uga engineering phd

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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
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Julie P. Martin Director Email: [email protected]

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

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Biomedical engineering contributes to the advances in a variety of technical areas including biomaterials, tissue engineering, stem cells and regenerative medicine, cell and gene therapy, medical devices, bioinstrumentation, systems physiology etc. The U.S. Bureau of Labor Statistics projects 5% growth in biomedical engineering jobs over the next 10 years, which is higher than the 4% growth projected for all engineering jobs and faster than the average for all occupations. There are many engineering grand challenges that rely on biomedical engineering such as engineering better medicines, reverse-engineering the brain, and advancing health informatics.

To learn more about the innovative and translational research being conducted, click here . Contact the graduate coordinator for additional details.

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.

College of Engineering Admission Requirements

Program of Study

Minimum requirement – 72 credit hours (minimum of 28 credit hours course work; minimum of 45 credit hours research and dissertation)

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 would be required

General Requirements

In addition to  Graduate School requirements  and  College of Engineering requirements , the School of Chemical, Materials and Biological Engineering has the following doctoral program requirements:

• Ph.D. students must form their Graduate Advisory Committee within 18 months of starting their Ph.D. program. The committee must be comprised of 5 members, all of whom must be members of the graduate faculty and at least one, but no more than two faculty members on the Advisory Committee must have an appointment exclusively outside the College of Engineering.
• A student must pass written qualifying and oral comprehensive exams before completing and orally defending a dissertation. The written qualifying exam will be administered by the school. The oral comprehensive exam will follow the  Graduate School Requirements .
• Ph.D. students are expected to be admitted to candidacy within 24 months of starting their Ph.D. program.
• Student must make two oral presentations in the School Seminar Series advertised to the UGA scientific and engineering community.
• The student’s dissertation research is expected to generate significant scholarship (such as publications, patents, conference presentations).

A complete list of PhD program milestones is available here .

* Only 3 hours of Bioengineering Seminar may apply on the Program of Study. Individual Programs or Schools may require students to enroll for additional semesters. Students are strongly encouraged to continue regular attendance of speaker series presentations even if not formally registered in the seminar.

Jim Kastner, Ph.D.

Associate Professor Graduate Coordinator

Riverbend Research Center North Room 155D

706-583-0155

School of Chemical, Material & Biomedical Engineering

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MS, Engineering

The MS in Engineering provides students with a rigorous, adaptive curriculum and research environment that prepares them to integrate discoveries from multiple fields and address problems beyond the bounds of traditional disciplines.

Degree Type: Masters

Degree Program Code: MS_ENGR

Degree Program Summary:

To develop, adapt and disseminate knowledge and technologies for engineering and management of interdisciplinary engineering systems.

The MS-E degree provides students with a rigorous, adaptive curriculum and research environment that prepares them to integrate discoveries from multiple fields and address multi-scale problems beyond the bounds of traditional engineering disciplines. It provides broad training in science and engineering oriented to solving complex problems that transcend specialized engineering disciplines or fields. This degree requires twenty-four semester hours of coursework, including ENGR 6910, Research Methods, and one hour of seminar (ENGR 8950). Six hours of thesis research is also required. Six hours of math and six hours of statistics are encouraged, with remaining courses related to a thesis topic. Contact the graduate coordinator for additional details.

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