Asee peer logo

Comprehensive Exam Variations and Experiences of Doctoral Candidates in Engineering

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Student Division Technical Session 5

Tagged Division

Student

Page Count

6

DOI

10.18260/1-2--32530

Permanent URL

https://strategy.asee.org/32530

Download Count

152

Request a correction

Paper Authors

biography

Bahar Memarian University of Toronto

visit author page

Bahar Memarian is a PhD candidate in Industrial Engineering and the Collaborative Specialization in Engineering Education at University of Toronto, Canada. Her primary research interests are in Human Factors and Systems Engineering, specifically their application in Education (e.g. learning outcomes assessment, engineering problem solving). Before that, she completed her MASc. (2015) and BASc. (2012) in Electrical Engineering from University of Toronto.

visit author page

biography

Sasha Gollish University of Toronto

visit author page

Sasha is a PhD Candidate in Engineering Education in the University of Toronto's Faculty of Applied Science and Engineering Institute for Studies in Transdisciplinary Engineering Education and Practice focusing on the connection of mathematics to engineering. She is also a registered and practicing professional engineer.

visit author page

biography

Kimia Moozeh University of Toronto

visit author page

Kimia Moozeh is a PhD Candidate, graduate research and teaching assistant in Engineering Education at the University of Toronto. She received her Hon. B.Sc. in 2013, and her Master’s degree in Chemistry in 2014. Her dissertation explores improving the learning outcomes of undergraduate engineering laboratories by bridging the learning from a larger context to the underlying fundamentals, using digital learning objects.

visit author page

biography

Darlee Gerrard University of Toronto

visit author page

Darlee Gerrard is a Ph.D. candidate in Engineering Education at the University of Toronto. She received her Hon. B.Sc. from the University of Toronto, B.Ed. from Brock University, and Masters degree from Memorial University. She coordinates leadership and community outreach programs in the Faculty of Applied Science and Engineering at the University of Toronto. Her research interests include STEM (science, technology, engineering and math) education, co-curricular and experiential learning, and the equity and accessibility of education.

visit author page

biography

Deborah Tihanyi University of Toronto

visit author page

Deborah Tihanyi is an Associate Professor, Teaching Stream, Director of the Engineering Communication Program (ECP), and Associate Director of the Institute for Studies in Transdisciplinary Engineering Education (ISTEP) at the University of Toronto.

visit author page

biography

Stacy A. Costa University of Toronto

visit author page

Stacy A.Costa is a Doctoral student at the University of Toronto, (OISE) studying curriculum, teaching, and learning and in the collaborative program of engineering education. Her research focuses on student’s Knowledge Building, and creative problem solving through STEM subjects.

visit author page

Download Paper |

Abstract

Our goal in this work in progress paper is to examine self-reported experiences of engineering doctoral candidates (n=35) regarding the comprehensive exam. Data was collected from candidates at a large research intensive North American University through an online survey distributed across 7 engineering departments. The descriptive summaries from participants collected reveals that the highs and lows of experiences of doctoral candidates are variable and inconsistent. Ultimately, the goal of this study is to examine if departmental and exam method variations in engineering yield to significant differences in the experiences of doctoral candidates. The next steps include collecting a larger data set from one or potentially multiple North American universities and carrying out statistical, rather than descriptive analysis. This analysis can help in understanding why institutions necessitate administrating diverse formats of doctoral exams, how students perceive it, and if certain formats are found to be more beneficial for the students.

Memarian, B., & Gollish, S., & Moozeh, K., & Gerrard, D., & Tihanyi, D., & Costa, S. A. (2019, June), Comprehensive Exam Variations and Experiences of Doctoral Candidates in Engineering Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32530

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015