Case Status Check

 Case Status Check

U.S. Embassy Dhaka is excited to introduce a brand new system for checking applicants’ case status online that will significantly simplify and improve the process for all non-immigrant visa applicants. PLEASE NOTE THAT THIS NEW SYSTEM FOR VISA STATUS CHECK HAS REPLACED THE OLD SPREADSHEET METHOD AND WILL BE THE ONLY WAY TO CHECK YOUR VISA STATUS. If you need your passport to travel or for any other reason after you submit it to the U.S. Embassy, you may collect the passport from the Consular Section only on Monday and Thursday from 3:00 p.m. to 3:30 p.m.  Please bring the administrative processing letter, DS-160 confirmation page with your CEAC Application ID or your PIN ID, whichever available, and the given “token”.  

For applicants who had an interview ON OR AFTER December 23, 2012:

If your visa application has been refused 221(g) and requires additional administrative processing, you can now check the status of your visa case from the Consular Electronic Application Center (CEAC) page https://ceac.state.gov/CEAC/ at any time. We recommend that you check your case status frequently. To do that, you need to enter your CEAC barcode ID number and the interview location (Dhaka) as requested on the website. The CEAC barcode ID number is located on the upper right hand side on your DS-160 Confirmation page which was returned to you at the interview. After the interview, your case status will show as “Administrative Processing.” You do not need to contact us while your status remains in “Administrative Processing.” If we need any further information from you, we will contact you.
How to Search:

When your case status changes to “Issued,” your visa is ready for pick-up. You may come and collect it.
When:  Three (3) Embassy workdays after the status changes to “Issued”.
Where: Saimon Overseas Ltd. House 4A, Road 22, Gulshan 1, Dhaka.
Time: Sunday through Thursday between 9:00 a.m. and 3:00 p.m. Saturday between 9 a.m. and 1 p.m.
What to Bring: DS-160 Confirmation page.
Note: For any unforeseen situation (e.g., political unrest, natural disaster, etc.), we recommend to contact Saimon Overseas Ltd. before you go to collect the passport.

For applicants who had an interview BEFORE December 23, 2012:

If your visa application has been refused 221(g) and requires additional administrative processing, you can now check the status of your visa case from the Consular Electronic Application Center (CEAC) page https://ceac.state.gov/CEAC/ at any time. We recommend that you check your case status frequently. To do that, you need to enter your PIN ID given to you at the interview, and select the interview location (Bangladesh, Dhaka). If you kept your DS-160 Confirmation page, you can also use the CEAC barcode ID number located on the upper right hand side on that DS-160 (for example, AA0020AKAX). After the interview, your case status will show as “Administrative Processing.” You do not need to contact us while your status remains in “Administrative Processing.” We will contact you by email or by telephone and ask you to bring your passport to the U.S. Embassy when we are ready to issue your visa.
When your case status changes to “Issued,” your visa is ready for pick-up. You may come and collect it.
When:  Three (3) Embassy workdays after the status changes to “Issued”.
Where: Saimon Overseas Ltd. House 4A, Road 22, Gulshan 1, Dhaka.
Time: Sunday through Thursday between 9:00 a.m. and 3:00 p.m. Saturday between 9 a.m. and 1 p.m.
What to Bring: DS-160 Confirmation page.
Note: For any unforeseen situation (e.g., political unrest, natural disaster, etc.), we recommend to contact Saimon Overseas Ltd. before you go to collect the passport.

How to Search:

Please Note: If your PIN ID’s handwritten last digits are between 1 and 9, (for example, 2012111 111 6, you need to add three “0” before that last digit like this - 2012111 111 0001. If your PIN ID’s last digits are a number higher than 9 (for example, 2012111 111 23), please add two “0” before the last digit like this - 2012111 111 0023).  You may also use your CEAC barcode ID number that is located on the upper right hand side on your DS-160 Confirmation page. See the sample of below.

Copy Write by: http://dhaka.usembassy.gov

For Indian students how to get a US student visa. 7 open the important positions. Apply now! Work in Canada

For Indian students how to get a US student visa

It is generally for Asian students and especially to students from India study in the United States to international students, was written for the good of the article. In India, the official spokesman of the Embassy of the United States, according to the statement, more than one hundred thousand Indian students to study in the United States at this time. Schools and universities in the United States during the autumn and spring, twice a year, a student is considered. Most students apply for admission to colleges and universities decline. The United States welcomed international students an open policy in all countries in the world.
_________________________________________________________________________________

 7 open the important positions. Apply now! Work in Canada

Get your Passport ready. Valid passport for at least 1 year before
your planned trip to India should possess.You must be the prerequisite
academic qualifications. If you are applying for a university course,
MS grant recognized University or one of the listed associate, Commission
satyr Indian grade must be with the required qualifying degree. You must
pass the test situation. Most universities in the United States, for
admission to graduate programs is to score on.You are ready for you
with a test and levels.If you or your parents where you can afford your
education, your stay and other expenses should be financially strong.
School or University graduate school for two years, according to the
price of RS. 40 50 million bank deposit money, you might be between and
in the form of a source of cost and other expenses of the year one year
 costs for equal need to show.
**********************************************************************************

Massachusetts Institute of Technology (MIT)

Massachusetts Institute of Technology (MIT)

___________________________________________________________________________________

Overview

The mission of MIT is to advance knowledge and educate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century. The Institute is committed to generating, disseminating, and preserving knowledge, and to working with others to bring this knowledge to bear on the world's great challenges. MIT is dedicated to providing its students with an education that combines rigorous academic study and the excitement of discovery with the support and intellectual stimulation of a diverse campus community. We seek to develop in each member of the MIT community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind. The Institute admitted its first students in 1865, four years after the approval of its founding charter. The opening marked the culmination of an extended effort by William Barton Rogers, a distinguished natural scientist, to establish a new kind of independent educational institution relevant to an increasingly industrialized America. Rogers stressed the pragmatic and practicable. He believed that professional competence is best fostered by coupling teaching and research and by focusing attention on real-world problems. Toward this end, he pioneered the development of the teaching laboratory. Today MIT is a world-class educational institution. Teaching and research-with relevance to the practical world as a guiding principle-continue to be its primary purpose. MIT is independent, coeducational, and privately endowed. Its five schools and one college encompass 34 academic departments, divisions, and degree-granting programs, as well as numerous interdisciplinary centers, laboratories, and programs whose work cuts across traditional departmental boundaries.

Main Campus

77 Massachusetts Avenue

Cambridge  02139

United States

Departments

• Massachusetts Institute of Technology (MIT) , Center for Transportation and Logistics (CTL) MLOG and ZLOG

• Center for Transportation and Logistics (CTL) MLOG and ZLOG
• Graduate Admissions
• International Students Office (ISO)
• MIT Admissions Office
• Office of the President
• Office of the Provost - Institutional Research
• Office of the Registrar
• School of Engineering
• School of Science
• Sloan School of Management 
  Copy write by http://www.topuniversities.com

Computer and IT Support (Strong Computer Password

Strong computer passwords

Strong passwords.

.
In general terms, the aim should be to create a password that is easy to remember and to type when needed, but very hard for anyone else to guess, even for someone who knows you well. It should also be long enough and/or complex enough to make any dictionary or brute-force attack impractical - given a choice between these two properties, length is usually better than complexity, but long, complex passwords are, of course, better still.

The use of the term 'password' is actually slightly misleading, as it implies that your password should be based upon a single word. A more appropriate term would be 'pass phrase' - a pass phrase, as its name implies, should be based upon multiple words. Pass phrases are often easier to remember and to type and are naturally longer than passwords, thus making them inherently more secure. Although you will find the term 'password' widely used not only within the University but throughout the Internet as a whole, whenever you see the term 'password' used you should be thinking 'pass phrase' instead. For the remainder of this document we will refer to pass phrases rather than passwords in order to emphasis the point.

Your pass phrase should be constructed using multiple unrelated words that, as a sequence, are unique to you. One common technique for achieving this is to randomly select a set words from a dictionary using a series of dice throws (known as 'dice ware'). Although such randomly picked words are ideal when creating a pass phrase, meaningful sequences of words can be acceptable if it is a sequence that you have made up yourself (note that well-known phrases such as those from literature and music do not fall into this category and should be avoided).

Once you have created your basic pass phrase from a set of unrelated words you can make it even more secure by distorting it in some way. Many people already try to make their passwords stronger by adding numbers or symbols or by changing the capitalization in some way (e.g. 'Dr@g0n28'). These are still very weak passwords, but if this same technique is used in a pass phrase then you can make them much stronger. It is also a good idea to include at least one 'nonsense' word in your pass-phrase - this could either be a word you have made up yourself, or it could be built from another phrase. Such 'nonsense' words can be constructed by selecting a second phrase and taking the initial (or second, or final) letters of the words and combining them, or by selecting two words and alternating their letters.

Here we provide a list of a few distortion techniques - you should use at least a couple of these on your pass phrase in order to make it more secure:

    deliberately mus-spelling or using a phonetic spelling of your selected words
    reversing individual words
    adding punctuation in unusual places (not at the beginning or end of words)
    substituting one character for another (although you should avoid common substitutions such as 'o' → '0', 'i' or 'l' → '1', or 'a' → '@')
    mixing upper and lower case
    including a 'nonsense' work in your pass phrase
        one that you have invented yourself
        selecting a second phrase and taking the initial (or second, or final) letters of the words and combining them
        selecting two words and alternating their letters

None of these techniques, when applied to a single word, will result in a strong pass phrase. If, for some unavoidable reason, you find your pass phrase limited to no more than 8 characters then you can construct a reasonably secure pass phrase by generating a basic pass phrase, reducing it to a nonsense word (using one of the methods above) and then applying some of the other distortion techniques to it.
Things to avoid

Having described the properties of a strong pass phrase, there are some things to avoid. Specifically, your pass phrase should not be based upon:

    personal information
        your name, or those of close friends, relatives or pets, in any form (first, middle, last, maiden, nickname or initials)
        your birthday or anniversary date, or those of close friends, relatives or pets
        any other significant date in history
        your username, or a permutation thereof
        any other personal identifiers (e.g. staff Id/student Id, national insurance number, bank account number, car registration place)
        current or previous addresses or phone numbers
        current or previous employers/educational establishments (e.g. names, departments, subjects, colleagues names)
        your hobbies, interests or other activities
        anything else that the public or your fellow students/colleagues know you strongly like or dislike
    any single word in the dictionary (including foreign language or subject-specific dictionaries)
    any names from popular culture (e.g. brands, bands, sports teams or personalities, celebrities, films, cartoons, fictional characters, sci-phi jargon)
    any geographical location (especially ones you have visited or are associated with you)
    swear words (the computer is not going to be offended, but these are unbelievably common and are some of the first words that are tried)
    well known sequences of characters, such as keyboard patterns ('qwerty', 'qazwsx', 'zxcvbnm') or the alphabet ('abrade')
    well known sequences of numbers, such as '123456', '314159' (pi), '271828' (e), or equations, such as 'E=mc2'
    any words or phrases which are commonly or readily associated with the information system or service to which the pass phrase can provide access
    any words or phrases which have been used as example passwords in literature or on the internet

To reiterate: your pass phrase should not be based upon any single word, even with the suggested distortions applied, as it would still be considered a weak pass phrase.
An example

Note that this example is not perfect as it distorts the original pass phrase in so many different ways that it becomes very hard to remember, but it does serve to illustrate as many of the above techniques as possible. The resulting pass phrase is more than sufficient to be considered a strong pass phrase.

    Basic pass phrase: mole running lair slain badge clay less
    Mich-spelling: mole rennin lair slay badge clay less
    Reversing: mole rennin lair slay badge Yalu less
    Add punctuation: mole rennin l.air slay bad%ge yalc le<ss
    Substitution: mole ro^nin l.air s]ayn bad%ge yalc le<ss
    Mix case: mOle ro^nin l.aiR s]ayn bad%ge Yalc le<ss
    Add a nonsense word built from alternating the letters of 'horse' and 'idea':
    mOle ro^nin l.aiR s]ayn hiodresae bad%ge Yalc le<ss

Changing your pass phrase

    You can change your pass phrase using the password changing page. You will be prompted for your username and your current pass phrase, and you will need to enter your new pass phrase twice (to ensure that you have not made any mistakes when typing your pass phrase).
    Your new pass phrase must meet the following basic requirements:
        it MUST have a minimum of 8 characters
        it MUST include in the first 8 characters at least one lower-case letter (a-z), one upper-case letter (A-Z) and one number (0-9)
        it MUST include in the first 8 characters at least one non-alphanumeric character (one that is not a letter or a number)
    Your new pass phrase will be checked by the system to determine whether it meets these basic requirements. It will also have other checks performed against it to determine how strong it is. Your pass phrase will be rejected if it does not pass these checks, but even pass phrases which do pass these checks are not guaranteed to be secure - you should always ensure that you follow our guidelines on creating strong paraphrases.
    If you have forgotten your pass phrase then please go to the IT Service Desk in the Library in order to have it re-set. Be sure to take your staff or student ID card with you in order to verify your identity.
copy write by:- http://www.st-andrews.ac.uk

SAVING FOR MY CHILDS EDUCATION

GUIDE TO GIVING THE GIFT OF A BETTER FUTURE

YOU KNOW THE POWER OF EDUCATION

It's a common hope for parents to see their child complete some degree of higher education. A university or college education has been shown to have a significant impact on employment and earnings throughout a graduate's life.
DO YOU KNOW THE REAL COST?

The cost of education is increasing rapidly and there is pressure to recover more of this cost from students. It is safe to assume that you will have to carry significant costs for your child's education.
HOW WILL YOU CLOSE THE GAP?

Coming up with a minimum of US $50,000 over three or four years is a challenge for most households, and with more than one child enrolled you can expect an even greater burden. There are three possible ways to close the gap: borrow the funds when your child is ready to go to school, pay for their schooling out of your cash-flow at the time, or begin saving and investing to create an education fund for each child. The third option is by far the most prudent, and the sooner you start, the sooner you will get there.

The financial help available to students varies by institution and country. While these sources of help can make a difference, they cannot be relied on to cover the entire cost. Below are some of these sources.

    Long-term student loans that mature after graduation must be paid back within a defined period. These loans can leave a debt burden for years.
    Short-term student loans can help bridge the gap until funds from another source become available.
    Grants may be available for students who achieve high academic standing.
    Meal subsidies are available in some cases to students unable to cover the cost of food on campus.

YOU CAN GET THERE FROM HERE

As little as $125 each month, invested prudently for your child's first 18 years, can add up to a fund of $50,000 by the time the child is ready to enter college or university at age 18.

The longer you wait, however, the more you have to invest to make up for lost time. Exhibit 3 illustrates how the power of compounding rewards the early investor.

EXHIBIT 1: The sooner you start, the less you need to save to close the $50,000 gap.

AGE OF CHILD WHEN YOU START SAVING     At birth     Age 5     Age 10     Age 15
               
Monthly Amount required                                            $135.00  $220.00  $420.00  $1,315.00

Note: Assumes a rate of return of six percent per year.
HOW YOUR SARCOPHAGI PRODUCER CAN HELP

We can work with you to determine how much money you will need and how to best structure your savings program.
Call 1-888-SAGICOR now, and see how Sarcophagi can help you.

College of Education

These tags are automatically generated. The Daily Texan does not guarantee their accuracy.

Published on August 29, 2013 at 10:36 pm Last update on August 30, 2013 at 7:45 pm

By David Engleman

Latino graduation rates and college engagement will be a new focus of the College of Education after The Kresge Foundation and the Greater Texas Foundation awarded the program two grants totaling $437,000. 

The research will aim to develop an action plan to address the low transfer-rate of Latino students from community colleges to four-year universities and the challenges Latino students face when they transfer. The research will be conducted by the Center for Community College Student Engagement (CCCSE) in the College of Education’s Department of Educational Administration and will analyze data from CCCSE surveys and the National Survey of Student Engagement (NSSE).

Kay McClenney, the director of the CCCSE, said all students face challenges when they transfer from community colleges to four-year universities but those challenges are “exacerbated with subgroups of students who are more likely to be first-generation college students, more likely to have graduated from high schools with inadequate counseling support, [and] more likely to rely on financial aid.”

McClenney also said Latinos face additional problems when they transfer to universities that are less ethnically diverse than their community colleges.
“Attention needs to be paid to matters involving cultural heritage and identity, so that students can quickly come to feel that they are socially, as well as educationally, connected with their college,” McClenney said. 

While the CCCSE and the NSSE have been providing universities and community colleges with data for years on these issues, this latest project increases the emphasis on pairs of universities and community colleges between which many students transfer.
Angela Valenzuela, a professor in the College of Education and the director of the Texas Center for Education Policy, said it is important to identify the achievement gap as an “opportunity gap” rooted in underpriviledged circumstances. Valenzuela and McClenney both identified financial circumstances and poor schools earlier in Latino students’ lives as causes for this gap. 

Biology senior Daniel McFarlane, Transfer Student Association president, said the transition to the University is a “complete culture shock” for transfer students.

“It’s like going from 13th grade to an entirely different world,” McFarlane said. 

McClenney emphasized the importance of the research saying that the issue needed serious attention. 

“In Texas, our future — in terms of both fiscal prosperity and societal health — truly depends on our commitment to ensure that much larger numbers of Latino students progress successfully through the public school system, through the community colleges and on to completion of a baccalaureate degree,” McClenney said. 

HVAC Plant Mechanic Last Date: Sunday, September 29, 2013

Job Detail

Job Ref #:	Job/1500/09/10/2013
Age Limit:	20  - 45
Experience:
Posted Date:	Tuesday, September 10, 2013
Job Description: HVAC Diploma with experience of relevant field. Applicants must submit copies of all educational documents/ experience certificates. Incomplete applications will not be considered. Only shortlisted candidates will be contacted by HR Dte within 04 weeks’ time.

Model Workshop Technician Last Date: Sunday, September 29, 2013

  Job Ref #:     Job/1499/09/10/2013
 Age Limit:     20  - 45
Experience:    
Posted Date:     Tuesday, September 10, 2013
______________________________________________________________________
Job Description:

Matric with experience of more than 05 years in a well reputed organization/Diploma in wood work, metal work or molding of plastic from a recognized technical institution with 01 to 02 years of experience of working in a wood work workshop at a design school. Individuals having relevant experience and understanding of motors, electric machinery and workshop equipment will be preferred.

Applicants must submit copies of all educational documents/ experience certificates. Incomplete applications will not be considered.

Only shortlisted candidates will be contacted by HR within 04 weeks’ time.
______________________________________________________________________

Horticulture Supervisor Last Date: Sunday, September 29, 2013

Job Detail     
Job Ref #:                                               Job/1498/09/10/2013
 Age Limit:                                             35  - 50
Experience:    
Posted Date:                                          Tuesday, September 10, 2013
Job Description:
__________________________________________________________________________________
Middle with relevant experience. Retired Armed Forces Personnel (JCO/NCO) having horticulture experience may also apply.

Applicants must submit copies of all educational documents/ experience certificates. Incomplete applications will not be considered.

Only shortlisted candidates will be contacted by HR within 04 weeks’ time.
__________________________________________________________________________________

FACULTY REQUIRED BAHAUDDIN ZAKARIYA UNIVERSITY.

College of Education Awarded Grants to Boost College Engagement and Graduation Rates of Latinos

AUSTIN, Texas — The Kresge Foundation and the Greater Texas Foundation have awarded The University of Texas at Austin’s Center for Community College Student Engagement (CCCSE) two grants totaling $437,000 to develop strategies for improving Latino student engagement and college completion rates.

The CCCSE is partnering with the National Survey of Student Engagement (NSSE) at Indiana University, Bloomington, and Washington, D.C., nonprofit Excelencia in Education to work on the project, which is called “Engaging Latino Students for Transfer and College Completion.”

Data show that although Latinos are the largest and fastest-growing minority group in the nation, only about 60 percent of that population is graduating from high school, compared with 90 percent of non-Hispanic whites and 81 percent of black students. The achievement gap extends into postsecondary education, with 31 percent of white, 18 percent of black and 13 percent of Latino adults reporting that they have obtained a bachelor’s degree or higher.

For Latino students who do attend community colleges, the segue to four-year universities has been challenging. Data show that, although more than 70 percent of Latinos express a desire to transfer from two-year to four-year institutions, only 7 to 20 percent actually do.

“Right now, the most rapidly expanding populations in the U.S. are those minority groups with the lowest levels of education attainment,” said Kay McClenney, CCCSE director. “It’s critical that we address this achievement gap issue because, in the international arena, the U.S. continues to experience a decline in relative education attainment. That decline can’t be reversed unless we attend to longstanding economic, racial and ethnic inequities in education outcomes.”

The high costs associated with failing to assist Latino students, in particular, will include reduced workforce competitiveness, continuing decline of the middle class and an exacerbation of social disparities, said McClenney.

Grant partners will examine large data sets from recent CCCSE and NSSE student engagement surveys to analyze Latino students’ experiences at community colleges and four-year universities. Using this information, they will design and conduct a 2 ½-day Latino Student Engagement Institute that aims to improve engagement, transfer and college completion of Latino students.

“We will be inviting five-person teams from 11 four-year universities and 11 community colleges to participate in the institute,” said McClenney. “We want to include pairs of institutions that serve the same urban areas, and we’re focusing primarily on schools in Michigan, California and Texas because they have large urban areas and rapidly-growing Latino populations.”

During the institute, participating colleges and universities will create concrete action plans that describe how their policies, programs and practices will improve Latino students’ engagement and academic outcomes, and grant partners will monitor and support implementation of the action plans post-institute.

The CCCSE, which is in the College of Education’s Department of Educational Administration, has surveyed close to 2 million students at 869 community colleges in 50 states and the District of Columbia and has conducted focus groups since 2003 in community colleges across the United States. Beyond data-gathering, the CCCSE and its partners have a common mission of sharing evidence-based, high-impact practices with colleges and universities and helping them use data to target and monitor improvements in programs and services for students.

From Sociophobia to the National Stage

Who’d have guessed that a UT student who feared speaking in front of his peers would go on to be an award-winning actor? Max McLean wouldn’t even have predicted it himself—especially when he realized he had sociophobia, a severe form of social anxiety.

McLean, BA ’75, says his experience at UT influenced his decision to go into acting. A history major, he realized he needed to face his fear of public speaking by taking classes in the drama department. “Once I took the classes there, the bug bit,” he says. “And it bit hard.”

McLean says he spent the rest of his time at the University taking elective classes within the theater department and decided to enroll in drama school in London afterward. He eventually made his way back to New York City, where he’s been acting ever since.

In The Screwtape Letters—a theatrical adaption of the C.S. Lewis novel—McLean doesn’t just play the lead role, he also helped adapt and direct the play. The production has been touring around the country for three years now, which McLean says is unusual. He’s been delighted to tour in more than 50 major cities and read the many positive reviews. The play made its way back to Austin this past Saturday, when it was performed in front of a rapt audience at UT’s Bass Concert Hall.

As His Abysmal Sublimity Screwtape, McLean portrays a senior demon who mentors his nephew, Wormwood, and teaches him how to lead a human “patient” toward damnation. McLean takes the stage for the full hour and a half, making his presence known through his exaggerated gestures and animated voice changes.

While The Screwtape Letters will continue to tour over the next few months, McLean also has other projects brewing. He and his team are developing a production in New York based on C.S. Lewis’ The Great Divorce. They’ve also recently commissioned a young, promising playwright to do a play about Martin Luther, which he hopes to get up and running by the 500th anniversary of the Protestant Reformation.

Earthquake Researcher, Engineering Administrator Appointed Interim Dean of Cockrell School

“The Cockrell School of Engineering will be in the hands of a distinguished and skillful leader as Sharon Wood assumes her responsibilities as interim dean,” said Executive Vice President and Provost Steven Leslie. “She has been an integral part of the Cockrell leadership team and has the research and administrative acumen to continue to propel the school in developing engineering leaders for tomorrow.”

A national search for a permanent dean will be launched this month and led by Fenves.

Wood, who is the first female dean at the school and was its first female department chair, has been nationally recognized for her research on earthquake-resistant structures. Earlier this year she was elected to the National Academy of Engineering, one of the highest professional distinctions bestowed upon an engineer, and will be inducted Oct. 6.

Wood currently serves as vice president of the American Concrete Institute. She has served on federal advisory committees for the Department of Veterans Affairs, the National Earthquake Hazards Reduction Program and the U.S. Geological Survey. Wood’s administrative experience at the university also includes directing the Cockrell School’s Phil M. Ferguson Structural Engineering Laboratory, one of the nation’s leading research centers in the large-scale study of the behavior of bridges, buildings and structural components.

“The Cockrell School is on a great trajectory given our recent efforts to recruit new faculty and improve the student experience,” said Wood. “I plan to continue the initiatives that Dean Fenves has begun and explore new ways to improve and evolve our educational and research priorities, especially the development of the Engineering Education and Research Center.”

Wood joined the Cockrell School faculty in 1996 and holds the Cockrell Family Chair in Engineering No. 14. Prior to that, she served on the civil engineering faculty at the University of Illinois at Urbana-Champaign for 10 years. Wood is a fellow of the American Concrete Institute and received the Henry L. Kennedy Award in 2006 for outstanding technical and administrative contributions to the institute.

She received her bachelor’s degree in civil engineering from the University of Virginia in 1982 and her master’s degree and doctorate in civil engineering from the University of Illinois at Urbana-Champaign in 1983 and 1986, respectively.