The Rising Doctoral Institute: Preparing Minority Students for the Transition into the Engineering Ph.D.

Mayra S. Artiles, Juan M. Cruz, Sarah Anne Blackowski, Holly M. Matusovich, Stephanie G. Adams, Gwen Lee-Thomas

Research output: Contribution to journalConference articlepeer-review

Abstract

Studies on graduate education have shown that underrepresented minorities 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 or students completing their doctoral journey, few focus on the transition into those doctoral programs. To prepare minoritized doctoral students for this transition to the Ph.D., we developed and researched the Rising Doctoral Institute (RDI). The RDI is a four-day summer workshop for incoming doctoral students who identify as underrepresented in engineering and intend to begin graduate school in the Fall semester. This paper aims to discuss the process through which we developed the RDI and our initial research findings. We conclude with our plan to disseminate these workshops across multiple US institutions using a change-theory informed dissemination model.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jul 26 2021
Event2021 ASEE Virtual Annual Conference, ASEE 2021 - Virtual, Online
Duration: Jul 26 2021Jul 29 2021

ASJC Scopus subject areas

  • Engineering(all)

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