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What If They Choose: Surfacing Insights Associated with a Pedagogy for Doctoral Education

Conference Session: Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer A. Turns, University of Washington
Tagged Divisions: Graduate Studies Division (GSD)

Paper ID #39783What If They Choose: Surfacing Insights Associated with a Pedagogy forDoctoral EducationDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the

Relevance Score: 0.038187604

Exploring Interdisciplinary Identity Formation in Graduate Students

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)

encouraging students to develop their own agency through avariety of course assignments afforded students the opportunity to develop adaptive perspectivesand a sense of control as they navigated troublesome shifts in professional identity. We alsofound evidence that students felt the program provides a sense of community, autonomy overprofessional development, and opportunity for exploration and self-discovery. Finally, instudents’ final written reflections on the course, we found evidence of increased sense of controlover their unique career development path and growth of their mentor network.We discuss the relevance of these findings for theory on interdisciplinary identity developmentand design of professional development courses to increase

Relevance Score: 0.028152276

Why a PhD? An exercise with LEGO®. Using novel communication tools to express multilevel complex messages

Conference Session: Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Carmen Torres-Sanchez CEng MEng PhD PGCert FHEA MIMechE, Loughborough University; Paul Conway FREng CEng, Loughborough University
Tagged Divisions: Graduate Studies Division (GSD)

, as reasoning and emotion are ofteninterwoven. Newly enrolled doctoral candidates were asked to explain ‘why a PhD’ usingLEGO® pieces to help them express beyond words, with constructions, through similes andmetaphors. The use of LEGO® was intentional for two reasons: it gave them a visual andkinesthetic outlet for enhancing and deepening their reflections and message; and it put themat ease, in ‘play mode’, which allowed them to access aspects of their psyche not typicallyexploited in technical conversations. They constructed stories, created characters, andproduced metaphors to channel and express what their motivations, drives and purpose were.The most common types of metaphors used were visual, ontological and spatially related.Their

Relevance Score: 0.026275458

An integrated systems thinking graduate course that prepares students to solve the complex problems of the food-energy-water nexus

Conference Session: Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Mirit Shamir, Kansas State University; Matthew R. Sanderson; Rebecca Cors, University of Wisconsin - Madison; Nathan P. Hendricks; Stacy L. Hutchinson, Kansas State University; Prathap Parameswaran, Kansas State University; Melanie Derby, Kansas State University
Tagged Divisions: Graduate Studies Division (GSD)

combinetheory and practice, and design to establish knowledge base in system thinking concepts andtools, and focus on the unique challenges for management, governance, communication, andpolicy in the FEW nexus. Course grading includes reflections and analyses, creating systemcomponent maps with Loopy (a free online tool for thinking in systems), and a final project, anintegrated system map. All assignments are individual assignments. The NRT external evaluatordesigned an annual NRT survey that assesses the NRT program at our university, including theimpacts of the NRT Integrated FEW Systems course. Student ratings about their perceivedability to perform interdisciplinary systems tasks improved from the beginning to the end of thecourse, from ‘somewhat

Relevance Score: 0.022755213

Writing in discipline-appropriate ways: An approach to teaching multilingual graduate students in mechanical engineering

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)

, engineering doctoral students werefound to be the most difficult to attract in terms of willingness to work with writing centers[16].Discipline-Specific Writing-Intensive CourseSituated within a complex sociocultural context, each discipline under engineering enjoys aspecialized epistemology and rhetorical convention that are co-constructed and practiced byits members [17]. As newcomers to the discipline, graduate students are waiting to beapprenticed into their respective domain, sometimes through a discipline-specific writingcourse. According to research in disciplinary writing education, analyzing discipline-specifictexts is an excellent starting point for writing instruction, allowing students to reflect ondisciplinary norms and incorporate these

Relevance Score: 0.022007646

A New Personalized Learning Approach Towards Graduate STEM Education: A Pilot in Chemical Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

professional developmentstreams, and a resolute approach to Scaffolding Instruction that leads to mastery in the student's area offocus. The last two components provide feedback and reflection: Assessment of Performance Learningquantifies students' progress, and Reflection and Evaluation, where improvement opportunities help thestudent to develop further. Incorporating personalization at every touchpoint of a graduate student'sacademic journey creates an authentic, customized, student-centered approach to graduate education.This paper describes the model, the literature behind its development, and the assessments used to guidestudents.IntroductionGraduate STEM training and career preparation has historically followed a "one size fits all" approach

Relevance Score: 0.02180666

Evaluating the Implementation of Project Management Skills Training within STEM Graduate Education

Conference Session: Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Ann M. Gansemer-Topf; Shan Jiang, Iowa State University of Science and Technology; Yiqi Liang, Iowa State University of Science and Technology; Dong Chen, The University of Arizona
Tagged Divisions: Graduate Studies Division (GSD)

-surveys that focused on thequestion, "What influence did the course have on students’ knowledge and application of PMskills?”Course OverviewThe GAPS course (MSE 580x), Introduction of Project Management for Thesis Research, aimsto improve graduate STEM students' efficiency in completing their thesis research and projectsby adapting the PM skills and concepts. This one-credit, satisfactory-fail semester-long course isoffered once a week for 50 - 80 minutes. Students learn PM processes such as Work Break DownStructure and Critical Path and tools like the Project Charter and Gantt Charts. Although thecourse's primary focus is PM skills, throughout the semester, students have the opportunity todevelop other skills such as communication, reflective

Relevance Score: 0.019862378

Rapid Ethnographic Assessment of Workshops on Transdisciplinary Intercultural Competence, Community Engaged Practice, and Mixed Research Methods

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; Kai Jin, Texas A&M University, Kingsville
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

, plants, andanimals, a rise in life-threatening infectious diseases “such as dengue, malaria, vibriosis, andWest Nile virus” [1], peril to water security, sanitation, and food production, harm to livelihoodsand economic loss. Preparing the next generation of Environmental Professionals to tacklethese and additional challenges is daunting. This paper shares some preliminary reflections onsix short workshops to humanize care, commitment, skill, and responsibility for the heavy liftinginvolved in facing the effects of climate change. The workshops introduce graduate students tothe concept and practice of transdisciplinarity, weaving together topics from interculturalcompetence, community-engaged practice, and qualitative research design as a means

Relevance Score: 0.018768184

Implementing a Seminar Series to Build Collaboration and Community among STEM Education Ph.D. Students

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
Tagged Divisions: Graduate Studies Division (GSD)

resources.In addition to fulfilling the course requirements for the STEM education Ph.D. curriculum, thisseries of meetings helps build community among the students and faculty members. It providesan opportunity to share insights and experiences while having faculty members present to helpguide processes and discussions. A goal is to create a strong foundation of collaboration that willtranscend the course and continue beyond its requirements. As students progress in theirrespective research, this course can provide a venue to continually give back to the program.This paper will provide a reflection on the experience of three STEM education Ph.D. studentswho participated in the redesigned seminar course. STEM education students who participated inthe

Relevance Score: 0.01838899

Applied Capstone Project for Working Professionals: A Decade of Experiences in Design, Execution, and Creating Value for Employers

Conference Session: Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bharani Nagarathnam, Texas A&M University; Bimal P. Nepal, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Kourtney Rogers Gruner, Texas A&M University
Tagged Divisions: Graduate Studies Division (GSD)

Recitation sessions – Methodology November 5 Methodology Due 100 December 1, 2023 Mid-Term Project Reflection 25 December 1, 2023 TOTAL 500 TABLE 3 SPRING – CAPSTONE II Point Description Due Date s Recitation Session - Data Analysis / Solutions / December, January ROI

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The Impact of a 16-Week Preparation Course on the Technological Pedagogical Content Knowledge of Graduate Teaching Assistants in Engineering

Conference Session: Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Saadeddine Shehab, University of Illinois, Urbana-Champaign; Joshua E Katz, University of Illinois, Urbana-Champaign; Emma Kirby, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign
Tagged Divisions: Graduate Studies Division (GSD)

thecomplexity of the teaching responsibilities that is prescribed by the difficulty of disciplinarycontent, the role of technology in the content, and the objectives of the engineering programs thatnow include acquiring soft skills, such as collaboration and communication, in addition to theknowledge of the engineering content. Research studies have shown that semester-long courses(16 weeks) are the most effective formats for preparing GTAs to teach in engineering and computerscience [7]. Nevertheless, for these courses to be effective, they must offer GTAs opportunities tolearn, apply, and reflect on different teaching practices so they develop competencies associatedwith the TPACK domains. In this study, an existing semester-long teaching and

Relevance Score: 0.01737958

Cultivating Scientific Communication Skills through Professional Development Course Series for the Graduate Curriculum

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
Tagged Divisions: Graduate Studies Division (GSD)

andprovide flexible learning opportunities [9,10]. These efforts reflect a broader recognition of theimportance of communication skills in graduate education and a commitment to preparingstudents for the multifaceted demands of their professional and academic futures.The University of Connecticut has taken a step to advance its graduate engineering curriculumby recognizing the significance of structured support in scientific communication and overallcareer preparation for graduate students. The university has launched a ProfessionalDevelopment (PD) course series uniquely tailored to boost the success of its graduate students.This program distinguishes itself through its focus on career advancement and developingessential core skills for graduate

Relevance Score: 0.016891364

ConGrad: A Graduate Education Framework for Convergence Research and Experiential Learning

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
Tagged Divisions: Graduate Studies Division (GSD)

effectively ona team, integrate information from multiple sources, communicate with written and visualmaterial, and make connections across disciplines 18 .PBL is not inherently transdisciplinary or convergent, but PBL can be used to teach and addressconvergent problems. While PBL is not the only way to learn convergence methodologies, it canbe an efficient “means” to the “end” which is understanding and implementing convergencemethodologies. It emphasizes the process of question identification and framing as much asproblem solving, encouraging students to iterate and seek feedback, and to reflect on theirapproach and proposed solution. Additionally, outcomes of PBL are similar to the skills neededfor the future of convergence research in industry

Relevance Score: 0.016891364

"Ima Nmadu": Building Academic Success Through Relationships—A Black Civil Engineering Ph.D. Student's Autoethnographic Insights

Conference Session: Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Mary Ifeoma Nwanua, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

. students in engineering – from motivations and persistenceto encounters with racial microaggressions – the disparity remains, underscoring the need fordeeper exploration.Utilizing autoethnography, this study illuminates the journey of a Black female engineer fromNigeria during her inaugural semester in a U.S.-based civil engineering Ph.D. program. Theresearch hinges on two pivotal questions: what early challenges did she confront, and how did shetraverse them? To answer these questions, reflective journals and audio diaries maintainedconsistently by the researcher were employed. These data sources were subjected to inductivecoding via Dedoose to tease out dominant themes.This research findings highlight critical challenges this international

Relevance Score: 0.015405352

Facilitating Engineering Faculty Success: Faculty Development of Graduate Mentoring Practices

Conference Session: Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Himani Sharma, Arizona State University; Amanda Marie Singer, The Ohio State University; Mayra S. Artiles, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University
Tagged Divisions: Graduate Studies Division (GSD)

Success," to improve advisingpractices for chemical engineering faculty and provide guidance for the successful mentoring ofgraduate students. The workshops aim to elicit reflections and encourage discussions amongfaculty to identify their beliefs about mentoring, explore how they align their mentoring practiceswith their research agenda, and how they define success for their students. This paper describesthe development and implementation of the first workshop in the series “Facilitating EngineeringFaculty Advising Success: Effective Strategies for Mentoring Graduate Students,” which wasoffered during the Fall 2022 semester. Emergent themes from participant contributions duringthis workshop highlighted collective difficulties in navigating and

Relevance Score: 0.014896784

Work in Progress: Exploring the Landscape of Stressors Experienced by Doctoral Engineering Students

Conference Session: Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Jennifer Cromley, University of Illinois Urbana - Champaign; Karin Jensen, University of Michigan; Dale Robbennolt; Anne Hart, University of Tennessee, Memphis
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

could alsocause stress when it came to interactions.Qualifying Exams. Theme: Milestones: Preparing for and completing the qualifying exam was amajor stressor for participants; students in later stages of their programs also reflected on theirstressful experiences with qualifying exams. Oral exams were generally described as moreacutely stressful compared with written exams. Preparing for the exam led to conflicts withresearch progress or course deadlines, while the risk of consequences of failure (such as beingremoved from the program) led to stress due to the high stakes nature of the exams. A fewparticipants failed initial attempts at their qualifying exams and described very high stress interms of repeating preparations for the exam

Relevance Score: 0.014896784

Understanding Stress and Relief: How Engineering Graduate Students Experience and Cope with Stress

Conference Session: Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University
Tagged Divisions: Graduate Studies Division (GSD)

overarchingthemes identified across all responses include a struggle to keep track of responsibilities in manyareas (typically classes, research, and personal needs), transitioning from student life toadulthood or feeling “stuck” between student life and adulthood, problematic cultures of stress indepartments or in engineering as a field, and a need to dissociate/disconnect from academicresponsibilities in order to feel relaxed (referencing anything from time with friends to alcohol).These trends were additionally examined by stress level (low/moderate/high). Results indicatethat graduate students with low levels of stress tend to practice self-reflection and disconnectionfrom their academic responsibilities to relax, while students with higher stress

Relevance Score: 0.014688428

Faculty Perception of the GRE as a Graduate Admission Requirement

Conference Session: Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia; John Ray Morelock, University of Georgia; Racheida S. Lewis, University of Georgia
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

other subjective measures like letters of recommendation and interviewsfor the admission process as the GRE quantitative score only measures a student’s ability whichaccounts for a fraction of graduate school success determinants. Rockinson-Szapkiw, Bray Jr,and Spaulding [6] in their study on the GRE score predictive validity in doctoral education alsodiscovered the GRE writing score to be a strong predictor for graduate students’ dissertationcompletion time.While these studies focused on various components of the GRE, evaluating their validity inpredicting factors postulated to reflect graduate school success, a more recent study by Newmanet al. [7] assessed issues with the GRE considering fairness for all demographic of applicants.They

Relevance Score: 0.013137729

Influence of Training Mode on Professional Identity of Engineering Ph.D. Students: The Moderating Role of Disciplinary Differences

Conference Session: Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lina Wei, Peking University
Tagged Divisions: Graduate Studies Division (GSD)

, enhanced teamwork and sustainedprofessional development.The professional identity of doctoral students is defined by their acknowledgment andrecognition of their major through rigorous study, research, and practical applicationof their academic disciplines. Furthermore, it reflects their eagerness to proactivelyadhere to professional and occupational norms, and to pursue this career as a personallifelong goal.[11,12] Identity in the field of engineering education also focuses on theoverall process of an individual's transformation from an "outsider" to a community inthe field of engineering, such as awareness and perception of the content ofspecialized knowledge in engineering, the significance of the profession, thecharacteristics of the

Relevance Score: 0.013137729

Lessons Learned in Adopting a New, Patent-Based Doctoral Pathway Model

Conference Session: Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Audrey Rorrer, University of North Carolina, Charlotte; David K. Pugalee, University of North Carolina, Charlotte; Praveen Ramaprabhu; Mesbah Uddin, University of North Carolina, Charlotte; Terry Xu, University of North Carolina, Charlotte; H. P. Cherukuri, University of North Carolina, Charlotte
Tagged Divisions: Graduate Studies Division (GSD)

research;and developing leadership, communication, and professional competencies. After two years ofdevelopment and implementation, we are also able to discuss lessons learned and strategies forscaling the model. We present findings from students in the program and a reflective interview ofthe project leadership team. In order to adopt this innovative education model, students, faculty,and universities need understanding of career pathways and opportunities beyond traditionalacademic pursuits.IntroductionWe formed the Pathways to Entrepreneurship (PAtENT) graduate education model to addressthe need to develop and train advanced engineering students in the art of entrepreneurship.Workforce estimates show that only 10% of doctoral graduates in STEM

Relevance Score: 0.013002979

Initiating and sustaining international ethnic engineering education scholarly communities in the United States

Conference Session: Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Siqing Wei, Purdue University at West Lafayette (COE); Moses Olayemi, University of Oklahoma
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

communities in the United StatesAbstractThis paper shares and compares the experiences of initiating and sustaining two graduatestudent-led international ethnic engineering education scholarly communities for Chinese andAfrican groups. Our goal is to reflect on our lived experiences and inspire future students andacademics to cultivate such communities to broaden participation and enhance researchcapability. We adopt the Community of Practice (CoP) as the theoretical framework and opt forcomparative ethnographic narrative analysis as the method in this paper. Specifically, we focusedon the following dimensions of two communities led by the two authors: (1) the origin andpurpose; (2) the characteristics; and (3) practices. Our findings suggest that

Relevance Score: 0.013002979

Metacognition in Graduate Engineering Courses

Conference Session: Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Larisa Olesova; Duoduo Liao, George Mason University; Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University; Harry J. Foxwell, George Mason University
Tagged Divisions: Graduate Studies Division (GSD)

transform STEM education can be implementation of an inquiry-basedcollaborative approach. The inquiry-based collaborative approach can impact and prepare STEMgraduates for the future workforce following the required high level of critical thinking, problem-solving, and decision-making skills. This innovative approach also can help STEM graduatesdevelop required collaborative and communicative skills while working as part of any team.The inquiry-based collaborative approach has recently received recognition when themetacognitive approach has been implemented into the design of online, hybrid and face-to-facelearning to support the dynamics of reflective thinking and a collaborative inquiry process [2].Metacognition is a required cognitive ability to

Relevance Score: 0.0125900805

Insights from a Five-Year National Science Foundation Research Traineeship at our University: Program Description, Evaluation, Outcomes, and Lessons Learned

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
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

courses,and a short description of these courses can be found on our university Graduate School website[9].For students’ professional development, the NRT offered a seminar series in the fall and springsemesters, which included eight sessions (twice a month) each semester. NRT Seminar is a 0-credit hour seminar that has been offered on a Credit/No Credit basis. Students completed up tofour semesters of NRT Seminar. The NRT Seminar consisted of training sessions related toinclusion, career pathways, campus resources, skill development to communicate acrossdisciplines and to diverse audiences, and exposure to FEW research initiatives. Internal orexternal guest speakers gave talks during seminar. Students completed a reflection activity aftereach

Relevance Score: 0.0114931185

LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model

Conference Session: Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Clay Gloster Jr., North Carolina Agricultural and Technical State University (TGC); Matthew Bonner Aurelius McCullough, North Carolina Agricultural and Technical State University (TCG); Grace Gowdy; Shea Bigsby; Dawayne Whittington; Juanda Johnson-Taylor
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

integrates culturally reflective mentoring and professional development specificallydesigned for Black, Latinx, and Indigenous Ph.D. students. This holistic graduate studentdevelopment model includes academic and professional skill-building for STEM careersalongside targeted support for pursuing fellowship opportunities, including the NSF GraduateResearch Fellowship.The theoretical framework for our model is based on social cognitive career theory (Lent et al.,1986). This is foundational to our program because it builds on the idea that the higher theperceived self-efficacy to fulfill educational requirements and occupational roles, the wider thecareer options people will seriously consider pursuing (Lent et al., 2004; Lent et al., 2010). Thegreater

Relevance Score: 0.011377607

Conceptualizing Program Quality in Engineering Education Ph.D. Programs

Conference Session: Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Le Shorn Benjamin, University of Houston; Jerrod A. Henderson, University of Houston
Tagged Divisions: Graduate Studies Division (GSD)

reality under investigation, we, theresearchers, identified a telling consensus across their interviews. Participants illuminatedunrelenting reflections about their programs and “what does it mean” to offer one that is ofquality and how even answers to these questions may exist only “at that time” since they werelikely to change. Finally, there were other key quotes that found participants examining how theyused program goals and outcomes “to assess the[ir] program” and change them accordingly ifthey were not “working so well.” After three stages of (descriptive, linguistic, and conceptual)analysis, authors present a singular superordinate theme The Role of Assessment in Eng Ed PhDProgram Quality. Implications of this study are applicable to

Relevance Score: 0.01126091

Unveiling the Crisis: Decoding the Working Conditions of Doctoral Engineering Students and the Call for Decent Work

Conference Session: Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Rafael De Leon, The Ohio State University; Ann D. Christy P.E., The Ohio State University; Rosalyn Stoa, Colorado State University; Alexa Jayne, Colorado State University; Bailey Underill, Colorado State University
Tagged Topics: Diversity
Tagged Divisions: Graduate Studies Division (GSD)

and safe working conditions being ahot-button issue in graduate education for decades, nowhere in engineering education research isit discussed [15]. Should research in our field align itself more with the university than thepopulations being studied? How should we be studying doctoral engineering students? Whatproblems should we be highlighting?The Role of Doctoral Engineering StudentsTo decide what direction work in the field should take, we must first understand what roles andresponsibilities doctoral engineering students have at their universities.As existing literature and legislation reflect, the doctoral engineering student has long existed inan ambiguous space [15], [16]. Universities do not consistently classify them as either staff