Open AccessEXPERIENCING ENGINEERING EDUCATION: LESSONS FROM THE COMPREHENSIVE/QUALIFYING EXAMINATIONS
Author(s) -
Sasha Gollish,
Kimia Moozeh,
Bahar Memarian,
Stacy Costa,
Darlee Gerrard,
Kirstin Newfield,
Deborah Tihanyi
Publication year - 2018
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.v0i0.10389
Subject(s) - candidacy , medical education , discipline , engineering education , engineering ethics , pedagogy , psychology , mathematics education , engineering management , engineering , medicine , political science , politics , law
Abstract – One of the requirements of students’ candidacy in the doctoral program is to pass the comprehensive, or qualifying, examinations. This paper shares some of the experiences of doctoral candidates who have recently completed these examinations as part of the Collaborative Specialization in Engineering Education at the University of Toronto, and the observed differences in these candidacy assessments. The pedagogical aim, or purpose, of these exams, and how candidates’ experiences compare, on both an inter- and extra-disciplinary level is explored. The goal of this paper is to share some of what is in the literature, to investigate and outline the challenges from candidates’ own experiences, and to offer suggestions for future comprehensive, or qualifying, examinations.