WorldWideScience

Sample records for academic degree programs

  1. Administrators' Perceptions of Motives to Offer Online Academic Degree Programs in Universities

    Science.gov (United States)

    Özcan, Hakan; Yildirim, Soner

    2018-01-01

    Although the number of online academic degree programs offered by universities in Turkey has become increasingly significant in recent years, the current lack of understanding of administrators' motives that contribute to initiating these programs suggests there is much to be learned in this field. This study aimed to investigate administrators'…

  2. Student satisfaction and academic performance in a dual PharmD/MBA degree program.

    Science.gov (United States)

    Chumney, Elinor C G; Ragucci, Kelly R

    2006-04-15

    Evaluate the academic experience and satisfaction of students enrolled in the dual PharmD/MBA degree program between the South Carolina College of Pharmacy and The Citadel's School of Business Administration. Compare grade point averages of students enrolled in the dual degree program with those of traditional student colleagues. A standardized satisfaction survey instrument was administered to 32 students currently enrolled in the dual PharmD/MBA degree program. Grade point averages (GPAs) in both pharmacy and business coursework were also collected for analysis. There were slightly higher percentages of both female and minority students in the dual degree program compared to the pharmacy class as a whole. Eighteen (56%) of students completed the survey, and responses were generally positive. The mean GPA of students in the dual degree program was higher than that of both pharmacy (3.37 vs 3.08, p vs 3.64, not statistically significant) students not enrolled in the dual degree program. Students enrolled in the dual degree program did better academically than their counterparts and indicated an overall high level of satisfaction with the program.

  3. A Study on the Prevalence and Correlates of Academic Dishonesty in Four Undergraduate Degree Programs

    Directory of Open Access Journals (Sweden)

    Mark Anthony Mujer Quintos

    2017-02-01

    Full Text Available With college students from four different disciplines representing the humanities as well as the natural, mathematical, and social sciences as respondents, this study determined the degree of prevalence and correlates of academic dishonesty among students. A survey questionnaire about the respondents’ personal characteristics and their frequency of engagement in academic dishonesty during one whole academic year (two semesters was used as the research instrument. A Wilcoxon Signed-Ranks test was used to determine which between cheating on examinations, quizzes and/or exercises and cheating on papers and/or projects was committed more often. Spearman’s Rank Correlation tests were conducted to determine significant correlations between the students’ characteristics and academic dishonesty. The study found that within an academic year, nine out of ten students have engaged in at least one act of academic dishonesty. Furthermore, students engaged in more types of academic cheating on papers/projects than on exams/quizzes/exercises. The most prevalent form of academic dishonesty was connivance through the sharing between students of answers and questions to an exam/quiz/exercise that a student has taken before and the others are just about to take. Cheating on papers/projects was committed more often than on exams/quizzes/exercises for all degree programs except for mathematical science students. Only two variables, (1 perception of one’s classmates’ and peers’ frequency of academic cheating and (2 frequency of academic cheating during high school, have moderately strong positive correlations with academic dishonesty. The attitude that academic cheating is never justified, on the other hand, was found to have a moderately strong negative correlation with academic dishonesty

  4. Managing "Academic Value": The 360-Degree Perspective

    Science.gov (United States)

    Wilson, Margaret R.; Corr, Philip J.

    2018-01-01

    The "raison d'etre" of all universities is to create and deliver "academic value", which we define as the sum total of the contributions from the 360-degree "angles" of the academic community, including all categories of staff, as well as external stakeholders (e.g. regulatory, commercial, professional and community…

  5. The Relationship of Relaxation Technique, Test Anxiety, Academic Stress, and Nursing Students Intention to Stay in a Baccalaureate Degree Nursing Program

    Science.gov (United States)

    Manansingh, Sherry

    2017-01-01

    The purpose of this study was to examine the effect of relaxation techniques among first semester Baccalaureate Degree nursing students' test anxiety and academic stress. Additionally, this study examined if there was a relationship among demographic characteristics of the respondents and test anxiety and academic stress. The pretest and posttest…

  6. The Reality and Prospects of the Academic Degree in Russia

    Science.gov (United States)

    Laptev, V. V.; Pisareva, S. A.; Triapitsyna, A. P.

    2014-01-01

    With the move toward mass higher education in Russia, academic degrees have lost much of their prestige. It is now necessary to look more closely at the reasons for this devaluation, to explore ways to optimize the training of researchers in graduate school programs, and to integrate Russia's system of science training into the European system.…

  7. Nuclear Engineering Academic Programs Survey, 2004

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2005-01-01

    This annual report details the number of nuclear engineering bachelor's, master's, and doctoral degrees awarded at a sampling of academic programs from 1998-2004. It also looks at nuclear engineering degrees by curriculum and the number of students enrolled in nuclear engineering degree programs at 31 U.S. universities in 2004

  8. Nuclear Engineering Academic Programs Survey, 2002 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2003-01-01

    The survey includes degrees granted between July 1, 2001 and June 30, 2002. Enrollment information refers to the fall term 2002. Thirty-five academic programs were in the survey universe and all responded (100% response rate). One of the 35 programs reported that it was discontinued after the 2001-2002 academic year. Also, two programs were discontinued after the previous academic year (2000-2001) and were not included in 2002 survey

  9. Special Degree Programs for Adults

    Science.gov (United States)

    Continuing Education for Adults, 1970

    1970-01-01

    Briefly describes Bachelor of Liberal Studies programs at six colleges and universities, the Master of Liberal Studies program at Boston University, and the Master of Engineering degree at the University of California at Los Angeles, as well as programs being conducted on a graduate level by Arthur D. Little, Inc. for government and industrial…

  10. Nuclear Engineering Academic Programs Survey, 2003

    International Nuclear Information System (INIS)

    Science and Engineering Education, Oak Ridge Institute for Science and Education

    2004-01-01

    The survey includes degrees granted between September 1, 2002 and August 31, 2003. Thirty-three academic programs reported having nuclear engineering programs during the survey time period and all responded (100% response rate). Three of the programs included in last year's report were discontinued or out-of-scope in 2003. One new program has been added to the list. This year the survey data include U.S. citizenship, gender, and race/ethnicity by degree level

  11. IMpact of international accreditation in the recognition of academic degrees in the domestic and foreign labor market. Case study: Civil engineering program

    Directory of Open Access Journals (Sweden)

    Jose Barragan Codina

    2015-07-01

    Full Text Available In a globalized era it is not enough to have a professional qualification to ensure economic and professional success. The academic background of professionals must be adequate to face challenges and solve problems of a globalized and dynamic world. Civil engineers face many complications when seeking an international career. There are many differences within the profession globally such as: resources, workforce, climate, language, culture, philosophies, regulations, etc. which raise the entry barriers to fully practice as a civil engineer. The International accreditations play a major role as the first evidence of the civil engineer technical proficiency. These assure the quality of the higher education curricula and add value to the human capital on an international context. Despite the fact that many Mexican Universities have academic programs which have international accreditations, civil engineer graduates cannot easily work across borders. This paper describes the impact that international accreditation has for civil engineers when seeking an international career.

  12. Development of a medical academic degree system in China.

    Science.gov (United States)

    Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Nelson, Hugh; Wang, Wei

    2014-01-01

    The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting up a system of easily comparable and

  13. Nuclear-related training and education offered by academic institutions (less than baccalaureate degree) (preliminary)

    International Nuclear Information System (INIS)

    Howard, L.

    1981-11-01

    This study presents the results of a survey of academic institutions offering nuclear-related training and education at the less than baccalaureate degree level. The scope of the survey includes only those programs which have a nuclear power industry application, and excludes all programs which are affiliated with nuclear medicine. The survey instrument was distributed by the Institute of Nuclear Power Operations to 262 academic institutions. The survey universe was compiled from a number of publications that listed nuclear-related academic programs. Since the initial mailing in May 1981, ten of the institutions have been determined to no longer exist and eight other listings have been identified as duplications, thus reducing the universe to 244 institutions. Fifty-five percent of the survey population (134 institutions) responded to the questionnaire, of which 45 percent (109) were out of the survey scope and 10 percent (25) indicated they offered less than baccalaureate degree, nuclear-related programs

  14. Current Trends in Associate Degree Nursing Programs.

    Science.gov (United States)

    Blackstone, Elaine Grant

    This study was designed to ascertain current trends in associate degree nursing programs and to discover innovative ideas and techniques which could be applied to the existing program at Miami-Dade Community College (Florida). Data was compiled from interviews with representatives of ten associate degree nursing programs in six states. Information…

  15. Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students.

    Science.gov (United States)

    Lee, Wincy Wing Sze

    2017-10-01

    The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  16. Toward the Ideal Professional Master's Degree Program.

    Science.gov (United States)

    Russell, Maria P.

    1999-01-01

    Outlines work accomplished at the 1998 National Communication Association Summer Conference, presenting a model for a professional master's-degree program in public relations that integrates outcomes, assessment, curriculum, and pedagogy. Outlines program outcomes, curriculum, essential curriculum-content areas, pedagogical approaches, and…

  17. The Maryland nuclear science baccalaureate degree program: The university perspective

    International Nuclear Information System (INIS)

    Janke, T.A.

    1989-01-01

    Nuclear utilities' efforts in response to industry-wide pressures to provide operations staff with degree opportunities have encountered formidable barriers. This paper describes, from the university's perspective, the development and operation of the University of Maryland University College (UMUC) special baccalaureate program in nuclear science. This program has successfully overcome these problems to provide degree education on-site, on-line, and on time. Program delivery began in 1984 with one utility and a single site. It is currently delivered at eight sites under contract to six utilities with a total active student count of over 500. The first graduates are expected in 1989. The program is an accredited university program and enjoys licensure approval from the six states within which it operates. In addition to meeting US Nuclear Regulatory Commission proposed guidelines for degreed operators, the program increasingly appears as part of utility management development programs for all plant personnel and a factor in employee retention. The owner utilities, the University of Maryland, and the growing user's group are committed to the academic integrity, technical capability, and responsiveness of the program. The full support of this partnership speaks well for the long-term service of the Bachelor of Science in Nuclear Science program to the nuclear power industry

  18. The Maryland nuclear science baccalaureate degree program: The utility perspective

    International Nuclear Information System (INIS)

    Mueller, J.R.

    1989-01-01

    In the early 1980s, Wisconsin Public Service Corporation (WPSC) made a firm commitment to pursue development and subsequent delivery of an appropriate, academically accredited program leading to a baccalaureate degree in nuclear science for its nuclear operations personnel. Recognizing the formidable tasks to be accomplished, WPSC worked closely with the University of Maryland University College (UMUC) in curriculum definition, specific courseware development for delivery by computer-aided instruction, individual student evaluation, and overall program implementation. Instruction began on our nuclear plant site in the fall of 1984. The university anticipates conferring the first degrees from this program at WPSC in the fall of 1989. There are several notable results that WPSC achieved from this degree program. First and most importantly, an increase in the level of education of our employees. It should be stated that this program has been well received by WPSC operator personnel. These employees, now armed with plant experience, a formal degree in nuclear science, and professional education in management are real candidates for advancement in our nuclear organization

  19. A Graduate Academic Program in Medical Information Science.

    Science.gov (United States)

    Blois, Marsden S., Jr.; Wasserman, Anthony I.

    A graduate academic program in medical information science has been established at the University of California, San Francisco, for the education of scientists capable of performing research and development in information technology in the health care setting. This interdisciplinary program, leading to a Doctor of Philosophy degree, consists of an…

  20. Georgia Power Company's college degree program

    International Nuclear Information System (INIS)

    Coggin, C.L.

    1988-01-01

    The purpose of this paper is to describe Georgia Power Company's on-site college degree program for nuclear power plant personnel. In February 1986, the US Nuclear Regulatory Commission issued a policy statement concerning engineering expertise on shift (Generic Letter 86-04), which appeared in Volume 50, Number 208 of the October 28, 1985 Federal Register. One of the options available to nuclear power plant personnel to meet the requirement was the combined senior reactor operator/shift technical adviser position. One of the methods for meeting the option included a bachelor's degree in engineering technology for an accredited institution, including course work in the physical, mathematical, or engineering sciences

  1. Academic climate, well-being and academic performance in a university degree course.

    Science.gov (United States)

    Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

    2014-09-01

    The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

  2. Peer-Mentoring Program and Academic Atmosphere

    Directory of Open Access Journals (Sweden)

    Sri Endah Kusmartini

    2014-03-01

    Full Text Available Management of Sriwijaya State Polytechnic believes that peer-mentoring program has positive effects on students’ academic success. Moreover, it is also believed that good academic atmosphere should be developed. In line with these, researchers tried to investigate whether peer-mentoring program and academic atmosphere correlated significantly to students’ writing achievement partially and simultaneously. The research was conducted in English Department, Sriwijaya State Polytechnic with 60 samples taken randomly. Measures of Peer-mentoring Program and Academic Atmosphere were used sequentially to measure peer-mentoring program and academic atmosphere as perceived by the students. Meanwhile, writing score was used to find out writing achievement of the students. The hypotheses were tested by using Pearson Product Moment Correlation and Multiple Linear Regression. The results showed that peer-mentoring program and academic atmosphere as perceived by the students correlated significantly towards students’ writing achievement partially and simultaneously. Therefore it is recommended to continue the programs.

  3. Joint Degree Program: the Perspective of Employers

    Directory of Open Access Journals (Sweden)

    Tatjana Bilevičienė

    2013-08-01

    Full Text Available Purpose — the purpose of this article is to extend discussion towards the need and importance of joint degree programs in modern universities, introducing the perspective of the employers toward this question. Design/methodology/approach — the research was conducted to analyze the demand of joint degree programs from the perspective of employers, identify weak and strong aspects, opinion and demand for graduates of such programs. To achieve this purpose, a combination of theoretical and empirical methods was chosen: document analysis (previous studies, statistics was conducted and an online qualitative survey was organized. Findings — The analysis of articles, studies and statistics points out the challenges and threats faced by universities nowadays, forcing higher education institutions to find new ways to raise the quality of studies and raise the interest of employers to choose graduates from MRU, as well as the satisfaction of employers with their choice of employees. Theoretical analysis pointed out these challenges and requirements for the modern employee, summarised the challenges in preparation of IT field specialists. The conducted research results showed that the diploma of joint degree programs would not be treated as an advantage of possible employee from the perspective of employers in case some important aspects will not be taken into consideration by program creators. On the other hand, undeniably there are strong sides, such as knowledge in the fields of foreign language, international experience, innovativeness and creativeness of employees that would be treated as an advantage in the process of selection for positions of any technical support related positions. Research limitations/implications — employers, whose business activities are closely related to information technology, have been invited as experts. In addition, these experts have a good understanding of the specifics of joint degree programs. The received

  4. Double degree master program: Optical Design

    Science.gov (United States)

    Bakholdin, Alexey; Kujawinska, Malgorzata; Livshits, Irina; Styk, Adam; Voznesenskaya, Anna; Ezhova, Kseniia; Ermolayeva, Elena; Ivanova, Tatiana; Romanova, Galina; Tolstoba, Nadezhda

    2015-10-01

    Modern tendencies of higher education require development of master programs providing achievement of learning outcomes corresponding to quickly variable job market needs. ITMO University represented by Applied and Computer Optics Department and Optical Design and Testing Laboratory jointly with Warsaw University of Technology represented by the Institute of Micromechanics and Photonics at The Faculty of Mechatronics have developed a novel international master double-degree program "Optical Design" accumulating the expertise of both universities including experienced teaching staff, educational technologies, and experimental resources. The program presents studies targeting research and professional activities in high-tech fields connected with optical and optoelectronics devices, optical engineering, numerical methods and computer technologies. This master program deals with the design of optical systems of various types, assemblies and layouts using computer modeling means; investigation of light distribution phenomena; image modeling and formation; development of optical methods for image analysis and optical metrology including optical testing, materials characterization, NDT and industrial control and monitoring. The goal of this program is training a graduate capable to solve a wide range of research and engineering tasks in optical design and metrology leading to modern manufacturing and innovation. Variability of the program structure provides its flexibility and adoption according to current job market demands and personal learning paths for each student. In addition considerable proportion of internship and research expands practical skills. Some special features of the "Optical Design" program which implements the best practices of both Universities, the challenges and lessons learnt during its realization are presented in the paper.

  5. Peer tutoring program for academic success of returning nursing students.

    Science.gov (United States)

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  6. Day jobs/nightwork: Academic staff studying towards higher degrees ...

    African Journals Online (AJOL)

    They need teaching relief, research assistance and financial support for their research activities as well as access to resources and equipment and the support of experienced and knowledgeable supervisors and mentors. Academic staff members' perceptions and reflections on the experience of studying towards Masters ...

  7. SPORTS PHYSICAL THERAPY CURRICULA IN PHYSICAL THERAPIST PROFESSIONAL DEGREE PROGRAMS.

    Science.gov (United States)

    Mulligan, Edward P; DeVahl, Julie

    2017-10-01

    The specialty niche of sports physical therapy has grown at a significant rate over the past 40 years. Despite this growth there is little information or direction from the physical therapy education accreditation body or professional association to guide academic programs on the interest or necessity of this type of practice content in physical therapy professional degree programs. The purpose of this survey study is to report on the prevalence, attitudes, barriers, resources, and faculty expertise in providing required or elective sports physical therapy course work. Cross-sectional descriptive survey. A 57-item questionnaire with branching logic was distributed via a web-based electronic data capture tool to survey all Commission on Accreditation for Physical Therapy Education (CAPTE) accredited and candidate schools in the United States. Response data was analyzed to describe typical educational program profiles, faculty demographics, and correlational factors consistent with the presence or absence of specific sports physical therapy curricular content. Thirty one percent of the schools responded to the survey and the program demographics were consistent with all currently accredited schools in regards to their geography, Carnegie classification, and faculty and student size. Forty three percent of programs offered a required or elective course distinct to the practice of sports physical therapy. Descriptive information regarding the sequencing, curricular make-up, resources, and assessment of content competence is reported. The odds of providing this content nearly doubles for programs that have faculty with sports clinical specialist credentials, accredited sports residency curriculums, or state practice acts that allow sports venue coverage. This survey provides an initial overview of sports physical therapy educational efforts in professional physical therapy degree programs. The data can used to spur further discussion on the necessity, structure, and

  8. The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

    Science.gov (United States)

    Kiss, Jessica E.

    2017-01-01

    The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

  9. 45 CFR 2400.41 - Degree programs.

    Science.gov (United States)

    2010-10-01

    ... degree in history or political science (including government or politics), the degree of Master of Arts in Teaching in history or political science (including government or politics), or a related master's degree in education that permits a concentration in American history, American government, social studies...

  10. Academic Executive Programs in Public Administration and Management: Some Variety across Europe

    Science.gov (United States)

    Reichard, Christoph

    2017-01-01

    Universities and other higher education institutions in Europe offer a vast and increasing number of academic degree programs in the broad field of Public Administration. A subset of these programs is those offering postgraduate degrees to experienced students being already employed by public or private organisations. These executive programs are…

  11. Academic Program Review--Concerns and Justification.

    Science.gov (United States)

    Heldman, D. R.

    Academic program review should not be considered a new phenomenon in higher education; reviews of various types have been conducted on a continuing basis. The renewed importance of an organized effort has been stimulated by the inability of funding sources to maintain levels of support required to insure quality in all on-going programs. Current…

  12. Assessing an Academic Library Professional Development Program

    Science.gov (United States)

    Harker, Karen R.; O'Toole, Erin; Sassen, Catherine

    2018-01-01

    Professional development programs have been established in many academic libraries to support the research and scholarly activities of librarians. Continuous assessment can contribute to the sustainability and effectiveness of these programs. This study describes how measures of need, participation, satisfaction, and impact were employed to assess…

  13. What Is the Tech Prep/Associate Degree Program?

    Science.gov (United States)

    Parnell, Dale

    1993-01-01

    Discusses the nature, importance, and future of the Tech Prep/Associate Degree program. Suggests that these programs must move beyond simple articulation and become aggressive in jointly examining, developing, and sustaining high quality educational programs. (JOW)

  14. Academic program models for undergraduate biomedical engineering.

    Science.gov (United States)

    Krishnan, Shankar M

    2014-01-01

    There is a proliferation of medical devices across the globe for the diagnosis and therapy of diseases. Biomedical engineering (BME) plays a significant role in healthcare and advancing medical technologies thus creating a substantial demand for biomedical engineers at undergraduate and graduate levels. There has been a surge in undergraduate programs due to increasing demands from the biomedical industries to cover many of their segments from bench to bedside. With the requirement of multidisciplinary training within allottable duration, it is indeed a challenge to design a comprehensive standardized undergraduate BME program to suit the needs of educators across the globe. This paper's objective is to describe three major models of undergraduate BME programs and their curricular requirements, with relevant recommendations to be applicable in institutions of higher education located in varied resource settings. Model 1 is based on programs to be offered in large research-intensive universities with multiple focus areas. The focus areas depend on the institution's research expertise and training mission. Model 2 has basic segments similar to those of Model 1, but the focus areas are limited due to resource constraints. In this model, co-op/internship in hospitals or medical companies is included which prepares the graduates for the work place. In Model 3, students are trained to earn an Associate Degree in the initial two years and they are trained for two more years to be BME's or BME Technologists. This model is well suited for the resource-poor countries. All three models must be designed to meet applicable accreditation requirements. The challenges in designing undergraduate BME programs include manpower, facility and funding resource requirements and time constraints. Each academic institution has to carefully analyze its short term and long term requirements. In conclusion, three models for BME programs are described based on large universities, colleges, and

  15. Associate in science degree education programs: organization, structure, and curriculum.

    Science.gov (United States)

    Galvin, William F

    2005-09-01

    After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is

  16. Effects of Interest-Major Congruence, Motivation, and Academic Performance on Timely Degree Attainment

    Science.gov (United States)

    Allen, Jeff; Robbins, Steve

    2010-01-01

    Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion…

  17. Effects of interest-major congruence, motivation, and academic performance on timely degree attainment.

    Science.gov (United States)

    Allen, Jeff; Robbins, Steve

    2010-01-01

    Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion at both institutional settings and that motivation has indirect effects (via 1st-year academic performance). The total effects of both interest-major congruence and motivation on timely degree completion underscore the importance of both constructs in understanding student adjustment and postsecondary success. Implications for theory and counseling practice are discussed.

  18. Impact of a dual PharmD/MBA degree on graduates' academic performance, career opportunities, and earning potential.

    Science.gov (United States)

    Chumney, Elinor C G; Ragucci, Kelly R; Jones, Kathy J

    2008-04-15

    To evaluate the academic experience and satisfaction of students who completed a dual PharmD/MBA degree program and the program's long-term impact on the students' career choice and earning potential. GPAs, job placement, and starting job salaries were compared between graduates who completed the dual PharmD/MBA program and those who completed only the PharmD program. A satisfaction survey instrument was administered to 17 students who completed the dual PharmD/MBA degree program in May 2007. Data from a standardized job placement and starting salary survey instrument completed by all PharmD graduates were also obtained, as well as all students' final grade point averages (GPAs). GPAs, job placement, and starting job salaries were compared between graduates who had completed the dual PharmD/MBA program and those who had completed only the PharmD program. The graduating GPAs of dual-degree students were higher than those of both pharmacy (3.52 vs 3.41, p > 0.10) and business (3.82 vs. 3.68, p = 0.018) students not enrolled in the dual-degree program. Dual-degree students were slightly less likely to enter a residency (17% vs. 27%, p = 0.44) than other pharmacy graduates. Among those who elected not to pursue a residency, both mean starting salaries ($111,090 vs. $101,965) and mean total first-year compensation ($127,290 vs. $110,388) were significantly higher for dual-degree graduates compared to the PharmD graduates. Students enrolled in the dual-degree program did slightly better academically than students who completed only the MBA or PharmD programs and indicated a high level of satisfaction with the program. Dual-degree graduates reported increased career opportunities and were slated to earn significantly more during their first year in the workforce. These results affirm continuation of our program and make the case for support of similar programs across the nation.

  19. Motivational Orientations of Non-Traditional Adult Students to Enroll in a Degree-Seeking Program

    Science.gov (United States)

    Francois, Emmanuel Jean

    2014-01-01

    The purpose of this research was to investigate the motivational orientations of non-traditional adult students to enroll in a degree-seeking program based on their academic goal. The Education Participation Scale (EPS) was used to measure the motivational orientations of participants. Professional advancement, cognitive interest, and educational…

  20. Challenge: A Multidisciplinary Degree Program in Bioinformatics

    Directory of Open Access Journals (Sweden)

    Mudasser Fraz Wyne

    2006-06-01

    Full Text Available Bioinformatics is a new field that is poorly served by any of the traditional science programs in Biology, Computer science or Biochemistry. Known to be a rapidly evolving discipline, Bioinformatics has emerged from experimental molecular biology and biochemistry as well as from the artificial intelligence, database, pattern recognition, and algorithms disciplines of computer science. While institutions are responding to this increased demand by establishing graduate programs in bioinformatics, entrance barriers for these programs are high, largely due to the significant prerequisite knowledge which is required, both in the fields of biochemistry and computer science. Although many schools currently have or are proposing graduate programs in bioinformatics, few are actually developing new undergraduate programs. In this paper I explore the blend of a multidisciplinary approach, discuss the response of academia and highlight challenges faced by this emerging field.

  1. 2015 Stewardship Science Academic Programs Annual

    Energy Technology Data Exchange (ETDEWEB)

    Stone, Terri [NNSA Office of Research, Development, Test, and Evaluation, Washington, DC (United States); Mischo, Millicent [NNSA Office of Research, Development, Test, and Evaluation, Washington, DC (United States)

    2015-02-01

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago to engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.

  2. Marketing and Retention Strategies for Adult Degree Programs

    Science.gov (United States)

    Brown, Joann A.

    2004-01-01

    Four marketing strategies are critical to the success of adult degree programs: integrating marketing, knowing your students (research), shaping programs and services for adults, and staying the course (retention).

  3. Academic training: Advanced lectures on multiprocessor programming

    CERN Multimedia

    PH Department

    2011-01-01

    Academic Training Lecture - Regular Programme 31 October 1, 2 November 2011 from 11:00 to 12:00 -  IT Auditorium, Bldg. 31   Three classes (60 mins) on Multiprocessor Programming Prof. Dr. Christoph von Praun Georg-Simon-Ohm University of Applied Sciences Nuremberg, Germany This is an advanced class on multiprocessor programming. The class gives an introduction to principles of concurrent objects and the notion of different progress guarantees that concurrent computations can have. The focus of this class is on non-blocking computations, i.e. concurrent programs that do not make use of locks. We discuss the implementation of practical non-blocking data structures in detail. 1st class: Introduction to concurrent objects 2nd class: Principles of non-blocking synchronization 3rd class: Concurrent queues Brief Bio of Christoph von Praun Christoph worked on a variety of analysis techniques and runtime platforms for parallel programs. Hist most recent research studies programming models an...

  4. Mental Health and Academic Performance among Associate Degree Nursing Students at a Technical College

    Science.gov (United States)

    Kliminski, Kerri

    2017-01-01

    The purpose of this non-experimental cross-sectional quantitative study was to examine the relationship between mental health and academic performance among associate degree nursing (ADN) students at a Midwest technical college by identifying incidence of positive mental health, mental illness symptoms/distress, and mental illness; the…

  5. Impetus and Creation of an Accelerated Second-Degree Baccalaureate Nursing Program Readmission Policy

    Directory of Open Access Journals (Sweden)

    Joanne Schwartz PhD, PMHNP-BC, CNE

    2017-04-01

    Full Text Available An accelerated second-degree baccalaureate nursing (ASDBN is an academic plan of study typically 12 to 24 months in duration. ASDBN students make many changes when entering this type of program. Some of the major changes ASDBN students make when entering an ASDBN program include leaving jobs, incurring debt, draining financial resources, forgoing time with children, spouses, and significant others, and, in some cases, relocating far from family and support systems. Because of the nature and scope of the many sacrifices ASDBN students typically make, academic program dismissal is particularly traumatic and devastating. It is not uncommon for an ASDBN student to seek program readmission when they are dismissed for academic reasons. Many academically dismissed ASDBN students seek program readmission. Administrators face a challenging decision in program readmission requests. The key issue with program readmission of ASDBN students is having a rigorous and comprehensive policy to determine which ASDBN students should be readmitted. This article examines one large, private, urban university’s ASDBN program’s readmission policy design and how the policy is applied to manage and determine ASDBN program readmission requests.

  6. Human Service Administrator Perceptions of Online MSW Degree Programs

    Science.gov (United States)

    Curran, Laura; Sanchez Mayers, Ray; Fulghum, Fontaine

    2017-01-01

    Online programs have proliferated rapidly in higher education, and this reality holds true for social work education as well. Employing a mixed methods design, this study looked at employer perceptions of online degrees compared to traditional degrees. Data was collected through an online survey that included Likert type and open-ended questions…

  7. Maintaining quality control in a nontraditional nuclear technology degree program

    International Nuclear Information System (INIS)

    DeSain, G.W.

    1989-01-01

    Regents College, created by the Board of Regents of the University of The State on New York in 1971, has been offering, since January 1985, AS and BS degrees in nuclear technology. The impetus for establishing the nuclear technology degrees came from nuclear utility management and had to do with the US Nuclear Regulatory Commission proposed rule regarding degreed operators on shift. There are a variety of ways to earn credits in Regents College degree programs: (1) college courses taken for degree-level credit from regionally accredited colleges; (2) courses sponsored by business, industry, or government that have been evaluated and recommended for credit by the New York National or American Council on Education (ACE's) Program on Noncollegiate Sponsored Instruction (PONSI); (3) military education that has been evaluated by ACE PONSI; (4) approved college-proficiency examinations; and (5) special assessment: an individualized examination of college-level knowledge gained from experience or independent study. Nuclear technology students primarily use college course work, evaluated military education, and proficiency examinations to complete degree programs. However, an increasing number of utilities are having training programs PONSI evaluated, resulting in an increased use of these courses in the nuclear technology degrees. Quality control is a function of several factors described in the paper

  8. Conversation as Academic Practice: Tutors' Strategies in Integrating Student Learning in a Professional Training Degree Programme

    Directory of Open Access Journals (Sweden)

    Matt Bowden

    2013-04-01

    Full Text Available Tutors are generally considered to be an additional resource in teaching and learning, as a means of augmenting that of the lecturer. This article explores tutors as academic staff with responsibilities for developing practice competencies and integrating student learning in a social care professional training degree programme. The research is small-scale, based upon data from a purposive sample of five interviews; and upon insider-participant observation notes and reflections in one single setting. The author deployed a situated ethnographic methodology alongside a frame analytic approach. The research found that in their academic practice, tutors reveal how their student contact is oriented to developing a reflective practitioner and they discuss how programme inputs impact on the student’s professional self. Simultaneously, tutors seek to create cross programme integration through finding overlaps with academic programme strands.

  9. Competencies for Graduate Culinary Management Degree Programs: Stakeholders' Perspectives

    Science.gov (United States)

    George, Annette A.

    2009-01-01

    Available literature on graduate hospitality education was highly focused on required competencies for hospitality management degree programs but not on culinary management. One possible explanation is that the culinary sector still lags behind in the formation of graduate culinary management programs in the United States. This causal comparative…

  10. Enterpreneurship/Small Business Degree Programs at Community Colleges

    Science.gov (United States)

    Maidment, Fred

    2007-01-01

    Associate degree programs at community colleges in small business/entrepreneurship were examined in this article. The study examined the community college programs in entrepreneurship and small business related, small business administration and entrepreneurship listed in "Perterson's Guide to Two-Year Colleges" (Oram, 2005). Current catalogs…

  11. Providing Homeless Adults with Advantage: A Sustainable University Degree Program

    Science.gov (United States)

    Sinatra, Richard; Lanctot, Melissa Kim

    2016-01-01

    A university partnered with the New York City Department of Homeless Services (NYC DHS) to provide cohorts of adults a 60-credit Associate Degree Program in Business Administration over a 2-year period. Results of two cohorts of 30 Advantage Academy Program graduates revealed significant improvement in College Board AccuPlacer (ACPL) Arithmetic…

  12. Nontraditional Degree Options for Nurses: A Model Program

    Science.gov (United States)

    Walston, Sydney C.

    1978-01-01

    The Institute for Personal and Career Development of Central Michigan University offers external degree programs for adult learners using nontraditional study. The competency-based programs described include credit given for the educational background and relevant career-life experiences of registered nurses in Michigan. (Author/LBH)

  13. Air Force-Wide Needs for Science, Technology, Engineering, and Mathematics (STEM) Academic Degrees

    Science.gov (United States)

    2014-01-01

    anthropology (0190), mathematical statistics (1529), general math (AFIT faculty only), metallurgy (1321), and actuarial science (1510). 97 Tier II. Few...linking or frEE DownloAD At www.rand.org C O R P O R A T I O N Research Report Air Force–Wide Needs for Science , Technology, Engineering, and...00-00-2014 4. TITLE AND SUBTITLE Air Force-Wide Needs for Science , Technology, Engineering, and Mathematics (STEM) Academic Degrees 5a. CONTRACT

  14. Methodology for Assessing the Degree of Internationalization of Business Academic Study Programmes

    OpenAIRE

    Dan-Cristian Dabija; Cătălin Postelnicu; Nicolae Al. Pop

    2014-01-01

    The purpose of this paper is to develop a methodology for assessing the degree of internationalization of undergraduate, Master’s and doctoral business programmes with the aid of complex indicators designed to capture the vast array of characteristics displayed by these programmes and contribute to their promotion in the international academic competition. The methodology should include both general indicators applicable to any study programme and some indicators that are specifically develop...

  15. Influence of year-on-year performance on final degree classification in a chiropractic master's degree program.

    Science.gov (United States)

    Dewhurst, Philip; Rix, Jacqueline; Newell, David

    2016-03-01

    We explored if any predictors of success could be identified from end-of-year grades in a chiropractic master's program and whether these grades could predict final-year grade performance and year-on-year performance. End-of-year average grades and module grades for a single cohort of students covering all academic results for years 1-4 of the 2013 graduating class were used for this analysis. Analysis consisted of within-year correlations of module grades with end-of-year average grades, linear regression models for continuous data, and logistic regression models for predicting final degree classifications. In year 1, 140 students were enrolled; 85.7% of students completed the program 4 years later. End-of-year average grades for years 1-3 were correlated (Pearson r values ranging from .75 to .87), but the end-of-year grades for years 1-3 were poorly correlated with clinic internship performance. In linear regression, several modules were predictive of end-of-year average grades for each year. For year 1, logistic regression showed that the modules Physiology and Pharmacology and Investigative Imaging were predictive of year 1 performance (odds ratio [OR] = 1.15 and 0.9, respectively). In year 3, the modules Anatomy and Histopathology 3 and Problem Solving were predictors of the difference between a pass/merit or distinction final degree classification (OR = 1.06 and 1.12, respectively). Early academic performance is weakly correlated with final-year clinic internship performance. The modules of Anatomy and Histopathology year 3 and Problem Solving year 3 emerged more consistently than other modules as being associated with final-year classifications.

  16. The road to developing an advanced degree program in public health preparedness.

    Science.gov (United States)

    Cherry, Robert A; Davis, Tom

    2007-08-01

    The master of homeland security (MHS) degree in public health preparedness at the Pennsylvania State University College of Medicine is the first degree program of its kind offered by any U.S. medical school. The field of public health preparedness has been increasingly viewed as a new, emerging professional discipline, which academic medicine is well positioned to complement. The process by which the MHS program has evolved from conception to realization is a case study in the mission-based alignment of core values and leadership between the government and academic medicine. Recognizing the need for multidisciplinary involvement, the program architects reconsidered the traditional approach to the development and implementation of new graduate degree programs. Instead, a more flexible, loosely connected network of strategic partners and alliances was adopted. These partnerships were developed and cultivated by vested individuals who excelled in specific core competencies and came together to create value. This allowed for both the expertise and flexibility needed to adapt quickly to the evolving homeland security environment in the United States. To that end, this article describes the 10-step multidisciplinary program-development process that spanned three years and culminated in the establishment of this new graduate degree program. The MHS program as it now stands focuses on public health preparedness, including epidemiological evaluation, disaster communication and psychology, agricultural biosecurity, and critical infrastructure protection. The program is geared toward the practicing professional already working in the field, and its graduates are positioned to be among the top leaders, educators, and researchers in homeland security.

  17. Association between attendance and overall academic performance on a module within a professional pharmacy degree.

    Science.gov (United States)

    Irwin, Nigel; Burnett, Kathryn M; McCarron, Paul A

    2018-03-01

    As the higher education (HE) classroom begins to adopt newer internet-based technologies, the relationship between attendance and performance needs to be re-evaluated, particularly for professional degree courses such as pharmacy. In the present study, we aimed to establish if an association exists between attendance at all timetabled classes and academic performance, in a Clinical Pharmacology and Therapeutics (CPT) module, as part of the Master of Pharmacy (MPharm) degree course at Ulster University. Data on attendance, final examination and coursework performance were collected over two academic years (2013-14 and 2014-15) of the CPT module at Ulster. In total 67 students were analysed. The MPharm degree at Ulster University implements an attendance policy, both as a pastoral support tool and to reinforce the need for professional conduct as a pharmacist. Student (2013-14 and 2014-15, n = 35 and 32, respectively) attendance on the module across both year groups was approximately 80%. We observed positive, and statistically significant relationships between attendance and performance on the examination, and especially in the coursework elements of the module. Student failure (below 40%) in the final examination was linked to attendance below an 80% threshold in nine of 12 cases. Reasons for not attending class varied, but illness was unquestionably the most commonly cited extenuation. Taken together, these data confirm a convincing association between student attendance and academic achievement. Our studies promote the use of attendance monitoring policies for professional degree courses such as pharmacy. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Transnational Degree Program Franchising and the Challenge of Commercial Franchisees

    Science.gov (United States)

    Juusola, Katariina; Rensimer, Lee

    2018-01-01

    Purpose: The purpose of this paper is to explore the interrelationship of branding practices and legitimacy-building of commercial degree program franchising within transnational higher education (TNHE). It aims to understand how commercial franchisees' branding practices employ discursive and symbolic strategies for building legitimacy, and how…

  19. Evaluating Quality in Associate Degree Culinary Arts Programs

    Science.gov (United States)

    Hertzman, Jean; Ackerman, Robert

    2010-01-01

    Purpose: The purpose of this study is to determine which categories and indicators of quality are best suited to evaluating associate degree culinary arts programs (ADCAP). Design/methodology/approach: The researchers surveyed a national sample of culinary educators and industry chefs in the USA. The instrument asked the participants to rate the…

  20. Using "Kaizen" to Improve Graduate Business School Degree Programs

    Science.gov (United States)

    Emiliani, M. L.

    2005-01-01

    Purpose: To illustrate the applicability of "kaizen" in higher education. Design/methodology/approach: "Kaizen" process was used for ten courses contained in a part-time executive MS degree program in management. Findings: "Kaizen" was found to be an effective process for improving graduate business school courses and the value proposition for…

  1. Persistence of Women in Online Degree-Completion Programs

    Directory of Open Access Journals (Sweden)

    Terry Müller

    2008-06-01

    Full Text Available Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

  2. Nuclear-related training and education offered by academic institutions (less-than-baccalaureate degree)

    International Nuclear Information System (INIS)

    Howard, L.

    1982-01-01

    Current projections indicate that in addition to the 10,100 technician positions and 6100 existing operator positions in the nuclear power industry, another 9100 technicians and 9700 operators will be required over the next decade. With 56 nuclear plants currently in operation and an additional 35 plants under construction, it is essential that trained technical personnel be available for employment in the nuclear utilities. Because of the growing demand for technicians in the nuclear utility industry, this report has been prepared to identify the nuclear-related, less-than-baccalaureate, technical educational programs provided by academic institutions and to ascertain both the current number of students and the maximum number that could be trained, given present staff and facilities. The data serve as a gauge for the proportion of technician training required by the nuclear industry that can be provided by academic institutions

  3. Double nursing degree: potentialities and challenges of an international student academic experience.

    Science.gov (United States)

    Nora, Carlise Rigon Dalla; Schaefer, Rafaela; Schveitzer, Mariana Cabral; Zoboli, Elma Lourdes Campos Pavone; Vieira, Margarida Maria

    2018-01-01

    Objective To share the experience of a Double Nursing degree promoted between the Nursing School of the Universidade de São Paulo and the Health Sciences Institute of the Universidade Católica Portuguesa, reflecting on the potentialities and challenges of this opportunity for graduate students. Method This is an experience report presented in chronological order and of a descriptive nature. The double degree in Nursing was accomplished over a period of 6 months in a different institution from the institution of origin. Results Among the activities developed during the Double Degree are: participating in examining boards, congresses, seminars, courses, meetings, lectures, colloquium, classes, research groups and technical visits to health services. A table presents and describes the main benefits of the experience experienced by the authors. Conclusion When well-planned and well-developed, a double degree can promote personal, cultural and professional development of the students, favoring internationalization and contributing to the qualification of graduate programs.

  4. The Effects of Academic Programs and Institutional Characteristics on Postgraduate Civic Engagement Behavior

    Science.gov (United States)

    Ishitani, Terry T.; McKitrick, Sean A.

    2013-01-01

    While monetary benefits from higher education are extensive, there appears to be an absence of empirical evidence on how higher education contributes to civic engagement behavior after college. This study investigated the relationship between college characteristics of students completing a bachelor's degree, such as academic programs and…

  5. Trends in National Institutes of Health Funding of Principal Investigators in Dermatology Research by Academic Degree and Sex.

    Science.gov (United States)

    Cheng, Michelle Y; Sukhov, Andrea; Sultani, Hawa; Kim, Kyoungmi; Maverakis, Emanual

    2016-08-01

    National Institutes of Health (NIH) grants are becoming increasingly competitive in the academic research arena. Identifying NIH funding disparities is an important step in improving academic diversity. To examine recent NIH funding trends in dermatology. Retrospective study with linear regression analysis and repeated-measures analysis of variance of all NIH grants awarded to departments of dermatology from fiscal year 2009 to 2014. Funding data were exported from the NIH Research Portfolio Online Reporting Tools Expenditures and Results. Publication data were drawn from Scopus. All NIH-funded principal investigators in dermatology were categorized by their academic degree and sex. The NIH funding trends were compared by investigator degree (MD, PhD, or MD/PhD) and sex. A total of 1292 NIH-funded grants were awarded to dermatology research from fiscal year 2009 through 2014. Adjusted NIH funding for dermatologic research diminished by 4.6% from $67.3 million in 2009 to $64.2 million in 2014, with a nadir of $58.6 million in 2013. Funding for the NIH's Research Project Grant Program (R01) decreased by 21.0% from $43.9 million to $34.7 million during this period. The dollar amount of NIH funding significantly trended down for investigators with an MD degree by $1.35 million per year from $23.6 million in 2009 to $18.4 million in 2014 (P = .02) while there was no significant change in NIH funding for MD/PhD (from $17.6 million in 2009 to $19.8 million in 2014; P = .44) and PhD investigators (from $26.1 million in 2009 to $25.9 million in 2014; P = .74). Similarly, the total dollar amount of R01 grants awarded to principal investigators with only an MD degree trended down by $1.4 million per year from $13.2 million in 2009 to $6.0 million in 2014 (P dermatology trended down significantly compared with the trend of their male counterparts (from 49 women in 2009 to 43 women in 2014 vs from 84 men in 2009 to 97 men in 2014; P = .04). There is a downward

  6. The Influence of an Academic Pharmacy Mentorship Program on Mentees’ Commitment to Pursue an Academic Career

    Science.gov (United States)

    Sierra, Caroline M.

    2017-01-01

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees’ attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart* Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy. PMID:28289293

  7. The Influence of an Academic Pharmacy Mentorship Program on Mentees' Commitment to Pursue an Academic Career.

    Science.gov (United States)

    Sierra, Caroline M; Adams, Jennifer

    2017-02-25

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees' attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy.

  8. A unique degree program for pre-pharmacy education: An undergraduate degree in pharmaceutical sciences.

    Science.gov (United States)

    Jafari, Mahtab

    2018-02-01

    Within the coming decade, the demand for well-trained pharmacists is expected to only increase, especially with the aging of the United States (US) population. To help fill this growing demand, the University of California, Irvine (UCI) aims to offer a unique pre-pharmacy degree program and has developed a Bachelor of Science (BS) degree in Pharmaceutical Sciences to help achieve this goal. In this commentary, we share our experience with our curriculum and highlight its features in an effort to encourage other institutions to enhance the learning experience of their pre-pharmacy students. The efforts of the UCI Department of Pharmaceutical Sciences has resulted in UCI being consistently ranked as one of the top feeder institutions by the Pharmacy College Application Service (PharmCAS) in recent years. The UCI Pharmaceutical Sciences Bachelor of Science offers a unique pre-pharmacy educational experience in an effort to better prepare undergraduates for the rigors of the doctorate of pharmacy curriculum. Copyright © 2017. Published by Elsevier Inc.

  9. Understanding the Organizational Context of Academic Program Development

    Science.gov (United States)

    Dee, Jay R.; Heineman, William A.

    2016-01-01

    This chapter provides a conceptual model that academic leaders can use to navigate the complex, and often contentious, organizational terrain of academic program development. The model includes concepts related to the institution's external environment, as well as internal organizational structures, cultures, and politics. Drawing from the…

  10. Understanding the Prevalence of Geo-Like Degree Programs at Minority Serving Institutions

    Science.gov (United States)

    McDaris, J. R.; Manduca, C. A.; Larsen, K.

    2014-12-01

    Over the decade 2002-12, the percentage of students from underrepresented minorities (URM) graduating with geoscience degrees has increased by 50%. In 2012, of the nearly 6,000 geoscience Bachelor's degrees, 8% were awarded to students from URM. But that same year across all of STEM, 18% of Bachelors went to these students, and URM made up 30% of the US population overall. Minority Serving Institutions (MSIs) play an important role in increasing the diversity of geoscience graduates where there are appropriate degree programs or pathways to programs. To better understand opportunities at these institutions, the InTeGrate project collected information on degree programs at MSIs. A summer 2013 survey of websites for three types of MSIs confirmed that, while stand-alone Geology, Geoscience, or Environmental Science departments are present, there are a larger number of degree programs that include elements of geoscience or related disciplines (geography, GIS, etc.) offered in interdisciplinary departments (e.g. Natural Sciences and Math) or cognate science departments (Physics, Engineering, etc.). Approximately one-third of Hispanic Serving Institutions and Tribal Colleges and one-fifth of Historically Black Colleges and Universities offer at least one degree that includes elements of geoscience. The most common programs were Geology and Environmental Science (94 and 88 degrees respectively), but 21 other types of program were also found. To better profile the nature of these programs, 11 interviews were conducted focusing on strategies for attracting, supporting, and preparing minority students for the workforce. In conjunction with the February 2014 Broadening Access to the Earth and Environmental Sciences workshop, an additional 6 MSI profiles were obtained as well as 22 profiles from non-MSIs. Several common strategies emerge: Proactive marketing and outreach to local high schools and two-year colleges Community building, mentoring and advising, academic support

  11. Methodology for Assessing the Degree of Internationalization of Business Academic Study Programmes

    Directory of Open Access Journals (Sweden)

    Dan-Cristian Dabija

    2014-08-01

    Full Text Available The purpose of this paper is to develop a methodology for assessing the degree of internationalization of undergraduate, Master’s and doctoral business programmes with the aid of complex indicators designed to capture the vast array of characteristics displayed by these programmes and contribute to their promotion in the international academic competition. The methodology should include both general indicators applicable to any study programme and some indicators that are specifically developed for business study programmes. No consensus exists in the internationalization literature and practice over the actual scope and the indicators to be considered in the implementation of such a study. Researchers rather propose methods for assessing and prioritizing universities and/or faculties and lay down a lot of criteria according to which rankings are developed. These rankings are mainly focused on the level of internationalization of socioeconomic and engineering study programmes. Being aware of the limits of theory and practice, the authors develop a scoring model that measures the degree of internationalization of business education curricula according to stringent criteria. The research originality lies in the attempt to describe the avenues of a new methodology for measuring and assessing realistically the economic study programmes so that these may be better positioned on the educational market and become more attractive to the future candidates. Based on a synergistic approach to indicators, the model may contribute to creating competitive advantage in relation to other programmes from the same university or from partner institutions.

  12. Dual Degree Social Work Programs: Where are the Programs and Where are the Graduates?

    Directory of Open Access Journals (Sweden)

    Shari E. Miller

    2008-09-01

    Full Text Available This article presents results of an exploratory study designed to survey the dual degree graduates of one large school of social work, and to report on the prevalence and types of dual degree programs offered at accredited schools of social work in the U.S. Quantitative and qualitative data were gathered from 72 dual degree graduates. Income, career trajectories, identification with social work, satisfaction with the decision to obtain a dual degree, whether graduates would encourage others to follow the dual degree path, and implications for the social work profession and social work education are discussed.

  13. Air Force Officer Accession Planning: Addressing Key Gaps in Meeting Career Field Academic Degree Requirements for Nonrated Officers

    Science.gov (United States)

    2016-06-09

    C O R P O R A T I O N Research Report Air Force Officer Accession Planning Addressing Key Gaps in Meeting Career Field Academic Degree Requirements...potential performance, and how to include these quality measures in the classification process. The research sponsor asked us to focus on academic ...Andrew P., and James K. Lowe, “Decision Support for the Career Field Selection Process at the US Air Force Academy,” European Journal of Operational

  14. Research on the Academic Benefits of the Advanced Placement Program

    Directory of Open Access Journals (Sweden)

    Russell T. Warne

    2017-01-01

    Full Text Available With more than 3 million participants per year, the Advanced Placement (AP program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.

  15. Fake Academic Degrees as an Indicator for Severe Reputation Crisis in the Scientific Community of Russian Federation

    Energy Technology Data Exchange (ETDEWEB)

    Rostovtsev, A.; Kostinskiy, A.

    2016-07-01

    As is shown by our studies described below, awarding fake academic degrees to politicians, businessmen, doctors in clinics, professors in universities, and teachers in schools, that is, to all those who wish to use their new academic titles to step onto a faster career route, is widely accepted in Russia. Fake academic titles are awarded throughout the country. This business is based on the manufacture of falsified dissertations. In early 2013, a group of five researchers and journalists established a social network called “Dissernet”. Dissernet is a volunteer-effort free association aimed at making fraud and trickery in the awarding of academic titles transparent and exposed to the public. The scale of academic fraud in Russia has turned out to exceed the most pessimistic expectations. Statistics collected by Dissernet have yielded a number of conclusions discussed below. (Author)

  16. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    Science.gov (United States)

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (PAmotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three-day intervention, the new students’ motivation advanced along the continuum of self-determination toward autonomous motivation. Therefore, it is considered to be worthwhile conducting an academic intervention to

  17. The essential research curriculum for doctor of pharmacy degree programs.

    Science.gov (United States)

    Lee, Mary W; Clay, Patrick G; Kennedy, W Klugh; Kennedy, Mary Jayne; Sifontis, Nicole M; Simonson, Dana; Sowinski, Kevin M; Taylor, William J; Teply, Robyn M; Vardeny, Orly; Welty, Timothy E

    2010-09-01

    In 2008, the American College of Clinical Pharmacy appointed the Task Force on Research in the Professional Curriculum to review and make recommendations on the essential research curriculum that should be part of doctor of pharmacy (Pharm.D.) degree programs. The essential research curriculum provides all students with critical and analytical thinking and lifelong learning skills, which will apply to current and future practice and stimulate some students to pursue a career in this field. Eight key curricular competencies are as follows: identifying relevant problems and gaps in pharmacotherapeutic knowledge; generating a research hypothesis; designing a study to test the hypothesis; analyzing data results using appropriate statistical tests; interpreting and applying the results of a research study to practice; effectively communicating research and clinical findings to pharmacy, medical, and basic science audiences; interpreting and effectively communicating research and clinical findings to patients and caregivers; and applying regulatory and ethical principles when conducting research or using research results. Faculty are encouraged to use research-related examples across the curriculum in nonresearch courses and to employ interactive teaching methods to promote student engagement. Examples of successful strategies used by Pharm.D. degree programs to integrate research content into the curriculum are provided. Current pharmacy school curricula allow variable amounts of time for instructional content in research, which may or may not include hands-on experiences for students to develop research-related skills. Therefore, an important opportunity exists for schools to incorporate the essential research curriculum. Despite the challenges of implementing these recommendations, the essential research curriculum will position pharmacy school graduates to understand the importance of research and its applications to practice. This perspective is provided as an aid

  18. The Fostering Academics Mentoring Excellence Program

    Science.gov (United States)

    Day, Angelique; Riebschleger, Joanne; Wen, Jiebing

    2018-01-01

    Precollege outreach programs improve college access for underrepresented students; however, information on foster youth engagement in precollege programs is virtually nonexistent. This chapter describes the impact of a precollege program on two- and four-year college enrollment and completion rates.

  19. Curriculum Evaluation and Employers Opinions: the case study of Educational Technology Program in Bachelor Degree (Continuing Program

    Directory of Open Access Journals (Sweden)

    Nakhon Lalognam

    2016-09-01

    Full Text Available The purposes of this research were: 1 to evaluate the Educational Technology Program (Continuing Program in Bachelor Degree curriculum which is revised in 2007 by applying CIPP model for evaluation. 2 to study the opinions of the employers about the ideal characteristics and actual characteristics of graduates. 3 to study the opinions for the requirements of the Educational Technology Program in Bachelor Degree (Continuing Program and knowledge implementation in work of graduates. 4 to make the suggestions and guidelines to improve the Educational Technology Program in Bachelor Degree (Continuing Program to achieve potentiality and responsive for the requirements of learners and employers. The sample of this research were 310 persons ; consisted of graduates in the Educational Technology Program in Bachelor Degree (Continuing Program in academic year 2006 - 2010, the committee of the Educational Technology Program in Bachelor Degree (Continuing Program , instructors and employers by using Multi-stage Random Sampling and Simple Random Sampling. The instruments of this research were the 5 levels rating scale questionnaire and the structured interview type. They consisted of 3 sets: 1 for graduates, 2 for the committee of the Educational Technology Program in Bachelor Degree (Continuing Program and 3 for instructors and employers. The research found that: 1. The results of evaluation on the Educational Technology Program in Bachelor Degree (Continuing Program which is revised in 2007 were: 1.1 The opinions of graduates to curriculum in all of aspects were average at the uncertain level which the context aspect was at the high level, input aspect was at the uncertain level, process aspect was at the uncertain level and product aspect was at the high level. 1.2 The opinions of the curriculum committee and instructors to curriculum in all of aspects were average at the high level which the context aspect was at the high level, input aspect was at the

  20. Directory of Academic Programs in Occupational Safety and Health.

    Science.gov (United States)

    Weis, William J., III; And Others

    This booklet describes academic program offerings in American colleges and universities in the area of occupational safety and health. Programs are divided into five major categories, corresponding to each of the core disciplines: (1) occupational safety and health/industrial hygiene, (2) occupational safety, (3) industrial hygiene, (4)…

  1. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    Directory of Open Access Journals (Sweden)

    Aung MN

    2015-12-01

    Full Text Available Myo Nyein Aung,1 Juraiporn Somboonwong,2 Vorapol Jaroonvanichkul,1 Pongsak Wannakrairot3 1Medical Education Unit, 2Quality Management Division and Department of Physiology, 3Academic Affairs Division, Faculty of Medicine, Chulalongkorn University, Bangkok, ThailandBackground: Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study.Design and methods: An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS. Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance.Results: Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001. Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001. This is related to the enjoyment of passing academic milestones, and a step

  2. Assessment of preclinical students' academic motivation before and after a three-day academic affair program.

    Science.gov (United States)

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (Pmotivation toward accomplishment increased significantly (Pacademic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (Pacademic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the continuum of self-determination toward autonomous motivation. Therefore, it is considered to be worthwhile

  3. Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology- Enhanced Learning in Initial Teacher Education

    Science.gov (United States)

    Kehrwald, Benjamin A.; McCallum, Faye

    2015-01-01

    The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes…

  4. Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

    Science.gov (United States)

    Baker, William J.; Hunter, Mary Ann; Thomas, Sharon

    2016-01-01

    This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and…

  5. Timetabling an Academic Department with Linear Programming.

    Science.gov (United States)

    Bezeau, Lawrence M.

    This paper describes an approach to faculty timetabling and course scheduling that uses computerized linear programming. After reviewing the literature on linear programming, the paper discusses the process whereby a timetable was created for a department at the University of New Brunswick. Faculty were surveyed with respect to course offerings…

  6. Academic Program Approval and Review Practices

    Directory of Open Access Journals (Sweden)

    Don G. Creamer

    1999-08-01

    Full Text Available This report outlines general and specific processes for both program approval and program review practices found in 50 states and eight foreign countries and regions.  Models that depict these procedures are defined and the strengths and weakness of each are discussed.  Alternatives to current practice by state agencies in the U.S. are described that might provide for greater decentralization of these practices while maintaining institutional accountability.

  7. Leadership Orientations and Conflict Management Styles of Academic Deans in Masters Degree Institutions

    Science.gov (United States)

    Kimencu, Linda

    2011-01-01

    Previous research suggests that academic deans follow the human relations and structural perspectives in conflict management (Feltner & Goodsell, 1972). However, the position of an academic dean has been described to have undertones that are more political and social than hierarchical and technical. Hence, the current study evaluated the role of…

  8. Degrees of Resilience: Profiling Psychological Resilience and Prospective Academic Achievement in University Inductees

    Science.gov (United States)

    Allan, John F.; McKenna, Jim; Dominey, Susan

    2014-01-01

    University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated…

  9. Proposed Accreditation Standards for Degree-Granting Correspondence Programs Offered by Accredited Institutions.

    Science.gov (United States)

    McGraw-Hill Continuing Education Center, Washington, DC.

    A study on proposed accreditation standards grew out of a need to (1) stimulate the growth of quality correspondence degree programs; and (2) provide a policy for accreditation of correspondence degree programs so that graduates would be encouraged to pursue advanced degree programs offered elsewhere by educational institutions. The study focused…

  10. Critical Care Organizations: Building and Integrating Academic Programs.

    Science.gov (United States)

    Moore, Jason E; Oropello, John M; Stoltzfus, Daniel; Masur, Henry; Coopersmith, Craig M; Nates, Joseph; Doig, Christopher; Christman, John; Hite, R Duncan; Angus, Derek C; Pastores, Stephen M; Kvetan, Vladimir

    2018-04-01

    Academic medical centers in North America are expanding their missions from the traditional triad of patient care, research, and education to include the broader issue of healthcare delivery improvement. In recent years, integrated Critical Care Organizations have developed within academic centers to better meet the challenges of this broadening mission. The goal of this article was to provide interested administrators and intensivists with the proper resources, lines of communication, and organizational approach to accomplish integration and Critical Care Organization formation effectively. The Academic Critical Care Organization Building section workgroup of the taskforce established regular monthly conference calls to reach consensus on the development of a toolkit utilizing methods proven to advance the development of their own academic Critical Care Organizations. Relevant medical literature was reviewed by literature search. Materials from federal agencies and other national organizations were accessed through the Internet. The Society of Critical Care Medicine convened a taskforce entitled "Academic Leaders in Critical Care Medicine" on February 22, 2016 at the 45th Critical Care Congress using the expertise of successful leaders of advanced governance Critical Care Organizations in North America to develop a toolkit for advancing Critical Care Organizations. Key elements of an academic Critical Care Organization are outlined. The vital missions of multidisciplinary patient care, safety, and quality are linked to the research, education, and professional development missions that enhance the value of such organizations. Core features, benefits, barriers, and recommendations for integration of academic programs within Critical Care Organizations are described. Selected readings and resources to successfully implement the recommendations are provided. Communication with medical school and hospital leadership is discussed. We present the rationale for critical

  11. Climate Change Education at the University of Washington: Bridging Academic Degrees, Departments and Disciplines

    Science.gov (United States)

    Thompson, L.; Bertram, M. A.

    2012-12-01

    Education on climate change occurs in many departments at large research universities, but providing a coordinated educational experience for students in this topic is challenging. Departmental boundaries, accounting for student credit hours, and curricula inertia create roadblocks to the creation of interdisciplinary curriculum for both graduate and undergraduate students. We describe a hierarchy of interdisciplinary programs that reach students from seniors in high school to graduate students, targeting students from a variety of disciplines. The UWHS (University of Washington in the High School) program allows high school teachers to be trained to teach UW courses to their own high school students at their own school. The students who enroll receive a UW grade and credit for the course (as well as high school credit). A UWHS course on Climate and Climate Change (Atmospheric Sciences 211) was created in 2011 supported by training to high school science teachers on the fundamentals of climate science. For the 2012-13 academic year we anticipate at least 5 schools in Washington State will be offering this course. Once students matriculate at UW, 211 serves as a prerequisite for the Climate Minor that began in 2011. The minor is hosted by the departments of Atmospheric Sciences, Earth and Space Sciences and Oceanography, offering instruction in three focus areas: climate chemistry and biology, the physical climate, and past climate and ice. Students also take an integrative seminar where they are required to communicate to both scientific and non-scientific audiences some topic in climate science. Students enrolled in graduate programs at UW can participate in the Graduate Certificate in Climate Science that began 2008. The certificate gives students instruction in climate science covering the same topic areas as the minor and with a capstone project where student communicate some aspect of climate science to a non-physical science audience. Projects have included

  12. Best Practices in Academic Management. Study Programs Classification Model

    Directory of Open Access Journals (Sweden)

    Ofelia Ema Aleca

    2016-05-01

    Full Text Available This article proposes and tests a set of performance indicators for the assessment of Bachelor and Master studies, from two perspectives: the study programs and the disciplines. The academic performance at the level of a study program shall be calculated based on success and efficiency rates, and at discipline level, on the basis of rates of efficiency, success and absenteeism. This research proposes a model of classification of the study programs within a Bachelor and Master cycle based on the education performance and efficiency. What recommends this model as a best practice model in academic management is the possibility of grouping a study program or a discipline in a particular category of efficiency

  13. Results in Developing an Engineering Degree Program in Safeguards and Security of Nuclear Materials at Moscow Engineering Physics Institute

    International Nuclear Information System (INIS)

    Kryuchkov, Eduard F.; Geraskin, Nikolay I.; Killinger, Mark H.; Goodey, Kent O.; Butler, Gilbert W.; Duncan, Cristen L.

    2007-01-01

    The world's first master's degree program in nuclear safeguards and security, established at Moscow Engineering Physics Institute (MEPhI), has now graduated nine classes of students. Most of the graduates have gone on to work at government agencies, research organizations, or obtain their PhD. In order to meet the demand for safeguards and security specialists at nuclear facilities, MEPhI established a 5-1/2 year engineering degree program that provides more hands-on training desired by facilities. In February 2004, the first students began their studies in the new discipline Nuclear Material Safeguards and Nonproliferation. This class, as well as other subsequent classes, included students who started the program in their third year of studies, as the first 2-1/2 years consists of general engineering curriculum. Fourteen students made up the first graduating class, receiving their engineering degrees in February 2007. The topics addressed in this paper include specific features of the program caused by peculiarities of Russian education legislation and government quality control of academic education. This paper summarizes the main joint actions undertaken by MEPhI and the US National Laboratories in conjunction with the U.S. Department of Energy, to develop the engineering degree program. Also discussed are the program's specific training requirements, student internships, and job placement. The paper concludes with recommendations from a recent international seminar on nonproliferation education and training

  14. Student supports: developmental education and other academic programs.

    Science.gov (United States)

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  15. [International academic mobility program in nursing experience report].

    Science.gov (United States)

    de Oliveira, Mariana Gonçalves; Pagliuca, Lorita Marlena Freitag

    2012-03-01

    An experience of studying abroad or of academic exchange, really adds value to the professional and personal development of exchange students. This report aims to describe a student's experience in an international academic mobility program. It was developed from 2008 to 2009 in Brazil and Spain. The experiences, observations and activities of the student were emphasized believing that the training of students and researchers is not only restricted to the university and the students' home country, and that it is important to have possibilities of new experiences and differentiated knowledge. The conclusion is that this opportunity promoted a profound effect on psychological, cultural social and scientific development of the exchange student.

  16. A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

    Science.gov (United States)

    Keith, L; Hollar, D

    2012-07-01

    This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn

  17. National Geospatial-Intelligence Agency Academic Research Program

    Science.gov (United States)

    Loomer, S. A.

    2004-12-01

    "Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

  18. Accounting Academics' Perceptions of the Effect of Accreditation on UK Accounting Degrees

    Science.gov (United States)

    Ellington, Peter; Williams, Amanda

    2017-01-01

    Students graduating from undergraduate accounting degree programmes in the UK are eligible for and attracted by accreditation available from professional accountancy body (PAB) examinations. The study reviews factual information available from PAB websites to confirm that virtually all accounting degrees in the UK have accreditation, and many are…

  19. Academic Staff's Views About International Scholarships and Support Programs

    Directory of Open Access Journals (Sweden)

    M. Ertaç ATİLA

    2015-04-01

    Full Text Available The aim of this study is to determine views of academic staff who have been to the United States in order to do a research study by means of scholarships and support programs provided by the Higher Education Council or Scientific or Technological Research Council of Turkey about the scholarship programs. The qualitative study is carried out as a holistic multiple case study research design. The data were gathered through semi-structured interviews from 10 academic staff who participated the scholarship program. Data were analyzed with content analysis technique. The results indicated that application process, time and financial resources were important for the preferences of academic staff in scholarship and support programs. The main reasons for applying the scholar program to undertake an international research study are grouped under three headings as academic, socio-cultural and foreign language improvements. The main influencing factors behind the researchers' preferences to go the United States are its' level of advancements in scientific research and peer influence. Concerning the duration of a research study in abroad the participants thought that 6 months to one year is adequate time and this time depends on the foreign language skills of the researchers, the field of study, subject and project. The main drawbacks of an international research study visit are the long waiting times for having the United States visa with no adequate support, the cost of health insurance and visa, lack of speaking foreign language skills, and adaptation time in the first arrival. As a result, the experienced participants suggested that the future scholarships have to cover health insurance; the researchers have to be supported for developing their foreign language skills and develop a clear research agenda and project prior to going abroad.

  20. Factors Affecting Adult Student Dropout Rates in the Korean Cyber-University Degree Programs

    Science.gov (United States)

    Choi, Hee Jun; Kim, Byoung Uk

    2018-01-01

    Few empirical studies of adult distance learners' decisions to drop out of degree programs have used large enough sample sizes to generalize the findings or data sets drawn from multiple online programs that address various subjects. Accordingly, in this study, we used a large administrative data set drawn from multiple online degree programs to…

  1. Current Trends in Communication Graduate Degrees: Survey of Communications, Advertising, PR, and IMC Graduate Programs

    Science.gov (United States)

    Quesenberry, Keith A.; Coolsen, Michael K.; Wilkerson, Kristen

    2015-01-01

    A survey of 61 master's degree advertising programs reveals significant trends in program titles, curriculum design, course delivery, and students served. The results provide insight for current and planned master's degree programs as research predicts a continued increase in demand for master's education over the next decade. Survey results are…

  2. Colleges and Universities with Degree or Certificate Bearing Programs in Creativity

    Science.gov (United States)

    Yudess, Jo

    2010-01-01

    In this article, the author presents a list of colleges and universities with degree or certificate bearing programs in creativity. Since this focuses only on degree bearing programs, an individual might also focus on creativity by working with a specific faculty member in a more general program such as industrial-organizational psychology or…

  3. Case Study: Creation of a Degree Program in Computer Security. White Paper.

    Science.gov (United States)

    Belon, Barbara; Wright, Marie

    This paper reports on research into the field of computer security, and undergraduate degrees offered in that field. Research described in the paper reveals only one computer security program at the associate's degree level in the entire country. That program, at Texas State Technical College in Waco, is a 71-credit-hour program leading to an…

  4. Academic Productivity of Faculty Associated With Craniofacial Surgery Fellowship Programs.

    Science.gov (United States)

    Ruan, Qing Zhao; Ricci, Joseph A; Silvestre, Jason; Ho, Olivia A; Ganor, Oren; Lee, Bernard T

    2017-11-01

    The H-index is increasingly being used as a measure of academic productivity and has been applied to various surgical disciplines. Here the authors calculate the H-index of craniofacial surgery fellowship faculty in North America in order to determine its utility for academic productivity among craniofacial surgeons. A list of fellowship programs was obtained from the website of the American Society of Craniofacial Surgery. Faculty demographics and institution characteristics were obtained from official program websites and the H-index was calculated using Scopus (Elsevier, USA). Data were assessed using bivariate analysis tools (Kruskal-Wallis and Mann-Whitney tests) to determine the relationship between independent variables and career publications, H-index and 5-year H-index (H5-index) of faculty. Dunn test for multiple comparisons was also calculated. A total of 102 faculty members from 29 craniofacial surgery fellowship programs were identified and included. Faculty demographics reflected a median age of 48 (interquartile range [IQR] 13), a predominantly male sample (88/102, 89.7%), and the rank of assistant professor being the most common among faculty members (41/102, 40.2%). Median of career publications per faculty was 37 (IQR 52.5) and medians of H-index and H5-index were 10.0 (IQR 13.75) and 3.5 (IQR 3.25), respectively. Greater age, male gender, Fellow of the American College of Surgeons membership, higher academic rank, and program affiliation with ranked research medical schools were significantly associated with higher H-indices. Variables associated with seniority were positively associated with the H-index. These results suggest that the H-index may be used as an adjunct in determining academic productivity for promotions among craniofacial surgeons.

  5. Establishing a framework for a physician assistant/bioethics dual degree program.

    Science.gov (United States)

    Carr, Mark F; Bergman, Brett A

    2014-01-01

    : Numerous medical schools currently offer a master of arts (MA) in bioethics dual degree for physicians. A degree in bioethics enhances the care physicians provide to patients and prepares physicians to serve on ethics committees and consult services. Additionally, they may work on institutional and public policy issues related to ethics. Several physician assistant (PA) programs currently offer a master of public health (MPH) dual degree for PAs. A degree in public health prepares PAs for leadership roles in meeting community health needs. With the success of PA/MPH dual degree programs, we argue here that a PA/bioethics dual degree would be another opportunity to advance the PA profession and consider how such a program might be implemented. The article includes the individual perspectives of the authors, one of whom completed a graduate-level certificate in bioethics concurrently with his 2-year PA program, while the other served as a bioethics program director.

  6. [Research in the Master's Degree program in Social Medicine].

    Science.gov (United States)

    Laurell, C; Mercer, H

    1981-01-01

    The authors report on research as part of the master's degree in social medicine at the Metropolitan Autonomous University, Xochimilco campus, Mexico. They discuss research within the curriculum design, instructional research, teaching staff and research, and research as a source of knowledge. They explain that in order to establish guidelines for research it is necessary to consider the health-disease process and medical practice within the economic and social framework and therefore subject to analysis by the social sciences. Finally, they summarize ongoing research in the fields of social epidemiology, medical practice and planning, and human resources.

  7. Mentoring program for students newly enrolled in an Engineering Degree

    Directory of Open Access Journals (Sweden)

    Juan Pedro Peña-Martín

    2016-10-01

    Full Text Available This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT at the University of Malaga (UMA. Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring. The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.

  8. Responding to the call for globalization in nursing education: the implementation of the transatlantic double-degree program.

    Science.gov (United States)

    Hornberger, Cynthia A; Erämaa, Sirkka; Helembai, Kornélia; McCartan, Patrick J; Turtiainen, Tarja

    2014-01-01

    Increased demand for nurses worldwide has highlighted the need for a flexible nursing workforce eligible for licensure in multiple countries. Nursing's curricular innovation mirrors the call for reform within higher education including globalization of curricula (E. J. S. Hovenga, 2004; D. Nayyar, 2008; B. J. G. Wood, S. M. Tapsall, & G. N. Soutar, 2005), increased opportunities for student mobility exchanges, dialogue between different academic traditions, and mutual understanding and transparency between universities (J. González & R. Wagenaar, 2005). The European Union (EU) and United States have combined efforts to achieve these objectives by creating the Atlantis program in 2007 (U.S. Department of Education, 2011). This article describes experiences of four nursing programs participating in an Atlantis project to develop a double-degree baccalaureate program for undergraduate nursing students. Early learnings include increasing awareness and appreciation of essential curricular and performance competencies of the baccalaureate-prepared professional nurse. Challenges include language competency; variations in curriculum, cultural norms, student expectations, and learning assessment; and philosophical differences regarding first-level professional nurse preparation as specialist versus generalist. The Transatlantic Double Degree program has successfully implemented the double-degree program. Members have gained valuable insights into key issues surrounding the creation of a more uniform, yet flexible, educational standard between our countries. © 2014.

  9. Automated Manufacturing/Robotics Technology: Certificate and Associate Degree Programs.

    Science.gov (United States)

    McQuay, Paul L.

    A description is provided of the Automated Manufacturing/Robotics program to be offered at Delaware County Community College beginning in September 1984. Section I provides information on the use of reprogramable industrial robots in manufacturing and the rapid changes in production that can be effected through the application of automated…

  10. Asnuntuck Community College's Machine Technology Certificate and Degree Programs.

    Science.gov (United States)

    Irlen, Harvey S.; Gulluni, Frank D.

    2002-01-01

    States that although manufacturing remains a viable sector in Connecticut, it is experiencing skills shortages in the workforce. Describes the machine technology program's purpose, the development of the Asnuntuck Community College's (Connecticut) partnership with private sector manufacturers, the curriculum, the outcomes, and benefits of…

  11. Academic performance and personal experience of local, international, and collaborative exchange students enrolled in an Australian pharmacy program.

    Science.gov (United States)

    Davey, Andrew K; Grant, Gary D; Anoopkumar-Dukie, Shailendra

    2013-09-12

    To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program. Survey instruments exploring the demographics, background, and academic and cultural experiences of students during the program were administered in 2005 to students in all 4 years. Additionally, grades from each semester of the program for students (406 local, 70 international, 155 exchange) who graduated between 2002 and 2006 were analyzed retrospectively. The main differences found in the survey responses among the 3 groups were in students' motivations for choosing the degree program and school, with international and collaborative exchange students having put more thought into these decisions than local students. The average grades over the duration of the program were similar in all 3 demographic groups. However, local students slightly outperformed international students, particularly at the start of the year, whereas collaborative exchange students' grades mirrored those of local students during the 2 years prior to leaving their home country of Malaysia but more closely mirrored those of international students in the final 2 years after arriving on campus in Australia. Despite differences in academic backgrounds and culture, international and exchange students can perform well compared to local students in a bachelor of pharmacy program and were actually more satisfied than local students with the overall experience. Studying in a foreign country can negatively influence academic grades to a small extent and this is probably related to adjusting to the new environment.

  12. Evaluation in STEM Online Graduate Degree Programs in Agricultural Sciences and Engineering

    Science.gov (United States)

    Downs, Holly A.

    2014-01-01

    Demands for online graduate degrees have increased pressure on universities to launch web degrees quickly and, at times, without attending to their quality. Scarce research exists identifying what evaluation activities are being done by science, technology, engineering, and mathematics (STEM) online graduate degree programs that are accustomed to…

  13. Current Trends in Adult Degree Programs: How Public Universities Respond to the Needs of Adult Learners

    Science.gov (United States)

    Gast, Angela

    2013-01-01

    Although many adult students turn to online degree programs due to their flexibility and convenience, a majority of prospective adult learners prefer to take classes on traditional brick-and-mortar campuses. This chapter examines how public research universities create pathways to degree attainment and boost degree completion rates among adult…

  14. An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program

    Science.gov (United States)

    Gavin, Russell B.

    2016-01-01

    The purpose of this study was to explore the experiences of students (N = 26) in an undergraduate music education degree program in an attempt to identify commonalities among students persisting to degree completion. All participants were in their final year of the music education degree at the time of the study. Multiple data collection methods…

  15. Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees

    Science.gov (United States)

    Shields-Bryant, Elayne

    2006-01-01

    The unprecedented growth, development and implementation of information technology (IT) driven by e-commerce and other technological advances have resulted in an increased demand of technology skilled workers (Reichgelt, Zhang, & Price, 2002; United States Department of Labor Bureau of Labor Statistics, 2005). In response to degree-dependent…

  16. Academic Degree Conferment in the U.K. and Japan, Excluding Universities.

    Science.gov (United States)

    Turner, D. A.; Baba, M.; Shimada, K.

    1999-01-01

    Examines similarities and differences in the institutions that authorize postsecondary technical education in the United Kingdom and Japan, focusing on the mechanisms for awarding degrees (quality evaluation vs. credit accumulation), structural differences, depth and scope of operation, legislative and policy-making approach, adaptation to system…

  17. A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

    Science.gov (United States)

    Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

    2016-01-01

    The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly

  18. Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program

    Science.gov (United States)

    Schroeder, Shawnda; Baker, Mary; Terras, Katherine; Mahar, Patti; Chiasson, Kari

    2016-01-01

    This study examined graduate students' desired and experienced levels of connectivity in an online, asynchronous distance degree program. Connectivity was conceptualized as the students' feelings of community and involvement, not their level of access to the Internet. Graduate students enrolled in a distance degree program were surveyed on both…

  19. Third Space Strategists: International Students Negotiating the Transition from Pathway Program to Postgraduate Coursework Degree

    Science.gov (United States)

    Benzie, Helen

    2015-01-01

    Pathway programs exist to prepare students for progression into university degrees but the transition experience for many students may not be as smooth as is suggested by the notion of the pathway. While attending a pathway program and at the beginning of their university degree, students may be in a third space, a liminal space where they engage…

  20. The Importance and Degree of Implementation of the European Standards and Guidelines for Internal Quality Assurance in Universities: The Views of Portuguese Academics

    Science.gov (United States)

    Manatos, Maria J.; Rosa, Maria J.; Sarrico, Cláudia S.

    2015-01-01

    This research seeks to explore academics' perceptions of the importance and degree of implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) for internal quality assurance. It uses empirical evidence from Portugal, gathered via a questionnaire given to all university academics. Results show…

  1. Academic training: From Evolution Theory to Parallel and Distributed Genetic Programming

    CERN Multimedia

    2007-01-01

    2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 15, 16 March From 11:00 to 12:00 - Main Auditorium, bldg. 500 From Evolution Theory to Parallel and Distributed Genetic Programming F. FERNANDEZ DE VEGA / Univ. of Extremadura, SP Lecture No. 1: From Evolution Theory to Evolutionary Computation Evolutionary computation is a subfield of artificial intelligence (more particularly computational intelligence) involving combinatorial optimization problems, which are based to some degree on the evolution of biological life in the natural world. In this tutorial we will review the source of inspiration for this metaheuristic and its capability for solving problems. We will show the main flavours within the field, and different problems that have been successfully solved employing this kind of techniques. Lecture No. 2: Parallel and Distributed Genetic Programming The successful application of Genetic Programming (GP, one of the available Evolutionary Algorithms) to optimization problems has encouraged an ...

  2. Degree program changes and curricular flexibility: Addressing long held beliefs about student progression

    Science.gov (United States)

    Ricco, George Dante

    In higher education and in engineering education in particular, changing majors is generally considered a negative event - or at least an event with negative consequences. An emergent field of study within engineering education revolves around understanding the factors and processes driving student changes of major. Of key importance to further the field of change of major research is a grasp of large scale phenomena occurring throughout multiple systems, knowledge of previous attempts at describing such issues, and the adoption of metrics to probe them effectively. The problem posed is exacerbated by the drive in higher education institutions and among state legislatures to understand and reduce time-to-degree and student attrition. With these factors in mind, insights into large-scale processes that affect student progression are essential to evaluating the success or failure of programs. The goals of this work include describing the current educational research on switchers, identifying core concepts and stumbling blocks in my treatment of switchers, and using the Multiple Institutional Database for Investigating Engineering Longitudinal Development (MIDFIELD) to explore how those who change majors perform as a function of large-scale academic pathways within and without the engineering context. To accomplish these goals, it was first necessary to delve into a recent history of the treatment of switchers within the literature and categorize their approach. While three categories of papers exist in the literature concerning change of major, all three may or may not be applicable to a given database of students or even a single institution. Furthermore, while the term has been coined in the literature, no portable metric for discussing large-scale navigational flexibility exists in engineering education. What such a metric would look like will be discussed as well as the delimitations involved. The results and subsequent discussion will include a description of

  3. Faculty perceptions of the integration of SAP in academic programs

    Directory of Open Access Journals (Sweden)

    Sam Khoury

    2012-08-01

    Full Text Available In order to prepare students for the workforce, academic programs incorporate a variety of tools that students are likely to use in their future careers. One of these tools employed by business and technology programs is the integration of live software applications such as SAP through the SAP University Alliance (SAP UA program. Since the SAP UA program has been around for only about 10 years and the available literature on the topic is limited, research is needed to determine the strengths and weaknesses of the SAP UA program. A collaborative study of SAP UA faculty perceptions of their SAP UAs was conducted in the fall of 2011. Of the faculty invited to participate in the study, 31% completed the online survey. The results indicate that most faculty experienced difficulty implementing SAP into their programs and report that a need exists for more standardized curriculum and training, while a large percentage indicated that they are receiving the support they need from their schools and SAP.

  4. Hmong Students in Higher Education and Academic Support Programs

    Directory of Open Access Journals (Sweden)

    Soua Xiong

    2011-12-01

    Full Text Available Student awareness, usage, and perception of academic support programs were examined among 55 Hmong college students at a large, public western university. Twenty-eight students had participated in one or more ASPs while 27 students had not participated in any ASPs. Those who had participated found the programs to be supportive with an average rating of 7.39 out of 10 (10 being most supportive. The majority of students who did not participate in ASPs reported that they were not aware of ASPs and their services. Results also show that the majority of Hmong college students perceived a lack of time to study, poor study habits, lack of money, lack of motivation, lack of direction on career goals, and poor time management to be obstacles for them in higher education. Based on the findings, it seems ASPs were not able to reach some Hmong students with their outreach efforts. However, those that they were able to reach found academic support services helpful, especially with financial concerns and direction on career goals.

  5. Master’s Degree Programs of Camarines Norte State College, Philippines: Impact on Its Graduates

    Directory of Open Access Journals (Sweden)

    Godofredo E. Peteza, Jr.

    2017-02-01

    Full Text Available This research determined the impact of the master’s degree programs offered in the Graduate School such as Master in Business Administration, Master in Public Administration, Master in Management majors in Human Resource Management and Educational Planning and Management on its graduates from 2009 to 2013. Descriptive-survey method supplemented by interview was employed to identify specifically the profile of the graduates of master’s degree programs in terms of age, sex, civil status, level of appointment before and after taking the master’s degree program, monthly income before and after taking the master’s degree program, number of promotions after graduation, and years in service and the impact of the CNSC Graduate School’s Master’s Degree Programs along professional practice, career development; and employment. Results show that majority of the respondents are in the middle age from 31 -37 years old, married, mostly females, 6-10 years in service and have one promotion after they have graduated from their respective master’s degrees. The level of appointment of the respondents has a positive movement from rank and file to supervisory and managerial levels positions. The Graduate School’s Master’s degree programs provided high impact on the graduates’ professional practice, and on employment while average impact on career development.

  6. Assessing the Curricula of Political Sciences’ Programs at the Palestinian Universities in Accordance with the Academic Standards of Political Sciences

    Directory of Open Access Journals (Sweden)

    Alaa H. A . Aburedwan

    2017-11-01

    Full Text Available The study aimed at answering the following key question: Are academic standards of political sciences fulfilled in the curricula of political science programs at the Palestinian universities? Accordingly, the study included a theoretical section that explained the basic concepts of quality in education, and some international experiences adopted for quality assurance of political sciences programs. Then the study analyzed, according to the standard criteria, the curricula of four departments that grant a bachelor's degree in political sciences, based on information published on the departments’ sites on the internet, and according to the academic guidebook of each department. The study concluded that the mission and objectives of three departments are clear, while the findings of the analysis showed that there is mismatch of requirements in the Palestinian curricula with academic standards. Most programs are rich with major materials, but need a little adjustment to conform to the standards. The findings also showed a number of negative points in study plans, which do not contain enough credit hours for scientific research, computer applications, and field training, while they have extra credit hours for university requirements. The study made several recommendations to address the problems of the curricula, including: Inviting departments to form committees to ensure quality, to modify the curricula, and develop it in accordance with international standards. Keywords: Academic program, Academic standards, Curricula assessment, Political sciences.

  7. Impact of degree program satisfaction on the persistence of college students

    NARCIS (Netherlands)

    Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Harskamp, Evert

    Many theories on college retention recognize the significance of student satisfaction as a positive factor in students' persistence. Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This paper explores the impact of degree

  8. Perceptions of Community of Associate Degree Nurse Learners in an RN-to-BSN Online Program

    Science.gov (United States)

    Rebar, Cherie R.

    2010-01-01

    Registered Nurses (RNs), when educated in an Associate Degree (AD) program, learn in a face-to-face environment. Today's preferred standard of education for RNs is to achieve a minimum of a Bachelor's degree. For convenience while they continue working, numerous AD-prepared nurses seek online education to complete their Bachelor of Science in…

  9. SoTL and Students' Experiences of Their Degree-Level Programs: An Empirical Investigation

    Science.gov (United States)

    Matthews, Kelly E.; Divan, Aysha; John-Thomas, Nicole; Lopes, Valerie; Ludwig, Lynn O.; Martini, Tanya S.; Motley, Phillip; Tomljenovic-Berube, Ana M.

    2013-01-01

    In the global higher education sector, government accountability initiatives are increasingly focused on degree-level competencies that may be expected from university graduates. The purpose of this paper was to examine the extent to which SoTL reflects this increased interest in student learning across the degree program. Articles (N = 136)…

  10. African Social Studies Program-1, 1988-89. Final Report. A Master's Degree Program for African Social Studies Leaders.

    Science.gov (United States)

    Indiana Univ., Bloomington.

    This paper presents the final report on a project that brought African social studies education leaders to Indiana University (Bloomington) to take part in a Master's Degree program. The report contains a brief history of the program, a description of the program, a discussion of issues relating to acculturation, an evaluation, a list of…

  11. Master’s Degree Programs of Camarines Norte State College, Philippines: Impact on Its Graduates

    OpenAIRE

    Godofredo E. Peteza, Jr.

    2017-01-01

    This research determined the impact of the master’s degree programs offered in the Graduate School such as Master in Business Administration, Master in Public Administration, Master in Management majors in Human Resource Management and Educational Planning and Management on its graduates from 2009 to 2013. Descriptive-survey method supplemented by interview was employed to identify specifically the profile of the graduates of master’s degree programs in terms of age, sex, civil ...

  12. Burnout in United States Academic Chairs of Radiation Oncology Programs

    Energy Technology Data Exchange (ETDEWEB)

    Kusano, Aaron S. [Department of Radiation Oncology, University of Washington School of Medicine, Seattle, Washington (United States); Thomas, Charles R., E-mail: thomasch@ohsu.edu [Department of Radiation Medicine, Knight Cancer Institute/Oregon Health and Science University, Portland, Oregon (United States); Bonner, James A. [Department of Radiation Oncology, University of Alabama at Birmingham, Birmingham, Alabama (United States); DeWeese, Theodore L. [Department of Radiation Oncology and Molecular Radiation Sciences, Johns Hopkins Medical Institutions, Baltimore, Maryland (United States); Formenti, Silvia C. [Department of Radiation Oncology, New York University, New York, New York (United States); Hahn, Stephen M. [Department of Radiation Oncology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania (United States); Lawrence, Theodore S. [Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan (United States); Mittal, Bharat B. [Department of Radiation Oncology, Northwestern University, Chicago, Ilinois (United States)

    2014-02-01

    Purpose: The aims of this study were to determine the self-reported prevalence of burnout in chairs of academic radiation oncology departments, to identify factors contributing to burnout, and to compare the prevalence of burnout with that seen in other academic chair groups. Methods and Materials: An anonymous online survey was administered to the membership of the Society of Chairs of Academic Radiation Oncology Programs (SCAROP). Burnout was measured with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Results: Questionnaires were returned from 66 of 87 chairs (76% response rate). Seventy-nine percent of respondents reported satisfaction with their current positions. Common major stressors were budget deficits and human resource issues. One-quarter of chairs reported that it was at least moderately likely that they would step down in the next 1 to 2 years; these individuals demonstrated significantly higher emotional exhaustion. Twenty-five percent of respondents met the MBI-HSS criteria for low burnout, 75% for moderate burnout, and none for high burnout. Group MBI-HSS subscale scores demonstrated a pattern of moderate emotional exhaustion, low depersonalization, and moderate personal accomplishment, comparing favorably with other specialties. Conclusions: This is the first study of burnout in radiation oncology chairs with a high response rate and using a validated psychometric tool. Radiation oncology chairs share similar major stressors to other chair groups, but they demonstrate relatively high job satisfaction and lower burnout. Emotional exhaustion may contribute to the anticipated turnover in coming years. Further efforts addressing individual and institutional factors associated with burnout may improve the relationship with work of chairs and other department members.

  13. Burnout in United States Academic Chairs of Radiation Oncology Programs

    International Nuclear Information System (INIS)

    Kusano, Aaron S.; Thomas, Charles R.; Bonner, James A.; DeWeese, Theodore L.; Formenti, Silvia C.; Hahn, Stephen M.; Lawrence, Theodore S.; Mittal, Bharat B.

    2014-01-01

    Purpose: The aims of this study were to determine the self-reported prevalence of burnout in chairs of academic radiation oncology departments, to identify factors contributing to burnout, and to compare the prevalence of burnout with that seen in other academic chair groups. Methods and Materials: An anonymous online survey was administered to the membership of the Society of Chairs of Academic Radiation Oncology Programs (SCAROP). Burnout was measured with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Results: Questionnaires were returned from 66 of 87 chairs (76% response rate). Seventy-nine percent of respondents reported satisfaction with their current positions. Common major stressors were budget deficits and human resource issues. One-quarter of chairs reported that it was at least moderately likely that they would step down in the next 1 to 2 years; these individuals demonstrated significantly higher emotional exhaustion. Twenty-five percent of respondents met the MBI-HSS criteria for low burnout, 75% for moderate burnout, and none for high burnout. Group MBI-HSS subscale scores demonstrated a pattern of moderate emotional exhaustion, low depersonalization, and moderate personal accomplishment, comparing favorably with other specialties. Conclusions: This is the first study of burnout in radiation oncology chairs with a high response rate and using a validated psychometric tool. Radiation oncology chairs share similar major stressors to other chair groups, but they demonstrate relatively high job satisfaction and lower burnout. Emotional exhaustion may contribute to the anticipated turnover in coming years. Further efforts addressing individual and institutional factors associated with burnout may improve the relationship with work of chairs and other department members

  14. The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

    Science.gov (United States)

    Hummel, Mary; Steele, Claude

    1996-01-01

    Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

  15. Significant Value Found in Mentoring Programs for Novice Tenure-Track Academic Librarians

    OpenAIRE

    Saori Wendy Herman, MLIS, AHIP

    2016-01-01

    A Review of: Goodsett, M., & Walsh, A. (2015). Building a strong foundation: Mentoring programs for novice tenure-track librarians in academic libraries. College & Research Libraries, 76(7), 914-933. http://dx.doi.org/10.5860/crl.76.7.914 Objective – To examine the effectiveness of mentoring programs for novice tenure-track academic librarians, and to identify critical elements that define a successful mentoring program in various academic library settings. Design – Survey questionn...

  16. Law-Based Degree Programs in Business and Their Departments: What's in a Name? (A Comprehensive Study of Undergraduate Law-Based Degrees in AACSB-Accredited Universities)

    Science.gov (United States)

    Miller, Carol J.; Crain, Susan J.

    2007-01-01

    This study examines undergraduate law-based degree programs in the 404 U.S. universities with undergraduate degrees in business that had Association to Advance Collegiate Schools of Business (AACSB) accreditation in 2005. University Web sites were used to identify and compare law-based undergraduate programs inside business to law-related programs…

  17. Strategic planning in an academic radiation medicine program

    Science.gov (United States)

    Hamilton, J.L.; Foxcroft, S.; Moyo, E.; Cooke-Lauder, J.; Spence, T.; Zahedi, P.; Bezjak, A.; Jaffray, D.; Lam, C.; Létourneau, D.; Milosevic, M.; Tsang, R.; Wong, R.; Liu, F.F.

    2017-01-01

    Background In this paper, we report on the process of strategic planning in the Radiation Medicine Program (rmp) at the Princess Margaret Cancer Centre. The rmp conducted a strategic planning exercise to ensure that program priorities reflect the current health care environment, enable nimble responses to the increasing burden of cancer, and guide program operations until 2020. Methods Data collection was guided by a project charter that outlined the project goal and the roles and responsibilities of all participants. The process was managed by a multidisciplinary steering committee under the guidance of an external consultant and consisted of reviewing strategic planning documents from close collaborators and institutional partners, conducting interviews with key stakeholders, deploying a program-wide survey, facilitating an anonymous and confidential e-mail feedback box, and collecting information from group deliberations. Results The process of strategic planning took place from December 2014 to December 2015. Mission and vision statements were developed, and core values were defined. A final document, Strategic Roadmap to 2020, was established to guide programmatic pursuits during the ensuing 5 years, and an implementation plan was developed to guide the first year of operations. Conclusions The strategic planning process provided an opportunity to mobilize staff talents and identify environmental opportunities, and helped to enable more effective use of resources in a rapidly changing health care environment. The process was valuable in allowing staff to consider and discuss the future, and in identifying strategic issues of the greatest importance to the program. Academic programs with similar mandates might find our report useful in guiding similar processes in their own organizations. PMID:29270061

  18. Strategic planning in an academic radiation medicine program.

    Science.gov (United States)

    Hamilton, J L; Foxcroft, S; Moyo, E; Cooke-Lauder, J; Spence, T; Zahedi, P; Bezjak, A; Jaffray, D; Lam, C; Létourneau, D; Milosevic, M; Tsang, R; Wong, R; Liu, F F

    2017-12-01

    In this paper, we report on the process of strategic planning in the Radiation Medicine Program (rmp) at the Princess Margaret Cancer Centre. The rmp conducted a strategic planning exercise to ensure that program priorities reflect the current health care environment, enable nimble responses to the increasing burden of cancer, and guide program operations until 2020. Data collection was guided by a project charter that outlined the project goal and the roles and responsibilities of all participants. The process was managed by a multidisciplinary steering committee under the guidance of an external consultant and consisted of reviewing strategic planning documents from close collaborators and institutional partners, conducting interviews with key stakeholders, deploying a program-wide survey, facilitating an anonymous and confidential e-mail feedback box, and collecting information from group deliberations. The process of strategic planning took place from December 2014 to December 2015. Mission and vision statements were developed, and core values were defined. A final document, Strategic Roadmap to 2020, was established to guide programmatic pursuits during the ensuing 5 years, and an implementation plan was developed to guide the first year of operations. The strategic planning process provided an opportunity to mobilize staff talents and identify environmental opportunities, and helped to enable more effective use of resources in a rapidly changing health care environment. The process was valuable in allowing staff to consider and discuss the future, and in identifying strategic issues of the greatest importance to the program. Academic programs with similar mandates might find our report useful in guiding similar processes in their own organizations.

  19. An academic program for experience-based seismic evaluation

    International Nuclear Information System (INIS)

    Nix, S.J.; Meyer, W.; Clemence, S.P.

    1990-01-01

    The authors have been involved in a project, sponsored by the Niagara Mohawk Power Corporation, to develop knowledge-based expert systems to aid in the implementation of the Seismic Qualification Utility Group (SQUG) approach for the seismic qualification of equipment in operating nuclear power plants. This approach, being founded on the use of engineering judgment in the application of prior earthquake experience data, requires comprehensive training. There seems to be general consensus that the experience-based approach is a more cost-effective means of qualifying nuclear power plant equipment when compared to the more traditional analytical methods. The experience-based approach has a number of potential applications in civil engineering, including bridge evaluation and design, seismic adequacy of general structures, foundation design, and water and wastewater treatment plant design and operation. The objective of this paper is to outline an academic curriculum, at the master's level, to educate structural engineers to use and further develop the experience-based approach for seismic evaluation. In the long term, this could lead to the development of academic programs in experience-based assessment and design for a wide range of applications in maintaining the nation's infrastructure

  20. Method for solving fully fuzzy linear programming problems using deviation degree measure

    Institute of Scientific and Technical Information of China (English)

    Haifang Cheng; Weilai Huang; Jianhu Cai

    2013-01-01

    A new ful y fuzzy linear programming (FFLP) prob-lem with fuzzy equality constraints is discussed. Using deviation degree measures, the FFLP problem is transformed into a crispδ-parametric linear programming (LP) problem. Giving the value of deviation degree in each constraint, the δ-fuzzy optimal so-lution of the FFLP problem can be obtained by solving this LP problem. An algorithm is also proposed to find a balance-fuzzy optimal solution between two goals in conflict: to improve the va-lues of the objective function and to decrease the values of the deviation degrees. A numerical example is solved to il ustrate the proposed method.

  1. Master’s degree in Nuclear Engineering UPC-ENDESA. Creating synergy at industrial and academic levels

    Energy Technology Data Exchange (ETDEWEB)

    Batet, I.; Calviño, F.; Duch, M.A.; Dies, J.; León, P.; Fernández-Olano, P.

    2015-07-01

    The Master’s degree in Nuclear Engineering, born from the alignment of objectives of Academy and Industry, aims to prepare competent engineers to assume managerial positions within the Nuclear Industry. MNE is completely taught in English. Synergies are established at both industrial and academic levels. MNE syllabus has been designed (and is being continuously improved) with the help of industrial partners and the Spanish Regulatory Body (CSN). One half of the lectures are delivered by professionals external to the university. Besides ENDESA, other companies (ANAV, AREVA, ENRESA, ENSA, ENUSA, IDOM, Nuclenor, Tecnatom, Westinghouse) collaborate in the master. Lecturers from CSN and CIEMAT (the major Spanish research centre) participate in the Master as well. A large portion of the master contents is delivered as Project Based Learning, In general, active learning and team work activities are thoroughly used so as to help the students achieve the learning objectives and acquire a number of soft skills required by industry. MNE is embedded in EMINE, the European Master in Nuclear Energy (European Institute of Technology, KIC-InnoEnergy). As well, MNE is part of a double degree in the Barcelona Engineering School (ETSEIB) with the official Master in Industrial Engineering (MUEI). Having in the same classroom EMINE and MNE students creates a good working atmosphere, while allowing the future engineers work in a multicultural and international environment. The double degree MNE-MUEI allows students to acquire the MNE competencies and, at the same time, legal engineering attributions. It has been useful to attract good engineering students to the master. (Author)

  2. A review of forensic science higher education programs in the United States: bachelor's and master's degrees.

    Science.gov (United States)

    Tregar, Kristen L; Proni, Gloria

    2010-11-01

    As the number of forensic science programs offered at higher education institutions rises, and more students express an interest in them, it is important to gain information regarding the offerings in terms of courses, equipment available to students, degree requirements, and other important aspects of the programs. A survey was conducted examining the existing bachelor's and master's forensic science programs in the U.S. Of the responding institutions, relatively few were, at the time of the survey, accredited by the forensic science Education Programs Accreditation Commission (FEPAC). In general, the standards of the responding programs vary considerably primarily in terms of their size and subjects coverage. While it is clear that the standards for the forensic science programs investigated are not homogeneous, the majority of the programs provide a strong science curriculum, faculties with advanced degrees, and interesting forensic-oriented courses. © 2010 American Academy of Forensic Sciences.

  3. Availability and Perceived Value of Masters of Business Administration Degree Programs in Pharmaceutical Marketing and Management

    Science.gov (United States)

    Clauson, Kevin A.; Latif, David A.

    2012-01-01

    Objectives. To examine pharmacist-targeted master of business administration (MBA) degree programs and investigate pharmacists’ perceptions regarding them. Methods. Specialized MBA programs in pharmaceutical marketing and management offered at US colleges and schools of pharmacy were identified in the literature and compared. Pharmacists’ perceptions of MBA programs were evaluated through a survey of clinical preceptors affiliated with a school of pharmacy. Results. Seven US universities that offer an MBA program in pharmaceutical marketing and management were identified. Thirty-three percent of the 57 pharmacist preceptors who responded to the survey reported plans to pursue an MBA degree program. Respondents preferred MBA programs related to healthcare or pharmacy (66%) over general MBA programs (33%). Conclusion. An MBA in pharmaceutical marketing and management could provide pharmacists with advanced knowledge of the operational and strategic business aspects of pharmacy practice and give pharmacy graduates an advantage in an increasingly competitive job market. PMID:22611273

  4. Availability and perceived value of masters of business administration degree programs in pharmaceutical marketing and management.

    Science.gov (United States)

    Alkhateeb, Fadi M; Clauson, Kevin A; Latif, David A

    2012-05-10

    To examine pharmacist-targeted master of business administration (MBA) degree programs and investigate pharmacists' perceptions regarding them. Specialized MBA programs in pharmaceutical marketing and management offered at US colleges and schools of pharmacy were identified in the literature and compared. Pharmacists' perceptions of MBA programs were evaluated through a survey of clinical preceptors affiliated with a school of pharmacy. Seven US universities that offer an MBA program in pharmaceutical marketing and management were identified. Thirty-three percent of the 57 pharmacist preceptors who responded to the survey reported plans to pursue an MBA degree program. Respondents preferred MBA programs related to healthcare or pharmacy (66%) over general MBA programs (33%). An MBA in pharmaceutical marketing and management could provide pharmacists with advanced knowledge of the operational and strategic business aspects of pharmacy practice and give pharmacy graduates an advantage in an increasingly competitive job market.

  5. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    Science.gov (United States)

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-10-27

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

  6. Financial impact of hand surgery programs on academic medical centers.

    Science.gov (United States)

    Hasan, Jafar S; Chung, Kevin C; Storey, Amy F; Bolg, Mary L; Taheri, Paul A

    2007-02-01

    This study analyzes the financial performance of hand surgery in the Department of Surgery at the University of Michigan. This analysis can serve as a reference for other medical centers in the financial evaluation of a hand surgery program. Fiscal year 2004 billing records for all patients (n = 671) who underwent hand surgery procedures were examined. The financial data were separated into professional revenues and costs (relating to the hand surgery program in the Section of Plastic Surgery) and into facility revenues and costs (relating to the overall University of Michigan Health System). Professional net revenue was calculated by applying historical collection rates to procedural and clinic charges. Facility revenue was calculated by applying historical collection rates to the following charge categories: inpatient/operating room, clinic facility, neurology/electromyography, radiology facilities, and occupational therapy. Total professional costs were calculated by adding direct costs and allocated overhead costs. Facility costs were obtained from the hospital's cost accounting system. Professional and facility incomes were calculated by subtracting costs from revenues. The net professional revenue and total costs were 1,069,836 and 1,027,421 dollars, respectively. Professional operating income was 42,415 dollars, or 3.96 percent of net professional revenue. Net facility revenue and total costs were 5,500,606 and 4,592,534 dollars, respectively. Facility operating income was 908,071 dollars, or 16.51 percent of net facility revenues. While contributing to the academic mission of the institution, hand surgery is financially rewarding for the Department of Surgery. In addition, hand surgery activity contributes substantially to the financial well-being of the academic medical center.

  7. The Curriculum Planning Process for Undergraduate Game Degree Programs in the United Kingdom and United States

    Science.gov (United States)

    McGill, Monica M.

    2012-01-01

    Digital games are marketed, mass-produced, and consumed by an increasing number of people and the game industry is only expected to grow. In response, postsecondary institutions in the UK and the U.S. have started to create game degree programs. Though curriculum theorists provide insight into the process of creating a new program, no formal…

  8. Stressors Experienced by Nursing Students Enrolled in Baccalaureate Second Degree Accelerated Registered Nursing Programs

    Science.gov (United States)

    Bell, Charlene

    2017-01-01

    A mounting concern throughout the country is a current and growing nursing shortage. In order to meet the growing demand of nurses, many colleges have created baccalaureate second degree accelerated registered nursing programs. Stressors, experienced by nursing students in these accelerated programs, may affect their retention. A deeper…

  9. Institutional Goal Priorities in Texas: A Look at an Associate Degree Nursing Program.

    Science.gov (United States)

    De Leon, John E.

    A study examined the perceptions of four key constituent groups from the Southeast College Associate Degree Nursing (ADN) program regarding institutional goal priorities. (Southeast College manages the ADN program for the Houston Community College System.) The study involved 23 ADN faculty, 13 college administrators, 128 ADN students, and 5 ADN…

  10. Syllabus for an Associate Degree Program in Applied Marine Biology and Oceanography.

    Science.gov (United States)

    Banerjee, Tapan

    Included is a detailed outline of the content of each course required or offered as an elective in the associate degree program. With an 18 or 19 unit load each semester the program requires two years, and includes 64 hours at sea every semester. In addition to chemistry, physics, biology, and oceanography courses, there is a required course in…

  11. Nuclear Engineering Enrollments and Degrees Survey, 2008 Data

    International Nuclear Information System (INIS)

    2009-01-01

    The survey includes degrees granted between September 1, 2007, and August 31, 2008, and fall 2008 enrollments. Thirty-one academic programs reported having nuclear engineering programs during 2008, and data was provided by all thirty-one programs

  12. Tips on Establishing a Robotics Program in an Academic Setting

    Directory of Open Access Journals (Sweden)

    William D. Steers

    2006-01-01

    Full Text Available Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology.

  13. Addressing the Academic Gap Between 4- and 6-Year Pharmacy Programs in South Korea

    OpenAIRE

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-01-01

    Objective. To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists’ perceptions of preceptorship.

  14. Towards a More Meaningful Involvement of Librarians in Academic Program Reviews

    Science.gov (United States)

    Bowker, Lynne

    2018-01-01

    Purpose: Using a descriptive case study approach, this paper aims to validate academic librarians' perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach: The paper describes a case…

  15. Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

    Directory of Open Access Journals (Sweden)

    Imroatus Solikhah

    2015-12-01

    Full Text Available This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews.  Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes.  Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.

  16. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

    Science.gov (United States)

    Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

    2015-12-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pimprovement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

  17. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program

    Science.gov (United States)

    Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.

    2018-01-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pasthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

  18. Health Physics Enrollments and Degrees Survey, 2006 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2007-01-01

    This annual survey collects 2006 data on the number of health physics degrees awarded as well as the number of students enrolled in health physics academic programs. Thirty universities offer health physics degrees; all responded to the survey

  19. Factors affecting attrition from associate degree nursing programs in North Carolina.

    Science.gov (United States)

    Fraher, Erin; Belsky, Daniel W; Gaul, Katie; Carpenter, Jessica

    2010-01-01

    Projected nursing shortfalls have spurred the state of North Carolina to initiate a series of strategies to increase the number of graduates from pre-licensure Registered Nurse (RN) programs. These efforts have been largely successful, but attrition rates from Associate Degree Nursing (ADN) programs remain high. Only 58% of students entering ADN programs complete the degree. While policy makers are keenly aware that attrition from ADN programs is problematic, there is a lack of empirical evidence to identify the specific factors contributing to student attrition. In late 2007, the North Carolina Community College System (NCCCS) asked the Cecil G. Sheps Center for Health Services Research to conduct a study of Associate Degree Nursing program attrition and its causes. This paper summarizes the findings from that study and identifies the student- and program-level characteristics associated with more and less successful ADN programs. While this study was conducted in a single state in the US, the substantive findings--as well as the methodological approach--may be useful to other states and other countries. The study revealed that socioeconomically disadvantaged students (those with GEDs and those who received Pell Grants), non-white students, and younger and older students were less likely to graduate on-time. When programs were grouped into high and low performance categories on the basis of risk adjusted graduation rates, high performing programs were distinguished by more stringent admissions policies and better educated faculties. Nursing shortages have garnered significant attention and resources from state and national workforce planners in recent years. But to date, investments in expanding program capacity have not been matched by attention to program completion rates, with the result that we have enlarged the pipeline without fixing the leaks. Faculty shortages and recession-induced resource constraints limit further program expansion. Addressing attrition

  20. An Examination of How Academic Advancement of U.S. Journalism Students Relates to Their Degree Motivations, Values, and Technology Use

    Science.gov (United States)

    Carpenter, Serena; Hoag, Anne; Grant, August E.; Bowe, Brian J.

    2015-01-01

    The newsroom is a powerful influence in a journalist's identity formation. Research has yet to verify the socializing impact of academia. This research utilized the quantitative survey method applying it to undergraduate journalism students (n = 798) to assess how academic status relates to students' degree motivations, life values, and technology…

  1. The Design of an Undergraduate Degree Program in Computer & Digital Forensics

    Directory of Open Access Journals (Sweden)

    Gary C. Kessler

    2006-09-01

    Full Text Available Champlain College formally started an undergraduate degree program in Computer & Digital Forensics in 2003. The underlying goals were that the program be multidisciplinary, bringing together the law, computer technology, and the basics of digital investigations; would be available as on online and on-campus offering; and would have a process-oriented focus. Success of this program has largely been due to working closely with practitioners, maintaining activity in events related to both industry and academia, and flexibility to respond to ever-changing needs. This paper provides an overview of how this program was conceived, developed, and implemented; its evolution over time; and current and planned initiatives.

  2. Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual‐Degree Program

    Science.gov (United States)

    Pillinger, Michael; Plottel, Claudia S.; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S.; Cronstein, Bruce N.; Gold‐von Simson, Gabrielle

    2015-01-01

    Abstract To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU‐NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU‐HHC CTSI) developed the Master's of Science in Clinical Investigation dual‐degree (MD/MSCI) program. This 5‐year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010–2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time‐limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual‐degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow‐up is warranted to evaluate the academic trajectory of these students. PMID:26365704

  3. Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual-Degree Program.

    Science.gov (United States)

    Gillman, Jennifer; Pillinger, Michael; Plottel, Claudia S; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S; Cronstein, Bruce N; Gold-von Simson, Gabrielle

    2015-12-01

    To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU-NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU-HHC CTSI) developed the Master's of Science in Clinical Investigation dual-degree (MD/MSCI) program. This 5-year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010-2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time-limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual-degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow-up is warranted to evaluate the academic trajectory of these students. © 2015 Wiley Periodicals, Inc.

  4. Academic Talent Development Programs: A Best Practices Model

    Science.gov (United States)

    Gagné, Françoys

    2015-01-01

    This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

  5. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    Science.gov (United States)

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  6. The impact of an academic reading programme in the Bachelor of Education (intermediate and senior phase degree

    Directory of Open Access Journals (Sweden)

    Candice Livingston

    2015-05-01

    Full Text Available Research regarding the academic reading load experienced by first year students at universities in South Africa indicated that students are woefully under-prepared to deal with this load as they have limited reading experiences and strategies. This led to the implementation of an academic reading programme at a university of technology. In order to measure the impact of this academic reading programme, a sequential explanatory mixed-method model was designed to determine if the reading programme had led to any significant gains in reading speed and reading comprehension. The results of the empirical study indicated that the academic reading programme improved reading speed whilst maintaining comprehension.

  7. Design and Assessment of an Associate Degree-Level Plant Operations Technical Education Program

    Science.gov (United States)

    Selwitz, Jason Lawrence

    2017-01-01

    Research was undertaken to develop and evaluate an associate degree-level technical education program in Plant Operations oriented towards training students in applied science, technology, engineering, and mathematics (STEM) skills and knowledge relevant to a spectrum of processing industries. This work focuses on four aspects of the curriculum…

  8. Open Educational Resources: A Review of Attributes for Adoption in an Online Bachelor's Degree Program

    Science.gov (United States)

    Neely, Patricia; Tucker, Jan P.; Au, Angela

    2016-01-01

    As concerns about the skyrocketing costs of a college degree have converged with the increasing availability of open educational resources (OER), higher education administrators are asking faculty and curriculum designers to use OERs to design courses and programs. This case study explores the decision making process and outcomes of an online,…

  9. Organizational Learning to Implementation: Development of Post-Secondary Online Degree Programs

    Science.gov (United States)

    Davis, Kirk Alan

    2011-01-01

    The purpose of this study was to analyze organizational learning and the facilitating factors and critical elements for development of post-secondary distance education and online degree programs at three universities in Hawaii: University of Hawaii at Hilo (public), Hawaii Pacific University and Chaminade University (both private). The researcher…

  10. Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs

    Science.gov (United States)

    Walser, Tamara M.; Trevisan, Michael S.

    2016-01-01

    Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that…

  11. Using the Wiimote to Learn MEMS in a Physics Degree Program

    Science.gov (United States)

    Sánchez-Azqueta, Carlos; Gimeno, Cecilia; Celma, Santiago; Aldea, Concepción

    2016-01-01

    This paper describes a learning experience designed to introduce students in a Micro- and Nanosystems course in a Physics Bachelor's degree program to the use of professional tools for the design and characterization of micro-electromechanical systems (MEMS) through a specific commercial case: the MEMS used by the well-known gaming platform…

  12. Students' Perceptions of Long-Functioning Cooperative Teams in Accelerated Adult Degree Programs

    Science.gov (United States)

    Favor, Judy

    2012-01-01

    This study examined 718 adult students' perceptions of long-functioning cooperative study teams in accelerated associate's, bachelor's, and master's business degree programs. Six factors were examined: attraction toward team, alignment of performance expectations, intrateam conflict, workload sharing, preference for teamwork, and impact on…

  13. Determinants of Self-Reflective Learning and Its Consequences in Online Master Degree Programs

    Science.gov (United States)

    Neumann, Yoram; Neumann, Edith; Lewis, Shelia

    2017-01-01

    Based on recent studies of self-reflective learning and its effects on various learning outcomes, this study examined the concept of self-reflective learning in the context of the Robust Learning Model (RLM), which is a learning model designed for improving the educational effectiveness of online degree programs. Two models were introduced to…

  14. The Resident Academic Project Program: A Structured Approach to Inspiring Academic Development During Residency Training.

    Science.gov (United States)

    Eckert, Jill; Vaida, Sonia J; Bezinover, Dmitri; McCloskey, Diane E; Mets, Berend

    2016-02-15

    We report the successful implementation of structured resident academic projects in our Department of Anesthesiology at the Penn State Hershey Medical Center. Beginning with the graduating class of 2010, we adopted an expectation that each resident complete a project that results in a manuscript of publishable quality. Defining a clear timeline for all steps in the project and providing research education, as well as the necessary infrastructure and ongoing support, has helped grow the academic productivity of our anesthesia residents.

  15. Assessment of preclinical students? academic motivation before and after a three-day academic affair program

    OpenAIRE

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Myo Nyein Aung,1 Juraiporn Somboonwong,2 Vorapol Jaroonvanichkul,1 Pongsak Wannakrairot3 1Medical Education Unit, 2Quality Management Division and Department of Physiology, 3Academic Affairs Division, Faculty of Medicine, Chulalongkorn University, Bangkok, ThailandBackground: Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of a...

  16. Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

    Science.gov (United States)

    Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

    2018-04-16

    Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ.

  17. Who are the Students of the UNAM’s Master in Education?: Influence of Cultural Capital and Habitus in the Academic Development on a Graduate Program

    Directory of Open Access Journals (Sweden)

    Rosalba Angélica Sánchez Dromundo

    2009-05-01

    Full Text Available This article analyzes cultural capital and habitus that students have when entering to the National Autonomous University of Mexico’s Master in Education. The analysis was done in terms of three groups: capital heirs, those groups whose family contributes or inherits cultural and class capital; those coming from a “declining” class, whose family have not achieved academic degrees but inherit some cultural capital; and those who are the first in their family group having studied higher education. Such classification allows to know the students academic background, and to envision from such data, several possibilities of their academic integration to the program. This paper identifies certain groups with small academic cultural capital and habitus, who would have serious incorporation and academic development difficulties from the beginning. The data was obtained from their life experience, their institutional documents and curriculum vitae.

  18. Assessment for Effective Intervention: Enrichment Science Academic Program

    Science.gov (United States)

    Sasson, Irit; Cohen, Donita

    2013-10-01

    Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.

  19. Mapping Dual-Degree Programs in Social Work and Public Health: Results From a National Survey

    Directory of Open Access Journals (Sweden)

    Dory Ziperstein

    2016-02-01

    Full Text Available Dramatic changes in the health system due to national health reform are raising important questions regarding the educational preparation of social workers for the new health arena. While dual-degree programs in public health and social work can be an important response to what is needed educationally, little is known about them. The National MSW/MPH Programs Study surveyed MSW/MPH program administrators to better understand the prevalence, models, structure, and challenges of these dual-degree programs. Forty-two programs were identified, and 97.6% of those contacted participated (n=41. Findings indicate that MSW/MPH programs are popular, increasing, geographically dispersed, and drawing talented students interested in trans-disciplinary public health social work practice. Challenges for these programs include the need for greater institutional support, particularly funding, and a general lack of best practices for MSW/MPH education. While findings from this study suggest graduates appear especially well-prepared for leadership and practice in the new health environment, additional research is needed to assess their particular contributions and career trajectories.

  20. [Public health competencies and contents in pharmacy degree programs in Spanish universities].

    Science.gov (United States)

    Lumbreras, Blanca; Davó-Blanes, María Carmen; Vives-Cases, Carmen; Bosch, Félix

    2015-01-01

    To identify public health core competencies and contents in pharmacy degrees at a meeting of public health lecturers in pharmacy degrees from various public and private universities. The first Meeting of the Forum of University Teaching Staff in Pharmacy Degrees was held at the Faculty of Medicine in the Complutense University, Madrid, Spain on the 19(th) and 20(th) of November 2013. The meeting was attended by 17 lecturers. Participants brought their own teaching programs and were given two previous studies on public health competencies for analysis of public health contents and competencies in pharmacy degrees. Working groups were formed and the results were shared. The highest number of core competencies was identified in the following functions: "Assessment of the population's health needs" and "Developing health policies". The final program included basic contents organized into 8 units: Concept of Public Health, Demography, Epidemiological Method, Environment and Health, Food Safety, Epidemiology of Major Health Problems, Health Promotion and Education, and Health Planning and Management. Representation of almost all the Spanish Pharmacy Faculties and the consensus reached in the description of competences and program contents will greatly improve the quality of teaching in this area. Copyright © 2014 SESPAS. Published by Elsevier Espana. All rights reserved.

  1. New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

    Science.gov (United States)

    Pachter, Lee M; Kodjo, Cheryl

    2015-07-01

    This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

  2. Limitations on Change: Current Conditions Influencing Academic Intransigence in Educational Administration Programs.

    Science.gov (United States)

    Logan, Connie Stokes; Pounder, Diana G.

    An analysis of academic intransigence (resistance to change) in educational administrative preparation programs is presented in this paper. Drawing upon two conceptual frameworks, the stakeholder perspective and Porter's (1980) five-force model of industry structure and competitive influence, two factors contributing to academic intransigence are…

  3. Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming

    Science.gov (United States)

    Seider, Scott; Novick, Sarah; Gomez, Jessica

    2013-01-01

    This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents ("n" = 279). Analyses of pre-post survey data revealed that participating adolescents reported significantly higher levels of academic integrity…

  4. Evaluation of Academic Library Residency Programs in the United States for Librarians of Color

    Science.gov (United States)

    Boyd, Angela; Blue, Yolanda; Im, Suzanne

    2017-01-01

    The purpose of this research was to evaluate academic library residency programs that successfully recruit and retain academic librarians of color. This study examines library residencies in the United States and discusses findings of two nationwide surveys. One survey posed questions to residents about the structure of their residencies, aspects…

  5. Undergraduate Program Review Processes: A Case Study in Opportunity for Academic Libraries

    Science.gov (United States)

    Costella, John; Adam, Tom; Gray, Fran; Nolan, Nicole; Wilkins, Catherine

    2013-01-01

    How can an academic library most effectively participate and expand its contributions to program reviews at the institutional level? By becoming involved in undergraduate reviews, college and university libraries can articulate new and enhanced roles for themselves on campus. Academic libraries have always contributed to a variety of institutional…

  6. Providing Staff Training and Programming to Support People with Disabilities: An Academic Library Case Study

    Science.gov (United States)

    Brannen, Michelle H.; Milewski, Steven; Mack, Thura

    2017-01-01

    This case study explores services academic libraries provide to students with disabilities and the impact these can have on the success and experience of these students. The study focuses on staff training and outreach programming. The authors examine the academic library literature surrounding these topics, provide examples of programming…

  7. Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

    Science.gov (United States)

    Solikhah, Imroatus

    2015-01-01

    This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

  8. Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

    Science.gov (United States)

    Brandt, Cheryl L; Boellaard, Melissa R; Zorn, Cecelia R

    2013-07-01

    The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs. Copyright 2013, SLACK Incorporated.

  9. Brief 66 Nuclear Engineering Enrollments and Degrees Survey, 2009 Data

    International Nuclear Information System (INIS)

    Blair, Larry M.

    2010-01-01

    The survey includes degrees granted between September 1, 2008 and August 31, 2009, and fall 2009 enrollments. Thirty-two academic programs reported having nuclear engineering programs during 2009, and data was obtained from all thirty-two.

  10. Nuclear Engineering Enrollments and Degrees Survey, 2007 Data

    International Nuclear Information System (INIS)

    Analysis and Evaluation, Science Education Programs

    2008-01-01

    The survey includes degrees granted between September 1, 2006, and August 1, 2007, and fall 2007 enrollments. Thirty-one academic programs reported having nuclear engineering programs during 2007, and data was obtained for all thirty-one

  11. Health Physics Enrollments and Degrees Survey, 2008 Data

    International Nuclear Information System (INIS)

    2009-01-01

    The survey includes degrees granted between September 1, 2007 and August 31, 2008. Enrollment information refers to the fall term 2008. Twenty-six academic programs were included in the survey universe, and all 26 programs provided data

  12. The reestablishment of radiochemistry academic programs in the United States - 59025

    International Nuclear Information System (INIS)

    Williamson, Craig

    2012-01-01

    Document available in abstract form only. Full text of publication follows: Despite its importance in national security, medicine, energy, and in waste management radiochemistry education in the United States has gone through two lost decades. In the 1970's ten to fifteen universities were granting between thirty (30) and forty (40) doctoral degrees a year. By the 1980's those numbers had declined to twenty (20) and thirty (30) a year, by the 1990's the numbers had again decreased to below fifteen (15) Ph.D.s a year. In the year 2000, the data shows that only 5 Ph.D.s in radiochemistry were awarded. The causes for this decline is directly attributed to the lack of federal support for an academic discipline that for the most part depends on federal funding. In 2011, it is expected that over thirty (30) doctoral degrees in radiochemistry will be conferred. The turn around in radiochemistry education in the United States can be directly attributed to the support provided by the U.S. Departments of Energy, Defense and Homeland Security. In addition, support has come from the U.S. Nuclear Regulatory Commission and from the National Nuclear Security Administration. The form of this support has been extensive from proposed undergraduate research programs, scholarships, graduate fellowships, junior faculty awards, curriculum awards, and grants

  13. Pharmacoeconomics and outcomes research degree-granting PhD programs in the United States.

    Science.gov (United States)

    Slejko, Julia F; Libby, Anne M; Nair, Kavita V; Valuck, Robert J; Campbell, Jonathan D

    2013-01-01

    Evidence is missing on showcasing current practices of degree programs specific to the field of pharmaceutical outcomes research. To measure current practices of pharmacoeconomics and outcomes research PhD programs in the United States and synthesize recommendations for improving the success of programs and prospective students. A 23-question online survey instrument was created and distributed to 32 program directors identified in the International Society for Pharmacoeconomics and Outcomes Research educational directory. Descriptive statistics summarized both the program characteristics (including observed and desired number of faculty and students) and training recommendations (traits of program and student success). Of 30 eligible programs that conferred a PhD in pharmacoeconomics, pharmaceutical outcomes research, or a related field, 16 respondents (53%) completed the survey. Seventy-five percent of respondents were located in a school of pharmacy. The average observed number of faculty (7.5) and students (11.5) was lower than the average desired numbers (8.1) and (14.7), respectively. Reputation of faculty research and a collaborative environment with other disciplines were rated highest for a program's success. Faculty's mentoring experience and reputation and student funding opportunities were rated highest for prospective students' success. Existing and emerging programs as well as prospective students can use these findings to further their chances of success. Copyright © 2013 Elsevier Inc. All rights reserved.

  14. On the Relationship between the IELTS Listening and Listening in Academic English Programs

    OpenAIRE

    Masood Khalili Sabet; Hamid Reza Babaei

    2017-01-01

    The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFLE. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi – structured interview with five...

  15. Primary mental health prevention themes in published research and academic programs in Israel

    OpenAIRE

    Nakash, Ora; Razon, Liat; Levav, Itzhak

    2015-01-01

    Background The World Health Organization Comprehensive Mental Health Action Plan (CMHAP) 2013?2020 proposes the implementation of primary prevention strategies to reduce the mental health burden of disease. The extent to which Israeli academic programs and published research adhere to the principles spelled out by the CMHAP is unknown. Objective To investigate the presence of mental health primary prevention themes in published research and academic programs in Israel. Methods We searched for...

  16. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    Science.gov (United States)

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  17. Reading and writing academic practices in the phonoaudiology program at the University of Cauca

    Directory of Open Access Journals (Sweden)

    Pilar Mirely Chois-Lenis

    2010-09-01

    Full Text Available This article presents some results of an investigation aimed to characterize the academic literacy practices that are developed in the Phonoaudiology program at the University of Cauca. In this descriptive study, a sample of 24 students was taken from those in the last semester of the first academic period of 2009, who answered a survey of 26 multiple choice questions. The results indicate that the academic moment for which the students write and read the most is for the courses, who develop these practices primarily to be assessed and predominantly read and write their own lecture notes and the materials prepared by their faculty, to the detriment of scientific articles or papers for publication. It is expected, from these results, to generate reflexion processes and actions that qualify the practices of academic literacy within the program for the benefit of academic and professional performance of their students and graduates.

  18. Exploring social support and job satisfaction among associate degree program directors in California.

    Science.gov (United States)

    Mintz-Binder, Ronda D; Fitzpatrick, Joyce J

    2009-01-01

    A troubling trend noted in California has been an increase in the number of open positions for program directors of associate degree registered nursing (ADRN) programs. Positions remain open for extended periods of time, and the number of qualified applicants for such positions is insufficient. The loss of and ensuing slow replacement of ADRN program directors can put these programs in jeopardy of student admission suspension, or, worse yet, closure by the state nursing board. In this exploratory study, variables of social support and job satisfaction were studied. Variables were found to be limited opportunities for peer interaction, expressed discontent, and retention concerns. A significant positive relationship between job satisfaction and social support was noted. Recommendations for future research are offered.

  19. Evaluating the online platform of a blended-learning pharmacist continuing education degree program

    OpenAIRE

    Wilbur, Kerry

    2016-01-01

    Background: Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods: To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore’s principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflecti...

  20. Developments in the Nuclear Safeguards and Security Engineering Degree Program at Tomsk Polytechnic University

    International Nuclear Information System (INIS)

    Boiko, Vladimir I.; Demyanyuk, Dmitry G.; Silaev, Maxim E.; Duncan, Cristen L.; Heinberg, Cynthia L.; Killinger, Mark H.; Goodey, Kent O.; Butler, Gilbert W.

    2009-01-01

    Over the last six years, Tomsk Polytechnic University (TPU) has developed a 5 1/2 year engineering degree program in the field of Material Protection Control and Accounting (MPC and A). In 2009 the first students graduated with this new degree. There were 25 job offers from nuclear fuel cycle enterprises of Russia and Kazakhstan for 17 graduates of the program. Due to the rather wide selection of workplaces, all graduates have obtained positions at nuclear enterprises. The program was developed within the Applied Physics and Engineering Department (APED). The laboratory and methodological base has been created taking into consideration the experience of the similar program at the Moscow Engineering Physics Institute (MEPhI). However, the TPU program has some distinguishing features such as the inclusion of special courses pertaining to fuel enrichment and reprocessing. During the last two years, three MPC and A laboratories have been established at APED. This was made possible due to several factors such as establishment of the State innovative educational program at TPU, assistance of the U.S. Department of Energy through Pacific Northwest National Laboratory and Los Alamos National Laboratory, and the financial support of the Swedish Radiation Safety Authority and some Russian private companies. All three of the MPC and A laboratories are part of the Innovative Educational Center 'Nuclear Technologies and Non-Proliferation,' which deals with many topics including research activities, development of new curricula for experts training and retraining, and training of master's students. In 2008, TPU developed a relationship with the International Atomic Energy Agency (IAEA), which was familiarized with APED's current resources and activities. The IAEA has shown interest in creation of a master's degree educational program in the field of nuclear security at TPU. A future objective is to acquaint nuclear fuel cycle enterprises with new APED capabilities and involve

  1. The DNP/MPH Dual Degree: An Innovative Graduate Education Program for Advanced Public Health Nursing.

    Science.gov (United States)

    Shaw, Kathy; Harpin, Scott; Steinke, Geraldine; Stember, Marilyn; Krajicek, Marilyn

    2017-03-01

    Strong professional priorities, evolving Affordable Care Act requirements, and a significantly limited public health nursing workforce prompted the University of Colorado College of Nursing to collaborate with the School of Public Health to implement one of the first Doctor of Nursing Practice/Master of Public Health dual degree programs in the nation. Federal grant funding supported the development, implementation, and evaluation of this unique post-baccalaureate dual degree program, for which there were no roadmaps, models, or best practices to follow. Several key issues emerged that serve as lessons learned in creating a new, novel higher education pathway for Advanced Public Health Nursing. This paper highlights two of those: (1) marketing, admission, and matriculation across two programs, and (2) enhancing curricula through distance coursework and interprofessional education. When collaboration with a school of public health is possible, the Doctor of Nursing Practice/Master of Public Health dual degree is an efficient way to prepare public health nurses' with the highest level of public health knowledge, practice, and leadership expertise. © 2016 Wiley Periodicals, Inc.

  2. Marketing Online Degree Programs: How Do Traditional-Residential Programs Compete?

    Science.gov (United States)

    Adams, Jonathan; Eveland, Vicki

    2007-01-01

    A total of 150 university Web sites were segregated into one of three groups: accredited residential, regionally accredited online, and nonaccredited online institutions. The promotional imagery, marketing messages and marketing themes found on the landing pages of each university program Web sites were analyzed for similarities and differences. A…

  3. Academic Librarians at Institutions with LIS Programs Assert that Project Management Training is Valuable

    Directory of Open Access Journals (Sweden)

    Elaine Sullo

    2017-09-01

    Full Text Available A Review of: Serrano, S. C. & Avilés, R. A. (2016. Academic librarians and project management: An international study. portal: Libraries and the Academy, 16(3, 465-475. http://dx.doi.org/10.1353/pla.2016.0038 Abstract Objective – To investigate academic librarians’ project management education and training, project management skills and experiences, and perceptions of project management courses within the library and information science (LIS curriculum. Design – Online questionnaire. Setting – 70 universities worldwide with LIS programs and at least one project management course. Subjects – 4,979 academic librarians were invited to complete the online questionnaire; 649 librarians participated. Methods – From the identified institutions, the authors invited academic librarians to participate in a 17-question survey via e-mail. The survey was available in both English and Spanish and was validated via a pilot trial. A total of 649 individuals participated, for a response rate of 13%. The survey included questions related to geographic region and institution affiliation, university education and librarian training associated with project management, project participation and use of project management software or methods, and project management courses in LIS curriculums, and a final open-ended comment section. Main Results – Of the 649 librarians who participated in the survey, 372 were from North and South America (58%. The next highest number of responses came from Europe (38%, followed by low response rates from Africa, Asia, and Oceania. Respondents reported working in a variety of library departments and identified themselves as being one of a director or manager, assistant librarian, or library page. Of the 436 respondents who reported having a university degree, 215 attended an LIS Master’s level program, and 12 studied at the doctoral level. The majority of respondents indicated they have had training in project management

  4. Brief 74 Nuclear Engineering Enrollments and Degrees Survey, 2014 Data

    Energy Technology Data Exchange (ETDEWEB)

    None, None

    2015-03-15

    The 2014 survey includes degrees granted between September 1, 2013 and August 31, 2014, and enrollments for fall 2014. There are three academic programs new to this year's survey. Thirty-five academic programs reported having nuclear engineering programs during 2014, and data were provided by all thirty-five. The enrollments and degrees data include students majoring in nuclear engineering or in an option program equivalent to a major. Two nuclear engineering programs have indicated that health physics option enrollments and degrees are also reported in the health physics enrollments and degrees survey.

  5. Assessing the satisfaction and burden within an academic animal care and use program.

    Science.gov (United States)

    Norton, John N; Reynolds, Randall P; Chan, Cliburn; Valdivia, Raphael H; Staats, Herman F

    2017-09-01

    Although animal research requires adherence to various regulations and standards, the manner in which compliance is maintained and the degree of additional constraints varies between institutions. Regulatory burden, particularly if institutionally imposed, has become a concern for institutions as increased regulatory expectations result in decreased resources available for research efforts. Faculty, research staff, and support staff engaged in animal research were surveyed to determine what institutional animal care and use committee (IACUC) processes were considered burdensome, the perceived value of some suggested modifications, and satisfaction with the IACUC administrative office and the animal resource unit. Although the results revealed overwhelming satisfaction with the IACUC administrative office and the animal resource unit, several IACUC processes were deemed burdensome, and therefore there would be value in modifying IACUC processes. When comparing the value of modifying IACUC processes, different groups within the animal care and use program (ACUP) tended to have different responses on many of the topics. This survey identified several perceived burdensome IACUC processes that would likely benefit individuals if modified. In today's environment of shrinking budgets for biomedical research, minimizing regulatory burden-particularly unnecessary, self-imposed burden-in the ACUP is particularly important to ensure that costs, time, and effort are appropriate to achieve animal welfare and quality of research endeavors.-Norton, J. N., Reynolds, R. P., Chan, C., Valdivia, R. H., Staats, H. F. Assessing the satisfaction and burden within an academic animal care and use program. © FASEB.

  6. Closing the Gap. SREB Program Blends Academic Standards, Vocational Courses.

    Science.gov (United States)

    Bottoms, Gene

    1992-01-01

    Southern Regional Education Board's State Vocational Education Consortium developed a model for integrating vocational and academic education that includes at least three credits each in math and science; four English courses; and four credits in a vocational major and two in related fields. Eight sites implementing the model have narrowed gap…

  7. Training Programs That Facilitate Lasting Change in Student Academic Behaviour

    Science.gov (United States)

    Hodge, Brad

    2014-01-01

    A range of evidence suggests that changing a person's pattern of behaviour is extremely difficult, with past behaviour being one of the strongest predictors of future behaviour. This is particularly evident in the university setting where students tend to use the same academic processes they have used throughout their schooling despite any…

  8. Results of a Master's degree program for high-school teachers

    Science.gov (United States)

    Cocke, W. J.

    1993-05-01

    Starting in the summer of 1990, the Astronomy Department at the University of Arizona began a 3-year summer program for upgrading the skills of high-school and middle-school science teachers. The program granted Master's degrees in Astronomy to the 33 teachers that completed the program this past summer. The teachers received tuition waivers and stipends to cover living expenses. The funding came mostly from the National Science Foundation, but the University of Arizona cost-shared at the 15% level. About half of the teachers were from Arizona, and the rest came from out-of-state. Although minorities were encouraged to apply, we had few minority applicants, and there were no Afro-Americans and only one Hispanic in the program. The content of the courses was heavily slanted towards mathematics and the physical sciences. The math level went up to vector calculus and linear partial differential equations, and there was a heavy emphasis on physics and astrophysics. Astronomy turned out to be a good umbrella under which to strengthen the teachers' knowledge of the physical sciences. One of the weak points in the program was the pace at which we introduced new material to the teachers. The summer sessions were short and very intense, and the teachers often found themselves with insufficient time to digest the information. This was offset to some degree by the high rate of cooperative learning that the teachers exhibited. The program seems to have been a great success, and the teachers report that their higher level of understanding is very useful to them in the classroom, and the astronomy content provided an excellent source of new demonstrations and projects. We present the results of a final survey, in which we ask the teachers to summarize their thoughts about the program and its effectiveness.

  9. Academic Support Program in the Faculty of Agricultural and Forestry Engineering of the University of Cordoba (Spain)

    Science.gov (United States)

    Castro, Sergio; Navarro, Rafael M.; Camacho, Emilio; Gallardo, Rosa; García-Ferrer, Alfonso; Pérez-Marín, M. Dolores; Peña, Adolfo; Taguas, Encarnación V.

    2014-05-01

    The incorporation of new students to undergraduate degrees is performed in different stages through a long, sequential enrollment process. The student integration to the new context of higher education including group work and new teaching methodologies lead to notable adaptation difficulties to this new educational environment. In fact, the highest rate of student failure in the Bachelor degree usually happens during the first courses. The Unit of Quality Evaluation/Monitoring of School of Agricultural and Forest Engineering (ETSIAM) has detected that these failure rates at first and second degree course may be reduced through the involvement of students in a support learning process, by increasing their skills and motivation as well as the contact with the University environment in the context of their future professional horizon. In order to establish a program of this type, it has been launched an Academic Support Program (ASP) at the ETSIAM. This program aims to achieve and reinforce the basic academic and personal skills/competences require by the Bologna's process (BC) and specific competences of the engineers on the area of Agriculture and Forestry in the European context. The ASP includes diferent bloks of seminars, lectures, collaborative work and discussion groups among students, professionals, professors and researchers and it has been designed based on these competences and tranversal contents in both degrees. These activities are planned in a common time for both degrees, out of teaching classes. In addition, a virtual space in Moodle has been created for discussion forums and preparation activities. Additional information about schedules, speakers and companies, presentations and other material are also provided. In the preliminary implementation of the ASP, we will present the results corresponding to the first year of this academic support program. We have conducted a survey among the students in order to have a first feedback about the impact of

  10. Nuclear Engineering Enrollments and Degrees Survey, 2005 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2006-01-01

    This annual report details the number of nuclear engineering bachelor's, master's, and doctoral degrees awarded at a sampling of academic programs from 1998-2005. it also looks at nuclear engineering degrees by curriculum and the number of students enrolled in nuclear engineering degree programs at 30 U.S. universities in 2005

  11. Health Physics Enrollments and Degrees Survey, 2005 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2006-01-01

    This annual report details the number of health physics bachelor's, master's, and postdoctoral degrees awarded at a sampling of academic programs from 1998-2005. It also looks at health physics degrees by curriculum and the number of students enrolled in health physics degree programs at 30 U.S. universities in 2005

  12. Health Physics Enrollments and Degrees Survey, 2004 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2005-01-01

    This annual report details the number of health physics bachelor's, master's, and doctoral degrees awarded at a sampling of academic programs from 1998-2004. It also looks at health physics degrees by curriculum and the number of students enrolled in health physics degree programs at 28 U.S. universities in 2004

  13. A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

    International Nuclear Information System (INIS)

    Wilson, Lynn D.; Haffty, Bruce G.; Smith, Benjamin D.

    2013-01-01

    Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) were female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties

  14. A Profile of Academic Training Program Directors and Chairs in Radiation Oncology

    Energy Technology Data Exchange (ETDEWEB)

    Wilson, Lynn D., E-mail: Lynn.wilson@yale.edu [Department of Therapeutic Radiology, Yale University School of Medicine, Smilow Cancer Hospital, New Haven, Connecticut (United States); Haffty, Bruce G. [Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston, Texas (United States); Smith, Benjamin D. [Department of Radiation Oncology, UMDNJ-RWJMS, Cancer Institute of New Jersey, New Brunswick, New Jersey (United States)

    2013-04-01

    Purpose: To identify objective characteristics and benchmarks for program leadership in academic radiation oncology. Methods and Materials: A study of the 87 Accreditation Council for Graduate Medical Education radiation oncology training program directors (PD) and their chairs was performed. Variables included age, gender, original training department, highest degree, rank, endowed chair assignment, National Institutes of Health (NIH) funding, and Hirsch index (H-index). Data were gathered from online sources such as departmental websites, NIH RePORTER, and Scopus. Results: There were a total of 87 PD. The median age was 48, and 14 (16%) were MD/PhD. A total of 21 (24%) were female, and rank was relatively equally distributed above instructor. Of the 26 professors, at least 7 (27%) were female. At least 24 (28%) were working at the institution from which they had received their training. A total of 6 individuals held endowed chairs. Only 2 PD had active NIH funding in 2012. The median H-index was 12 (range, 0-51) but the index dropped to 9 (range, 0-38) when those who served as both PD and chair were removed from the group. A total of 76 chairs were identified at the time of the study. The median age was 55, and 9 (12%) were MD/PhD. A total of 7 (9%) of the chairs were female, and rank was professor for all with the exception of 1 who was listed as “Head” and was an associate professor. Of the 76 chairs, at least 10 (13%) were working at the institution from which they received their training. There were a total of 21 individuals with endowed chairs. A total of 13 (17%) had NIH funding in 2012. The median H-index was 29 (range, 3-60). Conclusions: These data provide benchmarks for individuals and departments evaluating leadership positions in the field of academic radiation oncology. Such data are useful for evaluating leadership trends over time and comparing academic radiation oncology with other specialties.

  15. The Development of a Program of Study for a Bachelor's Degree in Early Childhood Education in Belize

    Science.gov (United States)

    Mendez Valladares, Melissa Dilieth

    2017-01-01

    Presently, the highest degree a person interested in teaching at the early childhood level in Belize is the Associate's Degree in Early Childhood Education. The purpose of this project was to design a program of undergraduate coursework in the area of teacher preparation that will meet university qualifications for a Bachelor's Degree in Early…

  16. Design and Assessment of an Associate Degree-Level Plant Operations Technical Education Program

    Science.gov (United States)

    Selwitz, Jason Lawrence

    Research was undertaken to develop and evaluate an associate degree-level technical education program in Plant Operations oriented towards training students in applied science, technology, engineering, and mathematics (STEM) skills and knowledge relevant to a spectrum of processing industries. This work focuses on four aspects of the curriculum and course development and evaluation research. First, the context of, and impetus for, what was formerly called vocational education, now referred to as technical or workforce education, is provided. Second, the research that was undertaken to design and evaluate an associate degree-level STEM workforce education program is described. Third, the adaptation of a student self-assessment of learning gains instrument is reviewed, and an analysis of the resulting data using an adapted logic model is provided, to evaluate the extent to which instructional approaches, in two process control/improvement-focused courses, were effective in meeting course-level intended learning outcomes. Finally, eight integrative multiscale exercises were designed from two example process systems, wastewater treatment and fast pyrolysis. The integrative exercises are intended for use as tools to accelerate the formation of an operator-technician's multiscale vision of systems, unit operations, underlying processes, and fundamental reactions relevant to multiple industries. Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. Through development of the curricular, course, and assessment-related instruments and tools, this research helps ensure associate degree-level technical education programs can engage in a continual process of program evaluation and improvement.

  17. Attitudes and Perceptions of Dual PharmD/MBA Degree Program Students.

    Science.gov (United States)

    Jacobs, David M; Daly, Christopher J; Tierney, Sarah-Elizabeth L; O'Brien, Erin; Fiebelkorn, Karl D

    2017-05-01

    Objectives. To understand pharmacy students' reasons for pursuing a dual PharmD/MBA degree and their perceptions of the impact a dual degree will have on their careers. Methods. This was a cross-sectional survey of registered students in the University at Buffalo PharmD/MBA program. An electronic survey was developed through collaboration with the UB School of Management and administered in January 2015. Results. A total of 23/24 (96% response rate) students who were enrolled in the PharmD/MBA curriculum responded to the survey. Respondents identified employment opportunities following graduation and career advancement as the most influential determinants in deciding to pursue an MBA degree. All respondents (100%) felt the job marketplace for pharmacy graduates is becoming increasingly difficult, 96% believe they will earn a higher midpoint salary with a PharmD/MBA, and 82% would recommend a PharmD/MBA to first year pharmacy students. Conclusion. Students are increasingly perceptive of the challenges in the current job marketplace and are taking advantage of a dual PharmD/MBA degree.

  18. Explaining Academic Success in Engineering Degree Programs : Do Female and Male Students Differ?

    NARCIS (Netherlands)

    Kamphorst, Jan C.; Hofman, W.H. Adriaan; Jansen, Ellen P.W.A.; Terlouw, Cees

    2015-01-01

    Background In Dutch engineering education, female students outperform male students. Using an interactionalist framework, this study explores factors that contribute to this gender-based difference. Purpose This study aims to answer two questions: Do female and male students differ in background

  19. Empirical study of the degrees to which social support, social status and gender affect the academic achievement

    OpenAIRE

    Volkov A.A.; Zerkalova E.A.

    2015-01-01

    The article reviews the studies of foreign authors concerning the impact of various factors on academic achievement. The factors under the study are: sociometric status, social support on the side of significant others, gender, support on the side of the family and the peer group.

  20. Empirical study of the degrees to which social support, social status and gender affect the academic achievement

    Directory of Open Access Journals (Sweden)

    Volkov A.A.

    2015-03-01

    Full Text Available The article reviews the studies of foreign authors concerning the impact of various factors on academic achievement. The factors under the study are: sociometric status, social support on the side of significant others, gender, support on the side of the family and the peer group.

  1. A Phenomenological Study of the Lived Experiences of Digital Immigrants in a Fully Online Master's Degree Program

    Science.gov (United States)

    Kieschnick, Stuart

    2012-01-01

    This qualitative study was designed to investigate the challenges encountered and support systems needed by digital immigrants enrolled in an online master's degree program. Participants were digital immigrants who were born before 1980 and enrolled or recently graduated from an online master's degree program. Survey data and demographic data were…

  2. The New Sphere of International Student Education in Chinese Higher Education: A Focus on English-Medium Degree Programs

    Science.gov (United States)

    Kuroda, Chiharu

    2014-01-01

    This empirical study explores the current features of English-medium instructed master's degree programs for international students (EMIMDPs-ISs) in Chinese higher education. Since the mid-2000s, a significant number of Chinese universities have proactively engaged in establishing English-medium instructed degree programs for international…

  3. Quality Assurance of Joint Degree Programs from the Perspective of Quality Assurance Agencies: Experience in East Asia

    Science.gov (United States)

    Hou, Yung-Chi; Ince, Martin; Tsai, Sandy; Wang, Wayne; Hung, Vicky; Lin Jiang, Chung; Chen, Karen Hui-Jung

    2016-01-01

    Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national…

  4. Academic Program Administration via Semantic Web – A Case Study

    OpenAIRE

    Qurban A Memon; Shakeel A. Khoja

    2009-01-01

    Generally, administrative systems in an academic environment are disjoint and support independent queries. The objective in this work is to semantically connect these independent systems to provide support to queries run on the integrated platform. The proposed framework, by enriching educational material in the legacy systems, provides a value-added semantics layer where activities such as annotation, query and reasoning can be carried out to support management requirements. We discuss the d...

  5. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    Science.gov (United States)

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society.

  6. The Role of Mentoring Program in Enhancing Mentees’ Academic Performance

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2014-02-01

    Full Text Available According to institutions of higher learning literature, mentoring program has two important features: communication and support. The ability of mentors to appropriately implement comfortable communication and provide adequate support may ehance positive mentee outcomes, especially academic performance. Although the nature of this relationship is crucial, little is known about the role of mentoring program as an important predictor of mentees’ academic performance in the higher education mentoring research literature. Therefore, this study was conducted to measure the relationship between mentoring program and mentees’ academic performance using self-administered questionnaires gathered from undergraduate students in Malaysian institutions of higher learning in Sarawak. The results of SmartPLS path model showed two important outcomes: firstly, communication positively and significantly correlated with academic performance. Secondly, support positively and significantly correlated with academic performance. The result demonstrates that mentoring program does act as an important predictor of mentees’ academic performance in the organizational sample. Thus, discussion, implications and conclusion are elaborated.

  7. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    Science.gov (United States)

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  8. A linear programming approach for placement of applicants to academic programs.

    Science.gov (United States)

    Kassa, Biniyam Asmare

    2013-01-01

    This paper reports a linear programming approach for placement of applicants to study programs developed and implemented at the college of Business & Economics, Bahir Dar University, Bahir Dar, Ethiopia. The approach is estimated to significantly streamline the placement decision process at the college by reducing required man hour as well as the time it takes to announce placement decisions. Compared to the previous manual system where only one or two placement criteria were considered, the new approach allows the college's management to easily incorporate additional placement criteria, if needed. Comparison of our approach against manually constructed placement decisions based on actual data for the 2012/13 academic year suggested that about 93 percent of the placements from our model concur with the actual placement decisions. For the remaining 7 percent of placements, however, the actual placements made by the manual system display inconsistencies of decisions judged against the very criteria intended to guide placement decisions by the college's program management office. Overall, the new approach proves to be a significant improvement over the manual system in terms of efficiency of the placement process and the quality of placement decisions.

  9. After-School Academic Enrichment Programs. Information Capsule. Volume 1509

    Science.gov (United States)

    Blazer, Christie

    2016-01-01

    The number of U.S. children attending after-school programs has been steadily increasing. In 2014, the most recent year for which data were available, approximately 10.2 million students, representing about 23 percent of U.S. families, were enrolled in an after-school program. Of the students attending after-school programs, the majority do so at…

  10. Joint MS Degree Program between the Korea University of Technology and Education and the University of Kansas

    Science.gov (United States)

    Dougherty, R. L.; Kim, Kwang Su

    This paper provides an overview of the Joint MS Degree Program between Korea University of Technology and Education’ s (KUT) Mechatronics Department and Kansas University’ s (KU) Mechanical Engineering Department. Discussions were initiated in early 2005 which resulted in a formal agreement being approved by both parties in mid-2007. The Joint MS Degree Program is composed of 30 semester credit hours, equally split between the two universities, with the actual degree being awarded by the institution at which the thesis work is performed. Issues addressed during the development of this Joint MS Program included: joint versus dual degrees, institutional acceptance of the transfer of fifteen hours of credit for an MS degree, different admissions requirements and procedures for the two institutions, financial support of the students, faculty advisors at each institution, Graduate Directors at each institution, transcript acknowledgement of the Joint Degree, residency requirements, English speaking requirements/abilities, thesis publication allowances/requirements, and time zone differences for virtual meetings. These issues have been addressed, and the Joint MS Degree Program is functioning with a small number of students having taken advantage of the opportunity since the Program’ s inception. Future considerations are: growing the number of students in the Program, expansion to other Departments besides KU-Mechanical Engineering and KUTMechatronics, including other universities in the Program, expansion to a Joint PhD Degree Program, and stronger funding resources.

  11. Integration of Vocational and Academic Curricula through the NSF Advanced Technological Education Program (ATE).

    Science.gov (United States)

    Bailey, Thomas R.; Matsuzuka, Yukari

    A study examined the impact of the Advanced Technological Education (ATE) program on efforts in academic and vocational integration. A case study of 10 community colleges housing ATE-funded projects collected data through interviews with administrators, faculty, ATE program practitioners, and faculty and administrators at collaborating high…

  12. Office of Academic Assessment provides workshops on the program assessment process

    OpenAIRE

    Williams, Meghan

    2008-01-01

    The Office of Academic Assessment is once again providing a series of workshops on the program assessment process during the spring semester. The workshops will offer a wide range of resources to assist faculty and administrators as they focus on teaching and learning in their programs.

  13. Outsourcing Academic Development in Higher Education: Staff Perceptions of an International Program

    Science.gov (United States)

    Dickson, Kerry; Hughes, Kate; Stephens, Bruce

    2017-01-01

    Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…

  14. Homeland Security Education: Managerial versus Nonmanagerial Market Perspectives of an Academic Program

    Science.gov (United States)

    Doss, Daniel; Henley, Russ; McElreath, David; Lackey, Hilliard; Jones, Don; Gokaraju, Balakrishna; Sumrall, William

    2016-01-01

    The authors discuss the findings of a market study that preceded the offering of an academic program in homeland security. The university disseminated a mail survey to gain data for analysis of variance testing of several hypotheses regarding market perceptions of the intended homeland security program offering. Stratification involved segregating…

  15. Business Planning Methodology to Support the Development of Strategic Academic Programs

    Science.gov (United States)

    Philbin, Simon P.; Mallo, Charles A.

    2016-01-01

    Higher education institutions are often required to design and deliver a range of strategic academic programs in order to remain competitive, support growth and ensure operations are financially sustainable. Such programs may include the creation of new research centers and institutes as well as the installation of major new research facilities.…

  16. Factors Influencing the Gender Breakdown of Academic Radiology Residency Programs.

    Science.gov (United States)

    Campbell, James C; Yoon, Sora C; Cater, Sarah Wallace; Grimm, Lars J

    2017-07-01

    To determine the gender distribution of radiology residency programs and identify associations with radiology departmental factors. The residency programs affiliated with the top 50 research medical school from US News and World Report were identified. The gender of all radiology residency graduates from each program from 2011 to 2015 were collected. Radiology departmental factors were collected: gender of chairperson, gender of program director, gender of faculty, geographic location, and city population of the residency program. The median percentage of female radiology faculty and residents were calculated and classified as above or below the median. Comparisons were made between residency programs and departmental factors via a Pearson χ 2 univariate test or logistic regression. There were 618 (27.9%) female and 1,598 (72.1%) male residents in our study, with a median female representation of 26.4% in each program. Programs with a female residency program director were significantly more likely to have an above-median percentage of female residents versus a male program director (68.4% versus 38.7%, P = .04). Programs in the Northeast (70.6%) and West (70.0%) had higher above-median female representation than the South (10.0%) and Midwest (38.5%, P < .01). There was no association with city population size (P = .40), gender of faculty (P = .40), residency size (P = .91), or faculty size (P = .15). Radiology residency programs with a female residency program director and those in the Northeast or West have a greater concentration of female residents. Residency programs that aim to increase female representation should investigate modifiable factors that can improve their recruitment practices. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  17. Innovative partnerships to advance public health training in community-based academic residency programs

    Directory of Open Access Journals (Sweden)

    Lo JC

    2017-10-01

    Full Text Available Joan C Lo,1–3 Thomas E Baudendistel,2,3 Abhay Dandekar,3,4 Phuoc V Le,5 Stanton Siu,2,3 Bruce Blumberg6 1Division of Research, Kaiser Permanente Northern California, Oakland, CA, USA; 2Department of Medicine, Kaiser Permanente Oakland Medical Center, Oakland, CA, USA; 3Graduate Medical Education, Kaiser Permanente East Bay, Oakland, CA, USA; 4Department of Pediatrics, Kaiser Permanente Oakland Medical Center, Oakland, CA, USA; 5School of Public Health, University of California Berkeley, Berkeley, CA, USA; 6Graduate Medical Education, Kaiser Permanente Northern California, Oakland, CA, USA Abstract: Collaborative partnerships between community-based academic residency ­training programs and schools of public health, represent an innovative approach to training future physician leaders in population management and public health. In Kaiser Permanente Northern California, development of residency-Masters in Public Health (MPH tracks in the Internal Medicine Residency and the Pediatrics Residency programs, with MPH graduate studies completed at the University of California Berkeley School of Public Health, enables physicians to integrate clinical training with formal education in epidemiology, biostatistics, health policy, and disease prevention. These residency-MPH programs draw on more than 50 years of clinical education, public health training, and health services research – creating an environment that sparks inquiry and added value by developing skills in patient-centered care through the lens of population-based outcomes. Keywords: graduate medical education, public health, master’s degree, internal medicine, pediatrics, residency training

  18. Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

    OpenAIRE

    Vanthournout, Gert; Gijbels, David; Coertjens, Liesje; Donche, Vincent; Van Petegem, Peter

    2012-01-01

    The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regu...

  19. Mentorship programs for faculty development in academic general pediatric divisions.

    Science.gov (United States)

    Takagishi, Jennifer; Dabrow, Sharon

    2011-01-01

    Introduction. Mentoring relationships have been shown to support academicians in areas of research, work/life balance, and promotion. Methods. General pediatric division chiefs accessed an electronic survey asking about mentorship relationships, their ability to create a mentorship program, and resources needed. Results. Dyadic mentorship programs were available at 53% of divisions. Peer mentorship programs were available at 27% of divisions. Overall, 84% of chiefs believed that dyadic mentorship would benefit their faculty. 91% of chiefs believed that peer mentorship would benefit their faculty. Chiefs were interested in starting peer (57%) or dyadic (55%) mentorship programs. Few divisions had a peer mentorship program available, whereas 24% already had a dyadic program. 43% of chiefs felt that they had the tools to start a program. Many tools are needed to create a program. Discussion. General pediatric division chiefs acknowledge the benefits of mentoring relationships, and some have programs in place. Many need tools to create them. Pediatric societies could facilitate this critical area of professional development.

  20. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    Directory of Open Access Journals (Sweden)

    Varkey Prathibha

    2012-03-01

    Full Text Available Abstract Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001, improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009, an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017, and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008. Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  1. The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

    Science.gov (United States)

    Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

    2012-03-23

    In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  2. Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study.

    Science.gov (United States)

    Ramjan, Lucie M; Maneze, Della; Everett, Bronwyn; Glew, Paul; Trajkovski, Suza; Lynch, Joan; Salamonson, Yenna

    2018-01-01

    Graduate entry nursing (GEN) programs were designed to address the predicted nursing shortfall. In Australia, although these programs attract students from culturally and linguistically diverse (CALD) backgrounds, the workload is compounded by cultural differences and a new academic learning environment which presents additional challenges. This qualitative descriptive study explored the experiences of GEN students enrolled in the introductory unit of their nursing program with embedded academic literacy support in Sydney, Australia. Twenty-four commencing GEN students were interviewed in January 2016. Interviews were transcribed verbatim and thematically analysed. Three main themes emerged which illustrated that GEN students were 'diamonds in the rough'. They possessed a raw natural beauty that required some shaping and polishing to ensure academic needs were met. To ensure retention is high, institutions need to evaluate how best to support and harness the potential of these unique students. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    Science.gov (United States)

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  4. Mentorship Programs for Faculty Development in Academic General Pediatric Divisions

    Directory of Open Access Journals (Sweden)

    Jennifer Takagishi

    2011-01-01

    Discussion. General pediatric division chiefs acknowledge the benefits of mentoring relationships, and some have programs in place. Many need tools to create them. Pediatric societies could facilitate this critical area of professional development.

  5. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students

    Directory of Open Access Journals (Sweden)

    Suhail Mahmoud AL-ZOUBI

    2014-12-01

    Full Text Available The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30 gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS, Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.

  6. Mentoring programs for underrepresented minority faculty in academic medical centers: a systematic review of the literature.

    Science.gov (United States)

    Beech, Bettina M; Calles-Escandon, Jorge; Hairston, Kristen G; Langdon, Sarah E; Latham-Sadler, Brenda A; Bell, Ronny A

    2013-04-01

    Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify "promising practices." Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability.

  7. On the Relationship between the IELTS Listening and Listening in Academic English Programs

    Directory of Open Access Journals (Sweden)

    Masood Khalili Sabet

    2017-04-01

    Full Text Available The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFLE. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi – structured interview with five participating academic English instructors from two state universities of Iran. It was found that whilst IELTS listening bears a little bit of resemblance to the one aspect of academic listening - the literal understanding, there are also some very significant differences. The findings suggests that the type of listening the IELTS requires is different from academic listening in terms of pragmatic understanding, the integration of skills, multiplicity of texts for listening, information literacy and the concept of construct irrelevant variance. The findings also indicate the overall usefulness of the IELTS preparation practices within academic English courses.

  8. Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs

    Directory of Open Access Journals (Sweden)

    M. Cleveland-INNERS

    2004-04-01

    Full Text Available Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs Tom JONES, Ph.D. Associate Professor Centre for Distance Education Athabasca University, CANADA M. Cleveland-INNERS, Ph.D. Assistant Professor Centre for Distance Education Athabasca University, CANADA ABSTRACT The growth of basic and applied research activity in distance education requires redirection on several fronts, including the instruction of research methods in the education of graduate students. The majority of graduate students in distance education are practitioners whose goals range from carrying out original research to acquiring the concepts and skills necessary to become a practitioner. We argue that the best foundation for achieving both of those goals in distance education is developed by means of an understanding and internalization of sound research design methodologies, primarily acquired by formal instruction, and that an emphasis on research in graduate programs in distance education will encourage theory development. This paper presents the rationale for a general curricular model that attempts to address the sets of research competencies for graduate students in graduate-level distance education programs while at the same time moving students toward an appreciation and understanding of the epistemological foundations for social science research.

  9. Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige

    Directory of Open Access Journals (Sweden)

    Kim A. Weeden

    2017-02-01

    Full Text Available Women earn nearly half of doctoral degrees in research fields, yet doctoral education in the United States remains deeply segregated by gender. We argue that in addition to the oft-noted segregation of men and women by field of study, men and women may also be segregated across programs that differ in their prestige. Using data on all doctorates awarded in the United States from 2003 to 2014, field-specific program rankings, and field-level measures of math and verbal skills, we show that (1 "net" field segregation is very high and strongly associated with field-level math skills; (2 "net" prestige segregation is weaker than field segregation but still a nontrivial form of segregation in doctoral education; (3 women are underrepresented among graduates of the highest-and to a lesser extent, the lowest-prestige programs; and (4 the strength and pattern of prestige segregation varies substantially across fields, but little of this variation is associated with field skills.

  10. Effects of Video Game-Based Instruction on Writing Achievement and Motivation in Postsecondary Accelerated Degree Programs

    Science.gov (United States)

    Lee, Michael C.

    2017-01-01

    The purpose of this quantitative experimental posttest-only control group research study was to determine the degree to which differences exist in outcomes between students using a video game-based instruction and students using a traditional non-video game-based instruction in accelerated degree program courses at a 4-year university in Illinois…

  11. Opening the Black Box: Conceptualizing Community Engagement From 109 Community-Academic Partnership Programs.

    Science.gov (United States)

    Ahmed, Syed M; Maurana, Cheryl; Nelson, David; Meister, Tim; Young, Sharon Neu; Lucey, Paula

    2016-01-01

    This research effort includes a large scale study of 109 community-academic partnership projects funded by the Healthier Wisconsin Partnership Program (HWPP), a component of the Advancing a Healthier Wisconsin endowment at the Medical College of Wisconsin (MCW) in Milwaukee, Wisconsin. The study provides an analysis unlike other studies, which have been smaller, and/or more narrowly focused in the type of community-academic partnership projects analyzed. To extract themes and insights for the benefit of future community-academic partnerships and the field of community-engaged research (CEnR). Content analysis of the final reports submitted by 109 community-academic partnership projects awards within the time frame of March 2005 to August 2011. Thirteen themes emerged from the report analysis: community involvement, health accomplishments, capacity building, sustainability, collaboration, communication, best practices, administration, relationship building, clarity, adjustment of plan, strategic planning, and time. Data supported previous studies in the importance of some themes, and provided insights regarding how these themes are impactful. The case analysis revealed new insights into the characteristics of these themes, which the authors then grouped into three categories: foundational attributes of successful community-academic partnership, potential challenges of community-academic partnerships, and outcomes of community-academic partnerships. The insights gained from these reports further supports previous research extolling the benefits of community-academic partnerships and provides valuable direction for future partners, funders and evaluators in how to deal with challenges and what they can anticipate and plan for in developing and managing community-academic partnership projects.

  12. Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

    Science.gov (United States)

    Wilbur, Kerry

    2016-01-01

    Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

  13. Evaluating the online platform of a blended-learning pharmacist continuing education degree program

    Directory of Open Access Journals (Sweden)

    Kerry Wilbur

    2016-06-01

    Full Text Available Background: Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods: To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results: Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion: Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

  14. Digital Badges and Library Instructional Programs: Academic Library Case Study

    Science.gov (United States)

    Rodgers, Andrea Reed; Puterbaugh, Mark

    2017-01-01

    This case study describes the planning, implementation, and migration process of Eastern University Library's information literacy digital badge. Prior to implementing a badging program, information literacy sessions were informally embedded in first-year college writing courses as a "one-shot" presentation. Spurred on by accreditation…

  15. Outdoor Education Academic Programs in the United States

    Science.gov (United States)

    Bell, Brent J.; Seaman, Jayson; Trauntvein, Nate

    2017-01-01

    The growth of outdoor adventure programs developed, in part, from the Outward Bound movement in the 1970s (MacArthur, 1979; Outward Bound, 1968), which created a demand for specialized collegiate training. Since the inaugural conference on outdoor pursuits in higher education at Appalachian State University in 1974 (Smathers, 1974), approximately…

  16. Scuba Diving and Kinesiology: Development of an Academic Program

    Science.gov (United States)

    Kovacs, Christopher R.; Walter, Daniel

    2015-01-01

    The use of scuba diving as a recreational activity within traditional university instructional programs has been well established. Departments focusing on kinesiology, physical education, or exercise science have often provided scuba diving lessons as part of their activity-based course offerings. However, few departments have developed an…

  17. Frank and Fearless: Supporting Academic Career Progression for Women in an Australian Program

    Directory of Open Access Journals (Sweden)

    Polly Parker

    2018-02-01

    Full Text Available The underrepresentation of women in senior positions continues to be a major challenge in higher education and most other industries. In Australia, the career trajectory for academic women stalls at a lower level than that of their male counterparts. Concern about this situation in one Australian university led to the design and delivery of a career progression program to support women’s advancement from senior lecturer to associate professor. This study details the main features of the program, designed to facilitate women’s transition from being leading academics to academic leaders through a focus on leadership and career progression. We report the participants’ perceptions of its value based on survey data. We conclude that leadership development is difficult work and requires a supportive environment where risk-taking is encouraged, where frank and fearless feedback is provided, and where the individual is required to examine assumptions and biases and to assume a leadership identity.

  18. Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

    Directory of Open Access Journals (Sweden)

    Timothy A. BRUSSEAU

    2015-06-01

    Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

  19. The Trauma Research Associates Program (T-RAP) for undergraduate students: shaping future academic surgeons.

    Science.gov (United States)

    Barmparas, Galinos; Fierro, Nicole; Lee, Debora; Sun, Beatrice J; Ley, Eric J

    2015-01-01

    Offering undergraduate students research opportunities may enhance their interest in pursuing a surgical career and lead to increased academic productivity. We characterize the benefits of participating in the Trauma Research Associates Program. A 19-point Web-based survey. Academic Level I Trauma Center. A total of 29 active and former members of the Trauma Research Associates Program. Academic activities and predictors associated with interest in a surgical career and research productivity. Surveys were completed on 26 of 29 (90%) participants. Clinical experience was the most highly ranked motivation to join the program (65%), followed by pursuing a research experience (46%). During their involvement, 73% of participants observed surgical intensive care unit rounds, 65% observed acute care surgery rounds, and 35% observed a surgical procedure in the operating room. In addition, 46% submitted at least one abstract to a surgical meeting coauthored with the Division's faculty. Furthermore, 58% reported that they enrolled in a medical school, whereas 17% pursued a full-time research job. The program influenced the interest in a surgical career in 39% of all members, and 73% reported that they would incorporate research in their medical career. Observing a surgical procedure was independently associated with development of a high interest in a surgical career (adjusted odds ratio: 6.50; 95% CI: 1.09, 38.63; p = 0.04), whereas volunteering for more than 15 hours per week predicted submission of at least 1 abstract to a surgical conference by the participant (adjusted odds ratio: 13.00; 95% CI: 1.27, 133.29; p = 0.03). Development of a structured research program for undergraduate students is beneficial to both the participants and sponsoring institution. Undergraduate exposure to academic surgery enhances interest in pursuing a surgical specialty and leads to academic productivity. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier

  20. Self-reported leadership styles of deans of baccalaureate and higher degree nursing programs in the United States.

    Science.gov (United States)

    Broome, Marion E

    2013-01-01

    Over the past decade there has been a lack of attention in the discipline paid to developing strong academic leaders. It is widely acknowledged that the role of the dean has shifted dramatically over the past two decades, with an increasing emphasis on interaction with and accountability to external constituencies at the university, community, and national levels. The overall purpose of this study was to investigate the self-reported leadership styles, behaviors, and experiences of deans of schools of nursing in the United States. The Multifactor Leadership Questionnaire (MLQ) was sent to 655 deans who were members of the American Association of Colleges of Nursing; 344 returned completed surveys for a return rate of 52.5%. Scores on the transformational scale (n = 321; 20 items) ranged from 2.75 to 4.0, with a mean of 3.79; transactional scores ranged from 1.3 to 4.0, with a mean of 3.3 and mode of 3.5. The passive leadership component was lowest, with a range of 0 to 3.75, mean of 1.1, and mode of 1.0. The highest scores for each dean were then examined and compared across the three components. Seventy-seven percent of the deans' highest scores fell on the transformational, 21% on the transactional, and 2% on the passive-avoidant scale. There were no significant differences in the most commonly reported leadership behaviors by gender, ethnicity, or terminal degree. Deans of nursing, compared with over 3,000 other leaders who have completed the MLQ, ranked in the 80th percentile for self-reported transformative behaviors and outcomes effectiveness. The findings from this sample, who were predominantly female, are congruent with previous research on women leaders. Recommendations for future research leadership development programs are presented. © 2013.

  1. A budget model to determine the financial health of nursing education programs in academic institutions.

    Science.gov (United States)

    Donnelly, Gloria

    2005-01-01

    In the allocation of resources in academic settings, hierarchies of tradition and status often supersede documented need. Nursing programs sometimes have difficulty in getting what they need to maintain quality programs and to grow. The budget is the crucial tool in documenting nursing program needs and its contributions to the entire academic enterprise. Most nursing programs administrators see only an operating expense budget that may grow or shrink by a rubric that may not fit the reality of the situation. A budget is a quantitative expression of how well a unit is managed. Educational administrators should be paying as much attention to analyzing financial outcomes as they do curricular outcomes. This article describes the development of a model for tracking revenue and expense and a simple rubric for analyzing the relationship between the two. It also discusses how to use financial data to improve the fiscal performance of nursing units and to leverage support during times of growth.

  2. Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

    Science.gov (United States)

    Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

    2018-01-01

    Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

  3. Effects of Family Functioning and Parenting Style on Early Entrants' Academic Performance and Program Completion

    Science.gov (United States)

    Huey, Erron L.; Sayler, Michael F.; Rinn, Anne N.

    2013-01-01

    The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in…

  4. Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.

    Science.gov (United States)

    Berney, Tomi D.; Plotkin, Donna

    Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and…

  5. A Quantitative Optimization Framework for Market-Driven Academic Program Portfolios

    NARCIS (Netherlands)

    Burgher, Joshua; Hamers, Herbert

    2017-01-01

    We introduce a quantitative model that can be used for decision support for planning and optimizing the composition of portfolios of market-driven academic programs within the context of higher education. This model is intended to enable leaders in colleges and universities to maximize financial

  6. An Innovative Model to Design an Academic and Social Development Program for International College Students

    Science.gov (United States)

    Eldaba, Abir

    2016-01-01

    The globalization of economies and societies has created many positive influences on American universities. One relevant influence is increasing the number of international students. Conversely, these students encounter many social and academic challenges. Therefore, universities should adapt their programs to assist international students in…

  7. The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

    Science.gov (United States)

    ARAMCO Services Co., Houston, TX.

    The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

  8. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model

    Science.gov (United States)

    Delisle, Marie-Noelle; Guay, Frederic; Senecal, Caroline; Larose, Simon

    2009-01-01

    This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university…

  9. Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

    Science.gov (United States)

    Ballard, Paul J.

    2013-01-01

    Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

  10. On the Relationship between the IELTS Listening and Listening in Academic English Programs

    Science.gov (United States)

    Sabet, Masood Khalili; Babaei, Hamid Reza

    2017-01-01

    The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFL. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS…

  11. Prediction Modeling for Academic Success in Professional Master's Athletic Training Programs

    Science.gov (United States)

    Bruce, Scott L.; Crawford, Elizabeth; Wilkerson, Gary B.; Rausch, David; Dale, R. Barry; Harris, Martina

    2016-01-01

    Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging…

  12. Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program.

    Science.gov (United States)

    Aritzeta, Aitor; Soroa, Goretti; Balluerka, Nekane; Muela, Alexander; Gorostiaga, Arantxa; Aliri, Jone

    2017-09-01

    The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M age  = 19.6, SD = 0.74; 74% women) and the control group 81 students (M age   = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

  13. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    Science.gov (United States)

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  14. ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW INCOME FAMILIES.

    Science.gov (United States)

    PRESSMAN, HARVEY

    A PROPOSAL FOR AN ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW-INCOME FAMILIES IN CERTAIN AREAS OF BOSTON IS PRESENTED. BASIC ASSUMPTIONS ARE THAT THERE IS AND OBVIOUS AND PRESSING NEED TO GIVE EXTRA HELP TO THE ABLE STUDENT FROM A DISADVANTAGED BACKGROUND, AND THAT A RELATIVELY BRIEF ENRICHMENT EXPERIENCE FOR…

  15. Directory of Academic Institutions and Organizations Offering Drug, Alcohol, and Employee Assistance Program Educational Resources.

    Science.gov (United States)

    National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.

    This directory lists academic institutions, State offices of alcohol and drug abuse, and national organizations which offer drug, alcohol, and employee assistance program (EAP) educational resources. A matrix format is used. Entries include name, address, telephone number, and contact person. A dot appears directly under column headings which are…

  16. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    Science.gov (United States)

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  17. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    Science.gov (United States)

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  18. Determining the degree of powder homogeneity using PC-based program

    Directory of Open Access Journals (Sweden)

    Đuragić Olivera M.

    2010-01-01

    Full Text Available The mixing of powders and the quality control of the obtained mixtures are critical operations involved in the processing of granular materials in chemical, metallurgical, food and pharmaceutical industries. Studies on mixing efficiency and the time needed for achieving homogeneity in the powder mashes production have significant importance. Depending on the characteristic of the materials, a number of methods have been used for the homogeneity tests. Very often, the degree of mixing has been determined by analyzing images of particle arrays in the sample using microscopy, photography and/or video tools. In this paper, a new PC-based method for determining the number of particles in the powder homogeneity tests has been developed. Microtracers®, red iron particles, were used as external tracer added before mixing. Iron particles in the samples of the mixtures were separated by rotary magnet and spread onto a filter paper. The filter paper was sprayed with 50% solution of ethanol for color development and the particles counted where the number of spots presented the concentration of added tracer. The number of spots was counted manually, as well as by the developed PC program. The program which analyzes scanned filter papers with spots is based on digital image analyses, where red spots were converted through few filters into a black and white, and counted. Results obtained by manual and PC counting were compared. A high correlation was established between the two counting methods.

  19. [The German academic degree "Dr. med." is better than its reputation. Results of a questionnaire of doctoral students].

    Science.gov (United States)

    Pabst, R; Park, D-H; Paulmann, V

    2012-11-01

    Recently there were mostly emotional debates about the scientific background and relevance of the German academic title "Dr. med.", while objective data are scarce. When submitting their doctoral thesis at the Medical School of Hannover students were asked anonymously about the type, topic, duration, quality of supervision as well as frequency and type of publication of the results. 180 doctoral candidates (62% women) participated in the study. The supervision was graded as good by the majority of students. The duration working on the thesis was equivalent to 47 weeks of a full time employment. There was some negative influence in participating in lectures and courses. Nearly all participants (98%) would recommend younger students to work on a dissertation as they had done themselves in parallel to the curriculum. The ability of how to interprete scientific data was assumed to be positively influenced. About two thirds stated that the results had been published in original articles at the time of submitting the thesis. More data from other medical faculties are needed to document the relevance of the medical dissertation to replace the emotional by a more rational debate. © Georg Thieme Verlag KG Stuttgart · New York.

  20. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General...

  1. An Evaluation of the Fitness, Academic, and Self-Esteem Training Program at Meridian School 1984-1985.

    Science.gov (United States)

    Christie, Samuel G.; Saccone, Peter P.

    This paper reports the results of a pilot program, "Fitness, Academics, and Self-Esteem Training" (FAST), conducted during the 1984/85 school year at Meridian School to test the hypotheses that a program of aerobic exercise with the focus on running, conducted by the classroom teacher, would result in a higher rate of academic achievement, better…

  2. School-based sleep education program improves sleep and academic performance of school-age children.

    Science.gov (United States)

    Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

    2016-05-01

    The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

  3. The Medical Academic Advancement Program at the University of Virginia School of Medicine.

    Science.gov (United States)

    Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

    1999-04-01

    Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

  4. Degree of vertical integration between the undergraduate program and clinical internship with respect to cervical and cranial diagnostic and therapeutic procedures taught at the canadian memorial chiropractic college.

    Science.gov (United States)

    Leppington, Charmody; Gleberzon, Brian; Fortunato, Lisa; Doucet, Nicolea; Vandervalk, Kyle

    2012-01-01

    The purpose of this study was to determine if diagnostic and therapeutic procedures for the cervical and cranial spine taught to students during the undergraduate program at Canadian Memorial Chiropractic College are required to be used during their internship by their supervising clinicians and, if so, to what extent these procedures are used. Course manuals and course syllabi from the Applied Chiropractic and Clinical Diagnosis faculty of the undergraduate chiropractic program for the academic year 2009-2010 were consulted and a list of all diagnostic and therapeutic procedures for the cranial and cervical spine was compiled. This survey asked clinicians to indicate if they themselves used or if they required the students they were supervising to use each procedure listed and, if so, to what extent each procedure was used. Demographic information of each clinician was also obtained. In general, most diagnostic procedures of the head and neck were seldom used, with the exception of postural observation and palpation. By contrast, most cervical orthopaedic tests were often used, with the exception of tests for vertigo. Most therapeutic procedures were used frequently with the exception of prone cervical and "muscle" adjustments. There was a low degree of vertical integration for cranial procedures as compared to a much higher degree of vertical integration for cervical procedures between the undergraduate and clinical internship programs taught. Vertical integration is an important element of curricular planning and these results may be helpful to aid educators to more appropriately allocate classroom instruction.

  5. Why are you here? Needs analysis of an interprofessional health-education graduate degree program

    Directory of Open Access Journals (Sweden)

    Cable C

    2014-04-01

    Full Text Available Christian Cable,1,2 Mary Knab,3,4 Kum Ying Tham,5,6 Deborah D Navedo,3 Elizabeth Armstrong3,7,81Scott and White Healthcare, Temple, 2Texas A&M University Health Science Center, TAMHSC College of Medicine, Bryan, TX, 3MGH Institute of Health Professions, 4Physical and Occupational Therapy Services Department, Massachusetts General Hospital, Boston, MA, USA; 5Emergency Department, Tan Tock Seng Hospital, 6Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore; 7Harvard Macy Institute, 8Department of Pediatrics, Harvard Medical School, Boston, MA, USAAbstract: Little is known about the nature of faculty development that is needed to meet calls for a focus on quality and safety with particular attention to the power of interprofessional collaborative practice. Through grounded-theory methodology, the authors describe the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master's program in health profession education. The results, derived from axial coding described by Strauss and Corbin, revealed that faculty pursue such postprofessional master's degrees out of a desire to be better prepared for their roles as educators. A hybrid-delivery model on campus and online provided access to graduate degrees while protecting the ability of participants to remain in current positions. The added benefit of a community of practice related to evidence-based and innovative models of education was valued by participants. Authentic, project-based learning and assessment supported their advancement in home institutions and systems. The experience was described by participants as a disruptive innovation that helped them attain their goal of leadership in health profession education.Keywords: health education

  6. The Labor Market Outcomes of Two Forms of Cross-Border Higher Education Degree Programs between Malaysia and Japan

    Science.gov (United States)

    Koda, Yoshiko; Yuki, Takako

    2013-01-01

    This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant…

  7. Marketing Medical Education: An Examination of Recruitment Web Sites for Traditional and Combined-Degree M.D. Programs

    Science.gov (United States)

    Schneider, Roberta L.

    2004-01-01

    The Internet has the potential to reshape college recruiting; however, little research has been done to see the impact of the Internet on marketing graduate programs, including medical schools. This paper explores the Web sites of 20 different medical schools, including traditional four-year and bachelor's-M.D. degree programs, to ascertain…

  8. What Makes a Good Program? A Case Study of a School Admitting High Academic Achievers

    Directory of Open Access Journals (Sweden)

    Ching Man Lam

    2008-01-01

    Full Text Available This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.

  9. Development and Implementation of Degree Programs in Electric Drive Vehicle Technology

    Energy Technology Data Exchange (ETDEWEB)

    Ng, Simon [Wayne State Univ., Detroit, MI (United States)

    2013-09-30

    The Electric-drive Vehicle Engineering (EVE) MS degree and graduate certificate programs have been continuing to make good progress, thanks to the funding and the guidance from DOE grant management group, the support from our University and College administrations, and to valuable inputs and feedback from our Industrial Advisory Board as well as our project partners Macomb Community College and NextEnergy. Table 1 below lists originally proposed Statement of Project Objectives (SOPO), which have all been completed successfully. Our program and course enrollments continue to be good and increasing, as shown in later sections. Our graduating students continue to get good job offers from local EV-related companies. Following the top recommendation from our Industrial Advisory Board, we were fortunate enough to be accepted into the prestigious EcoCAR2 (http://www.ecocar2.org/) North America university design competition, and have been having some modest success with the competition. But most importantly, EcoCAR2 offers the most holistic educational environment for integrating real-world engineering and design with our EVE graduate curriculum. Such integrations include true real-world hands-on course projects based on EcoCAR2 related tasks for the students, and faculty curricular and course improvements based on lessons and best practices learned from EcoCAR2. We are in the third and last year of EcoCAR2, and we have already formed a core group of students in pursuit of EcoCAR”3”, for which the proposal is due in early December.

  10. Embedding academic socialisation within a language support program: An Australian case study

    Directory of Open Access Journals (Sweden)

    Shelley Beatty

    2014-03-01

    Full Text Available This paper describes discipline-specific transition support utilised to follow-up the Post-Entry Language Assessment (PELA recently introduced at Edith Cowan University as one strategy to address declining rates of English language proficiency.  Transition support was embedded within a first year core unit and emphasis was placed on assisting students to develop spoken and written communicative competencies by scaffolding assessment tasks and providing other academic supports that used contextualised examples. While general satisfaction with the academic support offered during the course was high, the program achieved limited success in encouraging at-risk students to seek support. Further investigation into methods of encouraging student participation is required, along with research into strategies for extending effective academic socialisation support into the online learning environment.

  11. Building sustainable community partnerships into the structure of new academic public health schools and programs.

    Science.gov (United States)

    Gaughan, Monica; Gillman, Laura B; Boumbulian, Paul; Davis, Marsha; Galen, Robert S

    2011-01-01

    We describe and assess how the College of Public Health at the University of Georgia, established in 2005, has developed formal institutional mechanisms to facilitate community-university partnerships that serve the needs of communities and the university. The College developed these partnerships as part of its founding; therefore, the University of Georgia model may serve as an important model for other new public health programs. One important lesson is the need to develop financial and organizational mechanisms that ensure stability over time. Equally important is attention to how community needs can be addressed by faculty and students in academically appropriate ways. The integration of these 2 lessons ensures that the academic mission is fulfilled at the same time that community needs are addressed. Together, these lessons suggest that multiple formal strategies are warranted in the development of academically appropriate and sustainable university-community partnerships.

  12. Designing an Academic Project Management Program: A Collaboration between a University and a PMI Chapter

    Science.gov (United States)

    Poston, Robin S.; Richardson, Sandra M.

    2011-01-01

    The demand for project management skills in industry is increasing resulting in a higher demand for project management educational programs. Universities are addressing industry demand by developing project management courses, degree offerings and certificate programs that focus on both technical and general project management skills. While…

  13. Innovative Practice in Advancement of Academic Nurse Educator Careers: Developing Scholarship From Program Grants.

    Science.gov (United States)

    Eddy, Linda L; Hoeksel, Renee; Fitzgerald, Cindy; Doutrich, Dawn

    We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.

  14. Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program.

    Science.gov (United States)

    LaPaglia, Donna; Thompson, Britta; Hafler, Janet; Chauvin, Sheila

    2017-06-01

    Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.

  15. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Science.gov (United States)

    2010-10-01

    ... program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... support activities other than tutoring? (a) If your program does not involve tutoring as defined in § 2522... SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program Management Requirements for Grantees...

  16. Innovative Mobile Robot Method: Improving the Learning of Programming Languages in Engineering Degrees

    Science.gov (United States)

    Ortiz, Octavio Ortiz; Pastor Franco, Juan Ángel; Alcover Garau, Pedro María; Herrero Martín, Ruth

    2017-01-01

    This paper describes a study of teaching a programming language in a C programming course by having students assemble and program a low-cost mobile robot. Writing their own programs to define the robot's behavior raised students' motivation. Working in small groups, students programmed the robots by using the control structures of structured…

  17. What You Should Get from a Professionally Oriented Master's Degree Program in Technical Communication.

    Science.gov (United States)

    Carliner, Saul

    1992-01-01

    Cites reasons for pursuing a curriculum in technical communication, lists objectives a program should achieve, and outlines a four-part program that includes theory, professional skills, technical proficiency, and an internship. Lists schools offering programs in technical communication. (SR)

  18. Frank and Fearless: Supporting Academic Career Progression for Women in an Australian Program

    OpenAIRE

    Polly Parker; Belinda Hewitt; Jennifer Witheriff; Amy Cooper

    2018-01-01

    The underrepresentation of women in senior positions continues to be a major challenge in higher education and most other industries. In Australia, the career trajectory for academic women stalls at a lower level than that of their male counterparts. Concern about this situation in one Australian university led to the design and delivery of a career progression program to support women’s advancement from senior lecturer to associate professor. This study details the main features of the progr...

  19. Significant Value Found in Mentoring Programs for Novice Tenure-Track Academic Librarians

    Directory of Open Access Journals (Sweden)

    Saori Wendy Herman, MLIS, AHIP

    2016-12-01

    Full Text Available A Review of: Goodsett, M., & Walsh, A. (2015. Building a strong foundation: Mentoring programs for novice tenure-track librarians in academic libraries. College & Research Libraries, 76(7, 914-933. http://dx.doi.org/10.5860/crl.76.7.914 Objective – To examine the effectiveness of mentoring programs for novice tenure-track academic librarians, and to identify critical elements that define a successful mentoring program in various academic library settings. Design – Survey questionnaire with a voluntary phone interview. Setting – Academic libraries in the United States of America. Subjects – 283 librarians participated in a survey questionnaire. Researchers conducted additional interviews with 6 out of the 12 librarians who had volunteered on the survey questionnaire and who met the inclusion criteria. Methods – Researchers recruited participants through two professional e-mail lists: the Information Literacy Instruction Discussion List (ILI-L listserv and the American Library Association’s New Members Round Table (NMRT listserv. Interested participants completed a secured online survey that was hosted using SurveyMonkey. The researchers then coded and analyzed the collected survey data using the same software. At the end of the online survey, participants were given the opportunity to volunteer for an additional interview. Potential interviewees were selected if mentoring programs were available for tenure- track librarians at their institutions. Once selected, researchers contacted potential interviewees and conducted interviews. The interviews were transcribed, the data anonymized, and original recordings deleted. Researchers coded the anonymized interview data to identify common themes.

  20. Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

    Directory of Open Access Journals (Sweden)

    Gert Vanthournout

    2012-01-01

    Full Text Available The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

  1. Discerning Quality Evaluation in Online Graduate Degree Programs in Agricultural Sciences and Engineering

    Science.gov (United States)

    Downs, Holly A.

    2011-01-01

    Enormous demands for online degrees in higher education have increased the pressure on universities to launch web courses and degrees quickly and, at times, without properly attending to the quality of these ventures. There is scarce research that defines which quality indicators are used to assess cyberlearning environments, how different…

  2. Brief 75 Health Physics Enrollments and Degrees Survey, 2014 Data

    Energy Technology Data Exchange (ETDEWEB)

    None, None

    2015-03-05

    The 2014 survey includes degrees granted between September 1, 2013 and August 31, 2014. Enrollment information refers to the fall term 2014. Twenty-two academic programs were included in the survey universe, with all 22 programs providing data. Since 2009, data for two health physics programs located in engineering departments are also included in the nuclear engineering survey. The enrollments and degrees data includes students majoring in health physics or in an option program equivalent to a major.

  3. Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

    Directory of Open Access Journals (Sweden)

    D. Gavin Luter

    2017-02-01

    Full Text Available The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

  4. Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

    Science.gov (United States)

    Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

    2015-01-01

    Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of

  5. Building a Sustainable Global Surgical Program in an Academic Department of Surgery.

    Science.gov (United States)

    Zhang, Linda P; Silverberg, Daniel; Divino, Celia M; Marin, Michael

    Global surgery and volunteerism in surgery has gained significant interest in recent years for general surgery residents across the country. However, there are few well-established long-term surgical programs affiliated with academic institutions. The present report discusses the implementation process and challenges facing an academic institution in building a long-term sustainable global surgery program. As one of the pioneer programs in global surgery for residents, the Icahn School of Medicine at Mount Sinai global surgery rotation has been successfully running for the last 10 years in a small public hospital in the Dominican Republic. The present report details many key components of implementing a sustainable global surgery program and the evolution of this program over time. Since 2005, 80 general surgery residents have rotated through Juan Pablo Pina Hospital in the Dominican Republic. They have performed a total of 1239 major operations and 740 minor operations. They have also participated in 328 emergency cases. More importantly, this rotation helped shape residents' sense of social responsibility and ownership in their surgical training. Residents have also contributed to the training of local residents in laparoscopic skills and through cultural exchange. As interest in global surgery grows among general surgery residents, it is essential that supporting academic institutions create sustainable and capacity-building rotations for their residents. These programs must address many of the barriers that can hinder maintenance of a sustainable global surgery experience for residents. After 10 years of sending our residents to the Dominican Republic, we have found that it is possible and valuable to incorporate a formal global surgery rotation into a general surgery residency. Copyright © 2016. Published by Elsevier Inc.

  6. Innovating in Health Care Management Education: Development of an Accelerated MBA and MPH Degree Program at Yale

    Science.gov (United States)

    Forman, Howard P.; Pistell, Anne F.; Nembhard, Ingrid M.

    2015-01-01

    Increasingly, there is recognition of the need for individuals with expertise in both management and public health to help health care organizations deliver high-quality and cost-effective care. The Yale School of Public Health and Yale School of Management began offering an accelerated Master of Business Administration (MBA) and Master of Public Health (MPH) joint degree program in the summer of 2014. This new program enables students to earn MBA and MPH degrees simultaneously from 2 fully accredited schools in 22 months. Students will graduate with the knowledge and skills needed to become innovative leaders of health care organizations. We discuss the rationale for the program, the developmental process, the curriculum, benefits of the program, and potential challenges. PMID:25706023

  7. Innovating in health care management education: development of an accelerated MBA and MPH degree program at Yale.

    Science.gov (United States)

    Pettigrew, Melinda M; Forman, Howard P; Pistell, Anne F; Nembhard, Ingrid M

    2015-03-01

    Increasingly, there is recognition of the need for individuals with expertise in both management and public health to help health care organizations deliver high-quality and cost-effective care. The Yale School of Public Health and Yale School of Management began offering an accelerated Master of Business Administration (MBA) and Master of Public Health (MPH) joint degree program in the summer of 2014. This new program enables students to earn MBA and MPH degrees simultaneously from 2 fully accredited schools in 22 months. Students will graduate with the knowledge and skills needed to become innovative leaders of health care organizations. We discuss the rationale for the program, the developmental process, the curriculum, benefits of the program, and potential challenges.

  8. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    Science.gov (United States)

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  9. Factors Related to Academic Outcomes of Mexican American and American Indian Students in Doctoral Programs. ASHE Annual Meeting Paper.

    Science.gov (United States)

    Williamson, Madeline J.; Fenske, Robert H.

    In response to concern about the supply of minority faculty available to replace retiring academics, a study investigated academic achievement in doctoral programs by two of the United States' fastest-growing subpopulations, Mexican-Americans (MA) and American Indians (AI). The objectives were to establish a conceptual framework, to refine…

  10. Solving the Fully Fuzzy Bilevel Linear Programming Problem through Deviation Degree Measures and a Ranking Function Method

    OpenAIRE

    Aihong Ren

    2016-01-01

    This paper is concerned with a class of fully fuzzy bilevel linear programming problems where all the coefficients and decision variables of both objective functions and the constraints are fuzzy numbers. A new approach based on deviation degree measures and a ranking function method is proposed to solve these problems. We first introduce concepts of the feasible region and the fuzzy optimal solution of a fully fuzzy bilevel linear programming problem. In order to obtain a fuzzy optimal solut...

  11. A 25-year analysis of the American College of Gastroenterology research grant program: factors associated with publication and advancement in academics.

    Science.gov (United States)

    Crockett, Seth D; Dellon, Evan S; Bright, Stephanie D; Shaheen, Nicholas J

    2009-05-01

    The American College of Gastroenterology (ACG) has awarded research grants for 25 years. We assessed the characteristics of grant recipients, their current academic status, and the likelihood of publication resulting from the grant. Demographic data, the year and amount of award, title of project, and recipient's institution were extracted from ACG databases. Using ACG reports and medical literature search engines, we assessed publication based on grant-funded research, as well as career publication record. We also determined the current position of awardees. A similar analysis was performed for recipients of junior investigator awards. A total of 396 clinical research awards totaling $5,374,497 ($6,867,937 in 2008 dollars) were awarded to 341 recipients in the 25 years between 1983 and 2008. The most commonly funded areas of research were endoscopy (22% of awards) and motility/functional disorders (21%). At least one peer-reviewed publication based on grant-funded research occurred with 255 of the 368 awards (69%) for 1983-2006 [corrected]. Higher award value was associated with subsequent publication. Of the 313 awardees over the same period, 195 (62%) are currently in academic positions [corrected]. Factors associated with staying in academics included higher award value (P academics. Overall, the mean cost in grant dollars per published paper based on the research was $14,875. The majority of ACG grant recipients published the results of their research and remained in academics. Higher amount of award, holding an advanced degree, and publication were associated with careers in academics. The ACG research grant award program is an important engine of investigation, publication, and academic career development in the field of gastroenterology.

  12. Perception of academic stress among Health Science Preparatory Program students in two Saudi universities.

    Science.gov (United States)

    Alsulami, Saleh; Al Omar, Zaid; Binnwejim, Mohammed S; Alhamdan, Fahad; Aldrees, Amr; Al-Bawardi, Abdulkarim; Alsohim, Meshary; Alhabeeb, Mohammed

    2018-01-01

    The Health Science Preparatory Program (HSPP) is a special program that aims to enhance the educational preparedness of students for participation in a health sciences career. Students spend their first university year in a combined extensive teaching program before they can be assigned to a particular health science specialty. It is thought that students enrolled in a highly competitive environment such as HSPP with a long list of potential stressors, including developmental, academic overload, language barriers and competition, are more disposed to stress and stress-related complications. This study aims to measure the level of academic stress and to determine its risk factors in students enrolled in HSPP-adapted local universities in Saudi Arabia. The study was conducted at two Saudi universities, King Saud University (KSU) and Imam Mohammad ibn Saud Islamic University (IMSU) with competition-based and non-competition-based HSPP learning models, respectively. Both universities adopt the HSPP system. The scale for assessing academic stress (SAAS) was used to assess students' perceived stress. A total of 290 students successfully completed the questionnaire (N=290), with a mean age of 18.66 years. Mean SAAS scores for KSU and IMSU students were 8.37 (SD = 4.641) and 7.97 (SD = 5.104), P =0.480, respectively. Only "satisfaction" and "associated social and health problems" have shown statistically significant correlation with university ( P =0.000 and P =0.049, respectively). This study has found mean SAAS score for two local universities with competition-based versus non-competition-based HSPP learning models. Academic stress correlation with age, gender and universities was discussed, and valuable future work guidance was recommended.

  13. Program for educating nuclear engineers in Japan. Partnership with industry, government and academe begins

    International Nuclear Information System (INIS)

    Meshii, Toshiyuki

    2007-01-01

    Since the beginning of the 21st century, educating the next generation of nuclear engineers has been of interest to groups who are concerned with the recent decline in the number of nuclear engineers in universities and industries. Discussions and proposals have been summarized in independent reports by industry (JAIF; Japan Atomic Industrial Forum), government (Science Council of Japan) and the academe (AESJ; Atomic Energy Society of Japan). In June 2005 a Committee on Education (CE) was established within AESJ with the intention of coordinating the groups interested in nuclear education in Japan. The birth of CE was timely, because the importance of nuclear education was emphasized in 'Framework for Nuclear Energy Policy (Oct., 2005)' which was adopted by the Atomic Energy Commission. The Nuclear Energy Subcommittee of the METI (Ministry of Economy, Trade and Industry) Advisory Committee deliberated concrete actions for achieving the basic goals of the Framework for Nuclear Energy Policy and their recommendations were drawn up as a 'Nuclear Energy National Plan'. This was the MEXT (Ministry of Education, Culture, Sports, Science and Technology) and METI action plan to create nuclear energy training programs for universities, etc. A task group, consisting of members from industry, government and academe was organized within JAIF to give advice to these training programs. The author of this paper (and chairman of CE) participated in and made proposals to the task group as a representative of the academe. In this paper, the proposal made by CE and the outline of the final program will be reported. Furthermore, the importance of the partnership between industry, government and academe will be emphasized. (author)

  14. Users manual for Aerospace Nuclear Safety Program six-degree-of-freedom reentry simulation (TMAGRA6C)

    International Nuclear Information System (INIS)

    Sharbaugh, R.C.

    1990-02-01

    This report documents the updated six-degree-of-freedom reentry simulation TMAGRA6C used in the Aerospace Nuclear Safety Program, ANSP. The simulation provides for the inclusion of the effects of ablation on the aerodynamic stability and drag of reentry bodies, specifically the General Purpose Heat Source, GPHS. The existing six-degree-of-freedom reentry body simulations (TMAGRA6A and TMAGRA6B) used in the JHU/APL Nuclear Safety Program do not include aerodynamic effects resulting from geometric changes to the configuration due to ablation from reentry flights. A wind tunnel test was conducted in 1989 to obtain the effects of ablation on the hypersonic aerodynamics of the GPHS module. The analyzed data were used to form data sets which are included herein in tabular form. These are used as incremental aerodynamic inputs in the new TMAGRA6C six-degree-of-freedom reentry simulation. 20 refs., 13 figs., 2 tabs

  15. Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

    Science.gov (United States)

    Tsokris, Maureen

    2010-01-01

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

  16. Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study

    Science.gov (United States)

    Bunch, Seleta LeAnn

    2016-01-01

    Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity…

  17. Undergraduate Game Degree Programs in the United Kingdom and United States: A Comparison of the Curriculum Planning Process

    Science.gov (United States)

    McGill, Monica M.

    2010-01-01

    Digital games are marketed, mass-produced, and consumed by an increasing number of people and the game industry is only expected to grow. In response, post-secondary institutions in the United Kingdom (UK) and the United States (US) have started to create game degree programs. Though curriculum theorists provide insight into the process of…

  18. Teaching and Understanding the Concept of Critical Thinking Skills within Michigan Accredited Associate Degree Dental Hygiene Programs

    Science.gov (United States)

    Beistle, Kimberly S.

    2012-01-01

    This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and departmental…

  19. Proposal for a Wellness Clinician/Research Specialization for the Existing Degree Program, Master of Education in Physical Education.

    Science.gov (United States)

    Cardinal, Bradley J.; And Others

    Consistent with the Year 2000 National Health Promotion and Disease Prevention Objectives, this paper presents a proposal for a Wellness Clinician/Research specialization within the existing Master of Education in Physical Education degree program offered by the Division of Health, Physical Education, and Recreation at Wayne State University…

  20. Curriculum Development for Quantitative Skills in Degree Programs: A Cross-Institutional Study Situated in the Life Sciences

    Science.gov (United States)

    Matthews, Kelly E.; Belward, Shaun; Coady, Carmel; Rylands, Leanne; Simbag, Vilma

    2016-01-01

    Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of…

  1. The Impact of Adult Degree-Completion Programs on the Organizational Climate of Christian Colleges and Universities

    Science.gov (United States)

    Giles, Pamela

    2010-01-01

    Leaders in Christian higher education are often unaware of how adult degree completion programs (ADCPs) impact a school's organizational behavior, and no research has examined employees' perceptions of its impact. This nonexperimental, descriptive study examined differences in employees' perceptions of the impact on organizational climate of the…

  2. Government Career Interests, Perceptions of Fit, and Degree Orientations: Exploring Their Relationship in Public Administration Graduate Programs

    Science.gov (United States)

    Bright, Leonard

    2018-01-01

    Scholars have long suggested that the degree orientations of public administration programs were related to the attitudes and behaviors of students, even though empirical research had failed to confirm this relationship. The purpose of this study was to re-examine this question from the standpoint of perceptions of fit. Using a sample of…

  3. Astronautics Degrees for Space Industry

    Science.gov (United States)

    Gruntman, M.; Brodsky, R.; Erwin, D.; Kunc, J.

    The Astronautics Program (http://astronautics.usc.edu) of the University of Southern California (USC) offers a full set of undergraduate and graduate degree programs in Aerospace Engineering with emphasis in Astronautics. The Bachelor of Science degree program in Astronautics combines basic science and engineering classes with specialized astronautics classes. The Master of Science degree program in Astronautics offers classes in various areas of space technology. The Certificate in Astronautics targets practicing engineers and scientists who enter space-related fields and/or who want to obtain training in specific space-related areas. Many specialized graduate classes are taught by adjunct faculty working at the leading space companies. The Master of Science degree and Certificate are available through the USC Distance Education Network (DEN). Today, the Internet allows us to reach students anywhere in the world through webcasting. The majority of our graduate students, as well as those pursuing the Certificate, work full time as engineers in the space industry and government research and development centers. The new world of distance learning presents new challenges and opens new opportunities. We show how the transformation of distance learning and particularly the introduction of webcasting transform organization of the program and class delivery. We will describe in detail the academic focus of the program, student reach, and structure of program components. Program development is illustrated by the student enrollment dynamics and related industrial trends; the lessons learned emphasize the importance of feedback from the students and from the space industry.

  4. A case study: the evolution of a "facilitator model" liaison program in an academic medical library.

    Science.gov (United States)

    Crossno, Jon E; DeShay, Claudia H; Huslig, Mary Ann; Mayo, Helen G; Patridge, Emily F

    2012-07-01

    What type of liaison program would best utilize both librarians and other library staff to effectively promote library services and resources to campus departments? The case is an academic medical center library serving a large, diverse campus. The library implemented a "facilitator model" program to provide personalized service to targeted clients that allowed for maximum staff participation with limited subject familiarity. To determine success, details of liaison-contact interactions and results of liaison and department surveys were reviewed. Liaisons successfully recorded 595 interactions during the program's first 10 months of existence. A significant majority of departmental contact persons (82.5%) indicated they were aware of the liaison program, and 75% indicated they preferred email communication. The "facilitator model" provides a well-defined structure for assigning liaisons to departments or groups; however, training is essential to ensure that liaisons are able to communicate effectively with their clients.

  5. Development of a pharmacy student research program at a large academic medical center.

    Science.gov (United States)

    McLaughlin, Milena M; Skoglund, Erik; Bergman, Scott; Scheetz, Marc H

    2015-11-01

    A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described. In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical-translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013. A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  6. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

    Science.gov (United States)

    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  7. Marketing for a Web-Based Master's Degree Program in Light of Marketing Mix Model

    Science.gov (United States)

    Pan, Cheng-Chang

    2012-01-01

    The marketing mix model was applied with a focus on Web media to re-strategize a Web-based Master's program in a southern state university in U.S. The program's existing marketing strategy was examined using the four components of the model: product, price, place, and promotion, in hopes to repackage the program (product) to prospective students…

  8. Initiation of a Transanal Total Mesorectal Excision Program at an Academic Training Program: Evaluating Patient Safety and Quality Outcomes.

    Science.gov (United States)

    Maykel, Justin A; Phatak, Uma R; Suwanabol, Pasithorn A; Schlussel, Andrew T; Davids, Jennifer S; Sturrock, Paul R; Alavi, Karim

    2017-12-01

    Short-term results have shown that transanal total mesorectal excision is safe and effective for patients with mid to low rectal cancers. Transanal total mesorectal excision is considered technically challenging; thus, adoption has been limited to a few academic centers in the United States. The aim of this study is to describe outcomes after the initiation of a transanal total mesorectal excision program in the setting of an academic colorectal training program. This is a single-center retrospective review of consecutive patients who underwent transanal total mesorectal excision from December 2014 to August 2016. This study was conducted at an academic center with a colorectal residency program. Patients with benign and malignant diseases were selected. All transanal total mesorectal excisions were performed with abdominal and perineal teams working simultaneously. The primary outcomes measured were pathologic quality, length of hospital stay, 30-day morbidity, and 30-day mortality. There were 40 patients (24 male). The median age was 55 years (interquartile range, 46.7-63.4) with a median BMI of 29 kg/m (interquartile range, 24.6-32.4). The primary indication was cancer (n = 30), and tumor height from the anal verge ranged from 0.5 to 15 cm. Eighty percent (n = 24) of the patients who had rectal cancer received preoperative chemoradiation. The most common procedures were low anterior resection (67.5%), total proctocolectomy (15%), and abdominoperineal resection (12.5%). Median operative time was 380 minutes (interquartile range, 306-454.4), with no change over time. For patients with malignancy, the mesorectum was complete or nearly complete in 100% of the specimens. A median of 14 lymph nodes (interquartile range, 12-17) were harvested, and 100% of the rectal cancer specimens achieved R0 status. Median length of stay was 4.5 days (interquartile range, 4-7), and there were 6 readmissions (15%). There were no deaths or intraoperative complications. This study

  9. A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

    Directory of Open Access Journals (Sweden)

    Jason H. Sharp

    2017-08-01

    Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

  10. Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

    Science.gov (United States)

    Asmali, Mehmet

    2018-01-01

    Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this…

  11. A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

    Science.gov (United States)

    Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

    2016-01-01

    Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor

  12. Advancing women and closing the leadership gap: the Executive Leadership in Academic Medicine (ELAM) program experience.

    Science.gov (United States)

    Richman, R C; Morahan, P S; Cohen, D W; McDade, S A

    2001-04-01

    Women are persistently underrepresented in the higher levels of academic administration despite the fact that they have been entering the medical profession in increasing numbers for at least 20 years and now make up a large proportion of the medical student body and fill a similar proportion of entry level positions in medical schools. Although there are no easy remedies for gender inequities in medical schools, strategies have been proposed and implemented both within academic institutions and more broadly to achieve and sustain the advancement of women faculty to senior level positions. Substantial, sustained efforts to increase programs and activities addressing the major obstacles to advancement of women must be put in place so that the contributions of women can be fully realized and their skills fittingly applied in meeting the medical education and healthcare needs of all people in the 21st century.

  13. Primary mental health prevention themes in published research and academic programs in Israel.

    Science.gov (United States)

    Nakash, Ora; Razon, Liat; Levav, Itzhak

    2015-01-01

    The World Health Organization Comprehensive Mental Health Action Plan (CMHAP) 2013-2020 proposes the implementation of primary prevention strategies to reduce the mental health burden of disease. The extent to which Israeli academic programs and published research adhere to the principles spelled out by the CMHAP is unknown. To investigate the presence of mental health primary prevention themes in published research and academic programs in Israel. We searched for mental health primary prevention themes in: (1) three major journals of psychiatry and social sciences during the years 2001-2012; (2) university graduate programs in psychology, social work and medicine in leading universities for the academic year of 2011-2012; and (3) doctoral and master's theses approved in psychology and social work departments in five universities between the years 2007-2012. We used a liberal definition of primary prevention to guide the above identification of themes, including those related to theory, methods or research information of direct or indirect application in practice. Of the 934 articles published in the three journals, 7.2%, n = 67, addressed primary prevention. Of the 899 courses in the 19 graduate programs 5.2%, n = 47, elective courses addressed primary prevention. Of the 1960 approved doctoral and master's theses 6.2%, n = 123, addressed primary prevention. Only 11 (4.7%) articles, 5 (0.6%) courses, and 5 (0.3%) doctoral and master's theses addressed primary prevention directly. The psychiatric reform currently implemented in Israel and WHO CMHAP call for novel policies and course of action in all levels of prevention, including primary prevention. Yet, the latter is rarely a component of mental health education and research activities. The baseline we drew could serve to evaluate future progress in the field.

  14. Nuclear engineering enrollments and degrees, 1981

    International Nuclear Information System (INIS)

    Little, J.R.; Shirley, D.L.

    1982-05-01

    This report presents data on the number of students enrolled and the degrees awarded in academic year 1980-81 from 73 US institutions offering degree programs in nuclear engineering or nuclear options within other engineering fields. Presented here are historical data for the last decade, which provide information such as trends by degree level, foreign national student participation, female and minority student participation, and placement of graduates. Also included is a listing of the universities by type of program and number of students

  15. Three Hundred Sixty Degree Feedback: program implementation in a local health department.

    Science.gov (United States)

    Swain, Geoffrey R; Schubot, David B; Thomas, Virginia; Baker, Bevan K; Foldy, Seth L; Greaves, William W; Monteagudo, Maria

    2004-01-01

    Three Hundred Sixty Degree Feedback systems, while popular in business, have been less commonly implemented in local public health agencies. At the same time, they are effective methods of improving employee morale, work performance, organizational culture, and attainment of desired organizational outcomes. These systems can be purchased "off-the-shelf," or custom applications can be developed for a better fit with unique organizational needs. We describe the City of Milwaukee Health Department's successful experience customizing and implementing a 360-degree feedback system in the context of its ongoing total quality improvement efforts.

  16. Perception of academic stress among Health Science Preparatory Program students in two Saudi universities

    Directory of Open Access Journals (Sweden)

    Alsulami S

    2018-03-01

    Full Text Available Saleh Alsulami, Zaid Al Omar, Mohammed S Binnwejim, Fahad Alhamdan, Amr Aldrees, Abdulkarim Al-bawardi, Meshary Alsohim, Mohammed Alhabeeb Departments of Family Medicine and Medical Education, College of Medicine, Imam Mohammad ibn Saud Islamic University, Riyadh, Saudi Arabia Abstract: The Health Science Preparatory Program (HSPP is a special program that aims to enhance the educational preparedness of students for participation in a health sciences career. Students spend their first university year in a combined extensive teaching program before they can be assigned to a particular health science specialty. It is thought that students enrolled in a highly competitive environment such as HSPP with a long list of potential stressors, including developmental, academic overload, language barriers and competition, are more disposed to stress and stress-related complications. This study aims to measure the level of academic stress and to determine its risk factors in students enrolled in HSPP-adapted local universities in Saudi Arabia. The study was conducted at two Saudi universities, King Saud University (KSU and Imam Mohammad ibn Saud Islamic University (IMSU with competition-based and non-competition-based HSPP learning models, respectively. Both universities adopt the HSPP system. The scale for assessing academic stress (SAAS was used to assess students’ perceived stress. A total of 290 students successfully completed the questionnaire (N=290, with a mean age of 18.66 years. Mean SAAS scores for KSU and IMSU students were 8.37 (SD = 4.641 and 7.97 (SD = 5.104, P=0.480, respectively. Only “satisfaction” and “associated social and health problems” have shown statistically significant correlation with university (P=0.000 and P=0.049, respectively. This study has found mean SAAS score for two local universities with competition-based versus non-competition-based HSPP learning models. Academic stress correlation with age, gender and

  17. Proposal for a Ph.D. Degree Program in Business Communication

    Science.gov (United States)

    Hildebrandt, Herbert

    1978-01-01

    Outlines procedures and assumptions for instituting a doctoral program in business communication. Lists general/specific requirements for enrollment, and suggests business-core and interdepartmental curricula. (RL)

  18. Personality Procrastination and Cheating in Students from different University Degree Programs

    Science.gov (United States)

    Clariana, Merce

    2013-01-01

    Introduction: Personality, procrastination and dishonest behaviour in the classroom (or cheating) are variables that have been seen to have an important influence on learning. However, they have seldom been studied together and even less taking into account the gender of the student and their choice of degree course. This work analyses the…

  19. Solving the Fully Fuzzy Bilevel Linear Programming Problem through Deviation Degree Measures and a Ranking Function Method

    Directory of Open Access Journals (Sweden)

    Aihong Ren

    2016-01-01

    Full Text Available This paper is concerned with a class of fully fuzzy bilevel linear programming problems where all the coefficients and decision variables of both objective functions and the constraints are fuzzy numbers. A new approach based on deviation degree measures and a ranking function method is proposed to solve these problems. We first introduce concepts of the feasible region and the fuzzy optimal solution of a fully fuzzy bilevel linear programming problem. In order to obtain a fuzzy optimal solution of the problem, we apply deviation degree measures to deal with the fuzzy constraints and use a ranking function method of fuzzy numbers to rank the upper and lower level fuzzy objective functions. Then the fully fuzzy bilevel linear programming problem can be transformed into a deterministic bilevel programming problem. Considering the overall balance between improving objective function values and decreasing allowed deviation degrees, the computational procedure for finding a fuzzy optimal solution is proposed. Finally, a numerical example is provided to illustrate the proposed approach. The results indicate that the proposed approach gives a better optimal solution in comparison with the existing method.

  20. Predictors of academic performance for applicants to an international dental studies program in the United States.

    Science.gov (United States)

    Pitigoi-Aron, Gabriela; King, Patricia A; Chambers, David W

    2011-12-01

    The number of U.S. and Canadian dental schools offering programs for dentists with degrees from other countries leading to the D.D.S. or D.M.D. degree has increased recently. This fact, along with the diversity of educational systems represented by candidates for these programs, increases the importance of identifying valid admissions predictors of success in international dental student programs. Data from 148 students accepted into the international dental studies program at the University of the Pacific from 1994 through 2004 were analyzed. Dependent variables were comprehensive cumulative GPA at the end of both the first and second years of the two-year program. The Test of English as a Foreign Language (TOEFL) and both Parts I and II of the National Board Dental Examination (NBDE) were significant positive predictors of success. Performance on laboratory tests of clinical skill in operative dentistry and in fixed prosthodontics and ratings from interviewers were not predictive of overall success in the program. Although this study confirms the predictive value of written tests such as the TOEFL and NBDE, it also contributes to the literature documenting inconsistent results regarding other types of predictors. It may be the case that characteristics of individual programs or features of the applicant pools for each may require use of admissions predictors that are unique to schools.

  1. The Great Plains IDEA Gerontology Program: An Online, Interinstitutional Graduate Degree

    Science.gov (United States)

    Sanders, Gregory F.

    2011-01-01

    The Great-Plains IDEA Gerontology Program is a graduate program developed and implemented by the Great Plains Interactive Distance Education Alliance (Great Plains IDEA). The Great Plains IDEA (Alliance) originated as a consortium of Colleges of Human Sciences ranging across the central United States. This Alliance's accomplishments have included…

  2. An Achievement Degree Analysis Approach to Identifying Learning Problems in Object-Oriented Programming

    Science.gov (United States)

    Allinjawi, Arwa A.; Al-Nuaim, Hana A.; Krause, Paul

    2014-01-01

    Students often face difficulties while learning object-oriented programming (OOP) concepts. Many papers have presented various assessment methods for diagnosing learning problems to improve the teaching of programming in computer science (CS) higher education. The research presented in this article illustrates that although max-min composition is…

  3. Health Physics Enrollments and Degrees Survey, 2002 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2003-01-01

    The survey includes degrees granted between July 1, 2001 and June 30, 2002. Enrollment information refers to the fall term 2002. Thirty-six academic programs at 35 different institutions were in the survey universe and all responded (100% response rate). Several of these programs did not have any degrees awarded during the time period. Five programs included in the 2001 survey were either discontinued or out-of-scope and not included in 2002 survey

  4. Health Physics Enrollments and Degrees Survey, 2003 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2004-01-01

    The survey includes degrees granted between September 1, 2002 and August 31, 2003. Enrollment information refers to the fall term 2003. Thirty-four academic programs at 33 different institutions were included in the survey universe with all responding (100% response rate). Several of the programs did not have any degrees awarded during the time period. Two programs included in the 2002 survey were either discontinued or out-of-scope and not included in 2003 survey

  5. A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

    Science.gov (United States)

    Schlak, Timothy M.; Johnston, Bruce

    2018-01-01

    This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

  6. Reflective Peer Mentoring: Evolution of a Professional Development Program for Academic Librarians

    Directory of Open Access Journals (Sweden)

    Janet L. Goosney

    2014-06-01

    Full Text Available For librarians engaged in teaching and learning, reflection has the potential to create opportunities to examine one’s instructional practice, identify and address challenges, and find new instructional pathways. It can also lead to a deeper understanding of one’s teaching. As valuable as it is, it can be challenging for librarians to find time to deeply contemplate instruction experiences. In the fast-paced environment of academic libraries, reflection is too often passed over as we rush from one teaching experience to the next. Recognizing the value of reflective practice, a team of academic librarians at Memorial University created a peer mentoring program for librarians involved in information literacy and other forms of teaching. The goal was to create an inviting and collaborative environment for exploring and developing instructional self-awareness by working with librarian colleagues. The resulting Reflective Peer Mentoring (RPM program requires minimal librarian time yet offers satisfying opportunities for brainstorming, problem solving, and reflection by bringing colleagues together into small co-mentored learning communities. This paper explores the successful evolution of this peer-based, collegial approach to reflection. It describes the inspiration and experimentation that led to the eventual creation of the RPM model, including Reflective Teaching & Observation (RTO, an earlier program founded on peer observation and collaborative exploration. It also describes the foundational principles that form the basis for the RPM program as well as the three-step framework on which it is structured. Finally, the article examines the information gathered and lessons learned from assessment of the program during the first year of implementation.

  7. Indirect synthesis of multi-degree of freedom transient systems. [linear programming for a kinematically linear system

    Science.gov (United States)

    Pilkey, W. D.; Chen, Y. H.

    1974-01-01

    An indirect synthesis method is used in the efficient optimal design of multi-degree of freedom, multi-design element, nonlinear, transient systems. A limiting performance analysis which requires linear programming for a kinematically linear system is presented. The system is selected using system identification methods such that the designed system responds as closely as possible to the limiting performance. The efficiency is a result of the method avoiding the repetitive systems analyses accompanying other numerical optimization methods.

  8. The Hybrid Public Research University: A Comparative Case Study of Two Self-Sustaining Degree Programs in Public Health

    OpenAIRE

    Hagigi, Farhad A

    2014-01-01

    Abstract of the DissertationThe Hybrid Public Research University: A Comparative Case Study of Two Self‐Sustaining Degree Programs in Public HealthByFarhad Abas HagigiDoctor of Philosophy in EducationUniversity of California, Los Angeles, 2014Professor Walter R. Allen, Co-ChairProfessor Jos� Luis Santos, Co-ChairDecreased public funding, diminishing political and societal support, and increased competition from private institutions have led public research universities (PRUs) to under...

  9. Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

    Science.gov (United States)

    Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

    2006-11-01

    The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

  10. Experiences in solving the challenges of on-site degree programs

    International Nuclear Information System (INIS)

    Christenson, J.M.; Eckart, L.E.

    1987-01-01

    The University of Cincinnati (UC) Nuclear Engineering Program Faculty has now had six years of experience in delivering on-site educational programs to nuclear power plant technical personnel. Programs of this type present a variety of challenges to the faculty, the management of the client utility and to the students who become involved in a particular program. This paper describes how each of these groups can identify and successfully solve these challenges. The solutions the authors describe are drawn from their own experiences which have been described in some detail elsewhere. Other solutions to those challenges are certainly possible. They make no claim for the particular ones they offer, beyond the fact that they have worked over a sustained period of time and that results they have produced have left all three parties mutually satisfied

  11. Where are the women? Campus climate and the degree aspirations of women in science, technology, engineering and mathematics programs

    Science.gov (United States)

    Schulz, Phyllis

    Women remain underrepresented in science, technology, engineering, and mathematics (STEM) at all levels of higher education, which has become a concern in the competitive global marketplace. Using both quantitative and qualitative analysis, this dissertation sought to learn more about how the campus climate and self-concept influence the degree aspirations of female undergraduate students majoring in STEM programs. Using the Beginning Post-Secondary dataset, regression analyses showed that a student's initial degree aspirations, SAT scores, and interactions with faculty were all positively related to their degree aspirations three years later. Interviews with seven current STEM undergraduates confirmed the importance of interaction with faculty and suggested undergraduate research and classroom experiences also play a role in the degree aspirations of STEM students. Three of the seven students interviewed began their undergraduate educations as non-STEM majors, suggesting that the traditional STEM pipeline may no longer be the norm. These findings suggest that both future research and current practitioners should focus on undergraduate STEM classroom and research experiences. Additionally, the characteristics of students who switch into STEM majors should be explored so that we may continue to expand the number of students pursuing STEM degrees.

  12. The diffusion of the distance Entomology Master's Degree Program at the University of Nebraska Lincoln: A descriptive case study

    Science.gov (United States)

    Hubbell, Jody M.

    This study explored three selected phases of Rogers' (1995) Diffusion of Innovations Theory to examine the diffusion process of the distance Entomology Master's Degree program at the University of Nebraska, Lincoln. A qualitative descriptive case study approach incorporated semi-structured interviews with individuals involved in one or more of the three stages: Development, Implementation, and Institutionalization. Documents and archival evidence were used to triangulate findings. This research analyzed descriptions of the program as it moved from the Development, to the Implementation, and finally, the Institutionalization stages of diffusion. Each respective stage was examined through open and axial coding. Process coding identified themes common to two or more diffusion stages, and explored the evolution of themes from one diffusion stage to the next. At a time of significant budget constraints, many departments were faced with the possibility of merger or dissolution. The Entomology Master's Degree Program evolved from being an entrepreneurial means to prevent departmental dissolution to eventually being viewed as a model for the development of similar programs across this university and other institutions of higher education. During this evolution, the program was reinvented to meet the broader needs of industry and a global student market. One finding not consistent with Rogers' model was that smaller, rather than larger, departmental size contributed to the success of the program. Within this small department, faculty members were able to share their experiences and knowledge with each other on a regular basis, which promoted greater acceptance of the distance program. How quality and rigor may be defined and measured was a key issue in each respective stage. In this specific case, quality and rigor was initially a comparison of on-campus and distance course content and then moved to program-based assessment and measures of student outcomes such as job

  13. A linear programming approach for placement of applicants to academic programs

    OpenAIRE

    Kassa, Biniyam Asmare

    2013-01-01

    This paper reports a linear programming approach for placement of applicants to study programs developed and implemented at the college of Business & Economics, Bahir Dar University, Bahir Dar, Ethiopia. The approach is estimated to significantly streamline the placement decision process at the college by reducing required man hour as well as the time it takes to announce placement decisions. Compared to the previous manual system where only one or two placement criteria were considered, the ...

  14. The Impact of a National Faculty Development Program Embedded Within an Academic Professional Organization.

    Science.gov (United States)

    Baldwin, Constance D; Gusic, Maryellen E; Chandran, Latha

    2017-08-01

    A sizeable literature describes the effectiveness of institution-based faculty development programs in nurturing faculty educators as scholars, but national programs are less common and seldom evaluated. To fill this role, the Educational Scholars Program (ESP) was created within the Academic Pediatric Association (APA) in 2006. It is a national, three-year, cohort-based certification program focused on fostering educational scholarship. This article describes the development and outcomes of an innovative program embedded within the framework of a national professional organization, and offers a model for potential adaptation by similar organizations to enhance their support of educators.After 10 years, 171 scholars have enrolled in the ESP, and 50 faculty have participated. Scholars are assigned a faculty advisor and participate in three full-day sessions at a national meeting; online, interactive learning modules; and a mentored, scholarly project. The program receives support from the APA in four organizational frames: structural, human resource, political, and symbolic. The self-perceived scholarly proficiency of the scholars in Cohort 1 increased significantly over time, and their productivity and collaborations increased during and after the program. Scholars wrote enthusiastically about their experience in yearly and postprogram evaluations. In interviews, eight past APA presidents explained that the ESP strengthened the APA's mission, created new leaders, and provided a new model for other APA programs. Outcomes of the ESP suggest that a longitudinal faculty development program embedded within a national professional organization can create a social enterprise not only within the organization but also within the broader national community of educator-scholars.

  15. Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

    Science.gov (United States)

    Sivier, Kenneth R.; Lembeck, Michael F.

    1988-01-01

    The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

  16. Establishing an Integrative Medicine Program Within an Academic Health Center: Essential Considerations.

    Science.gov (United States)

    Eisenberg, David M; Kaptchuk, Ted J; Post, Diana E; Hrbek, Andrea L; O'Connor, Bonnie B; Osypiuk, Kamila; Wayne, Peter M; Buring, Julie E; Levy, Donald B

    2016-09-01

    Integrative medicine (IM) refers to the combination of conventional and "complementary" medical services (e.g., chiropractic, acupuncture, massage, mindfulness training). More than half of all medical schools in the United States and Canada have programs in IM, and more than 30 academic health centers currently deliver multidisciplinary IM care. What remains unclear, however, is the ideal delivery model (or models) whereby individuals can responsibly access IM care safely, effectively, and reproducibly in a coordinated and cost-effective way.Current models of IM across existing clinical centers vary tremendously in their organizational settings, principal clinical focus, and services provided; practitioner team composition and training; incorporation of research activities and educational programs; and administrative organization (e.g., reporting structure, use of medical records, scope of clinical practice) and financial strategies (i.e., specific business plans and models for sustainability).In this article, the authors address these important strategic issues by sharing lessons learned from the design and implementation of an IM facility within an academic teaching hospital, the Brigham and Women's Hospital at Harvard Medical School; and review alternative options based on information about IM centers across the United States.The authors conclude that there is currently no consensus as to how integrative care models should be optimally organized, implemented, replicated, assessed, and funded. The time may be right for prospective research in "best practices" across emerging models of IM care nationally in an effort to standardize, refine, and replicate them in preparation for rigorous cost-effectiveness evaluations.

  17. Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

    Science.gov (United States)

    Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

    2016-09-01

    The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

  18. An Analysis of the Academic Behaviors and Beliefs of Division I Student-Athletes: The Impact of the Increased Percentage toward Degree Requirements

    Science.gov (United States)

    Kulics, Jennifer M.; Kornspan, Alan S.; Kretovics, Mark

    2015-01-01

    The purpose of the present study was to assess the academic decision making beliefs of National Collegiate Athletic Association (NCAA) Division I Football Bowl Championship Series (FBS) student-athletes and to determine if the variables of gender and type of sport related to academic decision making behavior of student-athletes. Participants…

  19. Career outcomes of nondesignated preliminary general surgery residents at an academic surgical program.

    Science.gov (United States)

    Ahmad, Rima; Mullen, John T

    2013-01-01

    There remains a debate as to whether nondesignated preliminary (NDP) positions in surgery ultimately translate into successful surgical careers for those who pursue them. We sought to identify the success with which our NDP residents were able to transition to their desired career and what, if any, factors contributed to their success. The records of all NDP residents accepted into the Massachusetts General Hospital General Surgery Residency Program from 1995 to 2010 were examined and long-term follow-up was completed. Thirty-four NDP residents were identified, including 26.5% US graduates and 73.5% international medical graduates. At the end of the initial preliminary year, 30 (88%) got placed in a postgraduate residency program, whereas 4 (12%) pursued other career paths. Of those who got placed, 25 (83%) attained surgical residency positions, including 17 (57%) who continued as preliminary residents at our institution and 8 (27%) who got placed in categorical surgical positions at other programs. After multiple preliminary years, 15 of 17 achieved a categorical position, of which, 93% were in surgical fields. Overall, 64.7% of all entering NDP residents eventually went on to have careers in general surgery (50%) or surgical subspecialties (14.7%), and 24 of 34 (71%) fulfilled their desired career goals. No factor predicted success. From 1995 to 2012 there have been 15 midlevel (11 postgraduate year 4) vacancies in our program, 4 of which were filled by preliminary residents, 2 from our program and 2 from elsewhere. All have gone on to board certifications and careers in surgery. More than 70% of NDP residents in our program successfully transitioned to their desired career paths, many achieving categorical surgical positions and academic surgical careers, thus demonstrating the benefit of this track to both residency programs and trainees. © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. Physician Contribution to Developing an Online Master’s Degree in Education Program for Health Care Professionals

    Directory of Open Access Journals (Sweden)

    Kadriye O. Lewis, Ed.D.

    2006-07-01

    Full Text Available Online education is increasingly recognized by medical educators as a teaching and learning tool to support formal and continuing medical education. The faculty development team at Cincinnati Childrens Hospital Medical Center (CCHMC in collaboration with the University of Cincinnati College of Education (UCCOE developed an Online Masters Degree in Education program designed to provide healthcare professionals with the educational pedagogy needed to teach more effectively and to conduct educational research. A qualitative case study describes the experiences of four physicians who completed the existing Master’s Degree in Education (Curriculum and Instruction major in a combined in-class/online format. These physicians then helped customize the curriculum for medical education and adapt the program to an all-online format. Each participant benefited from the program in different ways (e.g. improved educational research methods, teaching and technology skills, assessment techniques, performance-based learning. The program introduced new concepts in education that the physician participants were able to adapt to medical education. All participants became more aware of their role as educators, and demonstrated increased understanding of teaching and learning concepts, including the many benefits of online learning for physicians with full-time professional responsibilities.

  1. Men's and Women's Intentions to Persist in Undergraduate Engineering Degree Programs

    Science.gov (United States)

    Concannon, James P.; Barrow, Lloyd H.

    2010-01-01

    This is a quantitative study of 493 undergraduate engineering majors' intentions to persist in their engineering program. Using a multiple analysis of variance analysis, men and women had one common predictor for their intentions to persist, engineering career outcome expectations. However, the best sociocognitive predictor for men's persistence…

  2. Mentoring in Clinical-Translational Research: A Study of Participants in Master’s Degree Programs

    OpenAIRE

    McGinn, Aileen P; Lee, Linda S; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E; Seely, Ellen W; Schoenbaum, Ellie

    2015-01-01

    Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of masters-level trainees in clinical-translational research training programs.

  3. An Examination of Job Skills Posted on Internet Databases: Implications for Information Systems Degree Programs.

    Science.gov (United States)

    Liu, Xia; Liu, Lai C.; Koong, Kai S.; Lu, June

    2003-01-01

    Analysis of 300 information technology job postings in two Internet databases identified the following skill categories: programming languages (Java, C/C++, and Visual Basic were most frequent); website development (57% sought SQL and HTML skills); databases (nearly 50% required Oracle); networks (only Windows NT or wide-area/local-area networks);…

  4. Association Between Socioeconomic Status and Participation in Colonoscopy Screening Program in First Degree Relatives of Colorectal Cancer Patients.

    Science.gov (United States)

    Chouhdari, Arezoo; Yavari, Parvin; Pourhoseingholi, Mohammad Amin; Sohrabi, Mohammad-Reza

    2016-04-01

    Approximately 15% to 25% of colorectal cancer (CRC) cases have positive family history for disease. Colonoscopy screening test is the best way for prevention and early diagnosis. Studies have found that first degree relatives (FDRs) with low socioeconomic status are less likely to participate in colonoscopy screening program. The aim of this study is to determine the association between socioeconomic status and participation in colonoscopy screening program in FDRs. This descriptive cross-sectional, study has been conducted on 200 FDRs who were consulted for undergoing colonoscopy screening program between 2007 and 2013 in research institute for gastroenterology and liver disease of Shahid Beheshti University of Medical Sciences, Tehran, Iran. They were interviewed via phone by a valid questionnaire about socioeconomic status. For data analysis, chi-square, exact fisher and multiple logistic regression were executed by SPSS 19. The results indicated 58.5% participants underwent colonoscopy screening test at least once to the time of the interview. There was not an association between participation in colonoscopy screening program and socioeconomic status to the time of the interview in binomial analysis. But statistical significance between intention to participate and educational and income level were found. We found, in logistic regression analysis, that high educational level (Diploma and University degree in this survey) was a predictor to participate in colonoscopy screening program in FDRs. According to this survey low socioeconomic status is an important factor to hinder participation of FDRs in colonoscopy screening program. Therefore, planned interventions for elevation knowledge and attitude in FDRs with low educational level are necessary. Also, reducing colonoscopy test costs should be a major priority for policy makers.

  5. Inter-Institutional Partnerships Propel A Successful Collaborative Undergraduate Degree Program In Chemistry.

    Science.gov (United States)

    D'Souza, Malcolm J; Wang, Qiquan

    2012-10-01

    Small private liberal arts colleges are increasingly tuition-dependent and mainly attract students by creating student-centered learning communities. On the other hand, larger universities tend to be trendsetters where its faculty tend to seek intellectual independence and are involved in career focused cutting-edge research. The Institutional Development Awards (IDeA) and Experimental Program to Stimulate Competitive Research (EPSCoR) are federal-state-university partnerships that builds basic research infrastructure and coax the state-wide higher education institutions to collaborate with each other in order to enhance their competitiveness. As a result in Delaware, Wesley College instituted curricular and operational changes to launch an undergraduate program in biological chemistry where its students take three upper division chemistry courses and can choose to participate in annual summer undergraduate internships at nearby Delaware State University.

  6. Mentoring in Clinical-Translational Research: A Study of Participants in Master's Degree Programs.

    Science.gov (United States)

    McGinn, Aileen P; Lee, Linda S; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E; Seely, Ellen W; Schoenbaum, Ellie

    2015-12-01

    Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's-level trainees in clinical-translational research training programs. A cross-sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical-translational research. Fewer trainees perceived effective mentoring in career development and work-life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0-15.0) than trainees with SM (median: 10.5; IQR: 8.0-14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical-translational training. © 2015 Wiley Periodicals, Inc.

  7. Mentoring in Clinical‐Translational Research: A Study of Participants in Master's Degree Programs

    Science.gov (United States)

    Lee, Linda S.; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E.; Seely, Ellen W.; Schoenbaum, Ellie

    2015-01-01

    Abstract Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's‐level trainees in clinical‐translational research training programs. A cross‐sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical‐translational research. Fewer trainees perceived effective mentoring in career development and work‐life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0–15.0) than trainees with SM (median: 10.5; IQR: 8.0–14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical‐translational training. PMID:26534872

  8. Geographic mobility advances careers: study of the Executive Leadership in Academic Medicine (ELAM) program for women.

    Science.gov (United States)

    McLean, Marsha R; Morahan, Page S; Dannels, Sharon A; McDade, Sharon A

    2013-11-01

    To explore whether geographic mobility is associated with career advancement of women in U.S. medical schools who are entering mid- to executive-level positions. Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). Twenty-four percent of women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). Similar to findings outside academic medicine, 24% of women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying women's relocation decisions require additional study.

  9. Integrating Service ­Learning and International Study into the Traditional Degree Programs

    OpenAIRE

    Newcomer, Quint

    2010-01-01

    In 2001, the University of Georgia Foundation made a significant commitment to expanding the opportunity for study abroad at UGA when it purchased a 155‐acre farm and built a new education and research center in San Luis de Monteverde, Costa Rica. UGA Costa Rica collaborates with departments and schools across the University to offer study abroad programs that offer courses directly related to major areas of study and that also integrate service‐learning as a central component of the overall ...

  10. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment.

    Science.gov (United States)

    Helitzer, Deborah L; Newbill, Sharon L; Cardinali, Gina; Morahan, Page S; Chang, Shine; Magrane, Diane

    2016-04-01

    Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.

  11. MONETARY COSTS OF THE STUDENT DESERTION IN THE ACADEMIC PROGRAMS IN THE UNIVERSITY OF LA GUAJIRA COLOMBIA COSTOS MONETARIOS DE LA DESERCION ESTUDIANTIL EN LOS PROGRAMAS ACADEMICOS EN LA UNIVERSIDAD DE LA GUAJIRA COLOMBIA

    OpenAIRE

    Marlenis Ucros Brito; Dalmer Vargas Palacios; Charles J. Blanco Martes

    2013-01-01

    This research determines the monetary costs of the student desertion in academic programs of the University of La Guajira-Colombia and their extensions 2007-2011. The investigation is descriptive, under a quantitative approach. The results show the costs of desertion in the University of La Guajira are a relevant indicator to the extent that it reflects the degree of efficiency of its institutional policies. However, the estimation of monetary costs and rates of desertion, present differences...

  12. Digital Records Forensics: A New Science and Academic Program for Forensic Readiness

    Directory of Open Access Journals (Sweden)

    Luciana Duranti

    2010-06-01

    Full Text Available This paper introduces the Digital Records Forensics project, a research endeavour located at the University of British Columbia in Canada and aimed at the development of a new science resulting from the integration of digital forensics with diplomatics, archival science, information science and the law of evidence, and of an interdisciplinary graduate degree program, called Digital Records Forensics Studies, directed to professionals working for law enforcement agencies, legal firms, courts, and all kind of institutions and business that require their services. The program anticipates the need for organizations to become “forensically ready,” defined by John Tan as “maximizing the ability of an environment to collect credible digital evidence while minimizing the cost of an incident response (Tan, 2001.” The paper argues the need for such a program, describes its nature and content, and proposes ways of delivering it.

  13. Outcomes in a Community-Based Intensive Cardiac Rehabilitation Program: Comparison with Hospital-Based and Academic Programs.

    Science.gov (United States)

    Katzenberg, Charles; Silva, Edna; Young, M Jean; Gilles, Greg

    2018-04-13

    The purpose of this study was to test the hypothesis that a community-based intensive cardiac rehabilitation program could produce positive changes in risk factor profile and outcomes in an at-risk population. Participants seeking either primary or secondary coronary artery disease prevention voluntarily enrolled in the 12-week intensive cardiac rehabilitation program. Data were obtained at baseline and 6-12 months after completion of the program. A total of 142 individuals, mean age 69 years, completed the Heart Series between 2012 and 2016. Follow-up data were available in 105 participants (74%). Participants showed statistically significant improvements in mean weight (165 to 162 lbs, P = .0005), body mass index (26 to 25 kg/m 2 , P = .001), systolic blood pressure (126 to 122 mm Hg, P = .01), diastolic blood pressure (73 to 70 mm Hg, P = .0005), total cholesterol (175 to 168 mg/dL, P = .03), low-density lipoprotein cholesterol (LDL-C) (100 to 93 mg/dL, P = .005), LDL-C/high-density lipoprotein cholesterol (HDL-C) ratio (1.8 to 1.6, P = .005), and cholesterol/HDL-C ratio (3.2 to 3.0, P = .003). Changes in HDL-C, triglycerides, and fasting blood glucose did not reach statistical significance, but all trended in favorable directions. Adverse cardiovascular disease outcomes were rare (one stent placement, no deaths). A total of 105 participants completed our 12-week community-based intensive cardiac rehabilitation program and showed significant positive changes in several measures of cardiac risk, with only 1 adverse event. These results compare favorably with those of hospital-based and academic institutional programs. Copyright © 2018 Elsevier Inc. All rights reserved.

  14. Satellite stories: capturing professional experiences of academic health sciences librarians working in delocalized health sciences programs.

    Science.gov (United States)

    Phinney, Jackie; Horsman, Amanda Rose

    2018-01-01

    Health sciences training programs have progressively expanded onto satellite campuses, allowing students the opportunity to learn in communities away from an academic institution's main campus. This expansion has encouraged a new role for librarians to assume, in that a subset of health sciences librarians identify as "satellite librarians" who are permanently located at a distance from the main campus. Due to the unique nature of this role and lack of existing data on the topic, the authors investigated the experiences and perceptions of this unique group of information professionals. An electronic survey was distributed to health sciences librarians via two prominent North American email discussion lists. Questions addressed the librarians' demographics, feelings of social inclusion, technological support, autonomy, professional support, and more. Eighteen surveys were analyzed. While several respondents stated that they had positive working relationships with colleagues, many cited issues with technology, scheduling, and lack of consideration as barriers to feeling socially included at both the parent and local campuses. Social inclusion, policy creation, and collection management issues were subject to their unique situations and their colleagues' perceptions of their roles as satellite librarians. The results from this survey suggest that the role of the academic health sciences librarian at the satellite campus needs to be clearly communicated and defined. This, in turn, will enhance the experience for the librarian and provide better service to the client.

  15. Designing and conducting MD/MPH dual degree program in the Medical School of Shiraz University of Medical Sciences.

    Science.gov (United States)

    Salehi, Alireza; Hashemi, Neda; Saber, Mahboobeh; Imanieh, Mohammad Hadi

    2015-07-01

    Many studies have focused on the need of health systems to educated physicians in the clinical prevention, research methodology, epidemiology and health care management and emphasize the important role of this training in the public health promotion. On this basis, Shiraz University of Medical Sciences (SUMS) has established MD/MPH dual degree program since the year 2012. In the current study, Delphi technique was used. Both qualitative and quantitative methods were applied in the Delphi process. The Delphi team members including experts with extensive experience in teaching, research and administration in the field of educational management and health/medical education reached consensus in almost 86% of the questionnaire items through three Delphi rounds. MD/MPH program for SUMS was designed based on the items agreed and thematic analysis used in these rounds. The goals, values, mission and program requirements including the period, the entrance condition, and the number of units, and certification were determined. Accordingly, the courses of the program are presented in parallel with the MD education period. MPH courses consist of 35 units including 16 obligatory and 15 voluntary ones. Designing MD/MPH program in SUMS based on the existent models in the universities in different countries, compatible with educational program of this university and needs of national health system in Iran, can be a beneficial measure towards promoting the students' knowledge and theoretical/practical skills in both individual and social level. Performing some additional research to assess the MD/MPH program and some cohort studies to evaluate the effect of this program on the students' future professional life is recommended.

  16. Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

    Science.gov (United States)

    Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

    2018-06-01

    Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

  17. An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

    Science.gov (United States)

    Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

    2016-01-01

    The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

  18. A study to investigate the effectiveness of successful intelligence training program to increase academic hope

    Directory of Open Access Journals (Sweden)

    Mahbobeh Samavatian

    2014-02-01

    Full Text Available The purpose of this study is to investigate the effectiveness of successful intelligence training program on academic hopefulness of probation students of Esfahan University of Technology. The research is semi-experimental of pre-test, post-test type with control group. Research population includes all probation students of Esfahan University of Technology. The study chooses 30 female and male students and assigns them randomly into two groups of experimental and control. Experimental group participate in 13 successful intelligence-training sessions for 13 weeks. Research tools consists of, Hope in certain aspects. Statistical analysis is conducted using SPSS18 on inferential statistics level proportionate to data analysis level. Statistical test hypothesis are analyzed through univariate covariance and multivariate covariance analysis. The results show that successful intelligence program training was effective to enhance hopefulness of probation students (p < 0.05. Given the results of present research, successful intelligence program training can be used as an intervention method in order to decrease harms because of dormitory and student life.

  19. Associate Degree Nursing: Model Prerequisites Validation Study. California Community College Associate Degree Programs by The Center for Student Success, A Health Care Initiative Sponsored Project.

    Science.gov (United States)

    Phillips, Brad C.; Spurling, Steven; Armstrong, William A.

    California faces a severe nursing shortage, with the number of registered nurses far below what is required to avert a potential state health care crisis. The Associate Degree Nursing (ADN) Project is a joint project involving scholars, educational researchers, and analysts from the Center for Student Success (CSS) housed at City College of San…

  20. Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.

    Science.gov (United States)

    Hampton, Debra; Pearce, Patricia F; Moser, Debra K

    Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (PBaby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (PBaby Boomer and Generation X students. In conclusion, the results of this

  1. Web-based audiovisual phonetic table program application as e-learning of pronunciation practice in undergraduate degree program

    Directory of Open Access Journals (Sweden)

    Retnomurti Ayu Bandu

    2018-01-01

    Full Text Available Verbal-based learning such as English pronunciation practice requires the existence of an effective e-learning because if it is directly given without any learning media, inaccuracies in pronunciation, spelling, repetition will usually occur in the spoken language. Therefore, this study aims to develop e-learning to be used in the Pronunciation Practice class, Indraprasta PGRI University. This research belongs to Research and Development are: requires an analysis, develops syllabus and teaching materials, creates and develops e-learning, tries and revises the media. Consequently, there is a need to develop module in the classroom into a versatile technology web-based module in the form of Phonetic Table Program. The result is carried out in pronunciation practice classes to find more details on some parts that may still not be detected by the researchers. Thus, the use of technology has become a necessity to assist students in achieving the learning objectives. Therefore, the process of communication in learning will attract more students’ interest and provide facilities to understand the sound system of English as it is equipped with buttons to practice presented by nonnative speakers. Non-native speakers’ selection are based on the consideration that they quickly adapt helping other students who are less fluent in English.

  2. 77 FR 13566 - DoDEA Grants to Military Connected Local Educational Agencies for Academic and Support Programs...

    Science.gov (United States)

    2012-03-07

    ... should strengthen teacher content knowledge and skills through sustained professional development and, in.... Program areas are any K-12 academic content support (English, Math, Science, Social Studies, ESL, or... student achievement needs and/or lack of educational opportunities at target schools. Cite multiple...

  3. Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

    Science.gov (United States)

    Berk, Saban

    2018-01-01

    Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

  4. Los Programas de Inmersion Bilingue y la Adquisicion del Discurso Academico (Bilingual Immersion Programs and the Acquisition of Academic Discourse).

    Science.gov (United States)

    Lopez-Bonilla, Guadalupe

    2002-01-01

    A study examined the strategies used by a fourth-grade teacher in a two-way bilingual immersion program (English/Spanish) that contributed to students' development of academic language in Spanish. Analysis of a science lesson highlighted the use of an appropriate Spanish-language textbook and the teacher's use of visual elements, repetition,…

  5. A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

    Science.gov (United States)

    Sharp, Jason H.; Sharp, Laurie A.

    2017-01-01

    Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

  6. Higher Education Marketing Strategies Based on Factors Impacting the Enrollees' Choice of a University and an Academic Program

    Science.gov (United States)

    Kalimullin, Aydar M.; Dobrotvorskaya, Svetlana G.

    2016-01-01

    The relevance of studying the stated problem is due to the fact that for increasing the efficiency of higher education marketing it is necessary to take into account several factors, namely, factors that impact the choice of a university and an academic program by enrollees, as well as socio-psychological characteristics of the latter, while…

  7. Analysis of PGY-1 Pharmacy Resident Candidate Letters of Recommendation at an Academically Affiliated Residency Program.

    Science.gov (United States)

    McLaughlin, Milena M; Masic, Dalila; Gettig, Jacob P

    2018-04-01

    Letters of recommendation (LORs) are a critical component for differentiating among similarly qualified pharmacy residency candidates. These letters contain information that is difficult to ascertain from curricula vitae and pharmacy school transcripts. LOR writers may use any words or phrases appropriate for each candidate as there is no set framework for LORs. The objective of this study was to characterize descriptive themes in postgraduate year 1 (PGY-1) pharmacy residency candidates' LORs and to examine which themes of PGY-1 pharmacy residency candidates' LORs are predictive of an interview invitation at an academically affiliated residency program. LORs for candidates from the Pharmacy Online Residency Centralized Application System (PhORCAS) from 2013 and 2014 for the Midwestern University PGY-1 Pharmacy Residency were analyzed. LOR characteristics and descriptive themes were collected. All scores for candidate characteristics and overall PhORCAS recommendation were also recorded. A total of 351 LORs for 111 candidates from 2013 (n = 47 candidates) and 2014 (n = 64 candidates) were analyzed; 36 (32.4%) total candidates were offered an interview. Themes that were identified as predictors of an interview included a higher median (interquartile range) number of standout words (3 words [1.3-4] vs 3.8 words [2.5-5.5], P < .01) and teaching references (3.7 words [2.7-6] vs 5.7 words [3.7-7.8], P = .01). For this residency program, standout words and teaching references were important when offering interviews.

  8. [Public health competencies and contents in Spanish university degree programs of physical therapy, occupational therapy, environmental science, dentistry and veterinary science].

    Science.gov (United States)

    Davó-Blanes, M Carmen; Vives-Cases, Carmen; Alvarez-Dardet, Carlos; Segura-Benedicto A, Andreu; Bosch Llonch, Fèlix; G Benavides, Fernando

    2014-01-01

    To identify the basic competencies and contents related to public health to be included in degree programs according to the perspective of lecturers from various Spanish universities. In the context of the Second Workshop on Public Health Contents in Degree Programs (Mahon, 19 to 20 September 2012), 20 lecturers from different Spanish universities were distributed in five working groups. The lecturers had been selected from the instructional guides on public health and epidemiology published on the web sites of the Rectors' Conference of Spanish Universities. Each group worked on a degree program and the results were discussed in plenary sessions. The activities and competencies related to the three basic functions of public health were identified in all degree programs. Most of the professional competencies identified were related to the function of «assessment of population health needs». The contents proposed by the working groups related to epidemiology, basic concepts in public health, public health intervention, health management, and health policy. The main common topics among the degrees concerned the first three contents. Public health professional competencies and contents were identified in the degree programs examined. These results may serve as a starting point for a more detailed review of public health programs across degree levels and the search for a consensus on the common content that should be included in each of them. Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.

  9. Partnership Among Peers: Lessons Learned From the Development of a Community Organization-Academic Research Training Program.

    Science.gov (United States)

    Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J; Borawski, Elaine A

    2016-01-01

    Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization-academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. The PEER program was developed and guided by a community-academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows' pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research

  10. The Relationship between Medical Students' Cognitive Method of Thinking, Their Sex Their Academic Level and the Degree of Their Creative Thinking

    Science.gov (United States)

    Qutami, Nayfeh

    2005-01-01

    The sample of the study consisted of all the students in the Faculty of Medicine. The study was conducted using 290 students. The performance of 279 students of the total were analyzed. 141 were males and 135 were females. The results showed an influence in the interaction of different variables such as sex, academic level, and the cognitive…

  11. "A Degree Is a Part of the Puzzle, but Only a Piece." Understanding How Employers Determine the Value of Academic Credentials

    Science.gov (United States)

    Kaspari, Brenda Anderson

    2017-01-01

    With the skyrocketing costs of higher education and the increased scrutiny of how educational institutions prepare graduates for the workplace, this dissertation explored how the "outsiders," or employers, view and determine the value of academic credentials. Using the premise of credentialism, this grounded theory, qualitative study…

  12. The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

    Science.gov (United States)

    Hizer, Suzanne Elizabeth

    Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI

  13. Academic dishonsty

    African Journals Online (AJOL)

    User

    This study attempted to investigate students' self reported academic dishonesty in Ethiopian ... university programs can play a key role in ... serious problem in establishing academic ... and Rocha 2006); Asian-Pacific, ... and self-adjustment mediates the ..... In my suggestion, it is better that ..... Comparative and International.

  14. The Formal Organization of Knowledge: An Analysis of Academic Structure.

    Science.gov (United States)

    Gumport, Patricia J.; Snydman, Stuart K.

    2002-01-01

    A case study of San Jose State University examined how changes in what counts as knowledge are reflected in universities' academic structure. Found that the multidimensionality of academic structure, with bureaucratic (departmental) structure relatively fixed and programmatic (degree program) structure relatively open, enables universities to…

  15. The Impact of the Social, Academic, and Moral Development Programs of an Achievable Dream on Students during Their College and University Experience

    Science.gov (United States)

    Runge, Amy L.

    2016-01-01

    This evaluation case study explores the impact of the An Achievable Dream social, academic, and moral program on college student's performance in college. Through this study, the researcher was able to provide insight on college student and college student advocates perceptions of An Achievable Dream's social, academic, and moral program's impact…

  16. The learning styles of orthopedic residents, faculty, and applicants at an academic program.

    Science.gov (United States)

    Richard, Raveesh Daniel; Deegan, Brian Francis; Klena, Joel Christian

    2014-01-01

    To train surgeons effectively, it is important to understand how they are learning. The Kolb Learning Style Inventory (LSI) is based on the theory of experiential learning, which divides the learning cycle into 4 stages: active experimentation (AE), abstract conceptualization (AC), concrete experience, and reflective observation. The purpose of this investigation was to assess the learning styles of orthopedic residents, faculty, and applicants at an east-coast residency program. A total of 90 Kolb LSI, Version 3.1 surveys, and demographic questionnaires were distributed to all residency applicants, residents, and faculty at an academic program. Data collected included age, sex, type of medical school (MD or DO), foreign medical graduate status, and either year since college graduation, postgraduate year level (residents only), or years since completion of residency (faculty only). Seventy-one completed Kolb LSI surveys (14 residents, 14 faculty members, and 43 applicants) were recorded and analyzed for statistical significance. The most prevalent learning style among all participants was converging (53.5%), followed by accommodating (18.3%), diverging (18.3%), and assimilating (9.9%) (p = 0.13). The applicant and resident groups demonstrated a high tendency toward AE followed by AC. The faculty group demonstrated a high tendency toward AC followed by AE. None of the 24 subjects who were 26 years or under had assimilating learning styles, in significant contrast to the 12% of 27- to 30-year-olds and 18% of 31 and older group (p learning style involves problem solving and decision making, with the practical application of ideas and the use of hypothetical-deductive reasoning. Learning through AE decreased with age, whereas learning through AC increased. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  17. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  18. Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

    Directory of Open Access Journals (Sweden)

    Amanda Rockinson-Szapkiw

    2017-04-01

    Full Text Available Aim/Purpose: The purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional to persist. Background: It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistence. Methodology\t: Data were collected from 17 women via questionnaires, life maps, and interviews and were analyzed in accordance with grounded theory procedures. Contribution: This study generated a novel theoretical model to explain women EdD students’ academic identity progression from students to scholars and its intersection with other salient identities, especially mother, and the core sense of self in alignment with other identity theories. Findings: Academic identity development from student to research scholar is complex and challenging, but follows a unique progression that begins with gaining competence in research, followed by a confidence to conduct research. This positive attitude toward research is often shaped by an influential advisor or mentor, a relationship that enables a student mother to envision herself as a scholar and mother. However, it is a woman’s social conditions (e.g., supportive spouse, friends, or employer that provide her the confidence and space to differentiate, develop, and intersect multiple identities, a process that allows for successful negotiation and integration of identities, and ultimately, persistence and attainment of the doctorate. Recommendations for Practitioners\t: Findings highlight the need for more women faculty role models in higher education. To increase the number of women faculty mentors in

  19. [Environmental Hazards Assessment Program annual report, June 1992--June 1993]. Proposal for a new program leading to the Master of Science degree in environmental studies to be offered jointly by the Medical University of South Carolina and the University of Charleston, South Carolina

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    The Medical University of South Carolina (MUSC) and the University of Charleston, South Carolina (UCSC) propose to offer the degree of Master of Science in Environmental Studies. The proposed starting date is August 1994. The purpose of this interdisciplinary program is to offer nationally and internationally recognized graduate level training in the areas of environmental policy, science, and health risk assessment. Special emphasis will be placed on human health. Included in this proposal are a needs assessment for environmental science professionals along with employment projections and salary expectations. The Environmental Science program is described and its relationship to other programs within MUSC and UCSC, as well as its relation to similar programs at other institutions are examined. Enrollment is discussed, admission requirements and standards outlined, and the curriculum is described. Academic and physical resources are examined and estimated costs are given.

  20. A qualitative study of physicians' experiences with online learning in a masters degree program: benefits, challenges, and proposed solutions.

    Science.gov (United States)

    Dyrbye, Liselotte; Cumyn, Annabelle; Day, Hollis; Heflin, Mitchell

    2009-02-01

    In response to challenges to faculty development (e.g. time away from clinical, teaching, and other responsibilities; lack of mentors; and limited resources) online learning has become an important venue to provide education for physicians in curriculum development, instruction, assessment, evaluation, educational leadership, and education scholarship. Online learning however has its own unique challenges. Little is known about clinician-educators' experiences while participating in online programs and few studies have focused on their approaches to facilitate online learning. To explore the experiences of physicians pursuing a degree in higher education with online learning, including motivations for choosing this format, barriers encountered, and ideas for facilitating learning in the online environment. All students (n = 71) enrolled in online courses in the University of Illinois at Chicago Masters of Health Profession Education Program were surveyed in the spring of 2006. Responses were analysed using a qualitative approach. Of the 48 students who completed the survey (response rate 68%) 45 (94%) were physicians. The online format is convenient, flexible, and may be beneficial for learning. Students' responses raise issues inherent to online learning that must be addressed to optimize student-centered learning. These issues relate to: clarity of communication; difficulties in negotiating team work and in building relationships; technical demands; learning style preferences, and time commitment. Students provided recommendations for strategies to address these issues such as how to communicate clearly, facilitate teamwork, and optimize time management. Member checking supported the analysis. Online education programs meet the needs of physicians but have associated challenges. Further research is needed to explore the potential value of student suggested ways to optimize the online learning experience.

  1. Leadership in Dental Hygiene Degree Completion Programs: A Pilot Study Comparing Stand-Alone Leadership Courses and Leadership-Infused Curricula.

    Science.gov (United States)

    Smith, Michelle L; Gurenlian, JoAnn R; Freudenthal, Jacqueline J; Farnsworth, Tracy J

    2016-05-01

    The aim of this study was to define the extent to which leadership and leadership skills are taught in dental hygiene degree completion programs by comparing stand-alone leadership courses/hybrid programs with programs that infuse leadership skills throughout the curricula. The study involved a mixed-methods approach using qualitative and quantitative data. Semi-structured interviews were conducted with program directors and faculty members who teach a stand-alone leadership course, a hybrid program, or leadership-infused courses in these programs. A quantitative comparison of course syllabi determined differences in the extent of leadership content and experiences between stand-alone leadership courses and leadership-infused curricula. Of the 53 U.S. dental hygiene programs that offer degree completion programs, 49 met the inclusion criteria, and 19 programs provided course syllabi. Of the program directors and faculty members who teach a stand-alone leadership course or leadership-infused curriculum, 16 participated in the interview portion of the study. The results suggested that competencies related to leadership were not clearly defined or measurable in current teaching. Reported barriers to incorporating a stand-alone leadership course included overcrowded curricula, limited qualified faculty, and lack of resources. The findings of this study provide a synopsis of leadership content and gaps in leadership education for degree completion programs. Suggested changes included defining a need for leadership competencies and providing additional resources to educators such as courses provided by the American Dental Education Association and the American Dental Hygienists' Association.

  2. The First Female Academics in Programs of Educational Administration in Canada: Riding Waves of Opportunity

    Science.gov (United States)

    Wallace, Janice; Wallin, Dawn; Viczko, Melody; Anderson, Heather

    2014-01-01

    Our research situates, contextualizes, and analyzes the lived experiences of ten female academics who were among the first women in the academic discipline of educational administration in seven of the ten provinces in Canada. Using institutional ethnography and life history to inform our analysis, this article explores three of the themes that…

  3. Academic Advising in Individualized Major Programs: Promoting the Three I's of General Education

    Science.gov (United States)

    Egan, Kevin

    2015-01-01

    Academic advisers play an important role in making general education relevant and meaningful to student learning by helping to facilitate the three I's of general education: inter-disciplinarity, integration, and intentionality. This essay argues that the "advising as learning" model of academic advising embodies the kinds of advising…

  4. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

    Science.gov (United States)

    Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

    2017-01-01

    In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

  5. A community translational research pilot grants program to facilitate community--academic partnerships: lessons from Colorado's clinical translational science awards.

    Science.gov (United States)

    Main, Deborah S; Felzien, Maret C; Magid, David J; Calonge, B Ned; O'Brien, Ruth A; Kempe, Allison; Nearing, Kathryn

    2012-01-01

    National growth in translational research has increased the need for practical tools to improve how academic institutions engage communities in research. One used by the Colorado Clinical and Translational Sciences Institute (CCTSI) to target investments in community-based translational research on health disparities is a Community Engagement (CE) Pilot Grants program. Innovative in design, the program accepts proposals from either community or academic applicants, requires that at least half of requested grant funds go to the community partner, and offers two funding tracks: One to develop new community-academic partnerships (up to $10,000), the other to strengthen existing partnerships through community translational research projects (up to $30,000). We have seen early success in both traditional and capacity building metrics: the initial investment of $272,742 in our first cycle led to over $2.8 million dollars in additional grant funding, with grantees reporting strengthening capacity of their community- academic partnerships and the rigor and relevance of their research.

  6. Retaining undergrads, and preparing grads for academic jobs: the PFPF program

    Science.gov (United States)

    Stewart, Gay

    2001-04-01

    When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

  7. Astronautics degrees for the space industry

    Science.gov (United States)

    Gruntman, M.; Brodsky, R. F.; Erwin, D. A.; Kunc, J. A.

    2004-01-01

    The Astronautics Program (http://astronautics.usc.edu) of the University of Southern California (USC) offers a full set of undergraduate and graduate degree programs in Aerospace Engineering with emphasis in Astronautics. The Bachelor of Science and Master of Science degree programs in Astronautics combine basic science and engineering classes with specialized classes in space technology. The Certificate in Astronautics targets practicing engineers and scientists who enter space-related fields and/or who want to obtain training in specific space-related areas. Many specialized graduate classes are taught by adjunct faculty working at the leading space companies. The Master of Science degree and Certificate are available entirely through the USC Distance Education Network (DEN). Today, the Internet allows us to reach students anywhere in the world through webcasting. The majority of our graduate students, as well as those pursuing the Certificate, work full time as engineers in the space industry and government research and development centers while earning their degrees. The new world of distance learning presents new challenges and opens new opportunities. Distance learning, and particularly the introduction of webcasting, transform the organization of the graduate program and class delivery. We describe in detail the program's academic focus, student reach, and structure of program components. Program development is illustrated by the student enrollment dynamics and related industrial trends; the lessons learned emphasize the importance of feedback from the students and from the space industry.

  8. Education Program for Doctoral Researchers by Industrial-Government-Academic Cooperation and Interaction between Different Research Fields

    Science.gov (United States)

    Oki, Kazuya; Sawaragi, Tetsuo; Hasebe, Shinji; Morisawa, Shinsuke

    New education program to train graduate students and postdoctoral researchers who can be good leaders in a variety of social fields by cooperation of graduate school of engineering and pharmaceutical sciences is conducted as an advanced activity in Kyoto University. This program consists of four sub-programs and the educational effect by the collaboration of industry-government-academic and the interaction between dissimilar research fields is described in this paper. Trainees in this program acquire the ability to understand objectively one’ s research from comprehensive point of view and to debate with researchers in different fields. This program supports them to become ‘Global Leaders’ who play an important role internationally in advanced technology.

  9. Implementing managed alcohol programs in hospital settings: A review of academic and grey literature.

    Science.gov (United States)

    Brooks, Hannah L; Kassam, Shehzad; Salvalaggio, Ginetta; Hyshka, Elaine

    2018-04-01

    People with severe alcohol use disorders are at increased risk of poor acute-care outcomes, in part due to difficulties maintaining abstinence from alcohol while hospitalised. Managed alcohol programs (MAP), which administer controlled doses of beverage alcohol to prevent withdrawal and stabilise drinking patterns, are one strategy for increasing adherence to treatment, and improving health outcomes for hospital inpatients with severe alcohol use disorders. Minimal research has examined the implementation of MAPs in hospital settings. We conducted a scoping review to describe extant literature on MAPs in community settings, as well as the therapeutic provision of alcohol to hospital inpatients, to assess the feasibility of implementing formal MAPs in hospital settings and identify knowledge gaps requiring further study. Four academic and 10 grey literature databases were searched. Evidence was synthesised using quantitative and qualitative approaches. Forty-two studies met review inclusion criteria. Twenty-eight examined the administration of alcohol to hospital inpatients, with most reporting positive outcomes related to prevention or treatment of alcohol withdrawal. Fourteen studies examined MAPs in the community and reported that they help stabilise drinking patterns, reduce alcohol-related harms and facilitate non-judgemental health and social care. MAPs in the community have been well described and research has documented effective provision of alcohol in hospital settings for addressing withdrawal. Implementing MAPs as a harm reduction approach in hospital settings is potentially feasible. However, there remains a need to build off extant literature and develop and evaluate standardised MAP protocols tailored to acute-care settings. © 2018 Australasian Professional Society on Alcohol and other Drugs.

  10. Prediction of Participation of Undergraduate University Students in a Music and Dance Master’s Degree Program

    Directory of Open Access Journals (Sweden)

    Evangelos Bebetsos

    2015-07-01

    Full Text Available The aim of the study was the investigation of students’ attitudes and intention towards their possible participation in a graduate Music and Dance Distance Learning Master’s Degree Program. The sample consisted of consisted of 229 undergraduate University students, between the ages of 20 to 63 yrs. of age (M=34.24, SD=10.70. More specifically, 134 were students of the Hellenic Open University and 95 were students of the School of Physical Education and Sport Science, of the Democritus University of Thrace. The sample completed the version the “Planned Behavior Theory” questionnaire. Results revealed differences among students of both Universities, between experienced and less experienced ones, and also among age groups. On the contrary, no sex differences in any of the questionnaire’s factors were indicated. In conclusion, the findings of this research allow a better understanding of the distance education process, which explains the attitudes and intention(s of students’ participation, and the factors that might influence theirparticular participation.

  11. From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program.

    Science.gov (United States)

    Blitzstein, Sean M; Seritan, Andreea L; Sockalingam, Sanjeev; Randall, Melinda; Kablinger, Anita; Lieff, Susan; Azzam, Amin

    2016-08-01

    This study presents a mixed-methods evaluation of the first 12 years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18 h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50 % response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52 %) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12 years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

  12. Admissions Criteria and Academic Performance in the AFIT Graduate Cost Analysis Program

    National Research Council Canada - National Science Library

    Garwood, Kenneth

    2002-01-01

    .... Using the cumulative graduate grade point average earned at AFIT as the measure of academic performance, comparisons were made between the predictive capability of the current criteria and other potential factors...

  13. Perceptions of Academic Staff towards Accommodating Students with Disabilities in a Civil Engineering Undergraduate Program in a University in South Africa

    Science.gov (United States)

    Mayat, Nafisa; Amosun, Seyi Ladele

    2011-01-01

    This study explored the perceptions of academic staff towards admission of students with disabilities, and their accommodation once accepted into an undergraduate Civil Engineering program in a South African university. Qualitative responses relating to the perceptions of five academic staff were obtained through semi-structured interviews. The…

  14. A qualitative evaluation of the 2005-2011 National Academic Centers of Excellence in Youth Violence Prevention Program.

    Science.gov (United States)

    Holland, Kristin M; Vivolo-Kantor, Alana M; Dela Cruz, Jason; Massetti, Greta M; Mahendra, Reshma

    2015-12-01

    The Centers for Disease Control and Prevention's Division of Violence Prevention (DVP) funded eight National Academic Centers of Excellence (ACEs) in Youth Violence Prevention from 2005 to 2010 and two Urban Partnership Academic Centers of Excellence (UPACEs) in Youth Violence Prevention from 2006 to 2011. The ACEs and UPACEs constitute DVP's 2005-2011 ACE Program. ACE Program goals include partnering with communities to promote youth violence (YV) prevention and fostering connections between research and community practice. This article describes a qualitative evaluation of the 2005-2011 ACE Program using an innovative approach for collecting and analyzing data from multiple large research centers via a web-based Information System (ACE-IS). The ACE-IS was established as an efficient mechanism to collect and document ACE research and programmatic activities. Performance indicators for the ACE Program were established in an ACE Program logic model. Data on performance indicators were collected through the ACE-IS biannually. Data assessed Centers' ability to develop, implement, and evaluate YV prevention activities. Performance indicator data demonstrate substantial progress on Centers' research in YV risk and protective factors, community partnerships, and other accomplishments. Findings provide important lessons learned, illustrate progress made by the Centers, and point to new directions for YV prevention research and programmatic efforts. Published by Elsevier Ltd.

  15. Characteristics of regents college nontraditional nuclear technology degrees

    International Nuclear Information System (INIS)

    DeSain, G.W.

    1989-01-01

    In 1971, the Board of Regents of The University of The State of New York created Regents College Degrees to assess academic knowledge of working adults and award college degrees based on demonstrated knowledge rather than time spent in a college classroom. It was founded on a basic premise that seemed radical to some but which is now widely accepted: What a person knows is more important than how or where that knowledge was acquired. Regents College degrees, therefore, are a different concept of a college: one that is an assessing institution rather than a teaching institution. It has no campus and offers no courses. Students can combine college credits from a variety of different sources int an accredited degree program. Staff and faculty evaluate that credit according to the requirements of the particular degree program. When all requirements are met, the Board or Regents of The University of The State of New York confers the degree

  16. Master's Degree and Post-Master's Certificate Preparation for the Academic Nurse Educator Role: The Use of the National League for Nursing Core Competencies of Nurse Educators as a Curriculum Guide

    Science.gov (United States)

    Fitzgerald, Ann

    2017-01-01

    This study described the education courses in Master's Degree and Post-master's Certificate in nursing education programs and determined the extent to which the eight core competencies, used to certify nurse educator's, were included. The data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the…

  17. Strengthening cancer biology research, prevention, and control while reducing cancer disparities: student perceptions of a collaborative master's degree program in cancer biology, preventions, and control.

    Science.gov (United States)

    Jillson, I A; Cousin, C E; Blancato, J K

    2013-09-01

    This article provides the findings of a survey of previous and current students in the UDC/GU-LCCC master's degree program. This master's degree program, Cancer Biology, Prevention, and Control is administered and taught jointly by faculty of a Minority Serving Institution, the University of the District of Columbia, and the Lombardi Comprehensive Cancer Center to incorporate the strengths of a community-based school with a research intensive medical center. The program was initiated in 2008 through agreements with both University administrations and funding from the National Cancer Institute. The master's degree program is 36 credits with a focus on coursework in biostatistics, epidemiology, tumor biology, cancer prevention, medical ethics, and cancer outreach program design. For two semesters during the second year, students work full-time with a faculty person on a laboratory or outreach project that is a requirement for graduation. Students are supported and encouraged to transition to a doctoral degree after they obtain the master's and many of them are currently in doctorate programs. Since the inception of the program, 45 students have initiated the course of study, 28 have completed the program, and 13 are currently enrolled in the program. The survey was designed to track the students in their current activities, as well as determine which courses, program enhancements, and research experiences were the least and most useful, and to discern students' perceptions of knowledge acquired on various aspects of Cancer Biology Prevention, and Control Master's Program. Thirty of the 35 individuals to whom email requests were sent responded to the survey, for a response rate of 85.7%. The results of this study will inform the strengthening of the Cancer Biology program by the Education Advisory Committee. They can also be used in the development of comparable collaborative master's degree programs designed to address the significant disparities in prevalence of

  18. A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes

    NARCIS (Netherlands)

    Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

    This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade

  19. Assessment of Dermatoglyphics Multiple Intelligence Test (DMIT Reports: Implication to Career Guidance Program Enhancement of Academic Institutions

    Directory of Open Access Journals (Sweden)

    Dr. Maria Luisa A. Valdez

    2014-04-01

    Full Text Available This research aims to assess the reports generated from the Dermatoglyphics Multiple Intelligence Test (DMIT administered by selected DMIT resource companies and consultancy firms in India with the end view of identifying its implication to career guidance program enhancement of academic institutions. This paper employed the descriptive research method which involved the use of documentary analysis, questionnaires and interviews with purposively selected respondents supported by the researchers’ analysis and insights with reference to the content of the data. Findings of this research revealed that the dermatoglyphics, as a scientific discipline, began with the publication of Purkinje’s thesis (1823 and Galton’s classic book, Fingerprints (1892; DMIT is a remarkable offshoot of Howard Gardner’s Theory of Multiple Intelligences which has the following salient features: Overview of the Dermatoglyphics and the Dermatoglyphics Multiple Intelligence Test/Analysis; Personality Assessment; Profile based on Gardner’s Multiple Intelligences and Dunn’s Brain Lateralization Theories; Learning Styles; Competency and Compatibility Profiles; Working Style; Leadership Style; Management Style; Report Interpretation; and Customized Academic and Relationship Advises; the respondents of this study gave their perceptions with reference to the beneficial results of the DMIT; and the foregoing findings have some implications that may be used by academic institutions to enhance their career guidance program.

  20. Distance education program for a master´s degree on teachers education at the high school level organized by UNAM (National University Of Mexico

    Directory of Open Access Journals (Sweden)

    Francisco Javier Sierra Vázquez

    2005-06-01

    Full Text Available The general characteristics of the Master’s degree program MADEMS and the strategic actions required to organize the distance education program are described. The possibilities for generalization and collaboration with high schools and colleges in Mexico and in other countries are examined. Furthermore, the implications of this program in the context of educational spaces in which our institution is involved are also considered. This is done by taking into account that this program provides a multidisciplinary model with a multiplicative effect and that it is also a project which contributes to education, training, innovation, cooperation and development.

  1. Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies: Academic Program Year 2013-2014

    Science.gov (United States)

    2015-02-01

    mentoring. This year, USMA will look at a “grey talk” capability similar to YouTube to share information. - Status: Complete. USMA should ensure that...anxiety, withdrawal, guilt, and depression . For more information, please see: ACADEMIC PROGRAM YEAR 2013-2014 REPORT ON SEXUAL HARASSMENT AND...assault are also known to experience higher rates of depression , anxiety, PTSD, and substance abuse compared to non-victimized persons. ACADEMIC PROGRAM

  2. Four-Year Effects on Degree Receipt and Employment Outcomes from a Performance-Based Scholarship Program in Ohio

    Science.gov (United States)

    Mayer, Alexander K.; Patel, Reshma; Gutierrez, Melvin

    2015-01-01

    A college degree is often viewed as a key step toward better employment and higher earnings. Many community college students, however, never graduate and cannot reap the financial benefits associated with a college degree. Although existing research suggests that financial aid interventions can modestly improve students' short-term academic…

  3. Exploring the Value of MBA Degrees: Students' Experiences in Full-Time, Part-Time, and Executive MBA Programs

    Science.gov (United States)

    Bruce, Grady D.

    2010-01-01

    Critics of the overall value of the MBA have not systematically considered the attitudes of MBA students about the value of their degree. The author used data from a large sample of graduates (N = 16,268) to do so, and to explore predictors of overall degree value. The author developed separate regression models for full-time, part-time, and…

  4. Community-Academic Partnership to Implement a Breast and Cervical Cancer Screening Education Program in Puerto Rico.

    Science.gov (United States)

    Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Feldman-Soler, Alana; Ayala-Escobar, Kelly; Ayala-Marín, Alelí M; Soto-Salgado, Marievelisse; Calo, William A; Pattatucci-Aragón, Angela; Rivera-Díaz, Marinilda; Fernández, María E

    2017-12-01

    To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidencebased educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community's needs.

  5. Community-Academic Partnership to implement a Breast and Cervical Cancer screening education program in Puerto Rico

    Science.gov (United States)

    Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Soler, Alana Feldman; Escobar, Kelly Ayala; Ayala-Marín, Alelí M.; Soto-Salgado, Marievelisse; Calo, William A.; Aragón, Angela Pattatucci; Rivera-Díaz, Marinilda; Fernández, María E.

    2018-01-01

    Objective To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidence-based educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. Methods A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. Results A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Conclusions Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community’s needs. PMID:29220062

  6. Sustaining Employability: A Process for Introducing Cloud Computing, Big Data, Social Networks, Mobile Programming and Cybersecurity into Academic Curricula

    Directory of Open Access Journals (Sweden)

    Razvan Bologa

    2017-12-01

    Full Text Available This article describes a process for introducing modern technological subjects into the academic curricula of non-technical universities. The process described may increase and contribute to social sustainability by enabling non-technical students’ access to the field of the Internet of Things and the broader Industry 4.0. The process has been defined and tested during a curricular reform project that took place in two large universities in Eastern Europe. In this article, the authors describe the results and impact, over multiple years, of a project financed by the European Union that aimed to introduce the following subjects into the academic curricula of business students: cloud computing, big data, mobile programming, and social networks and cybersecurity (CAMSS. The results are useful for those trying to implement similar curricular reforms, or to companies that need to manage talent pipelines.

  7. Quality and Variability of Online Available Physical Therapy Protocols From Academic Orthopaedic Surgery Programs for Anterior Cruciate Ligament Reconstruction.

    Science.gov (United States)

    Makhni, Eric C; Crump, Erica K; Steinhaus, Michael E; Verma, Nikhil N; Ahmad, Christopher S; Cole, Brian J; Bach, Bernard R

    2016-08-01

    To assess the quality and variability found across anterior cruciate ligament (ACL) rehabilitation protocols published online by academic orthopaedic programs. Web-based ACL physical therapy protocols from United States academic orthopaedic programs available online were included for review. Main exclusion criteria included concomitant meniscus repair, protocols aimed at pediatric patients, and failure to provide time points for the commencement or recommended completion of any protocol components. A comprehensive, custom scoring rubric was created that was used to assess each protocol for the presence or absence of various rehabilitation components, as well as when those activities were allowed to be initiated in each protocol. Forty-two protocols were included for review from 155 U.S. academic orthopaedic programs. Only 13 protocols (31%) recommended a prehabilitation program. Five protocols (12%) recommended continuous passive motion postoperatively. Eleven protocols (26%) recommended routine partial or non-weight bearing immediately postoperatively. Ten protocols (24%) mentioned utilization of a secondary/functional brace. There was considerable variation in range of desired full-weight-bearing initiation (9 weeks), as well as in the types of strength and proprioception exercises specifically recommended. Only 8 different protocols (19%) recommended return to sport after achieving certain strength and activity criteria. Many ACL rehabilitation protocols recommend treatment modalities not supported by current reports. Moreover, high variability in the composition and time ranges of rehabilitation components may lead to confusion among patients and therapists. Level II. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

  8. Evaluating a leadership program: a comparative, longitudinal study to assess the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women.

    Science.gov (United States)

    Dannels, Sharon A; Yamagata, Hisashi; McDade, Sharon A; Chuang, Yu-Chuan; Gleason, Katharine A; McLaughlin, Jean M; Richman, Rosalyn C; Morahan, Page S

    2008-05-01

    The Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program provides an external yearlong development program for senior women faculty in U.S. and Canadian medical schools. This study aims to determine the extent to which program participants, compared with women from two comparison groups, aspire to leadership, demonstrate mastery of leadership competencies, and attain leadership positions. A pre-/posttest methodology and longitudinal structure were used to evaluate the impact of ELAM participation. Participants from two ELAM cohorts were compared with women who applied but were not accepted into the ELAM program (NON) and women from the Association of American Medical Colleges (AAMC) Faculty Roster. The AAMC group was a baseline for midcareer faculty; the NON group allowed comparison for leadership aspiration. Baseline data were collected in 2002, with follow-up data collected in 2006. Sixteen leadership indicators were considered: administrative leadership attainment (four indicators), full professor academic rank (one), leadership competencies and readiness (eight), and leadership aspirations and education (three). For 15 of the indicators, ELAM participants scored higher than AAMC and NON groups, and for one indicator they scored higher than only the AAMC group (aspiration to leadership outside academic health centers). The differences were statistically significant for 12 indicators and were distributed across the categories. These included seven of the leadership competencies, three of the administrative leadership attainment indicators, and two of the leadership aspirations and education indicators. These findings support the hypothesis that the ELAM program has a beneficial impact on ELAM fellows in terms of leadership behaviors and career progression.

  9. Impact of Mentoring Program in the academic performance of students from the Technological Institute of Sonora

    Directory of Open Access Journals (Sweden)

    Ramona Imelda García López

    2012-05-01

    Full Text Available This research evaluates the impact of tutorship in academic achievement in the Institute. A data of 1812 first semester students who took tutorship were analyzed. It was found that gender, tutorship and GPA in high school is significantly related with academic success. Results of logistic regression indicate that the odds for a student who has tutorship fails is less than a half for a student of the same gender without tutorship. This model indicates also that a difference of one point in GPA in high school has more influence in student success that tutorship.

  10. Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance.A Review of: Wyss, P. A. (2010. Library school faculty member perceptions regarding faculty status for academic librarians. College & Research Libraries, 71(4, 375-388.

    Directory of Open Access Journals (Sweden)

    Kristen Young

    2011-06-01

    Full Text Available Objective – To survey the faculty members of American Library Association (ALA-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles.Design – Survey questionnaire.Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang.Subjects – The population consisted of 906 tenure-track or tenured faculty members.Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1 Strongly Disagree, (2 Disagree, (3 Neutral, (4 Agree, and (5 Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0% and tenured (65.0%.Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance

  11. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    Science.gov (United States)

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  12. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Science.gov (United States)

    2010-04-01

    ..., physical education, music, etc.) which are directly related to or affect student instruction shall provide....20 Section 36.20 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

  13. Satellite stories: capturing professional experiences of academic health sciences librarians working in delocalized health sciences programs

    Directory of Open Access Journals (Sweden)

    Jackie Phinney

    2018-01-01

    Conclusions: The results from this survey suggest that the role of the academic health sciences librarian at the satellite campus needs to be clearly communicated and defined. This, in turn, will enhance the experience for the librarian and provide better service to the client.

  14. Organizational Change in Academic Programs: A Case Study of Doctoral Students' Experiences

    Science.gov (United States)

    Frazier, Christina Coffee

    2011-01-01

    This qualitative case study explored the experiences of doctoral students at the University of Minnesota-Twin Cities as they transitioned from a fairly stable academic department experiencing significant changes. To achieve the purpose of the study, I investigated the experiences of doctoral students through an organizational development…

  15. Effectiveness of a Selective Advising Program in Reducing the Degree of Compulsive Buying Behavior among Umm Al-Qura Female Students

    Science.gov (United States)

    Basyouni, Sawzan S.

    2018-01-01

    The present study is an attempt to investigate the effectiveness of a selective advising program in reducing the degree of Compulsive Buying Behavior among female students, Faculty of Education at Umm al-Qura University. The sample consisted of (200) female students to verify the validity and reliability of the tool. The quasi-experimental method…

  16. Veteran Student Persistence: The Lived Experiences of Veteran Students Coping with Post-Traumatic Stress Disorder While Enrolled in Online Degree Programs

    Science.gov (United States)

    Henderson-White, Mary

    2017-01-01

    Persistence as it pertained to traditional college students had been widely researched, but little was known about persistence and the role of resilience and engagement for veteran students experiencing post-traumatic stress disorder while enrolled in online degree programs. The focus of the study was to understand the lived experiences of veteran…

  17. An Application of Break-Even Analysis To Determine the Costs Associated with the Implementation of an Off-Campus Bachelor Degree Completion Program.

    Science.gov (United States)

    Satterlee, Brian

    This paper applies the management science tool of break-even analysis to determine the costs of implementing an off-campus bachelor degree completion program at a four-year private liberal arts college. The first section describes break-even analysis which, in this application, is calculated by dividing the total annual cost for a cohort of…

  18. Development of teaching materials on "Environmental risk assessment" in English for master students Double Degree program "Ecology and natural resource management"

    OpenAIRE

    Осипова, Нина Александровна; Матвеенко, Ирина Алексеевна

    2014-01-01

    The experience in development of learning package for teaching courses in joint Master curricula in English is presented. The developed teaching manuals on “Environmental Risk Assessment” in English for 347 Master students learning joint Double Degree Program of TPU and Paris-11 University reflects the international experience accumulated in this sphere taking into account the latest scientific achievements.

  19. The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program

    Directory of Open Access Journals (Sweden)

    Reza Ghaffari

    2013-10-01

    Full Text Available Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689. Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.

  20. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program.

    Science.gov (United States)

    Hrastinski, Iva; Wilbur, Ronnie B

    2016-04-01

    There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  1. Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

    Science.gov (United States)

    Parmar, Jayesh R.; Purnell, Miriam; Lang, Lynn A.

    2016-01-01

    Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy’s admissions criteria to predict students’ academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups’ didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans. PMID:26941432

  2. Correlation of preadmission organic chemistry courses and academic performance in biochemistry at a midwest chiropractic doctoral program.

    Science.gov (United States)

    McRae, Marc P

    2010-01-01

    Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p organic chemistry 2 (p organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry.

  3. Distance education in dental hygiene bachelor of science degree completion programs: As perceived by students and faculty

    Science.gov (United States)

    Tsokris, Maureen

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took their core BS dental hygiene (BSDH) courses completely online were compared and contrasted with the perceptions of dental hygiene students who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. Furthermore, this study compared and contrasted the perceptions of faculty on these same four dimensions based on the position held by the faculty member and the course format they are teaching in: online or a combination of online and a traditional face-to-face classroom setting. This study revealed several important differences and similarities between students who had taken their courses online and those who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. The results showed students who had taken their courses online described factors related to the instructor as important to the quality of the learning experience such as: the experience and qualifications of the professor, the examples they provided and the instructors prompt response to questions. Students who had taken courses in both formats described factors related to the amount of effort they put into the course, their classmates' preparedness, the course materials and assignments as important to the quality of the learning experience. Although students who completed courses online reported difficulty participating in group activities, they were more positive regarding the level of interaction they experienced with their classmates online Findings indicated students who had taken their courses in both formats would have liked more opportunities to interact

  4. Academic elite in accounting: linkages among top-ranked graduate programs.

    Science.gov (United States)

    Bair, Jeffrey H

    2002-06-01

    The 10 top-ranked graduate programs in accounting, based on a national survey of deans and top administrators, were linked to one another by hiring in the programs one another's graduates. Almost one-half (45.9%) of the faculty members in these 10 programs (N = 172) had graduated from one of these 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

  5. If You Build It, Will They Come? Tales of Developing a New Degree Program in Actuarial Science

    Science.gov (United States)

    Marano, Lisa E.

    2014-01-01

    In 2007, the B.S. in Applied Mathematics program consisting of five concentrations, including Actuarial Science, began at West Chester University of Pennsylvania, and we graduated our first class (of one) that December. We describe our program, some ideas to consider when planning your own program, and share some of the successes of our program…

  6. Academic Productivity of US Neurosurgery Residents as Measured by H-Index: Program Ranking with Correlation to Faculty Productivity.

    Science.gov (United States)

    Sarkiss, Christopher A; Riley, Kyle J; Hernandez, Christopher M; Oermann, Eric K; Ladner, Travis R; Bederson, Joshua B; Shrivastava, Raj K

    2017-06-01

    Engagement in research and academic productivity are crucial components in the training of a neurosurgeon. This process typically begins in residency training. In this study, we analyzed individual resident productivity as it correlated to publications across all Accreditation Council for Graduate Medical Education (ACGME)-accredited neurosurgery training programs in an attempt to identify how programs have developed and fostered a research culture and environment. We obtained a list of current neurosurgery residents in ACGME-accredited programs from the American Association of Neurological Surgeons database. An expanded PubMed and Scopus search was conducted for each resident through the present time. We tabulated all articles attributed to each resident. We then categorized the publications based on each neurosurgical subspecialty while in residency. A spreadsheet-based statistical analysis was performed. This formulated the average number of resident articles, h-indices, and most common subspecialty categories by training program. We analyzed 1352 current neurosurgery residents in 105 programs. There were a total of 10 645 publications, of which 3985 were resident first-author publications during the period of study. The most common subspecialties among all resident publications were vascular (24.9%), spine (16.9%), oncology (16.1%), pediatric (5.6%), functional (4.9%), and trauma (3.8%). The average resident published 2.9 first-author papers with average of 38.0 first-author publications by total residents at each program (range 0-241). The average h-index per resident is 2.47 ± 3.25. When comparing previously published faculty h-index program rankings against our resident h-index rankings, there is a strong correlation between the 2 datasets with a clear delineation between Top-20 productivity and that of other programs (average h-index 4.2 vs 1.7, respectively, P productivity on both the resident and faculty level (average h-index 1.6, 1.9, 3.9 for 1, 2, and

  7. Work in Progress - Developing Joint Degrees through E-Learning Systems

    OpenAIRE

    Aguirre Herrera, Sandra; Quemada Vives, Juan; Salvachúa Rodríguez, Joaquín

    2008-01-01

    The development of Joint Degrees is an important mechanism for opening higher education systems nationwide, adapting them to the international standard, and promoting quality assessment to a broader environment. Since e-Learning systems covers a wide range of academic programs, and as joint degrees such as e-Learning are rapidly growing trends, finding a suitable solution that enables universities to design joint degrees through their own e-Learning systems becomes necessary. This paper intro...

  8. HRD Degrees.

    Science.gov (United States)

    Geber, Beverly

    1987-01-01

    The author describes the growing movement toward accreditation for human resources development professionals. She covers the issue of diversity, undergraduate versus graduate degrees, and future trends. (CH)

  9. "STEMulating" success factors: An investigation of the academic talents of successful Black male college graduates from STEM programs

    Science.gov (United States)

    Hendricks, Jill T.

    This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.

  10. A MATLAB-based graphical user interface program for computing functionals of the geopotential up to ultra-high degrees and orders

    Science.gov (United States)

    Bucha, Blažej; Janák, Juraj

    2013-07-01

    We present a novel graphical user interface program GrafLab (GRAvity Field LABoratory) for spherical harmonic synthesis (SHS) created in MATLAB®. This program allows to comfortably compute 38 various functionals of the geopotential up to ultra-high degrees and orders of spherical harmonic expansion. For the most difficult part of the SHS, namely the evaluation of the fully normalized associated Legendre functions (fnALFs), we used three different approaches according to required maximum degree: (i) the standard forward column method (up to maximum degree 1800, in some cases up to degree 2190); (ii) the modified forward column method combined with Horner's scheme (up to maximum degree 2700); (iii) the extended-range arithmetic (up to an arbitrary maximum degree). For the maximum degree 2190, the SHS with fnALFs evaluated using the extended-range arithmetic approach takes only approximately 2-3 times longer than its standard arithmetic counterpart, i.e. the standard forward column method. In the GrafLab, the functionals of the geopotential can be evaluated on a regular grid or point-wise, while the input coordinates can either be read from a data file or entered manually. For the computation on a regular grid we decided to apply the lumped coefficients approach due to significant time-efficiency of this method. Furthermore, if a full variance-covariances matrix of spherical harmonic coefficients is available, it is possible to compute the commission errors of the functionals. When computing on a regular grid, the output functionals or their commission errors may be depicted on a map using automatically selected cartographic projection.

  11. Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

    Science.gov (United States)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert

    2018-01-01

    Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

  12. Outdoor Education Opportunities for Middle School Students: Academic and Social Impacts of Adventure Programs

    Science.gov (United States)

    Gordon, Lisa

    2011-01-01

    This study examines components of outdoor adventure programs for middle school students, using a school with a successful program as a model. Outdoor education is often left out of these years for financial and safety reasons, however the benefits of adventure programs are both measurable and profound to self-concept, confidence, identity growth,…

  13. Evaluating Academic Programs Abroad: The CIEE Project. CIEE Occasional Papers on International Educational Exchange No. 21.

    Science.gov (United States)

    Abrams, Irwin; Heller, Francis H.

    The evaluation of overseas educational programs for U.S. students by the Council on International Educational Exchange (CIEE) is discussed. The history of the CIEE is reviewed from its beginnings in 1947 when its members were national programming agencies concerned with making travel arrangements for summer programs. As the CIEE grew in…

  14. Two Models for Implementing Senior Mentor Programs in Academic Medical Settings

    Science.gov (United States)

    Corwin, Sara J.; Bates, Tovah; Cohan, Mary; Bragg, Dawn S.; Roberts, Ellen

    2007-01-01

    This paper compares two models of undergraduate geriatric medical education utilizing senior mentoring programs. Descriptive, comparative multiple-case study was employed analyzing program documents, archival records, and focus group data. Themes were compared for similarities and differences between the two program models. Findings indicate that…

  15. Using bibliometrics to analyze the state of academic productivity in US pediatric surgery training programs.

    Science.gov (United States)

    Desai, Nidhi; Veras, Laura V; Gosain, Ankush

    2018-06-01

    The Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements state that faculty must establish and maintain an environment of inquiry and scholarship. Bibliometrics, the statistical analysis of written publications, assesses scientific productivity and impact. The goal of this study was to understand the state of scholarship at Pediatric Surgery training programs. Following IRB approval, Scopus was used to generate bibliometric profiles for US Pediatric Surgery training programs and faculty. Statistical analyses were performed. Information was obtained for 430 surgeons (105 female) from 48 US training programs. The mean lifetime h-index/surgeon for programs was 14.4 +/- 4.7 (6 programs above 1 SD, 9 programs below 1 SD). The mean 5-yearh-index/surgeon for programs was 3.92 +/- 1.5 (7 programs above 1 SD, 8 programs below 1 SD). Programs accredited after 2000 had a lower lifetime h-index than those accredited before 2000 (p=0.0378). Female surgeons had a lower lifetime h-index (pproductivity of faculty and programs and as an adjunct in promotion/tenure decisions. Original Research. n/a. Copyright © 2018 Elsevier Inc. All rights reserved.

  16. Fast and Focused: Accelerated Degree Programs Keep Students Locked in on Learning. Lumina Foundation Focus™. Fall 2013

    Science.gov (United States)

    Giegerich, Steve

    2013-01-01

    Employers point to a large and growing "skills gap," saying thousands of jobs are already going unfilled because applicants lack the skills and knowledge they need. Forecasters say that, by the end of this decade, two-thirds of all jobs will require some form of high-quality postsecondary credential such as a degree or certificate. The…

  17. 2008 Key Student Outcomes Indicators for BC Diploma, Associate Degree, and Certificate Programs: Survey Results by Institution

    Science.gov (United States)

    Ministry of Advanced Education and Labour Market Development, 2009

    2009-01-01

    The BC Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey (formerly the BC College and Institute Student Outcomes Survey) collects and disseminates information about former students' post-secondary experiences and their subsequent labour market and further education experiences. The survey is administered annually to former…

  18. The Use of Expert Judgment in the Assessment of Demonstrated Learning in the Antioch College-Yellow Springs Adult Degree Completion Program. CAEL Institutional Report No. 1. Antioch College.

    Science.gov (United States)

    Lewis, Robert

    The implementation of the Adult Degree Completion Program (ADCP) at Antioch-Yellow Springs is described. The ADCP is a transfer program designed to enable adults who have never finished colege to complete their undergraduate degree work, often without having to abandon their obligations to families or to professions. To enroll in the program,…

  19. Seizing the Future: How Ohio's Career-Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Careers

    Science.gov (United States)

    Guarino, Heidi; Yoder, Shaun

    2015-01-01

    "Seizing the Future: How Ohio's Career and Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Work," demonstrates Ohio's progress in developing strong policies for career and technical education (CTE) programs to promote rigor, including college- and career-ready graduation…

  20. The Legacy Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-Based Academic Enrichment Program

    Science.gov (United States)

    Didlick-Davis, Celeste R.

    2016-01-01

    This study examines how a grassroots educational enrichment program in a small urban economically depressed area builds and uses civic capacity. Using qualitative data collected through a case study of the Legacy Academic Enrichment program in Middletown, Ohio, I identify factors that make Legacy sustainable and successful in a community that has…

  1. The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students

    Science.gov (United States)

    Korkmaz, Özgen

    2016-01-01

    The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and…

  2. Effects of participation in the Executive Leadership in Academic Medicine (ELAM) program on women faculty's perceived leadership capabilities.

    Science.gov (United States)

    McDade, Sharon A; Richman, Rosalyn C; Jackson, Gregg B; Morahan, Page S

    2004-04-01

    This study measured the impact of participation by women academics in the Executive Leadership in Academic Medicine (ELAM) program as part of a robust evaluation agenda. The design is a classic pre/post, within-group, self-report study. The survey elicits self-perception about leadership in ten constructs: knowledge of leadership, management, and organizational theory; environmental scanning; financial management; communication; networking and coalition building; conflict management; general leadership; assessment of strengths and weaknesses; acceptance of leadership demands; and career advancement sophistication. The post surveys inquire additionally about perceived program usefulness. Data were collected from 79 participants (1997-98, 1998-99, and 2000-01 classes). Response rates were nearly 100% (pre) and 69% to 76% (post). Statistically significant increases (p leadership capabilities were identified across all ten leadership constructs. Gains were large in knowledge of leadership and organizational theory, environmental scanning, financial management, and general leadership. Gains in career building knowledge were large to moderate. More modest were gains in communication, networking, and conflict management. There were significant correlations between each leadership construct and perceived usefulness of the program. Significant improvements were reported on all leadership constructs, even when participants viewed themselves as already skilled. While it cannot be concluded that participation in ELAM directly and solely caused all improvements, it seems unlikely that midcareer women faculty would improve on all ten constructs in 11 months after program completion by natural maturation alone. Future research will investigate whether the changes are due to ELAM or other factors, and assess whether participants show more rapid advancement into leadership than comparable women not participating in ELAM.

  3. Academic Marketing

    Directory of Open Access Journals (Sweden)

    Ecaterina Daniela ZECA

    2017-06-01

    Full Text Available Academic Marketing is an investment in a future dominated by The Forth Industrial Revolution and Globalization and not an expense. This aspect will basically alter our way to teach and to learn. In its dimensions, arguably changes will be like anything we has seen before. We try to assess how will be all unfold but, anyway, academic field response at this challenge should be integrated and comprehensive, involving all stakeholders both public and private sectors, because these changes herald upheaval of whole organizations. The educational service is a special one, delivered today but with effects in the future, the future of the individual, the future of generation, the future of nations. The educational service policy adapted to the requirements of time, brings to the front the opportunity of academic marketing. To analyze demand in a professional way, to measure trends and correlated university programs with the forecast demand for jobs, it is the subject. In the case of academic education, we are talking also about cost, distribution and promotion policies, but being a special service we also discuss about ethic boundaries. This work is an open chapter focusing studies on academic megamarketing, the work keeping up with the pace of change, students enrolment mobility, overtakes job market, and an imposed win-win-win formula, applied for students, local community and academic field.

  4. Scholarships for scientific initiation encourage post-graduation degree.

    Science.gov (United States)

    Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

    2014-01-01

    This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

  5. A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey.

    Science.gov (United States)

    Kitts, Robert Li; Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

    2015-11-02

    Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. To address the needs of these future health professionals, a novel program-Program for Research Assistant Development and Achievement (PRADA)-was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. High response rate and favorable outlook among respondents

  6. Assessment of an iPad Loan Program in an Academic Medical Library: A Case Study.

    Science.gov (United States)

    Shurtz, Suzanne; Sewell, Robin; Halling, T Derek; McKay, Becky; Pepper, Catherine

    2015-01-01

    An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage.

  7. Disease management 360 degrees: a scorecard approach to evaluating TRICARE's programs for asthma, congestive heart failure, and diabetes.

    Science.gov (United States)

    Yang, Wenya; Dall, Timothy M; Zhang, Yiduo; Hogan, Paul F; Arday, David R; Gantt, Cynthia J

    2010-08-01

    To assess the effect of TRICARE's asthma, congestive heart failure, and diabetes disease management programs using a scorecard approach. EVALUATION MEASURES: Patient healthcare utilization, financial, clinical, and humanistic outcomes. Absolute measures were translated into effect size and incorporated into a scorecard. Actual outcomes for program participants were compared with outcomes predicted in the absence of disease management. The predictive equations were established from regression models based on historical control groups (n = 39,217). Z scores were calculated for the humanistic measures obtained through a mailed survey. Administrative records containing medical claims, patient demographics and characteristics, and program participation status were linked using an encrypted patient identifier (n = 57,489). The study time frame is 1 year prior to program inception through 2 years afterward (October 2005-September 2008). A historical control group was identified with the baseline year starting October 2003 and a 1-year follow-up period starting October 2004. A survey was administered to a subset of participants 6 months after baseline assessment (39% response rate). Within the observation window--24 months for asthma and congestive heart failure, and 15 months for the diabetes program--we observed modest reductions in hospital days and healthcare cost for all 3 programs and reductions in emergency visits for 2 programs. Most clinical outcomes moved in the direction anticipated. The scorecard provided a useful tool to track performance of 3 regional contractors for each of 3 diseases and over time.

  8. Advancing the Integration of Population Medicine into Medical Curricula at The Warren Alpert Medical School of Brown University: A New Master's Degree Program.

    Science.gov (United States)

    Mello, Michael J; Feller, Edward; George, Paul; Borkan, Jeffrey

    2015-09-01

    Additional knowledge, attitudes and skills are required for the next generation of medical students as they expand the traditional focus on individual patients to include population-based health and scholarly investigation. The Warren Alpert Medical School of Brown University (AMS) is initiating a master's degree program as a key component of the new Primary Care-Population Medicine program at AMS leading to both a Doctorate in Medicine (MD) and Master of Science in Population Medicine (ScM) degrees in four years. The ScM is composed of a series of nine courses, integrated into the four-year MD curriculum, as well as a thesis. Additional attention will be given to leadership and quality improvement training. The goal is to produce graduates competent in the care of individual patients, panels, communities, and populations.

  9. Sleep and Academic Performance in U.S. Military Training and Education Programs

    Science.gov (United States)

    Miller, Nita Lewis; Shattuck, Lawrence G.; Matsangas, Panagiotis; Dyche, Jeff

    2008-01-01

    This review examines the effects of military training regimes, which might include some degree of sleep deprivation, on sleep-wake schedules. We report a 4-year longitudinal study of sleep patterns of cadets at the United States Military Academy and the consequences of an extension of sleep from 6 to 8 hr per night at the United States Navy's…

  10. Management of a comprehensive radiation safety program in a major American University and affiliated academic medical center

    International Nuclear Information System (INIS)

    Yoshizumi, T.T.; Reiman, R.E.; Vylet, V.; Clapp, J.R.; Thomann, W.R.; Lyles, K.W.

    2000-01-01

    Duke University, which operates under eight radiation licenses issued by the State of North Carolina, consists of a leading medical center including extensive inpatient and outpatient facilities, a medical school, biomedical research labs, and an academic campus including two major accelerator facilities. The Nuclear Medicine and Radiation Oncology departments handle over 40,000 diagnostic and therapeutic procedures annually, including approximately 160 radioiodine therapeutic cases. In biomedical research labs, about 300 professors are authorized to use radioactive materials. Over 2,000 radiation workers are identified on campus. Over the past two years, we have transformed the existing radiation safety program into a more responsive and more accountable one. Simultaneously, the institutional 'culture' changed, and the Radiation Safety Division came to be viewed as a helpful ally by investigators. The purpose of this paper is to present our experiences that have made this transformation possible. Our initiatives included; (a) defining short-term and long-term goals; (b) establishing a definitive chain of authority; (c) obtaining an external review by a consultant Health Physicist; (d) improving existing radiation safety programs; (e) reorganizing the Radiation Safety Division, with creation of multidisciplinary professional staff positions; (f) implementing campus-wide radiation safety training, (g) increasing technician positions; (h) establishing monthly medical center radiation safety executive meeting. As a result progress made at the Divisional level includes; (a) culture change by recruiting professionals with academic credentials and recent college graduates; (b) implementing weekly staff meetings and monthly quality assurance meetings; (c) achieving academic prominence by publishing and presenting papers in national meetings; (d) senior staff achieving faculty appointments with academic departments; (e) senior staff participating in graduate student

  11. Actions of the Academic Literacy Laboratory of the University of São Paulo: promoting academic writing in the undergraduate and graduate programs

    Directory of Open Access Journals (Sweden)

    Marília Mendes Ferreira

    2016-09-01

    Full Text Available The increasing internationalization of Brazilian universities requires its academic community not only to read, but also to communicate effectively in academic discourse in at least two languages - the mother tongue and a foreign language (mainly English. However, material conditions for meeting these demands are practically nonexistent in Brazilian higher education institutions (FERREIRA, 2015. The purpose of this article is to describe an action that aims to meet one of these demands imposed by internationalization – the socialization of academic production in English, French and Portuguese not only for reading purposes and assimilation of content, but above all for the publication in these languages. This action is undertaken by the Academic Literacy Laboratory at the University of São Paulo.

  12. Actions of the Academic Literacy Laboratory of the University of São Paulo: promoting academic writing in the undergraduate and graduate programs

    Directory of Open Access Journals (Sweden)

    Marília Mendes Ferreira

    2016-09-01

    Full Text Available http://dx.doi.org/10.5007/2175-8026.2016v69n3p125 The increasing internationalization of Brazilian universities requires its academic community not only to read, but also to communicate effectively in academic discourse in at least two languages - the mother tongue and a foreign language (mainly English. However, material conditions for meeting these demands are practically nonexistent in Brazilian higher education institutions (FERREIRA, 2015. The purpose of this article is to describe an action that aims to meet one of these demands imposed by internationalization – the socialization of academic production in English, French and Portuguese not only for reading purposes and assimilation of content, but above all for the publication in these languages. This action is undertaken by the Academic Literacy Laboratory at the University of São Paulo.

  13. International Dimensions of Nursing and Health Care in Baccalaureate and Higher Degree Nursing Programs in the United States.

    Science.gov (United States)

    Mooneyhan, Esther L.; And Others

    1986-01-01

    Results of a national survey of undergraduate and graduate nursing programs to determine the extent of curriculum content and faculty training in international health issues are reported. The importance of this aspect of nursing education is discussed. (MSE)

  14. Using the Five Senses of Success framework to understand the experiences of midwifery students enroled in an undergraduate degree program.

    Science.gov (United States)

    Sidebotham, M; Fenwick, J; Carter, A; Gamble, J

    2015-01-01

    developing a student's sense of capability, purpose, resourcefulness, identity and connectedness (five-senses of success) are key factors that may be important in predicting student satisfaction and progression within their university program. the study aimed to examine the expectations and experiences of second and third year midwifery students enroled in a Bachelor of Midwifery program and identify barriers and enablers to success. a descriptive exploratory qualitative design was used. Fifty-six students enroled in either year 2 or 3 of the Bachelor of Midwifery program in SE Queensland participated in an anonymous survey using open-ended questions. In addition, 16 students participated in two year-level focus groups. Template analysis, using the Five Senses Framework, was used to analyse the data set. early exposure to 'hands on' clinical midwifery practice as well as continuity of care experiences provided students with an opportunity to link theory to practice and increased their perception of capability as they transitioned through the program. Students' sense of identity, purpose, resourcefulness, and capability was strongly influenced by the programs embedded meta-values, including a 'woman centred' approach. In addition, a student's ability to form strong positive relationships with women, peers, lecturers and supportive clinicians was central to developing connections and ultimately a sense of success. A sense of connection not only fostered an ongoing belief that challenges could be overcome but that students themselves could initiate or influence change. the five senses framework provided a useful lens through which to analyse the student experience. Key factors to student satisfaction and retention within a Bachelor of Midwifery program include: a clearly articulated midwifery philosophy, strategies to promote student connectedness including the use of social media, and further development of clinicians' skills in preceptorship, clinical teaching and

  15. Succession planning for the future through an academic-practice partnership: a nursing administration master's program for emerging nurse leaders.

    Science.gov (United States)

    Sherman, Rose; Dyess, Susan; Hannah, Ed; Prestia, Angela

    2013-01-01

    A global nursing leadership shortage is projected by the end of this decade. There is an urgent need to begin developing emerging nurse leaders now. This article describes the work of an academic-practice partnership collaborative of nurse leaders. The goal of the partnership is to develop and promote an innovative enhanced nursing administration master's program targeted to young emerging nurse leaders, who have not yet moved into formal leadership roles. An action research design is being used in program development and evaluation. Qualities needed by emerging leaders identified through research included a need to be politically astute, competency with business skills required of nurse leaders today, comfort with ambiguity, use of a caring approach, and leadership from a posture of innovation. The current curriculum was revised to include clinical immersion with a nurse leader from the first semester in the program, a change from all online to online/hybrid courses, innovative assignments, and a strong mentorship component. Eighteen young emerging nurse leaders began the program in January 2012. Early outcomes are positive. The emerging nurse leaders may be uniquely positioned, given the right skills sets, to be nurse leaders in the new age.

  16. Race-Conscious Academic Policy in Higher Education: The University of Maryland Benneker Scholars Program.

    Science.gov (United States)

    Allen, Walter R.; Hunt, Darnell M.; Gilbert, Derrick I. M.

    1997-01-01

    This study, which evaluates the Benjamin Banneker Scholars Program, was undertaken in response to litigation challenging the University of Maryland's right to operate a scholarship reserved exclusively for high-achieving African Americans. Using varied data sources, the study found that the Banneker scholarship program continues to be necessary as…

  17. Influence of an Academic Intervention Program on Minority Student Career Choice

    Science.gov (United States)

    Sweeney, Jennifer K.; Villarejo, Merna

    2013-01-01

    This qualitative, retrospective study explored how educational experiences provided as part of an undergraduate intervention program helped to shape career decisions for minority biology students. A key goal for the program is to increase minority entry into science research and teaching careers, yet actual career choice has not been studied.…

  18. Correlation of Preadmission Organic Chemistry Courses and Academic Performance in Biochemistry at a Midwest Chiropractic Doctoral Program*

    Science.gov (United States)

    McRae, Marc P.

    2010-01-01

    Purpose: Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Methods: Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. Results: For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p organic chemistry 2 (p organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry PMID:20480012

  19. From student internship to academic degrees

    International Nuclear Information System (INIS)

    Maslennikov, I.A.; Romanovskij, V.N.; Smirnov, I.V.; Kopyrin, A.A.; Nechaev, A.F.

    2010-01-01

    One of the key issues of staffing in the nuclear science is the aging of staff. The authors emphasize that the industry's demand for young qualified professionals can be supplied through a number of measures ranging from financial incentives to long-term attractiveness of the nuclear industry. For younger-generation specialists, some other factors are is also important, such as how their profession is looked upon in the society, availability of specific job offers, and short-term effectiveness of their employment. The practice of interaction of the Saint Petersburg Technology Institute and the Khlopin Institute of Radium in selection and training of future employees is described [ru

  20. Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

    Science.gov (United States)

    El-Banna, Majeda M; Tebbenhoff, Billinda; Whitlow, Malinda; Wyche, Karen Fraser

    Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

  1. Year-End Clinic Handoffs: A National Survey of Academic Internal Medicine Programs.

    Science.gov (United States)

    Phillips, Erica; Harris, Christina; Lee, Wei Wei; Pincavage, Amber T; Ouchida, Karin; Miller, Rachel K; Chaudhry, Saima; Arora, Vineet M

    2017-06-01

    While there has been increasing emphasis and innovation nationwide in training residents in inpatient handoffs, very little is known about the practice and preparation for year-end clinic handoffs of residency outpatient continuity practices. Thus, the latter remains an identified, yet nationally unaddressed, patient safety concern. The 2014 annual Association of Program Directors in Internal Medicine (APDIM) survey included seven items for assessing the current year-end clinic handoff practices of internal medicine residency programs throughout the country. Nationwide survey. All internal medicine program directors registered with APDIM. Descriptive statistics of programs and tools used to formulate a year-end handoff in the ambulatory setting, methods for evaluating the process, patient safety and quality measures incorporated within the process, and barriers to conducting year-end handoffs. Of the 361 APDIM member programs, 214 (59%) completed the Transitions of Care Year-End Clinic Handoffs section of the survey. Only 34% of respondent programs reported having a year-end ambulatory handoff system, and 4% reported assessing residents for competency in this area. The top three barriers to developing a year-end handoff system were insufficient overlap between graduating and incoming residents, inability to schedule patients with new residents in advance, and time constraints for residents, attendings, and support staff. Most internal medicine programs do not have a year-end clinic handoff system in place. Greater attention to clinic handoffs and resident assessment of this care transition is needed.

  2. Academic Profile of Bachelor of Technical Teacher Education Ladder I Students as Ba sis for an Intervention Program

    Directory of Open Access Journals (Sweden)

    Arly B. Balingbing

    2017-05-01

    Full Text Available This study aimed to determine: the academic profile of Bachelor of Technical Teacher Education ( BTTE Ladder 1 students in terms of entrance examination, GWM in GEC subjects and TESDA Competency Assessment; their strengths and weaknesses along TESDA Assessment; the significant relationship between Entrance Examination & GWA, GWA & TESDA Competency and Entrance Examination & TESDA Compe tency, the significant interrelationship among the three variables; and the program or intervention which could be proposed to improve their academic performance. Data were gathered from one hundred fifty eight ( 158 BTTE Ladder 1 graduates of SY 2014 - 2016 through a questionnaire and documentary analysis and were statistically treated using percentage, weighted mean, Spearman’s rho and multiple coefficients. The researcher concluded that BTTE Ladder 1 students are competent as assessed by TESDA despite bein g low in entrance examination. Their weaknesses lie along communication and comprehension but they prove to be capable also on the condition that Filipino language is used and questions are repeated or rephrased. They also lack exposure to the tools and eq uipment used their field. Their strength is evident in performing the task but not in explaining the process. Both the Entrance Examination & GWA, GWM & TESDA Competency and Entrance Exam & TESDA Competency are significantly interrelated.

  3. Dual degree partnership in nursing: an innovative undergraduate educational model.

    Science.gov (United States)

    Bastable, Susan B; Markowitz, Marianne

    2012-10-01

    We report the success of a unique articulation Dual Degree Partnership in Nursing (DDPN) model. The process used to establish and implement this approach is described. Unlike typical 2+2 agreements between associate degree (AD) and bachelor degree (BS) nursing education programs, the DDPN is designed with a 1+2+1 sequence. Intended to attract high school students, this model provides the opportunity to earn two degrees (AD and BS) while experiencing a 4-year campus living and learning environment. This configuration was accomplished without compromising the integrity of either of the established programs. After collecting data over the past 6 years, this model demonstrates popularity with the traditional-aged student, as well as success from an academic perspective. Statistics on retention, graduation, and NCLEX® pass rates indicate the feasibility and success of the model. Based on the findings, the potential for replication is promising for other colleges interested in a similar collaboration. Copyright 2012, SLACK Incorporated.

  4. The impact of a quality improvement program on employee satisfaction in an academic microsystem.

    Science.gov (United States)

    Varkey, Prathibha; Karlapudi, Sudhakar P; Hensrud, Donald D

    2008-01-01

    Quality improvement is a potential method to enhance employee satisfaction. This study describes the impact of a program instituted to enhance employee satisfaction using the principles of high-performing microsystems. A shared leadership committee, participatory meetings, suggestion boxes, and quality improvement projects were implemented as part of the program. A follow-up survey 1 year after implementation of the program demonstrated an increase in employee perception of the division's desire to improve service (16%), opportunities to expand skills (17%), involvement in work decisions (25%), and the institution's interest in employee well-being (17%). Key drivers of discretionary effort (4 of 5), job satisfaction (2 of 6), and overall satisfaction (1 of 8) with the institution showed statistically significant improvement in the study division as compared with the other divisions in which no such program was implemented. Further research is needed to study systems changes that enhance employee satisfaction and their impact on patient and financial outcomes.

  5. The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success

    OpenAIRE

    Tolman, Steven

    2017-01-01

    While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of IRP participants with a control group. The results showed the roommate-pairing program had a positive impact on the residential expe...

  6. [The importance of master's degree and doctorate degree in general surgery].

    Science.gov (United States)

    Montalvo-Javé, Eduardo Esteban; Mendoza-Barrera, Germán Eduardo; Valderrama-Treviño, Alan Isaac; Alcántara-Medina, Stefany; Macías-Huerta, Nain Abraham; Tapia-Jurado, Jesús

    2016-01-01

    The Doctor of Philosophy is the highest academic degree that can be obtained in universities. Graduate Education Program in Medicine in Mexico is divided into 2 major categories: Medical Specialty and Master studies/Doctor of Philosophy. The objective of this study was to demonstrate the importance of master's degrees and Doctor of Philosophy in general surgery. A literature search in PubMed and Medline among others, from 1970 to 2015 with subsequent analysis of the literature reviews found. The physicians who conducted doctoral studies stand out as leaders in research, teaching and academic activities. Dual training with a doctorate medical specialty is a significant predictor for active participation in research projects within the best educational institutions. It is important to study a PhD in the education of doctors specialising in surgery, who show more training in teaching, research and development of academic activities. Currently, although there is a little proportion of students who do not finish the doctoral program, the ones who do are expected to play an important role in the future of medical scientific staff. It has been shown that most doctors with Doctor of Philosophy have wide range of career options. The importance of doctoral studies in the formation of general surgery is due to various reasons; the main one being comprehensively training physician scientists who can develop in clinical, teaching and research. Copyright © 2015 Academia Mexicana de Cirugía A.C. Published by Masson Doyma México S.A. All rights reserved.

  7. Evaluation Use and Involvement of Internal Stakeholders: The Case of a New Non-Degree Online Program in Brazil

    Science.gov (United States)

    Cornachione, Edgard B., Jr.; Trombetta, Maria R.; Casa Nova, Silvia P. C.

    2010-01-01

    To what extent does the intense and direct involvement of internal stakeholders, such as program managers and staff members, play a significant role toward evaluation use? Stakeholder involvement is a key element in evaluation and evaluation use is considered within a broader sense that includes organizational knowledge, individual skills, and…

  8. The Readiness of Lecturers in Embedding Soft Skills in the Bachelor's Degree Program in Malaysian Institutes of Teacher Education

    Science.gov (United States)

    Hassan, Aminuddin; Maharoff, Marina; Abiddin, Norhasni Zainal

    2014-01-01

    This is a preliminary research to obtain information to formulate a problem statement for an overall study of the embedding of soft skills in the program courses in higher learning institutions. This research was conducted in the form of single case and multi-case studies. The research data was attained through mixed methods; the quantitative…

  9. Conceptual Evolution and Importance of Andragogy towards the Scope Optimization of University Academic Rural Development Programs and Projects

    Directory of Open Access Journals (Sweden)

    José Bernal Azofeifa-Bolaños

    2016-12-01

    Full Text Available This study was carried out with the objective of describing the evolution and importance of andragogical processes in the search of rural profiles committed to the university work in the development and implementation of programs and projects. Among its main contributions, the importance of knowing and teaching processes applied strictly for adults by university coordinators of programs and projects stands out. The relevance of applying this kind of knowledge will allow efficient use of institutional financial resources, particularly for the real commitment of the rural adult community towards the implementation of field activities and accomplishing, in a shorter term, the expected academic achievement. A successful project experience is described in which some andragogical strategies were applied through extension, and which produced a better participation and engagement from rural people with the projects developed by the University. Consequently, applicability of these concepts in the programs and projects of rural development promoted through universities must lay the foundation for regional rural development strategies with the ultimate goal of finding ways to improve the quality of life of people in particular scenarios.

  10. Best practices of internationalization of the Higher Education in Asia-Pacific: The case of management of a double degree program

    Directory of Open Access Journals (Sweden)

    Félix Rogelio Flores

    2012-09-01

    Full Text Available The challenges of nations from Asia and the Pacific to create sustainable and economic spaces, have led their people to seek new educative mechanisms to forge from their childhood and youth, more competitive people, generators of wealth; as an example, China, Korea and India, being the internationalization the best example. This article presents a brief overview of the major events that have given way to new patterns of mobility and internationalization of Umap since its inception in 1993 until today. We present the case of the school of marketing in which outlines the learning, as a result of the institutional efforts of a double degree program with a University of the Umap program, this will allow to identify areas of prospect to establish improvements in an internationalization program of any Institution of higher education that aspire to any position in the global context.

  11. Education projects: an opportunity for student fieldwork in global health academic programs.

    Science.gov (United States)

    Fyfe, Molly V

    2012-01-01

    Universities, especially in higher-income countries, increasingly offer programs in global health. These programs provide different types of fieldwork projects, at home and abroad, including: epidemiological research, community health, and clinical electives. I illustrate how and why education projects offer distinct learning opportunities for global health program fieldwork. As University of California students, we partnered in Tanzania with students from Muhimbili University of Health and Allied Science (MUHAS) to assist MUHAS faculty with a curricular project. We attended classes, clinical rounds, and community outreach sessions together, where we observed teaching, materials used, and the learning environment; and interviewed and gathered data from current students, alumni, and health professionals during a nationwide survey. We learned together about education of health professionals and health systems in our respective institutions. On the basis of this experience, I suggest some factors that contribute to the productivity of educational projects as global health fieldwork.

  12. Identification of at-risk students and strategies to improve academic success in first year health programs. A Practice Report

    Directory of Open Access Journals (Sweden)

    Andrew Gerard Pearson

    2013-04-01

    Full Text Available The transition to university is a difficult process for many students, having a negative impact on their academic performance, ultimately resulting in failure or withdrawal from one or more courses in their first semester. This practice report describes a profile analysis and readiness assessment designed to identify students at high academic risk. Students so identified were offered additional workshops to address assumed knowledge and academic skills. Attendance at the workshops correlated with improved academic outcomes.

  13. The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success

    Science.gov (United States)

    Tolman, Steven

    2017-01-01

    While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of…

  14. Academics as Part-Time Marketers in University Offshore Programs: An Exploratory Study

    Science.gov (United States)

    Poole, David; Ewan, Craig

    2010-01-01

    Australian universities maintain almost 900 offshore programs delivered to more than 100 000 students, primarily in the nations of Singapore, Malaysia, China, and Hong Kong (Universities Australia, 2009; IDP, 2009a). Although offshore students comprise an estimated 30 per cent of international student enrolments at Australian universities (IDP,…

  15. 77 FR 36277 - Academic Development of a Training Program for Good Laboratory Practices in High Containment...

    Science.gov (United States)

    2012-06-18

    ...- based learning techniques designed to bring researchers and regulators together to educate each other on... program using problem-based learning techniques designed to bring researchers and regulators together to... clinical parameters, such as body temperature, heart rate, respiration rate, and blood pressure is a...

  16. The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

    Science.gov (United States)

    Esperanca, S.

    2003-12-01

    The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to

  17. Does Academic Apprenticeship Increase Networking Ties among Participants? A Case Study of an Energy Efficiency Training Program

    Science.gov (United States)

    Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

    2014-01-01

    In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field…

  18. Application of Appropriate Use Criteria for Initial Transthoracic Echocardiography in an Academic Outpatient Pediatric Cardiology Program.

    Science.gov (United States)

    Safa, Raya; Aggarwal, Sanjeev; Misra, Amrit; Kobayashi, Daisuke

    2017-08-01

    Transthoracic echocardiography (TTE) is a non-invasive diagnostic modality for children with suspected heart disease. The American College of Cardiology published Appropriate Use Criteria (AUC) for an initial outpatient pediatric TTE in 2014 to promote effective care and improve resource utilization. The objective was to determine the appropriateness of TTE per the published AUC in a single academic pediatric cardiology clinic as a baseline performance quality measure. The echocardiography database was used to identify initial outpatient TTE in children during January-March 2014. TTE indications (appropriate [A], may be appropriate [M], or rarely appropriate [R]) and findings (normal, incidental, or abnormal) were recorded. The effect of AUC and age groups on yield of abnormal TTE findings was analyzed. Of the 2166 screened studies, our study cohort consisted of 247 TTEs. Indications rated A, M, and R were found in 129, 27, and 90, respectively, and 1 was unclassifiable. Majority of TTE (n = 183) were normal, although incidental findings were noted in 32 and abnormal findings in 32 cases. Abnormal findings were noted in 26/129 of A, 2/27 of M, and 4/90 of R. Indications rated A were significantly associated with yield of abnormal TTE findings, adjusted by age group. Infants and adolescents were more likely to have abnormal TTE findings compared to young children. Recently published AUC were validated for initial TTE in the outpatient pediatric cardiology clinic. Appropriateness rated by AUC was highly associated with yield of abnormal TTE findings and worked best in infants and adolescent.

  19. Elimination of waste: creation of a successful Lean colonoscopy program at an academic medical center.

    Science.gov (United States)

    Damle, Aneel; Andrew, Nathan; Kaur, Shubjeet; Orquiola, Alan; Alavi, Karim; Steele, Scott R; Maykel, Justin

    2016-07-01

    Lean processes involve streamlining methods and maximizing efficiency. Well established in the manufacturing industry, they are increasingly being applied to health care. The objective of this study was to determine feasibility and effectiveness of applying Lean principles to an academic medical center colonoscopy unit. Lean process improvement involved training endoscopy personnel, observing patients, mapping the value stream, analyzing patient flow, designing and implementing new processes, and finally re-observing the process. Our primary endpoint was total colonoscopy time (minutes from check-in to discharge) with secondary endpoints of individual segment times and unit colonoscopy capacity. A total of 217 patients were included (November 2013-May 2014), with 107 pre-Lean and 110 post-Lean intervention. Pre-Lean total colonoscopy time was 134 min. After implementation of the Lean process, mean colonoscopy time decreased by 10 % to 121 min (p = 0.01). The three steps of the process affected by the Lean intervention (time to achieve adequate sedation, time to recovery, and time to discharge) decreased from 3.7 to 2.4 min (p Lean patient satisfaction surveys demonstrated an average score of 4.5/5.0 (n = 73) regarding waiting time, 4.9/5.0 (n = 60) regarding how favorably this experienced compared to prior colonoscopy experiences, and 4.9/5.0 (n = 74) regarding professionalism of staff. One hundred percentage of respondents (n = 69) stated they would recommend our institution to a friend for colonoscopy. With no additional utilization of resources, a single Lean process improvement cycle increased productivity and capacity of our colonoscopy unit. We expect this to result in increased patient access and revenue while maintaining patient satisfaction. We believe these results are widely generalizable to other colonoscopy units as well as other process-based interventions in health care.

  20. Factors Influencing Adoption of Hospital-Acquired Pressure Ulcer Prevention Programs in US Academic Medical Centers.

    Science.gov (United States)

    Padula, William V; Valuck, Robert J; Makic, Mary Beth F; Wald, Heidi L

    2015-01-01

    Recent data show a decrease in hospital-acquired pressure ulcers (PUs) throughout US hospitals; these changes may be associated with increased success in implementing evidence-based practices for PU prevention. The purpose of this study was to identify wound care nurse perceptions of the primary factors that influenced the overall reduction of PUs. Cross-sectional descriptive survey. Surveys were sent to wound care nurses at 98 University HealthSystem Consortium (UHC) hospitals. The UHC consists of more than 120 academic medical centers and affiliated facilities across the United States. Responses solicited from this survey represented a geographically diverse set of hospitals from less than 200 beds to more than 1000 beds. The survey questionnaire used a framework of 7 internal and 5 external influential factors for implementing evidence-based practices for PU prevention. Internal influential factors queried included availability of nurse specialists, high nursing job turnover, high PU rates, and prevention campaigns. External influential factors included data sharing, Medicare nonpayment policy, and applications for Magnet recognition. Hospital-acquired PU prevention experts at UHC hospitals were contacted through the Wound, Ostomy and Continence Nurses Society membership directory to complete the questionnaire. Consenting participants were e-mailed a disclosure and online questionnaire; they were also sent monthly reminders until they either responded to the survey or declined participation. Fifty-five respondents (59% response rate) indicated several internal factors that influenced evidence-based practice: hospital prevention campaigns; the availability of nursing specialists; and the level of preventive knowledge among hospital staff. External influential factors included financial concerns; application for Magnet recognition; data sharing among peer institutions; and regulatory issues. These findings suggest that the Centers for Medicare & Medicaid Services