Attrition (Optional) and Relationships (Required): Educational Relationships and Decision Making to Increase Engineering Graduate Student Persistence

Session Type: Symposium

Abstract

The systems that govern graduate education perpetuate inequity and inequality in graduate degree holders. Engineering graduate education faces particularly stark disparities in degree completion with regard to race/ethnicity and gender. From three distinct perspectives and methods, this session explores advisor and peer relationships, identity, and attrition from graduate engineering programs. Altering graduate systems to emphasize the importance of interpersonal relationships represents a necessary step to improve experiences, participation, and degree completion in engineering. In two papers, scholars explore how relationships can impede or enhance graduate education. In the third paper, researchers employ machine learning to inform attrition decision making models and interventions.

Sub Unit

• Division I - Education in the Professions

Chairs

• Elan Hope, North Carolina State University

• Matthew Bahnson, The Pennsylvania State University

Papers

• Advising With Care: Advancing Generative Advising Practices for Graduate Students - Brian A. Burt, University of Wisconsin - Madison; Joshua Wallace, University of Wisconsin - Madison; Blayne D. Stone, University of Wisconsin - Madison

• Positive Relationships Required: Advisor and Peer Relationships Improve Degree Completion Intentions for Graduate Engineering Students - Matthew Bahnson, The Pennsylvania State University; Elan Hope, North Carolina State University; Derrick James Satterfield, University of Nevada - Reno; Adam Kirn, University of Nevada - Reno

• New Directions for Studying Doctoral Attrition: Employing Agent-Based Modeling to Investigate Attrition Decisions in Engineers - Catherine Berdanier, The Pennsylvania State University; Chris McComb, Carnegie Mellon University

Discussant

• Stephanie G. Adams, The University of Texas - Dallas