Frequently Asked Questions about Graduate Education

Students interested in undertaking a career as a licensed, professional engineer should consider including a set of three graduate courses in their program:

• 12-706 Civil Systems Planning, Pricing and Finance
• 12-711 Project Management for Construction
• 12-750 Infrastructure Management

These courses include topics recommended by the American Society of Civil Engineers as part of the Civil Engineering Body of Knowledge for the 21st Century. The courses contribute to outcomes on leadership, project management, asset management, construction, business fundamentals, public policy and administration fundamentals which are beyond the scope of a typical undergraduate civil engineering program. The remainder of graduate coursework should be intended to provide depth in a specialized technical area. For more information, see the ASCE website: ASCE-Raisethebar.

Much, indeed most, of the research in the department is faculty-initiated. The faculty write research proposals, start centers and conduct research in their areas of interest and focus; the interests of our current faculty are generally covered in the list provided elsewhere. However, the list is always evolving, as are the particular projects within and between the major research domains. Often this evolution is sparked by a new faculty hire, often by the interests of our students. We encourage our students to think independently and creatively about their research -- this is part of the Ph.D. training process. Nevertheless, our students must work within the limits of available resources, both intellectual and financial, to accomplish their goals.

Most Ph.D. students are supported on existing research projects (these projects are often new, but they are typically based on proposals written prior to the student's arrival). Students working on these projects usually have to help fulfill the general objectives specified in the project proposal or grant agreement. Their own opportunity to expand or adjust the focus of the proposed research may only come once some significant portion of the initial project objectives are met. However, some students come with their own support or fellowships. Others may apply for fellowships or work with faculty to write new research proposals, perhaps in a newly emerging research area. Again, such independence and entrepreneurial effort is encouraged. It does, however, demand initiative and work on the part of the student. Also, the student must interest and motivate some set of the faculty to participate in advising their research.

Strong advising and research supervision are essential to a good educational program, and we work hard to see that our students benefit from the knowledge and guidance of committed faculty advisors.

New students are initially assigned a faculty advisor. Self-funded M.S. students are given the opportunity to request their academic advisor, however the final decision is made by the department. The advisor helps students choose their initial courses and begin their Ph.D. research planning. The advisor will be actively involved in the research domain of the incoming Ph.D. student and it is common for the advisor to eventually become their thesis advisor. Most often, these faculty are the principal (or, co-principal) investigators on the research project that supports the student in their first and subsequent years in the department. Usually the incoming student will have already met and discussed the project with these faculty during the application and interview process. As such, there is a mutual agreement and understanding that develops between the department and the incoming student as to who their advisor or advisors will be. Students with their own support, or the support of a more open-ended fellowship, may have more flexibility in choosing their advisors. However, for these students as well, we attempt to make a good initial assignment of advisors to allow their research plans to materialize as soon as possible.

In either case, the initial advisor assignments are not set in stone. Students may change their advisors, either due to a change in research interests or a mutual recognition that the approach and interests of the student and faculty member are not compatible. This is usually done in consultation with, and the approval of, the faculty involved and some combination of the Department Head and other faculty. The most common time for a change in advisors to occur is following the qualifying exams. However, changes, if needed, can also occur before or after that time.

No. Students applying for both the PhD and Direct Entry PhD degrees are considered for financial assistance in the form of research assistantships. Students awarded with a research assistantship are required to devote approximately 20 hours per week in teaching and research activities, which we consider to be an integral part of a graduate education. The research would most likely form a major part of the thesis. 

In making admission decisions, we look for a balanced record of previous preparation and accomplishment, and indications of high potential for future growth and development. We look for a good degree of overlap between what you say you want and what we believe we can provide. We do not look for the same measures of accomplishment and potential in each student. We value a diversity of skills, backgrounds and outlooks in our department. We say this not only because we are required by Federal law and University policy to act this way, but because our experience with current and previous students has shown it to be true -- a diverse group of students, faculty and staff leads to a more creative, innovative and productive place to work, teach and learn. We want a good balance of women and men, people from underrepresented groups, and US and International students with different backgrounds and interests because this improves the quality of our department.

We do attempt to learn as much about applicants as possible to aid in our decision. Your previous schooling provides some indication of whether or not you are adequately prepared to succeed and thrive in the very rigorous academic environment that is CEE and Carnegie Mellon. Your grades indicate your ability and willingness to work hard and benefit from courses and related learning opportunities. Beyond grades we look for indications of breadth of interests, good motivation, and good verbal skills. Recommendations provide insight into research skill, work habits, creativity, and interpersonal skills, especially if we know the people writing them. Pertinent work and other "real world" experience is very valuable, and many of our recent students bring the maturity, insight and motivation gained from applying their knowledge and skills in the real world.

The meetings with faculty are informative and important; the meetings with students are essential in helping you to evaluate whether you will be comfortable enrolling here. During your interview, be yourself, ask lots of questions, and enjoy the visit.

We are usually not willing to arrange an extensive visit for you here until we have had a chance to review your full application and determined that your admission is likely or at least reasonably possible. If, however, you happen to be in Pittsburgh for other reasons and would like an introductory visit, please let us know.

Please note that individual faculty likewise cannot comment on an applicant's chances. For this reason, we ask that you do not contact faculty directly regarding your admission status.

Once your application has reviewed, online tracking will be updated. An email will be sent notifying you that your decision letter is available for view online. We typically do not send paper copies of the decision letter by post.