2026 ASEE Annual Conference & Exposition

Introduction: Biomedical engineering master’s students enter graduate programs with diverse goals, including industry employment, research careers, and academic pathways. At Brown University, approximately 25% of BME master’s students aspire to pursue a Ph.D. However, few discipline-specific resources exist to guide students through the complex application process. To address this gap, the BME program developed a Pathway to Ph.D. program to provide targeted mentorship, funding opportunities, and structured workshops focused on the Ph.D. application process. This initiative was designed both to increase transparency around doctoral pathways and to enhance student competitiveness in admissions.
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Methods: The Academic Sub-track was structured as a selective internal program with defined eligibility requirements, including full-time research status in the M.S. program and active engagement with a research advisor. Students applied through a process requiring a personal statement, transcript, and advisor confirmation. Applications were evaluated using a standardized rubric that assessed motivation, research experience, Ph.D. plans, academic potential, and recommendations. Applicants were also eligible for a “Summer Research Stipend” to support full-time research activity during the summer months. Accepted students gained access to a six-part workshop series spread over 6 months (May to November). These workshops included: (1) To PhD or Not to PhD? (2) Demystifying the Ph.D. (3) Application Process (4) How to Write an Awesome Personal Statement (5) Personal Statement Editing Session (6) Ph.D. Readiness Roundtable. Each 60–90 minute workshop was facilitated by Brown faculty and staff and designed around insights from the literature. All workshops ended with a brief survey regarding the content of the workshop. Data on Ph.D. acceptances from this cohort were collected and analyzed in relation to historical acceptance outcomes of BME master’s students.

Results: The first Pathway to Ph.D. cohort was accepted in March 2025 and included fourteen students, all graduating in Spring 2026. Thirteen students planned to apply to Ph.D. programs in Fall 2025 for a Fall 2026 start. Each workshop was met with positive feedback. Students commented that the workshops largely increased their confidence and understanding of the Ph.D. process. Students also expressed interest in allowing more time to complete workshop activities and planning guides. Preliminary outcomes include enhanced student preparedness for the Ph.D. application cycle and increased faculty-student interaction regarding career pathways. Organizers and instructors also observed evidence of improved application quality, particularly in personal statements and recommendation letter planning. Overall, eight of the thirteen students (62%) who applied to Ph.D. programs were accepted and committed to programs at various institutions. Longitudinal data on admissions outcomes are being collected for follow-up reporting. Early feedback suggests that the workshop model effectively demystified the Ph.D. process and created a supportive community for master’s students navigating academic career decisions. This workshop model can be adapted to serve a wider range of students or customized for other STEM disciplines.