2023 ASEE Annual Conference & Exposition

Work in Progress: Bridging the Gap in Doctoral Engineering Education—Critically Investigating Factors Influencing Performance Outcomes on First Doctoral Degree Milestones

Presented at Student Division (STDT) Technical Session 6: Underserved Student Experiences

This is a work-in-progress paper. It is well documented that Black students tend to enroll and complete engineering Ph.D.s at disproportionately lower rates than their peers. What is less understood are the most critical factors influencing their success at critical junctures in the Ph.D. program. Existing scholarship on the socialization processes embedded in pursuing a graduate degree are based on the premise that transitioning into a hyper-specialized area is challenging. One of the most challenging aspects of pursuing a Ph.D. are the academic milestones that are unique to degree completion (e.g., qualifying/comprehensive exam, proposal/preliminary exam, dissertation defense). The creation of the Dissertation Institute is one example of a program for engineering students hoping to succeed in the latter milestones. However, the focus of this study is the first milestone – the qualifying/comprehensive exam based on a robust understanding of foundational concepts introduced in core courses. There are multiple reasons why success on milestones may be challenging. Unlike course assessments of an isolated concept or skill that may have been the norm in prior degrees, successful completion of program-level degree milestones embedded in pursuing a Ph.D. require students to integrate ideas, skills, and ways of being learned across courses to accomplish a unique task that comes with being a scholar in the discipline. The purpose of this preliminary mapping review is to outline the major categories of scholarship on salient factors that influence Black engineering Ph.D. students’ successful completion of their first academic milestone. The findings of this study will provide the basis of a future study that will have implications for Black graduate students hoping to excel in their Ph.D. program and the faculty involved in preparing Ph.D. students with diverse lived experiences to pass their first of many academic milestones.

Authors

Ms. Nicole Adia Jefferson Virginia Tech [biography]

Nicole Jefferson is a PhD student in Engineering Education at Virginia Tech, dedicated to advancing equity and Broadening Participation in Engineering (BPE). Her research centers on the experiences of Black and Hispanic students in undergraduate engineering programs, examining how co-curricular support, mentorship, and institutional initiatives impact student retention and success. Through her work, she seeks to bridge the gap between institutional narratives on BPE and the lived experiences of underrepresented students.

As a Center for the Enhancement of Engineering Diversity (CEED) eleVaTeD Scholars Program coordinator at Virginia Tech, she provides tailored support to first-year engineering students, focusing on mentorship, academic preparedness, and career development. Her leadership emphasizes a strengths-based approach, fostering belonging and community among underrepresented students. This role complements her research on the critical role of peer and institutional support in retaining minoritized students in engineering.

Previously, she worked as a researcher for the National Science Foundation (NSF), contributing to policy and curriculum initiatives aimed at expanding STEM opportunities for marginalized populations. This experience informs her current work, blending research and practical applications to address systemic barriers in engineering education.

Looking ahead, Ms. Jefferson aims to continue driving systemic change in both academia and industry by developing scalable, data-driven models for inclusive co-curricular support. She is committed to building frameworks that increase access and success for historically underrepresented students, ensuring their voices shape the future of engineering education.

Through her presentations at national conferences, such as ASEE, and her published work, Nicole advocates for more effective, inclusive policies that foster diversity and equity in engineering. She sees her future contributions as vital to reshaping how institutions support minoritized students, ultimately broadening participation and creating a more equitable engineering workforce.
Dr. Jeremi S. London Virginia Tech [biography]

Dr. Jeremi London is an Associate Professor of Mechanical Engineering and Associate Provost for Academic Opportunity and Belonging at Vanderbilt University. London is a mixed methods researcher with interests in research impact, broadening participation and instructional change.

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