Displaying results 1 - 30 of 37 in total
- Conference Session
- GSD 5: Mentorship
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- 2025 ASEE Annual Conference & Exposition
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- Gabriella Coloyan Fleming; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin
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- Graduate Studies Division (GSD)
Paper ID #47209Differential graduate student-advisor career mentorship for academic vs. non-academiccareersDr. Gabriella Coloyan Fleming Gabriella Coloyan Fleming is a research scientist in Virginia Tech’s Department of Engineering Education. She holds a BS in Mechanical Engineering from Carnegie Mellon University and MS and PhD in Mechanical Engineering from the University of Texas at Austin. After completing her PhD in the experimental characterization of the thermal properties of nanomaterials, she moved into engineering education as a researcher-practitioner. She has worked as a program manager at the University of
- Conference Session
- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Parker Boggs, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Sydni Alexa Cobb, University of Texas at Austin
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- Graduate Studies Division (GSD)
Paper ID #47919Understanding How Skill Development During Graduate School Can PrepareStudents for Engineering Industry Career PathwaysParker Boggs, Virginia Polytechnic Institute and State UniversityDr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Chief of Strategy in the College of Engineering and Special Assistant to the Provost. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, and
- Conference Session
- GSD 7: Innovative Graduate Education
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- 2025 ASEE Annual Conference & Exposition
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- 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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- 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 3: Pedagogy and Curriculum
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- 2025 ASEE Annual Conference & Exposition
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- Claudia G Cameratti-Baeza, University of Michigan; Charlie Michaels, Center for Socially Engaged Engineering & Design, University of Michigan
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- Graduate Studies Division (GSD)
Paper ID #47982Graduate Student Perceptions of Teaching and Facilitation Skill DevelopmentThrough a Graduate Facilitator ProgramClaudia G Cameratti-Baeza, University of Michigan Claudia Cameratti-Baeza is the Assistant Director for Experiential Learning at the Center for Socially Engaged Design. Her work focuses on the ongoing design, development, and revision of new and existing C-SED content, building and supporting educational initiatives for faculty and students, and leading the training and support of C-SED’s Graduate Facilitators. Claudia’s career and experience as an international educator have focused on curricular
- Conference Session
- GSD 4: Stressors and Supports
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- 2025 ASEE Annual Conference & Exposition
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- Susan Wainscott, University of Nevada - Las Vegas; Dustin Thoman, San Diego State University; Satchi Venkataraman, San Diego State University
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- Graduate Studies Division (GSD)
serves as California Research Director for Motivate Lab. His scholarship is grounded in social psychology, diversity science, and a social contextual framework of motivation. He studies how motivation can be supported or disrupted by the social and cultural contexts in which interests are sparked, developed, and ultimately become (or not) lifelong pursuits. He and his team utilize insights from motivation science to identify and remove institutional and social-contextual barriers that impede the development of educational and career interests for students from marginalized and historically underrepresented backgrounds. Improving equity and inclusion is at the heart of his team’s research and translational work to
- Conference Session
- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
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- Lydia Wilkinson, University of Toronto
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- 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 5: Mentorship
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- 2025 ASEE Annual Conference & Exposition
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- 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
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Paper ID #46029Piloting the EMPOWERS Program: Inaugurating Student-Centered HolisticMentorship for STEM Practitioners in AcademiaMs. Randi Sims, Clemson University Randi is a current Ph.D. student in the department of Engineering and Science Education at Clemson University. Her research interests center around undergraduate research experiences using both qualitative and quantitative methodologies. Her career goals are to work as an evaluator or consultant on educationally based research projects with an emphasis on statistical analyses and big data.Sofia Brewer, Clemson UniversityLily Fender, Clemson UniversityKassidy
- Conference Session
- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
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- 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
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creativity in engineering design settings.Dr. Qing Li Education Virginia Tech, Blacksburg, VA Ph.D., Statistics, 2015 Dissertation: Change-Point Detection in Recurrent-Event Context. Advisor: Dr. Feng Guo, GPA: 3.9/4.0 University of Rochester, Rochester, NY M.S., Electrical and Computer Engineering,Prof. Shan Jiang, Iowa State University of Science and Technology Dr. Shan Jiang is an Associate Professor in the Materials Science and Engineering department at Iowa State University. He earned his Ph.D. from the University of Illinois at Urbana-Champaign and completed postdoctoral research at MIT. Prior to his academic career, Dr. Jiang worked as a research scientist at Dow Chemical Company, focusing on coating materials
- Conference Session
- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
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- Zilong Pan, Lehigh University; Volkmar Dierolf, Lehigh University; Anand Jagota, Lehigh University; Himanshu Jain, Lehigh University
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- Graduate Studies Division (GSD)
STEM graduate training: industry mentors' perspective Zilong Pan, Volkmar Dierolf, Anand Jagota, Himanshu Jain Lehigh University, Bethlehem, PA 18015Abstract Driven by the fact that a great majority of STEM PhD graduates will be employed in non-academic jobs, primarily in industry (defined broadly to include private corporations, nationallabs, defense organizations, etc.), there is a growing recognition that the present format ofdoctoral training does not prepare them sufficiently for a career outside academia [1, 2]. Inresponse to this need, recently a new student-centered model of STEM doctorate, PasteurPartners PhD (P3), was developed based on use-inspired
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- GSD 6: The Graduate School Experience
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- 2025 ASEE Annual Conference & Exposition
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- Alayna Grace Wanless, Kettering University; Diane L Peters P.E., Kettering University; Elizabeth Gross, Sam Houston State University
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- Graduate Studies Division (GSD)
trend of a more utilitarian outlook frompart-time students continues throughout the question. They had less of a desire to help others,make new discoveries in their field, and to conduct research than full-time students. Part-timestudents did, however, desire more knowledge and career advancement equally to their full-timecounterparts. They desired higher pay more than full-time students. These results showcase thefact that part-time students focus more on the usefulness of their master’s degree than theirpassion for the field.There are other characteristics worth noting as well. While higher pay was a significant drivingfactor for part-time students especially, poor economy/lack of available jobs was not. This couldbe in part due to the state
- Conference Session
- GSD 1: From Recruitment to Retention
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- 2025 ASEE Annual Conference & Exposition
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- 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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science and engineering and improve their understanding of issues around equity and inclusion.Rebecca Cors, University of Wisconsin - Madison Rebecca Cors is a social scientist and evaluator at WCER who studies how people learn about, and co-exist with, science and nature. She is fascinated with how people and organizations learn and develop in ways that enable them to thrive. Rebecca’s career began in environmental education and outreach at places like the Wisconsin Department of Natural Resources and at a university in China, where her primary assignment as a Peace Corps Volunteer was environmental education. In 2009, she went on to work with the Institute of Environmental Decisions at ETH Zurich and, then, to earn her
- Conference Session
- GSD 3: Pedagogy and Curriculum
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- 2025 ASEE Annual Conference & Exposition
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- Mary E. Besterfield-Sacre, University of Pittsburgh; April Dukes, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh
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- Graduate Studies Division (GSD)
by an NSF CAREER award, an Alfred P. Sloan Fellowship, a Marion Milligan Mason award for women in the chemical sciences from AAAS, and a Ralph E. Powe Jr. Faculty Award from ORAU. For her teaching, Fullerton was awarded the 2018 James Pommersheim Award for Excellence in Teaching in Chemical Engineering at Pitt. For more information: http://fullertonlab.pitt.edu/Dr. G¨otz Veser, University of Pittsburgh ©American Society for Engineering Education, 2025 Creating a Modularized Graduate Curriculum in Chemical EngineeringAbstractU.S. graduate engineering programs traditionally follow a “one-size-fits-all” approach that prioritizesresearch skills, is slow to adapt to industry trends
- Conference Session
- GSD 5: Mentorship
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- 2025 ASEE Annual Conference & Exposition
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- Lorine Awuor Ouma, Pennsylvania State University; Cynthia Howard-Reed, Pennsylvania State University
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- Diversity
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- Graduate Studies Division (GSD)
graduateschool. Statistics indicate the rates of completion are higher in engineering programs comparedto other fields [8], but engineering graduate students experience high levels of isolation, anxiety,and disconnectedness from their programs [9]. Although students may persist despite havingnegative experiences, many still consider these experiences as triggers for departure from theprograms. Those who persist in graduate school often abandon research or academic careers insearch of alternative paths due to the negative experiences in graduate school [10]. Factorsbeyond completion need to be included in evaluating success among graduate students.Considerations such as the level of students’ well-being, sense of belonging to the program,preparedness to
- Conference Session
- GSD 2: Identity and Motivation
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- 2025 ASEE Annual Conference & Exposition
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- Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica L. Rosenberg, George Mason University
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- Graduate Studies Division (GSD)
is an Associate Professor of Physics and Astronomy and the Director of Education for the Quantum Science and Engineering Center at George Mason University. She is as an astrophysicist focusing on what we can learn about galaxy evolution from the gas and star formation properties of galaxies. She is also working to improve STEM education with a focus on the education and retention of a diverse group of students in the STEM disciplines. She has developed and implemented education programs that span K-20, researched improvements to STEM classroom education, and is working to develop a career-ready quantum workforce. ©American Society for Engineering Education, 2025 Enhancing STEM Graduate
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- GSD 4: Stressors and Supports
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- 2025 ASEE Annual Conference & Exposition
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- Sarah Jane Bork, University of Georgia; Karin Jensen, University of Michigan
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- Diversity
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- Graduate Studies Division (GSD)
, interview data, etc.). Dr. Bork earned her doctorate degree from the University of Michigan’s Engineering Education Research Program. Prior to this, she earned both a Bachelor’s and Master’s degree in Electrical Engineering from The Ohio State University.Dr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering education research at the University of Michigan. Her research interests include mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2025Developing a survey instrument to measure
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- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
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- Jen (Jennifer) Herman, The Ohio State University; Leah Wahlin, The Ohio State University; Deborah Kuzawa, The Ohio State University
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- Graduate Studies Division (GSD)
Lecturer in the Department of Engineering Education at Ohio State University. She teaches writing and information literacy courses and engineering for sustainable development courses in Global Engineering. Her multi-disciplinary research and scholarship interests are focused on professional communication competencies, writing pedagogy, sociotechnical and systems thinking, and teamwork skills.Dr. Deborah Kuzawa, The Ohio State University Dr. Kuzawa teaches the graduate Engineering Research Communications course in addition to working with graduate students in the co-curricular program. She also provides writing consultations to early career faculty seeking grants to support their work
- Conference Session
- GSD 3: Pedagogy and Curriculum
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- 2025 ASEE Annual Conference & Exposition
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- 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
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- Graduate Studies Division (GSD)
/institute educational administration, and is an ABET program evaluator for Bioengineering/Biomedical Engineering. She focuses on identifying and evaluating mechanisms to enhance the educational experience and develop students into engineers and researchers. Her work includes interventions to enhance training for high school students, undergraduate students, and predoctoral (graduate students) and postdoctoral trainees through training programs such as NIH T32s. These programs include curricular, extracurricular, and professional and career development components with required evaluation and tracking of student participants.Mr. Saadeddine Shehab, University of Illinois Urbana-Champaign I am currently the Associate
- Conference Session
- GSD 6: The Graduate School Experience
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- 2025 ASEE Annual Conference & Exposition
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- Milica Miladinovic, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute; Pratap Mahesh Rao, Worcester Polytechnic Institute
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- Graduate Studies Division (GSD)
. However, one of thechallenges in STEM graduate education and research is how to embed value creation intograduate research at a deep level.Under the traditional paradigm of doctoral STEM education, doctoral students are mainly set upto be subject area experts with contributions to scientific literature through publications of theirtechnical research in peer-reviewed journals and in their dissertations. Graduate training based onthis desired outcome is adequate to prepare PhD holders to meet initial career expectations andfor sustainable university research output. However, with the changing economic and academiclandscape it has become harder for PhD holders to secure stable professional academic positions[6]. Hence, most of the recent
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- GSD 8: Industry and Professional Skills
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- 2025 ASEE Annual Conference & Exposition
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- Rachel Yoho, George Mason University; Christi Wilcox, George Mason University, College of Engineering and Computing
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- 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
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- GSD 6: The Graduate School Experience
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- 2025 ASEE Annual Conference & Exposition
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- Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia; Nyna Jaye DeWitt, University of Georgia; Sarah Jane Bork, University of Georgia
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- Diversity
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- Graduate Studies Division (GSD)
scheme. Preliminary analyses detail findings relatedto students’ adjusting to virtual instruction, consequences for academics and career aspirations, andcoping mechanisms students used to confront the challenges they the onset of the pandemic. Initialfindings suggest possible factors that may be attributed to the increase in reported mental healthproblems during the pandemic (e.g., increased isolation, unclear expectations, etc.) and begins toexplore effective stress management strategies graduate students' employee.The results from this work highlight areas for future research, including the need to examine thelong-term impact of the pandemic engineering graduate students’ academic and personal well-beingas well as a need to examine supports
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- GSD 5: Mentorship
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- 2025 ASEE Annual Conference & Exposition
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- Jacqueline E McDermott, Purdue University at West Lafayette (COE); Nathan Tompkins, Wabash College
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- Graduate Studies Division (GSD)
Alfred P. Sloan Foundation grants that support graduate students. Jackie supports both prospective and current graduate students, and she is specifically focused on developing structures to ensure that everyone has a fair shot at pursuing a graduate degree in engineering.Prof. Nathan Tompkins, Wabash College Nathan Tompkins joined the Wabash College Physics Department in July 2017 and is an Associate Professor of Physics. Nathan completed his Ph.D. in Physics and M.S. in Physics at Brandeis University and his B.A. in Physics at Reed College. At Wabash, Nathan works with the Dual Degree Engineering program and advises Physics students on careers in Engineering. He also conducts research in microfluidics and increasing
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- GSD 2: Identity and Motivation
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Hadley Perkins, Arizona State University, Polytechnic Campus
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Secondary Mathematics Teaching Certification in 2008 and an MS in Mechanical Engineering in 2018. Ms. Perkins is a former Assistant Engineering Educator in the Engineering Technology Department of Wichita State University. She has also taught Secondary Mathematics courses in both public and private school settings. ©American Society for Engineering Education, 2025 I Have to Get Back in the Classroom: A Graduate Student's Journey Navigating Dual Academic Identities.IntroductionMany who endeavor to teach engineering in higher education pursue doctoral degrees to securethe minimum credentials required for their desired career. During their doctoral studies, somefind they have to set
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- GSD 6: The Graduate School Experience
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- 2025 ASEE Annual Conference & Exposition
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- Grace Burleson, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder
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- Graduate Studies Division (GSD)
engineering.Keywords: preliminary examination, doctoral education, mechanical engineering1 IntroductionDoctoral programs in mechanical engineering aim to develop advanced technical expertise andresearch skills, preparing graduates for careers in academia, industry, and research organizations.These programs focus on both the mastery of core engineering principles and the development ofindependent research capabilities. Students are expected to engage in original research thatcontributes to the advancement of the field, while also demonstrating comprehensive knowledgein one or more fundamental areas of mechanical engineering, such as thermodynamics, solidmechanics, fluid dynamics, control systems, and design.During a doctoral program, students undergo a
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- GSD 4: Stressors and Supports
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- 2025 ASEE Annual Conference & Exposition
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- Laura Albrant, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Lynn A. Albers, Hofstra University
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- Graduate Studies Division (GSD)
will produce two to three publications, including one on WebTA’s deployment at Hofstra and another analyzing its impact on student learning. 2. Career Development: The project will support the PI’s research trajectory by generating new data for future studies and publications, positioning him for additional external fund- ing opportunities. For Laura Albrant, the practicum will provide invaluable teaching and research experience that will further her academic career, particularly as she prepares for a future professorship. 3. Institutional Impact: This collaboration aligns with Michigan Tech’s Tech Forward initia- tives by promoting innovative teaching practices in STEM education, emphasizing the role of
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- GSD 1: From Recruitment to Retention
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- 2025 ASEE Annual Conference & Exposition
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- Jordan Min Peyton, Ohio State University
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- Diversity
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- Graduate Studies Division (GSD)
by faculty and research staff.Two primary categories emerge in discussions about the admission process: access toinformation and the evaluation of the scoring system.Access to Information: A study on Hispanic/Latinx undergraduate student experiences with thegraduate school application process found that access to information through research mentorsand peers significantly aided students in navigating the application process [10]. This findingwas found to be similar pertaining to women of color here mentors and career counselors canprovide additional support in applying to graduate programs [11]. Additionally, a volunteergroup, Científico Latino - Graduate Student Mentorship Initiative (CL-GSMI), which aims toprovide resources on the graduate
- Conference Session
- GSD 2: Identity and Motivation
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- 2025 ASEE Annual Conference & Exposition
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- 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
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- Graduate Studies Division (GSD)
, competent, and connected communicators—ultimately enhancing students’preparedness for academic and industry careers. Future research should explore the tool’sbroader applicability across disciplines and its potential to improve advisor-studentcommunication, research productivity, and graduate student well-being.IntroductionCommunication in professional and academic settings demands coherence, integrity, depth, andadherence to scholarly standards—qualities that must be developed with intention. A larger studyinvestigates the motivations shaping the development of communication among engineeringgraduate students, using self-determination theory to examine how students experienceautonomy, competence, and relatedness throughout this process. In doing
- Conference Session
- GSD 7: Innovative Graduate Education
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- 2025 ASEE Annual Conference & Exposition
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- 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
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- Graduate Studies Division (GSD)
minority students in the program. She holds her M.S. in Educational Leadership and Policy Analysis at UW-Madison. Yun-Han has work experience in the career management office, supporting and advising international graduate students on their career trajectory. With enriched experience with international students and in higher education, Yun-Han is interested in examining whether instruments that measure learning outcomes and capacities in higher education are equitable and valid for various demographic groups, especially for graduate students. By integrating methodologies from quantitative research and perspectives from critical lens, Yun-Han’s work aims to contribute to the development of more inclusive and equity
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- GSD 5: Mentorship
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- 2025 ASEE Annual Conference & Exposition
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- Himani Sharma, Arizona State University; Ann F. McKenna, The University of Iowa
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- Graduate Studies Division (GSD)
new cultural norms, overcoming language barriers, and managing increased academic pressureResearch Objectives The primary objective of this study is to explore the conflicted relationships thatinternational engineering students have with their academic and professional advisors and howthose influence the students' mental health and well-being. Conflicting relationships emanatefrom mismatched expectations about communication, culture, and academic and career goals thathave a significant role to play in affecting stressors in the students' lives [5]. This research thus tries to investigate areas where institutional support may be providedto decrease emotional and psychological burdens that emanate from these mismatches. It
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- GSD 3: Pedagogy and Curriculum
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- 2025 ASEE Annual Conference & Exposition
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- Jacqueline Rohde, Georgia Institute of Technology; Emily Grace Weigel, Georgia Institute of Technology
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- Graduate Studies Division (GSD)
whileengaging in reflective learning and professional development. Under the guidance of facultyteaching mentors in the classes they teach, and supported by course instructors with expertise inpedagogy, graduate students in this course plan and deliver lessons, design assessments, andreceive constructive feedback from faculty, peers, and students. The practicum fosters asupportive learning community for graduate students to refine their teaching skills and criticallyevaluate their instructional practices; in short, they take theory and put it into practice.Throughout the course, participants will also explore various facets of academic careers,including faculty roles at different institutions and the academic job search process, and howteaching plays
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- GSD 1: From Recruitment to Retention
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- 2025 ASEE Annual Conference & Exposition
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- Cheryl A Bodnar, The Ohio State University; Holly M Matusovich, Virginia Polytechnic Institute and State University
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- Graduate Studies Division (GSD)
Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has co-authored 2 book chapters, 34 journal publications, and more than 80 conference papers. She is