Academic Journal
Board 406: The Rising Doctoral Institute: Helping Racial and Ethnic Minority Students Overcome theTransition into the Engineering Ph.D.
| العنوان: | Board 406: The Rising Doctoral Institute: Helping Racial and Ethnic Minority Students Overcome theTransition into the Engineering Ph.D. |
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| المؤلفون: | Mayra S Artiles, Abimelec Mercado Rivera |
| المصدر: | 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2023 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| مصطلحات موضوعية: | Diversity, NSF Grantees Poster Session |
| الوصف: | Studies on graduate education have shown that underrepresented racial and ethnic minorities (URM) finish PhDs in engineering at lesser rates and longer timeframes than their majority counterparts. While multiple interventions have been designed for students considering their decision to apply for graduate school, few focus on the transition into those doctoral programs. Graduate student development frameworks argue that it is during this initial transition into doctoral education that graduate students suffer the largest dissonance with their environment. Students typically enter the Ph.D. with misconceptions about what pursuing a doctoral degree entails. When students fail to correct these misconceptions as they progress through their programs, they are more likely to struggle and make decisions that are harmful towards their degree progress, and ultimately, they are less likely to finish their degree. Our prior research has shown these findings to be present and latent in the experiences of URM students in engineering doctoral programs. To prepare URM doctoral students for this transition into the Ph.D., we developed the Rising Doctoral Institute (RDI). The RDI is a workshop directed to incoming doctoral students who identify as underrepresented in engineering; students participate in the workshop a few weeks before joining their graduate programs in the Fall semester. The RDI curriculum is informed by research into the experiences of advanced graduate students, who have identified topics and strategies that could have been helpful to their specific needs earlier in their degree. The sessions include topics crucial to participants’ success in graduate school, such as time management, advisor-advisee relationships, building the dissertation committee, and managing their funding. Following the workshop, students hold monthly meetups with their peers and a mentor through the first year in their doctoral pursuit. These meetings allow us to explore how the students experience key elements to their socialization ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--42712 |
| الاتاحة: | http://peer.asee.org/42712 https://doi.org/10.18260/1-2--42712 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2023 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.5E2A95BA |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--42712 |
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