@article{1ea30faa979a46f5b41475f957af8c58,
title = "Investigating the formation of engineers and the future professoriate: Linking writing approaches and attitudes to doctoral socialization, persistence, and attrition",
author = "Berdanier, {Catherine G.P.}",
note = "Funding Information: This material is based upon work supported by the National Science Foundation under Grant 1733594. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Funding Information: Though doctoral engineering education is understudied as a whole, attrition in graduate engineering education is particularly unexplored. Recent reports by the Council of Graduate Schools reported that in engineering, the 10-year completion rate for doctoral programs for domestic students was only 59% [1]. Attrition is problematic for several reasons. First, since many domestic students are funded by federal grants (through NSF, for example) and through domestic industry, each domestic student that leaves academia prematurely represents a lost investment. Second, graduate students are required for the continued quantity and quality of engineering research and development (that supports all facets of engineering, impacting defense, biomedical applications, and energy technologies) and will comprise future thought-leaders in engineering industry and academic research.; 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 ; Conference date: 15-06-2019 Through 19-06-2019",
year = "2019",
month = jun,
day = "15",
language = "English (US)",
journal = "ASEE Annual Conference and Exposition, Conference Proceedings",
issn = "2153-5965",
publisher = "American Society for Engineering Education",
}