Various programs and research initiatives seek to support the success of master's students in engineering. However, as programs can have diverse groups of students, supporting their success may not be a one-size fits all. Our work focuses on a group we define as Returners, who spent five or more years in industry before returning to university for a master's degree. As part of a larger survey with approximately 300 engineering student participants who were pursuing master's degrees, we asked them to evaluate the influence of their prior work experiences on their learning experiences in their Master's program using two open-ended questions. Participants cited that their work experiences supported their technical skill development, and also their professional skill development, which participants believed contributed positively to their ability to work in groups in school. Participants who were in industry the longest also indicated that their work experiences helped them to think critically about coursework in terms of best benefits for their career needs and interests.

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focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and entrepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes.

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