Dr. Sullivan is currently a Regents Professor in the Department of Physiology in the Medical College of Georgia and Dean of the Graduate School at Augusta University. Dr. Sullivan is an internationally recognized expert and leader in the field of sex differences in cardiovascular physiology and pathophysiology. Her work has been continuously funded by the NIH and the American Heart Association since becoming a tenure track faculty member in 2008.  Dr. Sullivan consistently publishes her work in the top journals in the field of hypertension, with over 130 peer reviewed articles. For her outstanding work, Dr. Sullivan has received numerous prestigious awards including the Inaugural John Laragh Research Award from the American Journal of Hypertension, the Mid-Career Award for Research Excellence from the American Heart Association Hypertension Council, the Ernest Starling Lectureship Award from the American Physiological Society, and most recently the Harriet Dustan award from the American Heart Association.  Dr. Sullivan has a demonstrated commitment to the training of undergraduate, graduate, and medical students, as well as postdoctoral fellows and junior faculty members. She creates a challenging and collaborative training environment for all of her trainees while focusing on the needs of each individual.

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Graduate school is more than a pathway to a degree- it is a journey with the potential to change lives.  While the academic pursuit of knowledge is critical to the future success of graduate students, equally vital are the support systems that foster professional development, personal well-being, and a sense of belonging.  Graduate students face unique challenges, including navigating complex academic expectations, managing financial pressures, and balancing research and school with personal responsibilities. This talk will focus on strategies to strengthen the graduate community through the development of programming focused on student success.  We will talk through the importance of having a mission and vision that encompasses all graduate students and aligns with university priorities, leveraging university resources to create a sense of graduate community, and developing  programs to enhance the academic experience. We will examine the unique challenges graduate students face and highlight collaborative practices that promote balance, resilience, and belonging. Topics will include mentoring frameworks, inclusive programming, mental health support, and cross-campus partnerships to enhance the graduate experience.

Dimitri Mavris, Ph.D. is a Regents’ Professor, Boeing Professor of Advanced Aerospace Systems Analysis, and S.P. Langley Distinguished Professor at the Georgia Institute of Technology. He directs the Aerospace Systems Design Laboratory (ASDL) and serves as executive director of the Professional Master’s in Applied Systems Engineering (PMASE) program. A Georgia Tech alumnus (B.S., M.S., and Ph.D. in Aerospace Engineering), Dr. Mavris is internationally recognized for advancing systems design, architecting, and optimization in aerospace engineering. Under his leadership, ASDL has become the largest lab of its kind, conferring over 1,400 graduate degrees and producing more than 1,200 publications. He serves as Georgia Tech’s lead for major FAA and industry partnerships, including ASCENT, PEGASAS, and the Airbus/GT Center for MBSE-enabled design. A Fellow of AIAA, RAeS, and NIA, Dr. Mavris has earned numerous honors, including Georgia Tech’s 2024 Class of 1934 Distinguished Professor Award and AIAA’s Sustained Service Award.

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The challenge of shaping doctoral students goes beyond just mastering technical skills. Today's world demands a strong network and skills in leadership, teamwork and communication. Traditionally, the PhD experience happens in a very isolated fashion, with few opportunities for building meaningful relationships.

The Aerospace Systems Design Laboratory has tried since its inception to get ahead of these challenges and create an environment where doctoral students can develop the network and the skills necessary to face today's demands. To address this, the ASDL Academy was formed to cultivate these exact competencies. As a testament to this model's success, ASDL has graduated more than 300 PhDs with multiple cases of highly successful careers in government, industry and academia.

The Academy groups together all the doctoral students at ASDL, organizing weekly sessions that focus on the research structure of a doctoral dissertation, best practices on research workflow and shared support for common technical issues. Its work also includes assistance among peers for doctoral qualifying exams and fosters community support by sharing each member's experience to learn from each other at each stage of the PhD journey. Beyond the formal sessions, regular social events facilitate relationships that create lasting, powerful networks while ensuring good mental health.

Overall, this initiative has built a strong community that combats isolation and prepares thought leaders equipped with the holistic skills needed today. The ASDL Academy demonstrates that community building not only leads to better research outcomes but is an integral part of helping doctoral students become successful leaders.

Presenter(s)

Nazanin Tork, Associate Director of Graduate Admissions & Recruitment, Office of Graduate Education

Nazanin Tork is the Associate Director of Graduate Admissions & Recruitment at Georgia Tech. In this role, she leads and coordinates the graduate admissions teams and Institute level recruitment efforts across the six colleges, including online and on-campus programs. Nazanin is focused on supporting social mobility by advocating for equal access and creating a diverse and welcoming campus community for students, faculty, and staff. Her experiences have ranged from working with international government agencies and universities, U.S. Federal TRIO programs, women’s colleges, and historically black colleges and universities.

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Anna Traykova, Academic Program Manager I, School of City and Regional Planning, College of Design

Anna is an education professional with experience in teaching, advising, program management and adult learning both within and outside of academia. As an undergraduate she explored the fields of history, anthropology, international studies, art and environmental studies at the American University in Bulgaria and Columbia University and had a taste of urban studies at the University of Helsinki.  Her interest in helping people learn took her to an international graduate studies program in Adult Learning and Global Change, where her home institution was Linkoping University in Sweden. She has also completed a MA in Art & Design with a focus on design education.

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Danielle Ramirez, Graduate Programs Manager, School of Civil and Environmental Engineering, College of Engineering

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Abstract

Abstract Description

Graduate coordinators and directors serve as the front line of support for graduate students, faculty, and programs—handling admissions, onboarding, student services, and compliance. Despite their critical role, many coordinators and directors report gaps in centralized training, uneven access to tools/resources, and limited opportunities for peer networking. This results in inconsistent student experiences, increased administrative burden, and missed opportunities for collaboration across units. This session will look at what resources are already in place, where people still feel there are gaps, and how Georgia Tech can better support these roles moving forward.

Presenter(s)

Jana Stone, Ph.D., Assistant Vice Provost for Professional Development and Director of Postdoctoral Services, Graduate and Postdoctoral Education

Jana Stone is assistant vice provost for professional development and director of Postdoctoral Services within the Office of the Vice Provost for Graduate and Postdoctoral Education at Georgia Tech. Stone manages a team that includes graduate career advising, the Graduate Internship Program, and Postdoctoral Services. She also oversaw the creation of the Office of Faculty Professional Development in 2020-2021. Stone has been at Georgia Tech since 2013, when she was hired to establish the Office.

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Bonnie Ferri, Ph.D., Vice Provost, Graduate and Postdoctoral Education

Bonnie Ferri is the vice provost for Graduate and Postdoctoral Education at Georgia Tech, and a professor in the School of Electrical and Computer Engineering (ECE). Dr. Ferri previously was the vice provost for Graduate Education and Faculty Development and held associate chair positions in ECE, both for undergraduate and for graduate studies.

She has received many honors and awards including the 2017 IEEE Undergraduate Teaching Award and the 2016 Regent’s Award for the Scholarship of Teaching and Learning. Ferri was the co-chair of a Georgia Tech campuswide commission on the future of higher education, and she was an invited speaker at a National Academy of Engineering workshop on education. Ferri has also been active with the IEEE Control Systems Society and served two terms on its Board of Governors. She was the program chair for the 1998 American Control Conference and will be the general chair for that conference in 2022.

Ferri received a bachelor’s in Electrical Engineering from the University of Notre Dame and a master’s degree in Mechanical Engineering and Aerospace Engineering from Princeton University. After earning these degrees, she worked as an engineer for Honeywell for two years before pursuing a Ph.D. in Electrical Engineering from Georgia Tech.

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Abstract

Abstract Description

This strategy session will examine the evolving landscape of graduate student funding, with a focus on flexible models that integrate corporate engagement, internships, and co-sponsored projects alongside traditional assistantships and fellowships. Drawing from Georgia Tech’s initiative pilot programs, the conversation will explore how various offices can work together to create streamlined, customizable funding templates that meet increasing need to bring in corporate funding while maintaining compliance with state and federal regulations. 

Moderators will lead a discussion focused on institutional policies and practices that either enable or hinder the adoption of these models, and identify the structural changes needed to scale them at Georgia Tech and Beyond. Key topics will include:

1. The role of corporate engagement in supplementing graduate education funding;
2. Policy barriers to corporate-university collaboration and strategies for reform; and
3. Funding models that balance financial sustainability, intellectual property concerns, and workforce readiness. 

This session invites faculty from across campus to engage in a forward-looking dialogue about how to reshape graduate education funding to better serve faculty, graduate students, and the broader research ecosystem.

Presenter(s)

Anne Shaffer, Ph.D., Associate Dean of the Graduate School, University of Georgia

Anne Shaffer is the Associate Dean of the Graduate School at the University of Georgia. In this position, she is responsible for academic affairs and supporting the development and implementation of strategic initiatives.

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Abstract

Abstract Description

This presentation will provide an overview of how we leverage centralized Graduate School funding to support graduate students from recruitment through degree completion. This overview will include recruitment strategies such as individual fellowships for outstanding students, and the administration of block grants to academic colleges for flexible deployment at the graduate program level. For students who experience challenges during their degree programs, we will review strategies such as emergency funds and "degree accelerator" awards for students who have experienced roadblocks and would benefit from assistance to facilitate their degree progress. Finally, we will review strategies such as dissertation completion awards to provide outstanding senior graduate students with protected research time to compete their degrees.

Details on the moderator and panelists are coming soon.

Abstract Description

This interactive panel features a diverse group of graduate students representing colleges across Georgia Tech, each sharing insights from their unique academic and personal journeys. Panelists will reflect on themes of success, belonging, and balance, offering candid perspectives on what it means to thrive in graduate school. Attendees will gain a deeper understanding of the graduate experience and practical ideas for strengthening support across programs and disciplines.

Abstract Description

This session highlights a series of innovative initiatives implemented in Georgia Tech’s Master of Science in Analytics (MSA) program to enhance graduate student success through academic support, professional development, and holistic wellbeing. Four interconnected efforts— (1) the MSA Success Hive Canvas Site, (2) Wellness Wednesdays, (3) a Career Values Presentation, and (4) MSA Social Events such as the Baby Goats Meet & Greet and Trivia Night—address student needs across multiple dimensions of the graduate experience. Together, these initiatives illustrate how a graduate program can build a support ecosystem that not only improves communication and academic preparedness, but also cultivates career alignment, stress relief, and community connection. Presenters will share the design, implementation, and outcomes of each initiative, offering transferable strategies for other programs seeking to champion graduate student success.

Abstract Description

The Peer Tutoring for the Aerospace Engineering PhD Qualifying Exams was sponsored by the Provost’s Fund for Excellence in Graduate Studies for the 2024–2025 academic year at Georgia Tech, with the goal of increasing the pass rate on the Qualifying exam through peer support and enhanced preparation. The Center for Teaching and Learning (CTL) supported the project by offering a one-day peer tutoring workshop. This workshop introduced a structured peer-assisted learning (PAL) model (Topping, 1995) designed to support Aerospace Engineering students who had successfully passed the qualifying exam in becoming peer tutors. These tutors, in turn, provide guidance and support to doctoral students preparing to take the exam. Central to the workshop is the preparation of effective peer tutors. We highlight: (a) key characteristics of effective peer tutor, (b) pedagogical strategies centra to Qualifying exam success, and (c) the development of personal qualities. Specifically, we highlight the qualities that matter most—subject knowledge, pedagogical strategies, and personal attributes that build trust and collaboration. Pedagogical strategies that tutors learned include: general methods such as problem decomposition (“divide and conquer” and identifying key concepts) as well as discipline-specific tools like system decomposition, free body diagrams, case studies, and algorithmic thinking. Tutors are trained to employ guiding questions—probing, clarifying, leading, diagnostic, and metacognitive—that stimulate critical thinking and deeper understanding. Lastly, the workshop also emphasizes the development of project management skills and growth mindset practices. Interactive activities include identifying success factors, sharing personal experiences, and developing example questions in participants’ disciplines.

Abstract Description

Obtaining a faculty position is a goal for many graduate students and postdoctoral scholars (“postdocs”), but the academic job search can be time consuming, intimidating, and opaque. Moreover, lack of clarity around the aspects of faculty jobs beyond research (e.g., funding acquisition, service commitments, and lab management) can impede graduate students’ and postdocs’ ability to discern whether this career path is right for them. In this session, we will discuss a future faculty preparation program that is an active collaboration between two programs in the College of Sciences (CoS), the Center for Teaching and Learning (CTL), and the Office of Graduate and Postdoctoral Education (GPE). Briefly, the Center for Programs to Increase Engagement in the Sciences (C-PIES) and the Rising Tide Program in CoS overlap in their mission to cultivate strong faculty candidates. CTL and GPE regularly offer workshops that share best practices on how graduate students and postdocs should approach searching, applying, and interviewing for faculty positions. Recently, Rising Tide, CTL, and GPE organized an intensive seminar series for Rising Tide Fellows (RTFs) to develop their faculty applications and hear faculty perspectives on how to succeed in faculty careers. We found that the combination of pedagogical expertise, discipline-specific knowledge, and advice from faculty within CoS demystified the academic job process for fellows and increased their confidence in preparing application materials. With the success of the first series, Rising Tide and C-PIES have planned a similar two-day short course for CoS graduate students and postdocs. We anticipate similar positive impacts.

Abstract Description

Imagine saying the following to students of a graduate course: We are piloting an innovative strategy for AI use in my CS8803-Mobile Computing and IoT class. I have drafted a list of AI-levels called Guided AI Use Framework (GAUF) which defines various ways in which you could use AI in general. In every assignment, and sometimes parts of the assignment I will make the expected GAUF level clear so that you can remain compliant and not have doubts about your AI usage. GAUF levels could apply to code, written text, proofs, answers to MCQs, etc. Look for GAUF tags in the assignment text. When no GAUF tag is present, assume it is a traditional assignment with no AI use permitted (GAUF-L0). --- That is what we have done this year. It remains to be seen how the students react, but I think the framework itself is worth exploring and the idea could be adopted in other classes as well.

Abstract Description

Career Readiness @ Tech is a competency-based framework designed to equip graduate students with the knowledge, skills, and adaptability necessary for longterm success in diverse career pathways. Grounded in national career competency frameworks (AAC&U, NACE, USG) and informed by career theories such as the Tshaped professional, occupational engagement, and life design, the model emphasizes a holistic and flexible approach to graduate career development. The framework centers on three interconnected components: Expand Your Skills (core career competencies such as communication, teamwork, leadership, and global perspective), Deepen Your Expertise (field-specific knowledge and experiential learning opportunities such as research, internships, and community-based learning), and Engage & Evolve on Your Career Journey (proactive action, reflection, and adaptability to unexpected opportunities). At this stage, our focus is on building campus-wide awareness, sharing the framework broadly, and gathering feedback from faculty and staff to inform its integration into graduate education. The Summit provides an ideal venue to explore how this shared language around career readiness can strengthen partnerships across research, career development, and well-being. Feedback from participants will directly inform the design of signature programs launching in the next academic year.

Abstract Description

This highly interactive session will engage participants in shaping strategy, providing feedback, and collaboratively refining a draft of universal learning outcomes (ULOs) for Tech graduate students. In support of the Institute’s strategic priority to cultivate well-being and guidance from the Council of Graduate Schools and the JED Foundation, a project team has completed a literature review and benchmarking of ULO’s — those co-curricular competencies that contribute to student success, well-being, and which may also reduce time-to-degree. The team is soliciting broad stakeholder input to finalize the ULOs. The ULOs will help instructors, advisors, and student support personnel, as well as registered student organizations (RSOs), peer mentors, alumni, and community partners to design and implement effective co-curricular programs, policies, and practices to advance graduate student success and well-being, and reduce time-to-degree, in measurable ways. While ULOs are being proposed for all students, in all disciplines and years of study, this workshop will focus specifically on ULOs for graduate students and crowdsource participants’ input to tailor to the culture and context of the graduate student experience at Tech – for masters and doctoral students – inclusive of the needs of special populations including first-gen, international, and online learners.

Abstract Description

Graduate students are often forgotten when it comes to programmatic efforts and initiatives meant to create sense of belonging at an institution. Georgia Tech is unique in that more than half its student population is graduate students, and because of this, specialized efforts have been created to engage those students. Our assessment has shown that graduate students want a chance to connect with others outside of their discipline, and programs tailored to their experience. Student feedback has resulted in a Graduate Lounge as well as the creation of the roles Graduate and Community Program Manager and Assistant Director for Commuter Student Engagement. This session will discuss multiple programmatic efforts put forth by Graduate Student Programs at Georgia Tech to engage graduate students, and give participants the chance to share successful initiatives from their home institutions.

Abstract Description

Building community amongst graduate students can be difficult. This is made even more difficult when considering the variety of backgrounds, cultures, undergraduate experiences, etc. of these students. This session will discuss the lessons learned from working with graduate students, and wisdom from alumni of graduate programs. This session will also include a facilitated discussion with the audience to gain additional insights, share best practices, and answer questions that will assist the attendees with some steps to begin a student community ecosystem in their respective areas.

Abstract Description

Recent evidence has demonstrated that graduate students are developing strong interests in public and community engagement as a part of their education (Howell, et al, 2019). While research has considered aligning service learning through graduate curriculum (Jenkins and Sheehey, 2022), this is not always easily achieved, especially in the graduate curriculum of science, technology, mathematics, and medicine fields (Rios & Neas, 2024). Creating space for community engagement with student research can provide unique engagement that will facilitate professional development goals and provide deeper meaning to their work, with the potential to facilitate faculty culture to value community engagement (O’Meara and Jager, 2023). The Center for Programs to Increase Engagement in the Sciences (C-PIES) promotes student and faculty success in the College of Sciences (CoS) by enhancing recruitment, retention, teaching, and research. To support graduate students in their pursuit of community engagement within their research activities, we are initiating a pilot project in partnership with Google to create the Google Community Engagement Graduate Fellowship. This one-year paid fellowship is open to all graduate students in CoS. Students will collaborate with C-PIES and community partners on campus or within the Atlanta community to build a specific community project aimed at community engagement in one of the following priority areas: Civic and Policy Engagement, Community Engaged Research, K-12 Research Outreach. Student engagement with the program will be tracked by regular meetings with fellows and relevant team members, specifically developed outcome goals and metrics of the program, and how the fellowship activity has impacted their graduate student experience in the eyes of the student and their faculty mentor.

Abstract Description

The College of Sciences (CoS) is dedicated to increasing graduate student belonging across its six schools (Psychology, Mathematics, Biological Sciences, Chemistry & Biochemistry, Earth & Atmospheric Sciences, and Physics). This dedication is seen in the creation of the Center for Programs to Increase and Engagement in the Sciences (C-PIES) which seeks to build a stronger community and provide support for members of the College community to thrive. In the 2022 Student Climate Assessment Survey Summary, students expressed a desire for an “array of programs and events that met [their]… needs” (Ludlum, 2023). It has been emphasized that student engagement in developing programs is critical to building successful outcomes (Wong and Smith, 2023). Research shows that students are motivated by student-centered pedagogies such as peer learning and selfdetermination theory. We proposed to facilitate student belonging and engagement by addressing their psychological needs for autonomy, competency, and relatedness (MacIntosh and Asghar, 2025; Reeve, 2012; Gamlath, 2020; Fisher et al., 2018). To facilitate community building, we proposed to create the Graduate STudent Enrichment Program (GradSTEP). This program engaged graduate students within CoS to develop proposals on how to best facilitate learning within
their community. We were granted funding from the (PEGS) Provost's Fund for Excellence in Graduate Studies to solicit applications from student-led teams that have an identified faculty or staff mentor (e.g., Associate Chair for Graduate Education, Program Director, or Academic Program Manager) to oversee their proposals and implementation. Student-led teams consisted of graduate students that are from a single graduate program or are collaborative with students across multiple graduate programs within the College of Sciences focusing on peer mentorship facilitation or academic skills support.