Our iUSE project is the culmination of several projects that we desired to bring to a larger university community. In Psychology, Project Knowledge (PK) was an intensive near-peer mentoring program that identified student academic skills and behaviors needed for academic success.

The Journal of Engineering Education (JEE) reflects our academic community as it fulfills its mission is to cultivate, disseminate and archive scholarly research in engineering education. Scholarly research is shaped in large part through peer review; peer reviewers are liaisons between a journal and members of its professional community and are thus crucial for creating an equitable and inclusive experience for authors. However, there is little preparation or training for peer reviewers in critiquing manuscripts or writing thorough and constructive reviews.

In this seminar, I plan to discuss the importance of incorporating the voices of our students in our teaching practices.

Every year, newly graduated engineers enter the workforce to begin their engineering careers. During the school to workplace transition, significant learning occurs even for well-trained new engineers. New employees must socialize to the workplace, a critically important developmental task.

Gender has been the subject of study in engineering education and social research for decades. However, little attention has been given to transgender and gender nonconforming (TGNC) experiences or perspectives.

Professional Engineers spent over half of their working time doing leadership and other professional skill-related tasks. Engineering graduates, however, reported lacking leadership competencies to their employers’ expectations. They then must acquire these skills on the job to fill the gaps. Educators have called for innovative ways to introduce and impart leadership concepts to engineering students at all levels that do not further burden the already dense curriculum. Studies suggested that mentoring opportunities can provide an alternative approach for learning and practicing leadership.

The doctoral advising relationship has been deemed arguably the primary cause for doctoral attrition, holding particularly true for engineering doctorates where the advisor serves as a student’s collaborator, coauthor, supervisor, and often a mentor.

Engineers are tasked with designing, developing, and building solutions to complex problems. By nature, their decisions can have critical consequences. Avoiding engineering mistakes requires not only technical knowledge but also the ability to rapidly assess whether a solution is feasible and appropriate.