Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

Tagged Topics

NSF Grantees Poster Session

Foundationsince 2019. The program offers seminar-type lectures supplemented with activities designed to helpgraduate students develop critical skills for research-based careers. The program is focused on graduateengineering students but is open to graduate students from all programs. Students also choose mentorsfrom within and outside the university with the goal of increasing their sense of belonging to the field andtheir identities as research engineers. As part of this program, a pilot study is in progress, aimed atperforming a full-scale network analysis of student interactions. A web-based survey was administered tocollect information about students in and outside the College of Engineering who participate in the GRIDprogram sessions. The survey was

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

& Education, vol. 21, no. 2, pp. 181–200, 2022, doi: 10.1080/15348431.2019.1648269.[13] N. Choe, M. Borrego, L. Martins, A. Patrick, and C. C. Seepersad, “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio: ASEE Conferences, Jun. 2017, p. 27502. doi: 10.18260/1-2--27502.[14] C. J. Faber, R. L. Kajfez, D. M. Lee, L. C. Benson, M. S. Kennedy, and E. G. Creamer, “A grounded theory model of the dynamics of undergraduate engineering students’ researcher identity and epistemic thinking,” J Res Sci Teach, vol. 59, no. 4, pp. 529–560, Apr. 2022, doi: 10.1002/tea.21736.[15] L. Fleming, K. Smith, D. Williams, and L. Bliss, “Engineering

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University in 2008. While in the School of Engineering Education, he works as a Graduate Research Assistant in the X-Roads Research Group and has an interest in cross-disciplinary practice and engineering identity development.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. Her research is concentrated in three interconnecting areas: cross-disciplinary thinking, acting, and be- ing; design cognition and learning; and theories of change in linking engineering education research and practice. Page 23.89.1

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

attitudinal profiles.This mixed methods study investigates the intersectionality of engineering students' personalidentities to understand: How do non-normative groups in engineering form an engineeringidentity and navigate a culture dominated by limited diversity?The focus of this paper is on the first phase this project, in which students' identities, motivation,psychological traits, perceived supports and barriers to engineering, and other backgroundinformation is quantitatively assessed. Pilot survey data were collected from participants enrolledin second semester, first-year engineering programs across three institutions (n = 371). We usedtopological data analysis (TDA) to create normative and non-normative attitudinal profiles ofrespondents. As

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

, their education, and their profession, and how experiences uniquely affectunderrepresented or marginalized students. Researchers have suggested that culture is especiallyimportant for women to persist in a field [23], [30]. A culture of “Engineering with Engineers”could result in graduates who not only are prepared technically and professionally with apractical, realistic understanding of what it is to be an engineer, but who also identify with andare committed to the engineering profession. Hence, results of the study are hoped to lead to aclearer understanding of the changes that promote engineering identities, particularly in women,and how such identities affect students’ sense of belonging in a program and their persistence inthe major.It

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy Javernick-Will, University of Colorado, Boulder; Jessica Kaminsky, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA ; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Topics

NSF Grantees Poster Session

necessarychanges to engineering curriculum to attract a more diverse student and practitioner population. Page 25.321.6Engineering IdentityThe construction of professional or personal identity is dynamic and multiple. In other words,identity reflects membership in many groups and changes over time. Socialization into aprofession may be done via many avenues. However, it is commonly suggested that havingexamples of people like oneself may be a strong contributor. In STEM fields with low femalemembership, this may hinder the entry and retention of females into engineering38–40.STEM study and work is perceived by students as more difficult than many social

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

attritionrate among STEM doctoral students is as high as 50% [2], and retention of students fromtraditionally marginalized groups continues to be of special concern [3]. These studies alsoindicate that strong engineering identities and clear future goals are critical to student success[4]–[6], but often fail to include graduate students as a population distinct from undergraduatestudents [7]–[9]. To begin remedying this gap, the GRADS project was proposed, a qualitativeand quantitative investigation of engineering doctoral students’ (EDS) experiences, identities,and motivation [10].As the first step in this process, three qualitative studies were conducted with an EDS sample[11]–[13]. This was done both to investigate whether EDS framed their

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tina Wang; Laura Jun Chee Yong, Pennsylvania State University; Allison Godwin, Purdue University at West Lafayette (COE); Linda Hanagan, Pennsylvania State University

Engineering at Purdue University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

Tagged Divisions

Engineering Ethics

Education, 2020 Ethics in Undergraduate Construction Curricula: A Two-Stage Exploratory Sequential Approach to Developing and Piloting the HETC SurveyAbstractConstruction and construction related engineering programs (construction engineering and civilengineering) must provide ethics education to students for accreditation; however, there arelimited resources for instructors who teach ethics in these degree programs. This exploratorytwo-stage sequential research study utilizes three of Eash’s five curriculum components (content,modes of transaction, and evaluation) as the conceptual framework to understand the teaching ofethics in construction programs by developing and piloting a survey instrument

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

 describes  the  initial  stages  of  a  longitudinal  project  to  design,  implement,  and  assess  an  ePortfolio  curriculum  that  supports  graduate  engineering  students  in  developing  professional  identities  both  as  educators  and  as  engineers.  It  is  part  of  an  NSF-­‐funded  research  study  that  addresses  the  major  task,  articulated  in  Jamieson  &  Lohmann’s  2009  report  Creating  a  Culture  for  Scholarly  and  Systematic  Innovation  in  Engineering  Education1,  of  institutionally  prioritizing  connections  between  engineering  education  research  and  practice.  The  purpose  of  this  project  is  to  use  electronic  portfolios  (ePortfolios)  to  help  engineering  graduate  students  achieve  the

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

.1742-1241.2011.02659.x.[8] S. M. Van Anders, “Why the academic pipeline leaks: Fewer men than women perceive barriers to becoming professors,” Sex Roles, vol. 51, no. 9–10, pp. 511–521, Nov. 2004, doi: 10.1007/S11199-004-5461-9/METRICS.[9] R. Ysseldyk et al., “A leak in the academic pipeline: Identity and health among postdoctoral women,” Front. Psychol., vol. 10, no. JUN, p. 1297, Jun. 2019, doi: 10.3389/FPSYG.2019.01297/BIBTEX.[10] N. D. Jackson, K. I. Tyler, Y. Li, W. T. Chen, C. Liu, and R. Bhargava, “Keeping current: An update on the structure and evaluation of a program for graduate women interested in engineering Academia,” in ASEE Annual Conference and Exposition, Conference Proceedings

Conference Session

Student Engagement in ECE

Collection

2010 Annual Conference & Exposition

Authors

Eric Freudenthal, University of Texas, El Paso; Rebeca Gonzalez, Chapin High School; Sarah Hug, University of Colorado; Alexandria Ogrey, University of Texas, El Paso; Mary Kay Roy, University of Texas, El Paso; Alan Siegel, NYU

Tagged Divisions

Electrical and Computer

biological processes. Two other pilots are beginning in Spring 2010. A section of an introductory programming course offeredto students enrolled in Electrical Engineering will be taught using MPCT‟s pedagogical approach and willinclude projects that simulate dynamism in electrical systems. A section of a statistics course attended bystudents of psychology will also include elements from MPCT with the expectation that the process ofconstructing simulators of stochastic systems will assist in students‟ understanding of coupled andindependent random processes. We are also adapting this approach of motivating math from concrete problems to the teaching ofalgorithms. There, the objective is to use specific problems as a vehicle for teaching

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Faculty Development Constituent Committee

first-time engineering graduate student instructors (GSIs) to teach inclusively?Improvements to the OrientationOver the years, the teaching orientation has evolved to accommodate a growing population ofgraduate student instructors (e.g. 141 GSIs in 2011 to 179 in 2018), and the priorities of theCollege of Engineering. Most significantly, to support University and CoE diversity, equity andinclusion strategic plans the orientation has been revamped to make inclusive teaching trainingmore central. In the 2017-2018 academic year, we embarked on a pilot program to learn moreabout the experiences of GSIs, and to see if the orientation was meeting their needs, especiallyrelated to the inclusive teaching professional development. The results of

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Carlos Luis Perez, Arizona State University; Sharona Krinsky, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

of growth mindsets than their White peers,yet they also reported lower levels of fixed mindsets [13]. Said differently, Ge et al.’s [13] cross-sectional study showed that White engineering students demonstrate a higher predispositiontowards a growth mindset and a higher predisposition towards endorsing a fixed view of theirabilities. An exploratory study aimed at understanding the relationship between students’engineering identity and mindsets longitudinally found that both a fixed and a growth mindsetwere positive predictors of identity [14]. However, the authors did acknowledge that there may bemoderating effects not considered in the model, such as course difficulty, that may also helpexplain the positive relationships [14]. The studies

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

seek through our work overall isthe enhancement of both students’ and faculty’s capacities to engage issues of inclusivity, equityand social justice. Towards this end, we aspire to shift School community members’ cognitiveand affective knowledge of power and privilege. While there are quantitative assessment toolsthat measure related constructs (e.g. cultural competencies), we are not aware of any instrumentsthat measure a person’s understanding of social power and oppression, particularly how sociallyconstructed differences and identities like gender, race, and class intersect and combine to affectpeople’s lives in various settings. Our research team is in the early stages of constructing such aninstrument, and will begin piloting it soon to

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Magdalena G. Grohman, University of North Texas; Matthew J. Brown Ph.D., Southern Illinois University; Nicholas Raphael Gans, The University of Texas at Arlington; Jeff Glenn Edwards, University of Texas at Dallas

Tagged Divisions

Graduate Studies Division (GSD)

Lab became ourprimary field site. The participant-observations in the AP Lab are ongoing.The AP Lab is a material science and engineering lab whose research agenda revolves around thedevelopment of new polymers and the fabrication of microelectronic implantable devices. At thebeginning of the data collection, the AP Lab included approximately 17 lab members includingthe PI, lab director (a postdoc researcher, marked with PDM in subsequent analysis), twopostdoctoral researchers, and graduated students (some of them interns at local companies). Outof this group, eleven lab members—a lab director and ten graduate students—consented toparticipate in our study. These members were regularly attending online lab meetings during theCOVID-19 pandemic

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

requirecooperation among experts from many fields. Successful leaders must harness the diversecapabilities of teams composed of these experts and be technically skilled. Undergraduateengineering students can fill this need by learning how to be effective leaders during theirformation as engineers. Unfortunately, many engineering students graduate with littledevelopment of leadership skills; engineering educators do not currently have asufficient understanding of how engineering students develop into leaders.This NSF ECE supported project seeks to improve educators’ understanding of the interactionbetween leadership and engineering identities in the formation of undergraduate engineers. Thiswork postulates that a cohesive engineering leadership identity

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Katja Holtta-Otto, University Of Massachusetts-Dartmouth; Pia Helminen, Helsinki University of Technology (TKK); Kalevi Ekman, Helsinki University of Technology (TKK); Thomas Roemer, University of California-San Diego

Tagged Divisions

Design in Engineering Education

motivatedpeople selecting the dispersed team. In either case, we gladly notice that the pilot program doesnot seem to over-burden students. The only other question, where the averages differ somewhatsignificantly (p=0.06) is in the question related to purchasing, manufacture, and assemblyproblems. These were less of a problem with the dispersed team, but this is likely due to the typeof project rather than the fact that the team was dispersed. In general, we conclude that since thestudent feedback from the non-dispersed and dispersed team is identical, the pilot program cancontinue without unfairly disadvantaging students. We will continue to monitor the progress andcollect more qualitative and quantitative data as the program

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

Paper ID #36954Exploring the Influence of Students’ Perceptions of CourseAssessment on Retention and Professional Identity FormationLayla S Araiinejad I hold a Bachelor's of Industrial in Systems Engineering from Auburn University and am a future graduate student at MIT!Thomas Matthew Heaps Concurrent undergraduate senior in Mechanical Engineering and first year Master student in Engineering Education.Brooke Elizabeth CochranCassandra J McCall (Dr.) Cassandra McCall, PhD, is an Assistant Professor in the Engineering Education Department at Utah State University. Her research focuses on enhancing diversity

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Student Peer Mentorship in Academia,” Mentor. Tutoring Partnersh. Learn., vol. 27, no. 5, pp. 549–576, 2019, doi: 10.1080/13611267.2019.1686694.[14] M. Jennings, “A Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education,” p. 24.[15] N. Kalkunte, M. Nagbe, and M. Borrego, “Climate Survey Report,” Cockrell School of Engineering, Feb. 2022. [Online]. Available: https://cockrell.utexas.edu/images/pdfs/CockrellSchool-ClimateSurveyReport2022.pdf[16] N. H. Choe, M. Borrego, L. L. Martins, A. Patrick, and C. C. Seepersad, “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in 2017 ASEE Annual Conference & Exposition Proceedings, Colum, 2017.[17] relating to diversity, equity

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xixin Qiu, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

multilingual writers inengineering and the potential of corpus-based writing instruction, the current study creates alanguage module in a form of tutoring intervention and assesses its effectiveness on fourmultilingual graduate students in Mechanical Engineering. Using a genre- and discipline-specific corpus consisting of 150 published empirical articles and 32 graduate students’manuscripts in Mechanical Engineering, the tutoring presents authentic and meaningful textsas linguistic reference. In so doing, the instructor can be saved from make discipline-inappropriate choices such as choosing an expression common in general academic Englishbut infrequent in Mechanical Engineering. By comparing sentence-level features betweenexpert and student writing

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

sociocultural dimensions of engineering education.Andrew Elby, University of Maryland, College Park Andrew Elby’s work focuses on student and teacher epistemologies and how they couple to other cognitive machinery and help to drive behavior in learning environments. His academic training was in Physics and Philosophy before he turned to science (particularly physics) education research. More recently, he has started exploring engineering students’ entangled identities and epistemologies.Dr. Ayush Gupta, University of Maryland, College Park Ayush Gupta is Assistant Research Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in

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

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

undergraduate research programming was thoroughly disrupted due to the COVID-19pandemic, it became evident that incoming graduate students may not have had the opportunityto fully prepare for the changes experienced in the first semester of graduate school. To ease thistransition, the Center for Nanoscale Science, a National Science Foundation Materials ResearchScience and Engineering Center (NSF-MRSEC) at Penn State University, developed theGraduate Research Experience and Transitioning to Grad School (GREaT GradS) programinitially for the summer of 2021 as a 6-week, graduate school summer foundational program forincoming students in disciplines spanning engineering, materials science, chemistry, and physics.After a successful pilot in 2021, the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

Update Proposed Revisions to EAC General Criteria 3 and 5". 2016 EDI, San Francisco,CA, 2016, March. ASEE Conferences, 2016.3. Denecke, D., K. Feaster, and K. Stone. "Professional development: Shaping effectiveprograms for STEM graduate students." Washington, DC: Council of Graduate Schools(2017).4. Trevelyan, J. The Making of An Expert Engineer. (Taylor and Francis, 2014).5. Ahlqvist, S., London, B. & Rosenthal, L. Unstable Identity Compatibility How GenderRejection Sensitivity Undermines the Success of Women in Science, Technology, Engineering,and Mathematics Fields. Psychological Science 24, 1644-1652 (2013).6. Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: a new tool forcharacterizing college and university

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

Tagged Divisions

Graduate Studies Division (GSD)

interviews with each participant is provided below.Participant 1 (P1): P1, a fifth-year architectural engineering graduate student, initially intendedto pursue a master's degree and enter industry but decided to stay for a Ph.D. due to his passionfor research. He learned about the seminar through his wife and enrolled to gain valuableknowledge and feedback without dedicating excessive time. P1's expectations included learningabout the interview process, preparing application materials, and exploring non-academicopportunities. The seminar broadened his understanding of career options, provided insights intocrafting application documents, and facilitated peer review. He believes the seminar surpassedhis expectations to some extent, although he

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

returning students may feel out of place or unwelcomedin their graduate programs1, 5. An earlier qualitative study of engineering doctoral returners bytwo members of our team7 supports these findings and suggested returners face a number ofcosts, including those related to finances, balance of work and personal responsibilities, theirlevel of academic preparedness, and adapting to the cultural environment of engineering PhDprograms.Despite these challenges, having extensive prior work experience before pursuing PhD workmay prove to be valuable for returners’ academic work. Returners have a wide range of pastpersonal and professional experiences, which may include work in education, industry,government, or the military, that can inform their

Collection

1999 Annual Conference

Authors

May Movafagh Mowzoon; Mary Aleta White; Stephanie L. Blaisdell; Mary Anderson-Rowland

Movafagh Mowzoon is the program coordinator of WISE Investments, the pilot project. She is currentlypursuing a doctoral degree in bioengineering from Arizona State University.MARY ALETA WHITEMary Aleta White is the acting director (1998-99 academic year) of the Women in Applied Science and Engineering(WISE) Program at Arizona State University. She earned her Ph.D. from Arizona State University in EducationalPolicy Studies with an emphasis on student retention issues.STEPHANIE L. BLAISDELLStephanie Blaisdell is the Director of the Women in Applied Science and Engineering (WISE) Program at ArizonaState University. She previously served as the assistant director for the progrsm since its inception in 1993.Stephanie holds a master’s degree in

Conference Session

Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine R. McCance, The University of Texas at San Antonio

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

first-generation status [10], [11], [12]. Much of the HSI STEMliterature focuses on undergraduate students’ outcomes and experiences, and there is a need tostudy STEM pedagogies that support student success at HSIs [13].This paper focuses on a pilot PD program for engineering graduate students that wasimplemented at an HSI for graduate students to build their knowledge, beliefs, and confidence increating inclusive learning STEM environments. This paper will describe the context andstructure of the PD program, followed by preliminary qualitative and quantitative results fromthe first year of the program. The data collection and analysis focused on understanding theprogram’s impacts on the engineering graduate students' confidence in and beliefs

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Jeffrey Russell, University of Wisconsin, Madison; Paul Peercy, University of Wisconsin, Madison; Darryl G. Thelen, University of Wisconsin, Madison; Daniel Klingenberg, University of Wisconsin, Madison; Amy Wendt, University of Wisconsin, Madison

Tagged Divisions

Multidisciplinary Engineering

landscape that our graduates face strongly suggests a need to change the preparationour students receive.The University of Wisconsin-Madison has been facilitating change in the undergraduate programto promote a different kind of engineering education. To provide leadership and strategy forchange, the College of Engineering (CoE) formed the Engineering Beyond Boundaries EB2 TaskForce (TF) consisting of a core group of faculty.. Through a series of focus groups, facultymeetings and the formation of a larger working group, faculty and staff articulated and pursuedthe following goal:The College of Engineering will provide a contemporary engineering education that is strong inthe fundamentals of the discipline and also fosters an understanding of the