ORCID Profile
0000-0002-9189-2424
Current Organisation
Virginia Tech
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Publisher: The Forum on Education Abroad
Date: 18-11-2022
DOI: 10.36366/FRONTIERS.V34I4.625
Abstract: In study abroad programs, overall student participation and the representation of minoritized students continue to rise, but barriers to participation for minoritized students persist, especially in engineering. As we strive to broaden participation in engineering study abroad programs, we must critically examine the experiences of minoritized students who engage in these programs so we can facilitate supportive educational environments. This study examines the experiences of minoritized students in a global engineering study abroad program, using the concept of habitus, a student’s collection of identities and embodied cultural capital. We find that students draw on various forms of habitus while studying abroad, connecting their new experiences abroad to their prior experiences. Based on these findings, we make recommendations for designing more equitable and inclusive study abroad programming elements.
Publisher: Wiley
Date: 30-03-2022
DOI: 10.1002/CC.20512
Abstract: Community college scholars and practitioners consistently seek ways to support vertical transfer from community colleges to four‐year institutions. An emerging practice to streamline coursework transfer is the use of tailored, intrusive pre‐transfer advising to increase information access for students still enrolled at the community college. In this article, we explore how one pre‐transfer program—the Virginia Tech Network for Engineering Transfer Students (VT‐NETS)—improved the transfer pathway in engineering through early integration programming and advising structures that help to streamline vertical transfer. Using a quasi‐experimental design, we compare the experience of transfer students who participated in VT‐NETS with transfer students that did not participate in the pre‐transfer program. Based on our findings, we make practical recommendations that may be useful to community colleges and university partners seeking to establish, improve, or scale up early‐integration programs for prospective transfer students.
Publisher: Springer Science and Business Media LLC
Date: 17-08-2021
DOI: 10.1186/S40594-021-00308-W
Abstract: A substantial monetary investment supports STEM doctoral students in the United States (U.S.) through a variety of funding mechanisms (e.g., fellowships, research, and teaching assistantships). However, we have limited knowledge of how students’ funding influences their development of career-relevant skills during graduate school. Using survey data from STEM doctoral students (n = 719) across 35 highly ranked U.S. institutions, we use exploratory factor analysis and nested multivariate regression modeling to understand how students’ primary funding influences development of: (a) research skills (b) teamwork and project management skills (c) peer training and mentoring skills, and (d) communication skills. We find significant differences in students’ self-reported development for all four career-related skills based on their primary funding type. Students with research assistantships reported higher research and teamwork and project management skills than those with teaching assistantships. Yet, students with teaching assistantships reported significantly higher development of peer training and mentoring than students funded via all other types. Students funded via external fellowships reported lower skill development than students funded primarily by research assistantships across all four career-relevant skills. Doctoral students' development of career-relevant skills are not uniform across primary funding types. Particularly, the perceived benefits of external fellowship funding (i.e., prestige, autonomy, increased pay) may come at the cost of fewer opportunities to develop skills important for career success. STEM graduate education scholars, practitioners, and policymakers should consider and ameliorate the varied impacts that funding mechanisms can have on graduate students’ development of career-relevant skills.
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 05-2021
Publisher: Wiley
Date: 04-2020
DOI: 10.1002/SDR.1659
Publisher: Wiley
Date: 27-12-2021
DOI: 10.1002/JEE.20491
Abstract: Despite many initiatives to improve graduate student and faculty ersity in engineering, there has been little or no change in the percentage of people from racially minoritized backgrounds in either of these groups. The purpose of this paper is to counter the scarcity fallacy, in which institutions blame the “shortage” of qualified people from traditionally marginalized backgrounds for their own lack of representation, related to prospective PhD students and prospective faculty from traditionally marginalized groups. This study identifies the BS‐to‐PhD and PhD‐to‐tenure‐track‐faculty institutional pathways of Black/African American and Hispanic/Latino engineering doctorate recipients. Using the US Survey of Earned Doctorates, we tracked the BS‐to‐PhD institutional pathways of 3952 Black/African American and 5732 Hispanic/Latino engineering PhD graduates. We also used the Survey of Doctorate Recipients to track the PhD‐to‐tenure‐track faculty pathways of 104 Black/African American and 211 Hispanic/Latino faculty. The majority of Black/African American and Hispanic/Latino PhD graduates in this study did not earn their BS degrees from Top 25 institutions, but rather from Not Top 25, non‐US, and minority‐serving institutions. The results also show the relatively small proportion of PhD earners and faculty members who move into highly ranked institutions after earning a bachelor's degree from outside this set of institutions. The findings of this study have important implications for graduate student and faculty recruitment by illustrating that recruitment from a narrow range of institutions (i.e., Top 25 institutions) is unlikely to result in increased ersity among racially minoritized PhDs and faculty in engineering.
Publisher: Informa UK Limited
Date: 12-08-2020
Location: United States of America
Location: United States of America
No related grants have been discovered for Dustin Grote.