International Students: International students must normally register for at least 9 semester hours each fall and each winter semester to fulfill U.S. Immigration and Naturalization Service requirements. When a student nears completion of his/her program and only has 1-2 classes or thesis work left to complete, it is possible to register for fewer than 9 credits and still be considered full-time. To do this, a petition must be filed by the department on behalf of the student and submitted to the International Services office. If you fall in this category, see the department graduate secretary to file the necessary petition. Other questions should be directed to International Services (1351 WSC, Brigham Young University, Provo, UT 84602, telephone  422-2695).
The MENGR degree is designed and intended for professionals who are working full- time as practicing engineers. Courses taught on campus and courses delivered via distance-learning methods (such as on-line delivery) can both be applied towards the requirements of the degree. Thus the degree is available to off-campus students who enroll in distance-education courses. The MENGR degree is different from the M.S. degree in several respects: the MENGR applicant is not required to take the Graduate Record Examination (GRE), the MENGER student is not required to satisfy focus-area requirements, and the student must submit an Engineering Report instead of a
As part of the process of achieving Candidacy, a doctoral student must complete a set of courses known as the Doctoral Candidacy Coursework. This is a continuation of the Qualification Coursework. It includes at least 36 credit hours of relevant graduate coursework beyond the Bachelor's Degree, of which at least 18 credit hours must have been earned at the University of Michigan, Ann Arbor. Credit for individual study, research and seminar courses may not be counted toward the 18 or 36 hour requirement. These credits are often indicated by “S” grades. The Graduate School requires that at least two post-Bachelors cognate courses be included. These courses can be included in the Candidacy hour requirement unless an “S” grade was used or the course is non-technical (e.g., business, writing, etc.) In particular, math courses can be included. Students who enter the Ph.D. with a relevant Master’s degree from another school will generally have had approximately 18 hours of relevant graded coursework which gives a total of 36 hours when combined with the required 18 hours at UM.
UVM’s Graduate College provides information available to graduatestudents seeking specific fund- ing for academic, research, and travel endeavors. The Funding Manual for GraduateStudents, a list of graduate student fellowship competitions sponsored by such organizations as the National Science Foundation, the American Association of University Women, and the Ford Foundation, is updated each year and published in the Spring. This manual is available in the Graduate College and each of the UVM Libraries. In order to assist graduatestudents in attending national meetings to present papers or poster, the Graduate College, through the Graduate Student Advisory Com- mittee (GSAC), can provide some funds on a department matching-fund basis. Application forms are available in the Graduate College Office.
Refer to the Graduate Calendar for submission deadlines of graduate theses. The School of Graduate Studies publishes a document, “Regulations and Guides for the Preparation and Submission of Graduate Theses and Reports”, which must be consulted before theses are drafted. The Graduate School is rigid in applying these regulations so it is advisable to be familiar with these well in advance of thesis preparation. Students are strongly encouraged to write their thesis using the Electronic Theses and Dissertations (ETD) process. A description of the process along with UNB thesis templates for LaTex and Microsoft Word can be found at http://www.unb.ca/etd .
GEM's fellowship programs span the entire recruitment, retention, and professional development spectrum. GEM's principal activity is the provision of graduate fellowships at the MS and Ph.D. levels coupled with paid summer internships. GEM also offers programming on the importance of graduate school and tools for access and successful matriculation. The objective of this program is to offer doctoral fellowships to underrepresented minority students who have either completed, are currently enrolled in a master's in engineering program, or received admittance into a PhD program directly from a bachelor's degree program. Fellowships may be used at any participating GEM Member University where the GEM Fellow is admitted.
Since the 1970s, a large number of studies have recognized the potential benefits of communication strategies for L2 learners. Early studies (e.g., Færch & Kasper, 1983; Selinker, 1972; Tarone, 1981) generally focused on defining and classifying communica- tion strategies. Later researchers delved into variables that may influence which strategies are chosen, such as gender (e.g., Baker & MacIntyre, 2003), language profi- ciency (e.g., Paribakht, 1985; Tan, Nor, & Mohd, 2012; Yang & Gai, 2010; Yoshida-Morise, 1998), and motivation (e.g., Brown, 2013; Guhlemann, 2011). The past three decades have also witnessed an emerging body of research on Chinese students’ use of communication strategies (e.g., An & Nathalang, 2010; Chen, 1990; Wang, 2000; Yang & Gai, 2010). These studies, however, have mainly reviewed communication strat- egy research or focused on the general strategies employed by Chinese undergraduate students in local contexts. Limited attention has been given to (a) Chinese students’ use of communication strategies at the graduate level in an English-speaking country; (b) the relationship between strategy use and speaking performance; and (c) similarities or differences between communication strategy use by learners in different disciplines, such as ElectricalEngineering (EE) and Education (ED), which are among the most popular disciplines pursued by Chinese graduatestudents. For the former, speaking has been identified as a key area of challenge (e.g., Chen, 2006; Kassim & Radzuan, 2008; Myles, 2009), whereas for the latter, the demand for an advanced command of English is usually prequisite for admissions. We therefore designed this study to contribute to the important effort of exploring how Chinese EAL graduatestudents majoring in EE and ED in a North American university use communication strategies and how these relate to speaking performance.
Fortunately though, most Ph.D. students (both international and domestic) in the top US schools are awarded research assistantships (RAs) upon admission to graduate school. Research assistantships are paid from research grants one’s advisor receives from federal research funding agencies (e.g. NSF, DARPA, NIH), other local state government agencies, or, more rarely, corporations in the private sector. RAs generally cover full tuition and school fees and also provide a monthly stipend for ordinary living expenses. The stipend again varies greatly in amount depending on the city one lives in, and is taxable at both the federal and state levels, even when the student is not a US citizen or permanent resident. Students who do not get research grants from their advisors are usually required to work as part-time instructors in the university to support themselves.
Some academic staff have commented that there are few really bright international students and that many are just getting bare passes in our courses. They argue that the School should therefore actively reduce the number of international students to boost graduate quality. Clearly, the analysis just does not support this view and shows that international students from Singapore are indeed well represented among our top engineering graduates. The spread of performance of international students is less than for domestic students, but they are well represented both above and below the mean CGPA.
In an attempt to better serve our undergraduate and graduate EE majors, and to shorten the time between your discovering a problem and getting advice on the solution, the department has set up an “OPEN ADVISING” system. There are many hours during the week (usually over 12) during which you can see a faculty adviser without any appointment. Signs are posted early each quarter listing the open advising hours; each faculty member’s advising hours are posted outside his/her office door and a list of all the faculty members’ hours are posted on the Department bulletin board (outside ET A342). Any of the faculty advisers should be able to help you with your problems or with any necessary forms. Of course, with this open advising system, there may be peak times when a large number of students are seeking advising. If you see a crowd at the faculty member’s door, we suggest you return at the next available time. We try to schedule the hours according to the needs of the students, but we hope you understand that, as in any Engineering problem, trade-offs are involved. Since no appointments are required, there is little control to assure against overload situations.
In an attempt to better serve our undergraduate and graduate EE majors, and to shorten the time between your discovering a problem and getting advice on the solution, the department has set up an “OPEN ADVISING” system. There are many hours during the week (usually over 16) during which you can see a faculty adviser without any appointment. Signs are posted early each quarter listing the open advising hours. Any of the faculty advisers should be able to help you with your problems or with any necessary forms. They can obtain your records while you wait. Of course, with this open advising system, there may be peak times when a large number of students are seeking advising. If you see a crowd at the faculty member’s door, we suggest you return at the next available time. We try to continuously adapt the hours to the needs of the students (e.g. during registration periods, the number of open hours increases), but we hope you understand that, as in any Engineering problem, trade-offsare involved. Since no appointments are required, there is little control to assure against overload situations.
The course titled ‘Introductory Experience in Technology and Computers’ is a three credit hour course with five contact hours per week, two hours of lecture and three hours of laboratory. The lecture and laboratory contents have been designed to lead the students to a culminating project which is described in the next section. The teaching classroom is a well - designed facility with wireless internet access and the laboratory is equipped with modern Agilent test equipment. The course was first taught in the fall of 2001. Preparations for the course began in the summer of 2001 with a curriculum development grant from the university. Three sophomore students (two electrical and one mechanical) were selected to work with the faculty in developing a working prototype of the project. The selection of sophomore students was deliberate since they will be more in tune with the background and expectations of freshmen than upper level students. The three students also served as a preparatory audience for the course to provide input in determining the flow, complexity, and relevance of the selected topics for the course. The students were later employed as laboratory assistants in the delivery of the course. The following is a cour se outline for the fall 2001 offering:
III. Normal Sequences for the Junior and Senior Years The courses listed in the following curricula for the junior and senior year are required for graduation. Departmental and Professional requirements may also be specified on the plan of study. Although the order in which courses are taken is subject to minor variations for individual students the indicated sequences are recommended. Because of prerequisite requirements and scheduling conflicts, indiscriminate changes in course sequences are likely to result in failure to complete graduation requirements at the desired time. Professional Requirements. All curricula specify Professional Requirements. These must be technical courses numbered 200 or higher listed in the departments in Engineering, Mathematics, Statistics, or Physical and Life Sciences. If they are not specified on the Plan of Study, they are to be selected subject to department approval to complement the listed required courses in meeting professional objectives and to help the student prepare for a career in his/her major field. Chemical Engineering Chemical engineering is concerned with the creation and operation of processes that involve the conversion of basic chemical or mineral raw materials into useful products. The profession is, therefore, very broad and has traditionally provided the technology for production of fuels for the world energy supply; creation of synthetic materials, such as plastics or fertilizers; refining of minerals and ores; and manufacture of pharmaceuticals and a wide range of chemicals for use by society. Opportunities for creative and satisfying careers can be found in the conception, research, development, design, control, or management of processes involving chemical change, thereby resulting in several career choices for the Chemical Engineeringgraduate. The goal of the Chemical Engineering undergraduate program is to prepare men and women to enter the challenging fields spanning the spectrum of activities
(Matveev & Milter, 2010) reported such pedagogical strategies are instrumental in developing analytical and presentation skills, effective teamwork, reflective learning, and the application of knowledge and skills in future learning. Another benefit is a potential increase in social interaction with other students, staff and faculty as stated by (Reinhart, 2010). (Shaw, 2001) reported that team presentations help students grasp information as they organise and prepare to present new material to their peers. They also enable students to learn from one another and sharpen interpersonal
The data collection instrument was structured with 40 items measured on a scale Likert 5, where position 1 corresponds to strongly disagree while position 5 corresponds to strongly agree, the items were distributed in the six dimensions that represent the model: vocational choice, skills and interests, family, professional myths, offerings and perception of the teacher. The pilot test was conducted with 50 students of the engineering areas from the institution, allowing to state that the data collection instrument is reliable because the overall Cronbach's alpha and each of the dimensions’ one is greater than 0.65 (Table 4 ). It was applied to the population attaining the response of 290 students in the last semesters of careers in engineering area.
This award provides competitive recruitment funding that contributes to the cost of the international PhD tuition supplement fee. In addition to minimum funding of $19,000 a year provided by the supervisor or Department, the Faculty of Engineering offers a MEITA award of $8,000 towards the international Phd supplement fee, for a total funding package of at least $27,000. This award is for one year and up to a duration of 3 years. Candidates are automatically considered during the PhD application process.
School of Engineering Undergraduate BS Integrated Digital Media BS 11.0103 School of Engineering Undergraduate BS Information Systems BS 11.0103 School of Engineering Undergraduate BS Information Management BS 11.0103 School of Engineering Undergraduate BS Chem & Bio Engr BS 14.0701 School of Engineering Undergraduate BS Civil Engineering BS 14.0801 School of Engineering Undergraduate BS Computer Engineering BS 14.0901 School of Engineering Undergraduate BS Electrical & Computer Eng BS 14.1001 School of Engineering Undergraduate BS ElectricalEngineering BS 14.1001
After data were collected on all the attributes, excel computer program was used to present the results. The collective rank order was determined by entering the ranking given to each of the 20 attributes in the survey questionnaire. After entering the rankings given to each attribute by each student, the total or sum of all the rankings for that attribute was totaled. This system of data analysis was found to be more appropriate as different participants gave a different ranking for the same attribute.The research for this project could be considered as a field research as it is carried out among engineeringstudents who happen to constitute the future work force. Furthermore, to ensure both internal and external validity believes to have used the most accurate and up-to-date literature. The right and relevant questions asked in the survey, the most feasible data collection method used, and the tools used to analyze the data are also considered to be accurate and produce valid results; the overall validity of this project is considered to be high. Finally, the aim of this project is to determine attributes that motivate Engineeringstudents at present.
competencies that can be mapped on to the ABET General Criterion 3: Student Outcomes. The Canadian Engineering Accreditation Board (CEAB) requires all students graduating from CEAB accredited engineering programs demonstrate these competencies. This has presented a challenge: how best to teach and assess them? Generally, the CEAB graduate attributes were/are accepted as offered: 12 individual competencies, with emphasis often placed on the first listed – Engineering Knowledge, Problem Analysis, Investigation, Design, and Engineering Tools – the more ‘traditional’ engineering skills – even if this emphasis was not intended by CEAB. In fact, research in the field indicates that teamwork and communication skills – competencies found in the ‘middle’ of the list – are top competencies for engineering practice. Additionally, the need to investigate potential clusters of competencies has been emphasized in this research, identified as a gap in both engineering education and research.
Electricity has become the basic need for survival, globally. From household to industrial plants, communication and satellite navigation system, electronic equipment, computers etc., all require electricity. Electricalengineering thus deals with study and application of electrical systems for use in these different environments. It equips you with the knowledge of transmission and generation of electrical power, electrical circuit design, electronics, instrumentation, control system, understanding electrical and electronic networks etc. The course also covers the study of electronic devices and circuits involved in measurement, instrumentation, control and protection of electrical equipments and conversion systems. Concept of computer and recent applications of computer based systems in design, analysis and efficient operation of power system, maintaining quality and security, also included in the course. In India, generally, it does not include Electronics Engineering. However, “Power Electronics” is considered domain of ElectricalEngineering as it deals with application of electronics to power distribution.