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)

II, Harvard Business School pioneered efforts to integrateentrepreneurship into its curriculum during the 1940s [15]. Meanwhile, STEM education hasclassically prioritized scientific discovery itself, often neglecting the iterative process required totranslate discoveries into economically or socially impactful outcomes [13]. As recognition ofinnovation’s economic and societal value grew, so did the demand for engineers with an EM. Inresponse, the Kern Family Foundation established the KEEN, bringing together like-mindedinstitutions committed to advancing EM in engineering education. This shift significantlyincreased the availability and integration of entrepreneurship education within engineeringprograms [11].The Entrepreneurial Mindset

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)

for the Integration of Research, Teaching, and Learning) at theProf. Susan K Fullerton Shirey, University of Pittsburgh Susan Fullerton is an Associate Professor, Bicentennial Board of Visitors Faculty Fellow, and Vice Chair for Graduate Education in the Department of Chemical and Petroleum Engineering at the University of Pittsburgh. She earned her Ph.D. in Chemical Engineering at Penn State in 2009, and joined the Department of Electrical Engineering at the University of Notre Dame as a Research Assistant Professor. In 2015 she established the Nanoionics and Electronics Lab at Pitt as an Assistant Professor, and was promoted to Associate Professor with tenure in 2020. Fullerton’s work has been recognized

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)

gender presentation (asindicated by preferred pronouns).Despite individual variability in TPI responses, no statistically significant differences were foundbetween engineering and non-engineering students in terms of their dominant or recessiveperspectives, as well as their perspective-specific beliefs, intentions, or actions. These resultssuggest that interdisciplinary, centralized teaching training programs, even when not discipline-specific, can be a valuable experience for graduate students. The study highlights the TPI’spotential as a useful tool in teaching development and underscores the broader applicability ofgeneral pedagogical training across fields.IntroductionGraduate training is an expectation of most faculty in the United States

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)

, astudio-based component or a series of projects or problems (problem-based learning), wherestudents work in teams.Problem-Based Learning (PBL)Problem-Based Learning (PBL) has become a fundamental approach in education, especiallywithin engineering and architecture disciplines, due to its emphasis on solving real-worldproblems through curriculum integration. The essence of PBL lies in its ability to bridge the gapbetween theoretical knowledge and its application, fostering an environment where studentsengage in meaningful projects that mirror professional practice. This educational approachemphasizes interdisciplinary collaboration, community engagement, and sustainability, whichare crucial for addressing today's complex global challenges [17

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)

turn pedagogical challenges into opportunities. Asdoctoral education adapts to an era of AI availability, this study suggests that the technology'svalue lies not in reducing teaching complexity, but in helping faculty productively navigate thatcomplexity while maintaining pedagogical integrity and strengthening connections with students.The resulting insights offer both practical guidance for faculty considering AI integration andtheoretical contributions to our understanding of doctoral education in an AI-enhanced future.References[1]​ K. Holley, “The challenge of an interdisciplinary curriculum: A cultural analysis of a doctoral-degree program in neuroscience,” High. Educ., vol. 58, pp. 241–255, 2009.[2]​ M. J. Pifer and V. L. Baker

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claudia G Cameratti-Baeza, University of Michigan; Charlie Michaels, Center for Socially Engaged Engineering & Design, University of Michigan

Tagged Divisions

Graduate Studies Division (GSD)

-faculty professionaldevelopment programs for doctoral students in science, technology, engineering, andmathematics: An exploratory classification scheme [Paper presentation]. American EducationalResearch Association Annual Meeting, Denver, CO, United States.Gelles, L. A. and Lord, S. M. (2021). Pedagogical considerations and challenges forsociotechnical integration within a materials science class. International Journal of EngineeringEducation, vol. 37, no. 5, pp. 1244–1260.Love Stowell, S. M., Churchill, A. C., Hund, A. K., Kelsey, K. C., Redmond, M. D., Seiter, S.A., & Barger, N. N. (2015). Transforming graduate training in STEM education. The Bulletin ofthe Ecological Society of America, 96(2), 317–323.Rivera, S. (2020). Chapter 2: STEM

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)

Paper ID #46058Forward Fellows: An extended onboarding program to foster a sense of belongingand research self-efficacy in incoming graduate studentsDr. Anne Lynn Gillian-Daniel, University of Wisconsin - Madison Anne Lynn Gillian-Daniel has been the Education Director for the Wisconsin Materials Research Science and Engineering Center (MRSEC) since 2012 and the Wisconsin Education lead for the Wisconsin-Puerto Rico Partnership in Research and Education and Materials (WiPR2EM) since 2017. In these roles, Anne Lynn collaborates with researchers to broaden participation of historically underrepresented groups in materials

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Matthew James Lydon, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

1990s, the OECD (Organisation for EconomicCo-operation and Development) recommended that that “educational institutions…focus ondeveloping transferable, domain-general knowledge, skills and capabilities” [15, p. 3]. In the‘Learning Compass 2030’, released in 2019, the OECD broke from its previous stance “thattreated disciplinary knowledge as outmoded” [16, p. 473] by emphasizing that disciplinaryknowledge is “essential to knowing interdisciplinary knowledge” [16, p. 473]. The evolution inthe OECD’s recommendations was not surprising as it reflected a growing awareness thatintegration of CR into education is not simply a matter of figuring out an interdisciplinary—ortransdisciplinary—curriculum. Replacing the emphasis on the ‘generalist

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)

structure, informal values, and social integration of underrepresented members Psychological Perception of how others in the workplace will respond to [28, 29]safety climate risk-taking behaviors, such as taking initiative or speaking up about problems in the workplace Mastery climate Perception that efforts, sharing, and collaboration are valued, [30, 31] and learning and skill development are emphasized in an organization Performance Perception that competition with comparison to, and [32, 33] climate recognition from others are the standards for success. Authenticity Perception that the

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)

Paper ID #46108Investigating Preliminary Examination Practices in U.S. Mechanical EngineeringDoctoral ProgramsDr. Grace Burleson, University of Colorado Boulder Grace Burleson is an Assistant Professor in Mechanical Engineering at CU Boulder where her research focuses on advancing engineering design theory and methodology. She earned her PhD in Design Science at the University of Michigan as well as a dual MS in Mechanical Engineering and Applied Anthropology and a BS in Mechanical Engineering from Oregon State University in 2018 and 2016, respectively. She was an ASME Engineering for Change Fellow from 2017-2021.Dr. Janet Y

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

the dissertationphase of a doctoral program. Autoethnography is appropriate for the current study, given itsability to describe a cultural phenomenon through the lens of personal experiences [27]. Thismethod also allows a researcher to present cultural findings from an "insider" perspective,especially useful for a unique case but still reflective of broader cultural implications [28].The autoethnographer and individual under study is an engineering educator and secondary mathinstructor with 15 years of combined classroom experience. She holds both a B.S. and M.S. inMechanical Engineering and a Curriculum & Instruction Graduate Certificate. In year four ofPh.D. studies in engineering education, the autoethnographer applied for and was

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Himani Sharma, Arizona State University; Ann F. McKenna, The University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

through peer support, informalacademic networks, and institutional mental health services. However, this support could not beformally obtained in many cases due to stigma or a language barrier. This present study alsoprovides practical strategies that could help improve mental health and academic success bycreating an increasingly supportive and inclusive environment for international engineeringstudents.Keywords: Advisor-student relationships, Mental health, international students, Engineering, MisalignmentIntroduction International students enrich higher education globally, contributing not only from anacademic perspective but also culturally [1]. International students hold a great deal ofimportance when it comes to research and

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)

consistent with an academic literacies approach [7] to support students’development of a researcher-writer identity. Course activities are designed to grow studentawareness of the “disciplinary conventions of writing in one’s field” [1, p. 10], requiringconsistent practice of critical reading and writing processes, including note-taking, planning,drafting, revision, and providing/integrating feedback. However, this course is not required andonly recently has begun consistently enrolling EER students from the PhD program.Though the PhD program includes structural supports for integrating research-writer intostudents’ growing collection of identities, students’ sense of the impact of these supports may befurther influenced by program structure and

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)

whoengaged in the process willingly participated in the critical conversation. This may not be the casein all scenarios based on an individual’s disposition towards being conflict-averse or not. Thesecond limitation is the nature of the existing mentoring relationship. The first three authors thatengaged in this process have a respectful and positive relationship. Not all research groups operatein this manner, nor have the same level of trust built. The third limitation is the small sample sizewhich limits its transferability. However, the researchers hope to introduce a participatory,collaborative process tested on themselves first to showcase what can be possible with a STEM-ME and pro-Black approach [13], [14], from a hidden curriculum lens [6

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)

course activities, but did not integrate the IDP into their personal approach toprofessional development. Only one student in cohort one described updating their IDP. Asdescribed earlier, the instructor revised course activities and lectures/lesson plans for the secondcohort to emphasize the value of periodically reviewing and updating IDPs. We hoped to seemore statements in the course reflections that described an intent to review and update IDPsoutside of the course. Ideally this commitment would expand beyond graduation. In fact, severalstudents in the second cohort mentioned updating their IDP. They indicated that updating theirIDP was a helpful and/or planned activity, like the single student in cohort one. Each studentwho described an

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)

of Engineering Education in the Herbert Wertheim College of Engineering. A PECASE awardee, she has led multiple pioneering efforts in engineering education including multimodal methods in engineering education using sensor technologies and biophysiological tools, hidden curriculum, mentoring, active learning, professional identity, among others. She is a renowned national and international leader in engineering education earning her multiple accolades and honors through professional organizations such as the National Academy of Engineering, IEEE, and ASEE. She integrates her multiple experiences as a Chemical Engineering, Biological Engineer, Analytical Cell Biologist, and Engineering Education Researcher