Displaying all 24 results
- 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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- Xixin Qiu, Pennsylvania State University
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- Graduate Studies Division (GSD)
) working with writing centertutors, (2) creating (in-house) discipline-specific writing-intensive course, (3) building upsupport groups consisting of peers, advisors and writing specialists. For the purpose of thisstudy, I review below only first two areas of interest. For a fuller review of the currentlandscape of graduate-level writing support available in engineering, readers should refer toBatson [4].Working with writing center tutorsAs a university-wide service to students, employees and faculties who need professionalsupport for any kind of writing task, writing centers have long served as a default solution toproblems in writing. Engineering professors also commonly recommend the tutoring serviceat the writing center to those who struggle
- Conference Session
- Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Maya Denton, University of Oklahoma; David B. Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Andrew Katz, Virginia Polytechnic Institute and State University
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,indicating that such an environment contributes to verbal and written communication skills andlearning to facilitate difficult conversations (the three items in communication skills). In apositive peer climate, students might have a greater opportunity to receive feedback on theirpresentations or writing samples from peers, as well as being able to practice toughconversations and receive advice from students further along in their programs. It is unclear why advisor climate was
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rebecca Marie Reck, University of Illinois at Urbana - Champaign; Yanfen Li, University of Massachusetts Lowell; Shanna Rose Thompson, University of Massachusetts Lowell; Nicole Danielle Jackson, Sandia National Laboratories; Shweta Dabetwar
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. Inrecent years, programs such as Michigan’s NextProf workshop and CU Boulder’s ACTIVEFaculty Development and Leadership Intensive, have emerged that bring together Ph.D. studentsand postdocs to network with peers as well as meet and learn from faculty at host institutionsregarding the job search. Any review of faculty application materials happens briefly duringthese events, which does not allow scaffolding for the participants or application materialrevision opportunities. Other programs focus their preparation on certain types of institutions(e.g., Stanford’s Preparing Future Professors and predominantly undergraduate institutions),disciplines (e.g., Rising Stars in Mechanical Engineering and the University of Chicago’s FutureFaculty Conference
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi, University of Connecticut
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well as variations in familial and community understandings of neurodiversity [20].Existing literature shows a pattern of disparities in formal diagnosis rates and access to supportsbetween individuals from minoritized racial groups and their White peers [21]-[24].Additionally, neurodiverse women frequently receive a diagnosis of anxiety or depression, whileADHD or autism diagnoses are delayed or unrecognized [25], [26]. The demographic data of the31 participants are summarized in Table 1. Table 1: Summary of Demographic Information (Total N = 31) Field of Study N (%) Biology 5 (16.1%) Biomedical/Health Sciences
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of North Carolina at Chapel Hill; Joseph Roy, American Society for Engineering Education (ASEE); So Yoon Yoon, University of Cincinnati
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- Diversity
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- Aerospace Division (AERO), Graduate Studies Division (GSD)
as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co- authored more than 70 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects. ©American Society for Engineering Education, 2023
- 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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- Graduate Studies Division (GSD)
, Blackstudents face a higher attrition rate compared to their peers of other races [4]. Given these starkstatistics, the retention of the Black population in graduate and undergraduate engineeringprograms becomes imperative for establishing a diverse and robust workforce [8], [10].The systemic and cultural racial biases inherent within educational institutions contribute to themarked dearth of Black students in engineering doctoral programs. Even as research begins tounravel the experiences of Black Ph.D. students in engineering – from motivations and persistenceto encounters with racial microaggressions – the disparity remains, underscoring the need fordeeper exploration. This group has additional heterogeneity [11], particularly overlooking
- 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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- Graduate Studies Division (GSD)
program was conducted with a larger group of students inthe summer of 2022. Thus far, our results indicate that this program will be beneficial to studentswell after regular programming resumes at full capacity. GREaT GradS was designed to servegroups of graduate students who are typically marginalized within science with an eye towardretention through support and mentorship. The overall goals were to provide (1) ResourceRecognition by introducing students to the various academic and personal resources available oncampus, (2) Personal Preparation through programming on subjects such as personal finance andmental health, (3) Career Preparation through writing workshops and curriculum vitae editing,and (4) Network Building by connecting students
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Graduate Studies Division (GSD)
individually or by funding sources) for research progress.Writing for Research. Theme: Lab/Research: In the next most frequently applied code,participants described the stress of writing, especially getting started with writing or makingconsistent progress. Participants described stress in receiving feedback and being critiqued,including informal critiques experienced when collaborating with coauthors. Participants alsodescribed experiencing stress when writing grant proposals, navigating the peer review process,and waiting for feedback from collaborators. This stress was particularly high for students forwhom English was not a native language and for students who had not yet published theirresearch. For some participants, this stress was grounded in
- Conference Session
- Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Philip Appiah-Kubi, University of Dayton; Khalid Zouhri, University of Dayton
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- Diversity
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- Graduate Studies Division (GSD)
semester.Understanding and embracing the cultural dynamics in the United States requires internationalstudents to engage actively with faculty, peers, and staff from diverse backgrounds. In additionto regularly scheduled events such as attending classes, international students enhance theircultural experiences by participating in student organizations and multicultural events. Workingin teams in graduate courses also helps international students integrate into American culture,which helps them adapt to classroom dynamics.While international students must demonstrate English proficiency to be admittedunconditionally into most graduate programs in the United States, they sometimes hesitate toengage in conversation due to cultural background or speaking English as
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Abimelec Mercado Rivera, Arizona State University; Mayra S. Artiles, Arizona State University; Samantha Ruth Brunhaver, Arizona State University
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- Diversity
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- Graduate Studies Division (GSD)
ourinstrument was guided by the research question: What influence does the instrumental andpsychosocial support that engineering graduate students perceive from their advisor haveon their thesis self-efficacy? Using SCCT as our theoretical foundation, this work focuseson the development and validation of the Advisor Support and Self-efficacy for Thesiscompletion (ASSET) instrument with graduate students pursuing master’s and doctoraldegrees in engineering disciplines.Our resultant construct of Thesis Self-efficacy measures the confidence that a student has in theirabilities to complete specific tasks that are key to the writing of their dissertation, thesis, orapplied project report, while our Advisor Support construct measures a student’s perception
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Susan Arnold Christian; Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie; Ashleigh Tierney; Kimberly D. Douglas, Society of Hispanic Professional Engineers, Inc.
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- Graduate Studies Division (GSD)
passion for increasing Hispanic representation in STEM. She currently lives with her husband Andr´es, their two sons David and Sebasti´an, and their minia- ture schnauzer Lucca in Winter Garden, Florida.Esther Gonzalez Esther Gonz´alez, MPA, MBA, ABD is a PhD Candidate at University of Southern California’s Price School of Public Policy with subject matter expertise in organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy and management. She is a published author in several peer reviewed journals with media mentions in Forbes. Previously, she served as Director on the Research and Innovation team at the Society of Hispanic Professional
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Susan Arnold Christian; Esther Gonzalez; Andrea D. Beattie; Ashleigh Tierney; Kimberly D. Douglas, Society of Hispanic Professional Engineers, Inc.
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- Diversity
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- Graduate Studies Division (GSD)
board for WEPAN from 2012-2014. She earned her M.S. in Youth Development from the University of Nebraska and her B.S. in Family Studies at Kansas State University.Esther Gonzalez Esther Gonz´alez, MPA, MBA, ABD is a PhD Candidate at University of Southern California’s Price School of Public Policy with subject matter expertise in organization behavior and diversity management. Her research is multidisciplinary and applies methods and fields in public policy and management. She is a published author in several peer reviewed journals with media mentions in Forbes. Previously, she served as Director on the Research and Innovation team at the Society of Hispanic Professional Engineers (SHPE). She is a multifaceted
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Graduate Studies Division (GSD)
as they navigate the complexities ofSTEM education and careers. Through this literature review, we aim to identify gaps in currentmentoring approaches for minority graduate and undergraduate students in STEM fields anddevelop a new mentoring strategy that addresses their specific needs and challenges. Historically, academic mentorship has concentrated on learning rather than careerdevelopment or psychosocial needs (Ensher, 1997; Stromei, 1998). According to research,undergraduate students who are mentored had higher GPAs, greater retention rates, and moreunits finished each semester than their unmentored peers (Campbell and Campbell 1997).Mentoring addresses key aspects of student identification and social integration into
- 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)
Flexibility IP SCAFFOLDING Zone of Learner Assistance Learner Assistance Towards Independence OF Proximal Instructor Active Learning Peer Learning PLP Project or Exam INSTRUCTION Development Weeks 1-4 Weeks 1-4 Week 5 Student: Faculty ASSESSMENT OF • Non-technical core competency • Formative & summative feedback on model PERFORMANCE AND • Improved understanding of • Feedback on student interactions
- Conference Session
- Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University
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- Graduate Studies Division (GSD)
programs. However, after admission, the problem ofretention becomes salient for underrepresented minority groups (URMs) in academia 1 . As youngBlack engineers continue to enter advanced graduate studies, it becomes important to examine thefactors that impact how they enter and ultimately decide to leave the institution. In this work, weused the autoethnographic method to share our experiences and illustrate the issues faced by BlackPhD students at elite research institutions. We relate our experiences chronologically starting withthe expectations from peers once arriving on campus, moving into the expectation of solving auniversity’s equity problems, and ending with the mental burdens of coping with an unhealthywork environment. All of these
- 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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- Diversity
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- Graduate Studies Division (GSD)
institutions distinct fromstaff and undergraduate students. They are notably subject to elevated levels of stress associatedwith research, teaching, and publishing responsibilities as well as high levels of uncertainty withregards to advisor expectations, financial security, and career prospects [2]. The excessive levelsof stress and uncertainty around graduate school has contributed to a concerning mental healthcrisis, with one study identifying PhD students as nearly twice as likely to be experiencingpsychological distress than highly educated peers in the general public [3]. In graduate studentoriented spaces, negative aspects of academic culture are readily named and critiqued, especiallythrough online communities and anonymous online message
- Conference Session
- Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia; John Ray Morelock, University of Georgia; Racheida S. Lewis, University of Georgia
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- Diversity
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- Graduate Studies Division (GSD)
, evaluateprogress, advocate for their well-being, and connect them with relevant resources. They helpgraduate students navigate their programs and achieve their academic and career goals byoffering support, encouragement, and constructive feedback. This is why it is essential tocomprehend their opinion of the GRE as a graduate school application component for MS/Ph.D.programs.BackgroundNearly all studies on the GRE as an admissions component have focused on its predictivevalidity for graduate students’ success in terms of grades, time to degree completion, advisorrating, and peer-review publication ratings, among other graduate student success metrics.Kileger et al. [3] adopted a multivariate approach to measuring the predictive validity of the GREand
- Conference Session
- Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Meredith Leigh Hooper, California Institute of Technology; Jacqueline Rose Tawney, California Institute of Technology ; Emily Hope Palmer, California Institute of Technology; James Ragan, California Institute of Technology; Morgan Louise Hooper, California Institute of Technology; Yazmin Gonzalez, California Institute of Technology
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- Graduate Studies Division (GSD)
rigorous and aligned with developmentalgoals. They also added a scientific writing course to support students as they prepare for thisassessment, which transformed “a one-time, individual performance of expertise into a collectivecapacity building process” [6].This ‘collective capacity building process’ presented in the second IGEN case study highlightsthe role of constructive alignment in meaningful and equitable assessment. Though in principleconstructive alignment of teaching and learning activities† supports the use of ‘performanceassessments’ such as oral qualifying exams or the preparation of a realistic grant proposal tomeasure student knowledge [13], this relies on transparency in the alignment between thelearning process students
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mirit Shamir, Kansas State University; Jonathan Aguilar, Kansas State University; Rebecca Cors, University of Wisconsin, Madison; Ryan Robert Hansen, Kansas State University; Nathan P. Hendricks, Kansas State University; Gaea A. Hock; Stacy L. Hutchinson, Kansas State University; Prathap Parameswaran, Kansas State University; Matthew R. Sanderson; Melanie Derby, Kansas State University
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potential vocational pathways, includinggovernment, academia, and industry.The NRT program at our university includes educational and experiential components. Thesecomponents are field experiences, policy experiences at the state capital, applied course work,interdisciplinary research, faculty and peer mentoring, professional development, and periodicassessment of these components. The NRT organized three courses: a one-credit hour cross-listed course called Integrated FEW Systems, a two-credit hour cross-listed NRT Capstone, and a0-credit NRT Seminar. In the Integrated FEW Systems course, students were introduced tosystems thinking, with specific application to the FEW nexus in South West Kansas. The NRTCapstone is a project-based course that
- 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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students. He is an advocate for DEI&B as well as graduate student well-being.Dr. Grace Gowdy Dr. Gowdy is an Assistant Professor at North Carolina A&Tˆa C™s Department of Social Work & Soci- ology. Dr. Gowdy currently works on multiple studies examining how formal and informal mentoring relationships can support educational outcomes for histoShea Bigsby, Dr. Shea Bigsby is the Coordinator of Graduate Writing Services in the Graduate College at North Car- olina A&T State University. In this position, he develops resources and conducts workshops to help graduate students improve their writing skills and complete thesis/dissertation formatting and submission requirements. He also develops programming
- 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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- Graduate Studies Division (GSD)
their education [5],but students are typically unaware that advisor and mentor are often not synonymous despite theoverlap in responsibilities. An advisor is an integral part of the doctoral student’s academicexperience and career path as advisors will write recommendation letters, provide a network,assist in publishing, provide funding, and can increase long-term job satisfaction [3], [6]. But inaddition to these responsibilities, doctoral students require customized mentorship from theiradvisors based on individual characteristics and progress toward their degree [7].A high-quality, effective mentor will provide both career-related and psychosocial support,offering guidance and resources for the mentee’s professional development, self
- Conference Session
- Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Piyush Pradhananga, Florida International University; Claudia Calle Müller, Florida International University; Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Diversity
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- Graduate Studies Division (GSD)
Education, Sustainable Infrastructure, Resilient and Sustainable Post-Disaster Reconstruction, and Circular Economy. He also holds professional credentials in LEED Green Associate for sustainable buildings and ENV SP for sustainable infrastructures as well as several micro-credentials in the commercialization of research. As a Ph.D. Candidate, Piyush has published a dozen peer-reviewed journals and several conference papers. ¨Ms. Claudia Calle Muller, Florida International University Claudia Calle M¨uller is a Ph.D. student in Civil and Environmental Engineering at Florida International University (FIU). She holds a B.S. in Civil Engineering from Pontificia Universidad Cat´olica del Per´u (PUCP
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville
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- Graduate Studies Division (GSD)
coaching for and by language teachers (e.g., peer coaching, critical friending in educational contexts). Ari has planned and facilitated language and literacy workshops and lectures, as well as curriculum development, in Ghana, Israel, Italy, Saudi Arabia, South Africa, Sweden, Thailand, and the USA. As a private person, Ari travels to the Israeli occupied West Bank of the Jordan river where he documents Israeli settlers who engage in violence, agricultural theft, intimidation, and threats. Ari’s videos, notes, and presence support a coalition of non-government organizations working in solidarity with Palestinian communities in the Jordan Valley to prevent the destruction of Palestinian villages and to prevent the
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Margaret Webb, Virginia Tech ; Marie C. Paretti, Virginia Polytechnic Institute and State University
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- Graduate Studies Division (GSD)
, to university structures and national research agencies; they can also include relationships with peers, faculty, and other significant actors in their academic environment as well as the expectations of the roles these students and others take on when in these spaces[50]. At the heart of the EST model forhuman development is the developing person, along with their attributes, interests, and goals, as well as previous experiences, meaning that students are not blank slates when they enter school and are rather agents of change with an entire life history. However, EST also proposes that developing individuals are embedded in multiple nested environmental systems, ranging