2014 ASEE Annual Conference &Amp; Exposition Proceedings
DOI: 10.18260/1-2--20543
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Graduate Student Identity: A Balancing Act Between Roles

Abstract: She earned her B.S. and M.S. degrees in Civil Engineering from Ohio State and earned her Ph.D. in Engineering Education from Virginia Tech. Her research interests focus on the intersection between motivation and identity of undergraduate and graduate students, first-year engineering programs, mixed methods research, and innovative approaches to teaching. Currently, she teaches within the first-year engineering program at Ohio State while maintaining an active engineering education research program.

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Cited by 11 publications
(15 citation statements)
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“…Besides anxieties arising from teaching or research alone, another source of anxiety for GTAs may be related to tensions between teaching and research roles (Reid and Gardner 2020). Graduate students must learn how to balance multiple roles over their degree program (Kajfez and McNair 2014;Nicklin, Meachon, and McNall 2019;Winstone and Moore 2017). GTAs often teach undergraduate labs or discussions along with taking their own classes and conducting research (Gardner and Jones 2011;Prieto and Scheel 2008;Sundberg, Armstrong, and Wischusen 2005).…”
Section: Anxiety Related To Teaching and Researchmentioning
confidence: 99%
“…Besides anxieties arising from teaching or research alone, another source of anxiety for GTAs may be related to tensions between teaching and research roles (Reid and Gardner 2020). Graduate students must learn how to balance multiple roles over their degree program (Kajfez and McNair 2014;Nicklin, Meachon, and McNall 2019;Winstone and Moore 2017). GTAs often teach undergraduate labs or discussions along with taking their own classes and conducting research (Gardner and Jones 2011;Prieto and Scheel 2008;Sundberg, Armstrong, and Wischusen 2005).…”
Section: Anxiety Related To Teaching and Researchmentioning
confidence: 99%
“…While graduate students are an understudied population for engineering education, researchers are beginning to investigate this critical population. For example, researchers have begun to characterize graduate educational processes with respect to future career trajectories (Zerbe & Berdanier, 2020); preparation for teaching (Kajfez & Matusovich, 2017; Kajfez & McNair, 2014) and research (Borrego & Newswander, 2010; Newswander & Borrego, 2009) as future faculty; preparation for industry and other nonacademic careers (Watson & Lyons, 2011); and facets of socialization and identity that relate to attrition or persistence (Berdanier et al, 2020; Cass et al, 2018; Tsugawa‐Nieves et al, 2017). Within this relative paucity of literature, fewer scholars discuss the roles that specific competencies have in facilitating the success of graduate students while in school or after they graduate.…”
Section: Related Literature and Theoretical Orientationmentioning
confidence: 99%
“…Graduate students take on multiple roles in graduate school, forming multiple role identities as a result [23]. However, the roles that graduate students assume in graduate school may not align with students' expectations for roles that they will take on in their careers, especially in the balance between research and teaching roles [23].…”
Section: Engineering Identity In Graduate Studentsmentioning
confidence: 99%
“…Engineer, researcher, student, and educator roles are commonly enacted by engineering doctoral students during their graduate studies [23]. While these academic roles may align with a doctoral students' interests, they may also be strictly defined by the institution that the doctoral student serves.…”
Section: Introductionmentioning
confidence: 99%