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)

. ©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

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)

to tackle complex engineering education problems across the learner life span. ©American Society for Engineering Education, 2025 Development of a Diagnostic Tool to Identify Graduate Students' Self- Determined CommunicationAbstractEffective communication is essential for the professional development and preparation ofgraduate engineering students, yet existing instruments do not adequately define and assess howstudents develop autonomy, competence, and relatedness in academic discourse. Grounded inSelf-Determination Theory (SDT), this study presents the Communication & Facilitation ofLearning in Oral & Written Scholarship (COMM-FLOWS) diagnostic tool, a novel

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)

Paper ID #45835Tracking the Evolution of Interdisciplinary Identity-Based Motivation in EngineeringGraduate Students: A Longitudinal StudyDr. Margaret Webb, Virginia Tech Department of Engineering Education Margaret (Maggie) Webb is holds a PhD in Engineering Education and an M.S. in Civil Engineering from Virginia Tech, as well as a B.S. in Mechanical Engineering from Rice University. Her research focuses on interdisciplinary identities and motivation in engineering education, examining interdisciplinary graduate education, convergent research approaches, and applying organizational systems theories to develop ethical

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)

their engineering education research communications skills.BackgroundResearchers have documented how graduate students in engineering PhD programs learn to writeand communicate their research findings effectively. Benefits have been demonstrated throughapproaches grounded in genre analysis theory [9] and academic literacies theories [7], [1], whichaim to introduce students to “disciplinary conventions for writing” [1, p. 10] as theysimultaneously take on writing as part of their developing researcher identity [7]. Studies havefurther demonstrated that this identity development occurs through socialization, includinginformal conversations, coursework, and formal presentations and papers [1]. Other worksuggests development of this researcher and

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)

Paper ID #46452Convergence Research in Graduate Engineering EducationDr. Yunus Do˘gan Telliel, Worcester Polytechnic Institute Yunus Do˘gan Telliel is an Assistant Professor of Anthropology at Worcester Polytechnic Institute. He is in the Humanities and Arts department and has collaborative faculty appointments in the Interactive Media and Game Development program and the Robotics Engineering department.Mr. Matthew James Lydon, Worcester Polytechnic Institute ©American Society for Engineering Education, 2025 Convergence Research in Graduate Engineering Education Yunus

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)

2018publication Graduate STEM Education for the 21st Century [1], emphasize the importance of transforminggraduate education to address these gaps. This transformation requires programs to incorporatecommunication, teamwork, leadership, and adaptability skills, essential for success in academia, industry,and entrepreneurial endeavors. At the University of Pittsburgh’s Swanson School of Engineering, theDepartment of Chemical and Petroleum Engineering has pioneered this transformation by developing aPersonalized Learning Model (PLM) for graduate education.The PLM, funded by the National Science Foundation Innovations in Graduate Education award, introducesa five-component framework to personalize graduate learning. This paper focuses on the secondcomponent

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies Division (GSD)

. Drawing from his industry background, he founded the Graduates Advancing Professional Skills (GAPS) program, which is supported by NSF IGE funding to enhance professional skills training for STEM graduate students. ©American Society for Engineering Education, 2025Empowering Professional Skill Training for STEM Graduate StudentsThrough Active Learning and Inductive TeachingAbstractThe Graduates Advancing Professional Skills (GAPS) program, funded by the National ScienceFoundation, supports professional skills development in STEM graduate education. In traditionalSTEM curricula, technical knowledge is often prioritized, while key competencies such asproject management, communication, and teamwork are frequently

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)

of the five. This finding aligns with TPI development, which notesthat this perspective reflects “a small, but important group” of educators [31]. In terms ofgraduate students who are currently building their identities as instructors, this pattern may alsoreflect the challenges of integrating broader societal change into teaching practices when needingto prioritize more immediate classroom concerns. Further, the differences identified betweenparticipants’ beliefs, intentions, and actions underscore the importance of providing structuredteacher training. Such training can play a critical role in helping graduate students navigate thedissonance and conflicts they experience as they reconcile their evolving teaching philosophieswith practical

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)

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 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)

Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy,” in Proc. ASEE Annu. Conf. & Expo., Portland, OR, USA, Jun. 2024. doi: 10.18260/1-2--48105.[6] Y. Chen, B. Johnson, M. Pool, S. Shehab, and B. Johnson, “Engagement in Practice: Toward Building University of Illinois at Urbana-Champaign's Multi-Disciplinary Service-Learning Ecosystem,” in Proc. ASEE Annu. Conf. & Expo., Minneapolis, MN, USA, Aug. 2022. doi: 10.18260/1-2--41184.[7] Y. W. Chen, B. E. Johnson, S. Shehab, and M. Pool, “Engagement in Practice: Maximizing the Impact of Service-Learning Activities Through Collaboration with K–12 Educators,” in Proc. ASEE Annu. Conf. & Expo., Baltimore, MD, USA, Jun. 2023. doi

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)

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

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)

for Engineering Education, 2025From Checklist to Lifestyle: Transforming Student IDPs intoGrowth HabitsAbstractDeveloping an individual development plan (IDP) is a key component in the professionaldevelopment activities for graduate students. A well-designed IDP supports the student throughseveral steps of professional development planning and goal setting. First, the IDP helps thestudent articulate career goals. Second, the IDP guides students to identify specific strategies oractivities to help make progress toward those goals, including undertaking activities thatcontribute to academic, professional and personal growth and pursuing focused careerexplorations to continually refine or change career goals. Third, the IDP supports the students