Displaying all 15 results
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- GSD 2: Identity and Motivation
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- 2025 ASEE Annual Conference & Exposition
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- Allyce Horan, Colorado School of Mines
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- Graduate Studies Division (GSD)
. ©American Society for Engineering Education, 2025Cultivating Community and Confidence Through the Thesis Writers RetreatIntroductionOur institution’s first Thesis Writers Retreat was implemented in 2019 during a time whengraduate students’ mental health, progress towards graduation, and academic support became akey focus. The Colorado School of Mines Writing Center was a key element of that support, witha goal that year to drastically increase graduate student services through programming and one-on-one consultations. Graduate students would share feelings of extreme stress, isolation, and amisunderstanding of both short-term and long-term goals with their advisors, feelings that are alltoo familiar to anyone working their way through graduate
- Conference Session
- Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Mary Ifeoma Nwanua, University of Florida
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Paper ID #41719”Ima Nmadu”: Building Academic Success Through Relationships—A BlackCivil Engineering Ph.D. Student’s Autoethnographic InsightsMiss Mary Ifeoma Nwanua, University of Florida ©American Society for Engineering Education, 2024"Ima Nmadu": Building Academic Success Through Relationships - A BlackCivil Engineering Ph.D. Student's Autoethnographic Insights Mary Ifeoma NwanuaDivision: Graduate StudiesAbstractThe need to diversify the engineering workforce is a national imperative, emphasizing broadeningparticipation and fostering inclusivity. Achieving this goal necessitates
- 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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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 7: Developing Graduate Students' Competencies and Identities
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Julie M. Rieland, University of Michigan; Shamalee Goonetilleke, University of Michigan; Sarah Jane Bork, University of Michigan; Aaron W. Johnson, University of Michigan
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, identity building, and coping for boththe producer and the consumer [27], [28]. Moreover, social media and memes have beenidentified as an important medium through which minoritized graduate students, especially atprimarily white institutions, can build social support, challenge racialized stereotyping, solicitadvice, and practice self-care [28], [29].Meme-producers often leverage techniques such as hyperbole, humor, and dark humor toexaggerate their lived-experiences in the quest for “relatability,” likes, and retweets. While manyindividuals [27] including the present authors, have associated graduate school memes withfeeling less alone in their programs and development of their identity as graduate students, thesesame memes may serve to
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Margaret Webb, Virginia Tech ; Marie C. Paretti, Virginia Polytechnic Institute and State University
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theory and facilitating interdisciplinary graduate programs; the identity development and experiences of interdisciplinary engineering graduate students and faculty; and the decision-making processes and factors impacting implementation of interdisciplinary graduate education initiatives. She works as a graduate research assistant for the Virginia Tech Disaster Resilience and Risk Management interdisciplinary graduate program, as well as for the VT Center for Refugee, Migrant, and Displacement Studies.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Clay Gloster Jr., North Carolina Agricultural and Technical State University (TGC); Matthew Bonner Aurelius McCullough, North Carolina Agricultural and Technical State University (TCG); Grace Gowdy; Shea Bigsby; Dawayne Whittington; Juanda Johnson-Taylor
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, presentations, and web materials to support numerous initiatives related to graduate student professional development, graduate assistant training, and other enrolled student services.Dawayne WhittingtonJuanda Johnson-Taylor ©American Society for Engineering Education, 2023 NCLSAMP Bridges to the Doctorate: Preparing future minority Ph.D. researchers (PFMPR) through a holistic graduate student development modelIntroductionWhile there are initiatives, such as the Alliance for Graduate Education and the Professoriate(AGEP) embedded in universities across the country that focus on preparing the next generationof science, technology, engineering, and math scholars who are prepared to enter the STEM
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
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- 2023 ASEE Annual Conference & Exposition
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- Nahndi Tirrell Kirk-Bradley, Texas A&M University; Cara London, Texas A&M University; Eldridge Raymond Jr., Texas A&M University; Janie M. Moore, Texas A&M University
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treatment in stored grains and 2) innovate instructional strategies for Biologicaland Agricultural Engineering students. She is also a Member of the Engineering Education Faculty, In-stitute for Engineering Education and Innovation, Food Science Graduate Faculty, and MultidisciplinaryEngineering Graduate Faculty groups at Texas A&M University. ©American Society for Engineering Education, 2023Abstract Effective mentoring is critical to the success of graduate students; however, manymentors lack the skills and resources necessary to provide comprehensive support. To addressthis issue, the STAND model offers a framework for faculty mentors to guide and support theirstudents through five main actions: setting
- Conference Session
- Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences
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- 2024 ASEE Annual Conference & Exposition
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- Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University
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Precision Health and Integrated Diagnostics Center, the Stanford Center for Digital Health, the Stanford Diabetes Research Center, and the Stanford Enhancing Diversity in Graduate Education Fellowship. ©American Society for Engineering Education, 2024 “How You Got Me Messed Up”: A Critical Analysis of Doctoral Engineering Education through the Lens of Black PhD Candidates Crystal A. Nattoo, Crystal E. Winston, Rachel A. G. AdenekanAbstract Engineering graduate education has been the machine keeping research and developmentafloat for decades. There have been recent efforts to increase the number of students from under-represented backgrounds admitted to doctoral
- 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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- Graduate Studies Division (GSD)
personalized learningmodel (PLM) for graduate education within the Department of Chemical and Petroleum Engineering. Thismodel aims to transform and modernize graduate STEM education through a personalized, inclusive, andstudent-centered approach, which will, in turn, advance existing knowledge on the relationship betweenpersonalized learning and student outcomes.The principles of personalized learning guide the PLM. It is comprised of five components. The first threecomponents provide an intentional approach to learning: Instructional Goals developed for each studentbased on a learner profile and individual development plans (IDP), a purposeful Task Environment thatbreaks the traditional three-credit coursework into modules and co-curricular
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University
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Paper ID #43247Impacts of Near-Peer Mentoring Between Graduate Students and UndergraduateTransfer Students in Engineering and ComputingShannon Conner, Clemson UniversitySkylar Hubbarth, Clemson UniversityDr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering & Science Education in the College of Engineering, Computing, and Applied Sciences at Clemson University. His work focuses on how technology supports knowledge building and transfer in a range of learning environments. ©American Society for Engineering Education, 2024 Impacts of
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rachel Elisabeth Gehr, Purdue University; Emily Garcia, Purdue University; Suzanne Swaine, Purdue University at West Lafayette (COE); Stephen McBride, Purdue University; Joseph Vincent Rispoli, Purdue University; Christopher Greg Brinton
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surveys from the Graduate Student Experience in the Research University (gradSERU)online service. The fellows recognized several gaps in Purdue’s graduate mentoring experiencethat needed to be addressed: an engineering-specific individual development plan (IDP), surveysof faculty members, and educating students about taboo mentorship topics.An IDP was created for PhD or master’s students in the College of Engineering. The document isintended to guide students through four steps: a skillset self-assessment, goals for Year 1 ofgraduate school, a meeting between student and advisor, and progress updates after the first year.The IDP was published on the university website and distributed among the engineeringdepartments in August 2022 and has since
- Conference Session
- Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Alyssa V. B. Santos, Pennsylvania State University; Sarah J. Boehm, Pennsylvania State University; Fadi Castronovo, California State University, East Bay; Tiffany A. Mathews, Pennsylvania State University
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fourth and final task while also following suggestions made previouslyregarding the easing of financial burdens [16]. The Graduate Research Experience and Transitioning to Grad School (GREaT GradS)program was developed to borrow from undergraduate bridge programs and interventions whilemaintaining that one does not need to approach graduate students who have already beenadmitted under the premise of a deficit model, such as the Meyerhoff Scholars Program [23] -[25] or Alliances for Graduate Education and the Professoriate (AGEP) program [26], [27].GREaT GradS is a 6-week, graduate foundational program for incoming students in STEMdisciplines, including engineering, materials science, chemistry, and physics. GREaT GradS wasdesigned to
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Jennifer Cromley, University of Illinois Urbana - Champaign; Karin Jensen, University of Michigan; Dale Robbennolt; Anne Hart, University of Tennessee, Memphis
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Education Research & Development, vol. 38, no. 3, pp. 565-578, 2019.[4] G. M. Sallai, J. Vicente, K. Shanachilubwa, and C. Berdanier, “Coping landscapes: How graduate engineering students’ coping mechanisms correspond with dominant stressors in graduate school,” In American Society for Engineering Education 2022 Annual Conference, Minneapolis, MN, USA, June 26-29, 2022.[5] L. Osbeck, N. Nersessian, K. Malone, and W. Newstetter, Science as psychology: Sense-Making and identity in science practice. Cambridge, MA: Cambridge University Press, 2010.[6] B. A. Burt, “Toward a theory of engineering professorial intentions: The role of research group experiences,” American Educational Research Journal
- 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
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guide the development of FF. Programs to help youth transition toundergraduate college environments, especially in STEM fields, have been around since at leastthe 1990s, and were part of a push that gained momentum in the 2000s to increase the diversityof STEM professionals [10]. A well-known example is the Meyerhoff program, established in1988 at the University of Maryland, Baltimore County (UMBC), as an undergraduate bridgeprogram whose model centers on community building and mentoring outreach opportunities[11]. An example of a similar program at the graduate school level is the Graduate EngineeringResearch Scholars Program (GERS), started in 1999 at the at University of Wisconsin-MadisonCollege of Engineering, with a core focus on student
- Conference Session
- GSD 1: From Recruitment to Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Jordan Min Peyton, Ohio State University
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Paper ID #47528The Process of Applying to Graduate School as an Undergraduate: A ScopingLiterature ReviewJordan Min Peyton, Ohio State University Jordan Peyton [ ] is a Ph.D. student and Graduate Research Assistant for the LEARN-CS group. They have worked in K-12, Higher Education, Corporate DEI, and APIDA Nonprofits. Research interests include Minority Serving Institution (MSI) partnerships with Predominantly White Institutions (PWIs) in engineering spaces, undergraduate to graduate pathways for MSI students, and disaggregating the data in the APIDA umbrella. ©American Society for Engineering