A&M University

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Graduate Studies Division (GSD)

Recitation sessions – Methodology November 5 Methodology Due 100 December 1, 2023 Mid-Term Project Reflection 25 December 1, 2023 TOTAL 500 TABLE 3 SPRING – CAPSTONE II Point Description Due Date s Recitation Session - Data Analysis / Solutions / December, January ROI

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

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Diversity

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Graduate Studies Division (GSD)

," International Journal of Management andHumanities, 3(6), 1-5, 2018.[2] V. B. Onk, and M. Joseph, “International student recruitment techniques: A preliminaryanalysis,” Journal of Academic Administration in Higher Education, 13(1), 25-34, 2017.[3] T. Adams, M. Leventhal, and S. Connelly, “International student recruitment in Australia andthe United States”. The SAGE Handbook of International Higher Education, 399-416, 2012.[4] A. Robinson-Pant, and A. Magyar, “The recruitment agent in internationalized highereducation: Commercial broker and cultural mediator,” Journal of Studies in InternationalEducation, 22(3), 225-241, 2018.[5] S. Lomer, “Recruiting International Students in Higher Education Representations andRationales in British Policy London

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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Diversity

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Graduate Studies Division (GSD)

Engineering and Computing (SPECTRA) program is an NSFScholarship in STEM (S-STEM)(Award # 1834081) based out of Clemson University in SouthCarolina. The SPECTRA program focuses on aiding transfer students interested in anEngineering or Computing degree by offering scholarships, opportunity to form cohorts, andaccess to professional skill-building programs. The goals of SPECTRA are as follows: (1) to provide scholarship opportunities to low-income students who wish to pursue engineering or computing at Clemson (2) to build cohorts of transfer students to support their transition into Clemson while also allowing for the Advisors for Cohorted Engineers (ACE) Fellows program to aid in the

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

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Graduate Studies Division (GSD)

. 2217640 through a wider initiative and acenter for transforming graduate engineering education. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.REFERENCESArtiles, M. S., Knight, D. B., & Matusovich, H. M. (2023). Doctoral advisor selection processes in science, math, and engineering programs in the United States. International Journal of STEM Education, 10(1), 1-16.Boyce, A. S. (2021). Strategies for mentoring and advising evaluation graduate students of color. Canadian Journal of Program Evaluation, 35(3), 350-362.Bryson, T., Kowalske, M., Wilkins-Yel, K., & Housh, K. (2023). The

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle C. Vigeant, Pennsylvania State University; Vikash Gayah, Pennsylvania State University; Andrea Paola Arguelles, Pennsylvania State University

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Graduate Studies Division (GSD)

interviews with each participant is provided below.Participant 1 (P1): P1, a fifth-year architectural engineering graduate student, initially intendedto pursue a master's degree and enter industry but decided to stay for a Ph.D. due to his passionfor research. He learned about the seminar through his wife and enrolled to gain valuableknowledge and feedback without dedicating excessive time. P1's expectations included learningabout the interview process, preparing application materials, and exploring non-academicopportunities. The seminar broadened his understanding of career options, provided insights intocrafting application documents, and facilitated peer review. He believes the seminar surpassedhis expectations to some extent, although he

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Lindsay K. Gouedy, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Graduate Studies Division (GSD)

feedback loop isanticipated to where as students progress in their respective research, the STEM Ed seminarcourse will provide a venue for them to continually give back to the program by allowing themto provide insights to new students.References [1] R. Sowell, T. Zhang, N. Bell, and K. Redd, Council of Graduate Schools, Washington, DC, rep., 2008 [2] Proceedings of the National Conference on Graduate Student Leadership (St. Louis, MO.: Washington University), 2003, 44-47. [3] Nettles, Michael T., and Catherine M. Millett. Three Magic Letters: getting to the Ph.D. Baltimore: Johns Hopkins Press, 2006. [4] A. Fentiman and S. Fisher, “Building Graduate Student Communities,” 2009 Annual

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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Diversity

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Graduate Studies Division (GSD)

: developing entrepreneurialthinking in STEM (Entre-STEM)." Enhancing Entrepreneurial Mindsets ThroughSTEM Education. Cham: Springer International Publishing, 165-194, 2023[11] T. Siller, T., & G. Johnson, G. Curriculum, Pedagogy, And Assessment In EngineeringEducation Reform. In 2004 Annual Conference (pp. 9-366), 2004 (June).[12] I. K. Amalina, S. Suherman, T. Vidákovich, L. Puspita, & N. Supriadi. The Comparison ofHungarian and Indonesian Curriculum: A Case Study of ISCED 2 Mathematics and ScienceCurriculum. Journal Pendidikan IPA Indonesia, 12(1), 112-122, 2023.[13] Y. Supriani, F. Meliani, A. Supriyadi, S. Supiana, & Q.Y. Zaqiah. The Process ofCurriculum Innovation: Dimensions, Models, Stages, and Affecting Factors. Nazhruna