About two weeks ago, I successfully defended my dissertation proposal and passed my candidacy exam. I wanted to take this opportunity to share some reflections on that process and on my second year as a PhD student.

Drafting my dissertation proposal was a year-long process of preparation, and the part I struggled with the most was choosing the right methodology. It’s one thing to know what you’re interested in or what questions you want to answer, but it’s another challenge entirely to find the right methodological framework. I remember a professor once saying that to truly understand a methodology, you have to grasp it at a theoretical level before you can apply it effectively to your own situation. I found this to be incredibly true. In the literature, many papers explain what a methodology is but often gloss over the justification for why it was the best choice. The candidacy process, however, forces you to justify your choice. I had to dive deep into the theory behind my chosen methodology and articulate how it fit with my conceptual framework. This process truly sparked my thinking about my dissertation. I stopped looking at my dissertation as a product of simply choosing a common theory or method to fill in each section. Instead, I began to see it as a cohesive whole. To justify one choice I made, I had to connect it to all the other pieces in my proposal. I may have done this subconsciously while drafting, but writing for candidacy made this connection explicit and forced me to reflect more deeply.

I also want to point out that preparing for candidacy, while stressful, was a great adventure. I saw it as a process of introspection. As a research assistant, I was used to completing specific research and writing tasks, but I hadn’t yet seen the “backstage” decision-making of a large project. Writing my proposal and critically justifying my choices gave me a chance to truly reflect on my own thoughts and decisions. On the surface, the candidacy exam might seem like it’s all about defending yourself and your choices. However, it’s not just about being defensive. It’s more about the journey of arriving at a specific choice and exploring all the options and alternatives along the way. It’s about accepting critiques and embracing questions. Every question from a committee member became an opportunity for me to reflect and think more critically about my dissertation.

Finally, I want to reflect on my second year. I had a very stressful first year, and overcoming a period of depression was a significant challenge. Passing my qualifying exam at the end of that year was a crucial step that helped me better understand my own capabilities and weaknesses.  Looking back now, while I haven’t published a ton of papers yet (I have one first-author publication so far, which is something I plan to focus on in the next two years), I feel content. As someone who took a few years off before starting my PhD, I wasn’t always confident in my ability to navigate the challenges and grow as a scholar. But looking back, I can clearly see my growth, and I have a better sense of what I need to do to keep moving forward.

I am so grateful for the support system I have: my advisor, my committee members, my peers in our research group and the department, and my family for all their support and love. But most of all, I want to thank myself for persevering and not giving up.

Passing candidacy is a huge relief, but it also signifies the start of new challenges and more fun to come. And I’m genuinely excited for what’s next.

On November 19th, the Toy Adaptation Program (TAP) at The Ohio State University demonstrated the transformative power of engineering education through its annual Toys for All Tots event at Nationwide Children’s Hospital. TAP’s mission is twofold: to equip engineering students with practical skills while making toys more accessible to children with disabilities. By modifying toys to include external switch ports, children can interact with their favorite toys in ways previously inaccessible, creating a tangible connection between engineering and societal impact. ​

This year, seven undergraduate teaching assistants and two Ph.D. students—advisees of Dr. Rachel Kajfez—collaborated to support five families. Each child selected a toy that the team then adapted to suit their specific needs, ensuring that every participant left with toys that would bring joy and independence. Beyond these personalized adaptations, the team donated numerous pre-adapted toys to benefit more children in the future.

The event is more than just a workshop—it is a deeply emotional experience. TAP offers participants a chance to see the immediate impact of their work, as children’s faces light up when they engage with the adapted toys. Such moments reinforce the importance of accessibility and the role engineering plays in fostering inclusivity.

Since its inception in 2015, TAP has grown from occasional workshops to a vital community resource, hosting regular events throughout the year. The program not only enriches the lives of the children it serves but also inspires engineering students to see the broader implications of their skills, often renewing their passion for the field. TAP’s work highlights the value of hands-on, community-engaged learning, blending technical knowledge with compassion to create meaningful change.

In about a month and a half, I will be officially moving into my second year as a PhD student in engineering education. The first year has been a blessing in many ways, thanks to my very supportive advisor, peers, and the wonderful researchers on the project I am working on as a GRA. As I wrap up my first year, a friend who will start her PhD in July asked me: what do I wish I had known before starting my PhD? Here are my answers.

1. Identify a Reference Organization Tool Early

Whether you’re starting or already deep into your PhD, you’ve had experience with reading papers and writing your own work, inevitably needing to cite your sources. Initially, I used the old-school method: downloading papers, reading them on my iPad, and jotting notes in the margins. This approach worked well during my Master’s, but it fell short when I started writing a literature review in my first year. Without tracking quotes or organizing my thoughts, I struggled to find the necessary information when writing.

Learn from my experience: identify a reference organization tool early on and stick with it. Pull quotes or useful information as you read and organize them for easy access later. This practice will prove invaluable for writing papers, preparing for preliminary exams, and crafting your dissertation. If you’re unsure which software to use, watch YouTube tutorials or ask experienced students. Tools like Zotero offer plugins for browsers and Word documents, simplifying the process of saving papers and adding citations.

2. Balance Your Work and Life

As a new PhD student and novice researcher, you may often feel “behind” others in your program or field, leading you to work overtime to “catch up.” I often found myself thinking about papers while making dinner or taking notes on my phone while shopping. Luckily, my husband was there to remind me to enjoy life beyond my desk. Even if you live alone or with roommates, make time to relax and step away from your work.

One strategy is to maintain a to-do list, both weekly and daily, using a digital tool that syncs your lists. While too many items can feel overwhelming, scheduling time blocks can alleviate pressure and ensure you have breaks. Prioritize tasks by deadlines and stakes; tackle urgent, high-stakes items first. Remember, things may not always go as planned. Don’t stress over setbacks. My advisor’s reassurance that “life happens” and to seek help when needed has been invaluable.

3. Grace Yourself for Not Knowing Everything

As someone new to the field, I frequently found myself unaware of theories, philosophical paradigms, or how to write a coherent paper. Starting my GRA position with many expert researchers was daunting. I feared making mistakes or asking “dumb” questions, which hindered my contributions and learning. Instead of asking mentors, I spent extra hours figuring things out on my own, often with less-than-ideal results. This added stress and anxiety impacted my academic performance.

After my annual evaluation, I realized that a PhD is a time for training and growth, which takes time. It’s okay to make mistakes as long as you’re learning and progressing. Prioritize your mental health and seek help when needed. Remember, your PhD is just a few years out of many in your life, and you have a life to live beyond work.

Lastly, consider reading *Mastering Your PhD: Survival and Success in the Doctoral Years and Beyond* by Bart Noordam and Patricia Gosling. While your context may differ, this book can provide valuable insights and help set your expectations.

By keeping these points in mind, you can navigate the challenges of your PhD journey more effectively and enjoy the process of becoming a researcher.

I am an international Ph.D. student in the Department of Engineering Education at The Ohio State University. I have already completed my bachelor’s and master’s degrees in the US, so I am familiar with the education system and culture here. However, starting my PhD has been a new and challenging experience.

One of the biggest challenges I have faced is the transition from being a master’s student in a technical engineering discipline to a doctoral student in the education realm. In an engineering master’s program, you are typically required to take a set of courses and complete a research project. In a doctoral program, you are expected to be more independent and to develop your own research agenda. You are also expected to read more, whether they are related to your courses or your research interest. This has been a challenging transition for me, but I have learned a lot from the process.

Another challenge I have faced is the language barrier. English is not my first language, so I can sometimes have difficulty understanding classes and assigned readings. I have also had to learn new technical terms and concepts in the education realm. However, my professors and classmates have been very supportive, especially my advisor and members of my research group, and they have helped me to overcome these challenges.

Despite the challenges, I have also had many rewards as an international PhD student in engineering education. I have had the opportunity to work on cutting-edge research projects with world-class professors. I have also had the opportunity to collaborate with talented students from diverse backgrounds. I have learned a lot, both academically and personally, from my experience.

Here, I would like to share some tips for incoming international Ph.D. students in engineering education:

• Get involved in the engineering education community. There are many engineering education conferences and events held throughout the year. It can be challenging at the beginning for many reasons. I suggest you start with faculty members in your department. Attending seminars and events held in your department to familiarize yourself with professors and lecturers is a great way to start.
• Find a mentor. A mentor can provide you with guidance and support throughout your PhD program. Your mentor can help you to develop your research agenda, to write papers, and to prepare for your job search. You typically spend lots of time with your advisor, but talking to your cohort and other Ph.D. students in their second or third year is also a great way to learn.
• Take advantage of your university’s resources. Most universities offer a variety of resources for PhD students, such as writing centers, statistical consulting, and career counseling. Take advantage of these resources to help you succeed in your program.
• Don’t be afraid to ask for help. If you are struggling with anything, don’t be afraid to ask for help from your professors, classmates, mentors, or other campus resources. There are many people who are willing to help you succeed.

Engineering education is a challenging but rewarding field of study. As an international Ph.D. student, you may face some additional challenges, but you also have the opportunity to learn from a diverse range of people and gain valuable skills and knowledge. I encourage you to embrace the challenges and to make the most of your experience as an international Ph.D. student in engineering education.

In addition to the tips above, I would also recommend that international Ph.D. students in engineering education reflect on their journey and share their experiences with others. This can help to raise awareness of the challenges and rewards of being an international PhD student, and it can also provide support to other students who are going through the same experience.