Namodi, J., & Gansemer-Topf, A. M., & Kremer, G. E., & Li, Q., & Jiang, S. (2025, June), Empowering Professional Skill Training for STEM Graduate Students Through Active Learning and Inductive Teaching  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56341

\bibitem{asee_peer_56341}
  Namodi, J., \& Gansemer-Topf, A. M., \& Kremer, G. E., \& Li, Q., \& Jiang, S. (2025, June), \emph{Empowering Professional Skill Training for STEM Graduate Students Through Active Learning and Inductive Teaching}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  https://peer.asee.org/56341

Jemimmah Namodi, Ann M Gansemer-Topf, Gül E. Kremer, Qing Li, and Shan Jiang.  "Empowering Professional Skill Training for STEM Graduate Students Through Active Learning and Inductive Teaching".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/56341 Internet.  20 Aug, 2025

\bibitem{asee_peer_56341}
  Jemimmah Namodi, Ann M Gansemer-Topf, Gül E. Kremer, Qing Li, and Shan Jiang.
  "Empowering Professional Skill Training for STEM Graduate Students Through Active Learning and Inductive Teaching".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/56341 Internet.  20 Aug, 2025

@INPROCEEDINGS{asee_peer_56341
author = "Jemimmah Namodi, Ann M Gansemer-Topf, Gül E. Kremer, Qing Li, and Shan Jiang"
title = "Empowering Professional Skill Training for STEM Graduate Students Through Active Learning and Inductive Teaching"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/56341}
}

TY  - CPAPER
AB  - The Graduates Advancing Professional Skills (GAPS) program, funded by the National Science Foundation, supports professional skills development in STEM graduate education. In traditional STEM curricula, technical knowledge is often prioritized, while key competencies such as project management, communication, and teamwork are frequently overlooked. This imbalance in STEM education can impact graduate students’ preparedness for various career paths in both academia and industry. GAPS course design combines active learning and inductive teaching methods, enabling students to apply professional skills directly to their thesis research through community-based experiential learning. In-class discussions, online forums, and peer feedback also facilitate collaborative problem-solving and reflective engagement. 
In this study, GAPS was used to evaluate the effectiveness of these pedagogical approaches. The study aimed to understand how these strategies lead to the development of essential professional skills among STEM graduate students by examining the incorporation of active learning and inductive teaching within the GAPS program. The findings reveal the impacts of innovative teaching practices on professional skills development in graduate education. They show that the GAPS program participants are highly satisfied with the course’s practical skill adoption and knowledge integration. Furthermore, the increased class engagement offered an inclusive learning environment. This experience helped the participants to enhance their professional skills, especially in communication, teamwork, and project management.  The results help inform best practices for integrating professional skills training into graduate curricula and enhance the preparedness of students for both academic and non-academic career paths.

AU  - Jemimmah Namodi
AU  - Ann M Gansemer-Topf
AU  - Gül E. Kremer
AU  - Qing Li
AU  - Shan Jiang
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Empowering Professional Skill Training for STEM Graduate Students Through Active Learning and Inductive Teaching
UR  - https://peer.asee.org/56341
ER  -