Displaying results 1 - 30 of 42 in total
- Conference Session
- GSD 1: From Recruitment to Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Anne Lynn Gillian-Daniel, University of Wisconsin - Madison; Rebecca Cors, University of Wisconsin - Madison; Wendy C. Crone, University of Wisconsin - Madison; Victor zavala, University of Wisconsin - Madison; Derek Johnson, University of Wisconsin - Madison; Kerri Lyn Phillips, University of Wisconsin - Madison
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
been identified as one’sconfidence in successfully performing tasks associated with conducting research and has aninfluence on research-oriented goals, expectations of performing research, and effort spent onconducting research [1], [2]. Importantly, the research training environment is a predictor ofstudents’ self-efficacy beliefs. Critical is the student’s belief that their training environmentsupports and promotes research and independence [3]. Mentorship has been found to be asignificant predictor of self-efficacy regarding general research methods, which is a componentof overall research self-efficacy for graduate students [3]. Recent research shows that peers andmentors have a “deep impact on the level of self-efficacy and persistence
- Conference Session
- GSD 1: From Recruitment to Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Samuel Sola Akosile, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Tolulope Abiri, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
environments, was also noted as a crucial influence. The study concluded that institutionalsupport plays a critical role in mitigating these challenges. Suggested improvements includewriting programs, availability of academic resources, opportunities for peer collaboration,incorporation of AI tools, and establishment of supportive learning environments. These initiativescan significantly enrich the academic writing skills of IGS, ultimately enhancing their academicperformance, retention, and success in their chosen fields.Keywords: Perception, International Graduate Students, Academic writing, Higher Education.1.0 IntroductionInternational students make significant contributions to the diversity and richness of academicinstitutions globally [1
- Conference Session
- GSD 1: From Recruitment to Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Cheryl A Bodnar, The Ohio State University; Holly M Matusovich, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
showcase might reflect elements ofservingness. The multidimensional conceptual framework of servingness includes both indicatorsof serving and structures for serving. Specifically, we asked (1) how relevant is the servingnessframework to materials designed for a graduate program recruitment process; and (2) whatadaptations may be necessary to allow for this framework’s application to the graduate programrecruitment process context? We employed framework analysis to identify which, if any,elements of the servingness framework were represented in the showcase presentation. Aftercompleting content analysis of the institutional slides and thematic analysis of the programpresentations, we conducted focus groups with graduate program leaders to receive
- Conference Session
- GSD 1: From Recruitment to Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Colleen L. Coulter, Purdue University College of Engineering; Roshan Mani Rao Ram, Purdue University at West Lafayette (COE); Janet M Beagle, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
international graduate studentenrollment in a top-tier college of engineering in the Midwestern United States. “Currently, thereis little understanding of how international student recruitment practitioners operationalise [sic.]institutional strategies and how these practitioners respond to their institutional strategies [1].” Inaddition, graduate student recruitment has become increasingly competitive as it strives tocompete with demands for personalization, timeliness, fiscal limitations, etc. [2]. The intention isto build a project management model that is readily accessible to higher education practitionersand assists them with managing the detailed steps required to address these competing demands.While the Agile Manifesto was founded in 2001
- 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)
success [1, 2, 3, 4]. Since 2000, evaluating applicants with both quantitativemetrics and qualitative factors has been a major focus [1, 3, 4, 5]. Metrics such as the GRE andGPA serve as indicators of potential success, along with measures like research productivity andpublication records [4, 6]. This dual approach ensures a selection process that captures bothacademic readiness and the potential for innovation and contribution to the field [6].The objective of this scoping literature review (ScLR) is to identify existing gaps in the literatureregarding what is currently being discussed pertaining to the admission and application process.Additionally, it serves the purpose of proposing recommendations for future research effortsrelated to the
- Conference Session
- GSD 2: Identity and Motivation
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Margaret Webb, Virginia Tech Department of Engineering Education; Marie C. Paretti, Virginia Polytechnic Institute and State University
- Tagged Divisions
- 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
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rachel Yoho, George Mason University; Christi Wilcox, George Mason University, College of Engineering and Computing
- Tagged Divisions
- 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
- Collection
- 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
- Tagged Divisions
- 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
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Allyce Horan, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Tagged Divisions
- 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
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sarah Jane Bork, University of Georgia; Karin Jensen, University of Michigan
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- Diversity
- Tagged Divisions
- 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
- Authors
- Jacqueline Rohde, Georgia Institute of Technology; Emily Grace Weigel, Georgia Institute of Technology
- Tagged Divisions
- 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
- Conference Session
- GSD 5: Mentorship
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lorine Awuor Ouma, Pennsylvania State University; Cynthia Howard-Reed, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
thesurvey results show participants building a stronger sense of belonging and connection to thecollege of engineering. In addition, mentors expressed the importance of finding a platform tosharpen their mentorship skills. Moving forward, mentees will be followed throughout theirgraduate school tenure to evaluate their level of engagement in engineering-sponsored events,leadership roles, and graduation rates.Keywords: peer mentorship, international graduate students, attrition, belonging, students’health and well-beingIntroductionThe number of international students in public universities in the U.S. has increased significantlyover the last decade despite a decrease in overall graduate student enrollment [1]. More than 50%of graduate students in
- Conference Session
- GSD 3: Pedagogy and Curriculum
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Hyena Cho, University of Illinois Urbana-Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign; Marcia Pool, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign
- Tagged Divisions
- Graduate Studies Division (GSD)
after the project.Statistical analysis will be conducted to determine the effectiveness of the two project tracks inhelping GTAs understand the EML framework and improve their teaching abilities.IntroductionBackground of GTA training courseA team of engineering faculty from a public research university piloted a training course forgraduate teaching assistants (GTAs) in 2017, focusing on teaching pedagogy and leadershipdevelopment [1]. The course takes the format of weekly seminars, in which a guest speakerpresents an interactive session within the course scope each week. Topics range from holdingoffice hours and general rubric design to presentation skills and ethics. Early feedback wassought from faculty members who work with a large number of
- Conference Session
- GSD 5: Mentorship
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Randi Sims, Clemson University; Sofia Brewer, Clemson University; Lily Fender, Clemson University; Kassidy Maron; Adelyn Dwyer, Clemson University; Karen A High, Clemson University; Marieke Van Puymbroeck
- Tagged Divisions
- Graduate Studies Division (GSD)
graduatestudent mentors learn key aspects of holistic mentoring--a comprehensive bidirectional approachto mentorship that integrates career and psychosocial support to foster a supportive relationshippromoting personal and professional enrichment--from modules developed by University faculty.This graduate student-centered, mixed-methods study focuses on our initial research andevaluation efforts of EMPOWERS through three piloted instruments: 1) We examine the resultsof a piloted graduate student mental health, well-being, and inclusion survey, 2) We explorequantitative and qualitative results of an evaluation survey, and 3) We present the results ofinterviews with EMPOWERS graduate student participants on their mentoring self-efficacy.Results from our
- Conference Session
- GSD 4: Stressors and Supports
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of California, Los Angeles ; Joe Roy, American Society for Engineering Education
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
factor scale showed excellent internalconsistency reliability. Results from this scale have practical implications, indicating specificpolicies, practices, and procedures that shape doctoral student retention and commitment todegree completion.I. IntroductionThe increased participation of diverse historically-excluded groups (including but not limited towomen, Black, Hispanic/Latinx, Indigenous and queer students) in STEM is imperative tomaintain the U.S. standing as a global leader in innovation and has the potential to reduceeducational, social, and economic inequalities [1]. Currently, the engineering doctoral pipelinedoes not reflect the diversity of the U.S. population. For example, in 2023, 2.3% of engineeringdoctoral degrees awarded in
- Conference Session
- GSD 4: Stressors and Supports
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- RAVISHA CHUTANI, University of Georgia; VARUN KATHPALIA, University of Georgia; John Ray Morelock, University of Georgia
- Tagged Divisions
- Graduate Studies Division (GSD)
total student loan debt reached approximately $1.75 trillion in theUnited States, affecting nearly 45 million borrowers [1]. The constant pressure to performwell in order to secure a job takes a toll on graduate students studying master’s level courses inengineering, dependent on student loans. Under the burden of student loans, the experiences offinancial anxiety and financial stress naturally occur and affect the financial well-being ofstudents. This study focuses on graduate students in engineering, with a specific focuson master’s level students, experiencing financial stress and financial anxiety due to hightuition fees, room, board, books, supplies, and transportation, among other expenses. Often,very few of them manage to obtain
- Conference Session
- GSD 6: The Graduate School Experience
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alayna Grace Wanless, Kettering University; Diane L Peters P.E., Kettering University; Elizabeth Gross, Sam Houston State University
- Tagged Divisions
- Graduate Studies Division (GSD)
paperbased on the same research study [1]. The goal of this paper is to examine what drives these twostudent populations to pick one form of instruction over the other. This study focuses specificallyon engineering master’s students. There are a great number of considerations when one exploresthe option of a master’s degree. Obviously, these engineering student populations have two verydifferent sets of priorities, as they have chosen two different program experiences. This papersheds light on the weight and importance of various considerations in the decision makingprocess for full-time versus part-time students.Background/Literature ReviewFull Vs Part-timeA great deal of literature exists which examines part-time or full-time students. Many focus
- 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
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- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
research questions were: 1. How did the engineering students describe their experiences advising their partner? 2. What are the characteristics of the engineering students’ final written project reports? 3. How did the instructors describe aspects of their co-teaching?The analysis of the student surveys revealed five themes: Student Needs and Knowledge Gained;Communication and Empathy; Recommendations from Engineering Students to Partner;Perspectives on Project Rubric; Professor Guidance. The first three of these themes were alsoidentified in the students’ reports. The co-teaching survey highlighted the instructors’perspectives on effective co-teaching elements: classroom applications, relationships,communication, planning and knowledge base
- 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
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- Diversity
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- Graduate Studies Division (GSD)
general education program.Jennifer Gutzman, University of Wisconsin - MilwaukeeLoren G Peterson, University of Wisconsin-Milwaukee ©American Society for Engineering Education, 2025 Implementation of an I-Corps Inspired 3-Day Bootcamp for Graduate Students to Plan their Academic CareersAbstractA Customer/Career Discovery Bootcamp was designed and delivered to graduate (PhD andmasters) students at the University of Wisconsin, Milwaukee. It was then adapted and deployedat Michigan Technological University. The innovative 1½ - 3 day bootcamp consisted of three3-4 hour sessions plus time to conduct discovery interviews for the graduate students. TheBootcamp content incorporates proven curricula from
- Conference Session
- GSD 8: Industry and Professional Skills
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lydia Wilkinson, University of Toronto
- Tagged Divisions
- Graduate Studies Division (GSD)
on the skills that enable graduate school successIntroductionAttention is being paid to the importance of educating graduate engineering students for bothresearch careers and opportunities in industry, acknowledging that graduates are increasinglymaking the choice to pursue careers outside academia. Understanding the skills that enablesuccess both within and outside academia can help us provide more relevant and effectiveprogramming at the graduate level [1] [2] [3] [4] [5] [6] [7] [8]. Research in this areaacknowledges the value of transferable (non-technical skills) to students during their graduatedegree, as well as during their transition to industry. Often these skills can be most effectivelydelivered
- Conference Session
- GSD 6: The Graduate School Experience
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Nathan Jackson, University of New Mexico
- Tagged Divisions
- Graduate Studies Division (GSD)
demonstrate that the multidisciplinarymaterial of advanced semiconductor manufacturing is potentially best learned through acombination of in-person lectures and hands-on lab experience and that students who have a moreinterdisciplinary background are likely to perform better due to the multidisciplinary coursecontents.Introduction:Engineering education in the fields of semiconductors and microelectromechanical systems(MEMS) have been extensively investigated as a method to teach multidisciplinary subjects andlearning across various engineering disciplines [1, 2]. In recent years there has been a significantincrease in semiconductor engineering research due largely to the Chips Act which aimed to bringsemiconductor/microsystems manufacturing back to
- Conference Session
- GSD 4: Stressors and Supports
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Susan Wainscott, University of Nevada - Las Vegas; Dustin Thoman, San Diego State University; Satchi Venkataraman, San Diego State University
- Tagged Divisions
- Graduate Studies Division (GSD)
fewyears ahead on the IDP, and establishing a scaffolded and iterative process to create, adapt andpersonalize the IDP.We performed qualitative analysis of student responses to open ended questions about thecourse. Using Bandura's agency framework [1], we find the new approach has been successful ineliminating the barriers that graduate students previously faced in the initial creation of the IDP.After changes to the course activities, students were more likely to exhibit self-reflection aspectsof agency and discuss their goals, rather than merely evaluating course activities as isolatedtasks. Our data shows students adopting the IDP as a career planning tool with indications thatsome students have transitioned from thinking of IDP as a product to
- Conference Session
- GSD 7: Innovative Graduate Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Turns, University of Washington; Yuliana Flores, University of Washington
- Tagged Divisions
- Graduate Studies Division (GSD)
demand deliberate and innovative approaches from faculty [1]. The instructormust simultaneously support students with varying methodological backgrounds and researchparadigms, navigate different levels of preparedness, establish legitimacy across multipledisciplines, and provide individualized mentoring - all while potentially lacking disciplinarycolleagues for collaboration and pedagogical support. As Holley [1, p. 241] notes, such programs"not only...require collaboration among faculty who traditionally have been highly invested intheir individual discipline or department, but they also require an active, deliberate process tofoster interdisciplinary integration and student learning." These challenges are amplified inrequired courses during
- Conference Session
- GSD 6: The Graduate School Experience
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Grace Burleson, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
, which ledto a perception of “mass-produced” dissertations. During this time, the dissertation defense,which was previously the only form of examination, evolved into a formality, much like it istoday. Institutions saw a need for earlier “barrier exams” to maintain academic rigor and controlquality [1]. Recent studies have identified three primary purposes of preliminary exams: (1)serve as a subject matter assessment, (2) support students’ development as independent scholars,and (3) gatekeeping to determine who should be allowed to continue in their studies [2].However, many critiques over the lack of intention and clear purposes of preliminary exams exist[3]. Some scholars advocate for the elimination of preliminary examinations altogether
- Conference Session
- GSD 5: Mentorship
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacqueline E McDermott, Purdue University at West Lafayette (COE); Nathan Tompkins, Wabash College
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
access to microfluidic technology. ©American Society for Engineering Education, 2025 Scaling Mentoring for Graduate School: An Algorithm to Streamline the Formation of Mentoring Circles for the GradTrack Scholars ProgramAbstractThe GradTrack Scholars program prepares undergraduate students for graduate school whilebuilding a community of students excited to pursue advanced study. GradTrack uses mentoringcircles – a proven model for supporting individuals pursuing graduate school [1], postdoctoralroles [2, 3], and faculty careers [4]. In GradTrack, each mentoring circle unit consists of twograduate student mentors and 6–8 undergraduate mentees, where each unit is part of a scalablementoring system. In 2024
- Conference Session
- GSD 7: Innovative Graduate Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yun-Han Weng, The Ohio State University; Emily T Creamer, The Ohio State University; Jeffrey M. Bielicki, The Ohio State University; Matthew Judkins Mayhew, The Ohio State University
- Tagged Divisions
- Graduate Studies Division (GSD)
findings highlight thepotential interdisciplinary education in fostering innovation and cognitive growth while alsoemphasizing the importance of refined classification criteria in future research to better captureinterdisciplinary influences.1 Introduction Innovation is a critical skill for addressing the complex challenges of the global economy.Higher education institutions can foster innovation by developing students and graduates intoinnovators who address complex problems and generate novel and contextual ideas throughintentional educational practices e.g.,[1],[2]. Reflecting those potentials, in recent years theNational Science Foundation (NSF) has funded several interdisciplinary training programs aimedat preparing undergraduate
- Conference Session
- GSD 5: Mentorship
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Gabriella Coloyan Fleming; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin
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- Diversity
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- Graduate Studies Division (GSD)
graduate students and postdocs feel comfortable discussing alltypes of career plans and helping connect mentees to helpful resources. This paper discusses howadvisors can do that, as well as advice for graduate students on how to find additional mentorsfor career guidance.1 | Introduction Engineering and computer science PhD earners accept post-graduate employment in awide range of sectors. Census-level data from the National Science Foundation’s Survey ofEarned Doctorates (SED) from 2015-2019 show that across all engineering disciplines, graduateswho accepted positions are employed in industry (48%); four-year, medical, or researchinstitutions (33%); the U.S. government (8%); outside of the U.S. (6%); and nonprofits (3%) [1].Collectively
- Conference Session
- GSD 2: Identity and Motivation
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Denise Rutledge Simmons P.E., University of Florida; Ifeoma Mary Nwanua, University of Florida; Jasmine E. McNealy, University of Florida; Idalis Villanueva Alarcón, University of Florida
- Tagged Divisions
- Graduate Studies Division (GSD)
instrumentdesigned to identify self-determined communication in graduate education. This researchaddresses two key questions: (1) How do the adaptation steps contribute to the theoretical andpractical development of the COMM-FLOWS tool? (2) In what ways do the measures of theCOMM-FLOWS tool differ from those of the original Basic Psychological Needs Satisfaction –General (BPNS-G) scale in capturing self-determined communication in graduate education?Using an adaptation framework informed by Chenel et al. (2018)’s decision-aid methodology,this study modifies the BPNS-G scale to capture the nuances of oral and written communicationin an academic setting. The adaptation process involved seven structured steps: (1) identifying ascale for adaptation, (2
- Conference Session
- GSD 5: Mentorship
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Idalis Villanueva Alarcón, University of Florida; Naqash Gerard, University of Florida; Isabella Victoria, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
process of developing theprotocol. For this, open coding was conducted, and salient topics identified the need to uncoverthe: (1) hidden expectations about mentoring roles and responsibilities; (2) the need to exploreunintended impacts of coercion in the process of research; and (3) the need to explore past,mentoring traumas before starting in a mentoring relationship. To engage in critical conversationsand to deeply explore mentoring relationships, procedures must simultaneously situate theperspectives, experiences, and lived realities of both the faculty advisor and the graduate students.This process development hopefully can serve to uncover areas that colleges of engineering anduniversities can attend to when seeking to sustainably and