Erin Crede and Maura Borrego, Department of Engineering Education, Virginia Tech Modeling the Graduate Engineering Student Experience: Combining Socialization Experiences with Individual Development Abstract RQ’s and Methods Funded by National Science division of Engineering Education Centers under EEC The aim of this study was to develop a framework for examining the experiences of engineering students during graduate study. The proposed model was developed as the result of nine months of ethnographically guided observations and interviews with students and faculty members in an electrical and computer engineering research group. Upon leaving the setting, the field notes and interview transcripts were analyzed deductively using codes suggested by the literature, and inductively by developing emergent themes not explained by existing literature. The result is a theoretical framework that shows how students gain various forms of identity capital during the process of socialization to a community of practice (research group). We then use this model to examine the experiences of a first year PhD student and present these findings. Finally implications for the use of this model in other settings are explored, as well as directions for future research. Intangible AssetBeginningMiddleEnd Content knowledge “I was afraid that the classes were going to be difficult, that I wasn’t going to be prepared” “I’ve read everything and I am ready to get my hands dirty” Observed: Wants to explain things to me, technical information, enjoying understanding what he is doing and wants to talk to others about it Confidence (self efficacy) “I’m not quick to jump up and say that I know the answer even when I do” Observed: Caleb has started asking questions to other students and faculty members after the meetings. Observed: Caleb will openly address the faculty members and older students during the meetings and in front other the group Responsibility to the group “I am more of a humble learner” “I feel completely different. If I don’t produce then I am in trouble, there is no excuse. I feel really guilty if I spend more than a week not working, or 4 or 5 days go by and I am not making progress” “I feel like I should be able to offer suggestions to other people “ DeductiveInductive Tangible  Nationality  Gender  Spoken Language  Degrees and Certification  Physical Appearance  Acknowledged a leader in the group  First name basis with faculty  Undergraduate Degree Location (same or different institution)  Having a research project Intangible  Self Efficacy  Self Monitoring  Responsibility to the group  Perceived role within the group  Goal setting ability  Reflection  Ability to future, anticipate Theoretical Framework 1.What experiences contribute to the socialization of engineering students to research group communities? 2.How do engineering graduate students use identity capital to gain access to and navigate through research group communities? Methods Research Questions Ethnographically guided observations and interviews of an electrical and computer engineering research group during a fourth month time frame Analyzed the data using a combination of inductive and deductive coding to explore the themes of socialization and identity capital Academic (Class work) Activities  Taking classes together (peer interactions)  Working on homework with other lab students (peer interactions) Professional (Research) Activities  Presenting work at the weekly group meeting  Individual meetings with advisors  Discussion of research in the lab with other students  Group research projects  Conference presentations Social Activities  Group sports  Happy hour after the weekly meeting  Bar-b-cue at faculty member’s house  Department social  Discussion of various non academic activities with other students in the common lab area  Dressing up for Halloween (or other holidays) Data Analysis for Identity Capital Data Analysis for Socialization The Model and an Example Students increase their IDENTITY CAPITAL through the process of SOCIALIZATION as they move from newcomer to more active participants in a COMMUNITY OF PRACTICE Newcomer Central Community Member Socialization