Advanced registration is required. 

REGISTER HERE

FREE Transportation from UMBC!

A bus will be departing at 8 AM from Administration Circle (in front of the RAC and administration building), and it will be departing from College Park at 5:30 PM.

If you want to ride the bus, you need to email yarazeth@umbc.edu with the subject “BUS Oct 21” and include in the email your full name, campus, department, and cell phone number. The seats will be filled on a first-come-first-served basis. You will receive a confirmation via email. 

REGISTER HERE

 

Please share with your friends and classmates. This is open to students from any local college or university.

 

AGENDA

SATURDAY, OCTOBER 21

All activities will take place in the Jeong H. Kim Building,  University of Maryland – College Park’s Campus

9:00 AM              Registration, Pre-surveys and Continental Breakfast (Pepco Room #1105)

9:50 AM               Program Overview
Dr. Howard G. Adams, GEM Program Consultant (former Executive Director of GEM)

10:00 AM            Welcome (Lecture Hall # 1110)
Dr. Darryll Pines, Dean, Clark School of Engineering, University of Maryland – College Park
Dr. Margaret Palmer, Director, National Socio-Environmental Synthesis Center and Professor, Department of Entomology, University of Maryland – College Park

10:15 AM            Session 1:  Why Graduate School? (Lecture Hall # 1110)

Dr. Howard G. Adams, GEM Program Consultant (former Executive Director of GEM)

11:15 AM             Break

11:30 AM             Session 2: How to Apply to Graduate School (Lecture Hall # 1110)
Dr. Renetta G. Tull, Associate Provost for Graduate Student Professional Development & Postdoctoral Affairs, University of Maryland –  Baltimore County (GEM Program Consultant)
Jeffrey A. Franke, Interim Assistant Dean/Chief of Staff, Graduate School, University of Maryland – College Park

12:30 PM             Lunch Break & Graduate Resource Fair (12:30-1:30 PM) (Kay Boardroom #1107, #1111, Rotunda)

1:30   PM             Session 3:  How to Fund Graduate School? (Lecture Hall # 1110)

                             Francis DuVinage, Ph.D., Director of National Scholarships Office, University of Maryland, College Park
Jasmine Crenshaw, Ph.D., Assistant Director, Center for Diversity in Engineering (CDE), Office of Diversity and Engagement, School of Engineering and Applied Science, University of Virginia
                             Monique Hite-Head, Ph.D., Associate Professor, Department of Civil Engineering, Morgan State University

2:15 PM                Break

2:30 PM                   Session 4: Voices from the Field (Lecture Hall # 1110)
Moderator: Quintaniay Holifield, Ph.D., Soil Scientist, U.S. Forest Service
Daniel Smith, Ph.D student, Department of Biological Systems Engineering, Virginia Tech
Shakira Hobbs, Ph.D., postdoctoral fellow, School of Engineering and Applied Sciences and the Darden School of Business, University of Virginia
                             Kelly Anderson, Ph.D student, Department of Geographical Sciences, University of Maryland, College Park

3:30 PM                Closing Remarks/Post Surveys (Raffle – Prize Give Away -iPad Mimi)
Dr. Darryll Pines, Dean, Clark School of Engineering, University of Maryland -College Park
Dr. Margaret Palmer, Director, National Socio-Environmental Synthesis Center (SESYNC) and Professor, Department of Entomology, University of Maryland – College Park

3:45 PM                Ice Cream Social (Kay Boardroom)

5:00 PM                Program Ends

Applications for graduate school are usually due between December and February of the year before you are going to enter graduate school. PROMISE: Maryland’s AGEP has developed a paper (presented at a conference in 2012) that will help you with the requirements for your graduate school applications. The paper can be downloaded here: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.  It is part of the Proceedings of the Tenth LACCEI Latin American and Caribbean Conference (LACCEI 2012), Megaprojects: Building Infrastructure by fostering engineering collaboration, efficient and effective integration and innovative planning, July 23-27, 2012, Panama City, Panama.  

One of the most important sections of the paper is Section 4. Here is a subset of that section.

1. Innovations in Program Content Designed to Increase Access

PROMISE seminars and workshops for graduate school preparation focus on four key areas: Transcript, Letters of Recommendation, Statement of Purpose, and GRE Score.  Students are cautioned to remember that they should be striving for top grades in all of their courses.

4.1 Letters of Recommendation: 10 Item Checklist

Students who attend UMBC’s seminars are cautioned to seek very strong letters of recommendation from faculty members, a concept that has long been part of the foundation of advice that is given to students by the National GEM Consortium.  UMBC’s facilitator teaches students to provide their faculty recommenders with 10 items: (See Section 4.1: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs and Dr. Tull’s List)

4.2 Statement of Purpose:  Four Paragraph Template

During UMBC’s PROMISE seminars and Horizons workshops, students are taught to thoroughly read through the engineering departments’ websites and write their statements of purpose based on their personal research interests and experiences, coupled with research that is being conducted in the department.   When students are applying to Graduate School, and to doctoral programs in particular, they must be sure to make the case for the reasons why they want to be there.  The statement of purpose should reflect the “why.”  Why you?  Why that particular research?  Why do you want to work with those professors or that lab?  (See the 4 paragraph structure in the full paper: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.)

4.3 GRE Score: Focused attention on mathematics

Engineering programs expect students to have aptitude for mathematics.  The GRE provides faculty admissions committees with a standard measure by which to evaluate prospective students.  During UMBC’s workshops and seminars, students are reminded that many of the topics in the “Quantitative Reasoning” portion of the GRE include concepts from high school or secondary school.  Other topics are taught in introductory statistics courses and some students aren’t exposed to probability and statistics until they reach the university.  However, students in the seminars regularly reveal that they didn’t know that they had to study for the GRE.  While inferential statistics and the ability to construct proofs are not tested on the GRE, several students in seminars have been hesitant when they were asked for immediate answers to sample questions involving factorials, inequalities, or geometric representations.  The students said that they “used to know” how to solve certain kinds of equations or that they “didn’t remember” concepts.  To prepare students for the exam, UMBC’s seminars provide students with a live sample problem solving session, and the list of skills that they need in order to do well on the quantitative measure.  (See Table 3 in the full paper: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.)

The Spanish Version of Section 4 can be found here: 

Preparación para Programas de Maestría y Doctorado. 

Sample:

4.2. DECLARACIÓN DE PROPÓSITOS: LA PLANTILLA DE CUATRO PÁRRAFOS

Durante los seminarios de PROMISE en UMBC y los talleres de Horizons, los estudiantes son entrenados para leer extensivamente los sitios web de departamentos de Ingeniería y para escribir sus declaraciones de propósitos, basados en sus intereses personales de investigación y experiencias, ligadas a proyectos de investigación que son conducidos en el departamento. Varios miembros de los comités de admisión que son liderados por profesores, a lo largo de distintas universidades, le han comentado a nuestros facilitadores que han visto muchas declaraciones de propósitos que no tenían una conexión con proyectos de investigación que eran conducidos en el departamento. A los estudiantes se les indica que deben estar seguros que las personas encargas de recibir sus paquetes de aplicación en programas de maestría y doctorado, sepan explícitamente por qué ellos quieren estar en esa universidad, en ese departamento, en ese laboratorio o grupo en particular y qué ellos quieren llevar a cabo. Cuando los estudiantes están aplicando a estudios de maestría y doctorado, especialmente de doctorado, ellos deben asegurarse de enfatizar las razones por las que quieren estar allí. La declaración de propósitos debe reflejar el “por qué”. ¿Por qué tú? ¿Por qué ese proyecto de investigación en particular? ¿Por qué quieres trabajar con esos profesores o en ese laboratorio?  Para ayudar a los estudiantes con la redacción de sus declaraciones de propósitos, nuestros facilitadores recomiendan esta estructura de cuatro párrafos:

• Párrafo 1: Identifica tu interés en el campo  y menciona qué quieres estudiar. Sé capaz de responder las siguientes preguntas: ¿Cuál es tu interés en el campo?, ¿Qué formó tu temprano interés?, ¿Qué tipo de investigación quieres llevar a cabo?, ¿Qué quieres estudiar?, ¿Qué problema quieres resolver?
• Párrafo 2: Discute tus experiencias previas en investigación, las habilidades ganadas y relacionadas a procesos y métodos relevantes, y el uso eficiente de equipos. Incluye premios académicos, presentaciones y resultados. Discute las maneras en que estas experiencias contribuyeron con la preparación para estudios de maestría o doctorado en el laboratorio de interés.
• Párrafo 3: Escribe sobre tu interés en la universidad, el departamento y el laboratorio. Discute la investigación que el laboratorio de interés está conduciendo y tu conexión, experiencia o interés en ese tema. Presta atención al trabajo que se está llevando a cabo en algún centro en particular del campus, el departamento o profesores específicos.
• Párrafo 4: Discute brevemente tus planes de contribución al campo. Incluyendo metas a corto plazo (dentro de 5 años del programa) y metas a largo plazo (al menos 10 años, después de completar el doctorado).

__________________________________________________________________

Tull, R. G., Nino, M.  and Ramoutar, N. (2012).  Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.  Proceedings of the Tenth LACCEI Latin American and Caribbean Conference (LACCEI 2012), Megaprojects: Building Infrastructure by fostering engineering collaboration, efficient and effective integration and innovative planning, July 23-27, 2012, Panama City, Panama.  [Spanish Version of Section 4 here:Preparación para Programas de Maestría y Doctorado]

__________________________________________________________________

The text content of this post was compiled and written by the staff of PROMISE: Maryland’s AGEP and may not be copied without referencing the PROMISE organization, as “PROMISE: Maryland’s AGEP”.

PROMISE AGEP Online Information by PROMISE: Maryland’s AGEP is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.

Related articles

• How to fund your graduate education! Dr. Ordóñez Rozo and Dr. Carter-Johnson (PROMISE Alumni) present their award-winning seminar on Saturday, Sept. 15, 2012 (promiseagep.wordpress.com)

Applications for graduate school are usually due between December and February of the year before you are going to enter graduate school. PROMISE: Maryland’s AGEP has developed a paper (presented at a conference in 2012) that will help you with the requirements for your graduate school applications. The paper can be downloaded here: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.  It is part of the Proceedings of the Tenth LACCEI Latin American and Caribbean Conference (LACCEI 2012), Megaprojects: Building Infrastructure by fostering engineering collaboration, efficient and effective integration and innovative planning, July 23-27, 2012, Panama City, Panama.  

One of the most important sections of the paper is Section 4. Here is a subset of that section.

1. Innovations in Program Content Designed to Increase Access

PROMISE seminars and workshops for graduate school preparation focus on four key areas: Transcript, Letters of Recommendation, Statement of Purpose, and GRE Score.  Students are cautioned to remember that they should be striving for top grades in all of their courses.

4.1 Letters of Recommendation: 10 Item Checklist

Students who attend UMBC’s seminars are cautioned to seek very strong letters of recommendation from faculty members, a concept that has long been part of the foundation of advice that is given to students by the National GEM Consortium.  UMBC’s facilitator teaches students to provide their faculty recommenders with 10 items: (See Section 4.1: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs and Dr. Tull’s List)

4.2 Statement of Purpose:  Four Paragraph Template

During UMBC’s PROMISE seminars and Horizons workshops, students are taught to thoroughly read through the engineering departments’ websites and write their statements of purpose based on their personal research interests and experiences, coupled with research that is being conducted in the department.   When students are applying to Graduate School, and to doctoral programs in particular, they must be sure to make the case for the reasons why they want to be there.  The statement of purpose should reflect the “why.”  Why you?  Why that particular research?  Why do you want to work with those professors or that lab?  (See the 4 paragraph structure in the full paper: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.)

4.3 GRE Score: Focused attention on mathematics

Engineering programs expect students to have aptitude for mathematics.  The GRE provides faculty admissions committees with a standard measure by which to evaluate prospective students.  During UMBC’s workshops and seminars, students are reminded that many of the topics in the “Quantitative Reasoning” portion of the GRE include concepts from high school or secondary school.  Other topics are taught in introductory statistics courses and some students aren’t exposed to probability and statistics until they reach the university.  However, students in the seminars regularly reveal that they didn’t know that they had to study for the GRE.  While inferential statistics and the ability to construct proofs are not tested on the GRE, several students in seminars have been hesitant when they were asked for immediate answers to sample questions involving factorials, inequalities, or geometric representations.  The students said that they “used to know” how to solve certain kinds of equations or that they “didn’t remember” concepts.  To prepare students for the exam, UMBC’s seminars provide students with a live sample problem solving session, and the list of skills that they need in order to do well on the quantitative measure.  (See Table 3 in the full paper: Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.)

The Spanish Version of Section 4 can be found here: 

Preparación para Programas de Maestría y Doctorado. 

Sample:

4.2. DECLARACIÓN DE PROPÓSITOS: LA PLANTILLA DE CUATRO PÁRRAFOS

Durante los seminarios de PROMISE en UMBC y los talleres de Horizons, los estudiantes son entrenados para leer extensivamente los sitios web de departamentos de Ingeniería y para escribir sus declaraciones de propósitos, basados en sus intereses personales de investigación y experiencias, ligadas a proyectos de investigación que son conducidos en el departamento. Varios miembros de los comités de admisión que son liderados por profesores, a lo largo de distintas universidades, le han comentado a nuestros facilitadores que han visto muchas declaraciones de propósitos que no tenían una conexión con proyectos de investigación que eran conducidos en el departamento. A los estudiantes se les indica que deben estar seguros que las personas encargas de recibir sus paquetes de aplicación en programas de maestría y doctorado, sepan explícitamente por qué ellos quieren estar en esa universidad, en ese departamento, en ese laboratorio o grupo en particular y qué ellos quieren llevar a cabo. Cuando los estudiantes están aplicando a estudios de maestría y doctorado, especialmente de doctorado, ellos deben asegurarse de enfatizar las razones por las que quieren estar allí. La declaración de propósitos debe reflejar el “por qué”. ¿Por qué tú? ¿Por qué ese proyecto de investigación en particular? ¿Por qué quieres trabajar con esos profesores o en ese laboratorio?  Para ayudar a los estudiantes con la redacción de sus declaraciones de propósitos, nuestros facilitadores recomiendan esta estructura de cuatro párrafos:

• Párrafo 1: Identifica tu interés en el campo  y menciona qué quieres estudiar. Sé capaz de responder las siguientes preguntas: ¿Cuál es tu interés en el campo?, ¿Qué formó tu temprano interés?, ¿Qué tipo de investigación quieres llevar a cabo?, ¿Qué quieres estudiar?, ¿Qué problema quieres resolver?
• Párrafo 2: Discute tus experiencias previas en investigación, las habilidades ganadas y relacionadas a procesos y métodos relevantes, y el uso eficiente de equipos. Incluye premios académicos, presentaciones y resultados. Discute las maneras en que estas experiencias contribuyeron con la preparación para estudios de maestría o doctorado en el laboratorio de interés.
• Párrafo 3: Escribe sobre tu interés en la universidad, el departamento y el laboratorio. Discute la investigación que el laboratorio de interés está conduciendo y tu conexión, experiencia o interés en ese tema. Presta atención al trabajo que se está llevando a cabo en algún centro en particular del campus, el departamento o profesores específicos.
• Párrafo 4: Discute brevemente tus planes de contribución al campo. Incluyendo metas a corto plazo (dentro de 5 años del programa) y metas a largo plazo (al menos 10 años, después de completar el doctorado).

__________________________________________________________________

Tull, R. G., Nino, M.  and Ramoutar, N. (2012).  Preparing for Engineering and Other STEM Graduate/Post-Graduate Masters and Doctoral Programs.  Proceedings of the Tenth LACCEI Latin American and Caribbean Conference (LACCEI 2012), Megaprojects: Building Infrastructure by fostering engineering collaboration, efficient and effective integration and innovative planning, July 23-27, 2012, Panama City, Panama.  [Spanish Version of Section 4 here:Preparación para Programas de Maestría y Doctorado]

__________________________________________________________________

The text content of this post was compiled and written by the staff of PROMISE: Maryland’s AGEP and may not be copied without referencing the PROMISE organization, as “PROMISE: Maryland’s AGEP”.

PROMISE AGEP Online Information by PROMISE: Maryland’s AGEP is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.

Related articles

• How to fund your graduate education! Dr. Ordóñez Rozo and Dr. Carter-Johnson (PROMISE Alumni) present their award-winning seminar on Saturday, Sept. 15, 2012 (promiseagep.wordpress.com)