Displaying all 20 results
- Conference Session
- Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education
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- 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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- Graduate Studies Division (GSD)
,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 5: Skill Development in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Britney Russell, University of Connecticut; Antigoni Konstantinou, University of Connecticut; Ayah Abdallah, University of Connecticut; Fayekah Assanah, University of Connecticut
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- Graduate Studies Division (GSD)
student community in scientific communication. This evidence-based practice paperdescribes the implementation of a unified “Professional Development” (PD) course series tosupport the success of graduate students. This PD program features a course to enhance thestudents' verbal scientific communication skills through a practical, feedback-driven, and peer-reviewed format. A scientific writing course, a course complementary to scientificcommunication, is being developed to help students improve their writing skills. A key objectiveof both these communication courses is to teach graduate students how to use storytelling inspeaking and writing to make their scientific findings clear and engaging for all audiences. It alsoexplains how storytelling can
- Conference Session
- Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Michelle C. Vigeant, Pennsylvania State University; Vikash Gayah, Pennsylvania State University; Andrea Paola Arguelles, Pennsylvania State University
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- Graduate Studies Division (GSD)
.” • “Literally seeing this information at any point in time is amazing. Practice writing some of the statements was very good as well.” • “The written assignments along with the feedback from peers and teachers helped quite a lot. It was especially helpful to get feedback from the instructors as they have more of a sense as to what the application materials should contain. Guest lecturers were also helpful because they provided different perspectives from which we could learn.” • “Discussions, assignments targeted towards real-application material. Broadened understanding of job roles, responsibilities and how to apply as a graduate student to these jobs. Examples of application materials shared…helped to
- 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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- Diversity
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- Graduate Studies Division (GSD)
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 1: Onboarding and Community Building in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Mary Ifeoma Nwanua, University of Florida
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- Diversity
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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 8: International Perspectives in Graduate Education
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- 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 5: Skill Development in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Peter Jamieson, Miami University
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- Graduate Studies Division (GSD)
recent version of the “Fake Paper”. Theseresults give us some confidence that the case-based approach to teaching and learning aboutreading academic papers has merit.1 IntroductionLearning to read an academic paper is not a formally taught subject, but is an essential skillneeded by senior undergraduates and graduate students as they arrive at the edges of curatedtextbooks and human knowledge, and begin to explore new ideas on the cutting-edge based onresearch and development. For those of us who continue in our respective fields and want tocontribute with our own peer-reviewed academic papers, the skill of reading papers is necessary,but the approaches to teaching students how to read academic papers mainly use ad-hocexperiential learning
- Conference Session
- Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Lindsay K. Gouedy, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University
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- Graduate Studies Division (GSD)
develop a community withpeers in the same field.Two faculty members, who are active STEM education researchers, have instituted a newseminar series specifically for these students that is designed to realign the course withengineering education topics, continuously improve the Ph.D. curriculum, and assist students ontheir Ph.D. paths. The group of faculty and students began meeting every other week to discusstopics specifically related to STEM education and the needs of graduate school in lieu ofattending the general engineering seminars. This new seminar series covers multiple topicsapplicable to students in STEM education, including developing a plan of study, writing andpresenting a proposal for a dissertation, and on-campus graduate
A Systematized Literature Review on Workforce Development Programs for Engineering Graduate Students
- Conference Session
- Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Isabella Victoria, University of Florida; Laura Melissa Cruz Castro, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Graduate Studies Division (GSD)
preparation programs in both industryand academia. This exploratory study's purpose was to scope existing peer-reviewed and publishedarticles describing the focus and target audience of engineering workforce training programs forgraduate students in industry and academia. The study aimed to explore what existing workforcetrainings exist for graduate engineering students and then, to see what skills they are teachingstudents. The objective was to, using the information from the scoping review, to begin to outlineworkplace reading skills and criteria for a future development of a theory of workplace readinessfor Ph.D. engineering graduate students. This exploratory study used the Virginia WorkplaceReadiness skills framework to classify the skills
- 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
- Collection
- 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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- Diversity
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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 5: Skill Development in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Yiqi Liang, Iowa State University of Science and Technology; Qing Li, Iowa State University of Science and Technology; Gül E. Kremer, University of Dayton; Nigel Forest Reuel, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University of Science and Technology; Shan Jiang, Iowa State University of Science and Technology
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- Graduate Studies Division (GSD)
achieve a given goal in an efficient and expeditious manner” [1, p.7]- are criticallyimportant for any STEM career. These skills frequently are expected of those who seek careersin industry. Undergraduate students may be introduced to these skills if they major inengineering or have internship experiences in industry; however, these skills are rarely taught atthe graduate level. Graduate education primarily focuses on developing skills required for theacademy (i.e., research, grant writing) and often overlook other skills that are more critical tosuccess in professions in the industry. Over the past decades, students have increasingly beenseeking positions outside the academy, opting, instead, to work in the industry [2]. STEMemployers seek
- 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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- Diversity
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- Graduate Studies Division (GSD)
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 3: Advising in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hayden Ross Asbill, Campbell University; Mitchell Ann Letchworth, Campbell University; Anastasia Marie Rynearson, Campbell University; Christina A. Pantoja, Campbell University
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- Graduate Studies Division (GSD)
(CUREs), NSF-funded research experiences forundergraduates (REUs), and extracurricular/personal research experiences. However, amidstvariable circumstances, one of the true defining characteristics of these experiences is theavailability of not only the faculty but of other mentor types as well. For example, anundergraduate researcher in a mentoring triad experience may go to the graduate student mentorinstead of the faculty with questions or as their primary mentor. This could be due to the facultynot having enough time outside of a mandated meeting or the undergraduate researcher may feela perceived power difference and would rather opt for a more peer-to-peer interaction. From astudy by Sobieraj and Kajfez utilizing qualitative techniques to
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Zilong Pan, Lehigh University; Anand Jagota, Lehigh University; Volkmar Dierolf, Lehigh University; Himanshu Jain, Lehigh University
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- Graduate Studies Division (GSD)
novel electronic and optical materials, with a particular emphasis on rare earth dopants in semiconductors and laser produced single crystals in glass. He has authored or co-authored over 200 publications in peer-reviewed journals, and has been awarded several patents for his work.Himanshu Jain, Lehigh University Himanshu Jain is the T.L. Diamond Distinguished Chair Professor of Engineering and Applied Science, and the Director of Institute for Functional Materials and Devices at Lehigh University. He helped establish and served as the director of NSF’s International Materials Institute for New Functionality in Glass, which pioneered globalization of glass research and education, and led to multiple international
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tess Bisbee Meier, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute
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- Graduate Studies Division (GSD)
learning.Learning by teaching is an experience-based pedagogical method which has been implementedat every level of education to increase motivation to learn, improve understanding of material,develop important non-technical skills, and encourage creativity 15 . In graduate education, it iscommon for students to have opportunities for learning by teaching, for example by holdingteaching assistant positions, presenting at international conferences, and peer mentorship withintheir research lab. Mentoring undergraduate research can impact graduate student developmentpositively for future faculty careers as they gain skills in project management, supervision, andcommunication 16 . Because graduate students are familiar with this style of learning, it could
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Susan Wainscott, University of Nevada, Las Vegas; Dustin B. Thoman, San Diego State University; Satchi Venkataraman, San Diego State University
- Tagged Divisions
- Graduate Studies Division (GSD)
"...reached out to himin the days following over email asking to set up a zoom meeting to discuss his experienceworking at [REDACTED] and how he entered the field of AI". The actions also included extrapreparations for activities such as the networking event "I printed up business cards to give awayat my poster. " In the final course reflections, there was evidence of students expanding theirunderstanding of professional options, and actions they had taken to pursue those opportunities"I’ve opened up my job searches...". In this assignment, one student also described how theyhelped peers during the semester "I was also able to help other students as I have alreadycompleted a master’s degree in the past."Additional themes emerged in the data. One
- 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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- Diversity
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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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- Diversity
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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
- Conference Session
- Graduate Studies Division (GSD) Technical Session 2: Graduate Student Pipeline and Workforce Development
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Edward F. Gehringer, North Carolina State University
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- Graduate Studies Division (GSD)
aptitude forgraduate study. To establish that a good undergraduate institution confers an unwarrantedadvantage, one would have to show that, once admitted to graduate school, students fromselective undergraduate institutions perform below expectations relative to their peers fromlower-ranked schools. And there does not seem to be any research addressing that question.2.1 The issue of costCost figures into the impact of the GRE in two separate ways. First, some students might bediscouraged from applying because they can’t afford the $205 fee—or because they can’t affordto to take it multiple times in an effort to improve their score. The American PsychologicalAssociation reported that as schools dropped their GRE requirements, their applications