Board 299: Impact of Socialization on Graduate Student Education

Arvin Farid

Download Paper | Permalink

Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 10
DOI: 10.18260/1-2--46875
Permanent URL: https://peer.asee.org/46875
Download Count: 105

Paper Authors

biography

Arvin Farid Boise State University

visit author page

Dr. Arvin Farid is a Professor of the Civil Engineering Department and the Director of the SEnS-GPS Program, sponsored by the U.S. National Science Foundation, at Boise State University. He is also the chair of the Geoenvironmental Engineering Technical Committee of the American Society of Civil Engineers (ASCE) Geo-Institute (GI) and an editor of the Environmental Geotechnics Journal of the Institute of Civil Engineers (ICE). He also serves on several national and international committees. He received his Ph.D. from Northeastern University, Boston, MA, and his M.Sc. and B.Sc. degrees from Shiraz (formerly Pahlavi) University, Shiraz, Iran.
He has pioneered the leading edge of research on the use of electromagnetic (EM) fields for geoenvironmental/geotechnical applications. His research includes EM-induced remediation, EM waves’ effect on soil properties, energy geo-storage, wildfire research, recycling and reuse of industrial byproducts, material characterization, power infrastructure vulnerability, liquefaction mitigation, and engineering education, among others. His most recent research focuses on wildfires’ impacts, resilience against them, restoration and remediation post-fire, and recycling waste. Dr. Farid was awarded several research grants from the U.S. National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA) among others. He has published in several prestigious civil and electrical engineering journals and presented at numerous international civil engineering, electrical engineering, and geophysics conferences.

visit author page

Download Paper | Permalink

Abstract

According to congressional reports in 2005 and 2010 (Rising Above the Gathering Storm Committee, 2010) and the National Science Foundation’s State of US Science and Engineering (NSB, NSF, 2022), the number of graduates of Science, Technology, Engineering, and Mathematics (STEM) programs at all levels does not meet the need of the industry. This need is more urgent at the graduate, specifically, the master’s level (NSF, NSB, 2022). Our goal has been to create and institutionalize best practices for the recruitment, retention, and timely graduation of master’s students to create a sustainable pipeline to address this need at the graduate level. Hence, we attempted to expand this pipeline by creating an environment that attracts, supports, and retains historically or traditionally marginalized or minoritized and diverse populations. According to the literature, there are a series of activities that are proven for the recruitment and retention of low-income and academically talented, and/or first-generation and historically or traditionally marginalized or minoritized populations (LIATFGURM) students at the undergraduate level (Hernandez et al., 2018; Kendricks et al., 2019; Lisberg & Woods, 2018). However, this has not been validated at the graduate level. Therefore, the Scholarships for Engineering Graduate Students Program (SEGSP; pseudonym) was crafted to support these populations in pursuing a master’s degree in engineering. This study seeks to explore ways in which SEGSP can impact recruitment and retention in engineering master’s programs by attending to components of socialization (Weidman et al., 2001). The scholars in this program are Master’s students in the College of Engineering, and the institution is an R2 (doctoral university with high research activity) university. Thus, the utilization of the graduate- and professional-student socialization framework—for this Master’s level program—was in response to the fact that LIATFGUR students often report inequitable socialization opportunities (Roksa et al., 2018). The results of this study can potentially inform stakeholders who seek strategies to recruit and support LIATFGURM students in graduate programs.

Citation
Format

Farid, A. (2024, June), Board 299: Impact of Socialization on Graduate Student Education Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46875

TY  - CPAPER
AB  - According to congressional reports in 2005 and 2010 (Rising Above the Gathering Storm Committee, 2010) and the National Science Foundation’s State of US Science and Engineering (NSB, NSF, 2022), the number of graduates of Science, Technology, Engineering, and Mathematics (STEM) programs at all levels does not meet the need of the industry. This need is more urgent at the graduate, specifically, the master’s level (NSF, NSB, 2022).
Our goal has been to create and institutionalize best practices for the recruitment, retention, and timely graduation of master’s students to create a sustainable pipeline to address this need at the graduate level. Hence, we attempted to expand this pipeline by creating an environment that attracts, supports, and retains historically or traditionally marginalized or minoritized and diverse populations. According to the literature, there are a series of activities that are proven for the recruitment and retention of low-income and academically talented, and/or first-generation and historically or traditionally marginalized or minoritized populations (LIATFGURM) students at the undergraduate level (Hernandez et al., 2018; Kendricks et al., 2019; Lisberg &amp;amp; Woods, 2018). However, this has not been validated at the graduate level. Therefore, the Scholarships for Engineering Graduate Students Program (SEGSP; pseudonym) was crafted to support these populations in pursuing a master’s degree in engineering.
This study seeks to explore ways in which SEGSP can impact recruitment and retention in engineering master’s programs by attending to components of socialization (Weidman et al., 2001). The scholars in this program are Master’s students in the College of Engineering, and the institution is an R2 (doctoral university with high research activity) university. Thus, the utilization of the graduate- and professional-student socialization framework—for this Master’s level program—was in response to the fact that LIATFGUR students often report inequitable socialization opportunities (Roksa et al., 2018). The results of this study can potentially inform stakeholders who seek strategies to recruit and support LIATFGURM students in graduate programs.
AU  - Arvin Farid
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 299: Impact of Socialization on Graduate Student Education
UR  - https://peer.asee.org/46875
DO  - 10.18260/1-2--46875
ER  -