2026 ASEE Annual Conference & Exposition

This research examines graduate student success in engineering fields as a multidimensional concept encompassing academic achievement, professional development, and psychosocial well-being. Ensuring graduate students succeed is critical not only for their individual career trajectories but also for advancing innovation, diversifying the STEM workforce, and sustaining the global competitiveness of engineering research and education. In this paper, we present a scoping review of literature (2015–2025) on factors influencing the success of graduate students in U.S. engineering programs, including both domestic and international students. Guided by Social Cognitive Career Theory (SCCT) and Ecological Systems Theory (EST), we searched the literature for relevant studies, applying inclusion criteria focused on graduate engineering education in the United States. In total, 65 publications met the inclusion criteria and were analyzed through iterative coding. 'Graduate student success' is defined across academic outcomes (e.g., retention, degree completion, research productivity), professional outcomes (career preparation, skill development), and psychosocial outcomes (well-being, sense of belonging, self-efficacy). The review identified key success factors at individual, interpersonal, and institutional levels. Individual attributes such as self-efficacy, intrinsic motivation, and resilience emerged as crucial for persistence and achievement. Interpersonal supports, including quality mentorship and peer community, consistently facilitated student success. Institutional factors such as financial support, an inclusive departmental culture, and structured professional development opportunities were also prominent themes. We propose a conceptual model to visualize how these multi-level factors interact to influence graduate student success. Notably, the literature also highlights unique challenges faced by underrepresented and international students (e.g., cultural adjustment, microaggressions, and imposter syndrome) that can hinder success. This paper discusses these findings in light of SCCT and EST, identifies gaps (such as the need for longitudinal and intersectional research), and offers implications for mentoring practices, institutional policies, and graduate program design. We conclude with recommendations to support diverse engineering graduate students better and directions for future research.