engineering education phd

PhD Program - School of Engineering Education - Purdue University

PhD in Engineering Education

Purdue established the School of Engineering Education (ENE)—the world's first such academic unit—in 2004, and along with it, the world's first Engineering Education Ph.D. Program. Research is the foundation upon which the program is built and a space where faculty members and graduate students tackle the big questions, including how to grow and transform the discipline; how to broaden participation in engineering; how to better understand how engineers think and approach problems; and how to assess engineering learning. We share our findings broadly and our research efforts influence how engineering is taught in the U.S. and abroad. Learn more in our  IMPACT Report   (March 15, 2019) .

Since graduating our first doctoral student in 2006, ENE has grown an alumni base active in defining and expanding the discipline, and our Ph.D. graduates hold academic positions at prestigious universities across the world in engineering education and STEM disciplines as well as positions in industry and the nonprofit sector.

We encourage you to learn more about the program by reviewing our  PhD Roadmap ;  PhD Timeline and Milestones ; and our  Graduate Programs Handbook  (PDF, Fall 2023) as well as the additional information provided below. Once you have reviewed the information below,  reach out  to us to express your interest so that we can help you plan a campus visit and attend our annual Open House.

Degree Requirements and Plan of Study

• Degree Requirements
• Plan of Study
• Forming a Graduate Advisory Committee

Courses and Registration

• Advance Planning List
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• ENE Research Seminar
• Registering for Courses
• RCR (Responsible Conduct of Research) Requirements and Certification: Grad School link
• RCR Requirements for ENE PhD Students
• Purdue Class Scheduling

Readiness, Preliminary, and Final Exams

• Readiness Assessment
• Preliminary Exam
• Key Program Activities and Time Limits

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• Professional Development for Engineering Graduate Students

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Last Updated: July 19, 2022 Handbook

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PhD in Engineering Education

Shape the future of engineering education. 

Our PhD program seeks to improve the education of engineers through research, project-based learning paradigms, and integrated design principles. Through our collaboration with the School of Education and other discipline-based education research groups at CU Boulder, our flexible curriculum blends technical expertise with education outcomes. 

The program is designed for students with a background in engineering. As a candidate you can expect to: 

• Conduct and direct research in engineering education. 
• Develop, review and critique research designs that study engineering education. 
• Learn to effectively teach engineering subjects.
• Design and assess engineering courses. 
• Address critical issues facing engineering education. 

Our Faculty Affiliates

Structure of the PhD Program

The 60-credit-hour program includes: 

• Graduate level technical courses in engineering subjects or computer science (9 credits)
• Education-related courses (12 credits)
• Flexible credits toward either technical courses or education (9 credits)
• Dissertation hours (30 credits) 

Admissions Requirements

The application process runs through the CU Graduate School . It requires: 

• Unofficial transcripts from all undergraduate and graduate institutions attended can be provided in the application
• If you receive and offer of admission and confirm your intent to enroll, you will be required to submit official transcripts
• Three letters of reference
• Please limit to 1000 words; describe why you are choosing to pursue a research-focused doctoral program in engineering education and what has prepared you for this challenge. You should consider including the following information (you aren’t expected to address all bullets):
• Your academic and research interests, including what motivated you to apply to the Engineering Education program at CU Boulder
• Your long-term scientific and professional goals and how a PhD in Engineering Education from CU Boulder will help you meet your career goals
• Your research experiences such as publications, theses, research in progress, and other scholarly activities
• Relevant past experience, including industry work, teaching, challenging coursework, non-course educational experience, etc. How did the experience prepare or motivate you to do research?
• Your personal experiences and contributions to support diversity in your education, service activities, or research experiences. (if not addressed in diversity statement)
• Any relevant information that is not included in the other application components, such as leadership ability, perseverance, and commitment to justice.
• Diversity statement (optional) that describes: how your educational, professional, and/or personal experiences have prepared you to mentor and/or educate students from diverse populations; experiences that have shaped your professional goals and/or vision for a more diverse, equitable, and inclusive community; etc. (see full prompt on the graduate school application website)
• You will be asked to list up to 5 specific CU faculty among our affiliates  who you would be interested in working with.
• GRE scores are optional
• You need at least a 3.00 undergraduate grade point average or a 3.25 grade point average in graduate coursework
• For international PhD applicants the English proficiency requirements have been established by the CU Graduate School

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Now Recruiting for Fall 2024

To learn more about the program, please contact  Angela Bielefeldt , director of the Integrated Design Engineering Program and professor in civil, environmental and architectural engineering, or our general program email .

PhD in Engineering Education Systems and Design

PH.D. DEGREE

The EER Ph.D. is a typical research-based doctoral degree. It provides essential coursework and other learning experiences that will prepare students to publish in top tier engineering education and education journals, compete for federal grants and contracts, and enter into multiple career paths. Students who are admitted to the EER Ph.D. program will be assigned an EER faculty advisor, who is a member of the EER core faculty , or two EER faculty co-advisors (one of whom must be a member of the EER core faculty). The EER faculty advisor is intended to serve as the primary academic and research advisor.

Credit Requirements

# of courses, # of credits, engineering education core(eer 601 and eer 602), research methods core, specialization electives, immersive learning experience (eer 610), 36 (minimum).

May include up to 6 credits of EER 690: Graduate Independent/Directed Studies and up to 3 credits of EER 598: Special Topics in EER.

Ph.D. Timeline

Courses/research.

• Enroll in 2-3 courses
• Begin research with EER faculty advisor
• Continue research with EER faculty advisor

Spring/Summer

• Complete RCRS program
• Conduct research for qualifying exam
• Pass qualifying exam
• Earn M.S. degree
• Begin Research for Dissertation Proposal Exam (DPE)
• Advance to candidacy
• Enroll in up to 1 course
• Continue research for DPE
• Form a dissertation committee
• Complete Immersive Learning Experience
• Begin dissertation research
• Present research at a conference
• Continue dissertation research
• Update dissertation committee
• Publish journal paper
• Pass oral defense
• Make required dissertation revisions
• Graduate with Ph.D.

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Doctor of Philosophy in Engineering with a concentration in Engineering Education

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The Ph.D. in Engineering with concentration in Engineering Education is an interdisciplinary program that incorporates theory and practice, so students are prepared to be teachers and scholars in the emerging field of engineering education.

Graduates of the doctoral program will be able to conduct and direct research in engineering education, develop, review, and critique effective research designs, effectively teach engineering subjects, design and assess engineering programs, and address critical issues facing engineering education.

Program Structure

A student’s program of study must be approved by the Engineering Education Graduate Coordinator and the student’s graduate committee.

The Doctor of Philosophy in Engineering with concentration in Engineering Education, in addition to the coursework and research hours, includes an oral preliminary, a dissertation, and dissertation defense. More information about specific requirements can be found in the Graduate Catalog.

Admissions Requirements

Students seeking full admission into this program should apply as a classified student. Non-degree seeking students wishing to take classes offered through the online program should apply as an Unclassified student.

Applications for the degree programs are reviewed three times a year. The application deadlines for those semesters are as follows:

• Fall Semester – June 1
• Spring Semester – November 1
• Summer Semester – May 1

An applicant for admission to graduate study must hold a bachelor's degree from a fully recognized four-year educational institution that has unconditional accreditation with appropriate regional accrediting agencies. They must meet the admission requirements of the Graduate School and the Engineering Education program.

Regular admission to graduate study in the program requires a minimum grade point average (last four semesters of undergraduate work) of 3.00/4.00. When a student is deficient in one of the criteria cited, the student's application, nevertheless, may be considered for admission based on the strength of other materials contained in the student's application.

Bagley College of Engineering programs may accept transfer work previously completed by the student. Transcript reviews to determine transfer or prerequisite work will be evaluated AFTER students are granted full admission. Once admitted an academic coordinator can review those transcripts for more information.

To meet admission requirements, submit a separate official final transcript from each college or university attended; faxed transcripts will not be accepted. An applicant may not ignore previous college attendance and must list all colleges attended on the application for admission. You must be in good standing at the last college or university attended

Attention International Students

International students are required to take the Test of English as a Foreign Language (TOEFL) and score greater than 550. Detailed information regarding international applications can be found in the Graduate Catalog . Questions regarding international applications can be addressed to the Office of the Graduate School at [email protected] .

• ETS is providing home testing for the TOEFL iBT test, and MSU is encouraging students to take advantage of this testing option. For those students applying who have taken the TOEFL within five years of the semester they plan to enroll and are unable to access the TOEFL iBT test from home, we will accept your previous test scores.

Admission Options

Domestic/international classified admissions, domestic unclassified admissions, international unclassified admissions, provisional admissions, readmission, transfer credit.

• Submit online application . You will choose Doctor of Philosophy / Engineering / Engineering Education as your Program of Study and Online Education as your campus.
• Statement of Purpose
• You will be asked to submit three names and three email addresses of individuals you are using as references. Once you click submit, these individuals will be sent an email from MSU, which will provide a link to an online form for completing their recommendations.
• ETS is providing home testing for the TOEFL iBT test, and MSU is encouraging students to take advantage of this testing option. For those students applying for the summer or fall 2020 semester who have taken the TOEFL within five years of the semester they plan to enroll and are unable to access the TOEFL iBT test from home, we will accept your previous test scores.
• The department evaluates the overall admissions packet in considering a student for the program.
• One official transcript showing bachelor’s degree or progress toward degree. (For international students, please submit a copy in native language along with translated copies, if appropriate.)
• Electronic transcripts should be sent to: [email protected] Mississippi State University, Graduate School. Only one copy of an electronic transcript is required.
• Paper Transcripts Address (USPS): Mississippi State University The Office of the Graduate School P.O. Box G Mississippi State, MS 39762
• Physical Street Address (for DHL, Fed Ex, UPS, DHS, etc.): Mississippi State University The Office of the Graduate School 175 President Circle 116 Allen Hall Mississippi State, MS 39762
• Payment of $60 non-refundable application processing fee for domestic students. Payment of $80 non-refundable application processing fee for international students.
• Once you are admitted, you will receive an email with complete instructions on registering for classes and contacting your advisor

Only NINE (9) hours of course work taken as an "Unclassified Student" can be applied toward a degree program. All Unclassified students should submit a classified application once they have reached the maximum of nine hours. Full admission into the Engineering Education online program will be based upon successful completion of all classified admissions requirements.

If you are applying unclassified, select "Graduate School - Unclassified" as the college.

• Submit online application
• Pay $60 non-refundable application processing fee

PLEASE NOTE In general, students who are not admitted into a degree program are not eligible for student financial aid funds. For more information please visit Student Financial Aid to see if you will be eligible or not while taking courses as an Unclassified graduate student.

Only NINE (9) hours of course work taken as an "Unclassified Student" can be applied toward a degree program. All Unclassified students should submit a classified application once they have reached the maximum of nine hours. Full admission into the Doctor of Philosophy (Ph.D.) in Engineering with a concentration in Engineering Education online program will be based upon successful completion of all classified admissions requirements.

• TOEFL or IELTS scores are required for international students.
• One copy of academic records showing degree(s) (in native language along with translated copies if appropriate)
• Must obtain application approval from the Dean of the Graduate School
• Payment of $80 non-refundable application processing fee for international students.

A student who has not fully met the requirements stipulated by the University and the department for admission to graduate study may be granted admission as a degree-seeking graduate student with provisional status. Such student must have as his/her initial objective advancement to regular status. A provisional student must receive a 3.00 GPA on the first nine hours of graduate level courses on the program of study taken at Mississippi State University (transfer hours or unclassified graduate hours will not apply) in order to achieve regular status. If a 3.00 is not attained, the provisional student will be dismissed from graduate study.

Once enrolled in graduate study, a student who fails to meet the continuous enrollment requirement must complete an Application for Readmission to register for classes. Continuous enrollment is defined as enrollment in two of three semester terms (Fall, Spring, or Summer) with Fall enrollment required. Students who have not been enrolled for a period of three years or longer and are in good academic standing, are eligible to reapply to through the Lapsed Student Program. Readmission is not guaranteed and must be approved by the Department Head, Academic Dean, and Dean of the Graduate School. Interested students or academic departments should contact the Graduate School for more information.

Students may transfer up to twelve (12) hours of graduate level credits from regionally accredited institutions. The decision to grant transfer credit is made by the advisor and the student’s graduate committee. If you wish to transfer credits, contact your advisor. You will need to provide an official transcript showing the courses you wish to transfer.

Academic Advising

After gaining admission to the university, you must contact one of your advisors to determine the courses that are most appropriate for you to take. Approximately two months prior to the upcoming semester, your advisor will send an email to your MSU email account, making course recommendations based on your program of study.

Mississippi State University uses email as its official means of communication with all MSU students. Please check your MSU email account ( [email protected] ) daily. Information on setting up your MSU email can be found at the link for student services.

Dr. Lesley Strawderman

Engineering

• Graduate Coordinator

Accessing Online Courses

Accessing course videos.

Videos recorded during our on campus class sessions are uploaded for online students to view within our online course repository.  Online students will have access to course videos within 24 hours of the on campus course completion. Students should visit Engage to access the course videos. Instructions for viewing the recordings and downloading the recordings are offered below.

View and Download Videos

Instructions for viewing classes live or downloading videos, use our video download instructions.

If you experience technical difficulties or have any questions regarding the recording or format of our lecture capture, please contact:

IT Support & Staff Bagley College of Engineering Mississippi State University [email protected] 662.325.7794

Contact Information

Mindy Wolfe

Online Education

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Tamra Swann

• Distance Education Coordinator

Bagley College of Engineering

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PhD Engineering – Engineering Education & Transformative Practice Emphasis

In a globally connected and rapidly changing world, engineers need to work across national, domain, and disciplinary boundaries to effectively address complex, socio-technical challenges. To fully assume this expanding responsibility of the engineering profession, we must transform the ways engineering students are educated at the undergraduate level and also equip future engineers at the graduate level with the skills and orientations to become boundary spanners and change leaders. The emphasis area Engineering Education and Transformative Practice addresses these related challenges in a novel, interdisciplinary PhD program.

This emphasis area within our PhD in Engineering prepares graduates for broad practice and academic applications at the intersection of human and technical systems. Through an innovative fusion of methods of social inquiry, knowledge of human development, and tools for positive change embedded in a context of deep technical competence, graduates are enabled to provide transformative leadership in a variety of educational, technical, and organizational settings. Upon graduation, students will be able to apply their unique skill set to a diverse range of contexts, including formal and informal education environments, engineering practice, learning organizations, social entrepreneurship, customer discovery, leadership, and policy.

Engineering Education and Transformative Practice builds on disciplinary strengths in engineering education research, the interdisciplinary breadth of a broad graduate course offering in a major liberal arts university, and the technical context of being embedded in the innovative education and research mission of our College of Engineering. This unique setting provides students with access to a broad range of content, variety of faculty expertise, and diverse application settings as the foundation for shaping their individual programs of study and research trajectories.

The area of emphasis comprises two broad pathways that frame the flexible and context-appropriate development of the individual plan of study and research.

Engineering Education  focuses on the complex processes that underpin the learning and professional socialization of engineers across the k through gray spectrum. Areas of interest include, but are not limited to, questions of teaching and learning in university, k-gray, and informal settings; development of technical competence and broad professional attributes such as creativity, empathy, and ethical reasoning; the innovative use of technology in education; and issues of underrepresentation and inclusiveness in engineering.

Transformative Practice  focuses on investigating and understanding engineering knowing and doing in contemporary engineering practice settings. Areas of investigation include, but are not limited to, engineering work at the intersection of organizational practices, disciplinary domains, and cutting-edge technological developments; professional development in interdisciplinary and inter-professional spaces; and collaboration, innovation and cross-domain integration that characterize engineering work in the context of 21st century, grand challenges.

• Learn more about this program here.

Admission to the Emphasis

Students holding a B.S. degree or M.S. in engineering from an ABET accredited program or a B.S. or M.S. in a related field from an accredited institution are invited to apply for admission.  The admission requirements to the Ph.D. in Engineering program apply .

Requirements

Candidates for the Ph.D. degree with an emphasis in Engineering Education and Transformative Practice are expected to acquire the skills, knowledge, and orientations that enable them to make creative and original contributions to their discipline at the national or international level. The philosophy of the area of emphasis is grounded in a diversity of possible pathways that rely on students’ agency and initiative in seeking out relevant coursework and interdisciplinary faculty expertise to support their chosen research trajectory.

Requirements for the area of emphasis include a minimum of 73 credit hours in the student’s program of study beyond the B.S. degree as follows:

*Across selected courses a minimum of 16 hours of 8000 or 9000 level courses and an additional 4 hours of courses open to only graduate students is required.

A thesis master’s degree from an accredited university may be accepted for up to 30 credit hours, in which case a minimum of 42 credit hours of approved course work, research and dissertation beyond the M.S. degree is required as follows:

*Across selected courses a minimum of 15 hours of 8000 or 9000 level courses is required.

Course Work

The recommended course offering is organized in three focus areas. Individual programs of study will be developed collaboratively between the student and their major professor (see  Course List  with examples of courses in each focus area).

Engineering Education Core

The core engineering education courses provide an understanding of the landscape of this globally connected discipline. Individual course offerings focus on theories of learning and human development in engineering; contemporary issues in engineering formation; and research and evaluation methods in engineering education and practice contexts.

Social and Educational Inquiry Methods

The research methods courses draw on the broad offering of courses across the University of Georgia, including the College of Education. In line with the student’s research project, these courses can comprise offerings in the qualitative, quantitative, or mixed methods areas.

Application and Context

Course selection in the Application and Context area draws on the full breadth of graduate course offering in technical and non-technical fields that provide specific content, theory, or methods to support and ground the students’ chosen research trajectory.

Course List

The following list provides examples of the courses students can take in the three focus area. The selection of courses is neither comprehensive nor necessarily intended as a recommendation. The choice of specific courses is determined through the active suggestion of the student and in consultation with the major professor. In this manner students will work with their advisors and committee to design a program of study that best suits their particular research focus on career trajectory.

Engineering Formation Core

The core engineering formation courses provide an understanding of the landscape of this globally connected discipline. Individual course offerings focus on theories of learning and human development in engineering; contemporary issues in engineering formation; and research and evaluation methods in engineering education and practice contexts.

Students are expected to choose a minimum of 3 (6 for direct Ph.D.) credit hours from the following engineering formation core courses:

Current course offering:

• ENED 8010: Introduction to Engineering Education Research and Methodology (3 hours)
• ENED 8020: Current Issues as a Lens for the Integration of Engineering Education Research and Teaching Practice (3 hours)
• ENED 8030: Educational Research and Evaluation Methods in Engineering (3 hours)
• ENED 8040: Theories of Learning and Human Development in Contemporary Engineering Education Research (3 hours)

Courses planned / under development:

• ENED XXXX: Foundations of Science and Technology Studies (3 hours)
• ENED XXXX: Independent Study in Engineering Formation and Transformative Practice (3 hours)

The research methods courses draw on the broad offering of courses across the University of Georgia, including the College of Education. In line with the student’s research project, these courses can comprise offerings in the qualitative, quantitative, or mixed methods areas.

Students are expected to choose a minimum of 3 (6 for direct Ph.D.) credit hours of advanced coursework in educational or social research methods. The following provides a list of example courses. This list is neither intended to be comprehensive nor constitute a recommendation – the choice of specific courses is determined through the active suggestion of the student and in consultation with the major professor.

• ANTH(GEOG)(SOCI) 8430: Community-Engaged Research (Praxis) (3 hours)
• EDHI 8200: Institutional Research (3 hours)
• EDHI 8910: Quantitative Methods in Higher Education I (3 hours)
• EDHI 8930: Qualitative Research in Higher Education (3 hours)
• EDIT 8290: Design-Based Research Methods (3 hours)
• ERSH 6200: Methods of Research in Education (3 hours)
• ERSH 6300: Applied Statistical Methods in Education (3 hours)
• ERSH 7250: Educational Program and Project Evaluation (3 hours)
• ERSH 8610: Theories of Educational Measurement (3 hours)
• ERSH 9210: Quantitative Design in Education (3 hours)
• ETAP(QUAL) 8040: Video Ethnography of Education (3 hours)
• QUAL 8400: Qualitative Research Traditions (3 hours)
• QUAL 8575: Mixed Methods Approaches to Research (3 hours)
• SOWK(MNPO) 7106: Evaluation of Community and Institutional Practices (3 hours)

Course selection in the Application and Context area draws on the full breadth of graduate course offering in technical and non-technical fields that provide specific content, theory, or methods to support and ground the students’ chosen research trajectory.

Students are expected to choose a minimum of 3 (6 for direct Ph.D.) credit hours of coursework to provide a deep understanding of the application context of their research project. The following provides a list courses in some example areas that a students’ dissertation may focus on.

Organizations

• ALDR 7350: Team and Organizational Development (3 hours)
• ALDR 8030E: Diffusion of Innovations (3 hours)
• BUSN 7500: Business Ethics (1.5 – 3 hours)
• ECHD 9080: Advanced Theories and Procedures of Group Work (3 hours)
• ECON 8210: Industrial Economics I (3 hours)
• MNML 7947: Social Entrepreneurship (3 hours)

Environment / Agriculture

• AGCM 8100: Culture-Centered Communication and Engagement (3 hours)
• ALDR 8500E: Change Theories in Environmental Conservation (3 hours)
• ECOL 8730: Environmental Policy (3 hours)
• EETH(JURI) 5870/7870: Environmental Dispute Resolution (2 hours)
• PHIL(EETH) 4220/6220: Environmental Ethics (3 hours)
• AFAM(PSYC) 4500/6500: Psychology of Prejudice (3 hours)
• ECHD 9320: Teaching and Diversity (3 hours)
• ECHD 9930: Equity, Diversity, and Inclusion in Student Affairs (3 hours)
• EFND(ANTH) 7150: Anthropology of Education (3 hours)
• SOCI(AFAM) 6370: Sociology of Race and Ethnicity (3 hours)
• WMST(AFAM) 4060/6060: Black Feminism (3 hours)

Educational Contexts

• EBUS 5070/7070: Contemporary Entrepreneurship and Management Practices for Educators (3 hours)
• ECHD 8290: Social Justice and Liberation Frameworks in School and Community    Settings (3 hours)
• ECHD 9410: Organizational Development and Consultation in Higher Education (3 hours)
• ECHD 9420: Advanced Theories of College Student Development (3 hours)
• EDAP 8070: Ethics in Educational Leadership (3 hours)
• EDHI 9040: Using Technology in the College Classroom (3 hours)
• EDIT 8400: Games and Learning (3 hours)

K-12 Engineering Education

• ECHD 8310: Social Justice Assessment and Program Evaluation in P-16 Settings (3 hours)
• EDAP 8040: Social Psychology of Schools (3 hours)
• EDEC 8030: Research Perspectives in Early Childhood Education (3 hours)

Engineering and Society

• COMM 8350: The Rhetoric of Science (3 hours)
• JURI 5580/7580: Law, Science, and Technology (3 hours)
• PHIL(EETH) 4250/6250: Philosophy of Technology (3 hours)

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Engineering Education Ph.D. Program

Recognizing the unprecedented challenges for our shared world and the profound questions about the engineering profession’s role in it, we offer a unique graduate program to prepare future change leaders in engineering education and engineering practice. Our program offers a flexible, student-oriented experience for graduate students to develop competence pillars in methods of social inquiry, knowledge of human development, and technical content expertise. Student will draw on these broadly applicable pillars to craft their program and dissertation in the areas of engineering education or engineering practice research.

• Student Experience
• Research Opportunities
• Requirements
• Applications & Admissions

Our Program

Our program builds on the diverse expertise of our faculty to support graduate students in exploring cutting-edge questions in engineering education or the emerging frontier of engineering practice research. The program offers two tracks for students to design their individual journey and dissertation experience:

(i) Research on Engineering Formation generates new knowledge about learning and formation in engineering contexts to transform engineering education for the 21st century. (ii) Engineering Epistemologies comprises research to create new understandings of engineering work in complex, cross-disciplinary and cross-domain settings to prepare graduates to be change agents in modern engineering practice.

The flexible program around a shared engineering education core draws on the broad offering of graduate courses across the University of Georgia and allows students to create a truly interdisciplinary program of study that purposefully supports their dissertation work and promotes their growth as a scholar and professional.

Our Community

Graduate students in our program are part of the Engineering Education Transformations Institute (EETI), a college-wide community of educators, educational innovators, and educational researchers that provides a rich, intellectually stimulating, and supportive environment. EETI includes faculty, staff, and students from across the three Schools in our College of Engineering and is committed to impact and positive change. Being part of this vibrant community offers unique opportunities for our graduate students to pursue innovative research while promoting their growth as educators and professionals.

Our Graduate Students

We are seeking students with passion and initiative to make the most of this unique opportunity. In addition to outstanding academic and broader qualifications, successful applicants will demonstrate excitement to shape their own educational path. As one of the leading engineering education research groups in the country, we expect our graduate students to embrace a shared commitment to excellence. We expect the work and research products of our students to contribute to the highest level of the national and international discourse. Locally, graduate students are strongly encouraged to make full use of the vibrant engineering education environment and become an active member of, and valuable contributor to, our community.

Graduate Students

Devanshi Shah

Major professor: beshoy morkos, ph.d..

Olanrewaju “Paul” Olaogun

Major professor: nathaniel hunsu, ph.d..

Isaac Dunmoye

Major professor: julie p. martin, ph.d..

Deborah Moyaki

Animesh Paul

Major professor: racheida lewis, ph.d..

Taiwo “Raphael” Feyijimi

Nyna DeWitt

Vincent Fakiyesi

Graduate alumni.

Adurangba “Victor” Oje

Testimonials, why did you choose engineering education as your ph.d. focus.

I was introduced to the field of engineering education by my advisor, Dr. Beshoy Morkos during master’s program in mechanical engineering. I was quickly drawn to the engaging aspect of engineering education. On completion of my master’s thesis I realized the depth of this field and how much more is out there. It was an easy decision to pick engineering education as my Ph.D. focus. I enjoy researching in engineering education and working with now my major professor, Dr. Morkos.

-Devanshi Shah

I chose to do research in engineering education because I want to develop effective instructional techniques to further improve engineering pedagogy. More problems are encountered in today’s world, as we constantly evolve. We need effective scholarly and teaching practices to be able to produce competent future engineers that can solve the complex problem in our world today.

-Victor Oje

Given my engineering background and my penchant for teaching and learning, I realized doing my research in engineering education would be both rewarding and exciting. It would enable me to address some of the issues relating to teaching and learning of engineering students, especially those that I have had to deal with over the course of my training.

-Paul Olaogun

What are the reasons that led you to choose EETI’s engineering education graduate program?

Before moving to UGA I had heard about EETI engineering education graduate program, and after interacting with Dr. Walther upon arrival I was convinced that I wanted to be a part of this dynamic group of researchers and contribute in this field to the best of my ability.

chose EETI because the program offered me the opportunity to learn and develop expertise in methodological research skills to solve different issues relevant in engineering education.

EETI’s engineering education graduate program is domiciled in a top-tier research institution with a rich tradition as a liberal arts university, hence, there is opportunity of choosing from the plethora of courses offered by different schools and colleges. Also, EETI’s engineering education graduate program provides me with the platform to conduct my independent doctoral research work under the mentorship of highly distinguished professors.

What are your goals as a Ph.D. student?

As a Ph.D. student at University of Georgia, I want to harness my research skills and concentrate on learning and experimenting with the multidisciplinary nature of engineering.

My goals as a PhD student is to attain scholarship, and research skills in engineering education; conduct original research and be relevant in the professional community; use critical thinking and problem-solving skills to solve complex problems in whatever space I find myself; use soft skills i.e. stress management, time management, management and organization to contribute to the knowledge domain.

My goal is to become one of the scholars that create, inform and improve the education of engineers by conducting studies that contribute to proper design of instructional materials and to understand how engineering students’ motivation affects their learning. In addition, I would like to acquire skills that would help me become a good researcher in methodology and in theory. And lastly, I want to contribute to the research enterprise within the college of engineering by publishing my research work in reputable journal outlets while developing myself as a researcher.

What skills or strengths have you gained through EETI’s Ph.D. program to help you meet these goals?

I was introduced to the world of engineering education by some of the best mentors I could have ever asked for. Learning from the people in EETI was a different experience. I feel more polished and structured in my thinking and initiatives.

I have so far developed communication skills, quantitative and qualitative research methodology skills, critical thinking skills, i.e., ability to critique and appraise the scientific literature; problem-solving skills/organizational skills i.e. formulate problems and develop a plan/ timeline to solve the problem.

I like the state-of-the-art technology and resources College of Engineering made available to the students. Certainly, they are of great help to me in my research.

What do you like most about EETI or UGA’s College of Engineering?

I look forward to EETI forums every semester. I learn so much more outside of classrooms, and get a chance to interact with new people every time. I attend EETIncubator meetings weekly, it is my absolute favorite. I interact with researchers and faculty one on one. I take home something new and exciting from the field of research every single week.

DIVERSITY. UGA College of Engineering/EETI is an incredibly diverse group. Asides that, it is a very friendly environment. Faculty and students interact freely. Faculty and staff are genuinely interested in my development and training and events in my every-day life. There is a very open and collaborative atmosphere in the college that cuts across all disciple. Students are free to exchange ideas, share thoughts without feel undervalued. I most especially enjoy the workshops and book club held by EETI (including free food). Everyone, however inexperienced or experienced, faculty or students enjoy working and learning from each other.

How would you describe the faculty in EETI? How would you describe the level of support your receive from faculty in the Ph.D. program?

Faculty at EETI are extremely supportive. I felt welcomed upon my arrival at UGA. I have interacted with Dr. Walther and Dr. Sochacka frequently, and I cannot be more grateful for their time and invaluable lessons they give me. Dr. Morelock at EETI is a great mentor, he always encourages and provides guidance to students. I have gained immense knowledge from other faculty members at EETI over the past year. Looking forward to more learning and collaborations.

The faculty members are and are easily approachable. There is a great sense of community within the faculty. I always appreciate the collaborative work and the willingness to help within the faculty. The support has been immense. From day 1, I have always felt welcomed. Each faculty has provided me free access to them at any time to aid my development. Dr Joachim has been fantastic in my short-term improvement. Dr Nicki is always giving me very positive feedback at one time or the other. I enjoy working together with her on the NSF Resilience project. Dr John’s office is always open. (His organizational skills has taught me a lot). Margaret Sapp, the graduate program coordinator, is immense!!! Words cannot describe how fantastic she is to the graduate students in general and me. Dr Hunsu is fantastic. He is concerned about both my professional and personal development. I have been able to grow professionally through his guidance. I can go on forever with the names. Overall, it is a 10/10 with the level of support from the faculty.

I like the friendly and collaborative environment within EETI; an environment where both teaching and research professors come together to harmonize new theories and methods into teaching practice. Also, I have enjoyed the mentorship I have received so far from my advisor.

Engineering Education Faculty Advisors

Julie P. Martin, Ph.D.

Research focus: diversity, equity, and inclusion; asset-based research; qualitative research methods; methodological activism.

John Morelock, Ph.D.

Research focus: institutional change, student motivation, faculty & graduate student development.

Nathaniel Hunsu, Ph.D.

Research focus: cognitive and affective engagement, quantitative and meta-analysis research design, educational instrument development.

Racheida Lewis, Ph.D.

Research focus: first-year engineering programs, diversity and inclusion, retention and matriculation patterns in engineering.

Sarah Jane “SJ” Bork, Ph.D.

Research focus: graduate student mental health, engineering culture, participatory action & mixed research methods, engineering education affiliate faculty advisors.

Cheryl Gomillion, Ph.D.

Research focus: diversity and inclusion, biomedical engineering educational innovations.

Beshoy Morkos, Ph.D.

Research focus: student motivation, engineering identity, design education.

Andrew Jackson, Ph.D.

Research focus: technology and engineering education, design-based learning, motivation and self-efficacy, soft robotics, k-12 education, funding sources.

Our graduate students receive financial support in the form of graduate assistantships, which provide a stipend and tuition waiver. Assistantships are awarded annually to qualified graduate students, and they require part-time teaching, research, or other academic duties defined by the College. We also support applicants in applying for alternative funding sources, such as national and local fellowships and awards.

If you are interested in a Teaching Assistantship, please complete our online application.

University-wide assistantships are also available through the UGA Graduate School. This site also provides links to additional fellowship and scholarship opportunities.

Candidates for the Ph.D. degree with an emphasis in Engineering Education and Transformative Practice are expected to acquire the skills, knowledge, and orientations that enable them to make creative and original contributions to their discipline at the national or international level. The philosophy of the area of emphasis is grounded in a diversity of possible pathways that rely on students’ agency and initiative in seeking out relevant coursework and interdisciplinary faculty expertise to support their chosen research trajectory.

For a full description of course requirements, see the College of Engineering website .

The recommended course offering is organized in three focus areas. Individual programs of study will be developed collaboratively between the student and their major professor (see Course List with examples of courses in each focus area).

Engineering Education Core

The core engineering education courses provide an understanding of the landscape of this globally connected discipline. Individual course offerings focus on theories of learning and human development in engineering; contemporary issues in engineering formation; and research and evaluation methods in engineering education and practice contexts.

Social and Educational Inquiry Methods

The research methods courses draw on the broad offering of courses across the University of Georgia, including the College of Education. In line with the student’s research project, these courses can comprise offerings in the qualitative, quantitative, or mixed methods areas.

Application and Context

Course selection in the Application and Context area draws on the full breadth of graduate course offering in technical and non-technical fields that provide specific content, theory, or methods to support and ground the students’ chosen research trajectory.

Applications and initial admissions are managed through the UGA Graduate School, and final admissions decisions into the Engineering Education & Transformative Practice program are made by EETI faculty.  Prospective students are strongly to reach out to EETI faculty whose research interests you.

College of Engineering Admission Information

UGA Graduate School Application Portal

Students holding a B.S. degree or M.S. in engineering from an ABET accredited program or a B.S. or M.S. in a related field from an accredited institution are invited to apply for admission. Students with degrees in non-engineering disciplines may be asked to take additional selected coursework to adequately prepare them for their studies.

Exceptional and highly motivated students with a B.S. degree who have not completed an M.S. degree may apply for direct admission to a Ph.D. program provided they have demonstrated research experience. The student’s desire and suitability to enter a Ph.D. program should be clearly articulated in their statement of purpose and in accompanying letters of recommendation.

Available Courses

Students of the Ph.D. program are expected to take multiple classes inside and outside of EETI to acquire the skills and knowledge to make contributions to engineering education.

Below are the courses available inside of EETI for those with an emphasis on Engineering Education and Transformative Practice:

 ENED 7010 — Preparing to be an Effective Engineering Educator — 3 Hours 

• Course Description: Focuses on how undergraduate engineering students learn and methods for teaching engineering. Graduate students will learn about learning styles, course planning, assessment, active learning, student incivilities, ABET accreditation requirements, and effective teaching strategies.

• Pre or Corequisite: N/A

• Grading System: S/U (Satisfactory/Unsatisfactory)

ENED 8010 — Introduction to Engineering Education Research and Methodology — 3 Hours (2 Hours Lecture and 1 Hour Lab Per Week)

• Course Description: An overview of the discipline of engineering education research from a historical, methodological, and content perspective to explore the current paradigmatic transformation of engineering education. In this context, the course critically investigates the discourse of the emerging discipline around research areas, accepted methodologies, and areas of inquiry.

• Grading System: A-F (Traditional)

ENED 8020 — Current Issues as a Lens for the Integration of Engineering Education Research and Teaching Practice — 3 Hours

• Course Description: A theoretically founded understanding of current trends in engineering education research to serve the following dual purpose: first, to introduce engineering education research graduate students to the latest developments in the field and, second, to integrate this research perspective into the teaching practice of future engineering educators.

• Pre or Corequisite:  N/A

ENED 8030 — Educational Research and Evaluation Methods in Engineering — 3 Hours

• Course Description: An introduction to educational research and evaluation methodologies in engineering education. Discussions of cutting edge discipline-based educational research provide a broad understanding of these methodologies, and the design, data collection, and analysis of a small research study will encourage a deep understanding of these diverse methodological frameworks.

ENED 8040 — Theories of Learning and Human Development in Contemporary Engineering Education Research — 3 Hours

• Course Description: Introduces students to a range of theoretical perspectives that inform or underpin current curricular or teaching practices in engineering. This will serve future engineering education practitioners as a theoretical perspective to frame their own practice and future engineering education researchers as theoretical frameworks to inform systematic educational studies.

ENED 8050 — Systematic Literature Reviews and Meta-Analyses — 3 Hours

• Course Description: Introduction to how to conduct systematic reviews and meta- analyses. Students will gain invaluable experience with scientific approaches to conducting literature review. As a final project, students will apply skills learned to conduct a systematic review or meta-analysis. Emphasis will be on collaborative and participatory learning.

• Pre or Corequisite: ENGR 6910 or ERSH 4200/6200

Would you like to learn more about EETI?

Additional links.

• College of Engineering
• University of Georgia

Julie P. Martin Director Email: [email protected]

Driftmier Engineering Center 597 D.W. Brooks Dr. Athens, GA 30602

Engineering Education

Welcome, hokie engineers.

It's an exciting time to be a Hokie, and we're here to help you. Get details about your General Engineering major, connect with your advisor, and go hands-on with engineering in the Frith First-Year Makerspace.

June 23, 2022 – Attendees of Virginia Tech’s Black College Institute build their very own night light with College of Engineering students. (Photo by Christina Franusich/Virginia Tech)

Engineering Education is home to the first-year General Engineering program and the internationally renowned engineering education Ph.D.

Through an innovative learning environment, and a hands-on approach, we fully engage undergraduate and graduate students in the learning experience. We have an ongoing dialogue between research and practice, and a commitment to continuous curriculum enhancement.

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Engineering education systems and design

Program information Admissions Faculty Tuition and fees Career services Request information How and when to apply Attend an event

Program description

Engineering education systems and design is a transdisciplinary PhD program aimed at advancing understanding of the engineering education ecosystem. The goal of the program is to enable long-lasting improvement of the learning process and infrastructure in engineering education at all levels by emphasizing the study of education as a complex ecosystem that takes into account the multiple inputs, outputs and interactions within an educational setting.

A typical student will enter the program with a master’s degree in an engineering or a related discipline; will complete six three-credit core courses; and will select from areas of specialization such as education system design, educational policy and implications, learner analytics, design of online educational environments, assessment of impact of educational innovations or engineering student identity formation and pathways.

Application deadlines

Fall:      January 15 Spring:  August 15

The Polytechnic School Graduate advising office [email protected]

• Program information and admissions
• Tuition and fees
• Career services

The Ohio State University

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• Department of Engineering Education >
• About Us >
• Meet our Students >

Duncan Mullins

Student profile, phd, engineering education.

Tell me about yourself. 

I am 27 years old completing my PhD in the inaugural cohort of UB’s Engineering Education program. Although I am originally from the south, I love it here socially, culturally, and temperature-wise—I will happily trade six inches of snow for never having a day over 90 degrees. 

I would describe myself as an avid nerd. During my free time, I love to read fantasy novels, play Dungeons and Dragons virtually with my friends, and play RPG video games like Baldur’s Gate.

What started your path to becoming an engineer?

My engineering path started with honestly the stereotypical answer, where I was always good at math and science. Once a mentor recommended the chemical engineering program at Oklahoma State University (OSU), I enrolled and absolutely loved the program, especially the synthesis and discovery side. 

While I liked what I did, the available career options were very petroleum-focused and I wasn’t too eager to work in oil and gas. In April of my senior year, I didn’t have a clue what my future held. However, I was offered a lab position to work with my mentor, professor Ashley Ford Versypt. The opportunity to enroll in graduate school was honestly unexpected. I like to say I've tripped my way into every opportunity I've had and just been insightful enough to realize on the way down that this is not a fall, but rather a leap and sort of embrace that potential.

What are you involved in on and off campus?

On campus, I am one of the few STEM communication specialist writing consultants at the Center for Excellence in Writing. I also love to simply walk around in the great weather, stopping by the Commons to grab a bite at the Poke Bowl shop. 

Outside of UB, I am a consultant for Buffalo Manufacturing Works with EWI. As their education and outreach arm, I develop and run an after-school robotics program for high schoolers.

What are some things you are passionate about?

I am passionate about student learning and mentoring. My greatest joy is helping someone see the potential that I see within them and fostering that capacity for success, whatever the definition of success may be for them. I also love interacting with people and getting to know them on a personal level. 

Chemistry is also another one of my areas of passion. Many people, engineers, in fact, are traumatized by chemistry but I like showing them how fun it can be. The subject has a very structural solution process, especially when it comes to stuff like balancing chemical equations where it takes the best parts of accounting, algebra, and basic mathematics and puts them in a very well-bounded problem.

What advice would you give to prospective students considering engineering?

My advice would be to go for it. Try it out. At the end of the day, it’s your decision whether you’re a good fit. Engineering is a rigorous field that deals with some delicate topics and requires a level of academic awareness, but if you’re up for the task, definitely explore your options. It’s a field filled with discovery and opportunity that challenges your problem-solving abilities in an open-minded environment.

What are your future plans?

After finishing my PhD, I want to be a teaching faculty with a focus on educating undergraduates in chemistry or engineering. I would particularly love to teach general chemistry because I think that is an area of missed opportunity for many engineers. 

In terms of where I want to teach, it does not matter as much as what I am doing—I’d just like to teach 85 percent of my professional time. However, teaching in the Northeast or Pacific Northwest would be nice. The prospect of working abroad in Scandinavia or Oceania is something I have explored, considering engineering is conceptually similar globally.

Engineering Physics

• Undergraduate Program

Introduction to the Major

The Engineering Science (ES) program is a multi-departmental and interdisciplinary undergraduate program that encompasses closely-related areas of the physical sciences, mathematics and engineering. Students in the ES program acquire knowledge of engineering methods and can pursue their interests in areas of natural science, as well as advanced study in engineering, science, or mathematics. Students choose one of four majors: energy engineering, engineering mathematics and statistics, engineering physics, or environmental engineering science. A minor in energy engineering is also offered .

“ The classes across a variety of departments have allowed me to take a very interdisciplinary approach to engineering. And the great community within this major has taught me how to work with a team .” -  T.G. Mekenzi Roberts, Energy Engineering Science, Class of 2020

ES Major Options 

Energy Engineering interweaves the fundamentals of classical and modern physics, chemistry, and mathematics with energy engineering applications.

Engineering Mathematics and Statistics is the s tudy of pure and applied mathematics as essential components of modern engineering. 

Engineering Physics interweaves classical and modern physics, chemistry, and mathematics with their engineering applications.

Environmental Engineering pairs engineering fundamentals with courses in the environmental and natural sciences.

Amplify Your Major

Get involved with a student group such as Society of Engineering Sciences .

Apply to GLOBE Ambassadors , a learning and travel program for Engineering students .

Pursue a research opportunity for Engineering students .

• Enrich your studies with a minor in Energy and Resources or Sustainability .
• Four-Year Student Timeline

Explore Your Major

Meet with your ESS advisor to discuss your academic plans .

Familiarize yourself with ma jor and college requirements .

Talk to an ES advisor about department programs and research opportunities .

Enroll in ENGIN 98: The Insider's Guide to Berkeley Engineering .

Connect and Build Community

Take advantage of tutoring and workshops for Engineering students .

Find academic support at the Student Learning Center and Center for Access to Engineering Excellence .

Find student opportunities in the ESS newsletter and new student podcast .

Discover Your Passions

Browse research taking place in Engineering centers, institutes, and labs .

Attend the Undergraduate Research and Scholarships Fair in October .

Discover new interests in a Freshman Seminar or student-run DeCal course .

Broaden your perspective by attending Newton Series or View from the Top lectures .

Engage Locally and Globally

Attend the Calapalooza student activities fair and get involved with a student organization .

Find service opportunities through the Public Service Center .

Connect with other students during Engineers Week .

Reflect and Plan Your Future

Visit Berkeley Career Engagement and the Career Counseling Library .

Sign up for Handshake and CareerMail .

Explore career resources on the Engineering website .

• Attend an ESS workshop to create a resume and LinkedIn page .

Second Year

Talk to ESS peer advisors about life in the major .

Meet with your ESS advisor to discuss your academic progress .

Complete lower division prerequisites and start planning your upper division courses .

• Plan now if considering a double major , simultaneous degree , minor , or study abroad .

Join an Engineering student group such as Society of Engineering Sciences .

Get to know Engineering professors and graduate student instructors during their office hours .

Find study space and resources in the Kresge Engineering Library .

Consider pursuing a research opportunity for Engineering and ES students .

Apply to a REU research program. Check Berkeley Lab and UCSF for more research options .

Check out design and maker opportunities at the Jacobs Institute .

Work with a community organization in an American Cultures Engaged Scholarship course such as ENGIN 157AC .

Mentor local youth with Pioneers in Engineering, Berkeley Engineers and Mentors , or Engineering for Kids .

Discuss career options and goals with a Career Educator .

Explore career opportunities through a winter externship and informational interviews .

Learn about graduate and professional school .

• Pursue an internship and attend an internship career fair .

Focus on upper division requirements and electives .

Continue meeting with your ESS advisor to review your academic progress .

Submit paperwork for a double major, simultaneous degree, minor, or study abroad .

Give back by becoming an ESS peer advisor .

Join the Berkeley Engineering group on LinkedIn .

Explore student groups outside of Engineering, and deepen your involvement with an Engineering student group .

Explore your mission and impact as an Engineer through the LeaderShape Institute .

Consider the Sutardja Certificate in Entrepreneurship and Technology or a summer abroad through the European Innovation Academy .

Apply for a research opportunity if you haven’t done so already .

Take your engineering skills international through Engineers Without Borders .

Consider a Berkeley Global Internship such as the Engineering Internship in Toronto .

Experience life at another UC or college on a visitor and exchange program .

• Planning a summer internship abroad? Apply for travel funding from GLOBE Scholars .

Attend career and graduate school fairs such as the STEM Career & Internship Fair .

Discuss graduate school options with advisors and professors .

Sign up for a ESS career workshop , networking dinner , or career conference .

• Make an advising appointment in ESS and explore options such as 5th year MS, MEng, and PhD .

Fourth Year

Meet with your ESS advisor to do an official degree check and plan for your final year .

Complete any “bucket list” courses and remaining major, college, and campus requirements .

Join a professional association such as the Association of Energy Engineers or American Physical Society .

Continue attending tutoring and workshops, and reading the weekly ESS newsletter .

Connect with alumni groups and leverage your network as you prepare to graduate .

Teach your own DeCal course .

Consider being an instructor for ENGIN 98 .

Continue to pursue your interests through a fellowship or gap year after graduation .

• Choose your post-baccalaureate plans based upon your intended mission and impact as an Engineer .

Serve as a student representative on a college committee .

Hone your leadership skills with the Peter E. Haas Public Service Leaders program .

Explore service opportunities after graduation, such as Peace Corps , Teach for America , or U.S. Department of State .

Ask professors and graduate student instructors for recommendation letters .

Utilize job board tools in your job search.  Meet employers at Employer Info Sessions and On-Campus Recruiting .

Attend the job offer negotiation workshop in ESS .

• Apply to jobs, graduate school, and other opportunities .

What Can I Do With My Major?

Graduates in Engineering Science gain a broad foundation for graduate studies in theoretical branches of engineering, as well as in mathematics, and are prepared for careers in specific sectors of industry or business, such as green technology, solar engineering, and environmental firms to name a few.

Jobs and Employers

Data Engineer, Capital One

Data Scientist, Barclays Capital 

Engineer, Northrop Grumman

Hybrid Calibration Engineer, General Motors

Project Coordinator, Climate Corps

Software Engineer, Primus Power

Project Engineer, New Energy Equity 

Research Assistant, California Institute of Technology

Graduate Programs

Aerospace, Aeronautical, and Astronautical Artificial Intelligence and Robotics, PhD

Atomic/Molecular Physics, PhD

Electrical, Electronics, and Communications Engineering, Masters

Engineering, Masters

Materials Engineering, PhD

Physics, PhD

Examples gathered from the First Destination Survey of recent Berkeley graduates .

Connect With Us

Come to Berkeley’s annual Open House in April for information sessions, campus tours, special talks, and more .

Golden Bear Orientation

Join your peers in the campus-wide UC Berkeley orientation program for all new students .

Attend program events with students, staff, and faculty. Visit engineeringscience.berkeley.edu for news and updates .

Visit Engineering Student Services in 230 Bechtel  for advising on academic difficulty, change of major/double majors/simultaneous degrees, withdrawal/readmission, degree completion, education abroad, academic progress, and petitions and exceptions. See engineering.berkeley.edu/students/advising-counseling/ .

Contact the ES Undergraduate Advisor at [email protected] about registration, departmental policy, and campus resources. Meet with an ES Faculty Advisor about coursework, careers in ES, graduate school, letters of recommendation, and summer internships. See engineeringscience.berkeley.edu/faculty/

How to Use this Map

Use this map to help plan and guide your experience at UC Berkeley, including academic, co-curricular, and discovery opportunities. Everyone’s Berkeley experience is different and activities in this map are suggestions. Always consult with your advisors whenever possible for new opportunities and updates.

• What Can I Do with My Major?

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GE Aerospace expands Next Engineers program for Cincinnati youth

First cohort of cincinnati high-schoolers graduate, earn college scholarships.

GE Aerospace Foundation announced an additional $20 million investment in Next Engineers, a global college- and career-readiness program working to increase the diversity of young people in engineering.

A portion of this additional investment will benefit the Cincinnati location of Next Engineers , extending the program through 2028. The University of Cincinnati serves as the educational partner for local Cincinnati programming. 

The Next Engineers: Engineering Academy, a three-year engineering education program for high-schoolers, graduated its first cohort of students last week. Students who complete the program and go on to pursue an engineering degree at an institution of higher education will receive a scholarship. 

Nigel Adjei-Mensah (center, in green jacket) is one of 45 Cincinnati-area students who completed the Engineering Academy. He plans to study engineering at UC, with support from the Next Engineers scholarship. He is pictured with leadership from UC and GE Aerospace at the May 2, 2024, public announcement of the launch of the GE Aerospace Foundation. Photo/GE Aerospace

Nigel Adjei-Mensah, a Princeton High School senior, is one of 45 Cincinnati-area students who completed the Engineering Academy, which engages students in design challenges in small groups, career coaching, and college-readiness workshops to equip them with the skills they need to build an engineering career. Like some of his fellow Engineering Academy classmates, Adjei-Mensah plans to attend the University of Cincinnati. 

“The Next Engineers scholarship I will receive for completing the program will help facilitate my path to pursuing a degree in biomedical engineering ,” Adjei-Mensah said. “The immersive design challenges that we go through during Engineering Academy and also the career coaching that we receive from GE Aerospace employees has opened my eyes to a whole new world of engineering.”

Through this program, students can gain an understanding of what it's like to study engineering in college and the impact they can make working as an engineer – solving the big challenges of tomorrow. 

Whitney Gaskins, Associate Dean of UC's College of Engineering and Applied Science, shared the impact Next Engineers has on local youth and their families. She spoke with Germain Hunter, Chief Diversity Officer, GE Aerospace, at the announcement of GE Aerospace Foundation and its added investment in Next Engineers. Photo/GE Aerospace

“Through the Next Engineers program, we are not just shaping young minds, but empowering them to shape the future of engineering,” said Whitney Gaskins, PhD, Associate Dean of the University of Cincinnati’s College of Engineering and Applied Science . “These graduates exemplify the dedication and potential of our youth, and I have no doubt they will continue to inspire and innovate as they embark on their engineering journeys.”

Engineering Academy students learn to solve problems through engineering while working on small-team projects, including building mousetrap-powered cars and designing water filtration systems. Exploring college campuses and interacting with working engineers helps them to imagine themselves as college students and future engineers. The program also instills essential skills including teamwork, communication and public speaking. 

The first cohort of graduating Next Engineers: Engineering Academy students celebrated with their families at the University of Cincinnati. UC is the educational partner for the local iteration of the GE Aerospace Foundation program. Photo/GE Aerospace

“These students have committed three years and more than 200 hours to learning about engineering concepts, designing prototypes and solving complex problems,” said GE Aerospace Chairman and CEO H. Lawrence Culp, Jr. “These graduates carry with them the legacy of Next Engineers as they continue on in their educational journey.”

In the fall of 2021, the GE Foundation established Next Engineers in four cities around the world, including Cincinnati. The newly launched GE Aerospace Foundation picks up the mantle to invest further in this successful program. 

The Next Engineers program offers three programs to engage students and spark interest in engineering: Engineering Camp for students ages 14-15, Engineering Discovery for students ages 13-14, and Engineering Academy for students ages 15-18. Thus far, more than 4,000 local students have participated in the Cincinnati programs. For more information, visit nextengineers.org . 

Featured image at top: Next Engineers: Engineering Academy students toured GE Aerospace's Peebles, Ohio, facility as part of the college- and career-readiness program for high-schoolers interested in engineering. Photo/GE Aerospace

• Inclusive Excellence and Community Engagement
• Next Lives Here
• College of Engineering and Applied Science
• Biomedical Engineering

Related Stories

May 15, 2024

GE Aerospace Foundation is investing further in its Next Engineers program, including the Cincinnati location facilitated by the University of Cincinnati, extending the program locally through 2028. Engineering Academy, a three-year engineering education program for high-schoolers, graduated its first cohort of students. Students who complete the program and go on to pursue an engineering degree in college will receive a scholarship.

Biomedical engineer driven to create a better life for her sister

March 29, 2023

Dominique Tanner, a biomedical engineering doctoral candidate at the University of Cincinnati, finds motivation from her sister. Diagnosed with epilepsy at just a few months old, her sister has experienced seizures all her life. Tanner became determined to learn about the condition and dedicated herself to a career in helping her sister and others like her. She is the second black woman to receive a Ph.D. in biomedical engineering at UC and was named Graduate Student Engineer of the Month by the College of Engineering and Applied Science.

Hispanic Heritage Month event celebrates achievement in STEM

January 20, 2021

In honor of Hispanic Heritage Month, the University of Cincinnati College of Engineering and Applied Science hosted events to lend insight into the experiences of Hispanic and Latinx students and strategies to support their academic and professional success.

• Honors Program
• All Student Resources
• Campus Parking
• Career Center
• Computing & IT
• Machine Shop
• Tutoring Schedule

Texas A&M McAllen Graduate Will Continue Her Engineering Family’s Legacy

May 15, 2024 By Yahaira Hernandez

Paloma Lyke ’24, of McAllen, Texas, enrolled at the Texas A&M University Higher Education Center at McAllen in 2019, just one year after its doors opened. On May 10, 2024, Lyke graduated with a bachelor’s degree in interdisciplinary engineering and a minor in electrical engineering. Her goal has always been to become an engineering professional, an occupation that her father and forefathers have practiced since the 1800s.

“My family legacy inspired me to go into engineering. My great-grandfather worked as a train engineer, my grandfather worked as a weapons engineer in New Mexico in the 1950s, and my dad was an engineer that worked with computers and manufacturing,” Lyke said. 

Lyke’s family on her father’s side is originally from Spring Valley, Minnesota. “My great-grandfather, Alonso B. Lyke worked as an engineer from the 1890s until World War II on commercial and industrial steam engines. As conventional steam technology gave way to combustion engines, he worked with the modernization and automation of telephone equipment, particularly automatic dialing and switching. His career spanned from trains and telegraph to planes and satellite communications,” Lyke said.

Alonso’s son (Paloma’s grandfather), James E. Lyke, graduated with a bachelor’s degree in electrical engineering from Northwestern Electronics Institute. He later attained certifications from the Weapons School and Nuclear Physics and Radiological Defense School in Sandia Base, New Mexico. He worked in the radiological defense office where he maintained the fire control system on nuclear weapons, including radar and barometric equipment.

“He instructed personnel in the assembly and disassembly of nuclear weapons and also researched and tested nuclear and radiological warfare at White Sands and Dugway proving grounds,” Lyke said.

In the 1970s, James moved his family to the Rio Grande Valley. His son, Chris B. Lyke followed in his father's footsteps and studied electronics and electrical engineering at Texas A&M University – Kingsville. After graduating, he worked in electronics manufacturing and circuit board assembly and testing. He later became the process engineer at Kimball Electronics and then joined the IT team as a network and systems engineer.

Chris’ career inspired his daughter Paloma to pursue a similar path, further solidifying her family’s engineering legacy.

From a young age, Paloma felt a strong connection to engineering and all the creativity and innovation that it comes with. Once Paloma joins the industry, she will proudly become the first Latina engineer in her family.

“I have always had a passion for math, drawing and design. I’m so excited to become the first Latina engineer in my family. Now that I’ve graduated, my goal is to take the Fundamentals of Engineering exam and become a licensed engineer in the Rio Grande Valley,” Lyke said.

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Two graduates move to faculty positions

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Two PhD graduates in the School of Electrical Engineering and Computer Science have been accepted as new tenure-track faculty members – a significant achievement for recent graduates.

Aryan Deshwal will take a faculty position in the Department of Computer Science and Engineering at the University of Minnesota. There he will teach courses in foundations of artificial intelligence (AI) and machine learning (ML) as well as courses in their applications in science and engineering. Deshwal is conducting research in AI and ML, where he is focused on developing new methods for solving problems in engineering and science applications. During his time at WSU, he received several awards, including Voiland College’s outstanding PhD dissertation, outstanding graduate research assistant, and outstanding teaching assistant awards. He was also selected to attend the Heidelberg Laureate Forum in 2022.

Wen Li will be heading to the Department of Computer Science at Utah State University, where he will be teaching a software security course as well as classes in program analysis and reverse engineering and their applications. His research is in the area of software security and engineering as well as network security. During his time at WSU, he published work in the journal Association for Computing Machinery’s Transaction on Software Engineering and Methodology (TOSEM ) and was accepted to present at the Computer and Communications Security and USENIX Security conferences. He was also named an outstanding research assistant in the School of Electrical Engineering and Computer Science.

Here’s what they had to say about their time and training at WSU:

Q: how do you think your education at wsu helped prepare you to be a faculty member.

Dr. Deshwal: I think WSU’s education has been really instrumental for my career. The professors at WSU I worked with on projects are really passionate about their research and teaching which rubs onto you pretty quickly. This is exemplified the best by my advisor Prof Jana who has been a constant source of endless support. I feel really fortunate to be his student. He taught me how to think deeply but critically about research while asking the right questions. The overall curriculum at WSU generally and EECS specifically is quite rigorous and forward looking. I also enjoyed the fact that I was allowed to take courses across different departments. For example, some of the courses I took with Prof Bala (Maths department) are probably the best in my life.

Dr. Li: I firmly believe that WSU offers an excellent platform for students to showcase their talents and engage in meaningful educational experiences. Personally, I have had the privilege to serve as a teaching assistant for various classes and to participate in extensive research projects focused on software security under the guidance of my supervisor. Additionally, I have had the opportunity to collaborate with distinguished security researchers worldwide. These experiences have greatly contributed to my academic growth and have set me on the path to pursuing a career in academia.

Q: What is the most valuable lesson you learned as a PhD student here?

Dr. Deshwal: Other than new technical/research skills (which is obviously a big part of doing a PhD), I think this time period also teaches you a lot about broad life skills, one major one being that of perseverance. If I can give one message to future students reading this: If your ideas are not working, papers are not getting published, and things don’t seem clear right now, just keep on with the right process and it will work out.

I also strongly believe that for students to flourish (to execute the right process), an encouraging and supportive environment is very important. For example, failure is pretty normal in research and it is very important for the advisor/lab/university to allow PhD students the space for making mistakes/failure and grow over time. I’ve been fortunate that I got that environment here at WSU.

Dr. Li: Continuing to work through bottlenecks until everything looks bright is a valuable lesson that I learned during my PhD journey. It taught me the importance of persistence and determination in achieving my goals. Rather than getting discouraged by obstacles, I learned to view them as opportunities for growth and improvement. By staying focused and committed, even during the most challenging times, I was able to eventually overcome bottlenecks and achieve success.

Q: What will you miss about the Palouse?

Dr. Deshwal: I am already nostalgic in leaving the place. I made lifelong friends here and I will miss spending time with them. I would miss all our impromptu research/life discussions in Prof Jana’s office and our lab and working on paper deadlines together. And of-course Ferdinands! It was truly a joyful ride here being a Coug and I will miss it — Once a coug, always a coug!

Dr. Li: There are many things that have made my time on the Palouse truly memorable. I will miss the warmth and camaraderie of my neighbors in the community, the support and guidance from the kind professors and classmates at WSU, the camaraderie of my exercise partners in the Badminton club, the opportunity for relaxing outdoor activities that the area offers and many more. These experiences have enriched my life and will always hold a special place in my heart.

Undergraduate Studies

Fields of study 2026.

Economic and Management Sciences

Engineering

Health Sciences

Natural and Agricultural Sciences

HEQSF alignment

All universities in South Africa were obligated by law to take part in a National Project driven by the regulatory bodies (Department of Higher Education and Training (DHET), the Council on Higher Education (CHE) and the South African Qualifications Authority (SAQA), to align all qualifications with the Higher Education Qualification Sub Framework (HEQSF). The NWU is thus currently in an ongoing process of aligning our qualification and programme offering with the requirements of the HEQSF.

Prospective students must take notice of the fact that NWU qualification names, programme names as well as the composition of curricula may change due to the HEQSF Project, prior to registration for the 2025 academic year.  Successful candidates are advised to contact the relevant faculty  to ensure that they register for the correct qualification, programme and / or curriculum.