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Welcome to the last weeks of class! In the next two months, you will begin your summer internship or your first job after the MEMP or MEng program. Congratulations on your hard work and perseverance!
In Career Services, we’ve found that our students fall into two categories once they have committed to a short-term or long-term role. In one “camp” we have the students who are so relieved to finish their job or internship search that they put the role they will take completely out of their mind. They have classes to finish, projects to complete, and want to connect with friends before they disperse. Think of an athlete who has finished one of the most intense games they’ve ever experienced and you’ve correctly pictured these students. And we get it. You may have spent the last 9-12 months looking for said job or internship and need time to recuperate and finish strong in finals.
The second “camp” of students is those who celebrated accepting a job or internship offer and then recommitted the time used for their search to preparing for the beginning of that role. We’d encourage you to be part of the second “camp” of students. To have the most valuable internship experience or the best first 90 days in your new full-time role, you need to be prepared. And don’t assume that because you successfully completed the job or internship search, that the preparation ends there.
One of the most valuable components in your preparation is the role that feedback will play in your experience. Consider both the feedback you will receive from supervisors and peers and the feedback that you will provide in 1:1 and team settings.
To give you a better understanding of how to receive feedback in a constructive way and how to provide helpful feedback, read this article on The Art and Science of Giving and Receiving Criticism at Work from Fast Company (originally written for Buffer). Learn which strategies will work best for you and ways you can ask for feedback that will promote constructive conversations.
To go deeper into how you receive, remember, and utilize feedback, watch this TEDx talk by Sheila Heen, a founder of Triad Consulting Group, a member of the Harvard Negotiation Project and co-author of Difficult Conversations and Thanks for the Feedback. The 20 minutes go fast as she provides ideas for how to incorporate others’ feedback into your own learning and growth. One of her main points is that you can’t wait to be assigned a good manager who is able to provide feedback in exactly the way you like. You have to learn how to utilize feedback from multiple sources.
Utilize these two resources to help you better prepare for your internship or the start of your full-time job. Knowing how you will handle feedback and also how to provide it to others will be key to your success and professional growth!
The Professional Masters Program’s diverse student population likes to share and learn about each others culture. One of our favorite ways to do this is through food! Enjoy this recipe to get a taste of a popular Indian dish.
By: Ankur Manikandan MEng ’15
Paapdi chaat is one of those Indian chaats that is irresistible – spicy, tangy, crunchy, yummy! Every person has a different way of preparing Paapdi chaat – some prefer certain chutneys and some can do without, some like thin paapadi’s whereas some like thick paapadi’s, some prefer a little spicy or some like it a bit tangy. The best part is, there is no certain recipe for Paapdi chat because the ingredients can be absolutely added in random quantities and mixed to suit your personal preference and still taste good in the end. And why not – with the blend of different flavorful chutneys, the crunch from the paapdi, the mixture of spices, and the tartness from lemon juice – all combined together wonderfully makes this Paapdi chaat a tempting chaat.
Honestly, I would never use a Paapdi chaat recipe – I would only want to know the basic list of ingredients for making the chaat, understand the concept or the procedure and then make it as per my taste and preferences. I am listing the approximate quantities of each ingredient to give an idea and I strictly recommend you to adjust the tastes to your liking.
For Sprouts Paapdi Chaat (serves 2-3)
1 cup sprouts (you can use store bought)
1/4 cup onion, chopped
1/4 cup cherry tomato, chopped (optional)
2 thai green chilies or jalapeño pepper, minced (optional although recommended)
1/3 cup cilantro, chopped
1 1/2 tablespoon mint leaves, chopped
1/2 teaspoon salt
1 teaspoon chaat masala
12-15 crispy paapdi (find any local Indian or ethnic store)
tamarind chutney, per taste
Spiced yogurt, per taste
Hot green cilantro chutney, per taste
For Tamarind Chutney
4 tablespoon seedless tamarind
1 1/2 cups water
3-4 tablespoon jaggery (can substitute with dark brown sugar)
1 teaspoon oil
1/4 teaspoon nigella
1/4 teaspoon fennel seeds
1/4 teaspoon caraway seeds
1/4 teaspoon cumin seeds
1/4 teaspoon mustard seeds
1 bay leaf
Soak tamarind in water for a couple hours. Use warm water to speed up the process. Once soft, mash tamarind in water and then strain through a strainer. Collect pulp in a bowl. Heat oil in a sauce pan. Add dry spices. As they sputter add tamarind pulp. Stir. Bring to a boil. Reduce heat to medium low. Add jaggery. Let the mixture reduce for 8-10 minutes until jaggery dissolves in the tamarind chutney and thickens it in the process. Turn heat off. Let cool. Store in an airtight jar in a cool dry place.
For Spiced Yogurt
1/2 cup thick plain yogurt (salt to taste)
1/2 teaspoon cayenne pepper
1/2 teaspoon roasted cumin powder
1/2 teaspoon crushed black pepper
Mix all the ingredients together.
Assembling Sprouts Paapdi Chaat:
In a bowl mix together sprouts, onion, tomato, chili, salt, cilantro, mint and chaat masala. Set aside. Poke holes on one side of the crispy puri. Make sure not to poke through the other side. Fill with sprouts salad. Drizzle the chutneys per taste. Serve as an appetizer with your choice of drink.
By: Wesley Cohen, MEng ’16, MEngagement Career Committee Chair and Christina Plante, Assistant Director of Career Services
In an effort to maintain alumni relationships, the MEngagement Committee caught up with MEnger Kevin Seybert to learn more about his current role at General Electric.
1) Where are you today and what are you doing? (Company, Position, Responsibilities)
I am working with GE Aviation, in the Edison Engineering Development Program (EEDP). It is a three-year development program consisting of three one-year rotations, leadership training and technical education, which can include a Masters degree (though, coming from MEng, I forewent the Masters as I already had one).
My first role was in the turbine design group of the Product Engineering Center. This was a technical role largely in the military space, where I was responsible for turbine structures (casings, seals and shroud supports) for a number of engine lines spanning from turboshaft helicopter engines (CT7/T700) to turbofan military fighter engines (F414). As a hardware owner, I had responsibilities spanning from legacy engines (field support, MRB support, Component Improvement Programs for US Navy and Finnish Air Force) to development engines (engine test support for F414-INS6 Indian Air Force variant) to early-stage concept redesign (F414 Enhanced Engine for the USN).
My second, and current, role is with Flight Test Operations (FTO) in California, where we own two Boeing 747s on which we test development commercial engines such as GEnx, Passport, LEAP, and GE90. Out here, I am a flight test integration engineer, and I am currently the integration lead for the LEAP-1A (Airbus) flight test program. This is a less technical role and more of a project management position. I am the engine-to-aircraft engine focal, coordinating between Systems, flight test directors, Airbus, the engine hardware owners, Performance & Operability engineers, instrumentation, and data systems. I am essentially responsible for all ground operations, making sure everything necessary gets done to get the engine on-wing and the plane in the air on schedule (on a ridiculously fast-paced schedule set at the executive level).
2) How has the MEng program helped you in your current position?
The technical courses I took at MEng definitely helped in my first (technical) role, although since I was doing structures work and most of my coursework was in aerodynamics, it wasn’t directly applicable.
The management portion of MEng is the huge aspect that I am drawing from in my current role. The technical- and non-technical team projects helped me learn how to stick to deadlines, keep modes of communication between multidisciplinary teams, and deal with difficult/conflicting personalities.
3) What is one thing you suggest that a current MEng student takes advantage of while here?
With the assumption that most MEng’ers are looking to go into industry rather than academia, my advice would be to seek out project-based and team-based courses and try to treat them as a real-world work situation rather than something you have to do for a grade. Try to take a leadership position within a team-based course. Even if you are not an assigned leader, take initiative and show leadership qualities at team meetings. It is much more difficult to get this kind of “practice” once you enter an established technology company with senior-level engineers who have been around for 20+ years. MEng is a great opportunity to develop these leadership and interpersonal skills in a technical setting.
In conclusion of this interview, Kevin also agreed to host an industry roundtable with a small group of students to discuss his different roles further, explain industry trends, and give advice for those interested in aviation and GE. The purpose of roundtables is for students to learn more about industries of interest, build relationships with alumni, and get personal questions answered about how to be successful in that field.
Kevin discussed elements of design, development, testing, production, materials, flight test operations and meeting strict deadlines with expensive equipment in his roles. He talked about how the Edison Engineering Development Program has allowed him to gain exposure in technical and managerial roles in a short period of time. He stressed the importance of communication and building relationships with at least one point person in different teams. He also mentioned being willing to help others when they need it is crucial to team development.
The Engineering Masters Career Services Team and MEngagement Committee really appreciate Kevin’s interest and continued involvement in connecting with current Duke Students.
By: Samyuktha Sundar, Student Coordinator DuHatch, MEMP ’16 and Ric Telford, Adjunct Associate Professor, Executive in Residence
On September 3rd, The Foundry had its Open House, revealing to everyone this amazing new 7,600 square foot facility on the ground floor of Gross Hall. The Foundry serves as “maker space” for students, faculty and staff who have an idea and want to build it from the ground up. Given the mission and vision of the Foundry, it became a perfect new location for DUhatch, Duke’s technology incubator program. Earlier this month, DUhatch completed its relocation to the Foundry and is ready to start the next step of a journey that began 5 years ago.
DUhatch (short for Duke University hatchery) was first conceived in 2011 as a subsidiary of then Duke Student Ventures. Duke has always had its share of budding entrepreneurs, and the time seemed right to start developing more tools that could help the entrepreneur community at Duke. Space was carved out in the Teer building and DUhatch came to life in 2011 with a well-attended kickoff event.
The mission of DUhatch is fairly straight forward. DUhatch is committed to helping incubate new ideas on campus by providing space, equipment, mentorship, and a network for student success. There are anywhere from 5 -10 teams at any given time in DUhatch and they provide a wide range of product and service solutions.
One of the more well-known graduates of DUhatch was Tatiana Birgisson. Tatiana started Mati Energy drink – a healthy alternative to today’s energy drinks. Tatiana was a Google DemoDay winner and continues to build her company by working out of the American Underground in Durham.
DUhatch is now part of larger, coordinated efforts across Duke focusing on Innovation and Entrepreneurship (I&E). We coordinate with the leadership in the Duke I&E organization to ensure we complement activities across the campus.
Today, we have a record-high 10 teams that call DUhatch home and they represent a wide variety of new business ideas, including:
- FarmShots: Image analysis to help farmers and agronomists
- Physao: Remote monitoring platform for chronic lung conditions
- BioMetrix: Motion capture wearable sensors
- Genie: Peer-to-peer service provider
- Mentormee: Mobile mentoring platform
- Tiba Health: Wearable device for patient adherence
Come by and see the DUhatch digs next time you are in Gross Hall – we can be found in workspaces 45 and 47. If you are interested in learning more about DUhatch, check out our website. For more information, subscribe to our listserv by clicking here.
By: Susan Brown, Assistant Director of Admissions
This summer, we became the first department to launch a new application that Duke plans to roll out across the university. Being an early adopter had its ups and downs, and we’re still fine-tuning the system in preparation for our early 2016 deadlines, but we wanted to highlight a few features and tips for the new application.
• GRE Scores: If you’ve taken the GRE multiple times and gotten higher section scores on different test dates, this new feature is for you. Our new application allows you to list your highest GRE section score and the date it was obtained. As long as you report all results to Duke (institution code 5156), we’ll take your highest score in each section.
• Multiple Applications: Can’t decide which program is right for you? (See our video below.) Want to apply to several programs? The new system allows you to create multiple applications to several Duke programs in engineering, divinity, or the environment.
• Document Uploads: We require a resume, statement of purpose, transcripts and other associated documents, but the new system will not show the transcript uploads until you’ve submitted the application and paid the application fee.
• Status Updates: After you submit your online application, you’ll be able to check the status of your application materials via Duke’s Applicant Self-Service system. Applicants who submit their application should receive an email on how to create this log in within five business days. We recommend that you check periodically to ensure that all required application materials have been received.
If you have any questions while creating or submitting your application, please contact us. We’re happy to help!
• Master of Engineering Management (both campus and distance): email@example.com
• Master of Engineering (all disciplines): firstname.lastname@example.org
By: Wesley Cohen, MEng ’16
After attending TechConnect, Duke’s Fall Career Fair, and the NC State Career Fair, I learned a lot about how to prepare more effectively for these events. The following points are the most important techniques I learned for successfully approaching career fairs.
Before Career Fair
Polish your Resume: Make sure your resume looks professional and is free of typos. Schedule a one-on-one appointment well before the career fair with a career counselor to review your resume.
Update your LinkedIn Profile: Make sure your LinkedIn profile is updated and professional. Schedule a one-on-one appointment well before the career fair with a career counselor to make sure your LinkedIn profile is strong. Every employer will look at your LinkedIn.
Research Employers: Research employers before the career fair that way you can create a list of employers that you want to talk to. This will allow you to maximize your time at the career fair and to think of intelligent questions to ask employers. For the Duke Career Fair and TechConnect, plan on visiting around 5 employers. For the NC State Career Fair, plan on visiting around 8 employers each day.
Have a Plan: Create an order of employers you want to talk. It makes sense to talk to the employer that interests you the least first and then to meet with the employers that interest you the most later on.
Prepare your Elevator Pitch: This is also known as the 30 second introduction.
A general structure to follow is:
1) Your Name
2) Major and Program
3) A couple of sentences highlighting your experience
4) Something you find interesting about the company that shows you did your research
5) Connect your experience to a project, division, or position at the company
6) End with a question that is specific to the company and once again shows that you did your research
Practice your Elevator Pitch: Video record yourself! This is really important to make sure that you look confident and speak clearly. Schedule a one-on-one appointment well before the career fair with a career counselor to review your elevator pitch. Also practice your elevator pitch with friends and see what suggestions they have.
Practice Common Interview Questions: Some employers will use the career fair to conduct on-spot interviews. Prepare for this by reviewing common interview questions. Also be prepared to talk about all of the experiences on your resume.
Print your Resume: Make sure to use resume paper when you print your resume. This paper makes a difference as it wrinkles less easily. Employers have commented on the paper I have used. Print at least two resumes for every company you plan on speaking with. You will talk to multiple people at some companies. You will also talk to some employers that you did not plan on meeting with.
During Career Fair
Get to the Career Fair Early: The career fair will be much less crowded and the lines will be shorter. This will allow you to maximize your time at the career fair.
Network: Be open to talking to employers you may not have planned on meeting with. Sometimes employers will want to talk to you based on the major on your name tag. Sometimes employers with no lines will try to start talking to you. If they do, you should meet with them. It is a great way to network, to learn more about other industries, and to practice your elevator pitch.
Talking with Employers: There is no substitute for the actual career fair. Practice cannot effectively simulate the noise and crowdedness of the event. You may be excited and want to talk to your top employer first, but this is not the best approach. Always start with an employer that is not high on your list. Once you feel entirely comfortable, go talk to the employers that interest you the most.
Give the Employer your Resume: I have found that it works best not to give your resume to a recruiter at the start of the elevator pitch. Instead, promote yourself by talking about your qualifications and get the recruiter to ask for your resume.
Get a Business Card: If you have a strong conversation with a recruiter, ask for a business card or their contact information. Not all recruiters will have business cards or be willing to give out their contact information.
Take Notes: After talking with a recruiter, write down anything memorable about the conversation. This will become important for following up after the career fair.
After Career Fair
Email Follow-Up: Send a follow-up email to any recruiter that gave you his or her contact information.
A few pieces of information to include in this email are:
1) Your elevator pitch to remind the recruiter about who you are and why you are qualified for the position
2) Something memorable about your conversation
3) Thank the employer for his or her time
4) Attach a copy of your resume
By: Lorelle Babwah, Assistant Director of Student Services
The Global Leadership Fellows Program (GLF) is a brand new initiative within the Professional Masters Program led by Bridget Fletcher and myself, Lorelle Babwah. If you are audiovisually inclined, you can learn more about the program by watching our Harry Potter-style recruitment video found here.
We are pleased to announce that the program received 20 applications for our inaugural class! From that, we selected 10 excellent fellows and sorted them further into two, five-person groups: House Babenclaw (headed by yours truly) and House Fletchendore (led by Bridget Fletcher).
The goal of the program is to develop a small community of MEM and MEng students who are interested in digging a little deeper. Fellows focus their engagement in three core areas: Leadership, Personal Development, and Cultural Competence.
I’ll elaborate more on these later, but today I’d like to talk a little bit about our fellows’ current activities—knowledge sharing! In keeping with the school’s mission of “knowledge in service of society,” program fellows must demonstrate leadership through service and ongoing engagement to develop others and improve Professional Masters Programs. Each fellow must plan and execute an activity where he or she shares some knowledge with the greater community. Here are just a few examples of the fellows’ presentation topics for this semester:
Singlish (Singaporean English)
Traditional Chinese Martial Arts
Women in the Workforce
Chinese Culture and Paper Cutting
Living Through the Five Senses
Look for future updates on our fellows and the GLF Program as we progress through this exciting first year. In the meantime, please check out the Global Leadership Fellows Program blog, with special links to hear from the fellows themselves! Who knows, we may even feature some guest bloggers very soon…
The MEngagment Career Committee interviews Dr. Bob Barnes, Professor of Biomedical Device Innovation and Project Management.
Dr. Barnes brings his rich experience in project management to MEM, MEng and undergraduate students in his Biomedical Device Innovation and Project Management courses here at Duke. “At Duke, we have a very unique situation, and this is one of the things that all engineers should recognize, especially MEng and MEM. If you’re in biomedical engineering (BME), you’re in arguably the number 1, number 2 BME program in the country and perhaps in the world. But it’s very rare situation in which you can walk less than a mile and be at one of the top medical schools in the world, one of the top hospitals in the country, at the number 7 nursing school in the country, at one of the top business schools in the country, one of the best law schools in the world, one of the best public policy schools in the country, and have a great economics program. If you’re interested in being an entrepreneur, those are the things you need to have, and you can walk to every one of them. There are very few places in the world, where you can do that. To come here and not take advantage of these things, doesn’t make any sense”.
The MEngagement Career Committee sat down with Dr. Barnes to get his insight and advice to students regarding industry and the job search process.
Q: What made you pursue a career in project management? How did you get into teaching courses in project management and biomedical device innovation?
A: When I was in the 6th grade, I decided I wanted a PhD. I put a plan together to get the PhD by the spring of 1974, and missed that by 6 months. After that, I taught and was up for tenure a year earlier than I had thought. I’ve always been a project manager, it’s just natural for me. During this point of time, if you take a look at NASA, take a look at things that were happening in the U.S., it was the era of project management. I came along with a right attitude at the right time. I’m a civil engineer by training, not a biomedical engineer. Through a number of opportunities that were presented, I had a chance to work with Abbott, Pfizer, Guidant, Medtronic and Eli Lilly; all of those having to do with managing new product development, as a consultant. In 2010, I made a decision, I was tired of traveling. From 1990 until 2010, I would leave home Sunday night and come back home Friday night. Decided, I didn’t want to do that as much. Just happened to meet Barry Meyers, who introduced me to George Truskey. Dr. Truskey had a grant. He needed somebody to teach a course called Biomedical Devices, and that’s how I wound up doing this.
Q: During your experience, what are the qualities, skills or traits that stand out that enable engineers to be successful? What have you seen as a project manager in your team of engineers?
A: There are 2 things that drive engineers to be successful. The first one is necessary, but not sufficient, is you must be technically proficient. It doesn’t mean you have to be an expert. The next thing you need to be a good engineer is to be able to define problems. What is sufficient is if you can’t define problems, then you will do 2 things: You will solve problems that are of no value to anyone. The second thing you will do is you will waste your life. A 30 – 40 year career. That’s all you have. I’m only going to work on those problems that are meaningful to me because if you can’t define the problems, you can’t get there. Identify: “Is this problem worth my time?”
Q: I saw part of your interview with the MEM PDC where you talked about technical proficiency. You mentioned how competency is an important trait in leaders. How does one prepare for the transition from an engineering role that requires technical proficiency to a managerial role that requires competency?
A: Well I think preparation is one issue, but the first step is desire. You have to recognize as an individual contributor you can recognize tremendous value in your life and tremendous rewards. That’s a decision as an engineer you need to make early on in your career: “Do I want to be an individual contributor?” Or “Do I want to be somebody that can leverage my skill set through others to accomplish far more that I could ever accomplish by myself?” So this becomes a very personal issue with people. It’s that “I did it” is a very different experience from “We or They did it”. I don’t get turned on by “They did it”, not even by “we did it”. It’s a mindset that’s difficult for engineers to attain. Because of the way we’re trained, and the way we’re attracted to the profession. And that’s okay because there are things that you as an individual can do that nobody else can do, and you should take pride in that. But if I can get 4 more people like you, and I can get you to work together, the five of you can accomplish things that nobody else can do. And that’s the reward you have to seek.
Q: Now shifting our discussion from career pathway to internship and job search process. What have you seen in the past work for students in terms of finding an internship or job, and what advice would you give to current students who are in the process right now?
A: There are 2 things that pop out now. Number 1 is to start early. The second thing is to ask “What contribution can I make?” not “What do I want?” I guess, the third part of this is doing your research to make sure that what you want is consistent with what the hiring organization needs. You have to start early, you have to identify a number of different opportunities, you have to do your research. If I’m the hiring organization, don’t come to me as if this is the first time you’re hearing of this organization. So do your homework, and you may discover that you may not need to talk to them as they may not be doing the work you want to do. That’s the reason you want to start early, as opposed to wait to start in the spring.
Q: For company research, you can look at the company website and attend information sessions. What are other ways to approach this?
A: Let me give you an example, there is a good group that meets at Research Triangle Park, Indus. It’s an international organization of Indians who are entrepreneurs. These are people that are entrepreneurs, that are really interested in young people, who are engineers that want to be entrepreneurs. There are different groups.
Start networking. And when you show up in your first semester, get to the know the people who are in their last semester. “Where did you work? Who did you work with?” Network through them. Because the best way to get a job with me is for somebody that has worked with me, that did well and says, “I’d like you to meet _____, would you mind if I left you her/his resume? I think she/he would do a good job for you”. There’s no better way.
Q: Since you’ve brought up entrepreneurship, some students are interested in working for a startup or even launching a start-up, but they feel the need to work for a larger corporation first. What do you suggest?
A: Most of you don’t know enough to make significant contribution to an entrepreneurial firm. Let me bring up the example of Indus again. One of the officers this past year is a former chief financial officer of RedHat. If you happen to have coffee or tea with them and they’re retired, and they discover that you’d be interested in working in software development, why shouldn’t you ask, “Who’s hiring?” SAS Institute is in the Park, Quintiles is in the Park. The story is: it’s here. Start networking, and start asking “Who can connect with me?” The best connection is with somebody who has worked there. So start with the MEng and MEM students this semester. Start now.
Q: My final question is apart from the career services on campus, what is the best resource that students can use to leverage their chances of securing their dream job or internship?
A: The real problem with dream jobs is that they don’t exist. Most of us wind up from going place to place, and we wind up at some place that fits for us. One of the things that I wish our students would do, for example, the American Society of Civil Society has a chapter, the IEEE has a chapter, BMES has a chapter, these are professional chapters not student chapters. They all meet between Greensboro, Raleigh, Durham, Chapel Hill, they’re all in that area. If you want a job, find out about the professional societies. Find out when they meet, get a friend to go with you and go. Most of them have student fees too. The best way I know is to put yourself out there, be bold, and get to know people. Let them know when you show up in the professional engineering society of North Carolina, in the American Society of Quality etc., you’re going to be the youngest person there. So when you check in, say “I’m a student, is there someone here I can talk to just to get acquainted with the organization.” What’s the worst that can happen? They don’t talk to you at all, but at least you get to eat something. Even if you don’t meet anybody, you expand your cultural experience. You have to put yourself out there.
Internship Insights: Stanback Internship Program with National Parks Conservation Association (NPCA)
As I have a background in engineering, having a chance to intern with an organization like National Parks Conservation Association (NPCA) was something idealistic. The Stanback Internship Program allowed me to make it concrete. I served as a Transportation and Maintenance Backlog Intern for NPCA, based in Washington, D.C. This internship would be my first time working in the U.S. after being a graduate student here for almost a year. It was one of my dreams I had been looking for since I am an international student who aims to broaden my horizons and meet new people. I was so excited and could not wait for this internship to begin after I set up my start date with my supervisors, Laura Loomis and Pamela Goddard (Pam).
On the first day of my internship, I got very warm welcome from people in NPCA, especially my supervisors who took me out for lunch! Pam asked me after showing me around if was it okay that I sit in 3 meetings on my first day. I innocently replied “No problem” since I was more than ready to learn things as soon as possible. After I attended 2 meetings in the morning, I understood just a little from them. I asked myself, was it because I had communication problems or because the content of the meetings were too difficult for me to understand? (Things got better after I attended several meetings and got used to the context). This situation showed me that I must work very hard in order to blend in and become a good asset for NPCA.
As a conservation association, NPCA advocates for national parks, upholds the laws that protect the parks, supports new legislation to address threats to the parks, and fights attempts to weaken these laws in the courts. My main responsibility was to compile statistical data regarding national parks towards states and maintenance backlog in each park to make state fact sheets. The primary objective of these fact sheets was to get funding from congressional members by showing how much impact national parks have on state economy and what would be the benefits if the parks were funded properly. The minor projects were collecting specific data on business sectors along the rivers in Maryland to be used in the future.
While working on my projects, I had opportunities to go to hearings and markups in the House of Representatives and Senate. I gained exposure to aspects of the U.S. legal system that I had never known before. Moreover, I also met with congressional members in person and got the chance to take a picture with Secretary Sally Jewell when listening to her announcement in Baltimore. Nevertheless, the most memorable moment for me was at the Supreme Court. I was cheering and waving a flag with the crowd on the day the court ruled in favor of Gay Marriage nationwide. I will never forget how awesome the atmosphere was that day and how lucky I was to be a witness of that significant announcement!
My enjoyable moments at NPCA did not stop there. I volunteered for the “Find Your Voice” event partly held by NPCA to help clean up the Chesapeake & Ohio Canal, one of the national park units. I met and talked to a lot of people who shared the same objective and saw the importance of conserving the park. Besides, NPCA also held many kayaking events. One of them I participated in was along the Potomac River between Washington, D.C. and Maryland. It was my first experience kayaking and the scenery was so beautiful. I never imagined that I was going to do things like this after work, but it was very easy if you were in the Washington, D.C. area.
I could not have expected more from this internship experience. NPCA was not only a place of work for me, but it was my family. I got very good feedback from my supervisors, buddy, and my colleagues. I learned not only from my projects, but also from people I worked and talked with. Every moment at NPCA was so meaningful and happy that I wish to work in an organization like this in the future.
By: Daniel Egger, Executive in Residence and Director, Center for Quantitative Modeling
Last Spring, I competed for the right to develop a series of four online courses in Business Data Analytics for Coursera: what Coursera calls a “High-Demand Specialization.” We won!
The Specialization is called Excel to MySQL: Analytic Techniques for Business and it’s my primary responsibility to deliver the first two of four courses: Business Metrics for Data-Driven Companies, (which launched September 15th) and Mastering Data Analysis in Excel (launched October 19th). I’m also developing a really cool Specialization Capstone Project in collaboration with Airbnb, which will go live on January 18th, and involves student developing their own predictive models to optimize the rental value of residential properties.
Along with my collaborator, Neuroscience postdoctoral student Jana Schaich-Borg of the Information Initiative at Duke – see bigdata.duke.edu – and a team from Duke’s Center for Instructional Technology, we have been working seven days a week to deliver four Courses and Capstone on a tight schedule. Many current MEM students are contributing directly to the effort, as Teaching Assistants on one or more of the Specialization Courses, helping us catch mistakes, develop practice problems, and provide high-quality supplementary materials.
The first Course aims to be a non-technical overview of the ways data analysts, business data analysts, data scientists and other technical folk interact with data in the business world. It is organized around what business metrics are most important to track, and what kind of jobs people actually do that involve Big Data: what tools they use, and how they identify opportunities to increase revenues, maximize profits, or reduce risk. The course also explores how different types of companies, with different corporate cultures, are responding (or not responding!) to the competitive opportunity and threat of Big Data – how effectively they are embracing “Big Data Culture.”
As part of my preparation, I got in touch with a good number of MEM alumni who are pursuing careers in data-analytics fields. It was cool to hear about the exciting jobs our students are doing all over the world. Many are working with the very latest technologies and are applying them in completely new ways. It is very gratifying to see how much responsibility our students have already taken on early in their careers, how much they are obviously enjoying their work, and how well prepared they are to succeed in a Big Data world! Three of my former Data Mining students seemed so representative of the rest – and so articulate – that I decided to include interviews with them in Course 1.
Over 6,000 learners enrolled in Business Metrics for Data-Driven Companies in its first two weeks since launch. Many learners have commented in the forums on how much they like the interviews. Making the interviews was my favorite part of creating the course.
The interviewees are:
Shambhavi Vashishtha (MEM Fall 2012) who works as a Business Analyst at Opera Solutions, a leading IT-focused strategic consulting firm. Video Interview
Tiffany Ting Yu (MEM Fall 2012) at the time of the interview a Business Data Analyst at Argus Information & Advisory Services, a strategic consulting firm which has developed its own proprietary databases and specializes in helping banks market credit cards and manage their credit card risk (since September 2015 Tiffany is working in a similar role at Goldman Sachs). Video Interview
Dai Li (MEM Spring 2013) who works as a Data Scientist at If(We), a high-tech startup in the social networking arena. Video Interview
Really, these interviews speak for themselves – opportunities for MEM graduates with a strong interest in data science and a willingness to acquire new technical skills on the job are practically unlimited in today’s market.
Click Here to see the 3 full videos!
By the way, Course 2 – Business Data Analytics with Excel – launched last week! – is based closely on the Data Mining course I’ve developed over the last six years for Engineering Management students. We use a simple and accessible data-processing tool – Excel – that raises minimal technical barriers to participation – but nevertheless develop mathematically deep and generalizable (Bayesian Logical Data Analysis) methods that aim in the long run to help rationalize the field of data science.
Course 2 focuses on how quantitative measures of Information, uncertainty, and reduction in uncertainty or information gain, bring accountability to the work of data scientists. Information measures are objective and can provide a shared conceptual framework to allow all stakeholders to track the incremental value of an individual model, or an entire data-science engineering initiative, independently of the technical details of the algorithm or project.
The videos and supplemental materials we’ve created for both Course 1 and 2 will I hope also be a valuable resource for future Duke Data Science students – by covering basic principles online, we should free-up more class time for individual project work with real data sets.
Course 3 – Data Visualization & Communication with Tableau and Course 4 – Managing Big Data with MySQL – are being developed primarily by Jana. They will launch in November and December respectively. We hope you will join us for some or all of this adventure!