Information for Graduate Students 262 Graduate Information (original) (raw)
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Visiting Faculty Research Program
2006
The Research Foundation, for and on behalf of SUNY Institute of Technology (SUNYIT), has contributed significant research capability and capacity to the in-house program at the Air Force Research Laboratory. This was accomplished through the placement of highly motivated and accomplished Faculty members and Graduate Students pursuing advanced degrees in Engineering, Computer Science, Mathematics and other recognized technical disciplines critical to the advancement of information technologies. The program supported and enhanced the existing AFRL/Information Institute Summer Faculty Research Program and the Air Force Office of Scientific Research Summer Faculty Fellowship Program. SUNYIT worked closely with AFRL to help build, foster and nurture in-house research teams. Under this effort, SUNTIT recruited, placed, and supported administrative requirements of 31 faculty members and 10 graduate research assistants, and coordinated an additional 19 faculty extension efforts. This report contains abstracts of the research projects accomplished by the faculty members. 15. NUMBER OF PAGES 26
The influx of international graduate students in science and engineering to the U.S. has changed since the terrorist attacks of September 11, 2001. The implementation of the Student and Exchange Visitor Information System (SEVIS) and related F-1 visa policies have required a higher level of scrutiny of the student visa procedures, and introduced strict student monitoring policies and measures. In addition, the SEVIS monitoring and compliance system has altered the operation of international student service offices, affected the students they serve, and the operation of the universities enrolling international students. This study investigated the effects of SEVIS on graduate programs in science and engineering and their students. Information was gathered from respondents from the 60 universities having the highest population of international students in these fields, according to NSF. Respondents included department administrators, admissions officials, and SEVIS professionals. Data were collected from 75 on-line survey respondents and in 21 semi-structured interviews. The results of this study suggest that many international students are negatively affected by SEVIS, impacting their ability to remain in-status and to understand how the system works. To counter this, department administrators, SEVIS professionals, and student advisors have increased their level of support for these students, providing them guidance on how to remain in-status and how to improve their social and academic experience in the United States. As a result, relatively few international students are deported for falling out-of-status in SEVIS. The data also made clear that program administrators and admissions officials have little knowledge about SEVIS, F-1 visa policies, and their influence on international enrollments. Finally, this study provided evidence of an increased workload for international student advisors and SEVIS professionals. Universities have had to hire additional staff, increase their information technology investment in linking home-grown student service systems with SEVIS, and proactively anticipate any hurdles that international students may have and resolve them as expeditiously as possible.
2014 ASEE Annual Conference & Exposition Proceedings
Starting with the award of its first scholarships for the Fall 2010 semester, the goal of the S-STEM Scholars program at Western Michigan University has been to increase opportunities and improve outcomes for financially needy but academically talented students and to involve undergraduate students enrolled in engineering, technology, or applied sciences majors. The program has worked with first-time, first-year students and supports them as they progress in their academic careers. Each scholarship awarded is roughly equal to one semester of tuition per academic year for a full-time undergraduate student, and can be renewed for up to four years (eight semesters). The objectives of the project are to provide scholarships so recipients can give full-time attention to academic studies and participate in student development activities without outside employment distraction, and to provide professional development activities to connect scholarship recipients to other students and faculty, and to the engineering and applied sciences professions. Each academic year, an S-STEM Scholar selects to participate in one of three professional development programs: Student Organizations of Professional Societies, Undergraduate Research, or working towards placement in a CoOp or Internship position. Criteria for scholarship awards include potential for academic success; demonstration of financial need through FAFSA filing; full-time student status; and an applicants' statement indicating the professional development program they wish to participate in, how the program is aligned with their interest, and how they will benefit. Monthly activities make students aware of university resources such as tutoring or supplemental instruction; and provide a focus on career development, including career seminars and meeting with alumni who are practicing engineers, applied scientists, and human resource managers from industry. Our goal is to enhance the retention and graduation rates of academically talented but financially needy students, and to prepare them to successfully enter the engineering and applied sciences professions or to continue in graduate studies. This paper reports on program activities and outcomes to date, will include qualitative assessment and feedback from the S-STEM Scholars themselves, and a quantitative comparison of the retention rate of S-STEM Scholars in comparison to other identified student groups in the College of Engineering and Applied Sciences at Western Michigan University. Plans for a future extension of this program that will concentrate on transfer and URM students will also be presented.
Spending the Summer at a California Community College
2002
This document is a report on the attendance patterns and similarities of students enrolled at four-year colleges who attend community colleges primarily during the summer. The study surveyed 206 students who attended four-year institutions but enrolled in classes at East Los Angeles City College during the summer. Results indicated that 75% of the respondents were under the age of 21. Approximately 70% of the surveyed students were female. The majority of the respondents listed their ethnicity as Hispanic or Asian. Approximately 55% of the respondents stated they were freshmen or sophomores at their respective colleges. Most summer session students stated that saving money was the most important reason for taking courses at the community college. The next highest reason expressed by respondents was to take general education requirements during the summer to graduate sooner. The report offers recommendations to community colleges on how to better serve summer session students, such as adjusting course offerings in the summer and allotting a certain number of class spots to accommodate summer session students from four-year colleges. The report also suggests that two-and four-year colleges establish partnerships to assist the flow of students
2010
Prior to joining UMES he worked in Turabo University in San Juan , PR as well as Duke University in Durham North Carolina as Assistant Professor and Research Assistant Professor, respectively. Dr. Nagchaudhuri is a member of ASME and ASEE professional societies and is actively involved in teaching and research in the fields of engineering mechanics, robotics, systems and control, design of mechanical and mechatronic systems, precision agriculture and remote sensing. Dr. Nagchaudhuri received his bachelors degree from Jadavpur University in Calcutta, India with a honors in Mechanical Engineering in 1983, thereafter, he worked in a multinational industry for 4 years before joining Tulane University as a graduate student in the fall of 1987. He received his M.S. degree from Tulane University in 1989 and Ph.D. degree from Duke University in 1992. Terry Teays, Johns Hopkins University Terry decided to become an astronomer when he was eight years old. He received his Bachelor's degree from the University of California at Santa Cruz, and his Ph. D. from the University of Nebraska-Lincoln. He spent much of his career conducting research on stars that pulsate and working with NASA spacecraft. Later he became involved in managing scientific projects. He served as the director of a scientific research center for a major corporation and operated his own consulting firm. In recent years he has been focused on issues of space science education. He was in charge of education activities for the Hubble Space Telescope and later became the Director of NASA's Origins Education Forum. He has served as the Assistant Director for Maryland Space Grant Consortium since March, 2006. Guangming Chen, Morgan State University Dr. Chen is an associate professor in Industrial Engineering (IE) at Morgan State University (MSU) and an interim director of the Systems Engineering and Management Institute (SEMI) that was established in spring 2009 by the Center of Excellence in Systems Engineering for Space Exploration Technologies (CESET, a $5 million NASA grant awarded to MSU). As a co-PI of CESET and the interim director of SEMI, Dr. Chen has worked closely with the NASA engineers of Godard Space Flight Center (GSFC) on the systems engineering curriculum development. Also during 1999-2006, Dr. Chen worked with NASA's ST-5 (Space Technology 5) project at GSFC, supported by NASA Administrator's Fellowship, several NASA grants, and NASA/ASEE summer faculty fellowship. He joined GSFC ST-5 proposal writing team in summer 1999 and also worked with ST-5 project team during ST-5 implementation period: conceptual development, preliminary design, critical design and manufacturing, until the successful launch of the ST-5 micro-sat trio. He received his Ph.D. in IE from Wayne State University, a M.S. in systems engineering and a B.S. in electrical engineering from Shanghai Jiao Tong University.