Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Travis Chan; Tremayne O'Brian Waller; Cynthia Hampton

Download Paper | Permalink

Conference: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: San Antonio, Texas
Publication Date: February 9, 2025
Start Date: February 9, 2025
End Date: February 11, 2025
Conference Session: Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow
Tagged Topics: Diversity and 2025 CoNECD Paper Submissions
Page Count: 27
Permanent URL: https://peer.asee.org/54114
Download Count: 4

Paper Authors

biography

Travis Chan

visit author page

Undergraduate Research Assistant

visit author page

biography

Tremayne O'Brian Waller Virginia Polytechnic Institute and State University

visit author page

Tremayne O. Waller serves as the Director of Graduate Student Programs at Virginia Tech, where he dedicates his efforts to fostering the recruitment, retention, and advancement of graduate scholars, particularly those hailing from historically underrepresented backgrounds in engineering. Before his tenure at Virginia Tech, Dr. Waller held the position of Interim Director at Cornell University's Office of Academic Diversity Initiatives. There, he spearheaded the development of academic and professional support systems tailored for undergraduate students traditionally underrepresented or underserved in higher education. Additionally, Dr. Waller played a pivotal role as the inaugural lecturer and director of the Ronald E. McNair Postbaccalaureate Achievement Program at Cornell University. His academic journey commenced at Averett University for his undergraduate studies, followed by earning his master's degree from Radford University and culminating in his Ph.D. attainment from Virginia Tech.

visit author page

biography

Cynthia Hampton Ph.D. Virginia Polytechnic Institute and State University orcid.org/0000-0001-8329-6465

visit author page

Cynthia Hampton is a postdoctoral fellow with the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech.

visit author page

Download Paper | Permalink

Abstract

Undergraduate, Graduate, Race/Ethnicity, Socio-economic status

First-generation, low-income, and racially minoritized students face structural educational inequities, resulting in lower rates of graduate degree attainment compared to their counterparts [1]. A Step to the Doctorate Institute (S2D) at Virginia Tech’s Center for the Enhancement of Engineering Diversity (VT CEED) bridges the gap between undergraduate and graduate programs, boosting underrepresented minority engagement in graduate education. This exploratory study presents a brief literature review on equity in graduate education, an overview of VT CEED’s S2D, and an assessment of program effectiveness via self-efficacy in supporting student academic trajectories and administrative efforts in identifying key program components.

Several components of assessment are used in S2D programming. We employ the Graduate Education Self-Efficacy Scale (GESES), a comprehensive 57-item instrument that provides numerical assessment of self-efficacy across the following categories: academic, research, and social. Previous studies utilizing the GESES found amongst McNair faculty mentors and scholars that social self-efficacy requires encouragement in addition to academic engagements. Academic socializing and personal relationships are critical aspects to continue examining and building in the social self-efficacy domain (Waller & Hill, 2018). To apply the GESES for identifying participant needs at program entry, we utilized the QuestionPro survey software. Understanding participant self-efficacy supports effective curriculum building.

Using these assessment tools, we conducted exploratory data analysis to highlight variation in self-efficacy across GESES categories. To further contextualize self-efficacy trends, university and university research level (according to Carnegie Classification of Institutions of Higher Education) for each participant were appended to the dataset during data preparation. The researchers utilized Tableau to produce dashboards supporting administrators in identifying self-efficacy trends amongst program participants and perform demographic analysis to further explore graduate education self-efficacy.

Another component of S2D programming is having prospective S2D participants complete an application. As part of the application, the statement of purpose is used as an artifact to observe any reinforcement of participant self-efficacy. Understanding the nature of an application and the S2D mission, the application is a source of quantitative and qualitative data that underscores supports, barriers, and levels of self-efficacy in pursuit of graduate education.

Consistent self-efficacy trends support participant-centered curriculum building. To see how well the application data reflects the GESES survey analysis, the GESES categories as described above have been mapped to the application data. A three step qualitative method involving frequency analysis, categorical mapping, and categorical weighing is employed to ensure comprehensive analysis. Consistent categorization across quantitative and qualitative data will cross validate self-efficacy trends resulting in well informed decision making in curriculum development.

Future work will look at other components relevant to the evaluation of S2D programming: a) personal statements b) exit survey analysis c) post program analysis. Crafted by S2D participants with the support of writing coaches, personal statements written during the program are a reflection of participant stories and the effectiveness of programming and staff. The exit survey provides feedback on programming from the participant perspective which will help administrators take steps toward enhanced curriculum building. Post program analysis provides administrators with insight regarding long term outcomes of S2D programming.

References

Waller, T., & Wolfe, H. L. (2018). A Qualitative Approach to Researching Self-Efficacy Perception of McNair Scholars*.

Tate, K. A., Fouad, N. A., Marks, L. R., Young, G., Guzman, E., & Williams, E. G. (2015). Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education: Investigating the Influence of Self-Efficacy, Coping Efficacy, and Family Influence. Journal of Career Assessment, 23(3), 427–441.

Citation
Format

Chan, T., & Waller, T. O., & Hampton, C. (2025, February), Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54114

TY - CPAPER
AB - Undergraduate, Graduate, Race/Ethnicity, Socio-economic status

First-generation, low-income, and racially minoritized students face structural educational inequities, resulting in lower rates of graduate degree attainment compared to their counterparts [1]. A Step to the Doctorate Institute (S2D) at Virginia Tech’s Center for the Enhancement of Engineering Diversity (VT CEED) bridges the gap between undergraduate and graduate programs, boosting underrepresented minority engagement in graduate education. This exploratory study presents a brief literature review on equity in graduate education, an overview of VT CEED’s S2D, and an assessment of program effectiveness via self-efficacy in supporting student academic trajectories and administrative efforts in identifying key program components.

Several components of assessment are used in S2D programming. We employ the Graduate Education Self-Efficacy Scale (GESES), a comprehensive 57-item instrument that provides numerical assessment of self-efficacy across the following categories: academic, research, and social. Previous studies utilizing the GESES found amongst McNair faculty mentors and scholars that social self-efficacy requires encouragement in addition to academic engagements. Academic socializing and personal relationships are critical aspects to continue examining and building in the social self-efficacy domain (Waller &amp;amp; Hill, 2018). To apply the GESES for identifying participant needs at program entry, we utilized the QuestionPro survey software. Understanding participant self-efficacy supports effective curriculum building.

Using these assessment tools, we conducted exploratory data analysis to highlight variation in self-efficacy across GESES categories. To further contextualize self-efficacy trends, university and university research level (according to Carnegie Classification of Institutions of Higher Education) for each participant were appended to the dataset during data preparation. The researchers utilized Tableau to produce dashboards supporting administrators in identifying self-efficacy trends amongst program participants and perform demographic analysis to further explore graduate education self-efficacy.

Another component of S2D programming is having prospective S2D participants complete an application. As part of the application, the statement of purpose is used as an artifact to observe any reinforcement of participant self-efficacy. Understanding the nature of an application and the S2D mission, the application is a source of quantitative and qualitative data that underscores supports, barriers, and levels of self-efficacy in pursuit of graduate education.

Consistent self-efficacy trends support participant-centered curriculum building. To see how well the application data reflects the GESES survey analysis, the GESES categories as described above have been mapped to the application data. A three step qualitative method involving frequency analysis, categorical mapping, and categorical weighing is employed to ensure comprehensive analysis. Consistent categorization across quantitative and qualitative data will cross validate self-efficacy trends resulting in well informed decision making in curriculum development.

Future work will look at other components relevant to the evaluation of S2D programming: a) personal statements b) exit survey analysis c) post program analysis. Crafted by S2D participants with the support of writing coaches, personal statements written during the program are a reflection of participant stories and the effectiveness of programming and staff. The exit survey provides feedback on programming from the participant perspective which will help administrators take steps toward enhanced curriculum building. Post program analysis provides administrators with insight regarding long term outcomes of S2D programming.

References

Waller, T., &amp;amp; Wolfe, H. L. (2018). A Qualitative Approach to Researching Self-Efficacy Perception of McNair Scholars*.

Tate, K. A., Fouad, N. A., Marks, L. R., Young, G., Guzman, E., &amp;amp; Williams, E. G. (2015). Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education: Investigating the Influence of Self-Efficacy, Coping Efficacy, and Family Influence. Journal of Career Assessment, 23(3), 427–441.
AU - Travis Chan
AU - Tremayne O'Brian Waller
AU - Cynthia Hampton Ph.D.
CY - San Antonio, Texas
DA - 2025/02/09
PB - ASEE Conferences
TI - Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow
UR - https://peer.asee.org/54114
ER -