underlying factor structures for items across all fourteenmodules through the exploratory factor analysis. A confirmatory factor analysis will thenevaluate the proposed emerging factor structure. The analysis will conclude with a finalizedfactor structure, completing steps four and five in the instrument development process. Futurework past this project will extend to step 6, in which we will work to interview current science,engineering, and mathematics graduate students to ask them to comment on the final surveyinstrument and reflect on what areas regarding to their current mental health experiences aremissing.The ultimate purpose of this work is to create an instrument that measures science, engineeringand mathematics graduate students’ mental
engineer’s career. This is not due to any type of negative impressionof such students, but rather from an unawareness of the issue. Many organizations’representatives, when contacted, were sympathetic to the issues faced by such students; however, Page 26.859.6due to the lack of knowledge of what options existed, it was difficult to gather information aboutwhat options may exist; this difficulty is reflected in the relatively small list of organizationsrepresented in this study.Future work should include further investigation, with a broader sampling of engineering andprofessional societies represented. Furthermore, the value of professional societies
cultureof STEM departments [21], makes it more difficult for students who do not reflect these imagesto enter the community of practice [2], [22, p. 1207]. Engineer, researcher, student, and educator roles are commonly enacted by engineeringdoctoral students during their graduate studies [23]. While these academic roles may align with adoctoral students’ interests, they may also be strictly defined by the institution that the doctoralstudent serves. For example, a doctoral student may or may not be interested in being in the roleof an educator but may have to be a TA as part of their graduate program. However, regardlessof how interested they are in that role, the expectations and structure of their behaviors whenenacting that role are
successfully navigate and copewith the biases of their peers, faculty, and staff based on the complexities and intersections ofrace, class, and gender.Another building block of resilience forms from the past experiences that have helped shapedtheir inclination to persist within their programs. They are motivated to work harder and provethe naysayers wrong, especially when the nays are coming from faculty members that they arenot fond of [20].But, in some instances, the experiences at their respective institutions resulted in them exploringmore avenues that helped yield a greater resilience. Some students left their programs to self-reflect [19], some transferred to more supportive departments or universities [20], and someimmersed themselves in
engineering can have on human lives, as is the focus ofmany recruitment campaigns and messages within undergraduate engineering programs as partof diversity campaigns. Indeed, the fact that the National Science Foundation requires thegraduate students to meet the same Intellectual Merit and Broader Impacts criteria required bygrant awardees signifies commitment to requiring engineers, future academicians, andresearchers to carefully consider the merits and impacts of their work. This is potentially avaluable form of reflective practice (essential for developing expertise)35, and contributes to thedefinition of the essence of engineering and what it means to be an engineer, although facultydefinitions of engineering largely still differ from the
differentiating featureto this PhD degree versus the traditional PhD advertised at University, the Transition Zone™,this degree’s bespoke training program supporting the researchers’ development as the leadersand entrepreneurs of the future, positioned the degree as an attractive option for those pursuing aHigher Education degree. Amongst the non-PhD topic-related skills sought when consideringthis degree, the top three sought-after skills were: • Self-management skills: being able to set SMART objectives for themselves, reflective and reflection on the task (i.e., a past experience) and in the task (i.e., during an experience), record-keeping, sense of ownership as a motivator, leading and motivating oneself. • Business acumen: how to
& Exposition, pp. 26.15109.1-26.1519.16, 2015.[10] D. W. Hess, Leadership by Engineers and Scientists: Professional Skills Needed toSucceed in a Changing World, Hoboken, NJ, Wiley/AIChE, 2018.[11] D. W. Hess, “Leadership Skills Awareness and Development via Interactive EngineeringCourses or Workshops”, Chemical Engineering Education, vol. 53(1), pp. 33-41, Winter, 2019.[12] D. Hess, Leadership by Engineers and Scientists: Professional Skills Needed to Succeed ina Changing World, Hoboken, NJ, Wiley/AIChE, 2018, pp. 40-42 and Appendices A and B.[13] A. N. F. Versypt, “Self-evaluation and Reflection for Professional Development of ChEStudents”, Chemical Engineering Education, vol. 53(3), pp. 157-161, Summer, 2019.[14] Kolbe Group: https
outside of academia.’Questions of validity for the percentage comparisons between ethnic groups exist for severalreasons: several female subjects identified as both White and Asian/ Hispanic, one subject didnot indicate their ethnicity (N=14), and the way that, when completing the survey, somerespondents selected all reasons, while others chose just two or three.Even though study statistics are not significant and are somewhat limited in their validity,reflecting on both the gender and ethnic comparisons brings out several statistics that we plan tocontinue to monitor as subsequent cohorts participate in the NRT. The strongest finding is thatwomen, both White and Asian/ Hispanic, appear to be more strongly attracted to theinterdisciplinary nature
community colleges that can supportand facilitate their transition into community college faculty positons.9 AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants No.1723209 and 1723245. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.10 References[1] R. W. Fairlie, F. Hoffmann and P. Oreopoulos, "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom," The American Economic Review, vol. 104, no. 8, pp. 2567-2591, August 2014.[2] A. Perrakis and L. S. Hagedorn, "Latino/a Student Success in Community Colleges and
State University’s 2000-2005 Strategic Plan, which reflected an expanded mission with a focus on research. From itsinitial founding, the ECE department had significant collaborations with local industry and inparticular from two major technology corporations that surrounded it. As the program grew andexpanded, the need for a doctoral program was seen as a natural next step in the progress of theuniversity and critical to serving the needs of local industry.Since this would be the first doctoral program in engineering and only the third at the university,several challenges existed. The first was the high cost associated with such a program, thesecond was resistance to the university in moving from a comprehensive institution to a
important factor in a potential faculty member’s decision to join.Additionally, PhD students play a vital role in mentorship of undergraduate students, serving asteaching assistants in courses and as mentors in the laboratory. Graduate students can beparticularly influential role models for undergraduates considering research careers. Finally,graduate students that go on to successful careers in a variety of sectors plays a crucial part inexpanding the reputation of the School. Their success is a direct reflection of the laboratoriesand faculty that mentored them.Just as important as the number of graduate students is the diversity of the student body. TheNational Science Foundation (NSF), other members of the National Academies, and the USCongress
material is based upon work supported by the National Science Foundation under Grant No.1154146. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. Rossetti, Manuel, Kim LaScola Needy, Ed Clausen, Carol Gattis, and Micah Hale. "Enrichment Activities in Support of a Student Integrated Intern Research Experience." American Society of Engineering Education (2014): 1-7. Web. 1 Aug. 2017.” American Society of Engineering Education (2014): 1-7. Web. 1 Aug. 2017.2. Rossetti, Manuel, Kim LaScola Needy, Ed Clausen, Carol Gattis, and Micah Hale. "On the Development of a Student Integrated
andcommitment from teachers. Secondly, researchers commented on the time involved in theprogram with two suggesting the program should involve multiple school visits and one sayingthe program was too “time-intensive” already. Another student suggested have funding fordemonstration or activity supplies. The feedback from researcher participants was very positiveand reflected a high level of commitment and interest in continuing the program.Teacher Feedback All ten of the participating teachers responded, “Yes, definitely!” to the question, “Wouldyou be interested in participating in Grad Student STEM Share again?” The teachers alsounanimously selected “Excellent” to describe the following components of the program. Overall value of Grad Student
, and Mathematics (S-STEM) through awards number 0965942 and1259493. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. The student research project in industrial and systems engineering is also supportedin part by Maryland Space Grant Consortium. The authors would also like to thank thereviewer’s constructive reviews and comments. References1) Morgan State University, Ten-Year Strategic Plan, (available at www.morgan.edu), 2014.2) Bailey, D.; Kohler, M.A.; Cole-Rhodes, A., “Using an ordinal ranking rule to find the top-performing Gaussian mixture models for language recognition
researchlaboratories due to lack of experience6. Meanwhile, for many students, particularly those who arethe first in their family to attend college, research is often unfamiliar, and a summer or semestermay feel inaccessible or overwhelming.In order to create academic institutions that reflect our nation’s diversity, we must seal holes alongthe leaky pathway from undergraduate degree programs to professional jobs in STEM. Animportant step is retaining students once they have enrolled in undergraduate degree programs andsupporting those students as they explore and continue along the academic pathway.The research program we report on here, titled “Spring Break for Research (SB4R)”, was designedat the University of Colorado Boulder College of Engineering and
opportunities for current students, and toopen up the pool of possible students interested in this field. Expanding educational opportunitiesby developing online delivery of wind energy graduate courses is one strategy to address muchneeded diversity in the field. Building upon the literature of previous successful consortiumdevelopment, a new replicable model for setting up a consortium was created, called the Rapidmodel, with the name reflecting the goal to implement a new consortium within one year.Researchers conducted a study to determine the effectiveness of the model, through observingprogram meetings, interviewing faculty, staff and administrators engaged in the consortiumdevelopment work, and examining course sharing outcomes. Researchers
varyconsiderably and we found no evidence of programs sharing the same assessment instruments orprotocols. A few examples are below. They describe evaluation from different viewpoints and we presentthem here to show examples of the diversity of methods employed, and some research outcomes andreflections. • One paper described the use of specific assessment methods including competency rubrics, individual development plans, and ePortfolios for evaluation (Chang, Semma, Fowler, & Arroyave, 2021). The rubrics encompassed professional and technical skills including: 1) interdisciplinary knowledge generation, 2) collaboration, 3) conflict resolution, 4) oral communication, 5) written communication, 6) self-reflection, 7
verification, andengaging with customers. Initially, Zach was excited about generating ideas, and he enjoyedbeing part of the entire product design process. Then the company displaced manufacturing toChina, and Zach had to tackle non-engineering related issues. Zach began to reflect on his workand subsequently determined he should either seek a new position or enroll in graduate school.Zach realized most of his time was spent working with CAD software for tasks that did notrequire an engineering degree. He felt the medical device company’s other divisions(orthopedics) were doing more important work. Zach considered leaving the medical devicecompany when his wife relocated for a medical residency position. At that point, he had twooptions: find a test
pursuing the same type of degree… I feel like they couldn't understand what it was I had to bring with me emotionally every day. That was a really discouraging time.Witnessing unsupportive interactions experienced by other students also impacted participants’perceptions of support. For example, Erin reported that other female colleagues’ experiencescaused her to lose trust in her program and contributed to an unsupportive climate. She stated, Some of my fellow female students have encountered some issues that I feel reflect poorly on the program and has kind of made me lose a little bit of respect, a little bit of faith in what they're doing. And them not being supported kind of makes me feel like… if I needed to go