Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

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Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

Breaking through the glass ceiling: a survey of promotion rates of graduates of a primary care Faculty Development Fellowship Program.

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Smith, Mindy A; Barry, Henry C; Dunn, Ruth Ann; Keefe, Carole; Weismantel, David

2006-01-01

Academic promotion has been difficult for women and faculty of minority race. We investigated whether completion of a faculty development fellowship would equalize promotion rates of female and minority graduates to those of male and white graduates. All graduates of the Michigan State University Primary Care Faculty Development Fellowship Program from 1989-1998 were sent a survey in 1999, which included questions about academic status and appointment. We compared application and follow-up survey data by gender and race/ethnicity. Telephone calls were made to nonrespondents. A total of 175 (88%) graduating fellows responded to the follow-up survey. Information on academic rank at entry and follow-up was obtained from 28 of 48 fellows with missing information on promotion. Male and female graduates achieved similar academic promotion at follow-up, but there was a trend toward lower promotion rates for minority faculty graduates compared to white graduates. In the multivariate analysis, however, only age, years in rank, initial rank, and type of appointment (academic versus clinical) were significant factors for promotion. Academic advancement is multifactorial and appears most related to time in rank, stage of life, and career choice. Faculty development programs may be most useful in providing skill development and career counseling.

Assessed perceptions of female materials science and engineering graduates on academic advising, student support services and retention strategies

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Washington, Renita Linette

Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies on the development of academic advising, there have been limited studies on this development with respect to the needs of specific marginalized groups. This is the gap in literature that is addressed by this study. The outcomes observed in this study can potentially benefit female students at the institution where the study was conducted. This study focused on the group of female students who were able to successfully complete their STEM-related degrees. A significant difference was found between tutoring and learning support, F = 4.65, sd = .78 and a sig. level = .004. A strong negative relationship existed between the ages of the graduates and assessed academic advisement. A perfect positive relationship existed between the age of the graduates and assessed course concierge service scores; and between the age of the graduates and assessed career services and counseling scores. A moderate negative relationship existed between the age of the graduates and assessed curriculum/degree planning database scores, the age of the graduates and assessed academic and program advisement scores and the age of the graduates and assessed tutorial and learning support services scores. A weak negative relationship existed between the age of the graduates and assessed retention scores.

The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

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Rakes, Glenda C.; Dunn, Karee E.

2010-01-01

With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior…

Graduate and Research Program in Forced Migration and Refugee ...

International Development Research Centre (IDRC) Digital Library (Canada)

Palestinian refugees remain the largest single national group of refugees whose status has yet to be settled 60 years after the creation of the problem. Despite great interest in the subject, there are no graduate programs in Palestine that provide students with solid academic training in refugee and forced migration studies.

Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

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Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya

2015-01-01

Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…

The manufacturing docile bodies in the Brazilian post-graduation: scene in the academic productivism

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Anderson Luis da Paixão Café

2017-05-01

Full Text Available http://dx.doi.org/10.5007/1518-2924.2017v22n49p75 It deals with the banal productivism that took possession of minds and bodies in the Brazilian graduate. To address the issue, appealed to the theoretical concepts of Michel Foucault is one of the great French intellectuals who devoted himself to studies related to knowledge, power and ethics, questioning the roles played by different social institutions in bodies of disciplining those who they were placed in these places by imposing standards of conduct. The objective of this work is to show how each of disciplining techniques of bodies worked in Foucault's perspective, confirms to the emergence of distortions, including ethics, in the construction and dissemination of scientific knowledge process. To achieve this goal developed a bibliographical and exploratory research, associating the cloistered techniques quadriculamento, time control, normalizing sanction, exercise and take to the academic-scientific practices experienced by teachers and students in the Brazilian graduate. The results showed, among other things, that there is still a strong predominance of punitive evaluation at the expense of training when assessing the performance of the bodies in graduate programs. Finally, closes the article in the hope of contributing to broaden discussions about the current movement of manufacturing docile bodies in Brazilian graduate, helping to encourage academics to think new escape routes that make the most creative graduate, innovative and ethical, allowing bodies that it operates live life as a true work of art, that is, without the need to practice intellectual impostures as a form of academic survival.

Angst about Academic Writing: Graduate Students at the Brink

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Holmes, Barbara; Waterbury, Theresa; Baltrinic, Eric; Davis, Arielle

2018-01-01

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify…

Academic Success and Initial Labor Market Outcomes for Pharmacy Graduates

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Sean Murphy

2011-01-01

Full Text Available Purpose: This study examines the relationship between academic success and labor market outcomes among graduating pharmacy students. Unlike previous studies, this paper characterizes labor market outcome not only as an individual's starting salary, but also whether or not the student had a position secured at the time of graduation, whether or not a signing bonus was received, and the setting in which (she will practice. Methods: A standard exit survey was administered to graduating Doctor of Pharmacy students at a Midwestern, public university within two weeks of graduation. The relationship between academic success and initial labor market outcome was assessed using cross-tabulations, chi-square and Fisher exact tests. Results: There were no significant relationships between grade point averages and signing bonuses, starting salaries or employment offers. Students with higher grade point averages were less likely to work in chain community pharmacies, and more likely to work in a hospital or other health-system setting. Conclusions: The relationships between academic and direct measures of labor market outcomes (salary and bonuses were not necessarily positive, as standard economic theory predicts. Rather, the relationship is indirect, as it appears that students with greater academic success obtained employment in more clinical settings, which carry a different mix of pecuniary and non-pecuniary benefits. Type: Original Research

The Siemens graduate program

International Nuclear Information System (INIS)

Schaeffler, I.

2000-01-01

Siemens is an international company acting in different domains: power generation, communication and information, traffic, health, etc. To be more flexible and active in a world in constant evolution, the company proposes a graduate program where young people with a special background have the possibility to start an international career in all the domains of activity. This graduate program is especially important in the domain of nuclear energy, where the know-how transfer between the previous generation and the new one is a constant point of interest. This article presents the conditions to be accepted in this graduate program, and the supplementary training supporting this program. The Siemens graduate program (Sg) proposes a global concept with a main emphasis being international. (authors)

[Academic misconduct of graduates and the credit education].

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Bi, Xiaoyan; Tang, Xiaoya; Fan, Xuegong

2011-10-01

Nowadays the phenomenon of academic misconduct (such as plagiarism, fabrication, falsification, etc.) is very frequent. The reasons for academic misconduct are involved in the problems in graduate education system, social environment and students themselves. Therefore, colleges and universities should place great emphasis on constructing a healthy school environment and academic atmosphere for failure tolerance with the help of high-tech modern means. It also needs to improve the academic supervision and evaluation system, strengthen the punishments for academic misconduct and enhance the mentor's exemplary role in education. The eventual goal for our education is to obtain innovative talents who are integrity, respect science and truth, and are good samples for academic performances.

Scholarships for scientific initiation encourage post-graduation degree.

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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.

Gestalt and Figure-Ground: Reframing Graduate Attribute Conversations between Educational Developers and Academics

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Knewstubb, Bernadette; Ruth, Alison

2015-01-01

Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…

Profile of graduates of Israeli medical schools in 1981--2000: educational background, demography and evaluation of medical education programs.

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Bitterman, Noemi; Shalev, Ilana

2005-05-01

In light of changes in the medical profession, the different requirements placed on physicians and the evolving needs of the healthcare system, the need arose to examine the medical education curriculum in Israel. This survey, conducted by the Samuel Neaman Institute for Science and Technology, summarizes 20 years of medical education in Israel's four medical schools, as the first stage in mapping the existing state of medical education in Israel and providing a basis for decision-making on future medical education programs. To characterize the academic background of graduates, evaluate their attitudes towards current and alternative medical education programs, and examine subgroups among graduates according to gender, medical school, high school education, etc. The survey included graduates from all four Israeli medical schools who graduated between the years 1981 and 2000 in a sample of 1:3. A questionnaire and stamped return envelope were sent to every third graduate; the questionnaire included open and quantitative questions graded on a scale of 1 to 5. The data were processed for the entire graduate population and further analyzed according to subgroups such as medical schools, gender, high school education, etc. The response rate was 41.3%. The survey provided a demographic profile of graduates over a 20 year period, their previous educational and academic background, additional academic degrees achieved, satisfaction, and suggestions for future medical education programs. The profile of the medical graduates in Israel is mostly homogenous in terms of demographics, with small differences among the four medical schools. In line with recommendations of the graduates, and as an expression of the changing requirements in the healthcare system and the medical profession, the medical schools should consider alternative medical education programs such as a bachelor's degree in life sciences followed by MD studies, or education programs that combine medicine with

Acculturative Experiences Among Indonesian Graduate Students in US Higher Education: Academic Shock, Adjustment, Crisis, and Resolution

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Amirul Mukminin

2012-06-01

Full Text Available The purpose of this qualitative inquiry was to describe and understand the lived experiences of the acculturative process of Indonesian graduate students at an American public research university. The theoretical frameworks of Oberg’s (1960 Culture Shock Model and Berry and his colleagues’ (1987 and Berry’s (2006 Acculturation Stress Model were used to guide this study. Data for this study were collected through a demographic background survey, in-depth interviews, and focus group discussions with Indonesian graduate students. The demographic data were analyzed descriptively. The interviews and focus groups data were analyzed using within-case and cross-case displays and analyses (Miles and Huberman 1994. Five salient themes and sub-themes that emerged were: academic shock, adjustment, crisis, resolution, and what helps/does not help? Implications and strategies for professionals and scholars who work with international students in practice, education, and policy are discussed. In addition, strategies to promote Indonesian graduate students’ academic and social success in graduate programs are included. Suggestions for future research are also discussed.

Preparing new nurse graduates for practice in multiple settings: a community-based academic-practice partnership model.

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West, Nikki; Berman, Audrey; Karshmer, Judith; Prion, Susan; Van, Paulina; Wallace, Jonalyn

2014-06-01

Responding to local and national concerns about the nursing workforce, the California Institute for Nursing and Health Care worked with private and public funders and community health care partners to establish community-based transition-to-practice programs for new RN graduates unable to secure nursing positions in the San Francisco Bay Area. The goals were to retain new RN graduates in nursing and further develop their skills and competencies to increase their employability. Leaders from academic and inpatient, ambulatory, and community-based practice settings, as well as additional community partners, collaboratively provided four 12- to 16-week pilot transition programs in 2010-2011. A total of 345 unemployed new nurse graduates enrolled. Eighty-four percent of 188 respondents to a post-program survey were employed in inpatient and community settings 3 months after completion. Participants and clinical preceptors also reported increases in confidence and competence. Copyright 2014, SLACK Incorporated.

The Power of Peer Mentoring in Enabling a Diverse and Inclusive Environment in a Chemical Engineering Graduate Program

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Bôas Fávero, Cláudio Vilas; Moran, Shannon; Eniola-Adefeso, Omolola

2018-01-01

The Chemical Engineering graduate program at the University of Michigan implemented a peer mentoring program for PhD students, with the goal of fostering department inclusivity and improved academic outcomes through facilitated social and academic activities in diverse, small groups. In this article, we detail the peer mentoring program…

A Survey of Graduate Training Programs and Coursework in Forensic Psychology

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Burl, Jeffrey; Shah, Sanjay; Filone, Sarah; Foster, Elizabeth; DeMatteo, David

2012-01-01

An increasing number of graduate programs are available to students interested in the study of forensic psychology. The growth of forensic training opportunities is reflective of the wider development of forensic psychology as a discrete specialty area. An Internet-based survey was conducted to provide descriptive information to academic advisors…

Academic research training for a nonacademic workplace: a case study of graduate student alumni who work in conservation.

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Muir, Matthew J; Schwartz, Mark W

2009-12-01

Graduate education in conservation biology has been assailed as ineffective and inadequate to train the professionals needed to solve conservation problems. To identify how graduate education might better fit the needs of the conservation workplace, we surveyed practitioners and academics about the importance of particular skills on the job and the perceived importance of teaching those same skills in graduate school. All survey participants (n = 189) were alumni from the University of California Davis Graduate Group in Ecology and received thesis-based degrees from 1973 to 2008. Academic and practitioner respondents clearly differed in workplace skills, although there was considerably more agreement in training recommendations. On the basis of participant responses, skill sets particularly at risk of underemphasis in graduate programs are decision making and implementation of policy, whereas research skills may be overemphasized. Practitioners in different job positions, however, require a variety of skill sets, and we suggest that ever-increasing calls to broaden training to fit this multitude of jobs will lead to a trade-off in the teaching of other skills. Some skills, such as program management, may be best developed in on-the-job training or collaborative projects. We argue that the problem of graduate education in conservation will not be solved by restructuring academia alone. Conservation employers need to communicate their specific needs to educators, universities need to be more flexible with their opportunities, and students need to be better consumers of the skills offered by universities and other institutions.

The Effect of an Academic Dismissal Policy on Dropout, Graduation Rates and Student Satisfaction. Evidence from the Netherlands

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Sneyers, Eline; De Witte, Kristof

2017-01-01

This paper examines the effect of the introduction of an academic dismissal (AD) policy (i.e. an intervention, which can lead to compulsory student withdrawal) on student dropout, student graduation rates and satisfaction with the study program. Using a difference-in-differences type of estimator, we compare programs that introduced an AD policy…

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

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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…

Factors affecting academic leadership in dermatology.

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Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

2015-02-01

Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

Implementation of a new advanced graduate education program in oral implantology.

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Gallucci, German O; Weber, Hans Peter; Kalenderian, Elsbeth

2012-10-01

The academic program for the Harvard School of Dental Medicine's Advanced Graduate Program in Oral Implantology is based on scientific evidence applied to educational quality, translational research, patient care, and service. The objective of the program is to enable highly motivated individuals with proven scholarship and excellence in patient care to achieve academic leadership in the clinical and scientific fields of implant dentistry and tissue regeneration. A detailed curriculum describing the academic program, as well as a business plan (which included a management plan describing the organizational structure, financial implications, and market forces) and implementation and communication plans, were developed before moving forward. With careful academic and business planning, the result was a vibrant implant program, in which all placements and restorations of implants are coordinated with regard to practice management. The program is integrated into the existing clinical care model and has been financially self-sustaining from its inception. Six students have participated in the last two years. On average, each student performed seventy-nine procedures on twenty-nine patients, generating over $46,000 in production. The curriculum includes didactics, hands-on clinical learning, and research activities. Research is a critical component as well. The results demonstrate that the time taken to develop a detailed curriculum and business plan for a new academic program, which anticipated and resolved potential barriers to success, was instrumental in the successful implementation of an oral implantology residency program.

Analysis of Practice Settings for Craniofacial Surgery Fellowship Graduates in North America.

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Silvestre, Jason; Runyan, Christopher; Taylor, Jesse A

In North America, the number of craniofacial surgery fellowship graduates is increasing, yet an analysis of practice settings upon graduation is lacking. We characterize the practice types of recent graduates of craniofacial fellowship programs in the United States and Canada. A 6-year cohort of craniofacial fellows in the United States and Canada (2010-2016) were obtained from craniofacial programs recognized by the American Society of Craniofacial Surgery. Practice setting was determined at 1 and 3 years of postgraduation, and predictors of practice setting were determined. A total of 175 craniofacial surgeons were trained at 35 fellowship programs. At 1 year of postgraduation, 33.6% had an academic craniofacial position and 27.1% were in private practice (p = 0.361). A minority of graduates pursued additional fellowships (16.4%), nonacademic craniofacial positions (10.0%), academic noncraniofacial positions (5.7%), and international practices (7.1%). At 3 years of postgraduation, the percentage of graduates in academic craniofacial positions was unchanged (34.5% vs 33.6%, p = 0.790). The strongest predictors of future academic craniofacial practice were completing plastic surgery residency at a program with a craniofacial fellowship program (odds ratio = 6.78, p < 0.001) and completing an academic craniofacial fellowship program (odds ratio = 4.48, p = 0.020). A minority of craniofacial fellowship graduates practice academic craniofacial surgery. A strong academic craniofacial surgery background during residency and fellowship is associated with a future career in academic craniofacial surgery. These data may assist trainees choose training programs that align with career goals and educators select future academic surgeons. Copyright © 2017. Published by Elsevier Inc.

Strengthening Communication and Scientific Reasoning Skills of Graduate Students Through the INSPIRE Program

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Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.

2012-10-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

The Impact of Prematriculation Admission Characteristics on Graduation Rates in an Accelerated Doctor of Pharmacy Program.

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Steinberg, Michael; Morin, Anna K

2015-10-25

Objective. To evaluate the impact of admission characteristics on graduation in an accelerated doctor of pharmacy (PharmD) program. Methods. Selected prematriculation characteristics of students entering the graduation class years of 2009-2012 on the Worcester and Manchester campuses of MCPHS University were analyzed and compared for on-time graduation. Results. Eighty-two percent of evaluated students (699 of 852) graduated on time. Students who were most likely to graduate on-time attended a 4-year school, previously earned a bachelor's degree, had an overall prematriculation grade point average (GPA) greater than or equal to 3.6, and graduated in the spring just prior to matriculating to the university. Factors that reduced the likelihood of graduating on time were also identified. Work experience had a marginal impact on graduating on time. Conclusion. Although there is no certainty in college admission decisions, prematriculation characteristics can help predict the likelihood for academic success of students in an accelerated PharmD program.

Preparing Graduate Students as Science Communicators

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Knudson, K.; Gutstein, J.

2012-12-01

Our presentation introduces our interdisciplinary curriculum that teaches graduate students at our R-1 university to translate their research to general audiences. We also discuss the challenges we have faced and strategies we have employed to broaden graduate education at our campus to include preparation in science communication. Our "Translating Research beyond Academia" curriculum consists of three separate thematically based courses taught over the academic year: Education and Community Outreach, Science Communication and Writing, Communicating with Policy- and Decision-makers. Course goals are to provide professional development training so that graduate students become more capable professionals prepared for careers inside and outside academia while increasing the public understanding of science and technology. Open to graduate students of any discipline, each course meets weekly for two hours; students receive academic credit through a co-sponsoring graduate program. Students learn effective strategies for communicating research and academic knowledge with the media, the general public, youth, stakeholders, and decision- and policy-makers. Courses combine presentations from university and regional experts with hands-on work sessions aimed towards creating effective communications, outreach and policy plans, broader impacts statements, press releases, blogs, and policy briefs. A final presentation and reflections are required. Students may opt for further training through seminars tailored to student need. Initial results of our analyses of student evaluations and work indicate that students appreciate the interdisciplinary, problem-based approach and the low-risk opportunities for learning professional development skills and for exploring non-academic employment. Several students have initiated engaged work in their disciplines, and several have secured employment in campus science communication positions. Two have changed career plans as a direct result of

Status of University of Cincinnati reactor-site nuclear engineering graduate programs

International Nuclear Information System (INIS)

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

1993-01-01

The University of Cincinnati (UC) nuclear engineering program faculty has now had 12 yr of experience in delivering reactor-site educational programs to nuclear power plant technical personnel. Currently, with the sponsorship of the Toledo-Edison Company (TED), we are conducting a multiyear on-site graduate program with more than 30 participants at the Davis-Besse nuclear power plant. The program enables TED employees with the proper academic background to earn a master of science (MS) degree in nuclear engineering (mechanical engineering option). This paper presents a brief history of tile evolution of UC reactor-site educational programs together with a description of the progress of the current program

Multiple Role Conflict and Graduate Students' Academic Performance.

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Feldmann, Shirley; Martinez-Pons, Manuel

This study examined the effect of multiple social roles on the psychological functioning of 60 adult students (age 25 to 51 years) in an introductory graduate course in educational research. Using multiple role conflict (MRC), perceived ability to cope (PAC), subject anxiety (SA), academic self-efficacy (SE), self-regulation (SR), and course…

The Relationship between Classroom Management and Graduate Students' Academic Procrastination

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naser nastiezaie

2017-06-01

Full Text Available AWT IMAGE Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways.. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan. Materials and Methods: This study is descriptive-correlational (regression. The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used. Results: Mean scores were as follows: designing and organizing (3.49±0.452, leadership (3.58±0.422, monitoring and control (3.42±0.48, evaluation (2.92±0.708, classroom management (3.35±0.346, academic procrastination (2.05±1.169. Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391,-0.414,-0.544 and -0.637 (p<0.01 respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01. Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination. Keywords: Classroom management, Designing and organizing, Leadership, Monitoring and control, Evaluation, Academic procrastination.

Academic Reading Difficulties Encountered by International Graduate Students in a Malaysian University

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Alghail, Ali Abdullah Ali; Mahfoodh, Omer Hassan Ali

2016-01-01

This study examines how international graduate students in a Malaysian public university perceive and overcome academic reading difficulties. The target population included all graduate students from Yemen, an Arab country, studying at Universiti Sains Malaysia. Data were collected using questionnaires, focus group interviews, and journal writing.…

The contribution of the health management studies program to the professional status of graduates.

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Haller-Hayon, Orit; Korn, Liat; Magnezi, Racheli

2015-11-13

This study examines the contribution of the Health Management Bachelor's degree program at an Israeli university to the professional development of its graduates. The aims of this study were: To examine the perceived gaps between acquired knowledge and required knowledge within the workforce; To explore the potential changes in the graduates' occupation conditions or professional status following their studies; To test the contribution of the curricula content studied by the graduates to their understanding, knowledge and integration within the healthcare system; and to examine the graduates perceptions towards required content, that should be added to the curricula. A structured, self-reported questionnaire was administered to 182 Health Management Department individuals whom have graduated from the Bachelors program between the years 2005 and 2009. The majority of the graduates reported the existance of a knowledge gap (greater among males, young and single than among females, older and married graduates). Most of the courses which were ranked as the lowest contributing ones were related to Management (e.g. Mathematics for Social Sciences, Accounting Fundamentals, Finance Theory), while the graduates recommended the inclusion of additional components to the curricula. The study demonstrates that a perceived gap exists between the acquired and the required knowledge of the Health Management Studies graduates. Various changes have been reported by the graduates (such as wage raise and role changes), following their study completion, suggesting that the program has partially contributed to their professional status. A 'Learning by Sharing' forum of academic staff, employers and graduates is recommended.

Building Transferable Knowledge and Skills through an Interdisciplinary Polar Science Graduate Program

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Culler, L. E.; Virginia, R. A.; Albert, M. R.; Ayres, M.

2015-12-01

Modern graduate education must extend beyond disciplinary content to prepare students for diverse careers in science. At Dartmouth, a graduate program in Polar Environmental Change uses interdisciplinary study of the polar regions as a core from which students develop skills and knowledge for tackling complex environmental issues that require cooperation across scientific disciplines and with educators, policy makers, and stakeholders. Two major NSF-funded initiatives have supported professional development for graduate students in this program, including an IGERT (Integrative Graduate Education and Research Traineeship) and leadership of JSEP's (Joint Science Education Project) Arctic Science Education Week in Greenland. We teach courses that emphasize the links between science and the human dimensions of environmental change; host training sessions in science communication; invite guest speakers who work in policy, academia, journalism, government research, etc.; lead an international field-based training that includes policy-focused meetings and a large outreach component; provide multiple opportunities for outreach and collaboration with local schools; and build outreach and education into graduate research programs where students instruct and mentor high school students. Students from diverse scientific disciplines (Ecology, Earth Science, and Engineering) participate in all of the above, which significantly strengthens their interdisciplinary view of polar science and ability to communicate across disciplines. In addition, graduate students have developed awareness, confidence, and the skills to pursue and obtain diverse careers. This is reflected in the fact that recent graduates have acquired permanent and post-doctoral positions in academic and government research, full-time teaching, and also in post-docs focused on outreach and science policy. Dartmouth's interdisciplinary approach to graduate education is producing tomorrow's leaders in science.

International Graduate Students' Academic Writing Practices in Malaysia: Challenges and Solutions

Science.gov (United States)

Singh, Manjet Kaur Mehar

2015-01-01

This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…

Academic Achievement of GED Graduates of the Community College of Allegheny County.

Science.gov (United States)

Clark, Renee Smith

The tests of General Education Development (GED) provide adults with opportunities to attend and graduate from postsecondary institutions. A study investigated the academic achievement of GED recipients compared to that of high school diploma (HSD) students graduating from the Community College of Allegheny County (Pennsylvania) between June 1985…

The Resilience of Recently Graduated and Unemployed Dutch Academics in Coping with the Economic Crisis

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Dekker, Jeroen J. H.; Amsing, Hilda T. A.; Hahurij, Lisa; Wichgers, Inge

2014-01-01

Some years after the world-wide crisis starting in 2008, also many recently graduated Dutch academics were confronted with the problem of how to cope with getting a job. This article focuses on the coping strategies they use when searching after a job, spending the day, and coping with limited financial means. 91 graduated academics completed a…

Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

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Rakedzon, Tzipora; Baram-Tsabari, Ayelet

2017-01-01

This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

Academic Attitudes and Psychological Well-Being of Black American Psychology Graduate Students

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Uqdah, Aesha L.; Tyler, Kenneth M.; DeLoach, Chante

2009-01-01

The goal of this study is to explore the relationships between academic self-concept, perception of competency in related domains, and academic motivation (intrinsic, extrinsic, and amotivation), and reported anxiety and depression among Black American psychology graduate students. The major research question asks whether there is a relationship…

Towards a Good Practice Model for an Entrepreneurial HEI: Perspectives of Academics, Enterprise Enablers and Graduate Entrepreneurs

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Williams, Perri; Fenton, Mary

2013-01-01

This paper reports on an examination of the perspectives of academics, enterprise enablers and graduate entrepreneurs of an entrepreneurial higher education institution (HEI). The research was conducted in Ireland among 30 graduate entrepreneurs and 15 academics and enterprise enablers (enterprise development agency personnel) to provide a…

Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

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Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

2010-12-01

Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time and

Strategy Precedes Operational Effectiveness: Aligning High Graduation Rankings with Competitive Graduation Grade Point Averages

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Apprey, Maurice; Bassett, Kimberley C.; Preston-Grimes, Patrice; Lewis, Dion W.; Wood, Beverly

2014-01-01

Two pivotal and interconnected claims are addressed in this article. First, strategy precedes program effectiveness. Second, graduation rates and rankings are insufficient in any account of academic progress for African American students. In this article, graduation is regarded as the floor and not the ceiling, as it were. The ideal situation in…

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

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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.

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

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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.

The Siemens graduate program

International Nuclear Information System (INIS)

Schaffler, I.

2001-01-01

SIEMENS is an international company acting in various domains: power generation, communication and information, traffic, health...etc. To increase flexibility and activity in a world in constant evolution, the company proposes a graduate program where young people with a special background have the possibility to start an international career in one of the different business areas. This graduate program is also very important in the domain of nuclear energy, where the know-how transfer between the previous generation and the new one is a constant point of interest. (author)

Education Model Program on Water-Energy Research: A New STEM Graduate Program from Development through Evaluation

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McCay, D.; Fiorenza, P.; Lautz, L.

2017-12-01

More than half of Ph.D. scientists and engineers find employment in non-academic sectors. Recognizing the range of career options for graduate degree holders and the need to align graduate education with the expectations of prospective employers, the National Science Foundation (NSF) created the NSF Research Traineeship (NRT) program. To date, over 100 NRT programs have been funded. As these programs are implemented, it is important to assess their progress, successes, and challenges. This presentation describes the ongoing evaluation of one NRT program, "Education Model Program on Water-Energy Research" (or EMPOWER) at Syracuse University. Through seminars, mini-grants, professional development activities, field courses, internship opportunities, and coursework, EMPOWER's goal is to equip students with the skills needed for the range of career options in water and energy. In collaboration with an external evaluator, EMPOWER is examining the fidelity of the program to proposed goals, providing feedback to inform project improvement (formative assessment) and assessing the effectiveness of achieving program goals (summative assessment). Using a convergent parallel mixed method design, qualitative and quantitative data were collected to develop a full assessment of the first year of the program. Evaluation findings have resulted in several positive changes to the program. For example, EMPOWER students perceive themselves to have high technical skills, but the data show that the students do not believe that they have a strong professional network. Based on those findings, EMPOWER offered several professional development events focused on building one's professional network. Preliminary findings have enabled the EMPOWER leadership team to make informed decisions about the ways the program elements can be redesigned to better meet student needs, about how to the make the program more effective, and determine the program elements that may be sustained beyond the funding

Relation between Assertiveness, Academic Self-Efficacy, and Psychosocial Adjustment among International Graduate Students.

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Poyrazli, Senel; Arbona, Consuelo; Nora, Amaury; McPherson, Robert; Pisecco, Stewart

2002-01-01

Rathus Assertiveness Schedule, Academic Self-Efficacy Scale, The Inventory for Student Adjustment Strain, and UCLA Loneliness Scale were used to examine a total of 122 graduate international students. Findings indicate that English proficiency, assertiveness, and academic self-efficacy contributed uniquely to the variance in students' general…

Valuing the human asset - the impact of university placements on academic performance and graduate employment amongst management students

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Brooks, R.

2012-05-01

The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academic performance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academic performance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

Association between proportion of US medical graduates and program characteristics in gastroenterology fellowships.

Science.gov (United States)

Atsawarungruangkit, Amporn

2017-01-01

Gastroenterology is one of the most competitive internal medicine fellowship. However, factors that associated with program competitiveness have not been documented. The objective of this study was to evaluate associations between characteristics of gastroenterology fellowship programs and their competitiveness through the proportion of US medical graduates for the academic year 2016/17. This study used a retrospective, cross-sectional design with data obtained from the American Medical Association. The proportion of US medical graduates in gastroenterology fellowships was used as an indicator of program competitiveness. Using both univariate and multivariate linear regression analyses, we analyzed the association between the proportion of medical graduates in each program and 27 program characteristics based on a significance level of 0.05. In total, 153 out of 171 gastroenterology fellowship programs satisfied the inclusion criteria. A multivariate analysis revealed that a higher proportion of US medical graduates was significantly associated with five program characteristics: that it was a university-based program (p < 0.001), the ratio of full-time paid faculty to fellow positions (p < 0.001), the proportion of females in the program (p = 0.002), location in the Pacific region (p = 0.039), and a non-smoker hiring policy (p = 0.042). Among the five significant factors, being university based, located in the Pacific, and having a non-smoker hiring policy were likely to remain unchanged over a long period. However, program directors and candidates should pay attention to equivalence between full-time paid faculty and fellowship positions, and the proportion of women in the program. The former indicates the level of supervision while the latter has become increasingly important owing to the higher proportion of women in medicine.

Outcomes assessment of science & engineering doctor of philosophy (Ph.D.) programs: An exploratory study of prospective influencers in distinguished graduate placement

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Williamson, Louise M.

This exploratory study was an investigation of the mission and emphases of twenty-two science & engineering doctor of philosophy (Ph.D.) programs in ten fields of study at nine public research universities in the United States and the corresponding influence those factors impose on placement of Ph.D. graduates of those programs into academic program settings. Ph.D. program chairs participated via protocol to provide descriptive, statistical, and experiential details of their Ph.D. programs and offered insight on current conditions for academic placement opportunities. The quantitative analysis served as the basis of examination of influencers in graduate placement for those Ph.D. programs that are informed about placement activity of their graduates. Among the nine tested hypotheses there were no statistically significant findings. The qualitative expressions of this study---those found in the confounding variables, the limitations of the study, those questions that elicited opinions and further discussion and follow-up queries with program chairs---added most meaningfully, however, to the study in that they served as a gauge of the implications of neglect for those Ph.D. programs that remain uninformed about their graduate placement activity. Central to the findings of this study was that one compelling fact remains the same. Denecke, Director of Best Practice at the Council of Graduate Schools, pointed out years ago that just as "we know very little about why those who finish and why those who leave do so, we also know surprisingly little about where students go after their degrees...we therefore have little information about how effective doctoral programs are in preparing doctorates for short- and long-term career success." The fact remains that the effectiveness of doctoral programs in the context of career success is just as uncertain today. A serious admonition is that one-half of those programs that participated in this study remain uninformed about the

Integrating Professional Development into STEM Graduate Programs: Student-Centered Programs for Career Preparation

Science.gov (United States)

Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.

2017-12-01

Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.

NASA Graduate Student Researchers Program Ronald E. McNair PhD Program

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Howard, Sunnie

1998-01-01

The NASA Ronald E. McNair PHD Program was funded in September 1995. Implementation began during the spring of 1996. The deferment of the actual program initial semester enabled the program to continue support through the fall semester of 1998. This was accomplished by a no-cost extension from August 15, 1998 through December 31, 1998. There were 12 fellows supported by the program in 1996, 15 fellows in 1997, and 15 fellows 1998. Current program capacity is 15 fellows per funding support. Support for the academic outreach component began in spring 1998. The program was named the "Good Enough" Crew Activity (GECA) in honor of Dr. McNair's philosophy of everyone being good enough to achieve anything they want bad enough. The program currently enrolls 65 students from the third through the eight grades. The program is held 12 Saturdays per semester. The time is 9:00 AM to 12:30 PM each Saturday Morning. Program direction and facilitation is jointly administered with the PHD fellows and the Saturday Academy staff. Dr. John Kelly, REM-PHD Principal Investigator serves in a program oversight and leadership capacity. Ms. Sunnie Howard, The NASA REM-PHD Administrative Coordinator serves in an administrative and logistical capacity. Mr. Aaron Hatch, the NASA-AMES Liaison Officer, serve@'in a consultative and curriculum review capacity. The first recognition activity will be held on December 12, 1998, with the students, parents, faculty, PHD fellows, and other local student support services persons. Program outreach efforts are jointly supported by the NASA REM-PHD Program and the National Space Grant College and Fellowship Program. The Ph.D. program reached its first milestone in May 1998. North Carolina A&T State University graduated the first Ph.D. fellows. The first three Ph.D. Alumni were Ronald E. McNair PHD Program Fellows. It is hoped that this is just the beginning of a highly acclaimed doctoral program. The ultimate program success will be recognized when the

Antecedent Factors Affecting Academic Performance of Graduate Students at the Nairobi Evangelical Graduate School of Theology

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Mbogo, Rosemary Wahu

2016-01-01

This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on…

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.

Development and evaluation of a peer-tutoring program for graduate students*.

Science.gov (United States)

Copeland, H Liesel; Kinzy, Terri Goss

2005-03-01

Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum. Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.

Credentialism and Academic Standards: The Evolution of High School Graduation Requirements.

Science.gov (United States)

Serow, Robert C.

1986-01-01

The credentialist thesis is applied to high school graduation requirements by tracing their transformation according to societal demand. Because of demands for further education and academic excellence, secondary education presently occupies a modest position in American status aspirations and has encumbered its curricula with unrestricted…

[Pedagogical training in stricto sensu graduate programs in public health].

Science.gov (United States)

Corrêa, Guilherme Torres; Ribeiro, Victoria Maria Brant

2013-06-01

The scope of this research is to discuss the relevance and need for pedagogical training of university lecturers in the Public Health field. The contention is that college teaching is a practice that requires specific training, since it is characterized by complex elements that transcend the mastery of given content. Considering stricto sensu graduate studies as an important stage in the training of future university lecturers, an attempt was made to identify and analyze the subjects and practices of pedagogical training in academic masters and doctorate programs in Public Health. To achieve the research aim, this work was based on Pierre Bourdieu's field theory and on Tomaz Tadeu da Silva's curriculum theory. Results indicate that the programs do not consider the aspect of teacher training as a major issue. With regard to the Public Health field approximately 61% of masters and 38% of doctorate programs have pedagogical training subjects/practices. Furthermore, there is a tendency for technical-instrumental training, which is in line with the history of the Public Health field. The conclusion is that there is a need to develop a culture that values college and graduate Public Health teaching, considering the complexity of pedagogical practice in all its dimensions.

Tracking Residents Through Multiple Residency Programs: A Different Approach for Measuring Residents' Rates of Continuing Graduate Medical Education in ACGME-Accredited Programs.

Science.gov (United States)

Byrne, Lauren M; Holt, Kathleen D; Richter, Thomas; Miller, Rebecca S; Nasca, Thomas J

2010-12-01

Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002-2003 and AY 2006-2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002-2003 and AY 2006-2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002-2003 to 31.6% (7390/23400) in AY 2006-2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002-2003 to 31.6% [4718/14941] in AY 2006-2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). The number of graduates and the rate of continuing GME increased from AY 2002-2003 to AY 2006-2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual residents through residency and fellowship programs provides

Generation of physician-scientists manpower: a follow-up study of the first 294 graduates of the Harvard-MIT Program of Health Sciences and Technology.

Science.gov (United States)

Abelmann, W H; Nave, B D; Wilkerson, L

1997-06-01

The MD program of the Harvard-MIT Division of Health Sciences and Technology was founded in 1970. One of its goals was the application of the academic resources of the two universities to the education of leaders in academic medicine and biomedical sciences. The first MD class was admitted in 1971. Prerequisites for admission are a strong background in quantitative sciences and demonstrated interest in research. Research and a thesis are obligatory. Enrollment in a PhD program is elective. Questionnaires were sent to 293 alumni who graduated from the MD program between 1975 and 1988, followed up by letters and telephone calls. By 1988, 296 students had graduated, 207 with an MD only, 89 with MD-PhD degrees. Follow-up by questionnaires of 293 living graduates (92%), plus indirect data on 11 others, revealed that 212 (75%) held faculty appointments in 64 medical schools. Overall, 73.5% of respondents were engaged in research: 68% of MDs and 86% of MD-PhDs. One hundred and four (38%) respondents spent more than 50% of their time on research: 54 (29%) of MDs and 50 (60%) of MD-PhDs. Seventy-five percent of respondents were active in teaching. Our experience indicates that both an MD-PhD program and a research-oriented MD program are effective in producing physician-scientists and leaders in academic medicine.

Business Professional Doctoral Programs: Student Motivations, Educational Process, and Graduate Career Outcomes

Directory of Open Access Journals (Sweden)

Louis J. Grabowski

2015-08-01

Full Text Available The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.

The professional profile of UFBA nursing management graduate students.

Science.gov (United States)

Paiva, Mirian Santos; Coelho, Edméia de Almeida Cardoso; Nascimento, Enilda Rosendo do; Melo, Cristina Maria Meira de; Fernandes, Josicelia Dumêt; Santos, Ninalva de Andrade

2011-12-01

The objective of the present study was to analyze the professional profile of the nursing graduate students of Federal University of Bahia, more specifically of the nursing management area. This descriptive, exploratory study was performed using documental research. The data was collected from the graduates' curriculum on the Lattes Platform and from the graduate program documents, using a form. The study population consisted of graduates enrolled under the line of research The Organization and Evaluation of Health Care Systems, who developed dissertations/theses addressing Nursing/Health Management. The data were stored using Microsoft Excel, and then transferred to the STATA 9.0 statistical software. Results showed that most graduates are women, originally from the State of Bahia, and had completed the course between 2000 and 2011; faculty of public institutions who continued involved in academic work after completing the course. These results point at the program as an academic environment committed to preparing researchers.

Integrating Academic Journal Review Assignments into a Graduate Business Leadership Course

Science.gov (United States)

Schultz, Jennifer L.; Agrimonti, Lisa M.; Higbee, Jeanne L.

2016-01-01

Graduate course assignments that are pragmatic, challenging, scaffold prior learning, and support academic career aspirations can be difficult to create and even more problematic to assess for even the most experienced faculty. This paper presents a class assignment that incorporated a real-world journal reviewing assignment into an elective…

Admission Models for At-Risk Graduate Students in Different Academic Disciplines.

Science.gov (United States)

Nelson, C. Van; Nelson, Jacquelyn S.; Malone, Bobby G.

In this study, models were constructed for eight academic areas, including applied sciences, communication sciences, education, physical sciences, life sciences, humanities and arts, psychology, and social sciences, to predict whether or not an at-risk graduate student would be successful in obtaining a master's degree. Records were available for…

Reactor Physics Experiments by Korean Under-Graduate Students in Kyoto University Critical Assembly Program (KUGSiKUCA Program)

International Nuclear Information System (INIS)

Pyeon, Cheol Ho; Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Shiroya, Seiji; Whang, Joo Ho; Kim, Myung Hyun

2006-01-01

The Reactor Laboratory Course for Korean Under-Graduate Students in Kyoto University Critical Assembly (KUGSiKUCA) program has been launched from 2003, as one of international collaboration programs of Kyoto University Research Reactor Institute (KURRI). This program was suggested by Department of Nuclear Engineering, College of Advanced Technology, Kyunghee University (KHU), and was adopted by Ministry of Science and Technology of Korean Government as one of among Nuclear Human Resources Education and Training Programs. On the basis of her suggestion for KURRI, memorandum for academic corporation and exchange between KHU and KURRI was concluded on July 2003. The program has been based on the background that it is extremely difficult for any single university in Korea to have her own research or training reactor. Up to this 2006, total number of 61 Korean under-graduate school students, who have majored in nuclear engineering of Kyunghee University, Hanyang University, Seoul National University, Korea Advanced Institute of Science and Technology, Chosun University and Cheju National University in all over the Korea, has taken part in this program. In all the period, two professors and one teaching assistant on the Korean side led the students and helped their successful experiments, reports and discussions. Due to their effort, the program has succeeded in giving an effective and unique course, taking advantage of their collaboration

The Predictors of Graduation: Social Skills, Mental Health, Academic Characteristics

Directory of Open Access Journals (Sweden)

Alessandra Salina Brandão

Full Text Available Abstract: Not completing the undergraduate course in the time expected in the curricula can put the universities and students at a disadvantage, with a delay to enter the labor market. The aim was to identify predictors of graduation, considering social skills, mental health, initial academic performance and socio-demographic and academic characteristics. In total, 287 students participated, of both genders and fromthe humanities, exact and biological areas, who answered the instruments: Social Skills, Behaviors and Context Assessment Questionnaire for University Students, Short version of the Social Phobia Inventory, Beck Depression Inventory, and Structured Clinical Interview for DSM-IV. Predictors were: female, humanities area and average or above-average initial academic performance. The social skills and mental health differentiated the groups in the univariate analyses. This data suggests a need for attention to academic performance in the initial stages of the course, and preventive measures for male students of the exact and biological areas.

A Graduate Professional Program in Translation.

Science.gov (United States)

Waldinger, Renee

1987-01-01

The City University of New York Graduate School's professional program in translation combines high-level, specialized language learning in French, German, and Spanish with related graduate work in such disciplines as international affairs, finance, banking, jurisprudence, literature, and computer science. (CB)

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

Science.gov (United States)

Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

2018-01-01

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

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.

Graduate Students' Needs and Preferences for Written Feedback on Academic Writing

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Singh, Manjet Kaur Mehar

2016-01-01

The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution…

Characteristics of Social and Administrative Sciences graduate programs and strategies for student recruitment and future faculty development in the United States.

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Westrick, Salisa C; Kamal, Khalid M; Moczygemba, Leticia R; Breland, Michelle L; Heaton, Pamela C

2013-01-01

The rising demand of faculty in Social and Administrative Sciences (SAS) in pharmacy in the United States heightens the need to increase the number of Doctor of Philosophy (PhD) graduates in SAS who choose to pursue an academic career. To describe the characteristics of SAS graduate programs and graduate students and identify strategies for student recruitment and future faculty development. An Internet survey (phase I) with key informants (graduate program officers/department chairs) and semistructured telephone interviews (phase II) with phase I respondents were used. Items solicited data on recruitment strategies, number of students, stipends, support, and other relevant issues pertaining to graduate program administration. Descriptive statistics were tabulated. Of the 40 SAS graduate programs identified and contacted, 24 completed the Internet survey (response rate [RR]=60.0%) and, of these, 16 completed the telephone interview (RR=66.7%). At the time of the survey, the median number of graduate students with a U.S.-based PharmD degree was 3. An average annual stipend for graduate assistants was $20,825. The average time to PhD degree completion was 4.57 years, and approximately 31% of PhD graduates entered academia. Various strategies for recruitment and future faculty development were identified and documented. Findings allow SAS graduate programs to benchmark against other institutions with respect to their own achievement/strategies to remain competitive in student recruitment and development. Additional research is needed to determine the success of various recruitment strategies and identify potential new ones. Published by Elsevier Inc.

Non-Medical Prescription Stimulant Use in Graduate Students: Relationship With Academic Self-Efficacy and Psychological Variables.

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Verdi, Genevieve; Weyandt, Lisa L; Zavras, Brynheld Martinez

2016-09-01

The objective of this study was to examine graduate students' non-medical use of prescription stimulant medication, and the relationship between non-medical use of prescription stimulants with academic self-efficacy, psychological factors (i.e., anxiety, depression, and stress), and internal restlessness. The sample consisted of 807 graduate students from universities located in five geographic regions of the United States. Past-year rates of self-reported non-medical use were determined to be 5.9%, with overall lifetime prevalence of 17.5%. Observed self-reported non-medical use of prescription stimulant medications was significantly correlated with self-reported levels of anxiety and stress, various aspects of internal restlessness, and perceived safety of the medications. Findings support graduate students' motivations of non-medical prescription stimulant use to be both academic and social in nature. Effective prevention and education efforts are needed to help address the non-medical use of prescription stimulants by graduate students on university campuses. © The Author(s) 2014.

Entrepreneurship of dietetic program graduates.

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Mann, Linda L; Blum, Ilya

2004-01-01

Successful dietetic program graduates must have an entrepreneurial mindset and skills to respond to environmental changes and consumer trends. The purpose of this study was to determine current or intended entrepreneurship by graduates of a Dietitians of Canada accredited university program, as influenced by self-efficacy stemming from entrepreneurial experiences in education or early career, as well as by internal and external factors. This study employed an exploratory descriptive methodology with a questionnaire mailed to a discrete sample. Ninety graduates completed and returned the questionnaire for a response rate of 55%. Data analysis included descriptive statistics, two-way table analysis, the chi-square test for independence, and Fisher's exact test. Significant relationships were found between self-efficacy scores and entrepreneurial action, specific entrepreneurial experiences and entrepreneurial intent and action, dietetic internship and intent, and belief in the importance of business skills and intent. Those with entrepreneurial intent and/or action identified creativity, dietetic education/internship, persistence, business skills, and family/friend support as helping factors. These results suggest that undergraduate, internship, and continuing education programs for dietitians should incorporate activities that develop entrepreneurial skills and contribute toward an entrepreneurial mindset.

Undergraduate grade point average and graduate record examination scores: the experience of one graduate nursing program.

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Newton, Sarah E; Moore, Gary

2007-01-01

Graduate nursing programs frequently use undergraduate grade point average (UGPA) and Graduate Record Examination (GRE) scores for admission decisions. The literature indicates that both UGPA and GRE scores are predictive of graduate school success, but that UGPA may be the better predictor. If that is so, one must ask if both are necessary for graduate nursing admission decisions. This article presents research on one graduate nursing program's experience with UGPA and GRE scores and offers a perspective regarding their continued usefulness for graduate admission decisions. Data from 120 graduate students were examined, and regression analysis indicated that UGPA significantly predicted GRE verbal and quantitative scores (p < .05). Regression analysis also determined a UGPA score above which the GRE provided little additional useful data for graduate nursing admission decisions.

Contemporary Management and Operations Research Graduate Programs: A Review, Recommendations, and Integration.

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Petrick, Joseph A.; Polak, George G.; Scherer, Robert F.; Munoz, Carmen Gloria

2001-01-01

Criticisms of graduate management education have led to changes in the balance between business and academic standards, strategic leadership, curriculum, faculty performance incentives, graduate proficiencies, and relations with the business community. Operations management/management sciences have similarly changed in terms of curricular…

Academic Ranking--From Its Genesis to Its International Expansion

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Vieira, Rosilene C.; Lima, Manolita C.

2015-01-01

Given the visibility and popularity of rankings that encompass the measurement of quality of post-graduate courses, for instance, the MBA (Master of Business Administration) or graduate studies program (MSc and PhD) as do global academic rankings--Academic Ranking of World Universities-ARWU, Times Higher/Thomson Reuters World University Ranking…

Clinical capabilities of graduates of an outcomes-based integrated medical program

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Scicluna Helen A

2012-06-01

Full Text Available Abstract Background The University of New South Wales (UNSW Faculty of Medicine replaced its old content-based curriculum with an innovative new 6-year undergraduate entry outcomes-based integrated program in 2004. This paper is an initial evaluation of the perceived and assessed clinical capabilities of recent graduates of the new outcomes-based integrated medical program compared to benchmarks from traditional content-based or process-based programs. Method Self-perceived capability in a range of clinical tasks and assessment of medical education as preparation for hospital practice were evaluated in recent graduates after 3 months working as junior doctors. Responses of the 2009 graduates of the UNSW’s new outcomes-based integrated medical education program were compared to those of the 2007 graduates of UNSW’s previous content-based program, to published data from other Australian medical schools, and to hospital-based supervisor evaluations of their clinical competence. Results Three months into internship, graduates from UNSW’s new outcomes-based integrated program rated themselves to have good clinical and procedural skills, with ratings that indicated significantly greater capability than graduates of the previous UNSW content-based program. New program graduates rated themselves significantly more prepared for hospital practice in the confidence (reflective practice, prevention (social aspects of health, interpersonal skills (communication, and collaboration (teamwork subscales than old program students, and significantly better or equivalent to published benchmarks of graduates from other Australian medical schools. Clinical supervisors rated new program graduates highly capable for teamwork, reflective practice and communication. Conclusions Medical students from an outcomes-based integrated program graduate with excellent self-rated and supervisor-evaluated capabilities in a range of clinically-relevant outcomes. The program

A new graduate education program in radiation therapy

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Beldham-Collins, Rachael; Milinkovic, Danielle

2009-01-01

Purpose: The evaluation of the Radiation Oncology Network's (RON) in house professional development year (PDY) support program was implemented to determine the appropriate teaching, learning and transfer of learning strategies that assist the newly practicing radiation therapists' transition into the busy working environment. As the AIR program saw little clinical support offered to participating new graduates and thus a need for further educational support was felt. The RON support program was initially introduced as the clinical education support component of the NSW PDY program that was introduced in 1995 by the Australian Institute of Radiography. Method: Following the facilitation of the RON PDY program over a twelve month period, qualitative feedback was obtained using a focus group consisting of new graduates from the program. Two moderators facilitated the focus group: one moderator facilitated the discussion while the second moderator transcribed it. The graduate practitioners were asked a number of questions related to the teaching and learning strategies employed by the program as well as the structure of the program. Results/discussion: The responses were analysed into the following themes: teaching and learning strategies, transfer of learning, facilitation and future learning needs. Overall the graduate practitioners found the program nurtured their skill, knowledge and attitudes appropriately at such a critical stage in their career

Preparing for an Academic Career Workshops: Resources for Graduate Students and Post-Doctoral Fellows

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Dunbar, R. W.; MacDonald, R.

2004-12-01

The professional development program, "On the Cutting Edge", offers annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Goals are to prepare participants to become more effective teachers, stronger candidates for academic positions, and more aware of the realities of academic jobs. Insights that participants especially hope to gain from these workshops include feedback on the application process, especially an understanding of how search committees work; the different realities of balancing teaching, research, and personal life in a range of academic institutions; and expectations for tenure. The ten-person leadership team represents, by design, a wide range of academic career paths and institutions, and provides approximately 1:6 leader: participant ratio. Specific sessions include research on learning, an introduction to course and lab design, effective teaching and assessment strategies, developing a teaching statement, time management and early career faculty success, and moving research forward into new settings. Optional workshop sessions and discussions include the following topics: dual-career couples; families and careers; teaching portfolios; effective negotiation strategies; tenure and promotion; effective field trips; getting started in undergraduate research; opportunities in K-12 education; career options beyond faculty positions. Highlights of the workshop are faculty panel discussions about career paths and the academic job search. By workshop end, participants complete a goal setting and action planning activity. Two years of evaluation data suggest our goals are being met. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants.

In-training factors predictive of choosing and sustaining a productive academic career path in neurological surgery.

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Crowley, R Webster; Asthagiri, Ashok R; Starke, Robert M; Zusman, Edie E; Chiocca, E Antonio; Lonser, Russell R

2012-04-01

Factors during neurosurgical residency that are predictive of an academic career path and promotion have not been defined. To determine factors associated with selecting and sustaining an academic career in neurosurgery by analyzing in-training factors for all graduates of American College of Graduate Medical Education (ACGME)-accredited programs between 1985 and 1990. Neurological surgery residency graduates (between 1985 and 1990) from ACGME-approved training programs were analyzed to determine factors associated with choosing an academic career path and having academic success. Information was available for 717 of the 720 (99%) neurological surgery resident training graduates (678 male, 39 female). One hundred thirty-eight graduates (19.3%) held full-time academic positions. One hundred seven (14.9%) were professors and 35 (4.9%) were department chairs/chiefs. An academic career path/success was associated with more total (5.1 vs 1.9; P female trainees (2.6 vs 0.9 publications; P career but not predictive of becoming professor or chair/chief (P > .05). Defined in-training factors including number of total publications, number of first-author publications, and program size are predictive of residents choosing and succeeding in an academic career path.

Reading Ability as a Predictor of Academic Procrastination among African American Graduate Students

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Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.

2008-01-01

The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading…

Evaluating a Psychology Graduate Student Peer Mentoring Program

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Fleck, Christina; Mullins, Morell E.

2012-01-01

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…

A new graduate education program in radiation therapy

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Beldham-Collins, Rachael [Radiation Oncology Network, Department of Radiation Oncology, Westmead Hospital, PO Box 533, Wentworthville NSW 2145 (Australia); School of Medical Radiation Sciences, Faculty of Health Sciences, University of Sydney, PO Box 170, Lidcombe, NSW 1825 (Australia); Milinkovic, Danielle [School of Medical Radiation Sciences, Faculty of Health Sciences, University of Sydney, PO Box 170, Lidcombe, NSW 1825 (Australia)], E-mail: d.milinkovic@fhs.usyd.edu.au

2009-02-15

Purpose: The evaluation of the Radiation Oncology Network's (RON) in house professional development year (PDY) support program was implemented to determine the appropriate teaching, learning and transfer of learning strategies that assist the newly practicing radiation therapists' transition into the busy working environment. As the AIR program saw little clinical support offered to participating new graduates and thus a need for further educational support was felt. The RON support program was initially introduced as the clinical education support component of the NSW PDY program that was introduced in 1995 by the Australian Institute of Radiography. Method: Following the facilitation of the RON PDY program over a twelve month period, qualitative feedback was obtained using a focus group consisting of new graduates from the program. Two moderators facilitated the focus group: one moderator facilitated the discussion while the second moderator transcribed it. The graduate practitioners were asked a number of questions related to the teaching and learning strategies employed by the program as well as the structure of the program. Results/discussion: The responses were analysed into the following themes: teaching and learning strategies, transfer of learning, facilitation and future learning needs. Overall the graduate practitioners found the program nurtured their skill, knowledge and attitudes appropriately at such a critical stage in their career.

Self-definition of women experiencing a nontraditional graduate fellowship program

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Buck, Gayle A.; Leslie-Pelecky, Diandra L.; Lu, Yun; Plano Clark, Vicki L.; Creswell, John W.

2006-10-01

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K-12 Education (GK-12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self-definition of 8 women graduate students who participated in a GK-12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self-definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields.

Information Anxiety and African-American Students in a Graduate Education Program

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Katopol, Patricia Fields

2012-01-01

Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to "information anxiety" by an examination of the information behavior of black graduate students when using a variety of information resources,…

Explaining the Relationship between the Identification of Academics with Self-Leadership: A Study of MBA Graduates

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Baxter, Matthew Jack

2016-01-01

How master of business administration (MBA) graduates influence themselves to achieve their objectives in their careers can be linked to how well they identified with academics throughout their education. It is important that scholars understand this relationship between academic and career performance. The ability to self-regulate, self-motivate,…

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

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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.

Current Status of Postdoctoral and Graduate Programs in Dentistry.

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Assael, Leon

2017-08-01

Advanced dental education has evolved in the context of societal needs and economic trends to its current status. Graduate programs have positioned their role in the context of health systems and health science education trends in hospitals, interprofessional clinical care teams, and dental schools and oral health care systems. Graduate dental education has been a critical factor in developing teams in trauma care, craniofacial disorders, pediatric and adult medicine, and oncology. The misalignment of the mission of graduate dental programs and the demands of private practice has posed a challenge in the evolution of programs as educational programs have been directed towards tertiary and indigent care while the practice community focuses on largely healthy affluent patients for complex clinical interventions. Those seeking graduate dental education today are smaller in number and include more international dental graduates than in the past. Graduate dental education in general dentistry and in the nine recognized dental specialties now includes Commission on Dental Accreditation (CODA) recognition of training standards as part of its accreditation process and a CODA accreditation process for areas of clinical education not recognized as specialties by the American Dental Association. Current types of programs include fellowship training for students in recognized specialties. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review.

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Benham, Brian; Hawley, Diane

2015-05-15

Students leave healthcare academic programs for a variety of reasons. When they attrite, it is disappointing for the student as well as their faculty. Advanced practice nursing and other healthcare professions require not only extensive academic preparation, but also the ability to critically evaluate patient care situations. The ability to critically evaluate a situation is not innate. Critical decision making skills are high level skills that are difficult to assess. For the purpose of this review, critical decision making and critical thinking skills refer to the same constructs and will be referred to globally as critical decision making skills. The objective of this review was to identify the effectiveness of tools used to evaluate critical decision making skills for applicants to healthcare graduate educational programs. Adult (18 years of age or older) applicants, students enrolled and/or recent graduates (within one year from completion) of healthcare graduate educational programs. Types of interventions: This review considered studies that evaluated the utilization of unique tools as well as standard tools, such as the Graduate Record Exam or grade point average, to evaluate critical decision making skills in graduate healthcare program applicants. Types of studies: Experimental and non-experimental studies were considered for inclusion. Types of outcomes: Successful quantitative evaluations based on specific field of study standards. The search strategy aimed to find both published and unpublished studies. Studies published in English after 1969 were considered for inclusion in this review. Databases that included both published and unpublished (grey) literature were searched. Additionally, reference lists from all articles retrieved were examined for articles for inclusion. Selected papers were assessed by two independent reviewers using standardized critical appraisal instruments from Joanna Briggs Institute. Any disagreement between reviewers was

Proposal to introduce Disaster Risk Management topics in Master programs in ESAN Graduate School of Business

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CECILIA DEJO ESTEVES

Full Text Available This paper aims to explain and present a proposal to introduce Disaster Risk Management (DRM topics into ESAN Graduate School of Business Master's programs. Although disasters have cost Peru more than USD 7,600 million in the past 2 decades the business sector, particularly Small and Medium Enterprises, have not developed preventive or continuity plans mainly because they are not familiar with DRM topics. Taking this into consideration, the paper presents a detailed academic/curricular proposal for DRM topics such as business continuity, business ethics, corporate social responsibility, and sustainable management. Additionally, it introduces the idea of promoting Disaster Risk Management (DRM topics to the Peruvian business community as a strategy to enhance the graduate education.

Too Many PhD Graduates or Too Few Academic Job Openings: The Basic Reproductive Number R0 in Academia.

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Larson, Richard C; Ghaffarzadegan, Navid; Xue, Yi

2014-01-01

The academic job market has become increasingly competitive for PhD graduates. In this note, we ask the basic question of 'Are we producing more PhDs than needed?' We take a systems approach and offer a 'birth rate' perspective: professors graduate PhDs who later become professors themselves, an analogue to how a population grows. We show that the reproduction rate in academia is very high. For example, in engineering, a professor in the US graduates 7.8 new PhDs during his/her whole career on average, and only one of these graduates can replace the professor's position. This implies that in a steady state, only 12.8% of PhD graduates can attain academic positions in the USA. The key insight is that the system in many places is saturated, far beyond capacity to absorb new PhDs in academia at the rates that they are being produced. Based on the analysis, we discuss policy implications.

Screening applicants for risk of poor academic performance: a novel scoring system using preadmission grade point averages and graduate record examination scores.

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Luce, David

2011-01-01

The purpose of this study was to develop an effective screening tool for identifying physician assistant (PA) program applicants at highest risk for poor academic performance. Prior to reviewing applications for the class of 2009, a retrospective analysis of preadmission data took place for the classes of 2006, 2007, and 2008. A single composite score was calculated for each student who matriculated (number of subjects, N=228) incorporating the total undergraduate grade point average (UGPA), the science GPA (SGPA), and the three component Graduate Record Examination (GRE) scores: verbal (GRE-V), quantitative (GRE-Q), analytical (GRE-A). Individual applicant scores for each of the five parameters were ranked in descending quintiles. Each applicant's five quintile scores were then added, yielding a total quintile score ranging from 25, which indicated an excellent performance, to 5, which indicated poorer performance. Thirteen of the 228 students had academic difficulty (dismissal, suspension, or one-quarter on academic warning or probation). Twelve of the 13 students having academic difficulty had a preadmission total quintile score 12 (range, 6-14). In response to this descriptive analysis, when selecting applicants for the class of 2009, the admissions committee used the total quintile score for screening applicants for interviews. Analysis of correlations in preadmission, graduate, and postgraduate performance data for the classes of 2009-2013 will continue and may help identify those applicants at risk for academic difficulty. Establishing a threshold total quintile score of applicant GPA and GRE scores may significantly decrease the number of entering PA students at risk for poor academic performance.

Charles Wagley's legacy of Interdisciplinary Graduate Research and Training Programs at the University of Florida

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Marianne Schmink

Full Text Available When Charles Wagley moved from Columbia University to the University of Florida (UF in 1972, he established the Tropical South America Program. In this program he began an enduring legacy at UF of interdisciplinarity, collaborative research and training focused on the problems and solutions of tropical development, and support for students as future leaders. Reaching out to agricultural researchers and other social science disciplines, Wagley later co-founded and directed the Amazon Research and Training Program (ARTP, and remained active even after his retirement in 1983. The ARTP built on Wagley's strategy of supporting student research and building collaboration with partners in Latin America, and innovated in bringing in visiting professors from different disciplines, developing new interdisciplinary courses, and networking among Amazonian scholars in different countries. Wagley's most lasting contribution is the Tropical Conservation and Development (TCD program, which grew out of the ARTP to become an internationally-recognized interdisciplinary graduate program focused on the intersection between biodiversity conservation and the well-being of people in the tropical world. Drawing on participation from over 100 faculty affiliates in 27 academic units at UF, since 1980 the ARTP and TCD programs have trained over 400 graduate students from two dozen countries.

Pennsylvania Academic Libraries and Student Retention and Graduation: A Preliminary Investigation with Confusing Results

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Gregory A. Crawford

2014-11-01

Full Text Available This study examined the relationships between specific institutional financial variables and two library-related variables on graduation and retention rates for colleges and universities through correlations and multiple regression analysis. The analyses used data for Pennsylvania colleges and universities that were extracted from the Integrated Postsecondary Educational Data System (IPEDS and the Academic Libraries Survey (ALS.  All analyses were run using IBM SPSS software. The correlations showed that both library expenses per student and library use per student were significantly correlated with both graduation and retention rates. In contrast, the multiple regression results showed that neither library budgets nor library use had significant effects on either graduation rates or retention rates. As would be expected, instructional expenses per student had the highest correlation with both graduation and retention and also yielded the strongest coefficient in the resulting regression equations.

Ten years of Developing International Volcanology Graduate Study Programs

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Rose, W. I.

2010-12-01

In 2000 I reported at this symposium about multi-institutional graduate field trips to IAVCEI events, such as the Bali meeting and its importance in building international collegiality and awareness among the volcanology doctoral students. NSF was an enthusiastic supporter of these field sessions and this support has continued through the highly successful Pucon and Reykjavik sessions. International volcanology graduate program development began with several exchange programs. EHaz was a highly successful program (McGill, Simon Fraser, Michigan Tech, Buffalo, UNAM and Universidad de Colima) funded by the Department of Education (FIPSE) that moved students across North America where dozens of graduate students spent semesters of their study abroad and shared annual field trips and online student led graduate seminar classes. Michigan Tech’s volcanology graduate program started a Masters International program that combined Peace Corps service with hazards mitigation graduate study and students were placed by Peace Corps in countries with prominent natural hazards. The new program funded 2 year residences in foreign environments, principally in Pacific Latin America. NSF strongly supported this program from its inception, and eventually it gained NSF PIRE support. Dozens of students have initiated the 3 year program (15 completed) to date. A similar PIRE developed at UAF with a link to volcanology in the Russian Far East. One gain is the development of many socially-conscious research selections. Beginning this year transatlantic dual degree masters programs in volcanology are being offered by a consortium of US and European volcanology programs (Michigan Tech, Buffalo, Clermont Ferrand and University of Milan Bicocca), again aided by FIPSE funding. Students have dual advisors on both sides of the Atlantic and spend about half of their two year programs in Europe and half in US. Faculty also travel in the program and the four campuses are increasingly linked by

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

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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

A Survey of Graduates of Combined Emergency Medicine-Pediatrics Residency Programs: An Update.

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Strobel, Ashley M; Chasm, Rose M; Woolridge, Dale P

2016-10-01

In 1998, emergency medicine-pediatrics (EM-PEDS) graduates were no longer eligible for the pediatric emergency medicine (PEM) sub-board certification examination. There is a paucity of guidance regarding the various training options for medical students who are interested in PEM. We sought to to determine attitudes and personal satisfaction of graduates from EM-PEDS combined training programs. We surveyed 71 graduates from three EM-PEDS residences in the United States. All respondents consider their combined training to be an asset when seeking a job, 92% find it to be an asset to their career, and 88% think it provided added flexibility to job searches. The most commonly reported shortcoming was their ineligibility for the PEM sub-board certification. The lack of this designation was perceived to be a detriment to securing academic positions in dedicated children's hospitals. When surveyed regarding which training offers the better skill set for the practice of PEM, 90% (44/49) stated combined EM-PEDS training. When asked which training track gives them the better professional advancement in PEM, 52% (23/44) chose combined EM-PEDS residency, 27% (12/44) chose a pediatrics residency followed by a PEM fellowship, and 25% (11/44) chose an EM residency then a PEM fellowship. No EM-PEDS respondents considered PEM fellowship training after the completion of the dual training program. EM-PEDS graduates found combined training to be an asset in their career. They felt that it provided flexibility in job searches, and that it was ideal training for the skill set required for the practice of PEM. EM-PEDS graduates' practices varied, including mixed settings, free-standing children's hospitals, and community emergency departments. Copyright © 2016 Elsevier Inc. All rights reserved.

BraX-Ray: an X-ray of the Brazilian computer science graduate programs.

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Digiampietri, Luciano A; Mena-Chalco, Jesús P; Vaz de Melo, Pedro O S; Malheiro, Ana P R; Meira, Dânia N O; Franco, Laryssa F; Oliveira, Leonardo B

2014-01-01

Research productivity assessment is increasingly relevant for allocation of research funds. On one hand, this assessment is challenging because it involves both qualitative and quantitative analysis of several characteristics, most of them subjective in nature. On the other hand, current tools and academic social networks make bibliometric data web-available to everyone for free. Those tools, especially when combined with other data, are able to create a rich environment from which information on research productivity can be extracted. In this context, our work aims at characterizing the Brazilian Computer Science graduate programs and the relationship among themselves. We (i) present views of the programs from different perspectives, (ii) rank the programs according to each perspective and a combination of them, (iii) show correlation between assessment metrics, (iv) discuss how programs relate to another, and (v) infer aspects that boost programs' research productivity. The results indicate that programs with a higher insertion in the coauthorship network topology also possess a higher research productivity between 2004 and 2009.

Recent Changes in the Number of Nurses Graduating from Undergraduate and Graduate Programs.

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Buerhaus, Peter I; Auerbach, David I; Staiger, Douglas O

2016-01-01

Since the 1970s, a number of initiatives have attempted to increase the proportion of nursing graduates with a baccalaureate degree, but with little national effect. Now market forces, health reforms, and an Institute of Medicine report (2011) have combined to transform the educational composition of the nursing workforce. Today, there are considerably more graduates of baccalaureate nursing programs than associate degree programs. The educational transformation of the nursing workforce is not limited to baccalaureate education but includes the rapidly increasing numbers of registered nurses who have earned graduate degrees. These changes in nursing education are increasing the readiness of nursing professionals to capitalize on new opportunities, overcome challenges, and take on new roles and responsibilities as the nation's health care delivery and payments systems evolve in coming years.

The professional socialization of the graduate assistant athletic trainer.

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Mazerolle, Stephanie M; Eason, Christianne M; Clines, Stephanie; Pitney, William A

2015-05-01

The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. To understand the socialization process for graduate assistant ATs during their graduate experience. Qualitative study. We conducted phone interviews with all participants. A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

Competencies for Graduate Culinary Management Degree Programs: Stakeholders' Perspectives

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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…

Factors Associated with Student Stress in the U.S. Army - Baylor University Graduate Program in Health Care Administration

Science.gov (United States)

1986-07-01

highly-competitive military system. Academic probation is imposed on any now student who did not have an undergraduate grade point average (GPA) of...DF), and depersonalization intensity (DI). This suggests that students with higher GRE scores exhibited a lower degree of feelings related to these...characteristics, and the levels of stress during the US Army - Baylor University Graduate Program in Health Care Administration. The students were administered

The prevalence and effect of burnout on graduate healthcare students.

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Bullock, Garrett; Kraft, Lynnea; Amsden, Katherine; Gore, Whitney; Prengle, Bobby; Wimsatt, Jeffrey; Ledbetter, Leila; Covington, Kyle; Goode, Adam

2017-06-01

Burnout is a growing epidemic among professional healthcare students. Unaddressed burnout has been shown to have psychological and performance related detriments. The purpose of this scoping literature review was to investigate the prevalence of burnout and its effects on the psychological, professional, empathetic ability, and academic acuity of graduate healthcare students. Inclusion criteria included English language papers published within the last 10 years and subjects in graduate healthcare professional programs. This search encompassed 8,214 articles. After title and abstract screening, 127 articles remained and were sorted into five domains of interest: etiology, professionalism, mental health, empathy, and academic performance. After duplicates were removed, 27 articles remained for the scoping review. Graduate level healthcare students had higher levels of burnout than age matched peers and the general population. The high prevalence of burnout within graduate healthcare students can have an effect on their mental health, empathy, and professional conduct. Understanding the occurrence and effects of burnout within graduate healthcare programs allows faculty and administration to plan curriculum, and provide information to students to understand, recognize, and create opportunities to decrease burnout in order to create long lasting quality clinicians.

STUDI DESKRIPTIF KEPUASAN MAHASISWA TERHADAP KINERJA LEMBAGA PROGRAM STUDI DAN PASCA SARJANA UNNES

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Joko Widodo

2012-09-01

Full Text Available Penelitian ini mendeskripsikan kepuasan mahasiswa pada layanan akademik program studi (Prodi dan program pascasarjana (PPs , Mendeskripsikan kinerja akademik program studi dan program pascasarjana, Mendeskripsikan faktor-faktor yang mendukung kinerja akademik prodi dan PPs. Populasi penelitian ini adalah mahasiswa PPs aktif S2 semester 2 berjumlah 621 orang. Sedangkan sampel penelitian diambil secara simple random sampling berjumlah 102 orang. Hasil penelitian menunjukkan Kepuasan mahasiswa terhadap layanan akademik baik pada lingkup Prodi maupun lingkup PPs tergolong dalam kategori baik, Deskripsi hasil kinerja akademik Prodi, secara umum termasuk kategori baik, Berdasarkan hasil deskripsi enam indikator kinerja akademik PPs, secara umum rata-rata berada pada kategori baik.  Kinerja akademik PPs ditentukan oleh indikator sarana prasarana pendidikan (tangibles, kehandalan dosen dan staf (reliability, sikap tanggap dosen dan staf akademik (responsibility, perlakuan dosen dan staf pada mahasiswa (assurance, pemahaman terhadap kepentingan mahasiswa (emphaty, dan kepuasan mahasiswa (satisfaction. Saran yang diberikan hendaknya Program pascasarjana perlu mendorong peningkatan jumlah dosen dengan kualifikasi doktor (S3 sehingga layanan akademik perkuliahan dapat meningkat dan berdampak pula pada kinerja akademik secara keseluruhan.This study aimed to describe student satisfaction in the service of academic of study program  and graduate programs , describing the academic performance of study program and graduate program,  describes the factors that support academic performance of study program and graduate program. The population are active graduate students who are in second semester, the  total number is  621 people. While the study sample is taken by simple random sampling, total sample is 102 people. Results show that student satisfaction for academic services in both  study programs and graduate programs are  in  good

Close to Home: Employment Outcomes for Recent Radiation Oncology Graduates

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Ahmed, Awad A. [Department of Radiation Oncology, Sylvester Comprehensive Cancer Center, University of Miami Health System, Miami, Florida (United States); Holliday, Emma B. [Department of Radiation Oncology, The University of Texas M. D. Anderson Cancer Center, Houston, Texas (United States); Ileto, Jan [New York University, New York, New York (United States); Yoo, Stella K. [Department of Radiation Oncology, University of Southern California, Los Angeles, California (United States); Green, Michael [Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan (United States); Orman, Amber [Department of Radiation Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, Florida (United States); Deville, Curtiland [Department of Radiation Oncology and Molecular Radiation Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland (United States); Jagsi, Reshma [Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan (United States); Haffty, Bruce G. [Department of Radiation Oncology, Rutgers-Robert Wood Johnson Medical School, New Brunswick, New Jersey (United States); Wilson, Lynn D., E-mail: Lynn.wilson@yale.edu [Department of Therapeutic Radiology, Yale School of Medicine and Yale Cancer Center, New Haven, Connecticut (United States)

2016-07-01

Purpose: To characterize the practice type and location of radiation oncology (RO) residents graduating in 2013. Methods and Materials: Graduates completing RO residency in 2013 were identified, and for each, postgraduate practice setting (academic vs private practice) and location were identified. Characteristics of the graduates, including details regarding their institutions of medical school and residency education, were collected and analyzed. Results: Data were obtained from 146 of the 154 RO graduates from the class of 2013. Employment data were available for 142 graduates. Approximately one-third of graduates were employed in the same state as residency (36.6%), approximately two-thirds (62.0%) in the same region as residency, and nearly three-fourths (73.9%) in the same region as medical school or residency completion. Of the 66 graduates (46.5%) working in academics, 40.9% were at the same institution where they completed residency. Most trainees (82.4%) attended medical schools with RO residency programs. Conclusions: Although personal factors may attract students to train in a particular area, the location of medical school and residency experiences may influence RO graduate practice location choice. Trends in the geographic distribution of graduating radiation oncologists can help identify and better understand disparities in access to RO care. Steps to improve access to RO care may include interventions at the medical student or resident level, such as targeting students at medical schools without associated residency programs and greater resident exposure to underserved areas.

Close to Home: Employment Outcomes for Recent Radiation Oncology Graduates

International Nuclear Information System (INIS)

Ahmed, Awad A.; Holliday, Emma B.; Ileto, Jan; Yoo, Stella K.; Green, Michael; Orman, Amber; Deville, Curtiland; Jagsi, Reshma; Haffty, Bruce G.; Wilson, Lynn D.

2016-01-01

Purpose: To characterize the practice type and location of radiation oncology (RO) residents graduating in 2013. Methods and Materials: Graduates completing RO residency in 2013 were identified, and for each, postgraduate practice setting (academic vs private practice) and location were identified. Characteristics of the graduates, including details regarding their institutions of medical school and residency education, were collected and analyzed. Results: Data were obtained from 146 of the 154 RO graduates from the class of 2013. Employment data were available for 142 graduates. Approximately one-third of graduates were employed in the same state as residency (36.6%), approximately two-thirds (62.0%) in the same region as residency, and nearly three-fourths (73.9%) in the same region as medical school or residency completion. Of the 66 graduates (46.5%) working in academics, 40.9% were at the same institution where they completed residency. Most trainees (82.4%) attended medical schools with RO residency programs. Conclusions: Although personal factors may attract students to train in a particular area, the location of medical school and residency experiences may influence RO graduate practice location choice. Trends in the geographic distribution of graduating radiation oncologists can help identify and better understand disparities in access to RO care. Steps to improve access to RO care may include interventions at the medical student or resident level, such as targeting students at medical schools without associated residency programs and greater resident exposure to underserved areas.

Close to Home: Employment Outcomes for Recent Radiation Oncology Graduates.

Science.gov (United States)

Ahmed, Awad A; Holliday, Emma B; Ileto, Jan; Yoo, Stella K; Green, Michael; Orman, Amber; Deville, Curtiland; Jagsi, Reshma; Haffty, Bruce G; Wilson, Lynn D

2016-07-01

To characterize the practice type and location of radiation oncology (RO) residents graduating in 2013. Graduates completing RO residency in 2013 were identified, and for each, postgraduate practice setting (academic vs private practice) and location were identified. Characteristics of the graduates, including details regarding their institutions of medical school and residency education, were collected and analyzed. Data were obtained from 146 of the 154 RO graduates from the class of 2013. Employment data were available for 142 graduates. Approximately one-third of graduates were employed in the same state as residency (36.6%), approximately two-thirds (62.0%) in the same region as residency, and nearly three-fourths (73.9%) in the same region as medical school or residency completion. Of the 66 graduates (46.5%) working in academics, 40.9% were at the same institution where they completed residency. Most trainees (82.4%) attended medical schools with RO residency programs. Although personal factors may attract students to train in a particular area, the location of medical school and residency experiences may influence RO graduate practice location choice. Trends in the geographic distribution of graduating radiation oncologists can help identify and better understand disparities in access to RO care. Steps to improve access to RO care may include interventions at the medical student or resident level, such as targeting students at medical schools without associated residency programs and greater resident exposure to underserved areas. Copyright © 2016 Elsevier Inc. All rights reserved.

Credibility and Accountability in Academic Discourse: Increasing the Awareness of Ghanaian Graduate Students

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Adika Gordon S. K.

2015-08-01

Full Text Available Drawing from a social constructionist perspective to written scholarly communication, this paper argues that training in academic writing for students in higher education especially in second language contexts should go beyond emphasis on grammatical correctness and paragraphing strategies, and also focus on the rhetorical character of academic discourse together with the mastery of its communicative protocols. Using the University of Ghana as a reference point, the paper reviews a selection of Ghanaian graduate students’ awareness of the protocols that govern academic discourses in scholarly writing, and in consideration of their unique educational and socio-cultural circumstances, the paper proposes strategies, from the pedagogical and institutional standpoints, aimed at increasing students’ awareness of the relevant communicative practices that engender credibility and accountability.

Sport Management Graduate Programs: Characteristics of Effectiveness.

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Li, Ming; And Others

1994-01-01

Reports a study that examined the characteristics that enable graduate sport management programs to achieve their objectives. Surveys of sport management educators found they agreed on 11 characteristics that indicated a sport management program's effectiveness. Respondents believed an effective program should produce sport managers, not…

Academic Feedback in Veterinary Medicine: A comparison of School Leaver and Graduate Entry cohorts

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Hughes, Kirsty Jean; McCune, Velda; Rhind, Susan

2013-01-01

This study analysed the expectations and experiences of students on a five-year undergraduate ("n"?=?91) and four-year graduate entry ("n"?=?47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students' expectations and prior experiences of…

Peer-Mentoring Program and Academic Atmosphere

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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.

Gender and academic medicine: a good pipeline of women graduates is not advancing.

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Puljak, Livia; Kojundzic, Sanja Lovric; Sapunar, Damir

2008-01-01

Women are underrepresented in the higher levels of appointment in academic medicine, despite the so-called feminization of medicine. A 27-year (1979-2006) retrospective study was conducted regarding the success and advancement of women and men at the University of Split School of Medicine in Croatia. Data were collected from the school's archive, including number of women and men among applicants, enrollees, graduates, teachers, department chairs and the school management: high school grade averages and admission tests scores by applicant gender and gender-based graduation grade averages. The number and gender patterns of all employed and unemployed physicians in the Split-Dalmatia county were also collected. Men represent the minority among applicants, enrollees, and graduates, whereas women were in the minority among faculty, department chairs, and the school management across all 27 years. Graduation grades from high school and medical school showed that women were statistically better students, although the difference was slight. In the same geographic area, women are more often unemployed and less likely to specialize. More women are applying, enrolling and graduating from the University of Split School of Medicine. Women also perform statistically better on entrance exam and have better graduation grades, yet they remain a minority in faculty and leadership positions. A review of county-wise employment statistics revealed that women were more frequently unemployed and less likely to specialize in this study.

The Professional Socialization of the Graduate Assistant Athletic Trainer

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Mazerolle, Stephanie M.; Eason, Christianne M.; Clines, Stephanie; Pitney, William A.

2015-01-01

Context: The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective: To understand the socialization process for graduate assistant ATs during their graduate experience. Design: Qualitative study. Setting: We conducted phone interviews with all participants. Patients or Other Participants: A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis: We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results: The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions: Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional

Assessment of graduate orthodontic programs in North America.

Science.gov (United States)

Burk, Thomas; Orellana, Maria

2013-04-01

This study collected information on four main aspects of U.S. and Canadian orthodontic programs: demographic profiles of residents, requirements for graduation, graduate curriculum, and number of faculty and staff members. Program directors at seventy U.S. and Canadian orthodontic programs were invited to participate in a twenty-question survey and to distribute a ten-question survey to their residents. Twenty program directors and eighty-four residents completed the anonymous, online surveys on Qualtrics.com in July-August 2010. The average age of surveyed residents was 29.6 years of age; 73 percent were non-Hispanic white, with 14 percent Asian/Asian-American, 5 percent Hispanic, and 1 percent African American. A small percentage of residents (13 percent) were foreign-trained. The majority of residents (64 percent) were male. There was a wide variety of clinical and didactic requirements in the programs. Almost all programs emphasized treatment with functional appliances and clear aligners. An average of three full-time and ten part-time faculty members were dedicated to each residency program. This survey reveals a potential shortage of minority orthodontic residents currently being trained in orthodontic programs, in addition to several commonalities and differences among the programs' curricula, graduation requirements, and numbers of faculty and staff members. This preliminary survey will hopefully inspire measures to address the discrepancies revealed, particularly the lack of minority students and full-time faculty members.

Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: searching for realistic benchmarks.

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Robertson, Sue; Canary, Cheryl Westlake; Orr, Marsha; Herberg, Paula; Rutledge, Dana N

2010-03-01

Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified

Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses.

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Al-Dossary, Reem Nassar; Kitsantas, Panagiota; Maddox, P J

2016-01-01

Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Copyright © 2016 Elsevier Inc. All rights reserved.

Nonproliferation Graduate Fellowship Program Annual Report: Class of 2011

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McMakin, Andrea H.

2012-08-20

Annual report for the Nonproliferation Graduate Fellowship Program (NGFP), which PNNL administers for the National Nuclear Security Administration (NNSA). Features the Class of 2011. The NGFP is a NNSA program with a mission to cultivate future technical and policy leaders in nonproliferation and international security. Through the NGFP, outstanding graduate students with career interests in nonproliferation are appointed to program offices within the Office of Defense Nuclear Nonproliferation (DNN). During their one-year assignment, Fellows participate in programs designed to detect, prevent, and reverse the proliferation of nuclear weapons.

EVALUASI PROGRAM ONTIME GRADUATION JURUSAN PENDIDIKAN EKONOMI UNIVERSITAS NEGERI SEMARANG

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Hengky Pramusinto

2017-11-01

Full Text Available This study aims to evaluate the implementation of the on-time graduation program in the Economic Department of Economics Education Faculty, State University of Semarang. On time graduation is one of the educational programs aimed at increasing the graduation rate on time. This research is an evaluation research using countenance stake evaluation model. The respondentof this research is the students of S1 Economic Department of Economic Education Cooperative Study Program, Education Accounting Study Program and Education Office Study Program of force as many as 205 people. Data collection techniques used is questionnaires, interviews and documentation. To analyze the data is using quantitative description analysis techniques. The result of the research shows that the study period of the students of Economic Department of Economics Education Faculty is still not in accordance with the standard of BAN-PT which is 5 (five years. This is due to various things one of which is the length of completion of the thesis. The duration of the completion of the thesis is caused by having to repeat the course, the duration of guidance, the students' understanding of the research methodology or the obstacles in the internal or external motivation of the students. The actuality of the program on time graduation achievement has not fully contributed to the timely graduation and completion of the students’ thesis.

Starting a Health Professions Education Graduate Program

Science.gov (United States)

Hansman, Catherine A.

2018-01-01

This chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.

Challenges in Academic Reading and Overcoming Strategies in Taught Master Programmes: A Case Study of International Graduate Students in Malaysia

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Singh, Manjet Kaur Mehar

2014-01-01

This article focuses on research into academic reading practices of international graduate students in taught Master programmes in a Malaysian university. The purpose of the study was to examine the challenges faced in the academic reading practices as well as the strategies employed to overcome the challenges in the academic reading practices.…

Student Attitudes toward Information Systems Graduate Program Design and Delivery

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Thouin, Mark F.; Hefley, William E.; Raghunathan, Srinivasan

2018-01-01

This study examines student preferences regarding graduate management information systems (MIS) education. One hundred and eighty four graduate students responded to a survey exploring student attitudes towards degree program content, delivery format, and peer group interaction. Study results indicate that students prefer a program with an even…

Authorship Policies for the Conduct of Graduate Research in Puerto Rico

Science.gov (United States)

Mulero-Portela, Ana L.; Colon-Santaella, Carmen L.; Bonet-Rivera, Ivette

2011-01-01

Authorship credit is one of the areas addressed by research integrity. Policies established by graduate academic programs and academic institutions in Puerto Rico are analyzed by describing authorship principles included. Twenty-six percent of the policies specify that students are authors of their research work. Four percent of the policies…

Disparities in new graduate transition from multiple stakeholder perspectives.

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Adamack, Monica; Rush, Kathy L

2014-09-01

The purpose of this qualitative study was to understand multiple stakeholder perspectives of new graduate (NG) transition programs. It was part of a larger mixed-methods study (2011) designed to provide a comprehensive assessment of new graduate nurse transition best practices, across six British Columbia health authorities. Data collection involved individual interviews with academic nurse educators (n=4) and separate focus groups with new graduate (n=48) and front-line nurse leaders (n=69). Disparity emerged as the overriding theme and described differences between stakeholder group perspectives, between expectations and reality, and within and across programs. Four disparities emerged: entry-level education and practice, perspectives on employment and career planning, transition program elements and support. Despite general satisfaction with undergraduate preparation, theory-practice gaps were identified. New Graduates experienced misalignments between their employment expectations and their realities. The employed student nurse program in which many new graduates had participated did not always yield employment, but when it did, differences in transitional expectations arose between new graduates and leaders. There was considerable variation across and within provincial new graduate programs with respect to orientation, supernumerary time and preceptorship characteristics, including lack of training. Disparities arose in the nature, amount of and access to support and the monitoring of new graduate progress. Findings reinforced organizational complexities and the importance of communication across education and practice sectors. This paper uncovers the tensions between the perspectives of new graduates and nurse leaders about transitional programs and opens the opportunity to collaborate in aligning the perspectives.

[Common competencies and contents in public health in graduate programs].

Science.gov (United States)

Davó, M A Carmen; Vives-Cases, Carmen; Benavides, Fernando García; Alvarez-Dardet, Carlos; Segura-Benedicto, Andreu; Icart, Teresa; Astasio, Paloma; Gil, Angel; Ortiz, M Del Rocío; García, Angel; Ronda, Elena; Bosch, Félix

2011-01-01

To identify fundamental public health competencies and contents in nursing, pharmacy, teaching, medicine, human nutrition and dietetics, optics and optometry, labor relations and human resources, and social work in graduate programs and to formulate proposals for their improvement. The workshop on Public health contents in graduate programs in the XXI Menorca Public Health School was organized as follows: eight groups were set up, coordinated by 37 Spanish university teachers participating in the workshop and selected through key informants and snowball techniques. Two studies on public health professional competencies and the participants' own graduate programs were used to discuss public health professional competencies and contents and establish recommendations to improve public health programs. Each group worked on a particular degree course and the results were shared in plenary. Professional competencies for the three essential public health functions were indentified in all the degrees, except teaching, optics and optometry, and social work. Some of the competencies included in degrees in nursing, teaching, human nutrition and dietetics, and social work were rewritten to highlight the role of each type of professional in public health functions. The groups agreed on the introductory topics (basic concepts and health determinants) and intervention strategies. Common competencies and contents were identified in graduate programs. Updating public health contents in graduate programs would help to define and promote the profile of public health professionals. Copyright © 2011 SESPAS. Published by Elsevier Espana. All rights reserved.

Producing physician-scientists: a survey of graduates from the Harvard--MIT Program in Health Sciences and Technology.

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Wilkerson, L; Abelmann, W H

1993-03-01

The Harvard-MIT Program in Health Sciences and Technology (HST) is a flexible, preclinical curriculum, taught by members of the faculties of both Harvard University and the Massachusetts Institute of Technology, that stresses a rigorous, scientific, quantitative approach, small classes (usually fewer than 50 students), and student-faculty interaction. The program is aimed at students with strong backgrounds in quantitative and biological sciences who are interested in careers as physician-scientists. The first 234 students of the program, who graduated between 1975 and 1985, were asked to participate in a 1990 follow-up study by completing a four-page questionnaire and submitting curricula vitae and lists of publications, if available. Data were analyzed quantitatively and qualitatively. Of the 234 graduates, 211 (90%) responded. Sixty-three (30%) had received both MD and PhD degrees. The graduates were twice as likely to describe their primary professional roles as academic than as clinical practice; 94 held full-time faculty positions at 50 medical schools. The 154 (73%) in research spent an average of 51% of their time on this activity. According to the 179 graduates (85%) who stated that they would choose HST again, the most frequently mentioned reasons were the quantitative approach that emphasized integration of basic science and clinical practice (49%) and the small class size (37%). The HST MD curriculum, with its emphasis on basic science and research experience, has been successful in preparing carefully selected students for careers as physician-scientists, without necessarily requiring the completion of a PhD degree.

Expectations and Influencing Factors of IS Graduates and Education in Thailand: A Perspective of the Students, Academics and Business Community

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Teay Shawyun Ph.D.

1999-01-01

Full Text Available As academic we have always been entrusted with developing the knowledge, skills, and capability of our IS students. In the strive for excellence in education, there is always the question of what has been implemented is appropriate and finally achieves its ultimate goals of delivering quality, capable and intellectual students as workforce for the business. To this end, this exploratory research tries to discover what knowledge, skills and capability are expected of an IS graduate, the facilities expected to develop these qualities and what influencing factors make the students go for an IS education. The research will be based on the perspectives of the student, academic and business community. The major findings highlight the overall tendency of higher mean expectation of the business community in most of the fundamental expectations of the type of knowledge, skills and capability and the facilities essential to the development of these attributes. The academics are normally supportive of the business community’s perspectives except in the dimensions of skill expectation and attitudinal factors. Overall, it also appears that the students show a lower average means on most attributes as compared to the academics and business community. Based on this research, there appears to be distinctive expectations of an IS graduate. Based on the balanced technology approach of looking at the development of the IS graduate from degree of sophistication of the Technoware (T, Humaware (H, Inforware (I and Orgaware (O, it is hoped that the following can be achieved: 1. A newly revised and revamped IS curriculum, 2. A linkage of the THIO to develop the IS graduate and 3. A linkage of the academia-industry THIO linkage to develop the IS graduate.

The impacts and "best practices" of undergraduate - graduate student mentoring relationships in undergraduate research experiences

Science.gov (United States)

Campanile, Megan Faurot

With the growth of undergraduate research in the U.S., over the past two decades, faculty are more often assigning graduate students to mentor undergraduate students than providing the one-on-one mentoring themselves. A critical gap that exists in the literature is how undergraduate -- graduate student mentoring relationships in undergraduate research influences both students' academic and career paths. The research questions that framed this study were: (1) What, if any, changes occur in the academic and career paths of undergraduate and graduate students who participate in undergraduate research experiences? and (2) Are there variables that constitute "best practices" in the mentoring relationships in undergraduate research experiences and, if so, what are they? The study context was the National Science Foundation Research Experiences for Undergraduates program at Illinois Institute of Technology and the 113 undergraduate researchers and 31 graduate student mentors who participated from 2006 -- 2014. Surveys and interviews were administered to collect pre- and post-program data and follow-up data during the 2014 -- 2015 academic year. Descriptive statistics, content analysis method, and constant comparative method were used to analyze the data. Key findings on the undergraduate researchers were their actual earned graduate degree types (Ph.D. 20%, M.D. 20%, M.S. 48%, other 12%) and fields (STEM 57%, medical 35%, other 8%) and the careers they were pursuing or working in. All the graduate student mentors were pursuing or working in the STEM fields (academia 50%, industry 40%, government 10%). More than 75% of both the undergraduate and graduate students reported that their mentoring relationships had a somewhat to extremely influential impact on their academic and career paths. A set of "best practices" of mentoring were developed for both the undergraduate and graduate students and focused on the mentoring experiences related to learning and teaching about

MO-DE-BRA-03: The Ottawa Medical Physics Institute (OMPI): A Practical Model for Academic Program Collaboration in a Multi-Centre City

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McEwen, M [National Research Council Canada, Ottawa, ON (Canada); Rogers, D [Carleton University, Ottawa, ON (Canada); Johns, P

2016-06-15

Purpose: To build a world-class medical physics educational program that capitalizes on expertise distributed over several clinical, government, and academic centres. Few if any of these centres would have the critical mass to solely resource a program. Methods: In order to enable an academic program, stakeholders from five institutions made a proposal to Carleton University for a) a research network with defined membership requirements and a process for accepting new members, and b) a graduate specialization (MSc and PhD) in medical physics. Both proposals were accepted and the program has grown steadily. Our courses are taught by medical physicists from across the collaboration. Our students have access to physicists in: clinical radiotherapy (the Ottawa Cancer Centre treats 4500 new patients/y), radiology, cardiology and nuclear medicine, Canada’s primary standards dosimetry laboratory, radiobiology, and university-based medical physics research. Our graduate courses emphasize the foundational physics plus applied aspects of imaging, radiotherapy, and radiobiology. Active researchers in the city-wide volunteer-run network are appointed as adjunct professors by Physics, giving them access to national funding competitions and partial student funding through teaching assistantships while opening up facilities in their institutions for student thesis research. Results: The medical physics network has grown to ∼40 members from eight institutions and includes five full-time faculty in Physics and 17 adjunct research professors. The graduate student population is ∼20. Our graduates have proceeded to a spectrum of careers. Our alumni list includes a CCPM Past-President, the current COMP President, many clinical physicists, and the heads of at least three major clinical medical physics departments. Our PhD was Ontario’s first CAMPEP-accredited program. Conclusion: A self-governing volunteer network is the foundational element that enables an MSc/PhD medical

MO-DE-BRA-03: The Ottawa Medical Physics Institute (OMPI): A Practical Model for Academic Program Collaboration in a Multi-Centre City

International Nuclear Information System (INIS)

McEwen, M; Rogers, D; Johns, P

2016-01-01

Purpose: To build a world-class medical physics educational program that capitalizes on expertise distributed over several clinical, government, and academic centres. Few if any of these centres would have the critical mass to solely resource a program. Methods: In order to enable an academic program, stakeholders from five institutions made a proposal to Carleton University for a) a research network with defined membership requirements and a process for accepting new members, and b) a graduate specialization (MSc and PhD) in medical physics. Both proposals were accepted and the program has grown steadily. Our courses are taught by medical physicists from across the collaboration. Our students have access to physicists in: clinical radiotherapy (the Ottawa Cancer Centre treats 4500 new patients/y), radiology, cardiology and nuclear medicine, Canada’s primary standards dosimetry laboratory, radiobiology, and university-based medical physics research. Our graduate courses emphasize the foundational physics plus applied aspects of imaging, radiotherapy, and radiobiology. Active researchers in the city-wide volunteer-run network are appointed as adjunct professors by Physics, giving them access to national funding competitions and partial student funding through teaching assistantships while opening up facilities in their institutions for student thesis research. Results: The medical physics network has grown to ∼40 members from eight institutions and includes five full-time faculty in Physics and 17 adjunct research professors. The graduate student population is ∼20. Our graduates have proceeded to a spectrum of careers. Our alumni list includes a CCPM Past-President, the current COMP President, many clinical physicists, and the heads of at least three major clinical medical physics departments. Our PhD was Ontario’s first CAMPEP-accredited program. Conclusion: A self-governing volunteer network is the foundational element that enables an MSc/PhD medical

Academic Procrastination and the Performance of Graduate-Level Cooperative Groups in Research Methods Courses

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Jiao, Qun G.; DaRos-Voseles, Denise A.; Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.

2011-01-01

This study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate-level research methods courses. A total of 28 groups was examined (n = 83 students), ranging in size from 2 to 5 (M = 2.96, SD = 1.10). Multiple regression analyses revealed that neither within-group mean nor within-group…

The situation of radiation oncology training programs and their graduates in 1997

International Nuclear Information System (INIS)

Crewson, Philip E.; Sunshine, Jonathan H.; Schepps, Barbara

1999-01-01

Purpose: In light of concerns about the job market, the American College of Radiology (ACR) studied the employment situation of 1997 radiation oncology graduates, and the status and plans of radiation oncology training programs. Methods and Materials: In April-May 1997, and in a December follow-up, the ACR surveyed all radiation oncology residency directors about the employment situation of their 1997 residency and fellowship graduates and about their programs. Ninety-four percent of those surveyed responded. We compared findings with surveys from 1995 and 1996. Differences were assessed with p ≤ 0.05 as the test of statistical significance. Results: By six months after graduation, 98% of residency graduates and all fellowship graduates were employed. Program directors reported approximately 95% of graduates had positions that reasonably matched their training and personal employment goals. Programs have reduced beginning residency slots by 22% over the past three years, and further reductions are planned. Many observers were disappointed with fill rates in the 1997 National Match, but by the December follow-up, 96% of beginning-year residency slots were filled. Conclusion: Unemployment continues to be low, and one 'softer' indicator, the job market perceptions of residency program directors, showed improvement

Fully Integrating Academic Advising with Career Coaching to Increase Student Retention, Graduation Rates and Future Job Satisfaction: An Industry Approach

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Tudor, Thomas R.

2018-01-01

Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as…

Academic program models for undergraduate biomedical engineering.

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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

DHS National Technical Nuclear Forensics Program FY 10 Summary Report: Graduate Mentoring Assistance Program (GMAP)

International Nuclear Information System (INIS)

Finck, Martha R.

2011-01-01

This program provides practical training to DHS graduate fellows in the DOE laboratory complex. It involves coordinating students, their thesis advisors, and their laboratory project mentors in establishing a meaningful program of research which contributes to the graduate student's formation as a member of the nuclear forensics community. The summary report details the student/mentor experience and future plans after the first summer practicum. This program provides practical training to DHS graduate fellows in the DOE laboratory complex. It involves coordinating students, their thesis advisors, and their laboratory project mentors in establishing a meaningful program of research which contributes to the graduate student's formation as a member of the nuclear forensics community. This final written report includes information concerning the overall mentoring experience, including benefits (to the lab, the mentors, and the students), challenges, student research contributions, and lab mentor interactions with students home universities. Idaho National Laboratory hosted two DHS Nuclear Forensics graduate Fellows (nuclear engineering) in summer 2011. Two more Fellows (radiochemistry) are expected to conduct research at the INL under this program starting in 2012. An undergraduate Fellow (nuclear engineering) who worked in summer 2011 at the laboratory is keenly interested in applying for the NF Graduate Fellowship this winter with the aim of returning to INL. In summary, this program appears to have great potential for success in supporting graduate level students who pursue careers in nuclear forensics. This relatively specialized field may not have been an obvious choice for some who have already shown talent in the traditional areas of chemistry or nuclear engineering. The active recruiting for this scholarship program for candidates at universities across the U.S. brings needed visibility to this field. Not only does this program offer critical practical training

Competency, Programming, and Emerging Innovation in Graduate Education within Schools of Pharmacy: The Report of the 2016-2017 Research and Graduate Affairs Committee.

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Poloyac, Samuel M; Block, Kirsten F; Cavanaugh, Jane E; Dwoskin, Linda P; Melchert, Russell B; Nemire, Ruth E; O'Donnell, James M; Priefer, Ronny; Touchette, Daniel R

2017-10-01

Graduate education in the pharmaceutical sciences is a cornerstone of research within pharmacy schools. Pharmaceutical scientists are critical contributors to addressing the challenges of new drug discovery, delivery, and optimal care in order to ensure improved therapeutic outcomes in populations of patients. The American Association of Colleges of Pharmacy (AACP) charged the 2016-2017 Research and Graduate Affairs Committee (RGAC) to define the competencies necessary for graduate education in the pharmaceutical sciences (Charge 1), recommend collaborative curricular development across schools of pharmacy (Charge 2), recommend AACP programing for graduate education (Charge 3), and provide guidance on emerging areas for innovation in graduate education (Charge 4). With respect to Charges 1 and 2, the RGAC committee developed six domains of core competencies for graduate education in the pharmaceutical sciences as well as recommendations for shared programming. For Charge 3, the committee made 3 specific programming recommendations that include AACP sponsored regional research symposia, a professional development forum at the AACP INterim Meeting, and the addition of a graduate research and education poster session at the AACP Annual Meeting. For Charge 4, the committee recommended that AACP develop a standing committee of graduate program deans and directors to provide guidance to member schools in support of graduate program representation at AACP meetings, develop skills for interprofessional teamwork and augment research through integration of Pharm.D., Ph.D., postdoctoral associates, resident, and fellow experiences. Two proposed policy statements by the committee are that AACP believes core competencies are essential components of graduate education and AACP supports the inclusion of research and graduate education focuses in its portfolio of meetings and programs.

Education and training program for graduate school student with synchrotron radiation facility

International Nuclear Information System (INIS)

Harada, Isao; Ikeda, Naoshi; Yokoya, Takayoshi

2008-01-01

We report the education and training program for graduate students of Graduate School of Natural Science and Technology Okayama University made at synchrotron facilities, SPring-8 and HiSOR. This program is a joint course of graduate school lecture and synchrotron facility training with company researchers, that was authorized by the Ministry of Education, Culture, Sports, Science and Technology. The purpose of this program is the development of human resources who can understand the potential ability of synchrotron experiment. We report our plan and actual activity of the training program. (author)

The Assessment of the Perception of the Academic Self Efficacy of Turkish Education Graduate Students

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Gocer, Ali

2013-01-01

The purpose of this research is to determine the perception of the academic self efficacy of Turkish Education graduate students. This study applied qualitative research approach and interview method. Master's students of Erciyes University, Institute of Education Science were chosen as a sample for the purpose, using clustering method. In this…

DOE/PSU Graduate Student Fellowship Program for Hydropower

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Cimbala, John M. [Pennsylvania State Univ., State College, PA (United States)

2014-03-30

The primary objective of this project is to stimulate academic interest in the conventional hydropower field by supplying research support for at least eight individual Master of Science (MS) or Doctoral (PhD) level research projects, each consisting of a graduate student supervised by a faculty member. We have completed many of the individual student research projects: 2 PhD students have finished, and 4 are still working towards their PhD degree. 4 MS students have finished, and 2 are still working towards their MS degree, one of which is due to finish this April. In addition, 4 undergraduate student projects have been completed, and one is to be completed this April. These projects were supervised by 7 faculty members and an Advisory/Review Panel. Our students and faculty have presented their work at national or international conferences and have submitted several journal publications. Three of our graduate students (Keith Martin, Dan Leonard and Hosein Foroutan) have received HRF Fellowships during the course of this project. All of the remaining students are anticipated to be graduated by the end of Fall Semester 2014. All of the tasks for this project will have been completed once all the students have been graduated, although it will be another year or two until all the journal publications have been finalized based on the work performed as part of this DOE Hydropower project.

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.

Divine Interventions: Needs Analysis for Post-Graduate Academic Literacy and Curriculum Development, in a South African School of Theology

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Jackson, Fiona

2005-01-01

This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces the path of an action research project, using an eclectic needs analysis…

A survey of college-bound high school graduates regarding circadian preference, caffeine use, and academic performance.

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Cole, James S

2015-03-01

This study examines the relationships between circadian preference and caffeine use with academic performance and hours spent studying for recent high school graduates entering their first year of college. Entering first-year college students enrolled at 90 baccalaureate-level institutions across the USA were invited to complete the Beginning College Survey of Student Engagement (BCSSE) and the Composite Scale of Morningness (CSM) as well as answer questions regarding caffeine consumption. Surveys were administered on each campus during the summer months of 2013. Only those that graduated from a US high school in the spring of 2013 were included in this study. The final sample for this study included 25,200 students that completed the BCSSE, CSM, and questions regarding caffeine consumption. Evening types (E-types) were significantly less likely to report earning A/A-'s in high school and less likely to study 16 or more hours per week compared to intermediate or morning types (M-types) (p students reported an average of 1.1 servings of caffeine per day, with 39 % reporting no caffeine consumption. M-types were more likely to consume no caffeine (54 %) compared to E-types that also indicated no daily caffeine (31 %) (p amount (7 %) (p high school. However, the apparent advantage that morning types had over evening types regarding high school grades was completely ameliorated once three or more servings of caffeine were consumed per day. This study provides additional information to educators and health professionals to create programs and provide resource to help adolescents better understand the impact of their sleep behaviors and use of caffeine on their academic performance.

The correlation between physical activity and grade point average for health science graduate students.

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Gonzalez, Eugenia C; Hernandez, Erika C; Coltrane, Ambrosia K; Mancera, Jayme M

2014-01-01

Researchers have reported positive associations between physical activity and academic achievement. However, a common belief is that improving academic performance comes at the cost of reducing time for and resources spent on extracurricular activities that encourage physical activity. The purpose of this study was to examine the relationship between self-reported physical activity and grade point average (GPA) for health science graduate students. Graduate students in health science programs completed the International Physical Activity Questionnaire and reported their academic progress. Most participants (76%) reported moderate to vigorous physical activity levels that met or exceeded the recommended levels for adults. However, there was no significant correlation between GPA and level of physical activity. Negative findings for this study may be associated with the limited range of GPA scores for graduate students. Future studies need to consider more sensitive measures of cognitive function, as well as the impact of physical activity on occupational balance and health for graduate students in the health fields. Copyright 2014, SLACK Incorporated.

Funding an accelerated baccalaureate nursing track for non-nursing college graduates: an academic/practice collaboration.

Science.gov (United States)

Poirrier, Gail P; Oberleitner, Melinda G

2011-01-01

To expand nursing programs to better meet workforce demands, nursing education must offer nontraditional students more educational opportunities that are flexible, streamlined, and low cost. Accelerated programs, particularly programs tailored to attract individuals with degrees in other fields and looking for career changes, are great examples. The cost factors related to a successful accelerated degree program designed for non-nursing college graduates are described. Based on the experiences with a previously implemented accelerated BSN program offered from 1987-1994 at one university, a revised accelerated option model was developed that included ongoing involvement with four community hospitals, shared budget responsibilities, student stipends, and a 3-year work commitment by graduates at a sponsoring hospital. The investment of approximately $1.6 million over 7 years resulted in the education and graduation of 75 new registered nursing professionals to meet the health care needs of the citizens of the community.

Reaching Graduate Students at Risk for Suicidal Behavior through the Interactive Screening Program

Science.gov (United States)

Moffitt, Lauren B.; Garcia-Williams, Amanda; Berg, John P.; Calderon, Michelle E.; Haas, Ann P.; Kaslow, Nadine J.

2014-01-01

Suicidal behavior is a significant concern among graduate students. Because many suicidal graduate students do not access mental health services, programs to connect them to resources are essential. This article describes the Interactive Screening Program (ISP), an anonymous, Web-based tool for screening and engaging at-risk graduate school…

Implementing an Industrial Approach into Physics Graduate Education

Science.gov (United States)

Vickers, Ken

2006-04-01

Physics graduate education has attracted a student population with a both high independence and interest in individual professional work. These personality tendencies have been validated in the students' eyes by both the observed professional behaviors of the majority of their faculty, and by the public acceptance of the persona of ``eccentric but brilliant'' physics students. This has resulted in a self-perpetuating cycle of professionals entering the academic workplace whose interest in whole-organization optimization, as well as the skills needed to optimize organizations, are low to non-existent. But at the same time the needs of the country's technical work force, as defined by national gatherings of prominent leaders from academic, industrial, and governmental communities, continue to list human interaction ``soft skills'' as one of the most important professional traits needed by professionals in their careers. This gap between the physics graduate education and requirements needed by next generation physicists provided an opportunity for experimental approaches to graduate physics education. The University of Arkansas' Physics Department lead the formation of a new experimental approach to interdisciplinary education in the broad field of microelectronics and photonics (microEP) in 1998, resulting in the formation of a stand-alone MS/PhD microEP program. This program implemented an industrial work group approach to graduate education, and won several educational grants including a NSF IGERT and a Department of Education FIPSE. The FIPSE grant in 2001 supported the modification of the industrial work group approach for implementation by the UA physics graduate program to address the gap between national need and current education. This talk will address the key goals of this implementation, the tactics that were put in place to address the goals, and the results of this educational approach since its implementation with the Fall 2001 entering class.

College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

Science.gov (United States)

Rocconi, Louis M.; Ribera, Amy K.; Nelson Laird, Thomas F.

2015-01-01

This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending…

Evaluation of a community transition to professional practice program for graduate registered nurses in Australia.

Science.gov (United States)

Aggar, Christina; Gordon, Christopher J; Thomas, Tamsin H T; Wadsworth, Linda; Bloomfield, Jacqueline

2018-03-26

Australia has an increasing demand for a sustainable primary health care registered nursing workforce. Targeting graduate registered nurses who typically begin their nursing career in acute-care hospital settings is a potential workforce development strategy. We evaluated a graduate registered nurse Community Transition to Professional Practice Program which was designed specifically to develop and foster skills required for primary health care. The aims of this study were to evaluate graduates' intention to remain in the primary health care nursing workforce, and graduate competency, confidence and experiences of program support; these were compared with graduates undertaking the conventional acute-care transition program. Preceptor ratings of graduate competence were also measured. All of the 25 graduates (n = 12 community, n = 13 acute-care) who completed the questionnaire at 6 and 12 months intended to remain in nursing, and 55% (n = 6) of graduates in the Community Transition Program intended to remain in the primary health care nursing workforce. There were no differences in graduate experiences, including level of competence, or preceptors' perceptions of graduate competence, between acute-care and Community Transition Programs. The Community Transition to Professional Practice program represents a substantial step towards developing the primary health care health workforce by facilitating graduate nurse employment in this area. Copyright © 2018 Elsevier Ltd. All rights reserved.

Stories Are Like Water: An Academic Writing Workshop for Nurses.

Science.gov (United States)

Walker, Madeline; Tschanz, Coby

2018-04-01

Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.

Estresse e estressores na pós-graduação: estudo com mestrandos e doutorandos no Brasil Stress and stressors in graduate programs: a study with graduate students in Brazil

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André Faro

2013-03-01

Full Text Available Esta pesquisa objetivou identificar, segundo mestrandos e doutorandos no Brasil, os principais estressores que ocorrem na pós-graduação, como também buscou determinar o índice de estresse e as variáveis a ele associadas. Participaram 2.157 pós-graduandos, oriundos das cinco regiões do país. Além de coletar dados acerca do perfil sociodemográfico, formação e atuação profissional, aplicaram-se a Escala de Estresse Percebido e uma lista contendo 28 possíveis estressores na pós-graduação. Os resultados revelaram que a média do estresse da amostra total ficou acima do ponto médio da escala. As mulheres da região Norte, estudantes que nunca trabalharam na área de formação, os que não trabalhavam simultaneamente à realização do curso de pós-graduação e os que não pretendiam prosseguir na carreira acadêmica exibiram maior estresse.This research aimed to identify the main stressors in graduate programs, according to Masters and PhD students in Brazil, and to determine the stress index and variables associated with it. The participants were 2,157 graduate students from all five geographic regions of Brazil. Data regarding sociodemographic profile and professional training were collected. The Perceived Stress Scale and a list of 28 possible stressors in graduate programs were administered. The results revealed that the average stress of the sample was above of scale midpoint range. Women from the North region in Brazil, students who have never worked in their graduation area, who did not work during their graduate program and those who didn't wish to pursue careers in academic showed greater stress.

Fostering Academic Self-Concept: Advisor Support and Sense of Belonging among International and Domestic Graduate Students

Science.gov (United States)

Curtin, Nicola; Stewart, Abigail J.; Ostrove, Joan M.

2013-01-01

International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research…

77 FR 26537 - Notice of Commissioners and Staff Attendance at FERC Leadership Development Program Graduation...

Science.gov (United States)

2012-05-04

... Attendance at FERC Leadership Development Program Graduation/Induction Ceremony The Federal Energy Regulatory... may attend the following event: FERC Leadership Development Program Graduation/Induction Ceremony: 888... and welcome 17 employees selected for the 2012 Leadership Development Program and graduate 15...

An Evaluation with Respect to e-Learning and Economic Analysis of the Graduate Program Offered in Anadolu University’s Institute of Educational Sciences

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Eren KESIM

2005-01-01

Full Text Available An Evaluation with Respect to e-Learning and Economic Analysis of the Graduate Program Offered in Anadolu University’s Institute of Educational Sciences Prof. Dr. Coskun BAYRAK Anadolu University Eskisehir, TURKEY Res. Ass. Eren KESIM Anadolu University Eskisehir, TURKEY ABSTRACT In this study, an e-learning platform was formed to enable school teachers and administrators to attend graduate programs in the field of educational administration, supervision, planning and economics. In this framework, for the non-thesis educational administration, supervision, planning and economics graduate programs to be conducted in the Institute of Educational Sciences in Anadolu University with using the e-learning method, cost of technical infrastructure for e-learning method, unit costs of students attending a program, cost advantage per credit and time advantage between e-learning and formal education were calculated. In addition, profitability of educational investment in e-learning and application of e-learning were discussed. A descriptive research method is used in the study. Research universe is the students, attending educational administration supervision planning and economics graduate program in Anadolu University’s Institute of Educational Sciences in the 2003-2004 academic year. Universe but not sampling, was used as the research universe in this study. In evaluation and economic analysis of the e-learning model, inflation rate and risk free rate of interest variables are used as the main variables. The value of annually compound rate of nine months Treasury bill (29.90 %, opened bids on November 4, 2003 was used as the risk free rate of interest in the economic analysis. In the economic analysis of the non thesis web based application model of educational administration, supervision, planning and economics program as an educational investment, five year present values of discount rates were calculated according to the %29.90 discount rate value

Psychology or Psychological Science?: A Survey of Graduate Psychology Faculty Regarding Program Names

Science.gov (United States)

Collisson, Brian; Rusbasan, David

2018-01-01

The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name…

Using Reflections of Recent Resident Graduates and their Pediatric Colleagues to Evaluate a Residency Program

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Robert K. Kamei, M.D.

2003-01-01

Full Text Available Background and Purposes: In response to the new Accreditation Council for Graduate Medical Education (ACGME mandate for residency programs to use feedback to improve its educational program, we piloted a novel evaluation strategy of a residency program using structured interviews of resident graduates working in a primary care practice and their physician associates. Methods: A research assistant performed a structured telephone interview. Quantitative data assessing the graduate’s self-assessment and the graduate’s clinical practice by the associate were analyzed. In addition, we performed a qualitative analysis of the interviews. Results: Thirteen resident graduates in primary care practice and seven physician practice associates participated in the study. Graduate self-assessment revealed high satisfaction with their residency training and competency. The associates judged our graduates as highly competent and mentioned independent decision-making and strong interpersonal skills (such as teamwork and communication as important. They specifically cited the graduate’s skills in intensive care medicine and adolescent medicine as well as communication and teamwork skills as important contributions to their practice. Conclusions: The ACGME Outcomes Project, which increases the emphasis on educational outcomes in the accreditation of residency education programs, requires programs to provide evidence of its effectiveness in preparing residents for practice. Direct assessment of the competency of our physician graduates in practice using structured interviews of graduates and their practice associates provide useful feedback information to a residency program as part of a comprehensive evaluation plan of our program’s curriculum and can be used to direct future educational initiatives of our training program

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.

Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization across Academic Disciplines

Science.gov (United States)

Lipson, Sarah Ketchen; Zhou, Sasha; Wagner, Blake, III; Beck, Katie; Eisenberg, Daniel

2016-01-01

This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results…

Promoting convergence: The integrated graduate program in physical and engineering biology at Yale University, a new model for graduate education.

Science.gov (United States)

Noble, Dorottya B; Mochrie, Simon G J; O'Hern, Corey S; Pollard, Thomas D; Regan, Lynne

2016-11-12

In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to solve biological problems. Here we describe the framework of the training program, report on its effectiveness, and also share the insights we gained during its development and implementation. The program features co-teaching by faculty with complementary specializations, student peer learning, and novel hands-on courses that facilitate the seamless blending of interdisciplinary research and teaching. It also incorporates enrichment activities to improve communication skills, engage students in science outreach, and foster a cohesive program cohort, all of which promote the development of transferable skills applicable in a variety of careers. The curriculum of the graduate program is integrated with the curricular requirements of several Ph.D.-granting home programs in the physical, engineering, and biological sciences. Moreover, the wide-ranging recruiting activities of the IGPPEB serve to enhance the quality and diversity of students entering graduate school at Yale. We also discuss some of the challenges we encountered in establishing and optimizing the program, and describe the institution-level changes that were catalyzed by the introduction of the new graduate program. The goal of this article is to serve as both an inspiration and as a practical "how to" manual for those who seek to establish similar programs at their own institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):537-549, 2016. © 2016 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

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

Personality and Graduate Academic Performance among Counselor Education and School Psychology Students

Science.gov (United States)

Ding, Yi; Laux, John; Salyers, Kathleen; Kozelka, Susan

2017-01-01

General personality was assessed of 104 graduate students in school counseling, mental health counseling, and school psychology programs in the United States using the Big Five model of personality domains. The students in three programs reported similarities and differences in their preference and performance in domain knowledge, with more…

WE-G-204-00: Post-Graduate Training of the Next Generation of Academic Medical Physicists

International Nuclear Information System (INIS)

2016-01-01

graduate students who aspire to academic positions with an expectation for extramural funding. To address this, several residency programs have created hybrid programs where the two-years of clinical training is combined with one or two years of research effort to allow candidates to further establish an academic identity and to ensure adequate academic productivity to compete for a beginning faculty position. In conclusion, while the path to a successful career in academic medical physics is steep and sometimes hard to follow, reaching the apex is worth the journey. Different paths to a career in medical physics are available, you just have to decide which one is right for you. If improving cancer care is your goal as a physicist, then academic medical physics is the job for you!

WE-G-204-00: Post-Graduate Training of the Next Generation of Academic Medical Physicists

Energy Technology Data Exchange (ETDEWEB)

NONE

2016-06-15

graduate students who aspire to academic positions with an expectation for extramural funding. To address this, several residency programs have created hybrid programs where the two-years of clinical training is combined with one or two years of research effort to allow candidates to further establish an academic identity and to ensure adequate academic productivity to compete for a beginning faculty position. In conclusion, while the path to a successful career in academic medical physics is steep and sometimes hard to follow, reaching the apex is worth the journey. Different paths to a career in medical physics are available, you just have to decide which one is right for you. If improving cancer care is your goal as a physicist, then academic medical physics is the job for you!.

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.

Academic Fit of Student-Athletes: An Analysis of NCAA Division 1-A Graduation Rates

Science.gov (United States)

Ferris, Eric; Finster, Mark; McDonald, David

2004-01-01

Federal law mandates that universities reveal their graduation rates purportedly to inform policy makers and constituencies about efforts to support educational attainment for students and athletes. These rates are widely used to compare universities. Analysis of 10 years of graduation rates across all major athletic programs concludes that…

Graduate Students' Poster Session Experiences: Do Levels of Academic Self-Efficacy and Individual Characteristics Play a Role?

Science.gov (United States)

Filipova, Anna A.

2016-01-01

This cross-sectional study assesses the effectiveness of poster session presentations as an alternative to traditional presentations in the public administration classroom. It also determined if graduate students' college academic self-efficacy and background characteristics impacted poster performance outcomes. Data were collected over four…

Higher Education Leadership Graduate Program Development

Science.gov (United States)

Freeman, Sydney, Jr.; Chambers, Crystal Renée; Newton, Rochelle

2016-01-01

Graduate programs in higher education administration and leadership have sought to equip students with the knowledge, skills, and competencies for higher education leadership; that is, to prepare globally minded leaders who can navigate the internal and external demands of, and for, higher education. With the use of the Lattuca and Stark model of…

Impact of Practice-Based Instruction on Graduate Programs in the Pharmaceutical Sciences--A Response.

Science.gov (United States)

Gourley, Dick R.

1979-01-01

Issues concerning graduate programs in the pharmaceutical sciences are discussed, including: recent trends, recruitment, clinical instruction, doctoral programs, graduate faculty, master's programs, competition, supply and demand, and professional education of professionals. (SF)

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.

Restructuring Graduate Engineering Education: The M.Eng. Program at Cornell.

Science.gov (United States)

Cady, K. Bingham; And Others

1988-01-01

Discusses the restructuring of the graduate program to accommodate emerging fields in engineering. Notes half of the graduate degrees Cornell grants each year are M.Eng. degrees. Offers 12 specialties: aerospace, agriculture, chemical, civil, electrical, mechanical and nuclear engineering; computer science, engineering physics; geological…

Improving the Graduate School Experience for Women in Mathematics: the Edge Program

Science.gov (United States)

Bozeman, Sylvia T.; Hughes, Rhonda J.

For over a decade, Spelman College and Bryn Mawr College have collaborated on initiatives designed to increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical science. The most recent initiative is the EDGE Program (Enhancing Diversity in Graduate Education), which addresses this challenge by attempting to decrease the loss of talent from U.S. graduate programs. To this end, the program provides structures that help women make successful transitions from undergraduate into graduate mathematics programs, redirect or refocus their ambitions when programs are inappropriate or unsuitable, and, ultimately, enable them to "accumulate advantages" that will empower them and foster success in their careers. A broader goal of this program is to diversify the mathematics community by creating models for mathematics programs that allow people from all backgrounds and cultures to thrive, advance, and contribute to the profession.

Assessment of graduate public health education in Nepal and perceived needs of faculty and students

Science.gov (United States)

2013-01-01

Background Despite the large body of evidence suggesting that effective public health infrastructure is vital to improving the health status of populations, many universities in developing countries offer minimal opportunities for graduate training in public health. In Nepal, for example, only two institutions currently offer a graduate public health degree. Both institutions confer only a general Masters in Public Health (MPH), and together produce 30 graduates per year. The objective of this assessment was to identify challenges in graduate public health education in Nepal, and explore ways to address these challenges. Methods The assessment included in-person school visits and data collection through semi-structured in-depth interviews with primary stakeholders of Nepal’s public health academic sector. The 72 participants included faculty, students, alumni, and leaders of institutions that offered MPH programs, and the leadership of one government-funded institution that is currently developing an MPH program. Data were analyzed through content analysis to identify major themes. Results Six themes characterizing the challenges of expanding and improving graduate public health training were identified: 1) a shortage of trained public health faculty, with consequent reliance on the internet to compensate for inadequate teaching resources; 2) teaching/learning cultures and bureaucratic traditions that are not optimal for graduate education; 3) within-institution dominance of clinical medicine over public health; 4) a desire for practice–oriented, contextually relevant training opportunities; 5) a demand for degree options in public health specialties (for example, epidemiology); and 6) a strong interest in international academic collaboration. Conclusion Despite an enormous need for trained public health professionals, Nepal’s educational institutions face barriers to developing effective graduate programs. Overcoming these barriers will require: 1

Minority Student Perceptions of the Impact of Mentoring to Enhance Academic Performance in STEM Disciplines

Science.gov (United States)

Kendricks, Kimberly D.; Nedunuri, K. V.; Arment, Anthony R.

2013-01-01

The Benjamin Banneker Scholars Program (BBSP) was designed at an HBCU to increase the academic performance, retention, and graduation of minority students in science, technology, engineering and mathematics (STEM). At the end of each academic year, students completed a BBSP Post-Program Satisfaction Survey. Each year Mentoring was consistently…

Higher Education Support Services and Graduation Rates of Structured Education Program Students

Science.gov (United States)

Hepner, Seth

2017-01-01

The 1st-year retention rate of the Structured Education Program (SEP) is 90%, yet the 6-year graduation rate of SEP students is 29%. The gap between SEP 1st-year retention and graduation rates is the problem that this study addressed. The low graduation rate of SEP students is an important issue because graduation rates are used to measure the…

Automated Literature Searches for Longitudinal Tracking of Cancer Research Training Program Graduates.

Science.gov (United States)

Padilla, Luz A; Desmond, Renee A; Brooks, C Michael; Waterbor, John W

2018-06-01

A key outcome measure of cancer research training programs is the number of cancer-related peer-reviewed publications after training. Because program graduates do not routinely report their publications, staff must periodically conduct electronic literature searches on each graduate. The purpose of this study is to compare findings of an innovative computer-based automated search program versus repeated manual literature searches to identify post-training peer-reviewed publications. In late 2014, manual searches for publications by former R25 students identified 232 cancer-related articles published by 112 of 543 program graduates. In 2016, a research assistant was instructed in performing Scopus literature searches for comparison with individual PubMed searches on our 543 program graduates. Through 2014, Scopus found 304 cancer publications, 220 of that had been retrieved manually plus an additional 84 papers. However, Scopus missed 12 publications found manually. Together, both methods found 316 publications. The automated method found 96.2 % of the 316 publications while individual searches found only 73.4 %. An automated search method such as using the Scopus database is a key tool for conducting comprehensive literature searches, but it must be supplemented with periodic manual searches to find the initial publications of program graduates. A time-saving feature of Scopus is the periodic automatic alerts of new publications. Although a training period is needed and initial costs can be high, an automated search method is worthwhile due to its high sensitivity and efficiency in the long term.

Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

Directory of Open Access Journals (Sweden)

Ambreen Ahmed

2017-06-01

Full Text Available A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.

A review of graduate nurse transition programs in Australia.

Science.gov (United States)

Levett-Jones, Tracy; FitzGerald, Mary

Despite nearly two decades of experience with graduate transition programs in Australia little evidence exists regarding the effectiveness of these programs as interventions that enhance the transition from nursing student to professional practitioner. There is general acknowledgement that this is a crucial time for people entering the profession and yet there is little agreement on what constitutes best practice for nurses' transition to the workforce. This paper challenges the status quo through a review of current programs and questions whether primacy should be given to formal transition programs or to the development of educationally supportive clinical learning environments. There is sufficient doubt in the efficacy of formal transition programs to at least investigate potential alternatives such as concentration on the development of a supportive practice culture conducive to learning. Indeed, the type of learning environment suitable for graduate nurses is likely to be one that will also facilitate the continued development and enhanced job satisfaction of the rest of the nursing team.

Evaluating a Graduate Professional Development Program for Informal Science Educators

Science.gov (United States)

Lake, Jeremy Paul

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

Tobacco training in clinical social work graduate programs.

Science.gov (United States)

Kleinfelder, JoAnn; Price, James H; Dake, Joseph A; Jordan, Timothy R; Price, Joy A

2013-08-01

The leading cause of preventable death, in the most vulnerable segments of society, whom social workers often counsel, is cigarette smoking. The purpose of this study was to assess tobacco smoking cessation training in clinical social work programs. A valid 21-item questionnaire was sent to the entire population of 189 clinical graduate social work programs identified by the Council on Social Work Education. A three-wave mailing process was used to maximize the return rate. Directors from 112 clinical social work programs returned completed questionnaires (61 percent). The majority (91 percent) of directors reported having never thought about offering formal smoking cessation training, and only nine of the programs (8 percent) currently provided formal smoking cessation education. The three leading barriers to offering smoking cessation education were as follows: not a priority (60 percent), not enough time (55 percent), and not required by the accrediting body (41 percent). These findings indicate that clinical social work students are not receiving standardized smoking cessation education to assist in improving the well-being of their clients. The national accrediting body for graduate clinical social work programs should consider implementing guidelines for smoking cessation training in the curriculums.

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

Science.gov (United States)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Nonproliferation Graduate Fellowship Program, Annual Report, Class of 2012

Energy Technology Data Exchange (ETDEWEB)

McMakin, Andrea H.

2013-09-23

This 32-pp annual report/brochure describes the accomplishments of the Class of 2012 of the Nonproliferation Graduate Fellowship Program (the last class of this program), which PNNL administers for the National Nuclear Security Administration. The time period covers Sept 2011 through June 2013.

Student mistreatment in medical school and planning a career in academic medicine.

Science.gov (United States)

Haviland, Mark G; Yamagata, Hisashi; Werner, Leonard S; Zhang, Kehua; Dial, Thomas H; Sonne, Janet L

2011-01-01

Student mistreatment in medical school is a persistent problem with both known and unexplored consequences [corrected]. The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine. Using Association of American Medical Colleges' 2000-2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students' mistreatment experience and their career choice, academic versus nonacademic setting. Meta-analysis and regression were used to evaluate this relationship. At medical schools where relatively high percentages of graduating seniors were planning academic careers, students reporting mistreatment experiences were less likely at graduation to be planning careers in academic medicine. A perception of having been mistreated in medical school is related to students' career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.

Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

OpenAIRE

Yi-Chun Yeh; Cheng-Fang Yen; Chung-Sheng Lai; Chun-Hsiung Huang; Keh-Min Liu; In-Ting Huang

2007-01-01

This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program ...

Use of an international faculty/student exchange program as a process to establish and improve graduate education and research within an allied health discipline.

Science.gov (United States)

Gallicchio, V S; Kirk, P; Birch, N J

1998-01-01

It has been recognized in the allied health professions that allied health disciplines must enhance and increase their research and scholarly activity. If faculty/staff are to be judged in the academic environment in which they work, their efforts to conduct research must be supported. Recognition for academic scholarship measured by the performance of research and scholarly activity is often difficult for faculty/staff to attain because of increased demands for scheduled time devoted to classroom instruction and student advising. This inability for faculty/staff to engage in research and scholarly activity often is enhanced by the lack of proper and adequate facilities and equipment. Also important is the role of graduate education, which itself, provides a stimulus for the performance of research and scholarly activity. This article reports outcomes achieved by an international faculty/staff-student program that provides an opportunity for faculty/staff and students within an allied health discipline to conduct research and scholarly activity. This program could serve as a model to identify the strengths and benefits that can be achieved by such programs. This program is capable of improving the research and scholarly activity of all academic units within an allied health discipline.

Teaching methods and surgical training in North American graduate periodontics programs: exploring the landscape.

Science.gov (United States)

Ghiabi, Edmond; Taylor, K Lynn

2010-06-01

This project aimed at documenting the surgical training curricula offered by North American graduate periodontics programs. A survey consisting of questions on teaching methods employed and the content of the surgical training program was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. The chi-square test was used to assess whether the residents' clinical experience was significantly (Pperiodontal plastic procedures, hard tissue grafts, and implants. Furthermore, residents in programs offering a structured preclinical component performed significantly more procedures (P=0.012) using lasers than those in programs not offering a structured preclinical program. Devising new and innovative teaching methods is a clear avenue for future development in North American graduate periodontics programs.

Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

Science.gov (United States)

Pascarella, Christina Bechle

2012-01-01

This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

Graduate Physics Education Adding Industrial Culture and Methods to a Traditional Graduate Physics Department

Science.gov (United States)

Vickers, Ken

2005-03-01

The education and training of the workforce needed to assure global competitiveness of American industry in high technology areas, along with the proper role of various disciplines in that educational process, is currently being re-examined. Several academic areas in science and engineering have reported results from such studies that revealed several broad themes of educational need that span and cross the boundaries of science and engineering. They included greater attention to and the development of team-building skills, personal or interactive skills, creative ability, and a business or entrepreneurial where-with-all. We will report in this paper the results of a fall 2000 Department of Education FIPSE grant to implement changes in its graduate physics program to address these issues. The proposal goal was to produce next-generation physics graduate students that are trained to evaluate and overcome complex technical problems by their participation in courses emphasizing the commercialization of technology research. To produce next-generation physics graduates who have learned to work with their student colleagues for their mutual success in an industrial-like group setting. And finally, to produce graduates who can lead interdisciplinary groups in solving complex problems in their career field.

A Program to Prepare Graduate Students for Careers in Climate Adaptation Science

Science.gov (United States)

Huntly, N.; Belmont, P.; Flint, C.; Gordillo, L.; Howe, P. D.; Lutz, J. A.; Null, S. E.; Reed, S.; Rosenberg, D. E.; Wang, S. Y.

2017-12-01

We describe our experiences creating a graduate program that addresses the need for a next generation of scientists who can produce, communicate, and help implement actionable science. The Climate Adaptation Science (CAS) graduate program, funded by the National Science Foundation Research Traineeship (NRT) program, prepares graduate students for careers at the interfaces of science with policy and management in the field of climate adaptation, which is a major 21st-century challenge for science and society. The program is interdisciplinary, with students and faculty from natural, social, and physical sciences, engineering, and mathematics, and is based around interdisciplinary team research in collaboration with partners from outside of academia who have climate adaptation science needs. The program embeds students in a cycle of creating and implementing actionable science through a two-part internship, with partners from government, non-governmental organizations, and industry, that brackets and informs a year of interdisciplinary team research. The program is communication-rich, with events that foster information exchange and understanding across disciplines and workplaces. We describe the CAS program, our experiences in developing it, the research and internship experiences of students in the program, and initial metrics and feedback on the effectiveness of the program.

Graduates of an Historically Black Boarding School and Their Academic and Social Integration at Two Traditionally White Universities

Science.gov (United States)

Alexander-Snow, Mia

2010-01-01

This naturalistic inquiry explored the cultural impact of a historically Black independent boarding school on the social and academic experiences of four of its graduates who attended two traditionally White universities. The study examined two primary questions: (a) What factors from the historically Black boarding school assisted or hindered…

Impact of Practice-Based Instruction on Graduate Programs in the Pharmaceutical Sciences.

Science.gov (United States)

Zografi, George

1979-01-01

Graduate education in the pharmaceutical sciences is examined. It is suggested that greater flexibility and quality of masters and PhD programs in pharmacy could increase enrollment levels in the graduate pharmaceutical studies. (SF)

Can MHA graduates tackle financial management? Lessons from American corporate industry.

Science.gov (United States)

Hepner, J O; Ameiss, A P

1984-01-01

American industry, the major purchaser of medical services, is beginning to use its buying power to intervene in the healthcare system. Management committees hav been established to develop cost analysis and containment approaches to the utilization of medical services. With innovations by corporate industry, does the hospital CEO see an advocate or yet another adversary in addition to government regulation? Specifically, what preparation do master's degree graduates have, prior to their subsequent job experience, to make an informed contribution in financial decision making? Research was conducted to obtain data from health administration graduate programs in the United States and Canada to help find answers to these questions. This study addresses the strengths and weaknesses of the two major inputs to health financial management education--the proper mix and delivery of course presentations, and the student's motivation, maturity, and academic background. In some respects, both have been found wanting--not only from the findings of this investigation, but also by the AUPHA Task Force on Financial Management in the curriculum. About one-fourth of the entrants to master's degree programs have a business school background which includes courses in accounting, economics, and finance. However, the remaining 75% have other academic backgrounds, which suggests that teaching financially oriented courses to these graduate students is a major problem. The question of whether a health administration graduate with some finance training or a pure finance graduate is more desirable remains unanswered. This is especially true in meshing the immediate needs of the healthcare marketplace for financial management personnel and the long-range career goals of the graduate. This article presents the survey results and seven recommendations for action.

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.

Bridges and Barriers to Developing and Conducting Interdisciplinary Graduate-Student Team Research

Directory of Open Access Journals (Sweden)

Wayde Cameron. Morse

2007-12-01

Full Text Available Understanding complex socio-environmental problems requires specialists from multiple disciplines to integrate research efforts. Programs such as the National Science Foundation's Integrative Graduate Education and Research Traineeship facilitate integrated research efforts and change the way academic institutions train future leaders and scientists. The University of Idaho and the Tropical Agricultural Research and Higher Education Center in Costa Rica collaborate on a joint research program focusing on biodiversity conservation and sustainable production in fragmented landscapes. We first present a spectrum of integration ranging from disciplinary to transdisciplinary across seven aspects of the research process. We then describe our experiences and lessons learned conducting interdisciplinary graduate student team research. Using our program as a case study, we examine the individual, disciplinary, and programmatic bridges and barriers to conducting interdisciplinary research that emerged during our student team research projects. We conclude with a set of recommendations for exploiting the bridges and overcoming the barriers to conducting interdisciplinary research, especially as part of graduate education programs.

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.

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males.

Science.gov (United States)

Johnson, Valerie L; Simon, Patricia; Mun, Eun-Young

2014-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

Creating Communication Training Programs for Graduate Students in Science and Engineering

Science.gov (United States)

Rice, M.; Lewenstein, B.; Weiss, M.

2012-12-01

Scientists and engineers in all disciplines are required to communicate with colleagues, the media, policy-makers, and/or the general public. However, most STEM graduate programs do not equip students with the skills needed to communicate effectively to these diverse audiences. In this presentation, we describe a science communication course developed by and for graduate students at Cornell University. This training, which has been implemented as a semester-long seminar and a weekend-long workshop, covers popular science writing, science policy, print and web media, radio and television. Here we present a comparison of learning outcomes for the semester and weekend formats, a summary of lessons learned, and tools for developing similar science communication programs for graduate students at other institutions.

Secondary Education Programs in Kuwait: An Evaluation Study

Science.gov (United States)

Eid, Ghada K.; Koushki, Parviz A.

2005-01-01

This paper evaluates the effectiveness of the semester and the credit programs of high school education in Kuwait in terms of their graduating students' preparedness for continued and successful academic performance in programs of higher education. Students' percentile graduation rank from high school and their performances in the English, math…

Graduate Education in Chemistry. The ACS Committee on Professional Training: Surveys of Programs and Participants.

Science.gov (United States)

American Chemical Society, Washington, DC.

This document reports on graduate education in chemistry concerning the nature of graduate programs. Contents include: (1) "Graduate Education in Chemistry in the United States: A Snapshot from the Late Twentieth Century"; (2) "A Survey of Ph.D. Programs in Chemistry"; (4) "The Master's Degree in Chemistry"; (5) "A Survey of Ph.D. Recipients in…

Graduate studies on optoelectronics in Argentina: an experience

Science.gov (United States)

Fernández, Juan C.; Garea, María. T.; Isaurralde, Silvia; Perez, Liliana I.; Raffo, Carlos A.

2014-07-01

The number of graduate programs in Optoelectronics in Argentina is scarce. The current Optics and Photonics Education Directory lists only three programs. One of them was launched in 2001 in the Facultad de Ingeniería (College of Engineering), Universidad de Buenos Aires (UBA). This was the first graduate program in the field, leading to a Master Degree in Optoelectronics. This decision arose from the demand of telecommunications industries and several estate- or private-funded research institutions working with us in the fields of lasers, optics, remote sensing, etc. A great bonus was the steady work, during several decades, of research groups in the College on the development of different type of lasers and optical non destructive tests and their engineering applications. As happened in many engineering graduate programs in Argentina at that time, few non full-time students could finish their studies, which called for 800 hours of traditional lecture-recitation classes, and the Master Thesis. In recent years Argentine Education authorities downsized the Master programs to 700 hours of blended learning and we redesigned the Graduate Optoelectronic Engineering Program to meet the challenge, dividing it in two successive one year programs, the first aimed at a professional training for almost immediate insertion in the labor market (called Especialización en Ingeniería Optoelectrónica), and the second (called Maestría en Ingeniería Optoelectrónica y Fotónica) aimed at a more academic and research target to comply with the UBA standards for Master degrees. The present work is a presentation of the new program design, which has begun in the current year.

Cybersecurity Curriculum Development: Introducing Specialties in a Graduate Program

Science.gov (United States)

Bicak, Ali; Liu, Michelle; Murphy, Diane

2015-01-01

The cybersecurity curriculum has grown dramatically over the past decade: once it was just a couple of courses in a computer science graduate program. Today cybersecurity is introduced at the high school level, incorporated into undergraduate computer science and information systems programs, and has resulted in a variety of cybersecurity-specific…

Impact of Practice-Based Instruction on Graduate Programs in the Pharmaceutical Sciences--Another Response.

Science.gov (United States)

Gerald, Michael C.

1979-01-01

The impact of practice-based programs on graduate education in pharmaceutical science is discussed. It is suggested that graduate programs remain flexible in order to accommodate the role of the pharmacist-scientist and to help in attracting qualified students. (SF)

The situation of radiation oncology practice training programs and their graduates in 1998

International Nuclear Information System (INIS)

Bushee, Gerald R.; Sunshine, Jonathan H.; Schepps, Barbara

2000-01-01

Purpose: To keep the profession apprised of current trends in the job market, the American College of Radiology (ACR) studied the employment situation of 1998 radiation oncology graduates and the status and plans of radiation oncology training programs in the United States. Methods and Materials: In April-May 1998, and again in a December 1998-January 1999 follow-up, the ACR surveyed all radiation oncology residency directors in the U.S. about the employment situation of their 1998 residency and fellowship graduates as well as changes in their programs. Eighty-five percent (71/84) of those surveyed responded. We compare current findings with similar 1997 and earlier surveys and report statistically significant differences (p ≤ 0.05). Results: By 6 months after graduation, there were no graduating residents or fellows who had not secured a position, although the status of two was unknown. At that time, about 93% of all graduates had secured positions that directors said reasonably matched graduates' training and personal goals. Program directors reported that accomplished and planned changes in their programs will reduce the annual number of residency graduates by about one-fifth since 1993. However, the number of beginning residency positions offered in 1998 was 149, up from 116 in 1997 and only a few percent below the 1993 level. By the December 1998-January 1999 follow-up, fill rates for offered training positions were 94% for residencies and 80% for fellowships, figures that are similar to those reported for past years. Directors' perceptions of the job market are much more positive. For example, only 11% of residency directors viewed the market as more difficult this year than typical of recent years, as against 48% in 1997 and 82% in 1996. Conclusion: Unemployment continues to be low, and another, 'softer' indicator, the job market perceptions of residency program directors, continues to improve. Possibly as a result, plans for program reductions are

Face-to-Face vs On-Line: An Analysis of Profile, Learning, Performance and Satisfaction among Post Graduate Students

Science.gov (United States)

Ortega-Maldonado, Alberto; Llorens, Susana; Acosta, Hedy; Coo, Cristián

2017-01-01

The aim of this study is to explore the differences between face-to-face and on-line students in a post graduate education program. The variables considered are Post Graduate Student's profile, competences and learning outcomes, academic performance and satisfaction. The sample was composed by 47 students (64% face-to-face). Analysis of variance…

Promoting Inclusive Holistic Graduate Admissions in Educational Leadership Preparation Programs

Directory of Open Access Journals (Sweden)

Christa Boske

2018-04-01

Full Text Available Aspiring and practicing school leaders often identify graduate degrees as playing a significant role in achieving educational access and engaging in building, district-wide, regional, state, and national decision-making regarding practice and policy impacting marginalized populations in K–12 U.S. schools. The rationale behind initiating discourse on graduate student involvement grows out of current policy and reform initiatives requiring increased accountability for improved student performance, especially for children from predetermined “subgroups” due to race, class, native language, and ability (i.e., emotional, social, cognitive, and physical. The call for more deliberate involvement in understanding graduate admissions also arises in regard to student attrition and retention concerns. Faculty often play an under-examined role as gatekeepers throughout the admissions process. The way in which they understand graduate requirements, holistic evaluation, and merit affords opportunities to positively address significant implications for racial equity and diversity in graduate education. To understand faculty reliance upon graduate admissions criteria that undermine espoused university strategic plans, college-level diversity goals, and programmatic decision-making, four professors across the U.S. explore graduate admissions processes and the significance of implementing holistic admissions criteria. We present a holistic graduate admissions conceptual model for school leadership preparation programs to consider when increasing equity and access for minoritized candidates.

The American Geological Institute Minority Participation Program (MPP): Thirty Years of Improving Access to Opportunities in the Geosciences Through Undergraduate and Graduate Scholarships for Underrepresented Minorities

Science.gov (United States)

Callahan, C. N.; Byerly, G. R.; Smith, M. J.

2001-05-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. AGI promotes its MPP efforts primarily through its web pages, which are very successful in attracting visitors; through its publications, especially Geotimes; and through its Corporate Associates and Member Societies. Funding for the MPP has come from multiple sources over the past 30 years. Industry, non-profit organizations, and individuals have been the primary source of funding for graduate scholarships. The NSF has regularly funded the undergraduate scholarships. AGI Corporate Associates have contributed to both scholarship programs. The MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. AGI currently has 29 MPP scholars, including 11 undergraduate and 18 graduate students. Undergraduate scholarships range from \\1000 to \\5000, with an average award of approximately \\2500. Graduate scholarships range from \\500 to \\4000, with an average award of approximately \\1300. In addition to financial assistance, every MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars, and with writing evaluation reports that

The Analysis of the Graduate Theses Related to Programming Instruction

OpenAIRE

Benzer, Ali İhsan; Erümit, Ali Kürşat

2018-01-01

Theaim of this study is to examine graduate theses including theexperimental study on programming instruction in the subject of“education and training” in Turkey by using content analysismethod. Theresearch problem of this study is "how are the tendencies ofgraduate theses including experimental study on programminginstruction?"In this context, it focuses on the following sub-problems:Regardingthe graduate theses with experimental study on programminginstruction in Turkey;Whatis the...

The NSW radiation therapy PDY educational program. A review of the 2002 and 2003 programs

International Nuclear Information System (INIS)

Beldham-Collins, Rachael

2005-01-01

Each month, nine radiation oncology departments in the public health sector in New South Wales host a one-day educational program for graduate practitioners completing their professional development year (PDY). Various topics are presented which are considered relevant to graduates in the transition from the academic environment to full time work in busy clinical departments. This paper presents the findings of a review of the NSW State Radiation Therapy PDY educational program for 2002 and 2003 instigated by the NSW Chiefs Group. The program was evaluated to determine whether it enhanced the learning experiences of graduate practitioners during the PDY. The results indicate the educational program has been successful in enhancing the skills of the radiation therapy graduate practitioners. This finding suggests the program is having a positive impact on the experience of the graduate practitioners within radiation therapy in NSW. Copyright (2005) Australian Institute of Radiography

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 ...

What Competencies Do Sub-Baccalaureate Degrees Teach? Retrospective Reports from College Graduates

Science.gov (United States)

Ng, Chenny; Rosenbaum, James E.

2018-01-01

Sub-baccalaureate degrees represent a growing and distinctive sector of American higher education. However, policymakers and community colleges lack a clear understanding of the specific competencies learned in these programs that are useful in graduates' careers. In particular, they overlook non-academic skills. This study uses qualitative…

Summary Report: Admissions, Applications, and Acceptances. Graduate Study in Psychology 2016

Science.gov (United States)

Michalski, Daniel S.; Cope, Caroline; Fowler, Garth A.

2015-01-01

The 2016 Graduate Study in Psychology Summary Report reflects data collected from more than 500 departments and programs offering master's and doctoral degrees in psychology and related training. This report represents data from the 2013-2014 academic year and aggregates these data in the following areas: survey participation; admissions review,…

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

Science.gov (United States)

Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-04-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

Exploring the Unique Features of a First Nations Graduate-Level Social Work Program

Directory of Open Access Journals (Sweden)

Ralph C. Bodor

2015-03-01

Full Text Available Recently, a one-time cohort of graduate-level social work students completed a unique MSW program. The program was delivered in partnership between the Faculty of Social Work, University of Calgary and Blue Quills First Nations College and, of the twenty four graduates; twenty-one were of First Nations or Me´tis ancestry. The program honored traditional knowledge and ways of learning combined with a critical analysis of Western perspectives of social work knowledge. Strong fiscal resources enabled the program to establish a formal support network for the students and to support the development of Indigenous curriculum and programming that encouraged success for the students. The program was fundamentally different than urban on-campus programs while still maintaining graduate level accreditation requirements. This analysis of the program required the use of Indigenous Research Methodology to collect and create an understanding of the program. Instructors commented on the centered, empowered, balanced, and congruent students. The formal and informal, concrete and invisible supports to the students ensured the success of this program and this cohort of students. As one student commented, the program started in ceremony, ended in ceremony, and could not fail within the context ceremony.

Perception of Summer Cooperative Graduates on Employers Generic Skills Preference, Haramaya University, Ethiopia

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Mohammed Aman

2014-07-01

Full Text Available Meeting the needs of employers and equipping graduates with employability skills are considered as among the shared responsibilities of Universities and different organizations. This study intends to assess the perception of summer cooperative graduates on their employers’ preference for generic skills to secure employment, based on their work-performance. A self-administered questionnaire was distributed for 150 summer cooperative students and 110 were received and used for analysis during the 2013 summer academic program. Both descriptive and empirical analyses were used to achieve the objectives. The One-way-ANOVA result showed statistically significant difference among respondents on the higher order thinking skills as first choice among employers. This implies that, employers of cooperative graduates prioritize higher order thinking skills than the basic academic and personal quality skills. Hence, there is a need to focus and imbed higher order thinking skills enhancing contents in the curriculum.

A Marketing Plan for Recruiting Students into Pharmacy School-based Graduate Programs. A Report.

Science.gov (United States)

Holdford, David A.; Stratton, Timothy P.

2000-01-01

Outlines a marketing plan for recruiting students into pharmacy school-based graduate programs, particularly into social and administrative sciences. Addresses challenges and opportunities when recruiting, the need to clearly define the "product" that graduate programs are trying to sell to potential students, types of students…

Facilitators and barriers to students' learning in an obesity prevention graduate program.

Science.gov (United States)

Do, Kieu Anh; Anderson-Knott, Mindy; de Guzman, Maria Rosario T; Boeckner, Linda; Koszewski, Wanda

2018-01-01

Childhood obesity is a major public health concern with underpinnings at the individual, family, community and societal levels. The Transdisciplinary Childhood Obesity Prevention Graduate Certificate Program (TOP) is an innovative graduate-level certificate program developed to train professionals to understand and address obesity from multiple perspectives using an interprofessional education (IPE) approach. Currently, there is limited knowledge on what promotes or hinders learning in IPE approaches dealing with obesity prevention. The goal of this report is to address this gap by describing facilitators and barriers to learning in a graduate-level training program. Using a qualitative research design, semi-structured interviews were collected from 23 professional students, as part of a larger program evaluation project for TOP. Thematic analysis revealed the challenges and strengths of the program that relate specifically to: its interprofessional approach, its structure, and its activities. Interprofessional exchanges were reported to expand students' learning, but adequate interprofessional representation must be maintained, and the complexity of interprofessional collaborations must also be well-coordinated. Standardising the program structure and courses for consistency across professions, and clear communication are critical to program success. Findings add to the existing literature on what promotes effective learning in a professional obesity prevention program using an IPE approach.

The Comparative Analysis of Academic Missions Abroad of Teachers and Graduates of Russian Ecclesiastical Academies and Universities (1869-1917

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Lesaev Ruslan

2012-11-01

Full Text Available The article is devoted to the comparative analysis of academic missions abroad of teachers and graduates of Russian ecclesiastical academies and universities. For the first time the author studies the role of scientific visits abroad in the development of Russian science of the XIX-th — the beginning of XX-th centuries. He compares the academic missions and classifies them according their motivation and purpose; organization and the registration of an office work; sponsorship, rights and duties of travelers; geographical directions and results.

International Graduate Students' Experience in Academic Listening Practices in a Malaysian Public University: Challenges and Overcoming Measures

Science.gov (United States)

Singh, Manjet Kaur Mehar; Pandian, Ambigapathy; Singh, Sarjit Kaur Gurdial

2015-01-01

The number of international students choosing Malaysia as a destination to further their graduate studies is steadily growing. This phenomenon has urged researchers to look for ways to ensure that they go through a smooth academic journey. One significant area of research has focused on the challenges faced by these students in their academic…

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.

Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

Science.gov (United States)

Miller, Heather B.; Witherow, D. Scott; Carson, Susan

2012-01-01

The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428

Science Writing and Rhetorical Training: A New Model for Developing Graduate Science Writers

Science.gov (United States)

Karraker, N. E.; Lofgren, I.; Druschke, C. G.; McWilliams, S. R.; Morton-Aiken, J.; Reynolds, N.

2016-12-01

Graduate programs in the sciences generally offer minimal support for writing and communication, yet there is an increasing need for scientists to engage with the public and policymakers on technological, environmental, and health issues. The traditional focus on gaining particular discipline-related technical skills, coupled with the relegation of writing largely to the end of a student's academic tenure, falls short in equipping them to tackle these challenges. To address this problem, we launched a cross-disciplinary, National Science Foundation-funded training program in rhetoric and writing for science graduate students and faculty at the University of Rhode Island. This innovative program bases curricular and pedagogical support on three central practices, habitual writing, multiple genres, and frequent review, to offer a flexible model of writing training for science graduate students and pedagogical training for faculty that could be adopted in other institutional contexts. Key to the program, called SciWrite@URI, is a unique emphasis on rhetoric, which, we argue, is an essential—but currently lacking—component of science communication education. This new model has the potential to transform graduate education in the sciences by producing graduates who are as adept at the fundamentals of their science as they are at communicating that science to diverse audiences.

Attrition during graduate medical education: medical school perspective.

Science.gov (United States)

Andriole, Dorothy A; Jeffe, Donna B; Hageman, Heather L; Klingensmith, Mary E; McAlister, Rebecca P; Whelan, Alison J

2008-12-01

To identify predictors of attrition during graduate medical education (GME) in a single medical school cohort of contemporary US medical school graduates. Retrospective cohort study. Single medical institution. Recent US allopathic medical school graduates. Attrition from initial GME program. Forty-seven of 795 graduates (6%) did not complete the GME in their initial specialty of choice. At bivariate analysis, attrition was associated with election to the Alpha Omega Alpha Honor Medical Society, being an MD-PhD degree holder, and specialty choice (all P PhD degree holder (odds ratio, 3.43; 95% confidence interval, 1.27-9.26; P = .02), election to Alpha Omega Alpha (2.19; 1.04-4.66; P = .04), choice of general surgery for GME (5.32; 1.98-14.27; P < .001), and choice of 5-year surgical specialty including those surgical specialties with a GME training requirement of 5 years or longer (2.74; 1.16-6.44; P = .02) each independently predicted greater likelihood of attrition. Academically highly qualified graduates and graduates who chose training in general surgery or in a 5-year surgical specialty were at increased risk of attrition during GME.

Self-perception of readiness for clinical practice: A survey of accelerated Masters program graduate registered nurses.

Science.gov (United States)

Cantlay, Andrew; Salamanca, Jennifer; Golaw, Cherie; Wolf, Daniel; Maas, Carly; Nicholson, Patricia

2017-05-01

Accelerated nursing programs are gaining momentum as a means of career transition into the nursing profession for mature age learners in an attempt to meet future healthcare workforce demands in Australia. With a gap in the literature on readiness for practice of graduates from accelerated nursing programs at the Masters level the purpose of this study was to evaluate the effectiveness of the program based on graduates' preparedness for practice and graduate outcomes. Using a descriptive, exploratory design an online survey was used to explore the perception of graduate nurses' readiness for clinical practice. Forty-nine graduates from a nursing Masters program at an Australian university completed the survey defining readiness for practice as knowledge of self-limitations and seeking help, autonomy in basic clinical procedures, exhibiting confidence, possessing theoretical knowledge and practicing safe care. Graduates perceived themselves as adequately prepared to work as a beginner practitioner with their perception of readiness for clinical practice largely positive. The majority of participants agreed that the program had prepared them for work as a beginner practitioner with respondents stating that they felt adequately prepared in most areas relating to clinical practice. This would suggest that educational preparation was adequate and effective in achieving program objectives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Endocrine surgery fellowship graduates past, present, and future: 8 years of early job market experiences and what program directors and trainees can expect.

Science.gov (United States)

Krishnamurthy, Vikram D; Gutnick, Jesse; Slotcavage, Rachel; Jin, Judy; Berber, Eren; Siperstein, Allan; Shin, Joyce J

2017-01-01

Given the increasing number of endocrine surgery fellowship graduates, we investigated if expectations and job opportunities changed over time. American Association of Endocrine Surgeons (AAES) fellowship graduates, surgery department chairs, and physician recruiters were surveyed. Univariate analysis was performed with JMP Pro 12 software. We identified 141 graduates from 2008-2015; survey response rate was 72% (n = 101). Compared to earlier graduates, fewer academic opportunities were available for the recent graduates who intended to join them (P = .001). Unlike earlier graduates, recent graduates expected to also perform elective general surgery, which ultimately represented a greater percentage of their practices (both P job offers decreased. Overall, 84% of graduates matched their intended practice type and 98% reported being satisfied. Reponses from graduates, department chairs, and physician recruiters highlighted opportunities to improve mentor involvement, job search strategies, and online job board utilization. The endocrine surgery job market has diversified resulting in more graduates entering nonacademic practices and performing general surgery. This rapid evolution supports future analyses of the job market and opportunities for job creation. Almost every graduate reported job satisfaction, which encourages graduates to consider joining both academic and nonacademic practices equally. Copyright © 2016 Elsevier Inc. All rights reserved.

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

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.

Learning Alone, Together: Closed-Cohort Structure in an Online Journalism and Mass Communication Graduate Program

Science.gov (United States)

Blankenship, Justin C.; Gibson, Rhonda

2016-01-01

In a closed-cohort educational program design, students enter a program together, take the same courses together, and, ideally, graduate together. In an effort to increase interaction and communication among students, it has been utilized more and more for online graduate programs. This article surveyed students in one of the few closed-cohort…

Initial employment experiences of 1997 graduates of radiation oncology training programs

International Nuclear Information System (INIS)

Bushee, Gerald R.; Sunshine, Jonathan H.; Simon, Carol; Schepps, Barbara

2001-01-01

Purpose: To inform the profession of current trends in the job market, the American College of Radiology (ACR) sought to detail the job-hunting experiences and outcomes of 1997 graduates of radiation oncology training programs. Methods and Materials: In early 1998, questionnaires were mailed to all graduates; 67% responded. Results were compared with similar surveys of 1996 graduates. Results: Similar to past years, immediately after graduation, 13% of residency graduates and 1 of 10 fellowship graduates encountered serious employment difficulties - that is, spent some time working locums, working outside radiation oncology, or unemployed. By 6-12 months after graduation, approximately 2% of all residency graduates were working outside the profession and approximately 3% were not working at all. Eighty-five percent of residency graduates and 7 of 8 fellowship graduates reported that their employment reasonably matched their training and individual goals. On average, graduates' actual salaries approximately corresponded to expected salaries. Eleven percent of all graduates were in nonownership-track jobs, a significant decline since 1996. For residents and fellows combined, 46% had a job with at least one characteristic some observers associate with a weak job market, but fewer than half of those with one of these characteristics actually disliked it. These percentages are similar to 1996. Women graduates were more likely than men to have spouse-related restrictions on job location but less likely to end up in a self-reportedly undesirable location. Conclusion: Unemployment remained low. Some other indicators of the employment market showed improvement, while others did not

Factors influencing job satisfaction of new graduate nurses participating in nurse residency programs: a systematic review.

Science.gov (United States)

Lin, Patrice S; Viscardi, Molly Kreider; McHugh, Matthew D

2014-10-01

Nurse residency programs are designed to increase competence and skill, and ease the transition from student to new graduate nurse. These programs also offer the possibility to positively influence the job satisfaction of new graduate nurses, which could decrease poor nursing outcomes. However, little is known about the impact of participation in a nurse residency program on new graduate nurses' satisfaction. This review examines factors that influence job satisfaction of nurse residency program participants. Eleven studies were selected for inclusion, and seven domains influencing new graduate nurses' satisfaction during participation in nurse residency programs were identified: extrinsic rewards, scheduling, interactions and support, praise and recognition, professional opportunities, work environment, and hospital system. Within these domains, the evidence for improved satisfaction with nurse residency program participation was mixed. Further research is necessary to understand how nurse residency programs can be designed to improve satisfaction and increase positive nurse outcomes. Copyright 2014, SLACK Incorporated.

Workforce and graduate school outcomes of NOAA's Educational Partnership Program

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Christenson, T.; Kaplan, M.

2017-12-01

Underrepresented groups, including Black, Hispanic, Native American, Alaska Native, Native Hawaiian and Pacific Island professionals remain underrepresented in STEM fields generally, and in the ocean and atmospheric sciences specifically. NOAA has tried to address this disparity through a number of initiatives under the Educational Partnership Program with Minority Serving Institutions (EPP MSI) which currently has two components: four Cooperative Science Centers (CSCs) aligned with NOAA's mission areas; and an Undergraduate Scholarship Program (USP), both established in 2001. In order to determine the outcomes for the program participants and the impacts of these programs on degree completions and on the workforce, the EPP MSI undertook a multi-pronged effort to identify career and education achievements for 80% of the approximately 1750 EPP MSI alumni, 75% of whom are from underrepresented groups. This was accomplished through 1) searching online resources (e.g. professional web pages, LinkedIn, etc.), 2) personal communication with program-associated faculty, 3) National Student Clearinghouse, 4) a survey of former scholars conducted by Insight Policy Research, and 5) self-reporting though NOAA's Voluntary Alumni Update System. Results show that 60% of CSC alumni currently hold an advanced degree in a STEM field with another 8% currently working toward one. 66% of EPP Undergraduate Scholars go to graduate school. 72% of CSC and USP alumni are currently employed in or pursuing a graduate degree in a NOAA-related* field. More than 70 CSC graduates currently work for NOAA as contractors or federal employees while more than 240 work for other government agencies. More than 400 are employed in the private sector. Of more than 225 PhD graduates, 66 have completed or currently hold post-doctoral positions in NOAA mission fields; 71 have held faculty positions at major universities. However, one challenge is retaining diverse STEM talent within the Geosciences in light

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

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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…

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.

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

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.

Assessment of Undergraduate and Graduate Programs.

Science.gov (United States)

Rybacki, Donald; Lattimore, Dan

1999-01-01

Uses data from a national survey and from the 1998 National Communication Association Summer Conference to examine how achievement is measured among public-relations students. Finds that few academic programs assess learning outcomes and used the results to enhance their students' educational experiences. Suggests that educators place too much…

Industrial-Organizational and Human Factors Graduate Program Admission: Information for Undergraduate Advisors

Science.gov (United States)

Shoenfelt, Elizabeth L.; Stone, Nancy J.; Kottke, Janet L.

2015-01-01

Many psychology departments do not have industrial-organizational (IO) or human factors (HF) faculty members. As such, potential IO and HF graduate students may miss career opportunities because faculty advisors are unfamiliar with the disciplines and their graduate programs. To assist advisors, this article highlights the content of IO and HF…

Thinking strategically: academic-practice relationships: one health system's experience.

Science.gov (United States)

Wurmser, Teri; Bliss-Holtz, Jane

2011-01-01

Strategic planning and joint leverage of the strengths inherent in the academic and practice arenas of nursing are imperative to confront the challenges facing the profession of nursing and its place within the healthcare team of the future. This article presents a description and discussion of the implementation of several academic-practice partnership initiatives by Meridian Health, a health system located in central New Jersey. Included in the strategies discussed are creation of a support program for nonprofessional employees to become registered nurses; active partnership in the development of an accelerated BSN program; construction of support systems and academic partnerships for staff participation in RN-to-BSN programs; construction of on-site clinical simulation laboratories to foster interprofessional learning; and the implementation of a new BSN program, the first and only generic BSN program in two counties of the state. Outcomes of these academic-practice partnerships also are presented, including number of participants; graduation and NCLEX-RN pass rates; MH nurse vacancy rates; and nurse retention rates after first employment. Copyright © 2011 Elsevier Inc. All rights reserved.

PENN PASS: a program for graduates of foreign dental schools.

Science.gov (United States)

Berthold, P; Lopez, N

1994-01-01

An increasing number of graduates of foreign dental schools who enroll in advanced standing programs to qualify for licensure calls for dental schools to be prepared to handle not only the curricular demands but also the growing cultural diversity among its student population. The "reeducation" of this student group not only meets the need of foreign dentists for an American degree but may also provide health professionals to service various ethnic populations whose language and culture they are able to understand and identify with. A survey of students and graduates of a two-year Program for Advanced Standing Students (PASS) for graduates of foreign dental schools representing 34 countries aimed to arrive at an understanding of this student group through characterization of the foreign dentists and identification of their attitudes and feelings toward various aspects of the program, the school and faculty and their experience of stress. This report includes description of the distinctive features of the program which cater to specific needs and concerns of this non-traditional group of dental students. PASS students are accepted on the basis of their grades in dental school in home country, scores in the National Dental Board Examination Part I, Test of English as Foreign Language (TOEFL), and ratings in personal interviews. They complete an intensive summer program consisting of didactic and laboratory courses which prepares them for integration with four-year students for the last two years of didactic and clinical curriculum. Cultural diversity seminars, a special English class, PASS class meetings and seminars are unique additions to their program and aim to assist them adjust to the educational, social and cultural systems in an American school. Results of the survey show a majority of the PASS students feel that they are part of the school and that there is someone in the school whom they can approach for problems. An understanding of their ethnic and

erceptions of U.S. Academic Library Services of First-year Graduate Students from Taiwan—A Photo-elicitation Study

Directory of Open Access Journals (Sweden)

Shao-Chen Lin

2005-12-01

Full Text Available In this study investigating international students’ perceptions of U.S. academic libraries, a qualitative method, photo-elicitation, is for the first time used to study how previous library experiences influence international students’ current perceptions of U.S. academic libraries. This study focuses on four dimensions of library service including access to information, affect of service, library as place, and personal control; these four dimensions are adapted from the LibQUAL+™, a web-based survey tool used among academic libraries for measuring users’ perceptions of library services.Five first-year graduate students from Taiwan were interviewed about how they perceived the library services of Center for Instructional Materials and Computing (CIMC, an academic library serving the students and faculty of School of Education at the University of Wisconsin, Madison. The findings of this study confirm the findings of previous studies both on international students’ in U.S. academic libraries and on photo-elicitation studies, and add empirical examples and insights for the claims in the limited body of research on international students in U.S. academic libraries. [Article content in Chinese

Design Guidelines for Graduate Program Social Media Use

Science.gov (United States)

Rosenberg, Joshua M.; Terry, Colin A.; Bell, John; Hiltz, Virginia; Russo, Tracy E.

2016-01-01

Social media provides a promising platform for members of informal and formal educational communities to build community, collaborate, and support institutional goals such as student recruitment. Despite burgeoning research on the educational uses of social media, we are not aware of any to guide graduate program social media use. In order to…

Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

Science.gov (United States)

MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

2007-12-01

The professional development program,'On the Cutting Edge', offers on-line resources and annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Pre- workshop surveys reveal that early career faculty, post-docs, and graduate students have many questions about teaching (e.g., what are effective teaching strategies, how to design a course, how to prepare a syllabus, how to teach large courses), research (e.g., initiate and fund future research, set up and manage a lab, obtain equipment), and career management (e.g., understand tenure requirements, balance all it all). The graduate students and post-docs also have questions about jobs and the job search process. Their questions show a lack of familiarity with the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). In particular, they are uncertain about what educational setting will best fit their values and career goals and how teaching loads and research expectations vary by institution. Common questions related to the job search process include where to find job listings (the most common question in recent years), when to start the job search process, how to stand out as an applicant, and how to prepare for interviews. Both groups have questions about how to develop new skills: how to develop, plan and prepare a new course (without it taking all of their time), how to expand beyond their PhD (or postdoc) research projects, how to develop a research plan, and where to apply for funding. These are important topics for advisors to discuss with all of their students and postdocs who are planning on careers in academia. On the Cutting Edge offers workshops and web resources to help current and future faculty navigate these critical stages of their careers. The four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Directory of Open Access Journals (Sweden)

Geraldo Bezerra da Silva Junior

Full Text Available ABSTRACT Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5. The lowestscore was achieved by the question number 11 (4.3 about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the

The Development and Validation of the "Academic Spoken English Strategies Survey (ASESS)" for Non-Native English Speaking Graduate Students

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Schroeder, Rui M.

2016-01-01

This study reports on the three-year development and validation of a new assessment tool--the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the…

Using Microsoft Excel to teach statistics in a graduate advanced practice nursing program.

Science.gov (United States)

DiMaria-Ghalili, Rose Ann; Ostrow, C Lynne

2009-02-01

This article describes the authors' experiences during 3 years of using Microsoft Excel to teach graduate-level statistics, as part of the research core required by the American Association of Colleges of Nursing for all professional graduate nursing programs. The advantages to using this program instead of specialized statistical programs are ease of accessibility, increased transferability of skills, and reduced cost for students. The authors share their insight about realistic goals for teaching statistics to master's-level students and the resources that are available to faculty to help them to learn and use Excel in their courses. Several online sites that are excellent resources for both faculty and students are discussed. Detailed attention is given to an online course (Carnegie-Mellon University Open Learning Initiative, n.d.), which the authors have incorporated into their graduate-level research methods course.

Graduate Level Training in Nutrition: An Integrated Model for Capacity Building- A National Report

Science.gov (United States)

SHEIKHOLESLAM, Robabeh; GHASSEMI, Hossein; GALAL, Osman; DJAZAYERY, Abolghassem; OMIDVAR, Nasrin; NOURMOHAMMADI, Issa; TUAZON, Ma. Antonia G.

2015-01-01

Iran has been active in human nutrition training for the past five decades, but the existing curricular programs do not equip the graduates with the knowledge and skills required for solving food security and nutritional problems of the country. Given this, the Nutrition Department (ND) of Iran’s Ministry of Health and Medical Education (MOHME) initiated a curricular reform to develop responsive graduate programs in key areas of nutrition that fill the existing gaps in nutrition training with the goal of improving nutrition policy-making and program development, implementation and evaluation. ND called for a request for proposals for a project entitled “Graduate Level Training in Nutrition”. Specifically, with technical assistance from leading academic institutions in Asia, North America and UK, seven new graduate programs were housed in three separate institutions, but coordinated so that together they form a broad multidisciplinary resource for graduate education and research. These seven-degree programs are MSc and PhD in Molecular/Cellular Nutrition, MSc and PhD in Nutritional Epidemiology, MSc and PhD in Food Policy and Nutrition Intervention, and MSc in Community Nutrition. The programs were prepared in collaboration and active participation of selected faculty members of the three Iranian universities, International Union of Nutritional Sciences and the University of Philippines at Los Baños. The development of these programs was made possible through a loan from the World Bank, under the Second Primary Health and Nutrition Project in the MOHME. PMID:25905083

Graduate level training in nutrition: an integrated model for capacity building- a national report.

Science.gov (United States)

Sheikholeslam, Robabeh; Ghassemi, Hossein; Galal, Osman; Djazayery, Abolghassem; Omidvar, Nasrin; Nourmohammadi, Issa; Tuazon, Ma Antonia G

2015-03-01

Iran has been active in human nutrition training for the past five decades, but the existing curricular programs do not equip the graduates with the knowledge and skills required for solving food security and nutritional problems of the country. Given this, the Nutrition Department (ND) of Iran's Ministry of Health and Medical Education (MOHME) initiated a curricular reform to develop responsive graduate programs in key areas of nutrition that fill the existing gaps in nutrition training with the goal of improving nutrition policy-making and program development, implementation and evaluation. ND called for a request for proposals for a project entitled "Graduate Level Training in Nutrition". Specifically, with technical assistance from leading academic institutions in Asia, North America and UK, seven new graduate programs were housed in three separate institutions, but coordinated so that together they form a broad multidisciplinary resource for graduate education and research. These seven-degree programs are MSc and PhD in Molecular/Cellular Nutrition, MSc and PhD in Nutritional Epidemiology, MSc and PhD in Food Policy and Nutrition Intervention, and MSc in Community Nutrition. The programs were prepared in collaboration and active participation of selected faculty members of the three Iranian universities, International Union of Nutritional Sciences and the University of Philippines at Los Baños. The development of these programs was made possible through a loan from the World Bank, under the Second Primary Health and Nutrition Project in the MOHME.

Joining a discourse community: How graduate students learn to speak like astronomers

Science.gov (United States)

Baleisis, Audra

Almost half of all graduate students leave their doctoral programs without finishing. Who leaves, taking which skills and strengths with them, is still poorly understood, however, because it is hard to measure exactly what graduate students learn in their doctoral programs. Since the expertise required of a PhD holder is highly dependent on discipline, the development of a better understanding of graduate education and attrition requires studying the process at the departmental level. This is a qualitative study of the cultural values and norms of academic astronomy, as transmitted through the socialization of graduate students in to giving talks, asking questions, and participating in departmental speaking events. This study also looks at the conflicts that arise when implicit cultural norms, which are practiced but remain unacknowledged, are inconsistent with the official, explicit values and norms for speaking in astronomy. Doctoral students and faculty members in a single astronomy department, at a large western university, filled out a short survey about the stakes involved in astronomy speaking events. A subset of these individuals was interviewed in- depth about the goals of, and their experiences with, five departmental speaking events: Coffee Hour, Journal Club, research talks, Thesis defense talks, and Colloquia. These interviewees were: (1) graduate students who had given a verbal presentation at one of these events, and (2) graduate students and faculty members who were in the audience at a graduate student's presentation. The desired outcomes which were expressed for these speaking events included: (1) lively, informal discussion among all participants, (2) increasing graduate student verbal participation in these events as they "learn to speak like astronomers," and (3) the utility of these events in helping graduate students learn and practice their speaking and reasoning skills related to astronomy research. In practice these goals were not achieved

An educational intervention to promote self-management and professional socialization in graduate nurse anesthesia students

Science.gov (United States)

Maloy, Debra A.

Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment of student success in graduate healthcare programs with extensive clinical residencies. The educational literature has identified many non-cognitive factors, such as self-efficacy and locus of control, that may provide a more holistic prediction model of student success. An experimental study with pretest-posttest design and stratified random assignment was conducted to evaluate the effectiveness of an educational intervention to promote self-management, professional socialization, and academic achievement among first semester graduate nurse anesthesia students. Participants (N = 66) were demographically similar to the national graduate nurse anesthesia student body, though Hispanics and younger students were a little over-represented in the sample (56% female, 75.8% White, 15.2% Hispanic, 6% Other, 59% ≤ 30-years-old, 67% ≤ 3 years of ICU). The results showed that most graduate anesthesia students had strong self-management and professional socialization characteristics on admission. The results did not support the effectiveness of this educational intervention. Thus, ceiling effect may have accounted in part for statistically non-significant results regarding self-efficacy (p = .190, o2 = .03), locus of control (p = .137, o2 = .04), professional socialization (p = .819, o2 = .001), and academic achievement (p = .689, o2 = .003). Future researchers may need to expand the scope of the intervention, use a more powerful and sensitive instrument, and utilize a larger sample.

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.

Academic or community practice? What is driving decision-making and career choices.

Science.gov (United States)

Goudreau, Bernadette J; Hassinger, Taryn E; Hedrick, Traci L; Slingluff, Craig L; Schroen, Anneke T; Dengel, Lynn T

2018-06-18

Identifying factors that impact progression of surgery trainees into academic versus non-academic practices may permit tailoring residency experiences to promote academic careers in institutions charged with the training of future surgeon scientists. The aim of this study was to identify factors associated with progression of surgery trainees into academic versus non-academic practice. A survey was distributed to 135 surgeons graduating from the University of Virginia residency program from 1964-2016, a single academic institution. Questions addressed practice type, research productivity, work/life balance, mentorship, and overall sentiment toward research and academic surgery. A 5-point Likert scale measured career satisfaction and influence of factors in practice setting choice. Of the 135 surveys that were electronically distributed, 69 participants responded (response rate: 51%). Of the 54 with known current practice types, 34 (63%) were academic and 20 (37%) non-academic. Academic surgeons reported more publications by the conclusion of surgery training (56% vs 25% with >10 publications, P = .02). More academic surgeons reported >$100,000 in student debt at graduation (44% vs 25%, P productive research experiences, current surgical trainees may be more enthusiastic about a career in academic practice. Copyright © 2018 Elsevier Inc. All rights reserved.

A pre-admission program for underrepresented minority and disadvantaged students: application, acceptance, graduation rates and timeliness of graduating from medical school.

Science.gov (United States)

Strayhorn, G

2000-04-01

To determine whether students' performances in a pre-admission program predicted whether participants would (1) apply to medical school, (2) get accepted, and (3) graduate. Using prospectively collected data from participants in the University of North Carolina at Chapel Hill's Medical Education Development Program (MEDP) and data from the Association of American Colleges Student and Applicant Information Management System, the author identified 371 underrepresented minority (URM) students who were full-time participants and completed the program between 1984 and 1989, prior to their acceptance into medical school. Logistic regression analysis was used to determine whether MEDP performance significantly predicted (after statistically controlling for traditional predictors of these outcomes) the proportions of URM participants who applied to medical school and were accepted, the timeliness of graduating, and the proportion graduating. Odds ratios with 95% confidence intervals were calculated to determine the associations between the independent and outcome variables. In separate logistic regression models, MEDP performance predicted the study's outcomes after statistically controlling for traditional predictors with 95% confidence intervals. Pre-admission programs with similar outcomes can improve the diversity of the physician workforce and the access to health care for underrepresented minority and economically disadvantaged populations.

The Potential Impact of Offshore Outsourcing on Information Systems Education Programs

Science.gov (United States)

Pollack, Thomas A.

2004-01-01

As recently as the 1999-2000 academic year, the most sought after graduates were those completing degree requirements in a wide variety of information systems based programs. Many graduates were enticed by lucrative signing bonuses as organizations prepared for the dreaded uncertainty of Y2K. Information systems and computer science programs and…

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.

The Growth of Academic Radiation Oncology: A Survey of Endowed Professorships in Radiation Oncology

International Nuclear Information System (INIS)

Wasserman, Todd H.; Smith, Steven M.; Powell, Simon N.

2009-01-01

Purpose: The academic health of a medical specialty can be gauged by the level of university support through endowed professorships. Methods and Materials: We conducted a survey of the 86 academic programs in radiation oncology to determine the current status of endowed chairs in this discipline. Results: Over the past decade, the number of endowed chairs has more than doubled, and it has almost tripled over the past 13 years. The number of programs with at least one chair has increased from 31% to 65%. Conclusions: Coupled with other indicators of academic growth, such as the proportion of graduating residents seeking academic positions, there has been clear and sustained growth in academic radiation oncology.

Workplace Setting of Mental Health Nursing Program Graduates in ...

African Journals Online (AJOL)

Rwanda Journal Series F: Medicine and Health Sciences Vol. 2 No. 2, 2015. Workplace Setting of Mental Health Nursing Program Graduates in Rwanda. Marie Claire Gasanganwa. 1. , Benoite Umubyeyi1, Darius Gishoma1. 1. University of Rwanda, College of Medicine and Health Sciences, Rwanda. Background.

Readiness for practice: a survey of neurosurgery graduates and program directors.

Science.gov (United States)

Haji, Faizal A; Steven, David A

2014-11-01

Postgraduate neurosurgical education is undergoing significant reform, including transition to a competency-based training model. To support these efforts, the purpose of this study was to determine neurosurgical graduates' and program directors' (PDs) opinions about graduates' level of competence in reference to the 2010 Royal College Objectives of Training in Neurosurgery. An electronic survey was distributed to Canadian neurosurgery PDs and graduates from 2011. The questionnaire addressed graduates' abilities in nonprocedural knowledge and skills, CanMEDS roles, proficiency with core neurosurgical procedures and knowledge of complex neurosurgical techniques. Thirteen of 22 (59%) graduate and 17/25 (65%) PD surveys were completed. There were no significant differences between PD and graduate responses. Most respondents agreed that these graduates possess the knowledge and skills expected of an independently practicing neurosurgeon across current objectives of training. A small proportion felt some graduates did not achieve this level of proficiency on specific vascular, functional, peripheral nerve and endoscopic procedures. This was partially attributed to limited exposure to these procedures during training and perceptions that some techniques required fellowship-level training. Graduating neurosurgical residents are perceived to possess a high level of proficiency in the majority of neurosurgical practice domains. Inadequate exposure during training or a perception that subspecialists should perform some procedures may contribute to cases where proficiency is not as high. The trends identified in this study could be monitored on an ongoing basis to provide supplemental data to guide curricular decisions in Canadian neurosurgical training.

Responses to Information Systems Graduate Preparation and Job Needs: Implications for Higher Education

Science.gov (United States)

Simon, DeShea; Jackson, Kanata

2015-01-01

This study examined the perspectives on academic preparation and job skill needs of Information Systems program graduates from an Eastern state in the US. A historical review of the literature surrounding information systems skill requirements was conducted for this study, to provide an understanding of the changes in information systems over the…

Students' Perceptions of an Online Graduate Program in Special Education for Emotional and Behavioral Disorders

Science.gov (United States)

Leader-Janssen, Elizabeth M.; Nordness, Philip D.; Swain, Kristine D.; Hagaman, Jessica L.

2016-01-01

The purpose of this study was to evaluate graduate students' perceptions of a completely online master's degree program in special education for emotional and behavioral disorders. The Community of Inquiry survey was used to examine graduate students' perceptions of the online program in the areas of teaching, cognitive, and social presences. The…

Graduate Formation in Intellectual Property in Brazil: A Study Based on Academic Production of Thesis and Dissertations

Directory of Open Access Journals (Sweden)

Heitor de Paula Filho

2009-07-01

Full Text Available The aim of this paper is to present information on the graduate formation in Intellectual Property in Brazil based on academic production of thesis and dissertations. This study analyzed data from 278 documents indexed in Bank of Thesis of Capes. The results show that: 1 only in the last years started the formation of professionals at the master’s and doctorate degree levels being necessary efforts for learning and training in the area; 2 the formation of competences is much concentrated in the Southeast and South regions of the country and in the area of Law being necessary to correct these asymmetries; and 3 the principal focus of this academic production is related to intellectual property policy followed by patents.

An Evaluation of ChalleNGe Graduates DOD Employability

Science.gov (United States)

2018-01-22

initial reading and applied math TABE scores are more likely to complete ChalleNGe. In addition, those graduates who begin ChalleNGe with higher TABE...each site is given discretion in how it structures its program. As a result, the academic goals of the ChalleNGe sites vary. Some seek to have...students arrive at ChalleNGe at low levels of reading comprehension, writing, and basic math ; they simply are not ready to acquire a second language

Outdoor Orientation Programs: A Critical Review of Program Impacts on Retention and Graduation

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Bell, Brent J.; Chang, Hong

2017-01-01

Outdoor orientation programs have a growing literature demonstrating positive impacts with students transitioning to college (Bell, Gass, Nafizer, & Starbuck, 2014). One of the most valued outcomes for colleges and universities is retention of students until successful graduation. This is an outcome few outdoor orientation researchers have…

The Cal-Bridge Program: Supporting Diverse Graduate Students in Astrophysics

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Smecker-Hane, Tammy A.; Rudolph, Alexander L.; Abazajian, Kevork; Povich, Matthew S.

2018-06-01

The mission of the Cal-Bridge program is to increase the number of underrepresented minority and women students completing a bachelor’s degree and entering a PhD program in astronomy, physics, or closely-related fields. To do so, we have built a network of faculty at diverse higher education institutions, including University of California (UC) campuses, California State Universities (CSUs), and community colleges dedicated to this goal. Students selected for our program are known as Cal-Bridge Scholars, and we give them a wide variety of support: (1) financial scholarships in their junior/senior years at CSU and their first year of graduate school at a UC, (2) intensive mentoring by a pair of CSU and UC faculty members, (3) tutoring, (4) professional development workshops, (5) exposure to research opportunities at various universities, and (6) membership in a growing cohort of like-minded students. In this poster, we report on our work in designing an effective mentoring program and developing tools like our mentoring and graduate application handbooks, and we discuss our tutoring program and the professional development workshops we have designed, and we report on their effectiveness. Funding for this program is provided by NSF-SSTEM Grant #1356133.

INCREASE OF DEMAND FOR GRADUATES OF HIGHER EDUCATION INSTITUTIONS

Directory of Open Access Journals (Sweden)

Ruslan A. Abramov

2016-01-01

Full Text Available Abstract. The aim of the research is identification of the objective and subjective factors influencing professional self-realization of graduates of the field of study «Public and Municipal Administration».Methods. The authors have conducted anonymous opinion survey of prestigious economic universities undergraduates (bachelor and master degree course and graduates specialized in this sphere. The questions were about correspondence of gained academic qualification and actual occupation, the importance of degree certificate, satisfaction with education quality, attitude to different aspects of studying etc. In order to make relevant conclusions, the authors apply comparative, statistical, eneralization and induction methods.Results. Informants’ answers helped to count out the percentage of graduates whose occupation is connected with public administration, understand the reasons of choosing relevant master course, assess the significance of acquired competence and qualification for job placement at governmental organizations. The main scientific result of the research is working out a system of recommendations aimed at increasing demand for graduates specialized in the sphere of civil service, and, consequently, improving the efficiency of investment in management training. It is specified that the most important issues in this regard are forethought of career choice, students’ vision of academic planning, and approach to teaching, practice-oriented type of education.Scientific novelty. Having organized the data and compared it with previous surveys’ results, the authors reveal the factors essential to professional success and application of knowledge as well as correlation of these factors which means meeting the objective of the research.Practical significance. The presented materials can be used for the further modernization of the process of educational planning and taken into notice while developing academic programs for the

Expanding the Graduate Education Experience at Scripps Institution of Oceanography, UC San Diego

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Peach, C. L.; Kilb, D. L.; Zmarzly, D.; Abeyta, E.

2016-02-01

Emerging career pathways for graduate students in earth, ocean and climate sciences increasingly require skills in teaching and communication. This is true of academic careers, in which demonstrated teaching skills make applicants for faculty positions far more competitive, and traditionally less conventional careers outside of academia that require cross-disciplinary collaboration and/or communication to audiences not directly involved in science research (e.g. policy makers, educators, the public). Yet most graduate education programs provide little to no opportunity or incentive for young investigators to develop and hone these skills, and graduate students are often discouraged from deviating from the traditional "research apprenticeship" model during their graduate education. At Scripps, the Birch Aquarium at Scripps, and UC San Diego Extension, we are developing new ways to integrate teaching, communication, and outreach into our graduate education program, thus broadening the scope of graduate training and better serving the needs and evolving career aspirations of our graduate students. This effort is an integral part of our overall outreach strategy a Scripps in which we seek to combine high quality STEM outreach and teaching with opportunities for Scripps graduate students to put their teaching and communications training into practice. The overall effort is a "win-win" both for our students and for the highly diverse K-16 community in San Diego County. In this talk we will summarize the programmatic efforts currently underway at Scripps, our strategic collaboration with UCSD Extension, which is expanding the capacity and reach of our integrated program, and our plans for sustaining these efforts for the long term.

Cross-sectional study to examine evidence-based practice skills and behaviors of physical therapy graduates: is there a knowledge-to-practice gap?

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Manns, Patricia J; Norton, Amy V; Darrah, Johanna

2015-04-01

Curricula changes in physical therapist education programs in Canada emphasize evidence-based practice skills, including literature retrieval and evaluation. Do graduates use these skills in practice? The aim of this study was to evaluate the use of research information in the clinical decision making of therapists with different years of experience and evidence-based practice preparation. Perceptions about evidence-based practice were explored qualitatively. A cross-sectional study with 4 graduating cohorts was conducted. Eighty physical therapists representing 4 different graduating cohorts participated in interviews focused on 2 clinical scenarios. Participants had varying years of clinical experience (range=1-15 years) and academic knowledge of evidence-based practice skills. Therapists discussed the effectiveness of interventions related to the scenarios and identified the sources of information used to reach decisions. Participants also answered general questions related to evidence-based practice knowledge. Recent graduates demonstrated better knowledge of evidence-based practice skills compared with therapists with 6 to 15 years of clinical experience. However, all groups used clinical experience most frequently as their source of information for clinical decisions. Research evidence was infrequently included in decision making. This study used a convenience sample of therapists who agreed to volunteer for the study. The results suggest a knowledge-to-practice gap; graduates are not using the new skills to inform their practice. Tailoring academic evidence-based activities more to the time constraints of clinical practice may help students to be more successful in applying evidence in practice. Academic programs need to do more to create and nurture environments in both academic and clinical settings to ensure students practice using evidence-based practice skills across settings. © 2015 American Physical Therapy Association.

The Civil Engineering Graduate Program at PUC-Rio: A Brazilian Experience.

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Romanel, Celso; Filho, Jose Napoleao

This document discusses the graduate programs in civil engineering at the Pontifical Catholic University of Rio de Janeiro, Brazil, the oldest Brazilian private university. The report features discussions of faculty member backgrounds, trends in student enrollment, women's participation in the program, degree completion, student origins,…

Redefining Leadership Education in Graduate Public Health Programs: Prioritization, Focus, and Guiding Principles

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Oxendine, Jeffrey S.

2015-01-01

Public health program graduates need leadership skills to be effective in the complex, changing public health environment. We propose a new paradigm for schools of public health in which technical and leadership skills have equal priority as core competencies for graduate students. Leadership education should focus on the foundational skills necessary to effect change independent of formal authority, with activities offered at varying levels of intensity to engage different students. Leadership development initiatives should be practice based, process focused, interdisciplinary, diversity based, adaptive, experimental, innovative, and empowering, and they should encourage authenticity. Leadership training in graduate programs will help lay the groundwork for public health professionals to have an immediate impact in the workforce and to prioritize continuous leadership development throughout their careers. PMID:25706021

Redefining leadership education in graduate public health programs: prioritization, focus, and guiding principles.

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Lachance, Jennifer A; Oxendine, Jeffrey S

2015-03-01

Public health program graduates need leadership skills to be effective in the complex, changing public health environment. We propose a new paradigm for schools of public health in which technical and leadership skills have equal priority as core competencies for graduate students. Leadership education should focus on the foundational skills necessary to effect change independent of formal authority, with activities offered at varying levels of intensity to engage different students. Leadership development initiatives should be practice based, process focused, interdisciplinary, diversity based, adaptive, experimental, innovative, and empowering, and they should encourage authenticity. Leadership training in graduate programs will help lay the groundwork for public health professionals to have an immediate impact in the workforce and to prioritize continuous leadership development throughout their careers.

The Need and Curricula for Health Professions Education Graduate Programs

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Cervero, Ronald M.; Daley, Barbara J.

2018-01-01

This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.

Perceptions of medical graduates and their workplace supervisors towards a medical school clinical audit program.

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Davis, Stephanie; O'Ferrall, Ilse; Hoare, Samuel; Caroline, Bulsara; Mak, Donna B

2017-07-07

This study explores how medical graduates and their workplace supervisors perceive the value of a structured clinical audit program (CAP) undertaken during medical school. Medical students at the University of Notre Dame Fremantle complete a structured clinical audit program in their final year of medical school.  Semi-structured interviews were conducted with 12 Notre Dame graduates (who had all completed the CAP), and seven workplace supervisors (quality and safety staff and clinical supervisors).  Purposeful sampling was used to recruit participants and data were analysed using thematic analysis. Both graduates and workplace supervisors perceived the CAP to be valuable. A major theme was that the CAP made a contribution to individual graduate's medical practice, including improved knowledge in some areas of patient care as well as awareness of healthcare systems issues and preparedness to undertake scientifically rigorous quality improvement activities. Graduates perceived that as a result of the CAP, they were confident in undertaking a clinical audit after graduation.  Workplace supervisors perceived the value of the CAP beyond an educational experience and felt that the audits undertaken by students improved quality and safety of patient care. It is vital that health professionals, including medical graduates, be able to carry out quality and safety activities in the workplace. This study provides evidence that completing a structured clinical audit during medical school prepares graduates to undertake quality and safety activities upon workplace entry. Other health professional faculties may be interested in incorporating a similar program in their curricula.

Exploring Graduate Students’ Attitudes towards Team Research and Their Scholarly Productivity: A Survey Guided by the Theory of Planned Behavior

Directory of Open Access Journals (Sweden)

Tianlan Wei

2015-01-01

Full Text Available This study explores the attitudinal and motivational factors underlying graduate students’ attitudes towards team research. Guided by the Theory of Planned Behavior, we hypothesize that attitude, subjective norm, and perceived behavioral control are three major determinants of graduate students’ intentions to conduct team research. An instrument was developed to measure the influences of these factors on students’ intentions and relevant scholarly productivity. A total of 281 graduate students from a large, comprehensive university in the southwest United States participated in the survey. Descriptive statistics reveal that around two-thirds of graduate students have no co-authored manuscripts submitted for publication since they started graduate school. Factor analyses validated the factor structure of the instrument, and the results of Structural Equation Modeling show that (a graduate students’ attitudes towards team research have a positive correlation with their attitudes towards individual research; (b attitude towards team research, subjective norm, and perceived behavioral control, along with students’ discipline/major areas and classification, account for 58% of the variance in the intention to conduct team research; and (c subjective norm appears to be the most influential factor in the model, followed by attitude; while perceived behavioral control is not of much importance. These findings provide implications for academic departments and programs to promote graduate students’ team research. Specifically, creating a climate for collaborative research in academic programs/disciplines/universities may work jointly with enhancing students’ appraisals of such collaborations.

Post-Baccalaureate Fellowship Program.

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Cadbury, Jr., William E.

The Post-Baccalaureate Fellowship Program provides an opportunity for students who went to college with inferior preparation to supplement their education by studying for 1 year at an academically demanding liberal arts college before entering graduate or professional school. The post-baccalaureate fellows take regular courses in a program that is…

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

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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…

Calculating graduation rates.

Science.gov (United States)

Starck, Patricia L; Love, Karen; McPherson, Robert

2008-01-01

In recent years, the focus has been on increasing the number of registered nurse (RN) graduates. Numerous states have initiated programs to increase the number and quality of students entering nursing programs, and to expand the capacity of their programs to enroll additional qualified students. However, little attention has been focused on an equally, if not more, effective method for increasing the number of RNs produced-increasing the graduation rate of students enrolling. This article describes a project that undertook the task of compiling graduation data for 15 entry-level programs, standardizing terms and calculations for compiling the data, and producing a regional report on graduation rates of RN students overall and by type of program. Methodology is outlined in this article. This effort produced results that were surprising to program deans and directors and is expected to produce greater collaborative efforts to improve these rates both locally and statewide.

Relationship Between the Number of Clinical Sites in Radiography Programs and Job Placement Rates of Graduates.

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Harrell, Angela; Matthews, Eric

2016-07-01

To determine whether a relationship exists between the number of clinical sites available in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology and the job placement rates of graduates. We performed a secondary analysis of data on job placement rates and the number of clinical sites available in 438 degree-granting radiography programs from January 2015 to March 2015. A weak, negative, nonsignificant correlation existed between the number of clinical sites and the job placement rate (Spearman's rho = -.113, n = 438, P = .018). The coefficient of determination was 1.28%.Discussion Research evaluating factors contributing to graduate employability is limited but indicates no need for radiography program administrators to adjust clinical site numbers solely on the basis of improving graduate employability. The number of clinical sites available in a radiography program is not related to the job placement rate of its graduates. ©2016 American Society of Radiologic Technologists.

Relationships between Minority Students Online Learning Experiences and Academic Performance

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Yeboah, Alex Kumi; Smith, Patriann

2016-01-01

The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

Web-based Academic Roadmaps for Careers in the Geosciences

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Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.

2007-12-01

To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly

‘AN INCREDIBLY STEEP HILL:’ HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS

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Wood, Christine V.; Campbell, Patricia B.; McGee, Richard

2017-01-01

This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students’ family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students’ perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students. PMID:28239250

Using "Kaizen" to Improve Graduate Business School Degree Programs

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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…

Graduate Professional Education from a Community of Practice Perspective: The Role of Social and Technical Networking

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Polin, Linda G.

This chapter describes academic life at the intersection of three related topics: community of practice (CoP), a pedagogical model; digital culture, as embodied in the current and future student population; and post-secondary education, in particular graduate professional education. The aim is to illustrate ways in which social computing applications enable the use of a CoP model in graduate professional education. The illustrations are drawn from two hybrid, or blended, degree programs (a mix of face-to-face and online interactions) at the graduate school of education and psychology at Pepperdine University. These fully accredited programs have each been in operation for more than a decade. One is the MA degree in educational technology, begun in 1998; the other is the EdD degree in educational technology leadership, begun in 1995.

Assessment of surgical competence in North American graduate periodontics programs: a survey of current practices.

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Ghiabi, Edmond; Taylor, K Lynn

2010-08-01

This cross-sectional study was designed to document the methods utilized by North American graduate periodontics programs in assessing their residents' surgical skills. A survey of clinical skills assessment was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. Thirty-four programs (59 percent) responded. The data collected were analyzed using SPSS version 15.0. The results demonstrate that the most common practice for providing feedback and documenting residents' surgical skills in the programs surveyed was daily one-on-one verbal feedback given by an instructor. The next two most commonly reported methods were a standard checklist developed at program level and a combination of a checklist and verbal comments. The majority of the programs reported that the instructors met collectively once per term to evaluate the residents' progress. The results suggest that graduate periodontics programs provide their residents frequent opportunities for daily practice with verbal feedback from instructors. However, assessment strategies identified in other health professions as beneficial in fostering the integration of clinical skills practices are not employed.

77 FR 29647 - Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education...

Science.gov (United States)

2012-05-18

...] Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education Demonstration... participate in the Medicare Graduate Nurse Education (GNE) Demonstration. DATES: Proposals will be considered...--(A) 1 or more applicable schools of nursing; and (B) 2 or more applicable non- hospital community...

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

Required courses for nuclear graduate programs - Could one fit for all?

International Nuclear Information System (INIS)

Canella, A.A.

2004-01-01

Full text: This article does not seek to propose one ideal curriculum for Nuclear-related graduate programs. Researches in Nuclear arena may differ as black differs from white. Research itself has complex integrated activities using knowledge without regards for disciplines. Moreover, graduate programs themselves are not like discipline-based instruction. A unique-single model for graduate programs what fits for everyone probably never will exist, even in the future. Thus, this paper intends to exclusively increase discussions about this subject. Background U.S. President Dwight Eisenhower might be pleased to see how his 'Atoms for Peace' and the policies evolving from it, opened an era of extraordinary spread of Nuclear Knowledge to foster peace, health and prosperity. Both the level of research funding and the number of graduate students involved in Nuclear related (mostly on medical, agricultural and ecological applications) in graduate programs have grown significantly in recent years, specially in developing countries. Growing needs for professionals in specialized nuclear-based fields have provoking graduate programs into doing shifts on their curricula. Traditional school structure from the 50's 60's and 70's has been modified. That structure used to be very hermetic once it was designed mainly for physics, chemists and engineers, whose are expected solid foundations of Differential Calculus and Theoretical Physics. To encourage professionals from different arenas into the Nuclear world, graduate program curricula have been changing, resulting smaller number of required courses, and making disciplines more friendly comprehensible. Nowadays, it is possible to identify Nuclear/Nuclear related graduate programs having one only compulsory course - workload from 60 to 120 hours to introduce and to form the foundations of Nuclear Sciences for a wide range of professional backgrounds - biologists, physicians, dentists, pharmacists, veterinarians, agronomists

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

Are They Learning? A College Trustee's Guide to Assessing Academic Effectiveness

Science.gov (United States)

American Council of Trustees and Alumni, 2013

2013-01-01

The most urgent task of colleges and universities is to prepare graduates for the challenges of career, community, and citizenship. Responsible institutions will be diligent and proactive in determining whether their academic programs increase core collegiate skills in analytical reasoning, mathematics, critical thinking, and writing. This…

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

Retention Rates, Graduates, and LAM-Series Completers for the Legal Assistant Management Program.

Science.gov (United States)

Hamilton, John

In February 1996, Gainesville College, in Georgia, conducted a study of students in its Legal Assistant Management (LAM) Program to determine retention rates, numbers of graduates, and course pass rates. Retention and graduation rates were calculated for 175 students who enrolled in at least one LAM course from spring 1991 to fall 1995. In…

Extent of Attainment of the Intended Program Attributes, Retrospection and Satisfaction of BS Industrial Technology Graduating Students from One Campus of a State University in Region 2, Philippines

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Gilbert C. Magulod Jr.

2017-11-01

Full Text Available The need for competent graduates in their specific discipline who possessed the skills and attributes to deal with the ever-changing work environment in the 21st century is a herculean task assigned to HEIs in the Philippines. The study assessed the level of attainment of the Intended Program Attributes (IPA of the graduating BS Industrial Technology major in Electronics students and their retrospection and satisfaction of studying at Cagayan State University at Lasam for the SY 2016-2017. The study made use of descriptive survey research method to the 52 respondents. Hypotheses of the study were tested at 0.05 level of significance. Findings of the study revealed that the level of attainment of the IPA is high. It indicates that the knowledge, attitudes and skills outcomes are essential for the respondents to develop and that they can see themselves as future technicians who possess the technicalknow how needed in their career and social development. Majority of respondents learned and enrolled the program through the influenced of family and relatives while the major factor that affects the enrolment to the program is the economic condition of the family. Further, the respondents were very satisfied with the quality of services provided by the program. The highest assessment of satisfaction is along with the academic counselling program while the lowest is the physical school environment and adequacy of tools and equipment. Test of difference also showed that family income is the single variable that defined difference on the attainment of IPA while gender, type of high school graduated from, birth order, and family monthly income spelled differences on the level of satisfaction of the respondents. Results of the study have implications for the curriculum development of the BS Industrial Technology Program major in electronics in order to improve the quality attributes of its graduates.

Development and Usability Test of an e-Learning Tool for Engineering Graduates to Develop Academic Writing in English: A Case Study

Science.gov (United States)

Lin, Chih-Chung; Liu, Gi-Zen; Wang, Tzong-I

2017-01-01

Many non-native English speaking (NNES) graduates are required to write academic papers in English; consequently, recent research in the past decade has been devoted to investigating the usefulness of genre-based Writing Instructions (GBWI) on learners' writing cultivation. There is little specific guidance, however, on how GBWI can be employed in…

Professional development for graduate students in the atmospheric sciences

Science.gov (United States)

Haacker, R.; Sloan, V.

2015-12-01

The field of atmospheric sciences is rapidly changing, and with it, the employment outlook for recent graduate students. Weather and climate applications for society and the private industry are in demand and have increased significantly over the last few years, creating new employment opportunities for atmospheric scientists. It is therefore more important than ever that our graduates are well prepared for the newly emerging careers. The Bureau's Occupational Outlook predicts that opportunities for atmospheric scientists will increase more rapidly in the private industry than in other sectors (Bureau of Labor Statistics, 2014). Employers in the private sector indicate that, while job applicants often bring the required scientific training, there is a gap between the technical and professional skills needed in those positions and those possessed by graduates. Job candidates were found to be most lacking in written and oral communication skills, adaptability, and project management (Chronicle for Higher Education, 2012). The geoscience community needs to come together to better prepare our graduate students. While some of this work can be done within academic institutions, partnerships with mentoring programs and the private industry are essential. In this paper we will present one approach taken by the Significant Opportunities in Atmospheric Research and Science (SOARS) program to improve its students' skills in project management, collaborating, communication, problem solving, and essential leadership skills.

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

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Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

2013-01-01

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

Graduate Study in Psychology, 2013 Edition

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APA Books, 2012

2012-01-01

"Graduate Study in Psychology" is the best source of information related to graduate programs in psychology and provides information related to approximately 600 graduate programs in psychology in the U.S. and Canada. "Graduate Study in Psychology" contains information about: (1) number of applications received by a program;…

Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors

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Erden, Hale

2016-01-01

Student academic mobility is described as the movement of students from one country to another for studying undergraduate and/or graduate degrees. Students' academic mobility involves two factors: before academic mobility factors and after academic mobility factors. The current study aims at identifying the perceptions of Turkish university…

Towards Graduateness: Exploring Academic Intellectual Development in University Master's Students

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Steur, Jessica; Jansen, Ellen; Hofman, Adriaan

2016-01-01

Our research aims to contribute to the body of knowledge on graduateness by proposing a model that explicates the expected level performance of graduates. In this study, the model is elaborated for 3 graduateness domains: reflective thinking, scholarship, and moral citizenship. We used data on students' perceived abilities in these domains that…

Factors affecting residency rank-listing: A Maxdiff survey of graduating Canadian medical students

Directory of Open Access Journals (Sweden)

Forgie Melissa

2011-08-01

Full Text Available Abstract Background In Canada, graduating medical students consider many factors, including geographic, social, and academic, when ranking residency programs through the Canadian Residency Matching Service (CaRMS. The relative significance of these factors is poorly studied in Canada. It is also unknown how students differentiate between their top program choices. This survey study addresses the influence of various factors on applicant decision making. Methods Graduating medical students from all six Ontario medical schools were invited to participate in an online survey available for three weeks prior to the CaRMS match day in 2010. Max-Diff discrete choice scaling, multiple choice, and drop-list style questions were employed. The Max-Diff data was analyzed using a scaled simple count method. Data for how students distinguish between top programs was analyzed as percentages. Comparisons were made between male and female applicants as well as between family medicine and specialist applicants; statistical significance was determined by the Mann-Whitney test. Results In total, 339 of 819 (41.4% eligible students responded. The variety of clinical experiences and resident morale were weighed heavily in choosing a residency program; whereas financial incentives and parental leave attitudes had low influence. Major reasons that applicants selected their first choice program over their second choice included the distance to relatives and desirability of the city. Both genders had similar priorities when selecting programs. Family medicine applicants rated the variety of clinical experiences more importantly; whereas specialty applicants emphasized academic factors more. Conclusions Graduating medical students consider program characteristics such as the variety of clinical experiences and resident morale heavily in terms of overall priority. However, differentiation between their top two choice programs is often dependent on social/geographic factors

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

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Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

Academic Program Review--Concerns and Justification.

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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…

Research on the Academic Benefits of the Advanced Placement Program

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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.

Study abroad programs: Using alumni and graduate students as affiliate faculty.

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Palmer, Sheri; Wing, Debra; Miles, Leslie; Heaston, Sondra; de la Cruz, Karen

2013-01-01

To expand student appreciation of global health and diversity, many schools of nursing offer study abroad programs. However, this type of labor-intensive program can be difficult in light of faculty shortages and constrained resources. The authors discuss how these issues were addressed using alumni and graduate students as affiliate teachers in 3 clinical study abroad settings.

Motivations to Enroll in Education Graduate Programs in Jordan: A Qualitative Field Study at Yarmouk University

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Mohammad Farhan A. Alqudah

2017-05-01

Full Text Available The present study aimed to identify the causes and motives of Yarmouk University students to enroll in graduate programs of educational disciplines in Jordan. Ten students (6 males and 4 females participated in the study. The study used qualitative research method by means of in-depth interviews during which the participants were given various open questions in each session so as to express their views about the issue under investigation. After the analysis of participants’ responses, it was found that they focused on the following motives: career advancement; creation of wider job opportunities; social motivation, which focuses on improving the social status; formation of social relationships; friends and family’s encouragement to pursue graduate studies. Then economic motives were brought in by the participants, who believed that to get a graduate degree would increase their income, career promotion, personal living standards, and job opportunities abroad. The results also pointed to the role of psychological motivation for admission to the College of Graduate Studies. This would provide psychological stability and satisfaction, and self-esteem. There was also a reference to the admission policies at universities which became more flexible than before, whereby standards have also changed. This made admission more open than before, which encouraged more students to apply to graduate programs. They also added that in view of these standards and policies, it is clear that more students will apply to the graduate programs in the future; and other new disciplines would be opened in the future as well. Keywords: Motivations of enrollment, Graduate studies, Programs, Educational disciplines, Qualitative study, Yarmouk University, Jordan.

Preparing students for graduate study: an eLearning approach.

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Pintz, Christine; Posey, Laurie

2013-07-01

This paper describes the development and preliminary evaluation of an eLearning program intended to provide incoming nursing students with the basic knowledge, skills and abilities needed to succeed in graduate-level, online coursework. Using Mayer's principles (2008) for the effective design of multimedia instruction, an open-access, self-directed, online program was developed. The Graduate School Boot Camp includes five online modules focused on learning strategies and time management, academic writing, technology, research, and library skills. To motivate and engage learners, the program integrates a fun, graphical sports theme with audiovisual presentations, examples, demonstrations and practice exercises. Learners begin with a self-assessment based on the Motivated Strategies for Learning Questionnaire or MSLQ (Pintrich et al., 1993). To assess change in knowledge levels before and after completing the program, learners take a pre-test and post-test. Preliminary findings indicate that the students found the information relevant and useful. They enjoyed the self-paced, multimedia format, and liked the option to return to specific content later. This innovative program offers a way to prepare students proactively, and may prove useful in identifying students at risk and connecting them with the appropriate resources to facilitate successful program completion. Copyright © 2012 Elsevier Ltd. All rights reserved.

Residents' views of the role of classroom-based learning in graduate medical education through the lens of academic half days.

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Chen, Luke Y C; McDonald, Julie A; Pratt, Daniel D; Wisener, Katherine M; Jarvis-Selinger, Sandra

2015-04-01

To examine the role of classroom-based learning in graduate medical education through the lens of academic half days (AHDs) by exploring residents' perceptions of AHDs' purpose and relevance and the effectiveness of teaching and learning in AHDs. The authors invited a total of 186 residents in three programs (internal medicine, orthopedic surgery, and hematology) at the University of British Columbia Faculty of Medicine to participate in semistructured focus groups from October 2010 to February 2011. Verbatim transcripts of the interviews underwent inductive analysis. Twenty-seven residents across the three programs volunteered to participate. Two major findings emerged. Purpose and relevance of AHDs: Residents believed that AHDs are primarily for knowledge acquisition and should complement clinical learning. Classroom learning facilitated consolidation of clinical experiences with expert clinical reasoning. Social aspects of AHDs were highly valued as an important secondary purpose. Perceived effectiveness of teaching and learning: Case-based teaching engaged residents in critical thinking; active learning was valued. Knowledge retention was considered suboptimal. Perspectives on the concept of AHDs as "protected time" varied in the three programs. Findings suggest that (1) engagement in classroom learning occurs through participation in clinically oriented discussions that highlight expert reasoning processes; (2) formal classroom teaching, which focuses on knowledge acquisition, can enhance informal learning occurring during clinical activity; and (3) social aspects of AHDs, including their role in creating communities of practice in residency programs and in professional identity formation, are an important, underappreciated asset for residency programs.

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

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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.

Developing and fostering a dynamic program for training in veterinary pathology and clinical pathology: veterinary students to post-graduate education.

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Lairmore, Michael D; Oglesbee, Michael; Weisbrode, Steve E; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

2007-01-01

Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long

Image Problems Deplete the Number of Women in Academic Applicant Pools

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Sears, Anna L. W.

Despite near numeric parity in graduate schools, women and men in science and mathematics may not perceive the same opportunities for career success. Instead, female doctoral students' career ambitions may often be influenced by perceptions of irreconcilable conflicts between personal and academic goals. This article reports the results of a career goals survey of math and science doctoral students at the University of California, Davis. Fewer women than men began their doctoral programs seeking academic research careers. Of those who initially favored academic research, twice as many women as men downgraded these ambitions during graduate school. Women were more likely to feel geographically constrained by family ties and to express concern about balancing work and family, long work hours, and tenure clock inflexibility. These results partially explain why the percentage of women in academic applicant pools is often well below the number of Ph.D. recipients. The current barriers to gender equity thus cannot be completely ameliorated by increasing the number of women in the pipeline or by altered hiring practices, but changes must be undertaken to make academic research careers more flexible, family friendly, and attractive to women.

Transformative Graduate Education Programs: An Analysis of Impact on STEM and Non-STEM Ph.D. Completion

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Kniola, David; Chang, Mido; Olsen, Deborah

2012-01-01

Transformative graduate education programs (TGP) are programs that are national in scope and are intended to impact the reformation of graduate education in the United States. We employ data from national sources and shift the unit of analysis from the individual doctoral student to the doctoral institution as whole in order to begin to assess the…

Agricultural Education and Farming in Taiwan: A Study of the Graduates from Vocational and Technical Agriculture Programs.

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Michigan State Univ., East Lansing. Dept. of Agricultural and Extension Education.

A research project studied the accomplishments of 399 of the 3,780 1982 and 1984 graduates from 6 senior vocational agriculture programs and 500 of the 2,661 1984 graduates from 2 technical agriculture institutes in Taiwan. Information was also provided from the graduates' schools and about older graduates from a 1975 study. Data were gathered…

The learning styles of orthopedic residents, faculty, and applicants at an academic program.

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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.

Relationship between Admission Selection Criteria and Academic Progression for Student Nurse Anesthetists

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Burns, Sharon M.

2009-01-01

Today's admission selection criteria require refinement with the intention of fostering academic progression for students entering nurse anesthesia programs (Reese, 2002).With the escalating cost of graduate education coupled with the current economic crisis, efforts by educational leaders to minimize attrition remains pivotal (Andrews, Johansson,…

Meta-analysis of graduated driver licensing laws: effectiveness of specific program components : traffic tech.

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2015-11-01

Graduated driver licensing (GDL) programs in the United States do not represent a single homogeneous intervention; rather, they contain different combinations and variations of program components. Programs vary by the duration of each stage of the GD...

Aligning library instruction with the needs of basic sciences graduate students: a case study.

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O'Malley, Donna; Delwiche, Frances A

2012-10-01

How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.

The impact of residency programs on new nurse graduates' clinical decision-making and leadership skills: a systematic review.

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AL-Dossary, Reem; Kitsantas, Panagiota; Maddox, P J

2014-06-01

Health care institutions have adapted residency programs to help new graduate nurses to become fully competent and transition from a student nurse to an independent practicing nurse and a bedside leader. The study's aim is to review the literature on the impact of residency programs on new graduate nurses' clinical decision-making and leadership skills. An electronic search was conducted between 1980 and 2013 using databases of the scientific literature in Medline, PubMed, Cochrane EPOC, Cumulative Index to Nursing & Allied Health Literature database guide (CINAHL), and PsychInfo using a range of keywords. Information gathered was evaluated for relevance. Thirteen studies that met the inclusion criteria were used in this systematic review. In several studies considered in this review, residency programs were developed to improve new graduates skills and promote their transition into the nursing workforce. In fact, the transition programs reduced turnover in that first year of practice and promoted professional growth of the new graduate such as hand-on nursing skills, clinical decision-making and leadership skills, satisfaction, and retention. There is a need for effective residency programs that are designed to prepare new graduate nurses in providing safe, competent and effective patient care. © 2013.

Gender differences in promotions and scholarly productivity in academic urology.

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Awad, Mohannad A; Gaither, Thomas W; Osterberg, E Charles; Yang, Glen; Greene, Kirsten L; Weiss, Dana A; Anger, Jennifer T; Breyer, Benjamin N

2017-10-01

The gender demographics within urology are changing as more women are entering the workforce. Since research productivity strongly influence career advancement, we aim to characterize gender differences in scholarly productivity and promotions in a cohort of graduated academic urologists. Urologists who graduated between 2002 and 2008 from 34 residency programs affiliated with the top 50 urology hospitals as ranked in 2009 by U.S. News & World Report were followed longitudinally. Only urologists affiliated with an academic teaching hospital were included for analysis. A total of 543 residents graduated, 459 (84.5%) males and 84 (15.5%) females. Of these, 173 entered academia, 137 (79.2%) males and 36 (20.8%) females. Women had fewer publications compared to men (mean 19.3 versus 61.7, p = 0.001). Fewer women compared to men were promoted from assistant professor 11 (30.6%) versus 83 (60.6%), p = 0.005. Fewer women achieved associate professor 10 (27.8%) versus 67 (48.9%), p = 0.005 or professor ranks 1 (2.8%) versus 16 (11.7%), p = 0.005 respectively compared to men. In a multivariate logistic regression analysis, after controlling for the number of total publications and number of years since graduation, gender was not predictive of achieving promotion, OR = 0.81 (95% CI 0.31-2.13), p = 0.673. Women are underrepresented in senior faculty roles in urology. Scholarly productivity seems to play a major role in academic promotion within urology. With increasing women in academic urology, further studies are needed to explore predictors of promotion and how women can achieve higher leadership roles in the field.

Pediatric Academic Productivity: Pediatric Benchmarks for the h- and g-Indices.

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Tschudy, Megan M; Rowe, Tashi L; Dover, George J; Cheng, Tina L

2016-02-01

To describe h- and g-indices benchmarks in pediatric subspecialties and general academic pediatrics. Academic productivity is measured increasingly through bibliometrics that derive a statistical enumeration of academic output and impact. The h- and g-indices incorporate the number of publications and citations. Benchmarks for pediatrics have not been reported. Thirty programs were selected randomly from pediatric residency programs accredited by the Accreditation Council for Graduate Medical Education. The h- and g-indices of department chairs were calculated. For general academic pediatrics, pediatric gastroenterology, and pediatric nephrology, a random sample of 30 programs with fellowships were selected. Within each program, an MD faculty member from each academic rank was selected randomly. Google Scholar via Harzing's Publish or Perish was used to calculate the h-index, g-index, and total manuscripts. Only peer-reviewed and English language publications were included. For Chairs, calculations from Google Scholar were compared with Scopus. For all specialties, the mean h- and g-indices significantly increased with academic rank (all P calculation using different bibliographic databases only differed by ±1. Mean h-indices increased with academic rank and were not significantly different across the pediatric specialties. Benchmarks for h- and g-indices in pediatrics are provided and may be one measure of academic productivity and impact. Copyright © 2016 Elsevier Inc. All rights reserved.

Advice and Reflections for a University Teacher Beginning an Academic Career

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Hay, Iain; Bartlett-Trafford, Julie; Chang, T. C.; Kneale, Pauline; Szili, Gerti

2013-01-01

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's "Letter to a New University Teacher," which has been used internationally to help new lecturers beginning their career.…

Dilemmas of a Newly Recruited Academic Qualified Professor: A Case

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Agrawal, Anand

2015-01-01

This case describes the situation of a newly recruited academic professor who volunteered to teach a course on Research Methods to first-term MBA students in a practitioner-oriented case method Business School. Research Methods is a unique course due to its relevance not only in business but also across all graduate programs. Instructional and…

Improving Academic Advising Using Quality Function Deployment: A Case Study

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Walters, Lisa M.; Seyedian, Mojtaba

2016-01-01

Almost half of full-time, first-time undergraduate students fail to finish their course of study within four years. To increase retention and graduation rates, a greater emphasis on academic advising is in order. The positive influence of an effective advising program on student success is well documented in the literature; however, there has not…

Importance and benefits of the doctoral thesis for medical graduates

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Giesler, Marianne; Boeker, Martin; Fabry, Götz; Biller, Silke

2016-01-01

Introduction: The majority of medical graduates in Germany complete a doctorate, even though a doctoral degree is not necessary for the practice of medicine. So far, little is known about doctoral candidates’ view on the individual benefit a doctoral thesis has for them. Consequently, this is the subject of the present investigation. Method: Data from surveys with graduates of the five medical faculties of Baden-Württemberg from the graduation years 2007/2008 (N=514) and 2010/2011 (N=598) were analysed. Results: One and a half years after graduating 53% of those interviewed had completed their doctorate. When asked about their motivation for writing a doctoral thesis, participants answered most frequently “a doctorate is usual” (85%) and “improvement of job opportunities” (75%), 36% said that an academic career has been their primary motive. Less than 10% responded that they used their doctoral thesis as a means to apply for a job. The proportion of graduates working in health care is equally large among those who have completed a thesis and those who have not. Graduates who pursued a thesis due to scientific interest are also currently more interested in an academic career and recognise more opportunities for research. An implicit benefit of a medical thesis emerged with regard to the self-assessment of scientific competences as those who completed a doctorate rated their scientific competencies higher than those who have not. Discussion: Although for the majority of physicians research interest is not the primary motivation for completing a doctorate, they might nevertheless achieve some academic competencies. For graduates pursuing an academic career the benefit of completing a medical thesis is more obvious. PMID:26958656

Importance and benefits of the doctoral thesis for medical graduates.

Science.gov (United States)

Giesler, Marianne; Boeker, Martin; Fabry, Götz; Biller, Silke

2016-01-01

The majority of medical graduates in Germany complete a doctorate, even though a doctoral degree is not necessary for the practice of medicine. So far, little is known about doctoral candidates' view on the individual benefit a doctoral thesis has for them. Consequently, this is the subject of the present investigation. Data from surveys with graduates of the five medical faculties of Baden-Württemberg from the graduation years 2007/2008 (N=514) and 2010/2011 (N=598) were analysed. One and a half years after graduating 53% of those interviewed had completed their doctorate. When asked about their motivation for writing a doctoral thesis, participants answered most frequently "a doctorate is usual" (85%) and "improvement of job opportunities" (75%), 36% said that an academic career has been their primary motive. Less than 10% responded that they used their doctoral thesis as a means to apply for a job. The proportion of graduates working in health care is equally large among those who have completed a thesis and those who have not. Graduates who pursued a thesis due to scientific interest are also currently more interested in an academic career and recognise more opportunities for research. An implicit benefit of a medical thesis emerged with regard to the self-assessment of scientific competences as those who completed a doctorate rated their scientific competencies higher than those who have not. Although for the majority of physicians research interest is not the primary motivation for completing a doctorate, they might nevertheless achieve some academic competencies. For graduates pursuing an academic career the benefit of completing a medical thesis is more obvious.

Importance and benefits of the doctoral thesis for medical graduates

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Giesler, Marianne

2016-02-01

Full Text Available Introduction: The majority of medical graduates in Germany complete a doctorate, even though a doctoral degree is not necessary for the practice of medicine. So far, little is known about doctoral candidates’ view on the individual benefit a doctoral thesis has for them. Consequently, this is the subject of the present investigation.Method: Data from surveys with graduates of the five medical faculties of Baden-Württemberg from the graduation years 2007/2008 (N=514 and 2010/2011 (N=598 were analysed.Results: One and a half years after graduating 53% of those interviewed had completed their doctorate. When asked about their motivation for writing a doctoral thesis, participants answered most frequently “a doctorate is usual” (85% and “improvement of job opportunities” (75%, 36% said that an academic career has been their primary motive. Less than 10% responded that they used their doctoral thesis as a means to apply for a job. The proportion of graduates working in health care is equally large among those who have completed a thesis and those who have not. Graduates who pursued a thesis due to scientific interest are also currently more interested in an academic career and recognise more opportunities for research. An implicit benefit of a medical thesis emerged with regard to the self-assessment of scientific competences as those who completed a doctorate rated their scientific competencies higher than those who have not.Discussion: Although for the majority of physicians research interest is not the primary motivation for completing a doctorate, they might nevertheless achieve some academic competencies. For graduates pursuing an academic career the benefit of completing a medical thesis is more obvious.

Actions of the Academic Literacy Laboratory of the University of São Paulo: promoting academic writing in the undergraduate and graduate programs

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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.

The Academic Ethics of Graduate Business Students: A Survey.

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Brown, Bob S.

1995-01-01

Survey responses from 207 of 313 graduate business students revealed that 80% had engaged in at least 1 of 15 unethical practices. No relationship appeared between ethical behavior/attitudes and student characteristics. Despite their self-perception as more ethical than undergraduates, graduate students had similar frequency of unethical behavior…

Radiation oncology career decision variables for graduating trainees seeking positions in 2003-2004

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Wilson, Lynn D [Department of Therapeutic Radiology, Yale University School of Medicine, New Haven, CT (United States); Flynn, Daniel F [Department of Radiation Oncology, Holy Family Hospital, Methuen, MA (United States); Haffty, Bruce G [Department of Therapeutic Radiology, Yale University School of Medicine, New Haven, CT (United States)

2005-06-01

Purpose: Radiation oncology trainees must consider an array of variables when deciding upon an academic or private practice career path. This prospective evaluation of the 2004 graduating radiation oncology trainees, evaluates such variables and provides additional descriptive data. Methods: A survey that included 15 questions (one subjective, eleven categorical, and 3 continuous variables) was mailed to the 144 graduating radiation oncology trainees in United States programs in January of 2004. Questions were designed to gather information regarding factors that may have influenced career path choices. The responses were anonymous, and no identifying information was sought. Survey data were collated and analyzed for differences in both categorical and continuous variables as they related to choice of academic or private practice career path. Results: Sixty seven (47%) of the surveys were returned. Forty-five percent of respondents indicated pursuit of an academic career. All respondents participated in research during training with 73% participating in research publication authorship. Post graduate year-3 was the median in which career path was chosen, and 20% thought that a fellowship position was 'perhaps' necessary to secure an academic position. Thirty percent of the respondents revealed that the timing of the American Board of Radiology examination influenced their career path decision. Eighteen variables were offered as possibly influencing career path choice within the survey, and the top five identified by those seeking an academic path were: (1) colleagues, (2) clinical research, (3) teaching, (4) geography, (5) and support staff. For those seeking private practice, the top choices were: (1) lifestyle, (2) practice environment, (3) patient care, (4) geography, (5) colleagues. Female gender (p = 0.064), oral meeting presentation (p = 0.053), and international meeting presentation (p 0.066) were the variables most significantly associated with pursuing an

Radiation oncology career decision variables for graduating trainees seeking positions in 2003-2004

International Nuclear Information System (INIS)

Wilson, Lynn D.; Flynn, Daniel F.; Haffty, Bruce G.

2005-01-01

Purpose: Radiation oncology trainees must consider an array of variables when deciding upon an academic or private practice career path. This prospective evaluation of the 2004 graduating radiation oncology trainees, evaluates such variables and provides additional descriptive data. Methods: A survey that included 15 questions (one subjective, eleven categorical, and 3 continuous variables) was mailed to the 144 graduating radiation oncology trainees in United States programs in January of 2004. Questions were designed to gather information regarding factors that may have influenced career path choices. The responses were anonymous, and no identifying information was sought. Survey data were collated and analyzed for differences in both categorical and continuous variables as they related to choice of academic or private practice career path. Results: Sixty seven (47%) of the surveys were returned. Forty-five percent of respondents indicated pursuit of an academic career. All respondents participated in research during training with 73% participating in research publication authorship. Post graduate year-3 was the median in which career path was chosen, and 20% thought that a fellowship position was 'perhaps' necessary to secure an academic position. Thirty percent of the respondents revealed that the timing of the American Board of Radiology examination influenced their career path decision. Eighteen variables were offered as possibly influencing career path choice within the survey, and the top five identified by those seeking an academic path were: (1) colleagues, (2) clinical research, (3) teaching, (4) geography, (5) and support staff. For those seeking private practice, the top choices were: (1) lifestyle, (2) practice environment, (3) patient care, (4) geography, (5) colleagues. Female gender (p = 0.064), oral meeting presentation (p = 0.053), and international meeting presentation (p 0.066) were the variables most significantly associated with pursuing an

Graduation and Withdrawal from RN Programs. A Report of the Nurse Career-Pattern Study.

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Knopf, Lucille

Based on a larger longitudinal study, this document examines three nursing groups--those entering schools preparing registered nurses in 1962, 1965, and 1967. It describes and compares those who graduated and those who withdrew before graduation and examines the reasons why the students withdraw from both the students' and the program directors'…

STEM Enrichment Programs and Graduate School Matriculation: The Role of Science Identity Salience

Science.gov (United States)

Merolla, David M.; Serpe, Richard T.

2013-01-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student…

Understanding the Organizational Context of Academic Program Development

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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…

Outcomes from the GLEON fellowship program. Training graduate students in data driven network science.

Science.gov (United States)

Dugan, H.; Hanson, P. C.; Weathers, K. C.

2016-12-01

In the water sciences there is a massive need for graduate students who possess the analytical and technical skills to deal with large datasets and function in the new paradigm of open, collaborative -science. The Global Lake Ecological Observatory Network (GLEON) graduate fellowship program (GFP) was developed as an interdisciplinary training program to supplement the intensive disciplinary training of traditional graduate education. The primary goal of the GFP was to train a diverse cohort of graduate students in network science, open-web technologies, collaboration, and data analytics, and importantly to provide the opportunity to use these skills to conduct collaborative research resulting in publishable scientific products. The GFP is run as a series of three week-long workshops over two years that brings together a cohort of twelve students. In addition, fellows are expected to attend and contribute to at least one international GLEON all-hands' meeting. Here, we provide examples of training modules in the GFP (model building, data QA/QC, information management, bayesian modeling, open coding/version control, national data programs), as well as scientific outputs (manuscripts, software products, and new global datasets) produced by the fellows, as well as the process by which this team science was catalyzed. Data driven education that lets students apply learned skills to real research projects reinforces concepts, provides motivation, and can benefit their publication record. This program design is extendable to other institutions and networks.

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

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.

Improvements to a Neuroscience Graduate Program Derived from an Analysis of Previous Studies of Quality in Graduate Education

Science.gov (United States)

1998-05-01

money. With the cost of tuition having increased by five percent the last two years, ( Gose , 1997) the financing ofa graduate education can be an area...Maher B. (1995). Research-Doctorate Programs in the United States: Continuity and Change. Washington, D.C.: National Research Council. 102 103 Gose , B

Understanding the Phenomenon of Overcoming Academic Challenges and Failure to Achieve Academic Goals

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Jama, Sam

2017-01-01

This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. "Group A" participants experienced academic failure and were asked to withdraw from their…

Gender Inequalities in Transnational Academic Mobility and the Ideal Type of Academic Entrepreneur

Science.gov (United States)

Leemann, Regula Julia

2010-01-01

Based on a study on academic career paths of PhD graduates in Switzerland, this paper is concerned with the individual and institutional factors that affect transnational academic mobility in the postdoctoral period. It will be argued that the institutionalisation of geographic mobility in academic career paths through research funding…

Integrating an Academic Electronic Health Record: Challenges and Success Strategies.

Science.gov (United States)

Herbert, Valerie M; Connors, Helen

2016-08-01

Technology is increasing the complexity in the role of today's nurse. Healthcare organizations are integrating more health information technologies and relying on the electronic health record for data collection, communication, and decision making. Nursing faculty need to prepare graduates for this environment and incorporate an academic electronic health record into a nursing curriculum to meet student-program outcomes. Although the need exists for student preparation, some nursing programs are struggling with implementation, whereas others have been successful. To better understand these complexities, this project was intended to identify current challenges and success strategies of effective academic electronic health record integration into nursing curricula. Using Rogers' 1962 Diffusion of Innovation theory as a framework for technology adoption, a descriptive survey design was used to gain insights from deans and program directors of nursing schools involved with the national Health Informatics & Technology Scholars faculty development program or Cerner's Academic Education Solution Consortium, working to integrate an academic electronic health record in their respective nursing schools. The participants' experiences highlighted approaches used by these schools to integrate these technologies. Data from this project provide nursing education with effective strategies and potential challenges that should be addressed for successful academic electronic health record integration.

An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.

Science.gov (United States)

Symes, Lene; Tart, Kathryn; Travis, Lucille

2005-01-01

The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity.

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

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.

A Summer Program Designed to Educate College Students for Careers in Bioinformatics

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Krilowicz, Beverly; Johnston, Wendie; Sharp, Sandra B.; Warter-Perez, Nancy; Momand, Jamil

2007-01-01

A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from…

The Reality and Prospects of the Academic Degree in Russia

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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.…

Final report to DOE: Matching Grant Program for the Penn State University Nuclear Engineering Program

International Nuclear Information System (INIS)

Jack S. Brenizer, Jr.

2003-01-01

The DOE/Industry Matching Grant Program is designed to encourage collaborative support for nuclear engineering education as well as research between the nation's nuclear industry and the U.S. Department of Energy (DOE). Despite a serious decline in student enrollments in the 1980s and 1990s, the discipline of nuclear engineering remained important to the advancement of the mission goals of DOE. The program is designed to ensure that academic programs in nuclear engineering are maintained and enhanced in universities throughout the U.S. At Penn State, the Matching Grant Program played a critical role in the survival of the Nuclear Engineering degree programs. Funds were used in a variety of ways to support both undergraduate and graduate students directly. Some of these included providing seed funding for new graduate research initiatives, funding the development of new course materials, supporting new teaching facilities, maintenance and purchase of teaching laboratory equipment, and providing undergraduate scholarships, graduate fellowships, and wage payroll positions for students

Assessing an Academic Library Professional Development Program

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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…

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.

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

Tailoring science education graduate programs to the needs of science educators in low-income countries

Science.gov (United States)

Lunetta, Vincent N.; van den Berg, Euwe

Science education graduate programs in high-income countries frequently enroll students from low-income countries. Upon admission these students have profiles of knowledge, skills, and experiences which can be quite different from those of students from the host high-income countries. Upon graduation, they will normally return to work in education systems with conditions which differ greatly from those in high-income countries. This article attempts to clarify some of the differences and similarities between such students. It offers suggestions for making graduate programs more responsive to the special needs of students from low-income countries and to the opportunities they offer for enhancing cross-cultural sensitivity. Many of the suggestions can be incorporated within existing programs through choices of elective courses and topics for papers, projects, and research. Many references are provided to relevant literature on cultural issues and on science education in low-income countries.

Starting Up in a Down Market, with a Boost From Entrepreneurship Graduate Programs

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Taylor, Cyrus

2003-03-01

In the late 1990's, it seemed that any two graduate students and their dog could start and grow a high-tech company. With the collapse of, first, the internet sector, and, more recently, the telecommunications sector, there has been a traumatic shake-out among high tech firms, and the challenges facing new firms appear to have greatly increased. This talk will highlight the keys for physics entrepreneurs to survive and even thrive in this environment, with a special initial boost from new graduate programs combining business school and physics training. The infrastructure needed by educational programs designed to empower physicists as entrepreneurs is discussed.

Strengthening the Relationship between Undergraduate Professional Preparation Programs in Parks, Recreation, and Tourism and Graduate Leisure Studies

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Dustin, Daniel; Browne, Laurie; Bricker, Kelly; Schwab, Keri

2011-01-01

This article stems from a conversation among academic leaders of graduate-oriented departments of parks, recreation, and tourism across North America who participated in an administrator summit at Zion Ponderosa Resort in southern Utah September 23-26, 2010. The University of Utah's Department of Parks, Recreation, and Tourism hosted the summit,…

Social Networking in School Psychology Training Programs: A Survey of Faculty and Graduate Students

Science.gov (United States)

Pham, Andy V.; Goforth, Anisa N.; Segool, Natasha; Burt, Isaac

2014-01-01

The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school…

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.

Novice Academic Librarians Provide Insight into Choosing Their Careers, Graduate School Education, and First Years on the Job. A Review of: Sare, L., Bales, S., & Neville, B. (2012. New academic librarians and their perceptions of the profession. portal: Libraries and the Academy, 12(2, 179-203. doi: 10.1353/pla.2012.0017

Directory of Open Access Journals (Sweden)

Carol D. Howe

2012-12-01

consider graduate school to be rigorous concerned the researchers. They feared that librarians entering the field might not deem it a serious profession. Because the participants favored practical over theoretical classes, the researchers thought it important for graduate schools to teach theoretical concepts in a way that is more satisfying to students. They felt that other applied fields, such as nursing, might provide examples of how to do so. The researchers also noted that graduate schools could do more to prepare students for life on the job. As new librarians reported favouring “real” work over “other” work, the researchers felt that students should hear it first in graduate school that all the work librarians do is an important and necessary part of academic librarianship. As most participants were uncertain about what their futures as academic librarians might look like, the researchers thought that graduate school professors should address that issue as well.Data from this study also gave insight into how employers might best serve new librarians. The researchers suggest looking to new teacher induction programs to get ideas for orienting new librarians to the profession. Orientation might include a combination of formal and informal techniques such as peer mentors, peer observation, new librarian training, and new librarian handbooks in the first year of employment.Finally, the researchers proposed ideas for future research. They believe it might be helpful to study experienced academic librarians or new public librarians for comparison to this study.

Developing Leadership for Increasing Complexity: A Review of Online Graduate Leadership Programs

Science.gov (United States)

Winton, Steven L.; Palmer, Sarah; Hughes, Patrick J.

2018-01-01

Leadership education must evolve to keep pace with the growing recognition that effective leadership happens in a complex environment and is as much a systemic variable as a personal one. As part of a program review process, a graduate leadership program at a private Midwestern university conducted a qualitative review of 18 online graduate…

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

Study of author’s applied physical training program for military officers-graduates of reserve officers’ departments

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A.I. Yavorskyy

2016-04-01

Full Text Available Purpose: to test effectiveness of applied physical training program for military officers, called up to military service after graduation from reserve officers’ departments. Material: the research was conducted on the base of Educational center 184 from June 2014 to December 2015. In the research 80 military officers participated (n=30 - graduates of military higher educational establishments; n=26, n=24 - graduates of reserve officers’ departments of 22-27 years’ age. Results: we fulfilled analysis of military officers’ physical fitness by exercises, which characterize general physical fitness and military applied skills (100 meters’ run, chin ups, 3000 meters’ run, passing obstacles course, grenade throws for distance and for accuracy, 5 km march-rush. We worked out the program, the essence of which implies ensuring of physical fitness and acceleration of reserve officers-graduates’ adaptation to professional (combat functioning. Conclusions: it was proved that implementation of the author’s program influenced positively on perfection of general physical qualities and military applied skills of military officers-graduated of reserve officers’ departments (р-0.05-0.001.

Association of preresidency peer-reviewed publications with radiation oncology resident choice of academic versus private practice career.

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McClelland, Shearwood; Thomas, Charles R; Wilson, Lynn D; Holliday, Emma B; Jaboin, Jerry J

The decision of radiation oncology residents to pursue academic versus private practice careers plays a central role in shaping the present and future of the field, but factors that are potentially predictive of this decision are lacking. This study was performed to examine the role of several factors publicly available before residency on postresidency career choice, including preresidency peer-reviewed publications (PRPs), which have been associated with resident career choice in comparably competitive subspecialties such as neurosurgery. Using a combination of Internet searches, telephone interviews, and the 2015 Association of Residents in Radiation Oncology directory, a list of 2016 radiation oncology resident graduates was compiled, along with their postresidency career choice. PRP was defined as the number of PubMed publications encompassing the end of the calendar year (2010) in which residency applications were due; this number was then correlated with career choice. A total of 163 residents from 76 Accreditation Council for Graduate Medical Education-certified programs were examined: 78% were male, 22% were MDs/PhDs, and 79 graduates (48%) chose academic careers. Fifty-two percent of graduates had at least 1 PRP at the time of application to radiation oncology residency; 35% had more than 1 PRP. Regarding career choice, the difference between 0 and 1+ PRP was statistically significant (odds ratio, 3.3; P 1 PRP. Sex, PhD, or non-PhD dual degree status were not associated with career choice. Radiation oncology residency graduates with 1 or more PRPs at the time of residency application were roughly 2 times more likely to choose an academic career as their initial career choice than graduates with no preresidency PRPs. This information may prove useful to medical students, medical school advisors, and residency program directors and deserves further prospective investigation. Copyright © 2017 American Society for Radiation Oncology. Published by Elsevier

Are Canadian General Internal Medicine training program graduates well prepared for their future careers?

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Snell Linda

2006-11-01

Full Text Available Abstract Background At a time of increased need and demand for general internists in Canada, the attractiveness of generalist careers (including general internal medicine, GIM has been falling as evidenced by the low number of residents choosing this specialty. One hypothesis for the lack of interest in a generalist career is lack of comfort with the skills needed to practice after training, and the mismatch between the tertiary care, inpatient training environment and "real life". This project was designed to determine perceived effectiveness of training for 10 years of graduates of Canadian GIM programs to assist in the development of curriculum and objectives for general internists that will meet the needs of graduates and ultimately society. Methods Mailed survey designed to explore perceived importance of training for and preparation for various aspects of Canadian GIM practice. After extensive piloting of the survey, including a pilot survey of two universities to improve the questionnaire, all graduates of the 16 universities over the previous ten years were surveyed. Results Gaps (difference between importance and preparation were demonstrated in many of the CanMEDS 2000/2005® competencies. Medical problems of pregnancy, perioperative care, pain management, chronic care, ambulatory care and community GIM rotations were the medical expert areas with the largest gaps. Exposure to procedural skills was perceived to be lacking. Some procedural skills valued as important for current GIM trainees and performed frequently (example ambulatory ECG interpretation had low preparation ratings by trainees. Other areas of perceived discrepancy between training and practice included: manager role (set up of an office, health advocate (counseling for prevention, for example smoking cessation, and professional (end of life issues, ethics. Conclusion Graduates of Canadian GIM training programs over the last ten years have identified perceived gaps

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.

PEDAGOGICAL PATTERN OF TELEMATIC TUTORSHIP IN GRADUATE DEGREE EDUCATION / MODELO PEDAGÓGICO DE TUTORÍA TELEMÁTICA EN LA EDUCACIÓN DE POSTGRADO

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Ulises Mestre Gómez

2012-01-01

Full Text Available The paper is related with the situation arisen in the University of Las Tunas, Cuba, when extending the graduate degree education to all the municipalities of the county: the limitations in giving answer to the massive and heterogeneous demands of the professionals' of its action radio. As solution it was necessary to model the process of academic tutorship, with the help of the technologies of the information and the communication, in programs of graduate degree b-learning education. The pattern of telematic tutorship proposes a solution to the relationship between auto-education and interaction; there are settle down six regularities that must complete the programs of graduate degree b-learning education.

Academic returnees knowledge transfer in Vietnamese public universities

OpenAIRE

Truong Thuy, Van

2017-01-01

In the trend of international education, many graduates have earned a degree from international education programs and returned to work in their home countries. This study explores the institutional factors affecting the process of transferring knowledge from international education to local workplace, taking the case of Vietnamese academic returnees in public universities. The study employs the qualitative approach and institutional theory to understand this phenomenon. Data from interviews ...

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...

An Investigation of Scholar-Baller and Non Scholar-Baller Division I Football Student-Athletes' Academic, Athletic, Intrinsic Motivation and Athletic Identity

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Rasmussen, Janet M.

2009-01-01

As less than 3% of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance.…

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

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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

Broadening measures of success: results of a behavioral health translational research training program.

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Baldwin, Julie A; Williamson, Heather J; Eaves, Emery R; Levin, Bruce L; Burton, Donna L; Massey, Oliver T

2017-07-24

While some research training programs have considered the importance of mentoring in inspiring professionals to engage in translational research, most evaluations emphasize outcomes specific to academic productivity as primary measures of training program success. The impact of such training or mentoring programs on stakeholders and local community organizations engaged in translational research efforts has received little attention. The purpose of this evaluation is to explore outcomes other than traditional academic productivity in a translational research graduate certificate program designed to pair graduate students and behavioral health professionals in collaborative service-learning projects. Semi-structured qualitative interviews with scholars, community mentors, and academic mentors were conducted regarding a translational research program to identify programmatic impacts. Interviews were transcribed and coded by the research team to identify salient themes related to programmatic outcomes. Results are framed using the Translational Research Impact Scale which is organized into three overarching domains of potential impact: (1) research-related impacts, (2) translational impacts, and (3) societal impacts. This evaluation demonstrates the program's impact in all three domains of the TRIS evaluation framework. Graduate certificate participants (scholars) reported that gaining experience in applied behavioral health settings added useful skills and expertise to their present careers and increased their interest in pursuing translational research. Scholars also described benefits resulting from networks gained through participation in the program, including valuable ties between the university and community behavioral health organizations. This evaluation of the outcomes of a graduate certificate program providing training in translational research highlights the need for more community-oriented and practice-based measures of success. Encouraging practitioner

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

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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.

Social Class and Belonging: Implications for Graduate Students' Career Aspirations

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Ostrove, Joan M.; Stewart, Abigail J.; Curtin, Nicola L.

2011-01-01

We examined the role that social class background plays in graduate students' career goals. Class background was significantly related to the extent to which students struggled financially in graduate school, which related to their sense of belonging in graduate school. Sense of belonging related to academic self-concept, which predicted students'…

The Effects of Performance Budgeting and Funding Programs on Graduation Rate in Public Four-Year Colleges and Universities

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Jung-cheol Shinn

2004-05-01

Full Text Available This study was conducted to determine whether states with performance budgeting and funding (PBF programs had improved institutional performance of higher education over the five years (1997 through 2001 considered in this study. First Time in College (FTIC graduation rate was used as the measure of institutional performance. In this study, the unit of analysis is institution level and the study population is all public four-or-more-year institutions in the United States. To test PBF program effectiveness, Hierarchical Linear Modeling (HLM growth analysis was applied. According to the HLM analysis, the growth of graduation rates in states with PBF programs was not greater than in states without PBF programs. The lack of growth in institutional graduation rates, however, does not mean that PBF programs failed to achieve their goals. Policy-makers are advised to sustain PBF programs long enough until such programs bear their fruits or are proven ineffective.

Effect of Performance Deficiencies on Graduation and Board Certification Rates: A 10-yr Multicenter Study of Anesthesiology Residents.

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Turner, Judi A; Fitzsimons, Michael G; Pardo, Manuel C; Hawkins, Joy L; Huang, Yue Ming; Rudolph, Maria D D; Keyes, Mary A; Howard-Quijano, Kimberly J; Naim, Natale Z; Buckley, Jack C; Grogan, Tristan R; Steadman, Randolph H

2016-07-01

This multicenter, retrospective study was conducted to determine how resident performance deficiencies affect graduation and board certification. Primary documents pertaining to resident performance were examined over a 10-yr period at four academic anesthesiology residencies. Residents entering training between 2000 and 2009 were included, with follow-up through February 2016. Residents receiving actions by the programs' Clinical Competency Committee were categorized by the area of deficiency and compared to peers without deficiencies. A total of 865 residents were studied (range: 127 to 275 per program). Of these, 215 residents received a total of 405 actions from their respective Clinical Competency Committee. Among those who received an action compared to those who did not, the proportion graduating differed (93 vs. 99%, respectively, P graduating dropped to 55%. When more than three Accreditation Council for Graduate Medical Education Core Competencies were deficient, the proportion graduating also dropped significantly. Overall graduation and board certification rates were consistently high in residents with no, or isolated, deficiencies. Residents deficient in an Essential Attribute, or multiple competencies, are at high risk of not graduating or achieving board certification. More research is needed on the effectiveness and selective deployment of remediation efforts, particularly for high-risk groups.

Formulating Employability Skills for Graduates of Public Health Study Program

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Qomariyah, Nurul; Savitri, Titi; Hadianto, Tridjoko; Claramita, Mora

2016-01-01

Employability skills (ES) are important for effective and successful individual participation in the workplace. The main aims of the research were to identify important ES needed by graduates of Public Health Study Program Universitas Ahmad Dahlan (PHSP UAD) and to assess the achievement of the ES development that has been carried out by PHSP UAD.…

Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

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Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

2000-06-01

Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

Best Practices in Academic Management. Study Programs Classification Model

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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

The glass ceiling in academe: health administration is no exception.

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Stoskopf, C H; Xirasagar, S

1999-01-01

This paper reviews gender issues in academe and presents findings of a limited survey of ACEHSA-accredited health administration graduate programs. The survey shows gender ratios adverse to women at the full, associate, and assistant professor levels. Men to women ratio among faculty was 1.98, among full-time faculty it was 2.24, and among tenured/tenure-track faculty it was 2.69, despite an excess of female students over male students in graduate programs, and despite equal proportions of women and men faculty holding doctoral degrees. Distribution by rank showed 48.5 percent full professors, 27.8 percent associate professors, and, 20.1 percent assistant professors among men, vs. 27.4 percent, 41.1 percent, and 31.5 percent respectively among women. In other academic fields similar gender ratios prevail, and many researchers have documented evidence of continuing gender inequities in tenure, promotion and salary, given comparable performance, despite the enactment of Title IX in 1972. Gender disparities are rooted in a complex web of gender-specific constraints interwoven with secular human capital and structural variables, and confounded by sexist discriminatory factors. In light of these issues, recommendations are made toward creating an equitable academic climate without compromising the ideal of meritocracy, through gender-sensitive initiatives and vigilance mechanisms to bring policies to fruition.

Trends in Funding Selected Graduate Professional Programs in a Private Urban University: An Exploratory Study.

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Friedman, William Marshall

From the 1950's to the 1970's, graduate student tuition funding trends at Saint Louis University were studied for the business administration, education, law, and medicine programs. Administration of a questionnaire to graduate degree recipients resulted in a return of 1,453 usable responses. The most important external source for tuition funding…

The Impact of a Community College Cooperative Education Program on the Performance of its Graduates.

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Ehrlich, Dan J.; Heinemann, Harry N.

A study was conducted for the purpose of determining the impact of cooperative education (CE) on the experiences of community college students subsequent to their graduation. Comprehensive normative data on graduates and non-completers of LaGuardia Community College, which has a universal CE program, were collected by means of surveys.…

A Mentoring Program in Environmental Science for Underrepresented Groups

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Stevens, L.; Rizzo, D. M.

2009-12-01

We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing

Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up.

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Penner, Anne E; Lundblad, Wynne; Azzam, Pierre N; Gopalan, Priya; Jacobson, Sansea L; Travis, Michael J

2017-04-01

This study reports the academic outcomes, including scholarly productivity, of the graduates of one residency training track for future clinician educators and academic administrators. Since its implementation in 2008, the Academic Administrator, Clinician Educator (AACE) track at Western Psychiatric Institute and Clinic - UPMC has grown in popularity with reports of participants achieving post-graduate academic success; however, there has been no prior assessment of outcomes. In 2015 all graduates of the track were surveyed using an anonymous, web-based survey. Twenty-nine total graduates were surveyed RESULTS: Twenty-four graduates responded to the survey (83% response rate). The graduates are very active in academic psychiatry with 23 (96%) holding an academic appointment with different administrative roles, medical director (50%) and training director (17%) being the most frequent. Participants have also been active in pursuing scholarship with 80% presenting their scholarly projects at local and national conferences and producing post-graduate, peer-reviewed articles (50%). This study underscores the benefits of a clinician educator track and suggests areas for future growth.

A Roadmap for Observership Programs in Psychiatry for International Medical Graduates

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Hamoda, Hesham M.; Sacks, Diane; Sciolla, Andres; Dewan, Mantosh; Fernandez, Antony; Gogineni, Rama Rao; Goldberg, Jeffrey; Kramer, Milton; Saunders, Ramotse; Sperber, Jacob; Rao, Nyapati R.

2012-01-01

Objective: International medical graduates (IMGs) constitute a significant proportion of the psychiatric workforce in the United States. Observership programs serve an important role in preparing IMGs for U.S. residency positions; yet there are limited resources with information available on establishing these observerships, and none specific to…

Dental Hygiene Program Directors' Perceptions of Graduate Dental Hygiene Education and Future Faculty Needs.

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Wilder, Rebecca S.; Mann, Ginger; Tishk, Maxine

1999-01-01

A survey of 161 dental-hygiene-program directors investigated perceived future needs for faculty, preferences for type of faculty degree for selection and promotion, the extent to which master's programs are meeting those needs in both numbers and skills, and how the programs can better prepare graduates for the millennium. (MSE)

Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys.