Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

Michigan’s Center for Engineering Diversity and Outreach, a postdoc in Mechanical Engineering at UT Austin, and the director of and research associate in the Center for Equity in Engineering at UT Austin. Her engineering education research interests include servingness in engineering; assets-based teaching and learning; natural language processing and generative AI as qualitative research methods; and graduate education, faculty hiring and retention, and career pathways.Dr. 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

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; April Dukes, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh

Tagged Divisions

Graduate Studies Division (GSD)

forthcoming section), we met with our SMEs in late spring 2024 toexplain the analysis used to obtain the results. We had an open discussion with the SMEs as they reviewedthe results, asking if anything was surprising or incorrect.Later in the year, the SMEs participated in an additional survey to rate the various additional objectives.As listed in Table 2-B, eight areas emerged from the Brainstorming phase. Cross-disciplinary topics includelaw, entrepreneurship, electrical, materials, biology, and renewables. The SMEs were then asked to rankthe categories from most to least important based on their field and graduate education.Table 2: Learning objectives for traditional core content and non-core content A

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel Sola Akosile, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Tolulope Abiri, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

% 77% Age (a) (b) Program Erolled Nationality 90 77.3 80 18% 70 Percentage , % 60

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Isha Galaz Abdullah, University of North Carolina at Charlotte; David K Pugalee, University of North Carolina at Charlotte; David C. Weggel, University of North Carolina at Charlotte; David Jacob Thaddeus, University of North Carolina at Charlotte

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

. Vidergor, "Effects of Innovative Project-Based Learning Model on Students'Knowledge Acquisition, Cognitive Abilities, and Personal Competences," InterdisciplinaryJournal of Problem-Based Learning, vol. 16, no. 1, 2022.[5] X. Yang, "A historical review of collaborative learning and cooperative learning,"TechTrends, vol. 67, no. 4, pp. 718-728, 2023.[6] W. Sarasua, N. Kaye, J. Ogle, M. Benaissa, L. Benson, B. Putman, and A. Pfirman,"Engaging Civil Engineering Students through a 'Capstone-like' Experience in their SophomoreYear," in 2020 ASEE Virtual Annual Conference, June 2020.[7] E. C. Todoroff, T. Shealy, J. Milovanovic, A. Godwin, and F. Paige, "Comparing designthinking traits between national samples of civil engineering and architecture

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Georgia Institute of Technology; Emily Grace Weigel, Georgia Institute of Technology

Tagged Divisions

Graduate Studies Division (GSD)

professional training(e.g. [22], for a recent example). Strategically assessing and incorporating student perspectives inthe development of graduate instructor training remains an open area for both research and increating inclusive, effective, and adaptable teaching environments.References 1. National Research Council (NRC). (1998). Trends in the early careers of life scientists. Washington, DC: National Academies Press.2. National Research Council (NRC). (2010). A data-based assessment of research-doctorate programs in the United States. Washington, DC: National Academies Press.3. Connolly, M. R., Savoy, J. N., Lee, Y. G., & Hill, L. B. (2016). Building a better future STEM faculty: How doctoral teaching programs can improve

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., University of Florida; Ifeoma Mary Nwanua, University of Florida; Jasmine E. McNealy, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Divisions

Graduate Studies Division (GSD)

Paper ID #49066Development of a Diagnostic Tool to Identify Graduate Students’ Self-DeterminedCommunicationDr. Denise Rutledge Simmons P.E., University of Florida Denise R. Simmons, Ph.D., PE, F.ASEE, PMP, LEED-AP is a distinguished figure in civil engineering education and workforce development. With tenure at the University of Florida’s Department of Civil and Coastal Engineering, she blends deep academic knowledge with hands-on industry experience. With over three decades of work experience in positions across consulting, professional engineering, and academia, Dr. Simmons has served in diverse roles, from

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Naqash Gerard, University of Florida; Isabella Victoria, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

, 2018. doi: 10.1007/s12111-018-9411-y.[11] J.-L. Mondisa, “Examining the Academic and Professional Experiences of African American STEM PhD Mentors,” Journal of Negro Education, vol. 90, no. 1, pp. 108-122, 2021.[12] C. Anderson, J. L. Mondisa, and N. Clarke, “Work in Progress: Exploring Elements of a Mentoring and Professional Development Program in Engineering Education,” in 2023 ASEE Annual Conference & Exposition, June 2023.[13] J. L. Mondisa, B. W. L. Packard, and B. L. Montgomery, “Understanding What STEM Mentoring Ecosystems Need to Thrive: A STEM-ME Framework,” Mentoring & Tutoring: Partnership in Learning, vol. 29, no. 1, pp. 110-135, 2021. doi: 10.1080/13611267.2021.1899588.[14] J

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jordan Min Peyton, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

the Gehringer, E. F. 2024 Application Evidence and Arguments package The statement of purpose in graduate Samraj, B., & Monk, L. 2008 program applications: Genre structure and disciplinary variation Statement of Purpose The fisk-Vanderbilt Master’s-to-ph.D.. Stassun, K. G., Sturm, S., 2011 bridge program: Recognizing, enlisting, Holley-Bockelmann, K., and cultivating unrealized or Burger, A., Ernst, D. J., & unrecognized potential in Webb, D

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

toward becoming interdisciplinary scholars, (b) desire to be them, and(c) perceptions of their possibilities for becoming interdisciplinary scholars evolve during theirenrollment in an interdisciplinary certificate program?MethodsStudy Site and Project BackgroundThis study examines students enrolled in an Interdisciplinary Disaster Resilience (IDR) graduatecertificate program, formerly funded by an NSF Research Traineeship (NRT) grant at a largepublic research university in the United States. The IDR program provided supplementalinterdisciplinary training to graduate students while they maintained primary affiliations in theirdisciplinary departments. The program requires 12 credit hours of coursework, including corecourses in interdisciplinary

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Yuliana Flores, University of Washington

Tagged Divisions

Graduate Studies Division (GSD)

have just said, write about all of them, but because I hadn't, I was like fine 3 for 3... And then, when I had a chance to look at what they were writing, it was very different... R had written longer things... she had taken like epistemology, and had written about things inside of writing about... but most people had done more literally what I'd asked." Dialogue on 19 November 2024In this passage, the educator is describing what happened when (a) she invited students to reflecton what they were learning about the four big ideas of the course, but also (b) the consequenceof her having invited students to choose three of the four big ideas. In addition, the context ofthe passage is that the educator had allocated class

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014. Accessed: Sep. 01, 2023. [Online]. Available: https://www.cambridge.org/core/product/identifier/9781139013451/type/book[5] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice,” Journal of Engineering Education, vol. 105, no. 2, pp. 312–340, 2016, doi: 10.1002/jee.20118.[6] M. V. Svyantek, R. L. Kajfez, and L. D. McNair, “Teaching vs. Research: An Approach to Understanding Graduate Students’ Roles through ePortfolio Reflection.,” International Journal of ePortfolio, vol

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claudia G Cameratti-Baeza, University of Michigan; Charlie Michaels, Center for Socially Engaged Engineering & Design, University of Michigan

Tagged Divisions

Graduate Studies Division (GSD)

only to fulfill theresponsibilities of early career positions, but also to navigate potential career transitions. Futureefforts can build on this success by continuously refining the program to ensure that developmentof teaching, facilitation, and sociotechnical engineering & design skills are strategically alignedwith potential future career opportunities.ReferencesAgarwal, J., Bucks, G., & Murphy, T. J. (2020). A literature synthesis of professionaldevelopment programs providing pedagogical training to STEM graduate students. In 2020 IEEEFrontiers in Education Conference (FIE) (pp. 1-5). IEEE.https://doi.org/10.1109/FIE44824.2020.9274036Amadei, B. and Wallace, W. A. (2009). Engineering for humanitarian development. IEEETechnology and

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Albrant, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Lynn A. Albers, Hofstra University

Tagged Divisions

Graduate Studies Division (GSD)

forsharing pedagogical ideas and tools to enhance student learning. A special thank you to Dr. JohnEstell for encouraging her to attend FYEE, where she met Laura who introduced her to Dr. Ureel.She is forever grateful and thankful for them for the journey.Laura Albrant also wishes to thank everyone listed above, especially Dr. Albers & Dr. Ureel. Theirguidance has been truly life-enhancing.References [1] R. M. Felder, B. A. Soloman, et al., “Learning styles and strategies,” 2000. [2] S. D. Price, J. L. Callahan, and R. J. Cox, “Psychometric investigation of competency bench- marks.,” Training and Education in Professional Psychology, vol. 11, pp. 128–139, Aug. 2017. [3] Michigan Technological University Department of Psychology &

Conference Session

GSD 8: Industry and Professional Skills

Collection

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

Tagged Topics

Diversity

Tagged Divisions

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 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hyena Cho, University of Illinois Urbana-Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign; Marcia Pool, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign

Tagged Divisions

Graduate Studies Division (GSD)

develop theirpedagogical and entrepreneurial mindsets.Reference[1] H. H. Choi, Y. W. Chen, A. M. Beckman, L. Anderson, B. E. Johnson, M. D. Goodman, C. Migotsky, and N. Johnson-Glauch, “Integrative Engineering Leadership Initiative for Teaching Excellence (iELITE),” in Proc. ASEE Annu. Conf. & Expo., Salt Lake City, UT, USA, Jun. 2018. doi: 10.18260/1-2--30696.[2] Y. W. Chen, H. H. Choi, B. E. Johnson, M. A. Beckman, and L. Anderson, “Board 85: Integrated Engineering Leadership Initiative for Teaching Excellence (iELITE) Year Two: Assessment of Intermediate-Term Outcome for Graduate Teaching Assistant Training,” in Proc. ASEE Annu. Conf. & Expo., Tampa, FL, USA, Jun. 2019. doi: 10.18260/1-2--32445.[3] H. H. Choi, S

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of California, Los Angeles ; Joe Roy, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

engineering doctoral education: Experiences of students with minoritized sexual identities. Annual Meeting of the American Educational Research Association; Denver, CO.[5] Ehrhart, M. G., Schneider, B., & Macey, W. H. (2013). Organizational Climate and Culture: An Introduction to Theory, Research, and Practice. New York: Routledge. https://doi.org/https://doi.org/10.4324/9781315857664[6] Ehrhart, M., & Schneider, B. (2016). Organizational climate and culture. Oxford Research Encyclopedia of Psychology.[7] Schneider, B., & Barbera, K. M. (2014). The Oxford handbook of organizational climate and culture. Cheltenham, UK: Oxford University Press.[8] Hurtado, S., Milem, J. F., Clayton-Pedersen, A. R., & Allen, W. R

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Georgia; Karin Jensen, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

] Wyatt, T. W., & Oswalt, S. B. (2013). Comparing mental health issues among undergraduate and graduate students. American Journal of Health Education, 44(2), 96–107. https://doi.org/10.1080/19325037.2013.764248[16] Godfrey, E., & Parker, L. (2010). Mapping the Cultural Landscape in Engineering Education. Journal of Engineering Education, 99(1), 5–22.[17] Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.[18] Jack, O., Chase, E., & Warwick, I. (2019). Higher education as a space for promoting the psychosocial well-being of refugee students. Health Education Journal, 78(1), 51–66.[19] Reid, J. W. (2020). Biology graduate students’ perceptions

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jen (Jennifer) Herman, The Ohio State University; Leah Wahlin, The Ohio State University; Deborah Kuzawa, The Ohio State University

Tagged Divisions

Graduate Studies Division (GSD)

education as a distinctdiscipline and b) its range of disciplinary intersections across the engineering domains mean thatthe discipline’s knowledge systems, values, and conventions for communication warrantseparate examination and attention. Further, the corresponding move to house engineeringeducation researchers and their work in departments and centers outside of “education” (e.g.,within a College of Engineering) signals institutional shifts in how EER work is perceived andvalued in the university.Within this broader disciplinary landscape, we narrow the focus to demonstrate how the positionof technical communication pedagogy and instruction in engineering education functions in aPhD program. Though the relationship between technical

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne Lynn Gillian-Daniel, University of Wisconsin - Madison; Rebecca Cors, University of Wisconsin - Madison; Wendy C. Crone, University of Wisconsin - Madison; Victor zavala, University of Wisconsin - Madison; Derek Johnson, University of Wisconsin - Madison; Kerri Lyn Phillips, University of Wisconsin - Madison

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Diversity

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Graduate Studies Division (GSD)

Paper ID #46058Forward Fellows: An extended onboarding program to foster a sense of belongingand research self-efficacy in incoming graduate studentsDr. Anne Lynn Gillian-Daniel, University of Wisconsin - Madison Anne Lynn Gillian-Daniel has been the Education Director for the Wisconsin Materials Research Science and Engineering Center (MRSEC) since 2012 and the Wisconsin Education lead for the Wisconsin-Puerto Rico Partnership in Research and Education and Materials (WiPR2EM) since 2017. In these roles, Anne Lynn collaborates with researchers to broaden participation of historically underrepresented groups in materials

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cheryl A Bodnar, The Ohio State University; Holly M Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

[1] G. A. Garcia, A.-M. Núñez, and V. A. Sansone, “Toward a Multidimensional ConceptualFramework for Understanding ‘Servingness’ in Hispanic-Serving Institutions: A Synthesis of theResearch,” Review of Educational Research, vol. 89, no. 5, pp. 745–784, Oct. 2019, doi:10.3102/0034654319864591.[2] J. Ritchie, J. Lewis, C. M. Nicholls, and R. Ormston, Eds., Qualitative research practice:a guide for social science students and researchers, 2. ed. Los Angeles, Calif.: Sage, 2013.[3] A. Srivastava and S. B. Thomson, “Framework Analysis: A Qualitative Methodology forApplied Policy Research,” Journal of Administration & Governance, vol. 4, no. 2, pp. 72–79,2009.[4] N. K. Gale, G. Heath, E. Cameron, S. Rashid, and S. Redwood, “Using

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies Division (GSD)

] B. E. Lovitts, “Who Is Responsible for Graduate Student Attrition--The Individual or the Institution? Toward an Explanation of the High and Persistent Rate of Attrition,” Apr. 1996. Accessed: Mar. 22, 2024. [Online]. Available: https://eric.ed.gov/?id=ED399878[2] National Science Foundation, “Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS) 2022,” Fall 2022. Accessed: Mar. 22, 2024. [Online]. Available: https://ncses.nsf.gov/surveys/graduate-students-postdoctorates-s-e/2022[3] N. Sellami, B. Toven-Lindsey, M. Levis-Fitzgerald, P. H. Barber, and T. Hasson, “A Unique and Scalable Model for Increasing Research Engagement, STEM Persistence, and Entry into Doctoral Programs,” CBE—Life Sci

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Colleen L. Coulter, Purdue University College of Engineering; Roshan Mani Rao Ram, Purdue University at West Lafayette (COE); Janet M Beagle, Purdue University

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Diversity

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Graduate Studies Division (GSD)

Paper ID #48603Utilizing Project Management Principles to Administer a Graduate EngineeringRecruitment InitiativeDr. Colleen L. Coulter, Purdue University College of Engineering Dr. Colleen Coulter serves as the Assistant Director of Graduate Recruitment for Purdue University’s College of Engineering. She previously spent nearly 15 years at Purdue University West Lafayette leading innovations in recruitment, admissions, retention, and curricular design for interdisciplinary graduate programs. As a national expert in graduate recruitment, Dr. Coulter served as the inaugural president and founder of the Midwestern Association

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Matthew James Lydon, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

space, it cannot be fully describedby any single process. Gajary et al. aimed to broaden the scope of convergence research (as anobject of study) by framing it as a systemic phenomenon that itself emerges from semi-autonomous systems-level interactions and transformations across different knowledge domains.Specifically, their formulation includes three ancillary systems that are each linked by processesof “inter-system feedback and synthesis” [5 p.10]. These systems are (a) collaboration systems, 4(b) inquiry systems, and (c) contextual systems—representing the interactions of (a) people, (b)research conduct, and (c) the social and physical

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alayna Grace Wanless, Kettering University; Diane L Peters P.E., Kettering University; Elizabeth Gross, Sam Houston State University

Tagged Divisions

Graduate Studies Division (GSD)

. 2023 ASEE Annu. Conf. Expo., Baltimore, MD, 2023.[2] G. D. Bruce, “Exploring the value of MBA degrees: Students’ experiences in full-time, part-time, and executive MBA programs,” J. Educ. Bus., vol. 85, no. 1, pp. 38–44, 2009, doi:10.1080/08832320903217648.[3] S. K. Gardner and B. Gopaul, “The part-time doctoral student experience,” Int. J. DoctoralStud., vol. 7, pp. 63, 2012.[4] M. A. Cohen and S. Greenberg, “The struggle to succeed: Factors associated with thepersistence of part-time adult students seeking a master's degree,” Contin. Higher Educ. Rev.,vol. 75, pp. 101–112, 2011.[5] J. C. Yum, D. Kember, and I. Siaw, “Coping mechanisms of part‐time students,” Int. J.Lifelong Educ., vol. 24, no. 4, pp. 303–317, 2005.[6] R. Darolia, “Working

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan Jackson, University of New Mexico

Tagged Divisions

Graduate Studies Division (GSD)

(interdisciplinary program) and ME (single discipline program) to determine if there is any significant difference in performance.2) Determine impacts of lab and in-person lectures by comparing students who had a) Lab and in person lectures, b) lab and online lectures, c) no lab and in-person lectures, and d) no lab and online lectures.Students were placed in one of the four various categories which included students who eithertook the course in person or online as well as with or without lab to create four sub-categoriesdescribed in study 2 above. Each section was taught in different years. The section consisting ofno-labs had n=42 students, while students with labs were n=57. In person lecture had n=66students and online were n=33 students. For

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nishchal Thapa Magar, George Mason University; Jill K Nelson, George Mason University; Jessica L. Rosenberg, George Mason University

Tagged Divisions

Graduate Studies Division (GSD)

A includes the interview protocol for the focus group, whileAppendix B and Appendix C provides the protocol for the first round and second round of follow-up interviews.In this paper we use data from focus groups and the interviews with the 10 GTAs who participatedin both rounds of interviews. Pseudonyms are used to represent the selected participants. Theseparticipants represent all three departments involved in the project. Among the participants, sixwere IGTAs from various parts of Asia, while four were local Domestic GTAs (DGTAs). This mixprovides a diverse set of perspectives, allowing for a nuanced understanding of the experiences ofboth IGTAs and DGTAs. Additionally, the group consists of seven male and three femaleparticipants

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allyce Horan, Colorado School of Mines

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Diversity

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Graduate Studies Division (GSD)

support,” Journal of Further and Higher Education, vol. 45. Pp.1-13, 2021 doi:10.1080/0309877X.2021.1875200.[8] W. K. Zimmer, C.-N. Chang, B. M. Semma, and D. Fowler, “Developing graduate writinghabits and skills: Establishing writing sessions with STEM graduate students,” Collegeteaching, vol. 70, no. 2, pp. 133–144, 2022, doi: 10.1080/87567555.2021.1909524.[9] S. Madden, M. Eodice, K. T. Edwards, A. Lockett, “Chapter 11: Dissertation boot camps:developing self-efficacy and building community,” Learning from the Lived Experiences ofGraduate Student Writers. Logan Utah: Utah State University Press and University Press ofColorado, 2020.[10] C. Vincent, É. Tremblay-Wragg, C. Déri, I. Plante, and S. Mathieu Chartier, “How writingretreats represent

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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Diversity

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Graduate Studies Division (GSD)

encourage wider participation.The Customer/Career Discovery Bootcamp is proving to be a model for modern graduateeducation, addressing the evolving professional needs of students. By continuing to refine andexpand the program, it has the potential to make an even greater impact, empowering students tonavigate their career journeys and make meaningful contributions to society.Spring 2024: Student cohort and teaching team (UWM) Spring 2024: Student Cohort (MTU)References:[1] J. Grandy, "SCIENCE AND ENGINEERING GRADUATES: CAREER ADVANCEMENT AND CAREER CHANGE," ETS Research Report Series, vol. 1998, no. 2, pp. i-49, 1998, doi: https://doi.org/10.1002/j.2333-8504.1998.tb01780.x.[2] G. P. B. Catherine, E. B. Sara, S. L. Jeremi, A

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lorine Awuor Ouma, Pennsylvania State University; Cynthia Howard-Reed, Pennsylvania State University

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

. 549–576, Oct. 2019, doi: 10.1080/13611267.2019.1686694.[13] E. Oddone Paolucci et al., “An exploration of graduate student peer mentorship, social connectedness and well-being across four disciplines of study,” Studies in Graduate and Postdoctoral Education, vol. 12, no. 1, pp. 73–88, 2021, doi: 10.1108/SGPE-07-2020- 0041.[14] S. Grilo, M. Bryant, S. Garbers, M. Wiggin, and G. Samari, “Effects of a Mentoring Program for Black, Indigenous, and People of Color and First-Generation Public Health Students,” Public Health Reports, vol. 139, no. 3, pp. 385–393, May 2024, doi: 10.1177/00333549231181346.[15] T. T. Tuma, J. D. Adams, B. C. Hultquist, and E. L. Dolan, “The dark side of development: A systems

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

Paper ID #47946The Role of Need for Cognition in Enhancing Innovation Capacities amongInterdisciplinary Graduate Students: An Equity-Focused ApproachMiss Yun-Han Weng, The Ohio State University Yun-Han Weng (she/her) is a third-year Ph.D. candidate in the Higher Education and Student Affairs program. She serves as a Graduate Research Associate at the College Impact Laboratory at Ohio State University. In this role, she investigates graduate students’ learning outcomes and experiences within an interdisciplinary STEM training program (evaluator), as well as examines the representation of Asian students and underrepresented