Asee peer logo
Well-matched quotation marks can be used to demarcate phrases, and the + and - operators can be used to require or exclude words respectively
Displaying all 2 results

An Institutional Transformation Model to Increase Minority STEM Doctoral Student Success

Conference Session
Track : Graduate - Technical Session 7
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Marcia Gumpertz, North Carolina State University; Rebecca Brent, Education Designs, Inc; C. Dean Campbell, North Carolina A&T State University ; Maureen Grasso, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Keith A. Schimmel P.E., North Carolina A&T State University
Tagged Topics
Diversity, Graduate Education
authors and do not necessarily reflect the views of the National Science Foundation. • Collaborative leadership throughout the project shared by administrators (e.g., department heads and graduate program directors) and other faculty members involved in the change initiative • Robust project design that presents a clear picture of the future, includes goals and objectives related to the realization of that picture, and has the flexibility to allow adjustments to new opportunities • Staff and faculty development opportunities for individuals to acquire new knowledge and skills related to issues
Relevance Score: 0.0067048892

Understanding International Engineering Doctoral Students’ Sense of Belonging Through Their Interpersonal Interactions in the Academic Community

Conference Session
Track: Graduate - Technical Session 9
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University
Tagged Topics
Diversity, Graduate Education
contributing to the students’belongingness to their academic unit; however, they were regarded as meaningful interactions with advisors.Students did not perceive such psychological and emotional support as the responsibilities of their advisors,as Farzad mentioned, “I understand what support is, so I'm not looking for beautiful words from [myadvisor]”. This contributes to the impact of student expectations on their perceived quality of interactionsand reflects the previously reported limited interactions with advisors [13].Theme 5. Unease being “friends” with peers This theme includes student perceived challenges in socialization that result in a lower possibilityof being socially accepted and included in a community, i.e., feeling or lacking
Relevance Score: 0.005747048