2019-2023 Graduate School Catalog
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About the Contributors
343 About the Contributors Cassandra Sligh Conway is a Professor at a rural HBCU. Dr. Sligh Conway is an avid grant writer. In the past, she has been awarded over 1.5 million dollars in grant funds. Currently, she serves on grants related to mentoring students. Her research interests are distance education, working and providing services to persons with disabilities, mentoring faculty and students, digital education, and human resources. * * * Rashad Anderson is an Assistant Professor of Teacher Education SC State University; Campus Director of the Call Me MISTER Program and Lead Advisor for the 101 Black Men Society. Anthony Andrews is a Licensed Professional Counselor and has his own private practice, located in Charlotte, NC. Anthony is a North Carolina A&T alum who graduated with his MS in Rehabilitation Counseling in 2014. He is currently back at North Carolina A&T in his second year as a Doctorate Student in the “Rehabilitation Counseling & Counselor Education” program. Anthony is an Adlerian Therapist who focuses on assisting his clients with battling their own inferior feelings and finding meaning in life. Anthony has strong research interest in mentorship, specifically in young African American Males. He has spent a copious amount of time studying and researching methods of building mentoring programs in North Carolina. An- thony believes that mentorship is essential to success. Anthony plans on receiving his Ph.D. in 2019 and continuing to provide outpatient counseling along with the integration of supervision and teaching. Quintin Boston is currently an Associate Professor and Program Coordinator of the M.S. Rehabilitation Counseling program at North Carolina A & T in the Depart- ment of Counseling. -
The Impact of the Bologna Declaration on Engineering Education in Europe
The Impact of the Bologna Declaration on Engineering Education in Europe - the Result of a Survey Among SEFI National Representatives and Other Members (As of June 15, 2004) 1. Has the system of Engineering Education in your country changed as a consequence of the Declaration or are such reforms being planned? In particular, has it been decided to introduce a two-cycle system (a "Bachelor/Master system") in Engineering? Austria The University Act 2002 opened the possibility to introduce Bachelor/Master for existing programmes. New curricula have to introduce Ba/Ma. Belgium Yes Dutchspeaking Belgium Yes, the Ministry of Education has introduced a new law in March 2004. Frenchspeaking Czech republic Yes, by decision of the Ministry of Education. Only a few exceptions are tolerated. Denmark Yes the Ministry of Education is changing the system – though with a lot of problems and double solutions between the old and the new system In the past we had a 3½-4½ year program and a 5 year program. Now we do have a 3½-4½ year program (diplomingeniør = professionsbachelor ) and a 3 +2 program (bachelor and master (civilingeniør)) Estonia Yes. Though, in Civil Engineering and Architecture, there are integrated 5-year programmes; the graduates get either Master degree or a Diploma that is officially recognised as a Master level document. Finland Reforms are under way. From autumn 2005 there will be in all university and "Fachhochschule" systems a two-tier system. Of course some areas have exceptions like medical faculty. France Formally, no. As a consequence of the Declaration a higher education reform (decrees published in April 2002) has changed the French University scheme of studies with the introduction of the “LMD” structure (Licence-Master-Doctorat, corresponding to 3-5-8 years of study). -
Master of Science in Engineering Management
Applicants not holding an ABET-accredited undergraduate or MASTER OF SCIENCE IN graduate engineering degree must demonstrate or accrue the ENGINEERING MANAGEMENT following preparation prior to enrolling in EGM courses: • Mathematics: 12 hours (calculus, differential equations Master of Science in and statistics, or approved equivalent) Engineering Management • Engineering economy or equivalent; 3 hours • Science (chemistry and/or physics): 12 hours of approved Point of Contact: Yong Zhu, Ph.D. coursework The Master of Science in Engineering Management is a 30 • Engineering: 12 hours of approved coursework credit-hour program that integrates 15 hours of mandatory • Demonstrated ability with computer programming and/or engineering management courses with 15 hours of technical numerical analysis techniques electives or graduate project. The program is committed to the 4. Professional Recommendations: successful development of the upward-bound technical talent in industry. Entering students enjoy a curricular breadth and Applicants must submit two letters of professional flexibility unique to Wilkes University. recommendation. The program emphases include decision processes, Degree Requirements systems modeling, uncertainty analysis and risk assessment. Graduates will learn to effectively address and communicate the growing complexities of organizational performance and The Masters of Science Degree in Engineering Management decision processes as they prepare for leadership roles in requires a minimum of thirty (30) credit hours consisting of technical staff and technology management such as project fifteen (15) credits in CORE courses and fifteen (15) elective planning and execution, production flow, logistics, demand credit hours. forecasting, and quality improvement. The program also prepares students for further academic endeavors that may Typical Course Sequence lead to post-graduate or doctoral studies in Engineering Management, Industrial Engineering or other related First Semester Second Semester disciplines. -
Recognition of Bologna Masters Degrees in Europe
Recognition of Bologna Master’s Degrees in Europe Recognition of Bologna Master’s Degrees in Europe 2005-3507 / 001-001 SO2 61-NAR This research project report is published by UK NARIC. The project has been funded with support from the European Community. Reproduction is authorised provided the source is acknowledged. Please cite this publication as: UK NARIC et al., Recognition of Bologna Master’s Degrees in Europe, 2005, Cheltenham, England. © 2005 UK NARIC The National Recognition Information Centre for the United Kingdom Oriel House Oriel Road Cheltenham GL50 1XP e.: [email protected] w.:www.naric.org.uk 2 Contents Executive Summary ........................................................................................................ 4 Introduction / Chronology ................................................................................................ 5 1. Germany ..................................................................................................................... 7 1.1 Historical Background ............................................................................................ 7 1.2 Types of Master’s degree ...................................................................................... 8 1.3 Entry ...................................................................................................................... 9 1.4 Content .................................................................................................................. 9 1.5 Structure ............................................................................................................. -
The Education of Blacks in New Orleans, 1862-1960
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1989 Race Relations and Community Development: The ducE ation of Blacks in New Orleans, 1862-1960. Donald E. Devore Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Devore, Donald E., "Race Relations and Community Development: The ducaE tion of Blacks in New Orleans, 1862-1960." (1989). LSU Historical Dissertations and Theses. 4839. https://digitalcommons.lsu.edu/gradschool_disstheses/4839 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS The most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. -
Master of Science in Computer Science and Engineering 300 Credits Civilingenjörsprogram I Datateknik 6CDDD Valid From: 2018 Spring Semester
DNR DNR LIU-2017-02860 1(56) Master of Science in Computer Science and Engineering 300 credits Civilingenjörsprogram i datateknik 6CDDD Valid from: 2018 Spring semester Determined by Board of Studies for Computer Science and Media Technology Date determined LINKÖPING UNIVERSITY FACULTY OF SCIENCE AND ENGINEERING LINKÖPING UNIVERSITY MASTER OF SCIENCE IN COMPUTER SCIENCE AND FACULTY OF SCIENCE AND ENGINEERING ENGINEERING 2(56) Degree in Swedish Civilingenjör 300 hp och Teknologie master 120 hp LINKÖPING UNIVERSITY MASTER OF SCIENCE IN COMPUTER SCIENCE AND FACULTY OF SCIENCE AND ENGINEERING ENGINEERING 3(56) Curriculum Semester 1 (Autumn 2018) Course Course name Credits Level Timetable ECV code module Period 0 TATA65 Discrete Mathematics 6* G1X - C Period 1 TATA65 Discrete Mathematics 6* G1X 2 C TDDD70 Professionalism for Engineers, part 1 1* G1X - C TDDE23 Functional and Imperative Programming, 6 G1X 3 C Part 1 TDDE25 Perspectives to Computer and Software 6* G1X 4 C Technology Period 2 TATA79 Introductory Course in Calculus 6 G1X 2 C TDDD70 Professionalism for Engineers, part 1 1* G1X - C TDDE24 Functional and Imperative Programming, 5 G1X 3 C Part 2 TDDE25 Perspectives to Computer and Software 6* G1X 4 C Technology LINKÖPING UNIVERSITY MASTER OF SCIENCE IN COMPUTER SCIENCE AND FACULTY OF SCIENCE AND ENGINEERING ENGINEERING 4(56) Semester 2 (Spring 2019) Course Course name Credits Level Timetable ECV code module Period 1 TATA41 Calculus in One Variable 1 6 G1X 4 C TDDD79 Professionalism for Engineers, part 2 1* G1X - C TDDD94 Professionalism -
Curriculum Vitae
Curriculum vitae Cezary Sielużycki Biomedical Signal Processing Group Department of Biomedical Engineering Faculty of Fundamental Problems of Technology Wrocław University of Science and Technology http://ibp.pwr.edu.pl/cs 20 February 2021 Employment 10/2019–currently Associate professor, Department of Biomedical Engineer- ing, Faculty of Fundamental Problems of Technology, Wrocław University of Sci- ence and Technology. 06/2016–09/2019 Assistant professor, Department of Biomedical Engineer- ing, Faculty of Fundamental Problems of Technology, Wrocław University of Sci- ence and Technology. 08/2015–05/2016 Assistant professor, Department of Computational Intelli- gence, Faculty of Computer Science and Management, Wrocław University of Science and Technology. 01/2014–06/2015 Managerial research engineer, ICM Brain and Spine Insti- tute, Pierre and Marie Curie University (Paris VI, Sorbonne), Paris, France. 07/2004–12/2013 Research fellow, Special Laboratory for Non-invasive Brain Imaging, Leibniz Institute for Neurobiology, Magdeburg, Germany. A Marie Curie scholarship within the 5th Framework Programme from 07/2004 to 06/2006. 10/2004–12/2006 Assistant professor, Institute of Biomedical Engineering and Instrumentation, Faculty of Fundamental Problems of Technology, Wrocław Uni- versity of Technology. Curriculum vitae 2 10/2003–09/2004 Research assistant, Institute of Biomedical Engineering and Instrumentation, Faculty of Fundamental Problems of Technology, Wrocław Uni- versity of Technology. 10/1999–09/2003 Doctoral studies in the field of physics and applied mathe- matics, Faculty of Fundamental Problems of Technology, Wrocław University of Technology. A Socrates–Erasmus scholarship at the MEG Center, VU University Medical Center, Vrije Universiteit Amsterdam, The Netherlands, from 10/2000 to 06/2001. Qualifications D.Sc. -
Docent Roster 2018
Docent Roster 2018 A Who’s Who Guide of the UC Davis TERC Docents and Education Team Heather Segale Education & Outreach Director, UC Davis TERC Hometown: Tahoma, CA (originally from Michigan) At TERC since: 2005 (before the new building was built) Background/Education: Undergraduate degrees in Business, Psychology and a Master’s of Science in Natural Resources with a focus in Hydrology/Limnology Favorite thing about working at TERC: Working with all of the wonderful docent volunteers, AmeriCorps members and scientists at TERC Interesting fact: I have volunteered in Kenya, Cameroon, and Costa Rica conducting water hygiene education programs and drilling wells for clean water. Alison Toy Program Coordinator & Docent Program Manager, TERC Hometown: Tulare, CA At TERC since: Since 2012 Background/Education: B.S. Environmental Sciences Biological Emphasis and a minor in education from UC Berkeley Favorite thing about working at TERC: Meeting all sorts of fantastic people from different walks of life and working for an organization whose values align with my own Interesting fact: Taught English in Akita City in Japan for two years and moonlight as a snowboard instructor for Alpine Meadows Bre Harris AmeriCorps / Education Program Assistant, TERC Hometown: Missoula, MT AmeriCorps member since: October 2017 Background/Education: Bachelor of Science in Biology from Western Washington University Favorite thing about working at TERC: Applying my background in biology to the aquatic food web at Lake Tahoe Interesting fact: I enjoy mountain biking and skiing in my free time. Christine Limon AmeriCorps / Education Program Assistant, TERC Hometown: San Antonio, Texas AmeriCorps member since: October 2017 Background/Education: B.S. -
Higher Education for Science and Engineering
Appendix C. — Science and Engineering Graduate Study and Credentials in Other Nations The U.S. system of university-based graduate education, combining research and training, is admired throughout the world for the quality of researchers it produces. However, it is not the only model for training and certification of researchers. Other nations take different approaches to training graduate-level scientists and engineers for academic and industry research and development (R&D), reflecting major social, administrative, legislative, and economic differences in university systems, in where and how R&D is conducted and funded, and where scientists and engineers are employed in . that country.1 Higher education in other countries generally is more science- and engineering-intensive, particularly in Japan, Soviet Union, and West Germany. There is no “best” model for graduate education. The U.S. university system is decentralized, with a large high-quality private sector; many other nations have much more centralized systems. Most developed countries have reformed university education in the past decade, often modeling U.S. successes. These reforms have been driven and accompanied by a move to mass higher education, problems of overexpansion in the face of declining young populations, worries about quality, and retrenching in tight budgets. Japan. 2 Although Japan awards more science and engineering doctorates on a per capita basis than does the United States, far fewer of these are obtained through formal university graduate studies. Students follow two paths to the doctorate. Students may earn a “course doctorate” (katei hakushi) in one of the major universities, similar to the United States, with courses, 5 years or so of research, and an oral defense of the dissertation. -
School of Engineering
School of Engineering E Engineering Education in a University Setting 288 Degree Programs in Engineering 290 Special Programs 292 Honors 294 Academic Regulations 296 Courses of Study 301 Engineering Courses 325 Administration and Faculty 350 288 VANDERBILT UNIVERSITY Engineering Education in a University Setting ANDERBILT University School of Engineering is the students also participate in the university’s Summer Research largest and oldest private engineering school in the Program for Undergraduates. South. Classes offering engineering instruction began Vin 1879, and seven years later Engineering was made a separate Facilities department with its own dean. The school’s program empha- The School of Engineering is housed in 5 main buildings with sizes the relationship of the engineering profession to society several satellite facilities. William W. Featheringill Hall which and prepares engineers to be socially aware as well as techni- houses a three-story atrium designed for student interac- cally competent. tion and social events, more than fifty teaching and research The mission of the School of Engineering is threefold: to laboratories with the latest equipment and computer resources, prepare undergraduate and graduate students for roles that and project rooms. The new Engineering and Science build- contribute to society; to conduct research to advance the ing is an eight-story state of the art building that houses the state of knowledge and technology and to disseminate these Wond'ry at the Innovation Pavilion, numerous research labs, advances through archival publications, conference publica- interactive class rooms, clean rooms and space for students tions, and technology transfer; and to provide professional to work, study and socialize. -
Approval of Master of Science in Mechanical Engineering (MSME) Degree Program in the School of Engineering & Applied Sciences (SEAS)
BOARD OF TRUSTEES UNIVERSITYOF THE DISTRICTOF COLUMBIA UDC ResolutionNo. 2016- SUBJECT: Approval of Master of Science in Mechanical Engineering (MSME) Degree Program in the School of Engineering & Applied Sciences (SEAS) WHEREAS, pursuant to D.C. Official Code§ 38-1202.06(3), the Board ofTrustees is authorized to establish or approve policies and procedures governing admissions, curricula, programs, graduation, the awarding of degrees, and general policy for the components of the University; and WHEREAS, pursuant to DCMR § 08-B308. I, new associate, baccalaureate, and graduate degree programs may be added to the University curricula upon recommendation by the Academic Senate and the President and after approval by the Board; and WHEREAS, SEAS has been offering an accredited bachelor's degree in Mechanical Engineering, a discipline that applies the principles of engineering, physics and materials science for analysis, design, manufacturing, and maintenance of mechanical systems and is the branch of engineering that involves the production and usage of heat and mechanical power for the design, production, and operation of machines and tools, and is a discipline in engineering that encompasses many specialties, such as renewable energy technologies, advanced manufacturing, product design, automobile engineering, robotics, aerospace engineering , and fast evolving nanotechnology, in addition to the connection mechanical engineering may have with the field of Biomedical engineering (e.g., rehabilitation engineering, biomechanics, bio-related -
Master of Health Science, Master of Science and Ba/Mhs Degree Requirements Degree Requirements Mhs / Scm / Ba-Mhs
MASTER OF HEALTH SCIENCE, MASTER OF SCIENCE AND BA/MHS DEGREE REQUIREMENTS DEGREE REQUIREMENTS MHS / SCM / BA-MHS MASTER OF HEALTH SCIENCE (MHS) AND ScM thesis is based on either original data MASTER OF SCIENCE (ScM) DEGREES analysis or other research data that is approved by the University Michel A. Ibrahim, MD and Priya Duggal, PhD Graduate Board. serve as the directors and faculty liaison for masters' students. We hold sessions BA/MHS PROGRAM IN EPIDEMIOLOGY throughout the year to help students through the Masters process and to identify areas of The Department of Epidemiology in concern and to resolve issues. Dr. Ibrahim collaboration with the Johns Hopkins can be reached at [email protected] or University School of Arts and Sciences offers E6140 or 410-502-6650. Dr. Duggal can be a combined Bachelor of Arts in Public Health reached at [email protected] or E6539 or Science- Master’s of Health Science in 410-955-1213. Epidemiology (BA/MHS) program. This combined program allows undergraduate DEFINING THE MHS AND SCM students majoring in Public Health Science at PROGRAMS IN EPIDEMIOLOGY the Homewood campus to apply at the end of their 3rd year of undergraduate for direct entry Both degree programs are similar in that they into this program (4 years undergraduate, 2 equip students with the knowledge and skills years MHS). A portion of the credits taken at to do epidemiologic research in the health the Bloomberg School of Public Health during field. Specifically, the two programs train their 4th year of undergraduate may then be students in basic epidemiologic methods, applied to the MHS degree.