Accomplishments

The University is accomplishing its stated purposes for graduate education. Over the past decade, graduate enrollment increased substantially and steadily until 1996, primarily in doctoral programs. Nonetheless, we have not reached our ambitious enrollment goals. Most programs are well-focused along traditional discipline lines and are coherent within a particular discipline or specialty. Innovative interdepartmental and interdisciplinary programs have developed which are more individualized and flexible. Outcomes assessment is in the early stages of implementation. While the University is well known for its large baccalaureate engineering programs, it is not yet well known for its emerging graduate programs. Nevertheless, there are indications that several of our graduate programs are being externally recognized as high-quality programs.

Enrollment

Since 1993, graduate students have represented approximately 10% of the total student body, up from 7% in 1988. While undergraduate enrollment declined after 1992, graduate enrollment continued to grow steadily to 691 in 1995, then declined to 654 in 1996, a 41% increase from 1988 (see Figure 14). Over 95% of graduate students are full-time. [1] Consistent with NCA's 1988 recommendations, and with our plans to achieve Carnegie Doctoral I status, we have emphasized doctoral programs, more than doubling enrollment in PhD programs since 1988 to 281. Enrollment in masters programs has increased by 10% to 373. Doctoral students now represent 43% of the graduate enrollment, compared to only 27% in 1988, just short of the planned target of 50% by 1998.

FIGURE 14. Graduate Student Enrollment.

Source: Institutional Analysis (Fall Headcount)

Consistent with our mission in engineering and science, over 85% of graduate enrollment is in engineering and science, including over 41% at the PhD level (see Figure 15).

FIGURE 15. Graduate Student Enrollment by College and School.

Source: Institutional Analysis (Fall Headcount)

Nonetheless, ambitious enrollment projections made in 1991 to achieve 500 MS students and 400 PhD students by 1998 [2.1C], and again in the Strategic Plan [2.1D2, Quantitative Context] to achieve 800-1,000 graduate students, may not be realized. Factors which may contribute to this are a strong job market in engineering which discourages full-time graduate study and a trend toward less traditional programs. Also, we canceled the MS in Operations Management, which enrolled 27 students in 1994, in order to pursue accreditation for undergraduate programs in the School of Business and Economics.

Concern was expressed by the 1988 NCA Evaluation Team about enrollment of underrepresented groups. In 1996, 33% of all graduate students were women—25% in Engineering (up from 10% in 1988) and 40%–46% in other Colleges and Schools. Involvement in the King-Chavez-Parks Future Faculty Program has increased our underrepresented graduate student enrollment from none in 1988 to ten today. One GEM (Groundwater Education in Michigan) fellow is also enrolled in Metallurgical Engineering. Given the fact that graduate programs must recruit aggressively for good students, recruitment efforts specifically designed to attract students from underrepresented groups are especially urgent.

Coherence and Rigor in Graduate Programs

Our graduate degree programs are well-focused along traditional disciplinary lines. Many have been established since the last NCA review in 1988, including:

• PhD programs in Chemical Engineering, Civil Engineering, Electrical Engineering, Mining Engineering, Geological Engineering, and Mathematical Sciences, and
• MS programs in Industrial Archaeology (Social Sciences) and Environmental Engineering.

To meet student interest in less traditional and more interdisciplinary studies, since 1988 we have also developed innovative graduate programs such as the PhD in Rhetoric and Technical Communication; the non-departmental PhD in Engineering with a specialization in Computational Science and Engineering; MS in Environmental Policy (Social Sciences); and international MS options in Forestry and Civil Engineering in cooperation with the Peace Corps.

Rigor and coherence of the graduate programs are demonstrated by admissions standards, required GPA, and examination and thesis or dissertation requirements. The first test of rigor is admissions standards. The Graduate School has published minimum standards (2.7 GPA) and individual departments set additional standards, such as GRE and GMAT scores. After entering the program, a minimum GPA of 3.0 is required to remain in good academic standing. Rigor is balanced by flexibility in the curriculum, which allows departments to build a coherent program through a balance of coursework and practical experience. This flexibility is especially important for students entering graduate school with previous work experience or an interest in interdisciplinary research, and facilitates the growth of newer, innovative programs. Thus, while some departments require core courses (e.g., Electrical Engineering, Mechanical Engineering/Engineering Mechanics, Computer Science, and Humanities) other departments configure coursework requirements for each student (e.g., Physics, Biological Sciences, Civil and Environmental Engineering, and Chemical Engineering). Some programs specifically require or encourage interdisciplinary coursework (e.g., Mathematical Sciences and Humanities) and some require internships (Mathematical Sciences and Social Sciences).

With respect to coursework, graduate courses are clearly distinguished from undergraduate course offerings by course number (i.e., 500- or 600-level). 500-level courses are, however, open to qualified senior students, while 600-level courses are restricted to graduate students. An examination of recent course enrollments [6.2B5, Attachment D] shows that the overwhelming majority of students taking 500-level and 600-level courses are MS and PhD candidates, respectively. Graduate students are also permitted to take 400-level courses (and 300-level in non-cognate areas), intended for upper division undergraduates, for graduate credit. A concern expressed in the Consultant Report [2.8F] was the limited number of graduate courses in some departments, which was considered problematic for the graduate students who received undergraduate degrees from Michigan Tech.

The emphasis on individualized program planning combined with University requirements for the presentation and defense of projects, theses, and dissertations provides a rigorous but flexible graduate program sensitive to the needs of a changing student population.

Assessment

The standard measure of graduate student achievement has been the quality of masters theses and projects, and doctoral comprehensive examinations and dissertations. Some departments also have expectations regarding graduate student publication and conference presentations (e.g., Mechanical Engineering/Engineering Mechanics and Physics). These measures are undergoing thorough review, revision, and formalization as part of the assessment process. All departments now have assessment plans which they began to implement in 1997.

Departmental assessment plans consistently emphasize acquisition and presentation of disciplinary knowledge, either written or oral (e.g., Chemistry and Mechanical Engineering/Engineering Mechanics), and skills for life-long learning. This emphasis fulfills the University's legislated mission to prepare graduates for industry. Assessment of the acquisition of broader goals at the graduate level, which reflect the University's vision for meeting the changing needs of a global, technological, diverse, and environmentally sensitive society, or for interdisciplinary approaches, is often not discussed in departmental self-studies or assessment plans, or if discussed, there are no plans for measurement. However, specific programs meet many of these goals (e.g. MS program in Environmental Policy, International MS in Forestry, and interdisciplinary non-departmental PhD in Engineering).

Graduation, Time-to-Degree, and Placement

The number of graduate degrees awarded annually by the University has increased substantially from 164 in 1988/89 to 214 in 1996/97, a 30% increase (see Figure 16). Awarding of doctoral degrees has more than tripled, to 50. This has allowed Michigan Tech to attain Carnegie Doctoral II status in 1995 and surpass the threshold requirement for Doctoral I in 1996. Sixty-three percent of the MS degrees and 54% of PhDs were awarded in engineering, consistent with enrollment rates, and with our mission.

FIGURE 16. Graduate Degrees Granted.

Source: Institutional Analysis (Fiscal Year by Conferral Date)

Although this growth in graduate programs is significant, it is not yet sufficient to attract national recognition in any rankings comparable to our recognition for engineering baccalaureate programs. At the graduate level, program recognition is also influenced by career success of program graduates, professional success of faculty, and funding for graduate research, especially in the form of national research centers. Data is not complete, but PhD graduates whose whereabouts are known (78% of 1995 and 60% of 1996 classes) have full time employment pertinent to their degrees. Many have accepted faculty positions at universities such as Washington State, University of Idaho, University of Arkansas, University of Akron, Villanova, Clemson, Clarkson, Purdue, and Texas Tech. Others have secured positions at national laboratories and in industry.

International recognition is evidenced by our international graduate student exchange agreements [1.3B] with the University of Sonora (Mexico), the Swiss Federal Technical Institute, Pohang University of Science and Technology (Korea), Korea Advanced Institute of Science and Technology (KAIST), and University of Southampton (UK). Several Royal Thai Scholars are already in attendance, and International Programs is working to increase the number of externally funded graduate students. It is currently in active discussions with potential partners in Turkey, Saudi Arabia, United Arab Emirates, Kuwait, Turkey, and Indonesia. In 1996, the Conferences and Institutes Division (Educational Opportunity), and a faculty member, with support from International Programs, developed an English as a Second Language Adventure Program which resulted in recruitment of 10 of the 63 participants as graduate students.

Approximately 75% of students who begin MS programs complete their degrees within the 5 years allowed; registered time-to-degree is about 2.5 years. Time-to-degree at the doctoral level is more difficult to determine because of the relative newness of many doctoral programs. Available data show time-to-degree at about 4.5 years, consistent with national figures [6.2B5, Attachment E]. A high level of institutional support, full-time status, and individualized programs contribute to timely completion of degree programs. The Consultant Report [2.8F] recommended that the University decrease time-to-degree, but this might conflict with other University goals to encourage participation in international exchanges, internships and interdisciplinary work, as well as with possible growth in part-time students.

Research, Scholarship, and Professional Development

The commitment to research and scholarship in the graduate program is clearly indicated by the very high percentage (74% in 1992–96) of MS students who choose the research thesis or project option, as opposed to coursework [6.2B5, Attachment G]. Approximately 30% of our MS and PhD students are Graduate Research Assistants, supported by faculty research projects which lead to research theses and dissertations [6.2B5, Attachment C]. Research partnerships with faculty also lead to significant numbers of graduate student single-authored and co-authored journal publications. Graduate students present papers at national conferences, in part funded by travel grants from the GSC. The GSC also organizes the Multidisciplinary Poster Session (established in 1995), and the MTU Chapter of Sigma Xi, the Scientific Research Society, organizes a Research Colloquium (established in 1984); both are open to all students and involve cash prizes. The School of Forestry and Wood Products held an inaugural Poster Session for its own graduate students in 1997.

Other professional development opportunities include teacher training (see "Recruiting and Retention," above). Since 1992, the PCW has also offered Developmental Grants for Women Scholars to provide partial support for travel to present papers at professional meetings, off-campus research projects, ongoing research expenses, and living expenses. In 1997, 13 such grants were awarded averaging $300 each.

Advisory Boards

As recommended by the Research Task Force [5.1B] and University Senate, a Research and Graduate School Advisory Board was established in August 1997, and includes representatives from academia, industry, government, and foundations. The College of Engineering and its departments, the College of Sciences and Arts, and the School of Forestry and Wood Products meet twice annually with their industrial or professional advisory boards to discuss curricula, educational goals and assessment, accreditation, research, and strategic planning. These advisory boards are selected to reflect the industrial/professional sector which will employ the graduates of the academic unit, and include members who hold graduate degrees and are interested in graduate education. Regular contact with advisory boards provides professional visibility for the graduate programs, valuable feedback and assessment from practicing professionals, and opportunities for research collaboration and graduate internships. Civil and Environmental Engineering’s 1993/94 Annual Report [7.7A2] reflects the composition and charter of a typical board, as well as a meeting agenda and the kind of recommendations which result from a two-day visit. Advisory board members often interview graduate students and attend selected classes in their areas of expertise while on campus, and provide feedback to faculty based on their experience here.

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