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

Science.gov (United States)

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.

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

Directory of Open Access Journals (Sweden)

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

Academic elite in accounting: linkages among top-ranked graduate programs.

Science.gov (United States)

Bair, Jeffrey H

2002-06-01

The 10 top-ranked graduate programs in accounting, based on a national survey of deans and top administrators, were linked to one another by hiring in the programs one another's graduates. Almost one-half (45.9%) of the faculty members in these 10 programs (N = 172) had graduated from one of these 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

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.

A new graduate education program in radiation therapy

International Nuclear Information System (INIS)

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

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

Energy Technology Data Exchange (ETDEWEB)

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

Science.gov (United States)

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.

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.

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.

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."

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.

A study of statistics anxiety levels of graduate dental hygiene students.

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Welch, Paul S; Jacks, Mary E; Smiley, Lynn A; Walden, Carolyn E; Clark, William D; Nguyen, Carol A

2015-02-01

In light of increased emphasis on evidence-based practice in the profession of dental hygiene, it is important that today's dental hygienist comprehend statistical measures to fully understand research articles, and thereby apply scientific evidence to practice. Therefore, the purpose of this study was to investigate statistics anxiety among graduate dental hygiene students in the U.S. A web-based self-report, anonymous survey was emailed to directors of 17 MSDH programs in the U.S. with a request to distribute to graduate students. The survey collected data on statistics anxiety, sociodemographic characteristics and evidence-based practice. Statistic anxiety was assessed using the Statistical Anxiety Rating Scale. Study significance level was α=0.05. Only 8 of the 17 invited programs participated in the study. Statistical Anxiety Rating Scale data revealed graduate dental hygiene students experience low to moderate levels of statistics anxiety. Specifically, the level of anxiety on the Interpretation Anxiety factor indicated this population could struggle with making sense of scientific research. A decisive majority (92%) of students indicated statistics is essential for evidence-based practice and should be a required course for all dental hygienists. This study served to identify statistics anxiety in a previously unexplored population. The findings should be useful in both theory building and in practical applications. Furthermore, the results can be used to direct future research. Copyright © 2015 The American Dental Hygienists’ Association.

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

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.

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.

Competencies for Graduate Culinary Management Degree Programs: Stakeholders' Perspectives

Science.gov (United States)

George, Annette A.

2009-01-01

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

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

Science.gov (United States)

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.

Science.gov (United States)

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.

Vocal Health Education and Medical Resources for Graduate-Level Vocal Performance Students.

Science.gov (United States)

Latham, Katherine; Messing, Barbara; Bidlack, Melissa; Merritt, Samantha; Zhou, Xian; Akst, Lee M

2017-03-01

Most agree that education about vocal health and physiology can help singers avoid the development of vocal disorders. However, little is known about how this kind of education is provided to singers as part of their formal training. This study describes the amount of instruction in these topics provided through graduate-level curricula, who provides this instruction, and the kinds of affiliations such graduate singing programs have with medical professionals. This is an online survey of music schools with graduate singing programs. Survey questions addressed demographics of the programs, general attitudes about vocal health instruction for singers, the amount of vocal health instruction provided and by whom it was taught, perceived barriers to including more vocal health instruction, and any affiliations the voice program might have with medical personnel. Eighty-one survey responses were received. Instruction on vocal health was provided in 95% of the schools. In 55% of the schools, none of this instruction was given by a medical professional. Limited time in the curriculum, lack of financial support, and lack of availability of medical professional were the most frequently reported barriers to providing more instruction. When programs offered more hours of instruction, they were more likely to have some of that instruction given by a medical professional (P = 0.008) and to assess the amount of instruction provided positively (P = 0.001). There are several perceived barriers to incorporating vocal health education into graduate singing programs. Opportunity exists for more collaboration between vocal pedagogues and medical professionals in the education of singers about vocal health. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Nanocommunication design in graduate-level education and research training programs at Osaka University

OpenAIRE

Sekiya, Mizuki; An, SoonHwa; Ata, Masafumi

2014-01-01

After more than ten years of strategic investment research and development supported by government policies on science and technology, nanotechnology in Japan is making a transition from the knowledge creation stage of exploratory research to the stage of making the outcomes available for the benefit of society as a whole. Osaka University has been proactive in discussions about the relationship between nanotechnology and society as part of graduate and continuing education programs. These pr...

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

Sport Management Graduate Programs: Characteristics of Effectiveness.

Science.gov (United States)

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…

NASA Graduate Student Researchers Program Ronald E. McNair PhD Program

Science.gov (United States)

Howard, Sunnie

1998-01-01

program begins to graduate 15 fellows per year. The Ph.D. Program is only three and a half years old and the expectations of graduating PH.D's in that timeframe, is a phenomenal accomplishment for any program in the country. Since inception of the NASA REM-PHD program, tuitions and fees have increased. Stipend support was increased to offer the Ph.D. program on a competitive basis. These increases will place allocation restraints on r_ the current level of funding. These issues are being addressed in the proposal and will bear their own merit.

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.

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.

Nonproliferation Graduate Fellowship Program Annual Report: Class of 2011

Energy Technology Data Exchange (ETDEWEB)

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

Directory of Open Access Journals (Sweden)

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.

Student Attitudes toward Information Systems Graduate Program Design and Delivery

Science.gov (United States)

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…

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

Science.gov (United States)

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.

Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education

Directory of Open Access Journals (Sweden)

Mithat ELCICEK

2018-01-01

Full Text Available The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35% and 93 men (65% graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statistics were used in the study to determine the levels of digital citizenship and social presence of the students. Correlation analysis for the relationship between variables and linear regression for the predictive power were used. The results indicated that graduate students enrolled in distance education master programs had high levels in digital citizenship and social presence. Furthermore, the mentioned levels were comprehended to have significant and positive relationship among themselves. While the levels of digital citizenship and social presence didn’t differentiate significantly in terms of gender, social presence levels differentiated in favour of Educational Sciences Insitute. Also the level of social presence for the graduate students was concluded to be significantly predictive for digital citizenship level.

Comfort level of post graduate residents working in different clinical domains in managing common ophthalmic conditions

International Nuclear Information System (INIS)

Jaffar, S.; Tayyab, A.; Shah, S.S.; Naseem, S.; Ghazanfar, H.

2016-01-01

Background: Ophthalmological conditions are frequently encountered in almost all clinical specialties. Assessing the adequacy of ophthalmology teaching in undergraduate medical education is important in order to diagnose and manage different ophthalmological conditions. The objective of this study was to determine the comfort level of post graduate residents working in different clinical domains in managing common ophthalmic conditions. Methods: A cross sectional survey involving 277 post graduate residents was carried out over a period of six months in both private and public tertiary care hospital. A questionnaire containing two sections and 17 variables in total were distributed among Medical Residents of different specialties except ophthalmology residents. Participants of the study were selected through consecutive non probability sampling. Results: Mean hours of classroom based ophthalmology instruction during during undergraduate program was 59.38 hours (55.9) and mean hours of clinical based ophthalmology instruction during undergraduate program was 62.73 hours (60.8) 54 percentage were either not comfortable or somewhat comfortable in managing common ophthalmic condition. Conclusion: Teaching hours in under graduate program meet or exceed requisite criteria. However graduating doctors generally feel that the time spent does not provide them with the comfort and skill level required to care for patients with ocular presentations. (author)

[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.

Implementation and impact of experiential learning in a graduate level teacher education program: An example from a Canadian universit

Directory of Open Access Journals (Sweden)

Cher M. Hill

2016-11-01

Full Text Available Teacher inquiry, in which teachers study their own professional practice, is currently a popular form of experiential learning that is considered a powerful tool to bring about effective change in teaching and learning. Little empirical evidence, however, exists to explain precisely if and how this pedagogical methodology moves teachers toward transformation of practice. Using grounded theory methodology, we examined twelve end of term graduate level learning portfolios and administered a survey to 336 in-service teachers enrolled in a two-year graduate diploma program in the Faculty of Education at Simon Fraser University, Canada. We found powerful evidence that our programs were highly impactful, with 94% of teachers reporting transformative learning within the second year of the program. Using portfolio data we examined the process of the teacher transformations. Our findings revealed that teachers’ abilities to interrogate their subjective-objective stance deepened their experiential learning. Using three case studies we exemplify how transformative pathways were formulated and conclude with a discussion of the implications of learning through experience, including the value of student-generated learning goals, continuous interfacing of theory and practice, seeing your ‘teaching’ through the eyes of your students/colleagues or parents, and the power of living your research question in the context of your own classroom and school setting. We end the paper on a cautionary note pointing out the vulnerability of programs of this nature in an era of accountability, standardization, quality control, and risk management all of which eclipse approaches that focus on authentic practical problems and student generated solutions.

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

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

Science.gov (United States)

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.

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

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

2016-01-01

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

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)

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

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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…

Creating a Culture of Communication: A Graduate-Level STEM Communication Fellows Program at a Science and Engineering University

Science.gov (United States)

Simpson, Steve; Clemens, Rebecca; Killingsworth, Drea Rae; Ford, Julie Dyke

2015-01-01

A flurry of recent research in writing studies has addressed the need for more systematic approaches to graduate-level writing support, though more research is needed into more organic models that account for graduate students' specific needs and that build infrastructure for writing support within university departments. This article reports on a…

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

Directory of Open Access Journals (Sweden)

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.

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...

Discrimination against international medical graduates in the United States residency program selection process.

Science.gov (United States)

Desbiens, Norman A; Vidaillet, Humberto J

2010-01-25

Available evidence suggests that international medical graduates have improved the availability of U.S. health care while maintaining academic standards. We wondered whether studies had been conducted to address how international graduates were treated in the post-graduate selection process compared to U.S. graduates. We conducted a Medline search for research on the selection process. Two studies provide strong evidence that psychiatry and family practice programs respond to identical requests for applications at least 80% more often for U.S. medical graduates than for international graduates. In a third study, a survey of surgical program directors, over 70% perceived that there was discrimination against international graduates in the selection process. There is sufficient evidence to support action against discrimination in the selection process. Medical organizations should publish explicit proscriptions of discrimination against international medical graduates (as the American Psychiatric Association has done) and promote them in diversity statements. They should develop uniform and transparent policies for program directors to use to select applicants that minimize the possibility of non-academic discrimination, and the accreditation organization should monitor whether it is occurring. Whether there should be protectionism for U.S. graduates or whether post-graduate medical education should be an unfettered meritocracy needs to be openly discussed by medicine and society.

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

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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

Directory of Open Access Journals (Sweden)

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

Linking Work Integrated Learning and Competency of Graduates Pursuing Graduate Diploma in Teaching Profession

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Puncreobutr, Vichian; Malee; Somjate

2016-01-01

The objective of this research was to study the level of work integrated learning (WIL), and the competency of the teaching profession based on the standards of knowledge of the graduates at St. Theresa International College. The study group consisted of 115 graduates pursuing Graduate Diploma in Teaching Profession Program. The questionnaire was…

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.

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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)

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.

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

A Graduate Academic Program in Medical Information Science.

Science.gov (United States)

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

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

Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program with a Comprehensive Philosophy

Science.gov (United States)

Engler, Karen S.; MacGregor, Cynthia J.

2018-01-01

At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri…

Nanocommunication design in graduate-level education and research training programs at Osaka University

Science.gov (United States)

Sekiya, Mizuki; An, SoonHwa; Ata, Masafumi

2014-09-01

After more than ten years of strategic investment research and development supported by government policies on science and technology, nanotechnology in Japan is making a transition from the knowledge creation stage of exploratory research to the stage of making the outcomes available for the benefit of society as a whole. Osaka University has been proactive in discussions about the relationship between nanotechnology and society as part of graduate and continuing education programs. These programs are intended to fulfill the social accountability obligation of scientists and corporations involved in R&D, and to deepen their understanding of the relationship between science and society. To meet those aims, the program has covered themes relating to overall public engagement relating to nanotechnology governance, such as risk management of nanomaterials, international standardization for nanotechnology, nanomeasurement, intellectual property management in an open innovation environment, and interactive communication with society. Nanotechnology is an emerging field of science and technology. This paper reports and comments on initiatives for public engagement on nanotechnology at Osaka University's Institute for NanoScience Design, which aims to create new technologies based on nanotechnology that can help realize a sustainable society.

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

Science.gov (United States)

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…

Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education

Science.gov (United States)

Elcicek, Mithat; Erdemci, Husamettin; Karal, Hasan

2018-01-01

The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz…

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.

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.

The american high school graduation rate : trends and levels

OpenAIRE

Heckman, James J.; LaFontaine, Paul A.

2008-01-01

This paper uses multiple data sources and a unified methodology to estimate the trends and levels of the U.S. high school graduation rate. Correcting for important biases that plague previous calculations, we establish that (a) the true high school graduation rate is substantially lower than the official rate issued by the National Center for Educational Statistics; (b) it has been declining over the past 40 years; (c) majority/minority graduation rate differentials are substantial and have n...

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.

Community Engagement in a Graduate-Level Community Literacy Course

Science.gov (United States)

Marshall Bowen, Lauren; Arko, Kirsti; Beatty, Joel; Delaney, Cindy; Dorpenyo, Isidore; Moeller, Laura; Roberts, Elsa; Velat, John

2014-01-01

A case study of a graduate-level community literacy seminar that involved a tutoring project with adult digital literacy learners, this essay illustrates the value of community outreach and service-learning for graduate students in writing studies. Presenting multiple perspectives through critical reflection, student authors describe how their…

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

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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…

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.

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

Science.gov (United States)

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.

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

Science.gov (United States)

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.

Integration of Health Systems Management Bachelors Program graduates into the Israeli healthcare market.

Science.gov (United States)

Schwartz-Ilan, Dana; Goldberg, Avishay; Pliskin, Joseph S; Peled, Ronit; Shvarts, Shifra

2005-01-01

Ben-Gurion University (BGU) in Beer-Sheva, opened a special program (B.A. degree) for training junior academic administrative personnel who can improve the quality of service in health care organizations through suitable and high-quality administration. The program the first of its kind in Israel, has been in operation since 1994, providing 50 candidates for administrative positions within the health system per year. The research goals of the project described in this paper were to examine integration of 224 graduates of the undergraduate program in Health Systems Management (HSM) within the private and public health system in Israel, including employment trends and evaluation of the program in retrospect. Questionnaires were sent to all graduates of the program. Participants were requested to answer questions regarding their present place of employment and their satisfaction with their academic degree. The findings showed that the graduates of the undergraduate program in HSM have integrated well into the health system, butnotas well as they could have. The graduates encountered difficulties in their absorption into management roles in the public health system and feel that the extent of their abilities has yet to be fully recognized and utilized by the system.

Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

Science.gov (United States)

Karazsia, Bryan T.; Smith, Lena

2016-01-01

In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

Science.gov (United States)

Potvin, Geoff; Chari, Deepa; Hodapp, Theodore

2017-12-01

Graduate admissions play a critical gatekeeping role in the physics community not only because they select students who are allowed to begin their graduate studies, but also because they influence how students perceive graduate school, and in some cases whether or not they will even choose to apply. In conjunction with the APS Bridge Program, we conducted a national survey of graduate directors (and related faculty) of physics Ph.D. programs in the United States to explore graduate admissions practices. Our focus was on criteria used in determining admissions, mechanisms through which graduate applicants are handled, and how student representation considerations are incorporated into admissions (if at all). We report here on existing graduate admission practices in physics departments and highlight some critical issues for understanding barriers for diversifying graduate physics, including the use of GRE scores (and the relative importance placed on them). We find that the use of a minimum GRE score for admission, a practice in opposition to recommendations made by the tests designers, is reported to be used in many departments (more than one in three). We also find letters of recommendation to be highly valued in admissions decisions. Our data describe various initiatives at the institutional or individual level to increase gender diversity in admissions. A sizable number of departments also express a latent demand for greater numbers of students from traditionally marginalized racial or ethnic groups, but simultaneously report a lack of such applicants.

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.

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

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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.

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

Science.gov (United States)

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.

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.

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…

SOCIAL-ECONOMIC ASPECTS REGARDING EMPLOYMENT AND ACTIVITY OF HIGHER EDUCATION GRADUATES FROM THE UNIVERSITY OF PETROŞANI AND AT NATIONAL LEVEL

Directory of Open Access Journals (Sweden)

ILIE RĂSCOLEAN

2012-10-01

Full Text Available The paper presents the problems met by the graduates of the bachelor program in Petroşani University and at national level, promotion 2009, in looking for employment and finding a job. The correlation/lack of correlation between the academic offer of professionals and demand on the market is also observed. The demand is much under the offer, the employment market absorbing in the respective professional education only 15% of the graduates at institutional level and 27% at national level.

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 nature and implications of support in graduate nurse transition programs: an Australian study.

Science.gov (United States)

Johnstone, Megan-Jane; Kanitsaki, Olga; Currie, Tracey

2008-01-01

It is widely recognized that support is critical to graduate nurse transition from novice to advanced beginner-level practitioner and to the integration of neophyte practitioners into safe and effective organizational processes. Just what constitutes support, however, and why (if at all) support is important, when, ideally, support should be given, by whom, how, and for how long, have not been systematically investigated. Building on the findings (previously reported) of a year long study that had, as its focus, an exploration and description of processes influencing the successful integration of new graduate nurses into safe and effective organizational processes and systems, the findings presented in this article strongly suggest that support is critical to the process of graduate nurse transition, and that integration into "the system" is best provided during the first 4 weeks of a graduate nurse transition program and thereafter at the beginning of each ward rotation; that "informal teachers" and the graduate nurses themselves are often the best sources of support; and that the most potent barriers to support being provided are the untoward attitudes of staff toward new graduates. Drawing on the overall findings of the study, a new operational definition of support is proposed and recommendations are made for future comparative research on the issue.

Levels of empathy and professional ethics in candidates to Medical Graduate School

Directory of Open Access Journals (Sweden)

José Luis Jiménez-López

2017-07-01

Full Text Available The current perception of a dehumanized medical attention and its low quality has questioned the empathic capacity and ethics of the health professionals. The research in this field reports variations in this attributes along the doctors’ education. Objective: to explore the global levels of empathy and professional ethics, as well as the levels of each component of both attributes in a sample of applicants to a medical graduate program. Methodology: 65 residents that applied for graduation studies in a very specialized medical unit were included. As part of the application process, they answered the Cognitive and Affective Empathy Test and the Professional Ethical Attitudes Scale. Results: The average scores of the sample got Average in empathy and Optimal in professional ethics. The comparison by gender, specialty and competences showed less affective and better ethical competence in women, more cognitive empathy in surgical specialties, and in general an absence of correlation between the two variables and specifically by competence. Conclusions: The importance of measuring the specific competences of each attribute is highlighted given that the variation in specific competences impact in different aspects the doctor’s education, as the specialty choice, the student selection, the development of academic programs and the adequate learning about the construction of an effective relation doctor-patient. © Revista Colombiana de Ciencias Sociales

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...

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 ...

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…

Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education

OpenAIRE

Mithat ELCICEK; Hüsamettin ERDEMCİ; Hasan KARAL

2018-01-01

The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statisti...

Intelligent type sodium level gauge and its graduation calibration facility

International Nuclear Information System (INIS)

Chen Daolong; Wang Xuan; Li Xinying; Sun Huiqing; Zhu Jie

1998-04-01

The component construction and their performances of the intelligent type sodium level gauge newly-developed and its graduation calibration facility are presented. They can be operated in the temperature limit 100∼550 degree C. Its graduation characteristic calibration test is described. The temperature effect is analyzed. The graduation characteristic equation using the medium temperature as the parameter is given. The calibration errors are analyzed. The measurement system using this sodium level gauge is presented. The tests show that the intelligent type sodium level gauge possesses good linearity. The accurate sodium level measurement data can be obtained by means of its on-line compensation function of the temperature effect. Moreover, it possesses the self-inspection, the electric shutoff protection, the setting of full-scale, the thermocouple breaking alarm, the two upper limits and two lower limits alarms, the standard analog output signal and the digital output signal. Therefore, it is applicable particularly to the instrument, control and protection systems of LMFBR. The basic error of this intelligent type sodium level gauge is +-1.9% of measuring range

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…

Undergraduate and graduate petroleum engineering education in the U.S

International Nuclear Information System (INIS)

Von Gonten, W.D.; Whiting, R.L.

1992-01-01

Petroleum Engineering educational programs produce graduates primarily for the upstream sector of the petroleum industry. This paper presents a summary of both the undergraduate and graduate petroleum engineering programs in the United States. The undergraduate portion of the paper will address the curriculum, accreditation, enrollments, student recruitment, faculty, jobs, starting salaries, and a historical perspective. The graduate section will address both master and doctoral level programs including the number and size of programs, curriculum, admission requirements, program administration, jobs, salaries, and a historical perspective

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.

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

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

Science.gov (United States)

Downs, Holly A.

2014-01-01

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

Is That Graduate Degree Worth It? Comparing the Recruitment of Undergraduate and Graduate Degree Job Applicants

Science.gov (United States)

Richardson, R. M.

2001-12-01

One could argue from a business prospective that colleges and universities are not working hard enough to train students for life in the business and civic world, at either the undergraduate or graduate levels. What is it that employers are looking for in students? How different are the skills and attributes employers are looking for between undergraduate and graduate students? How unique are the geosciences in this respect? At the undergraduate level recruiters have spoken loud and clear about what they want. According to the dean of the business school here at the University of Arizona, recruiters at the undergraduate degree level in business base less than half of their hiring decision on specific content knowledge in the discipline, and correspondingly more than half on the so-called soft skills ... ability to apply knowledge in new situations, ability to think critically, ability to communicate with others in both written and oral forms, ability to work in teams, ability to work with a diverse set of employees and customers (especially, but not limited to, the global job market), etc. How true is this at the graduate level, where students have typically spent 4-6 years specializing in a discipline? Is there a set of fundamental knowledge that employers are looking for at the graduate level? Are the so-called soft skills correspondingly less important? I will present results from a survey of graduate programs and industry recruiters addressing these questions, and highlight the areas of overlap and difference between undergraduates and graduates looking for jobs. I will concentrate specifically on jobs in the oil industry and on both masters and Ph.D. programs.

Educating change agents: a qualitative descriptive study of graduates of a Master's program in evidence-based practice.

Science.gov (United States)

Hole, Grete Oline; Brenna, Sissel Johansson; Graverholt, Birgitte; Ciliska, Donna; Nortvedt, Monica Wammen

2016-02-25

Health care professionals are expected to build decisions upon evidence. This implies decisions based on the best available, current, valid and relevant evidence, informed by clinical expertise and patient values. A multi-professional master's program in evidence-based practice was developed and offered. The aims of this study were to explore how students in this program viewed their ability to apply evidence-based practice and their perceptions of what constitute necessary conditions to implement evidence-based practice in health care organizations, one year after graduation. A qualitative descriptive design was chosen to examine the graduates' experiences. All students in the first two cohorts of the program were invited to participate. Six focus-group interviews, with a total of 21 participants, and a telephone interview of one participant were conducted. The data was analyzed thematically, using the themes from the interview guide as the starting point. The graduates reported that an overall necessary condition for evidence-based practice to occur is the existence of a "readiness for change" both at an individual level and at the organizational level. They described that they gained personal knowledge and skills to be "change-agents" with "self-efficacy, "analytic competence" and "tools" to implement evidence based practice in clinical care. An organizational culture of a "learning organization" was also required, where leaders have an "awareness of evidence- based practice", and see the need for creating "evidence-based networks". One year after graduation the participants saw themselves as "change agents" prepared to improve clinical care within a learning organization. The results of this study provides useful information for facilitating the implementation of EBP both from educational and health care organizational perspectives.

SoTL as a Subfield for Political Science Graduate Programs

Science.gov (United States)

Trepanier, Lee

2017-01-01

This article offers a theoretical proposal of how political science graduate programs can emphasize teaching in the discipline by creating the subfield of the scholarship of teaching and learning (SoTL). Currently, these programs neither prepare their students for academic positions where teaching is valued nor participate in a disciplinary trend…

Predictors of full-time faculty appointment among MD–PhD program graduates: a national cohort study

Directory of Open Access Journals (Sweden)

Dorothy A. Andriole

2016-05-01

Full Text Available Purpose: The authors sought to identify variables associated with MD–PhD program graduates’ academic medicine careers. Methods: We analyzed data for a national cohort of MD–PhD program graduates from 2000 to 2005, using multivariable logistic regression to identify independent predictors of full-time academic medicine faculty appointment through 2013. Results: Of 1,860 MD–PhD program graduates in 2000–2005, we included 1,846 (99.2% who had completed residency training before 2014. Of these 1,846 graduates, 968 (52.4% held full-time faculty appointments. Graduates who attended schools with Medical Scientist Training Program (MSTP funding (vs. no MSTP funding; adjusted odds ratio [aOR], 1.41; 95% confidence interval [CI], 1.14–1.74 and participated in ≥1 year of research during residency (vs. no documented research year; aOR, 1.85; 95% CI, 1.50–2.28 were more likely to have held full-time faculty appointments. Asian/Pacific Islander (aOR, 0.74; 95% CI, 0.60–0.93 and under-represented minority (URM; aOR, 0.68; 95% CI, 0.48–0.98 graduates (each vs. white graduates, graduates who reported total debt of ≥$100,000 (vs. no debt at graduation (aOR, 0.58; 95% CI, 0.39–0.88, and graduates in surgical practice (aOR, 0.64; 95% CI, 0.48–0.84 and other practice (aOR, 0.66, 95% CI, 0.54–0.81 specialties (each vs. ‘medicine, pediatrics, pathology, or neurology’ were less likely to have held full-time faculty appointments. Gender was not independently associated with likelihood of full-time faculty appointment. Conclusions: Over half of all MD–PhD program graduates in our study had full-time faculty appointments. Our findings regarding variables independently associated with full-time faculty appointments can inform the design of strategies to promote academic medicine career choice among MD–PhD program graduates. Further research is warranted to identify other factors amenable to intervention, in addition to those included in

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…

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

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…

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

Science.gov (United States)

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.

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.

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.

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…

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

Science.gov (United States)

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.

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

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

Science.gov (United States)

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,…

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

Science.gov (United States)

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.

The Need and Curricula for Health Professions Education Graduate Programs

Science.gov (United States)

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.

Science.gov (United States)

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.

Applying Active Learning at the Graduate Level: Merger Issues at Newco.

Science.gov (United States)

Berger, Bruce K.

2002-01-01

Suggests that active learning can benefit students in public relations and integrated communication courses at the graduate level. Describes how three active learning approaches--research and field work, student accountabilities for learning, and student reflection and reflexive exercises--were used in a graduate class project to help a Fortune 50…

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

Science.gov (United States)

Sanders, Gregory F.

2011-01-01

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

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

Science.gov (United States)

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.

Disparities in new graduate transition from multiple stakeholder perspectives.

Science.gov (United States)

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.

Using "Kaizen" to Improve Graduate Business School Degree Programs

Science.gov (United States)

Emiliani, M. L.

2005-01-01

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

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.

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...

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…

Impact of Support Services on Associate Level Nursing Programs

Science.gov (United States)

Busby-Parker, Michelle N.

2014-01-01

The goal of the research was to show the impact of the implementation of support services on admissions and graduation from nursing programs. The use of support services has been linked to higher levels of success in nursing students in the classroom and the work place. As nursing schools experience pressure to increase the student capacity to…

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

Science.gov (United States)

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

Science.gov (United States)

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;…

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.

Ideal for Whom? A Cultural Analysis of Ideal Worker Norms in Higher Education and Student Affairs Graduate Programs

Science.gov (United States)

Sallee, Margaret W.

2016-01-01

This chapter explores the consequences of ideal worker norms for graduate student-parents in higher education and student affairs programs. Using Schein's (2004) levels of culture as a conceptual lens, this chapter considers the ways that programmatic structures and interactions with faculty and peers reflect and reproduce a culture across…

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

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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.

Follow-Up Survey of the 1988-1989 Radiography Graduates of Middlesex Community College.

Science.gov (United States)

Spence, Weymouth

A graduate follow-up survey evaluated student outcomes for the radiography program at Middlesex Community College/Middlesex Memorial Hospital (Connecticut). The program prepares students for entry-level employment as radiographers. The questionnaire, based on input from program officials and respondents, was mailed to 14 1988 and 1989 graduates.…

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

Science.gov (United States)

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.

Science.gov (United States)

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…

Developing Curriculum of Nuclear Civil Engineering Degree Programme at Graduate Level

International Nuclear Information System (INIS)

Iqbal, J.

2016-01-01

Full text: The paper suggests the introduction of a new degree, namely nuclear civil engineering at graduate level for better utilization of civil engineers in nuclear power plant (NPP) design and construction. At present, both nuclear engineering and civil engineering degrees are offered at undergraduate and graduate levels in numerous renowned universities of the world. However, when a civil engineer, even after completion of nuclear engineering at postgraduate level, undertakes an assignment related to NPP design, he comes across various problems which are not covered in the present curricula. For instance, NPPs’ siting issues, design of pre-stressed concrete containment against loads of loss of coolant accident (LOCA), various impulsive and impactive loads (e.g., detonations, aircraft crash analysis, etc.) and shielding calculations are some of the core issues during nuclear power plant design. The paper highlights the importance of introduction of nuclear civil engineering degree at the graduate level. Besides, the contents of the proposed course work have also been discussed. Keeping in view the fact that, currently, no such degree is offered in any university of the world, the paper explores useful avenues to human resource development for introducing and expanding nuclear power programmes. (author

Financing physical therapy doctoral education: methods used by entry-level students and the financial impact after graduation.

Science.gov (United States)

Thompson, Kris; Coon, Jill; Handford, Leandrea

2011-01-01

With the move to the doctor of physical therapy (DPT) degree and increasing tuition costs, there is concern about financing entry-level education. The purposes of this study were to identify how students finance their DPT education and to describe the financial impact after graduation. A written survey was used to collect data on financing DPT education, student debt, and the financial impact on graduates. There were 92 subjects who had graduated from one program. Frequencies as well as nonparametric statistics using cross-tabulations and chi-squared statistics were calculated. The response rate was 55%. Of the respondents, 86% had student loans, 66% worked during school, 57% received some family assistance, and 21% had some scholarship support. The amount of monthly loan repayment was not statistically related to the ability to save for a house, the ability to obtain a loan for a house or car, or the decision to have children. Saving for the future (p = 0.016) and lifestyle choices (p = 0.035) were related to the amount of monthly loan repayment. Major sources of funding were student loans, employment income, and/or family assistance. Respondent's ability to save for the future and lifestyle choices were negatively impacted when loan debt increased. Physical therapist education programs should consider offering debt planning and counseling.

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

Science.gov (United States)

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...

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

Science.gov (United States)

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.

Fostering Graduate Level Student Success: What Research Says and How to Apply it in the Classroom

Directory of Open Access Journals (Sweden)

Victoria Landu-Adams

2016-08-01

Full Text Available The best instructors know how to engage their students from the first day of class and help them reach high levels of accomplishment in grasping difficult content, even in graduate level coursework. To create a positive learning environment, instructors must be proactive and anticipate challenges students are likely to face during the class. Whether we like to admit it or not, there are difficult courses for students to grasp within every program of study. Students' ability to learn and retain difficult information is based on physiological, emotional, sociological, and psychological factors. Therefore, instructors need to consider incorporating appropriate classroom practices for a diversity of learners. Are you searching for innovative, quick and easy ideas to "bait" your students on the first day and "hook" them to be comfortable with anxiety-laden courses for the remainder of the course instruction? This paper will present hands-on activities that can easily be utilized in even the most difficult graduate-level subjects. These activities build positive learning environments to help ease anxiety from the first day. It will also include interactive activities that can be adapted to any subject matter at any instructional level in the higher educational setting.

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

Science.gov (United States)

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…

THE AMERICAN HIGH SCHOOL GRADUATION RATE: TRENDS AND LEVELS*

Science.gov (United States)

Heckman, James J.; LaFontaine, Paul A.

2009-01-01

This paper applies a unified methodology to multiple data sets to estimate both the levels and trends in U.S. high school graduation rates. We establish that (a) the true rate is substantially lower than widely used measures; (b) it peaked in the early 1970s; (c) majority/minority differentials are substantial and have not converged for 35 years; (d) lower post-1970 rates are not solely due to increasing immigrant and minority populations; (e) our findings explain part of the slowdown in college attendance and rising college wage premiums; and (f) widening graduation differentials by gender help explain increasing male-female college attendance gaps. PMID:20625528

THE AMERICAN HIGH SCHOOL GRADUATION RATE: TRENDS AND LEVELS.

Science.gov (United States)

Heckman, James J; Lafontaine, Paul A

2010-05-01

This paper applies a unified methodology to multiple data sets to estimate both the levels and trends in U.S. high school graduation rates. We establish that (a) the true rate is substantially lower than widely used measures; (b) it peaked in the early 1970s; (c) majority/minority differentials are substantial and have not converged for 35 years; (d) lower post-1970 rates are not solely due to increasing immigrant and minority populations; (e) our findings explain part of the slowdown in college attendance and rising college wage premiums; and (f) widening graduation differentials by gender help explain increasing male-female college attendance gaps.

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.

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

USO-Built Graduate School

NARCIS (Netherlands)

Bronswijk, van J.E.M.H.; Doevendans, C.H.; Verbeke, J.

2003-01-01

USO-Built is a distributed Graduate Research School under the CLUSTER (www.cluster.org) umbrella with its own aim, high-quality research and educational programs. It focuses on teaching research at the PhD and MPhil-level, concerns the technological domains of science aiming at balanced and implicit

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.

The Returns to Quality in Graduate Education

Science.gov (United States)

Stevenson, Adam

2016-01-01

This paper estimates the monetary return to quality in US graduate education, controlling for cognitive ability and self-selection across award level, program quality, and field-of-study. In most program types, I cannot reject the hypothesis of no returns to either degree completion or program quality. Important exceptions include master's…

DOE/PSU Graduate Student Fellowship Program for Hydropower

Energy Technology Data Exchange (ETDEWEB)

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 effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review.

Science.gov (United States)

Zhang, Yuanyuan; Qian, Yan; Wu, Juemin; Wen, Fule; Zhang, Yaqing

2016-02-01

Newly graduated nurses suffer from occupational stress during the transition from school to employment as a result of inadequacy, interpersonal relationships, and the overwhelming workload. Mentoring programs have proved effective in facilitating this transition. To evaluate the effectiveness of a mentoring program on the mentor, mentee, and organization. The Cochrane Library, Medline, Ovid, Elsevier, Embase, CINAHL, CBM, CNKI, and WanFang Data databases were searched to identify relevant publications in English or Chinese up to October 2014. This is a systematic review. This review identified nine potentially eligible studies, and the methodological quality levels of the included studies were all ranked as level B. These studies revealed that the turnover rate can be decreased through a mentoring program. Additionally, mentoring can enhance nursing competency and establish a supportive workforce environment, resulting in positive outcomes. This review reveals that a mentoring program has positive effects on the mentors, mentees, and organizations. A successful mentorship program should include rigorous mentor selection and adequate training. Additionally, potential barriers such as time constraints and scheduling limitations should be taken into consideration during implementation. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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.

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

Science.gov (United States)

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

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…

Motivating American Indians into Graduate Studies. ERIC Digest.

Science.gov (United States)

Kidwell, Clara Sue

There are no quick and easy tips to motivating American Indian students into graduate education. The decision to make a commitment of time and money to graduate training, particularly at the doctoral level, and the ability to succeed in such a program, is affected by a number of factors: (1) parental and peer encouragement; (2) awareness of career…

A Study on Factors Affecting Navy Officers’ Decisions to Pursue Funded Graduate Education: A Qualitative Approach

Science.gov (United States)

2017-06-01

especially when 6 faced with uncertainty within an environment and specifically how graduate education enables officers to establish an extensive array...Navy flag officer is responsible to the Vice Chief of Naval Operations for ensuring the education programs, especially higher level programs, are...California, is the primary source of graduate education for naval officers, especially SWO officers. It is a fully 10 funded graduate level institution

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

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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…

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.

Teaching, leadership, scholarly productivity, and level of activity in the chiropractic profession: a study of graduates of the Los Angeles College of Chiropractic radiology residency program.

Science.gov (United States)

Young, Kenneth J; Siordia, Lawrence

2012-12-01

The purpose of this study was to track the graduates of the Los Angeles College of Chiropractic (LACC) radiology residency program, review their scholarly productivity, and report those involved in teaching and leadership positions. Former LACC residents' career information was identified through publicly available electronic documents including Web sites and social media. PubMed and the Index to Chiropractic Literature databases were searched for chiropractic graduate job surveys, and proportional comparisons were made between the career paths of LACC radiology residency graduates and those of non-residency-trained chiropractors. Of 47 former LACC residents, 28 (60%) have or previously had careers in tertiary (chiropractic) education; and 12 (26%) have attained a department chair position or higher at tertiary teaching institutions. Twenty-two (47%) have or previously had private radiology practices, whereas 11 (23%) have or previously had clinical chiropractic practices. Often, residency graduates hold or have held 2 of these positions at once; and one, all 3. Chapters or books were authored by 13 (28%). Radiology residency LACC graduates are professionally active, particularly in education, and demonstrate scholarly productivity.

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

Science.gov (United States)

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.

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

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

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.

[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.

Attitude and skill levels of graduate health professionals in performing cardiopulmonary resuscitation

Directory of Open Access Journals (Sweden)

Gebreegziabher Gebremedhn E

2017-01-01

Full Text Available Endale Gebreegziabher Gebremedhn,1 Gebremedhn Berhe Gebregergs,2 Bernard Bradley Anderson,3,† Vidhya Nagaratnam1 1Department of Anaesthesia, School of Medicine, College of Medicine and Health Sciences, University of Gondar, Gondar, 2Department of Public Health, Bahir Dar College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, 3Department of Surgery, School of Medicine, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia †Dr Bernard Bradley Anderson passed away on January 2, 2014 Background: Cardiopulmonary resuscitation (CPR is an emergency procedure used to treat victims following cardiopulmonary arrest. Graduate health professionals at the University of Gondar Teaching Hospital manage many trauma and critically ill patients. The chance of survival after cardiopulmonary arrest may be increased with sufficient attitude and skill levels. The study aimed to assess the attitude and skill levels of graduate health professionals in performing CPR.Methods: A hospital-based cross-sectional study was conducted from May 1 to 30, 2013, at the University of Gondar Teaching Hospital. The mean attitude and skill scores were compared for sex, original residence, and department of the participants using Student’s t-test and analysis of variance (Scheffe’s test. P-values <0.05 were considered to be statistically significant.Results: Of the 506 graduates, 461 were included in this study with a response rate of 91.1%. The mean attitude scores of nurse, interns, health officer, midwifery, anesthesia, and psychiatric nursing graduates were 1.15 (standard deviation [SD] =1.67, 8.21 (SD =1.24, 7.2 (SD =1.49, 6.69 (SD =1.83, 8.19 (SD =1.77, and 7.29 (SD =2.01, respectively, and the mean skill scores were 2.34 (SD =1.95, 3.77 (SD =1.58, 1.18 (SD =1.52, 2.16 (SD =1.93, 3.88 (SD =1.36, and 1.21 (SD =1.77, respectively.Conclusion and recommendations: Attitude and skill level of graduate health professionals with regard

Formulating Employability Skills for Graduates of Public Health Study Program

Science.gov (United States)

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.

Science.gov (United States)

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.

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

Science.gov (United States)

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.

Science.gov (United States)

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.…

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

A Roadmap for Observership Programs in Psychiatry for International Medical Graduates

Science.gov (United States)

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.

Science.gov (United States)

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)

Educational trajectories of graduate students in physics education research

Science.gov (United States)

Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles

2014-12-01

Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.

Why intravenous moderate sedation should be taught in graduate endodontic programs.

Science.gov (United States)

Montagnese, Thomas Anthony

2012-03-01

The purpose of this opinion article is to present reasons why intravenous moderate sedation should be taught in graduate endodontic programs. Access to oral health care is an area of much interest and concern, but some patients are unable to get endodontic care because they have special needs. Special needs can refer to patients who fear dentistry itself and other aspects of dental treatment. A variety of phobias and medical, developmental, and physical conditions can make it difficult for some patients to tolerate the endodontic care they need and want. Moderate sedation can help many of these patients. Endodontists in general are not trained to provide intravenous moderate sedation. By incorporating intravenous moderate sedation into endodontic practice, many of these patients can be treated. The first step in achieving this goal is to add intravenous moderate sedation training to graduate endodontic programs. The long-term effect will be to make specialty endodontic care available to more people.

Online Teaching and Learning at the Graduate School Level: Student Perceptions on Discussion Boards v. Synchronous Communication

Directory of Open Access Journals (Sweden)

Christopher N. Amos Sr.

2014-06-01

Full Text Available This paper examines a group of graduate students and their previous experiences with online education, various teaching and learning online tools, and their perceptions on the effectiveness of these tools as it relates to their learning, interpersonal skills and communication. This paper presents the graduate student's self-reported educational experience at a regional state university in the southeast United States in a 100% online Master's Degree program. The data was collected through the use of a 28 open-ended question survey, which was completed by a group of 127 graduate students and the findings produced six main findings, which were: 1 The respondents indicated at a high percentage (85% a high level (level 4, 5 and 6 of technology use and understanding. 2 The majority of the respondents (97% indicated they preferred live synchronous sessions rather than discussion boards for learning content and communication. 3 The majority of the respondents (72% indicated that when choosing future courses, the inclusion of discussion boards in a course was not important (34% or somewhat unimportant (38%. 4 100% of the respondents indicated that Live Elluminate Sessions were Highly Effective (65% or Somewhat Effective (35%, as it pertained to understanding the content. 5 Respondents indicated that 59% (12% Highly Effective, 47% Somewhat Effective of the respondents indicated discussion boards as an impactful way of learning content at the graduate level. It also shows that 41% (22% Somewhat Ineffective, 19% Not Effective. This study helps universities identify the importance of synchronous learning in a digital format when delivering online teaching and learning. There is a clear change in the needs of students enrolled in 100% online courses, which will force university faculty to increase the synchronous interaction between them and their students and between the students and their peers. Keywords: Synchronous learning, discussion boards, Blackboard

The future of the pharmaceutical sciences and graduate education: recommendations from the AACP Graduate Education Special Interest Group.

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Wu-Pong, Susanna; Gobburu, Jogarao; O'Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel

2013-05-13

Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century.

Canadian Innovation: A Brief History of Canada's First Online School Psychology Graduate Program

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Drefs, Michelle A.; Schroeder, Meadow; Hiebert, Bryan; Panayotidis, E. Lisa; Winters, Katherine; Kerr, Jamie

2015-01-01

This article presents a brief historical review and survey of the current landscape of online graduate psychology programs within the Canadian context. Specific focus is given to outlining the establishment and evolution of the first Canadian online professional specialization program in school psychology. The article argues that given the virtual…

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.

Predicting performance using background characteristics of international medical graduates in an inner-city university-affiliated Internal Medicine residency training program

Directory of Open Access Journals (Sweden)

Akhuetie Jane

2009-07-01

Full Text Available Abstract Background IMGs constitute about a third of the United States (US internal medicine graduates. US residency training programs face challenges in selection of IMGs with varied background features. However data on this topic is limited. We analyzed whether any pre-selection characteristics of IMG residents in our internal medicine program are associated with selected outcomes, namely competency based evaluation, examination performance and success in acquiring fellowship positions after graduation. Methods We conducted a retrospective study of 51 IMGs at our ACGME accredited teaching institution between 2004 and 2007. Background resident features namely age, gender, self-reported ethnicity, time between medical school graduation to residency (pre-hire time, USMLE step I & II clinical skills scores, pre-GME clinical experience, US externship and interest in pursuing fellowship after graduation expressed in their personal statements were noted. Data on competency-based evaluations, in-service exam scores, research presentation and publications, fellowship pursuance were collected. There were no fellowships offered in our hospital in this study period. Background features were compared between resident groups according to following outcomes: (a annual aggregate graduate PGY-level specific competency-based evaluation (CBE score above versus below the median score within our program (scoring scale of 1 – 10, (b US graduate PGY-level specific resident in-training exam (ITE score higher versus lower than the median score, and (c those who succeeded to secure a fellowship within the study period. Using appropriate statistical tests & adjusted regression analysis, odds ratio with 95% confidence intervals were calculated. Results 94% of the study sample were IMGs; median age was 35 years (Inter-Quartile range 25th – 75th percentile (IQR: 33–37 years; 43% women and 59% were Asian physicians. The median pre-hire time was 5 years (IQR: 4–7

[Graduates from a postgraduate program in cardiology: are the results of almost 30 years adequate?].

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Brock, Luana; Cunha, Edileuza; Tavares, José Roberto; Gonçalves, Iran; Paola, Angelo A V de; Moisés, Valdir; Carvalho, Antonio Carlos

2010-04-01

Stricto sensu post-graduation in Brazil was implemented in 1965 to increase university professors' teaching quality and to prepare full, independent researchers. The brazilian share in ISI publications has increased significantly since then, but little information is available on postgraduate quality. To review 29 years of the postgraduate programs in cardiology at the Federal University of São Paulo and to analyze master and doctorate graduates' characteristics regarding their origin, publications and subsequent career. We developed a questionnaire to evaluate 168 postgraduates who produced 196 theses (116 master's and 80 doctorate) over the period 1975-2004 and contacted 95.9% of them. Information on publications were obtained through the usual science databases. 30% of graduates came from the North-Northeast-Central West regions and only 50% returned to their original area. Mean age at admission was 32.5 and 34.9 years old for master and doctorate students, respectively; average program duration was, respectively, 39.0 and 43.2 months and approximately 50% went through it without any grants. Thesis publications throughout these 29 years averaged 36.5% for master's and 61.9% for doctorate, but any publishing afterwards occurred in 70.2 and 90.6% of the cases. The average impact factor of the published theses was 1.3 for master's degree and 3.1 for doctorate programs with 65.5% and 87.5% of Qualis A, respectively. Currently, there are graduates in 17 states of the country and 12 have became full professors. Although the stricto sensu program, especially the master's degree program, has many areas that need improvement, they seem to be contributing to improve professional quality and the number of brazilian indexed publications.

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

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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

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…

Animal Health Technicians: A Survey of Program Graduates and of Veterinarians.

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Barsaleau, Richard B.; Walters, Henry R.

This document compiles the reports of two surveys conducted by Cosumnes River College to determine the status of graduates of its Animal Health Technician program, and to assess the acceptance and use of such paraprofessionals by area veterinarians. Information concerning type of employment, state certification, salaries, types of duties, length…

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

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.

SU-B-213-03: Evaluation of Graduate Programs

International Nuclear Information System (INIS)

Clark, B.

2015-01-01

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP

DPS Planetary Science Graduate Programs Database for Students and Advisors

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Klassen, David R.; Roman, Anthony; Meinke, Bonnie K.

2017-10-01

Planetary science is a topic that covers an extremely diverse set of disciplines; planetary scientists are typically housed in a departments spanning a wide range of disciplines. As such it is difficult for undergraduate students to find programs that will give them a degree and research experience in our field as Department of Planetary Science is a rare sighting, indeed. Not only can this overwhelm even the most determined student, it can even be difficult for many undergraduate advisers.Because of this, the DPS Education committee decided several years ago that it should have an online resource that could help undergraduate students find graduate programs that could lead to a PhD with a focus in planetary science. It began in 2013 as a static page of information and evolved from there to a database-driven web site. Visitors can browse the entire list of programs or create a subset listing based on several filters. The site should be of use not only to undergraduates looking for programs, but also for advisers looking to help their students decide on their future plans. We present here a walk-through of the basic features as well as some usage statistics from the collected web site analytics. We ask for community feedback on additional features to make the system more usable for them. We also call upon those mentoring and advising undergraduates to use this resource, and for program admission chairs to continue to review their entry and provide us with the most up-to-date information.The URL for our site is http://dps.aas.org/education/graduate-schools.

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

Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals

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McCarthy, Brian D.; Dempsey, Jillian L.

2017-01-01

A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class…

Career Advancement, Career Enhancement, and Personal Growth of Pepperdine University's Educational Leadership Academy Graduate Program Alumni

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Nichols, Ruth I.

2012-01-01

The purpose of this phenomenological study was two-fold: (a) to explore and describe the perceived impact of Pepperdine University's Educational Leadership Academy (ELA) on 2003-2006 ELA graduates' career advancement, career enhancement, and personal growth; and (b) to obtain ELA graduates' suggestions for ELA program improvement to better prepare…

Addiction Studies: Exploring Students' Attitudes toward Research in a Graduate Program

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James, Raven; Simons, Lori

2011-01-01

An exploratory study was conducted to compare addiction studies and community counseling students' attitudes toward research. A survey of 66 addiction studies and 17 community counseling students in graduate programs was used to explore interest and self-efficacy in research and the research training environment. A pre/post test design was used to…

Exploring Gender through Education Abroad Programs: A Graduate Student Case Study

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Squire, Dian D.; Williams, Terry E.; Cartwright, Matthew; Jourian, T. J.; Monter, Marie; Weatherford, Amy

2015-01-01

This case study explores how graduate students who attended a short-term education abroad program understood gender as a result of participation in the trip. Findings reveal that students' understandings of gender are influenced by in and out of class contexts. Implications for faculty and education abroad practitioners are shared to deepen and…

Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs

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Walser, Tamara M.; Trevisan, Michael S.

2016-01-01

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

Building online learning communities in a graduate dental hygiene program.

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Rogo, Ellen J; Portillo, Karen M

2014-08-01

The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

Accreditation status of U.S. military graduate medical education programs.

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De Lorenzo, Robert A

2008-07-01

Military graduate medical education (GME) comprises a substantial fraction of U.S. physician training capacity. The wars in Iraq and Afghanistan have placed substantial stress on military medicine, and lay and professional press accounts have raised awareness of the effects on military GME. To date, however, objective data on military GME quality remains sparse. Determine the accreditation status of U.S. military GME programs. Additionally, military GME program data will be compared to national (U.S.) accreditation lengths. Retrospective review of Accreditation Council for Graduate Medical Education (ACGME) data. All military-sponsored core programs in specialties with at least three residencies were included. Military-affiliated but civilian-sponsored programs were excluded. The current and past cycle data were used for the study. For each specialty, the current mean accreditation length and the net change in cycle was calculated. National mean accreditation lengths by specialty for 2005 to 2006 were obtained from the ACGME. Comparison between the overall mean national and military accreditation lengths was performed with a z test. All other comparisons employed descriptive statistics. Ninety-nine military programs in 15 specialties were included in the analysis. During the study period, 1 program was newly accredited, and 6 programs had accreditation withdrawn or were closed. The mean accreditation length of the military programs was 4.0 years. The overall national mean for the same specialties is 3.5 years (p < 0.01). In previous cycles, 68% of programs had accreditation of 4 years or longer, compared to 70% in the current cycle, while 13% had accreditation of 2 years or less in the previous cycle compared to 14% in the current cycle. Ten (68%) of the military specialties had mean accreditation lengths greater than the national average, while 5 (33%) were below it. Ten (68%) specialties had stable or improving cycle lengths when compared to previous cycles

Factors on Enhancing the Competitive Edge and Attributes of Graduates as Inputs to the Development of Teacher Education Enhancement Program

Directory of Open Access Journals (Sweden)

Susan S. Janer

2015-11-01

Full Text Available In response to the CHED’s Higher Education Development Project and the need to track the status of Sorsogon State College (SSC teacher education graduates, this research was conceptualized. The study aims to gauge the teacher education program’s thrust of providing a quality and relevant education that could ensure worthwhile and appropriate employment opportunity to its graduates. Descriptive research design was employed in this study. Surveys, unstructured interviews, and documentary analysis were undertaken to gather pertinent data among the respondents. The study consists of 427 teacher education graduates who were selected through stratified random technique. This tracer study determined the employability of Teacher Education graduates in SSC, Sorsogon Campus from 2009 to 2013 with an end-view of proposing a Teacher Education Enhancement Program (TEEP to enhance the competitive edge of SSC Teacher Education graduates in all teaching job opportunities. The intellectual, social and linguistic attributes of the SSC graduates were likewise identified in this study. Some of the factors identified by the respondents that could help improve their competitive edge are the pre-service trainings, job placement program, teacher education curriculum enrichment, and Licensure Examination for Teachers (LET review program.

The Graduate Program in Pharmacology at the Ohio State University College of Pharmacy

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Burkman, Allan M.

1976-01-01

Ohio State's traditional graduate program is discussed in terms of student requirements, including competence in research strategy and experimental design, manipulative technique, and oral and written communication. Methods for meeting these requirements are reviewed briefly. (LBH)

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.

Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

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Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

Predicting performance using background characteristics of international medical graduates in an inner-city university-affiliated Internal Medicine residency training program

Science.gov (United States)

Kanna, Balavenkatesh; Gu, Ying; Akhuetie, Jane; Dimitrov, Vihren

2009-01-01

Background IMGs constitute about a third of the United States (US) internal medicine graduates. US residency training programs face challenges in selection of IMGs with varied background features. However data on this topic is limited. We analyzed whether any pre-selection characteristics of IMG residents in our internal medicine program are associated with selected outcomes, namely competency based evaluation, examination performance and success in acquiring fellowship positions after graduation. Methods We conducted a retrospective study of 51 IMGs at our ACGME accredited teaching institution between 2004 and 2007. Background resident features namely age, gender, self-reported ethnicity, time between medical school graduation to residency (pre-hire time), USMLE step I & II clinical skills scores, pre-GME clinical experience, US externship and interest in pursuing fellowship after graduation expressed in their personal statements were noted. Data on competency-based evaluations, in-service exam scores, research presentation and publications, fellowship pursuance were collected. There were no fellowships offered in our hospital in this study period. Background features were compared between resident groups according to following outcomes: (a) annual aggregate graduate PGY-level specific competency-based evaluation (CBE) score above versus below the median score within our program (scoring scale of 1 – 10), (b) US graduate PGY-level specific resident in-training exam (ITE) score higher versus lower than the median score, and (c) those who succeeded to secure a fellowship within the study period. Using appropriate statistical tests & adjusted regression analysis, odds ratio with 95% confidence intervals were calculated. Results 94% of the study sample were IMGs; median age was 35 years (Inter-Quartile range 25th – 75th percentile (IQR): 33–37 years); 43% women and 59% were Asian physicians. The median pre-hire time was 5 years (IQR: 4–7 years) and USMLE step

Graduate Periodontics Programs' Integration of Implant Provisionalization in Core Curricula: Implementation of CODA Standard 4-10.2.d.

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Barwacz, Christopher A; Pantzlaff, Ed; Allareddy, Veerasathpurush; Avila-Ortiz, Gustavo

2017-06-01

The aim of this descriptive study was to provide an overview of the status of implementation of Commission on Dental Accreditation (CODA) Standard 4-10.2.d (Provisionalization of Dental Implants) by U.S. graduate periodontics programs since its introduction in 2013. Surveys were sent in May 2015 to 56 accredited postdoctoral periodontics program directors to ascertain program director characteristics; status of planning, implementation, and curriculum resulting from adoption of Standard 4-10.2.d; preferred clinical protocols for implant provisionalization; interdisciplinary educational collaborators; and competency assessment mechanisms. The survey response rate was 52% (N=29); the majority were male, aged 55 or older, and had held their position for less than ten years. Among the responding programs, 93% had formal educational curricula established in implant provisionalization. Graduate periodontics (96%) and prosthodontics (63%) faculty members were predominantly involved with curriculum planning. Of these programs, 96% used immediate implant provisionalization, with direct (chairside) provisionalization protocols (86%) being preferred over indirect protocols (14%) and polyethylethylketone provisional abutments (75%) being preferred to titanium (25%) provisional abutments. Straight and concave transmucosal emergence profile designs (46% each) were preferred in teaching, with only 8% of programs favoring convex transmucosal profiles. A majority of responding programs (67%) lacked protocols for communicating to the restorative referral a mechanism to duplicate the mature peri-implant mucosal architecture. Regional location did not play a significant role in any educational component related to implant provisionalization for these graduate periodontal programs. Overall, this study found that a clear majority of graduate periodontics programs had established formal curricula related to implant provisionalization, with substantial clinical and philosophical consensus

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

Science.gov (United States)

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

The Impact of Personal and Program Characteristics on the Placement of School Leadership Preparation Program Graduates in School Leader Positions

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Fuller, Edward J.; Hollingworth, Liz; An, Brian P.

2016-01-01

Purpose: The purpose of this study is to examine the impact of personal and program characteristics on the placement of graduates of principal preparation programs in assistant principal, principal, and school leadership positions. Research Design: This study relies on Texas principal production data from 1993 through 2007 matched to employment…

Graduate Attribute Attainment in a Multi-Level Undergraduate Geography Course

Science.gov (United States)

Mager, Sarah; Spronken-Smith, Rachel

2014-01-01

We investigated students' perceptions of graduate attributes in a multi-level (second and third year) geography course. A case study with mixed methodology was employed, with data collected through focus groups and a survey. We found that undergraduate geography students can identify the skills, knowledge and attributes that are developed through…

Development and application of multidimensional model for the quality evaluation of graduate-level education in program of the IPEN

International Nuclear Information System (INIS)

Mioranza, Claudio

2009-01-01

Educational institutions have been highly concerned about the quality of products offered to the society, in order to obtain better results they need to provide a high degree quality service. The exclusive approach of this study was the development of a Multidimensional Model for the Educational Quality Assessment, named MULTQUALED. The model was based on quality standards and models used in other economic sectors where were created four data collection instruments, comprehending dimensions such as pedagogical, human resources and facilities regarding qualified and quantified actions for the continuous improvement of educational quality management process. The study was applied to the Nuclear Technology Stricto Sensu Graduate Program from the Instituto de Pesquisas Energeticas e Nucleares from Sao Paulo (IPEN-CNEN/SP). The information obtained from the application of MULTQUALED evidenced fragilities and positive aspects that support the decision process with strategic actions contributing with the continuous improvement of the program education quality. (author)

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

Science.gov (United States)

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

2013-01-01

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

The employment status of 1995 graduates from radiation oncology training programs in the United States.

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Flynn, D F; Kresl, J J; Sheldon, J M

1999-03-15

To quantify the employment status of 1995 graduates of radiation oncology training programs in the United States. All senior residents (149) and fellows (36) who completed training in 1995 were mailed an employment survey questionnaire by the Association of Residents in Radiation Oncology (ARRO). Telephone follow-up of nonrespondents achieved a 100% response rate. Twenty graduates who chose to continue training and five who returned to their home countries were removed from the study. Of the 160 who attempted to enter the U.S. workforce, 106 were men and 54 were women. Initial job status and job status at 6-8 months following graduation were determined. Unemployment was 6.9% at graduation and 4.4% at 6-8 months. Underemployment (part-time employment) was 10.6% at graduation and 11.9% at 6-8 months postgraduation. Of those working part-time 6-8 months after graduation, 63% (12 of 19) did so involuntarily after unsuccessfully seeking full-time employment. For the 20 graduates who chose to continue training with fellowships, seven (35%) did so solely to avoid unemployment, four (20%) were partially influenced by the job market, and nine (45%) were not influenced by the job market. Adverse employment search outcome was defined as being either unemployed as a radiation oncologist or involuntarily working part-time. Excluding those who chose to work part-time, a total of 19 (11.9%) graduates at 6-8 months following graduation, compared to 22 (13.8%) at graduation, were either unemployed or involuntarily working part-time. In terms of gender, this represented 18.5% (10 of 54) of females and 8.6% (9 of 105) of males. In terms of geographic restrictions in the job search, 56% of males and 70% of females with an adverse employment outcome limited their job search to certain parts of the country. This compares to 62% of all graduates in this study with geographic restrictions in their job search. In terms of perceptions of the workforce and employment opportunities, 95% of

Grassroots Engagement and the University of Washington: Evaluating Science Communication Training Created by Graduate Students for Graduate Students

Science.gov (United States)

Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.

2016-12-01

Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.

Delayed Workforce Entry and High Emigration Rates for Recent Canadian Radiation Oncology Graduates.

Science.gov (United States)

Loewen, Shaun K; Halperin, Ross; Lefresne, Shilo; Trotter, Theresa; Stuckless, Teri; Brundage, Michael

2015-10-01

To determine the employment status and location of recent Canadian radiation oncology (RO) graduates and to identify current workforce entry trends. A fill-in-the-blank spreadsheet was distributed to all RO program directors in December 2013 and June 2014, requesting the employment status and location of their graduates over the last 3 years. Visa trainee graduates were excluded. Response rate from program directors was 100% for both survey administrations. Of 101 graduates identified, 99 (98%) had known employment status and location. In the December survey, 5 2013 graduates (16%), 17 2012 graduates (59%), and 18 2011 graduates (75%) had permanent staff employment. Six months later, 5 2014 graduates (29%), 15 2013 graduates (48%), 24 2012 graduates (83%), and 21 2011 graduates (88%) had secured staff positions. Fellowships and temporary locums were common for those without staff employment. The proportion of graduates with staff positions abroad increased from 22% to 26% 6 months later. Workforce entry for most RO graduates was delayed but showed steady improvement with longer time after graduation. High emigration rates for jobs abroad signify domestic employment challenges for newly certified, Canadian-trained radiation oncologists. Coordination on a national level is required to address and regulate radiation oncologist supply and demand disequilibrium in Canada. Copyright © 2015 Elsevier Inc. All rights reserved.

Graduate education in Canada and China: What enrolment data tells us

Directory of Open Access Journals (Sweden)

Tony DiPetta

2010-05-01

Full Text Available China’s emergence as a global economic and political power is in part due to the country’s renewed involvement with, and commitment to, graduate higher education (Harris, 2005. Graduate education in China is viewed as the means of producing the essential scientists, engineers and skilled workforce needed to sustain the country’s rapid industrial growth and economic development. But how does China’s graduate education system compare with North American graduate higher education and what can each learn from the other? This paper examines the trends and patterns in Master’s level graduate education programs in China and Canada based on enrolment data gathered from 1999 to 2005. Initial comparisons of the data find that Master’s level enrolments in China are growing faster than in Canada; enrolment pattern distributions for both countries are unbalanced geographically and from a disciplinary perspective the highest number of Master’s level enrolments in Canada were in the business and management disciplines while in China the greatest Master’s level enrolments were in engineering. The comparisons provided by this study help identify some of the trends and challenges of graduate education at both the national and the regional levels of both countries.

Advancing Graduate Limnology Education through Active Learning and Community Partnerships: A Pilot Program at the Large Lakes Observatory

Science.gov (United States)

Schreiner, K. M.; Katsev, S.; Steinman, B. A.; Sterner, R.; Williams, J.; Zak, K.

2017-12-01

At the Large Lakes Observatory at the University of Minnesota Duluth, we designed a flipped-classroom, interdisciplinary limnology course sequence that incorporates partnerships with industry, meaningful field and analytical work, and integrated skills learning for our graduate students. This new curriculum is co-taught by four instructors with different research backgrounds and is meant to teach incoming graduate students with a wide range of undergraduate preparation. The courses we developed include lecture and practice classes each semester in the graduate students' first year and are built around a course website, www.studywater.org, which will go public in fall of 2018 and contains new, interdisciplinary limnology curriculum applicable to both upper level undergraduate and graduate students. Because the lecture and practice sections were co-taught by the same instructor group, we had the opportunity to fully integrate meaningful skills training directly into the course, including laboratory and analytical training, sample collection in the field and ship work, and professional skills like working in teams, oral and written communication, and project management. Another important component of this project was the cultivation of community partnerships in order to teach our graduate students applicable skills for a variety of careers. In our first year of implementation we partnered with two environmental consulting companies who have local ongoing projects, and they designed and led capstone projects for the students, including advising them on the production of project deliverables and helping them to relay their results to the consulting companies' clients. While this pilot project was designed specifically for graduate limnology students, the principles we employed would be applicable to any interdisciplinary graduate program that attracts students from a variety of undergraduate majors who still must all be taught in the same classroom.

VARIABLES THAT INFLUENCE STUDENTS’ CHOICE OF DISTANCE EDUCATION LATO SENSU GRADUATE BUSINESS PROGRAMS

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Eduardo Mendes Nascimento

2014-03-01

Full Text Available Based on Scriven’s User-Focused Evaluation Theory, the general objective in this study was to identify and analyze the degree of importance Brazilian students attribute to the variables that influence them when choosing distance education lato sensu graduate business programs. The research is classified as descriptive and an electronic questionnaire was used to survey the data, involving 354 students from distance education lato sensu graduate business programs distributed across different Brazilian locations. The questionnaire included 16 variables, which the students were expected to score from 0 to 10. The results indicated that 04 variables obtained a mean score superior to 9, and that flexibility was the main factor the respondents considered in the choice of a distance education program. This evidences that the possibility to structure the program according to their available time is fundamental for the students. Nevertheless, having a trained teaching staff (second most influential variable and a curriculum appropriate to their pedagogical needs (fourth are also essential characteristics. Finally, the respondents indicated the cost as the third most important variable. Some authors even consider it decisive in the students’ choice as distance education programs are frequently cheaper than in-class programs. In addition, it was verified that women score the investigated internal variables higher than men. In addition, the location of the support hub appeared as a determinant variable in the choice of the program.

Assessing International Product Design and Development Graduate Courses: The MIT-Portugal Program

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Dori, Yehudit Judy; Silva, Arlindo

2010-01-01

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and…

Dropout Prevention: A Study of Prevention Programs Used by High Schools to Increase Graduation Rate

Science.gov (United States)

Simmons, Christopher L.

2013-01-01

This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy,…

Graduate studies in instrumentation at the University of Provence

International Nuclear Information System (INIS)

Carette, M.; Reynard, C.; Claire, N.; Deschaintres, J. L.; Felts, B.; Lyoussi, A.; Andre, J.; Bertin, D.

2009-01-01

The University of Provence instrumentation department offers a high level of graduate and post graduate engineering programs. Its mission is to form technician experts and engineers with a deep knowledge in their discipline: metrology, instrumentation, tests, Research and Development, automatism and industrial process control. The specialty of master on test facilities instrumentation has been developed in collaboration with the French Atomic Energy Commission (CEA) since 2004. This curriculum offers now a specialization in nuclear detection and nuclear instrumentation. More than 80% of the graduates formed by block-release training of master find a job within 6 months

Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000

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Barnard-Brak, Lucy; Saxon, Terrill F.; Johnson, Heather

2011-01-01

Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the…

Fixed and growth mindsets in physics graduate admissions

Directory of Open Access Journals (Sweden)

Rachel E. Scherr

2017-11-01

Full Text Available Considering the evidence that standard physics graduate admissions practices tend to exclude women and traditionally marginalized racial and ethnic groups from the discipline, we investigate (a the characteristics of students that physics graduate admissions committee members seek to admit to their programs and (b the practices associated with these admissions goals. The data for this investigation are interviews with 18 faculty who chair graduate admissions committees in programs that prioritize diversity in their graduate admissions practices. We find that some express elements of an implicit theory of intelligence known as a “fixed mindset,” in which intelligence is understood as an inherent capacity or ability primarily measured by standardized test scores and grades. Some also express elements of a “growth mindset,” in which intelligence is understood in terms of acquired knowledge and effort. Overall, most faculty interviewed expressed elements of both mindsets. A fixed mindset in physics graduate admissions is consistent with research identifying physics as a “brilliance-required” field, whose members tend to believe that raw, innate talent is a primary requirement for success in the discipline. Such a mindset directly affects the participation of women and some racial or ethnic groups, who are stereotyped as lacking such high-level intellectual ability.

The Brazilian National Graduate Program, Past, Present and Future: A Short Review

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De Sá Barreto, Francisco César; Domingues, Ivan; Borges, Mário Neto

2014-01-01

This article aims at presenting the current structure of the Brazilian National Graduate Program. It describes the development of the courses from their starting point in the Thirties focusing on the last six decades. It demonstrates that after the country set up the two national agencies to foster science and technology, CAPES and CNPq,…

Relationships among work stress, job satisfaction, mental health, and healthy lifestyle behaviors in new graduate nurses attending the nurse athlete program: a call to action for nursing leaders.

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Melnyk, Bernadette Mazurek; Hrabe, David P; Szalacha, Laura A

2013-01-01

Although nurses are educated to take outstanding care of others, they themselves often have poor health outcomes, including high rates of depression and obesity, which are associated with stressful work environments. Furthermore, a high percentage of new graduate nurses leave their positions in the first year of employment, resulting in exorbitant costs to health care systems. The aim of this study was to determine the relationships among key variables that influence job satisfaction and healthy lifestyle behaviors of new graduate nurses, including workplace stress, work environment, lifestyle beliefs, and mental health. A descriptive correlational design was used with baseline data from 61 new graduate nurses attending the 2-day Nurse Athlete program, a workshop that focuses on nutrition, energy management, and physical activity. Higher levels of workplace stress were associated with higher levels of depression and anxiety as well as lower levels of resiliency, job satisfaction, and healthy lifestyle beliefs. Nurse leaders and managers must invest in creating healthy work environments for new and experienced nurses as well as provide mental health screening, resources, and intervention programs that focus on education and skills-building in health promoting behaviors, including emotional regulation of stress, anxiety, and depression.

Relationship between Credit Recovery Programs and Graduation Rates for At-Risk Students on the Navajo Indian Reservation

Science.gov (United States)

Fahey, John M.

2010-01-01

Low graduation rates of high school students are a problem for the Native American community. One possible solution for low graduation rates is a credit recovery program that may assist Native American students to recover credit not earned in their early high school years. The purpose of this study was to examine the effectiveness of a credit…

Scholarships for scientific initiation encourage post-graduation degree.

Science.gov (United States)

Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

2014-01-01

This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

A retrospective study of past graduates of a residential life skills program for youth with physical disabilities.

Science.gov (United States)

Kingsnorth, S; King, G; McPherson, A; Jones-Galley, K

2015-05-01

Young people with physical disabilities experience issues regarding employment, schooling, independent living and establishing meaningful personal relationships. A lack of life skills has been recognized as an important factor contributing to this lag. The Independence Program (TIP) is a short-term residential life skills program that aims to equip youth with the foundational life skills required to assume adult roles. This study retrospectively examined the achievements, skills acquired and program attributions of youth and young adults who took part in this three-week immersive teen independence program over a 20-year period. A total of 162 past graduates were invited to take part, with 78 doing so (a 48% response rate). These past graduates completed an online survey assessing objective outcomes such as employment and independent living; subjective outcomes such as feeling in control and living meaningful lives; and reflections on skills acquired, opportunities experienced and attributions to TIP. The majority of respondents were female (71%), had a diagnosis of cerebral palsy (55%) and ranged from 20 to 35 years of age (92%). Despite a range of outcomes related to the achievement of adult roles, high levels of life satisfaction and overall quality of life were reported. Nearly every respondent reported using the skills they learned at the program in their lives afterwards and a high percentage attributed the acquisition and consolidation of core life skills to participating in this intensive immersive program. Although causality cannot be assumed, respondents reflected very positively on the opportunities provided by TIP to develop their independent living and life skills, extend their social networks and understand their strengths and weaknesses. Such findings validate the importance of targeted skill development to assist young people with physical disabilities in attaining their life goals and encourage focused investigations of key features in program

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.

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…

Ronald E. McNair Graduate Student Researchers Program

Science.gov (United States)

Monroe, Joseph

2002-01-01

According to the latest report by the National Science Foundation, only eighty-three (83) African-Americans received doctoral degrees in all engineering disciplines in 2000. North Carolina A&T State University (NC A&T) awarded Ph.D.s to 15 African-Americans, in only two engineering disciplines over the past 4 years. It clearly indicates that the partnership between NASA and NC A&T plays a significant role in producing minority engineering Ph.D.s, which this country needs to establish an ethnically diverse workforce to compete in a global economy. Many of these students would not have been able to study for their doctoral degrees without the Ronald E. McNair Graduate Research Fellowship Program.

The employment status of 1995 graduates from radiation oncology training programs in the United States

International Nuclear Information System (INIS)

Flynn, Daniel F.; Kresl, John J.; Sheldon, John M.

1999-01-01

Purpose: To quantify the employment status of 1995 graduates of radiation oncology training programs in the United States. Methods and Materials: All senior residents (149) and fellows (36) who completed training in 1995 were mailed an employment survey questionnaire by the Association of Residents in Radiation Oncology (ARRO). Telephone follow-up of nonrespondents achieved a 100% response rate. Twenty graduates who chose to continue training and five who returned to their home countries were removed from the study. Of the 160 who attempted to enter the U.S. workforce, 106 were men and 54 were women. Initial job status and job status at 6-8 months following graduation were determined. Results: Unemployment was 6.9% at graduation and 4.4% at 6-8 months. Underemployment (part-time employment) was 10.6% at graduation and 11.9% at 6-8 months postgraduation. Of those working part-time 6-8 months after graduation, 63% (12 of 19) did so involuntarily after unsuccessfully seeking full-time employment. For the 20 graduates who chose to continue training with fellowships, seven (35%) did so solely to avoid unemployment, four (20%) were partially influenced by the job market, and nine (45%) were not influenced by the job market. Adverse employment search outcome was defined as being either unemployed as a radiation oncologist or involuntarily working part-time. Excluding those who chose to work part-time, a total of 19 (11.9%) graduates at 6-8 months following graduation, compared to 22 (13.8%) at graduation, were either unemployed or involuntarily working part-time. In terms of gender, this represented 18.5% (10 of 54) of females and 8.6% (9 of 105) of males. In terms of geographic restrictions in the job search, 56% of males and 70% of females with an adverse employment outcome limited their job search to certain parts of the country. This compares to 62% of all graduates in this study with geographic restrictions in their job search. In terms of perceptions of the

Social Justice Training in School Psychology: Applying Principles of Organizational Consultation to Facilitate Change in Graduate Programs

Science.gov (United States)

Grapin, Sally L.

2017-01-01

Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement…

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2008 - May 2009

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Berkman, Clarissa O.; Fankhauser, Jana G.

2010-03-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 16th successful year in support of the NNSA’s mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. We provide this annual report to review program activities from June 2008 through May 2009 - the fellowship term for the Class of 2008. Contents include: Welcome Letter Introduction The NGFP Team Program Management Highlights Class of 2008 Incoming Fellows Orientation Travel Career Development Management of the Fellows Performance Highlights Closing Ceremony Encore Performance Where They Are Now Alumnus Career Highlights: Christine Buzzard Class of 2009 Applicant Database Upgrades Fall Recruitment Activities Interviews Hiring and Clearances Introducing the Class of 2009 Class of 2010 Recruitment Strategy On the Horizon Appendix A: Class of 2009 Fellows

Expectations of Graduate Communication Skills in Professional Veterinary Practice.

Science.gov (United States)

Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.

The Delphi Method for Graduate Research

Science.gov (United States)

Skulmoski, Gregory J.; Hartman, Francis T.; Krahn, Jennifer

2007-01-01

The Delphi method is an attractive method for graduate students completing masters and PhD level research. It is a flexible research technique that has been successfully used in our program at the University of Calgary to explore new concepts within and outside of the information systems body of knowledge. The Delphi method is an iterative process…

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

Science.gov (United States)

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.

Essential hand surgery procedures for mastery by graduating plastic surgery residents: a survey of program directors.

Science.gov (United States)

Noland, Shelley S; Fischer, Lauren H; Lee, Gordon K; Friedrich, Jeffrey B; Hentz, Vincent R

2013-12-01

This study was designed to establish the essential hand surgery procedures that should be mastered by graduating plastic surgery residents. This framework can then be used as a guideline for developing Objective Structured Assessment of Technical Skill to teach technical skills in hand surgery. Ten expert hand surgeons were surveyed regarding the essential hand surgery procedures that should be mastered by graduating plastic surgery residents. The top 10 procedures from this survey were then used to survey all 89 Accreditation Council for Graduate Medical Education-approved plastic surgery program directors. There was a 69 percent response rate to the program director survey (n = 61). The top nine hand surgery procedures included open carpal tunnel release, open A1 pulley release, digital nerve repair with microscope, closed reduction and percutaneous pinning of metacarpal fracture, excision of dorsal or volar ganglion, zone II flexor tendon repair with multistrand technique, incision and drainage of the flexor tendon sheath for flexor tenosynovitis, flexor tendon sheath steroid injection, and open cubital tunnel release. Surgical educators need to develop objective methods to teach and document technical skill. The Objective Structured Assessment of Technical Skill is a valid method for accomplishing this task. There has been no consensus regarding which hand surgery procedures should be mastered by graduating plastic surgery residents. The authors have identified nine procedures that are overwhelmingly supported by plastic surgery program directors. These nine procedures can be used as a guideline for developing Objective Structured Assessment of Technical Skill to teach and document technical skills in hand surgery.

Hospital graduate social work field work programs: a study in New York City.

Science.gov (United States)

Showers, N

1990-02-01

Twenty-seven hospital field work programs in New York City were studied. Questionnaires were administered to program coordinators and 238 graduate social work students participating in study programs. High degrees of program structural complexity and variation were found, indicating a state of art well beyond that described in the general field work literature. High rates of student satisfaction with learning, field instructors, programs, and the overall field work experience found suggest that the complexity of study programs may be more effective than traditional field work models. Statistically nonsignificant study findings indicate areas in which hospital social work departments may develop field work programs consistent with shifting organizational needs, without undue risk to educational effectiveness. Statistically significant findings suggest areas in which inflexibility in program design may be more beneficial in the diagnostic related groups era.

Assessing Success in Honors: Getting beyond Graduation Rates

Science.gov (United States)

Kelly, Sean K.

2013-01-01

An honors curriculum with realistic graduation requirements should have a respectable graduation rate. This number, when low, can indicate significant problems in the program. But a high graduation rate does not necessarily indicate success. A quality honors program, especially one that remains attentive to students' ability to thrive, might have…

Delayed Workforce Entry and High Emigration Rates for Recent Canadian Radiation Oncology Graduates

Energy Technology Data Exchange (ETDEWEB)

Loewen, Shaun K., E-mail: shaun.loewen@cancercare.mb.ca [CancerCare Manitoba, Winnipeg, MB (Canada); Halperin, Ross; Lefresne, Shilo [BC Cancer Agency, Vancouver, BC (Canada); Trotter, Theresa [Tom Baker Cancer Centre, Calgary, AB (Canada); Stuckless, Teri [Dr H. Bliss Murphy Cancer Centre, St. John' s, NL (Canada); Brundage, Michael [Cancer Centre of Southeastern Ontario, Kingston, ON (Canada)

2015-10-01

Purpose: To determine the employment status and location of recent Canadian radiation oncology (RO) graduates and to identify current workforce entry trends. Methods and Materials: A fill-in-the-blank spreadsheet was distributed to all RO program directors in December 2013 and June 2014, requesting the employment status and location of their graduates over the last 3 years. Visa trainee graduates were excluded. Results: Response rate from program directors was 100% for both survey administrations. Of 101 graduates identified, 99 (98%) had known employment status and location. In the December survey, 5 2013 graduates (16%), 17 2012 graduates (59%), and 18 2011 graduates (75%) had permanent staff employment. Six months later, 5 2014 graduates (29%), 15 2013 graduates (48%), 24 2012 graduates (83%), and 21 2011 graduates (88%) had secured staff positions. Fellowships and temporary locums were common for those without staff employment. The proportion of graduates with staff positions abroad increased from 22% to 26% 6 months later. Conclusions: Workforce entry for most RO graduates was delayed but showed steady improvement with longer time after graduation. High emigration rates for jobs abroad signify domestic employment challenges for newly certified, Canadian-trained radiation oncologists. Coordination on a national level is required to address and regulate radiation oncologist supply and demand disequilibrium in Canada.

Delayed Workforce Entry and High Emigration Rates for Recent Canadian Radiation Oncology Graduates

International Nuclear Information System (INIS)

Loewen, Shaun K.; Halperin, Ross; Lefresne, Shilo; Trotter, Theresa; Stuckless, Teri; Brundage, Michael

2015-01-01

Purpose: To determine the employment status and location of recent Canadian radiation oncology (RO) graduates and to identify current workforce entry trends. Methods and Materials: A fill-in-the-blank spreadsheet was distributed to all RO program directors in December 2013 and June 2014, requesting the employment status and location of their graduates over the last 3 years. Visa trainee graduates were excluded. Results: Response rate from program directors was 100% for both survey administrations. Of 101 graduates identified, 99 (98%) had known employment status and location. In the December survey, 5 2013 graduates (16%), 17 2012 graduates (59%), and 18 2011 graduates (75%) had permanent staff employment. Six months later, 5 2014 graduates (29%), 15 2013 graduates (48%), 24 2012 graduates (83%), and 21 2011 graduates (88%) had secured staff positions. Fellowships and temporary locums were common for those without staff employment. The proportion of graduates with staff positions abroad increased from 22% to 26% 6 months later. Conclusions: Workforce entry for most RO graduates was delayed but showed steady improvement with longer time after graduation. High emigration rates for jobs abroad signify domestic employment challenges for newly certified, Canadian-trained radiation oncologists. Coordination on a national level is required to address and regulate radiation oncologist supply and demand disequilibrium in Canada

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.

Expanding the Haitian rehabilitation workforce: employment situation and perceptions of graduates from three rehabilitation technician training programs.

Science.gov (United States)

Descôteaux, Nancy; Chagnon, Valérie; Di Dong, Xin; Ellemo, Eric; Hamelin, Alessandra; Juste, Evans; Laplante, Xavier; Miron, Allison; Morency, Philippe; Samuel, Katherine; Charles, David; Hunt, Matthew

2018-05-01

This article examines the employment situation and perceptions of graduates from three rehabilitation technician (RT) programs in Haiti. In this mixed method study, 74 of 93 recent graduates completed a questionnaire, and 20 graduates participated in an in-depth qualitative interview. We analyzed survey results using descriptive statistics. We used a qualitative description approach and analyzed the interviews using constant comparative techniques. Of the 48 survey respondents who had completed their training more than six months prior to completing the questionnaire, 30 had found work in the rehabilitation sector. Most of these technicians were working in hospitals in urban settings and the patient population they treated most frequently were patients with neurological conditions. Through the interviews, we explored the participants' motivations for becoming a RT, reflections on the training program, process of finding work, current employment, and plans for the future. An analysis of qualitative and quantitative findings provides insights regarding challenges, including availability of supervision for graduated RTs and the process of seeking remunerated work. This study highlights the need for stakeholders to further engage with issues related to formal recognition of RT training, expectations for supervision of RTs, concerns for the precariousness of their employment, and uncertainty about their professional futures. Implications for Rehabilitation The availability of human resources in the rehabilitation field in Haiti has increased with the implementation of three RT training programs over the past 10 years. RTs who found work in the rehabilitation sector were more likely to work in a hospital setting, in the province where their training had taken place, to treat a diverse patient clientele, and to be employed by a non-governmental organization. The study underlines challenges related to the long-term sustainability of RT training programs, as well as the

Increasing the graduation rates of minority medical students.

Science.gov (United States)

Payne, J L; Nowacki, C M; Girotti, J A; Townsel, J; Plagge, J C; Beckham, T W

1986-05-01

The University of Illinois College of Medicine has operated a program since 1969 to recruit minority students into the college and to increase the graduation rates of these students once they enroll. Known as the Medical Opportunities Program (MOP) until 1978, the program was expanded in 1978 and renamed the Urban Health Program (UHP). The authors of the present paper discuss the results of these programs, particularly the effect of granting minority students delays in completing graduation requirements. The MOP (1969 through 1978) increased graduation rates for minority students from 55 percent for those who graduated on time to 81 percent for both on-time and delayed graduates. Under the first seven years of the UHP (1979 through 1985), more minority students have been offered places, and more have enrolled than in the 10 years of the MOP. The retention rate under the UHP, if it holds, will be higher than that under the MOP. For the combined MOP-UHP period, the retention rate for minority students was 88 percent; 69.8 percent of the graduates were on time, and 30.2 were delayed.

77 FR 16841 - Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education...

Science.gov (United States)

2012-03-22

...] Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education Demonstration... Education (GNE) Demonstration. The primary goal of the GNE Demonstration is to increase the number of... schools of nursing; and (B) 2 or more applicable non-hospital community-based care settings. The written...

A brief history of graduate distance education in nuclear engineering at Penn State Univ

International Nuclear Information System (INIS)

Hochreiter, L. E.; Zimmerman, D. L.; Brenizer Jr, J. S.; Stark, M. A.

2006-01-01

The Pennsylvania State University Nuclear Engineering Distance Education Program has a twenty year history of providing graduate level distance education in Nuclear Engineering. The Distance Education Program was initiated as a specific program which was developed for the Westinghouse Energy Systems Divisions in Pittsburgh. In 1983, Carnegie-Mellon University (CMU) decided to terminate its small Nuclear Engineering Program. Up until that time, Westinghouse employees could enroll at CMU for graduate classes in Nuclear Engineering as well as other engineering disciplines and could obtain a masters degree or if desired, could continue for a Ph.D. degree. (authors)

A Fresh Look at Graduate Programs in Teacher Leadership in the United States

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Leonard, Jack; Petta, Katherine; Porter, Christina

2012-01-01

Teacher leadership has been studied in the United States for 30 years, but less is known about American graduate programs that purport to prepare teacher leaders. Furthermore, the federal No Child Left Behind Act of 2001 prompted a closer look at teacher effectiveness, which then shifted the definition of teacher leadership and caused some…

Examining critical factors affecting graduate retention from an emergency medicine training program in Addis Ababa, Ethiopia: a qualitative study of stakeholder perspectives

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Meredith Jane Kuipers

2017-04-01

Full Text Available Background: In Ethiopia, improvement and innovation of the emergency care system is hindered by lack of specialist doctors trained in emergency medicine, underdeveloped emergency care infrastructure, and consumable resource limitations. Our aim was to examine the critical factors affecting retention of graduates from the Addis Ababa University (AAU post-graduate emergency medicine (EM training program within the Ethiopian health care system. Methods: Qualitative interviews were conducted with current AAU EM residents and stakeholders in Ethiopian EM. Mixed-methods inductive thematic analysis was performed. Results: Resident and stakeholder participants identified critical factors in three domains: the individual condition, the occupational environment, and the national context. Within each domain, priority themes emerged from the responses, including the importance of career satisfaction over the career continuum (individual condition, the opportunity to be involved in the developing EM program and challenges associated with resource, economic, and employment constraints (occupational environment, and perceptions regarding the state of awareness of EM and the capacity for change at the societal level (national context. Conclusions: This work underscores the need to resolve multiple systemic and cultural issues within the Ethiopian health care landscape in order to address EM graduate retention. It also highlights the potential success of a retention strategy focused on the career ambitions of keen EM doctors.

Preparing students for graduate study: an eLearning approach.

Science.gov (United States)

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.

Integrating Retired Registered Nurses Into a New Graduate Orientation Program.

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Baldwin, Kathleen M; Black, Denice L; Normand, Lorrie K; Bonds, Patricia; Townley, Melissa

2016-01-01

The project goal of was to decrease new graduate nurse (NGN) attrition during the first year of employment by improving communication skills and providing additional mentoring for NGNs employed in a community hospital located in a rural area. All NGNs participate in the Versant Residency Program. Even with this standardized residency program, exit interviews of NGNs who resigned during their first year of employment revealed 2 major issues: communication problems with patients and staff and perceived lack of support/mentoring from unit staff. A clinical nurse specialist-led nursing team developed an innovative program integrating retired nurses, Volunteer Nurse Ambassadors (VNAs), into the Versant Residency Program to address both of those issues. All NGNs mentored by a retired nurse remain employed in the hospital (100% retention). Before the VNA program, the retention rate was 37.5%. Both the NGNs and VNAs saw value in their mentor-mentee relationship. There have been no critical incidences or failure to rescue events involving NGNs mentored by a VNA. Use of VNAs to support NGNs as they adjust to the staff nurse role can prevent attrition during their first year of nursing practice by providing additional support to the NGN.

Use of Immersive Simulations to Enhance Graduate Student Learning: Implications for Educational Leadership Programs

Science.gov (United States)

Voelkel, Robert H.; Johnson, Christie W.; Gilbert, Kristen A.

2016-01-01

The purpose of this article is to present how one university incorporates immersive simulations through platforms which employ avatars to enhance graduate student understanding and learning in educational leadership programs. While using simulations and immersive virtual environments continues to grow, the literature suggests limited evidence of…

English Education for Engineers in the World of Globalization : A Report of an Undergraduate and Graduate English Program with an Emphasis on Writing

Science.gov (United States)

Shimazu, Nobuko

In an increasingly globalized world, demand for engineers well versed in English remains strong. As a professor of English in the Faculty of Computer Science and Systems Engineering at the Kyushu Institute of Technology, I have sought with the aid of two associate professors to improve the English program for our engineering students together to help meet that very demand. In order to assist other English teachers in similar situations to improve their own English programs, I would like to report on the ideas and methods presently used in our undergraduate English program, specifically the first-year compulsory and common course with its emphasis on paragraph writing which students from each of the five departments within the Faculty of Computer Science and Systems Engineering are required to take. In addition, I would also like to report my ideas and teaching methods for a graduate research paper writing course. The objective of this course is to teach graduate students how to write presentations for conferences and papers for journals at the international level.

Innovation in Graduate Education for Health Professionals in Humanitarian Emergencies.

Science.gov (United States)

Evans, Dabney P; Anderson, Mark; Shahpar, Cyrus; Del Rio, Carlos; Curran, James W

2016-10-01

The objective of this report was to show how the Center for Humanitarian Emergencies (the Center) at Emory University (Atlanta, Georgia USA) has trained graduate students to respond to complex humanitarian emergencies (CHEs) through innovative educational programs, with the goal of increasing the number of trained humanitarian workers. Natural disasters are on the rise with more than twice as many occurring from 2000-2009 as there were from 1980-1989. In 2012 alone, 144 million people were affected by a natural disaster or displaced by conflict worldwide. This has created an immense need for trained humanitarian workers to respond effectively to such disasters. The Center has developed a model for educational programming that targets learners along an educational continuum ranging from the undergraduate level through continuing professional education. These programs, based in the Rollins School of Public Health (RSPH) of Emory University, include: a competency-based graduate certificate program (the Certificate) in humanitarian emergencies; a fellowship program for mid-career professionals; and funded field practica. The competency-based Certificate program began in 2010 with a cohort of 14 students. Since then, 101 students have received the Certificate with 50 more due for completion in 2016 and 2017 combined. The fellowship program for mid-career professionals has hosted four fellows from conflict-affected or resource-poor countries, who have then gone on to assume leadership positions with humanitarian organizations. From 2009-2015, the field practicum program supported 34 students in international summer practicum experiences related to emergency response or preparedness. Students have participated in summer field experiences on every continent but Australia. Together the Certificate, funded field practicum opportunities, and the fellowship comprise current efforts in providing innovative education and training for graduate and post-graduate students of public

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

Science.gov (United States)

Asmali, Mehmet

2018-01-01

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

CHARACTERISTICS OF GRADUATE ACCOUNTING PROGRAMS: AN ANALYSIS OF UNIVERSITIES IN ENGLISH-SPEAKING COUNTRIES

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Sandra Rolim Ensslin

2012-09-01

Full Text Available The literature indicates there is a shortage of professors of accounting. For some researchers this lack is related to the high price paid to obtain an advanced degree in this area. According to the American Accounting Association (AAA, graduate programs need to be more attractive, less stressful and less expensive for students. Therefore, the objective of this study is to map the characteristics of the selection process, the courses offered and the requirements to obtain a master’s degree in accounting from universities located in English-speaking. This study can be classified as descriptive, with a theoretical-conceptual nature and a qualitative approach. We rely on secondary sources and apply inductive logic. The main results are that in the United States, 71% of the programs require candidates to have knowledge of accounting, finance, economics, taxes, statistics and mathematics; 75% of Australian universities require a minimum score on the TOEFL for foreign students, 20% have a minimum GPA and 10% require taking the GMAT; and no Canadian university requires a letter of recommendation. Regarding the purpose of the courses, 88% of the institutions that offer master programs in accounting focus on improved professional qualification of accountants. In Australia, 30% of the programs last 18 months, while in Canada this figure is 66% and in New Zealand, 50% of the programs last at least two years. With respect to the graduation requirements, 82% of the universities require between 4 and 9 mandatory disciplines. In conclusion, the master programs in the United States and United Kingdom are relatively more demanding with respect to the degree requirements than in the other countries investigated.

Contributions of On-the-Job Training Program to the Skills, Personal Qualities and Competencies of Tourism Graduates

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Elroy Joseph C. Valdez

2015-11-01

Full Text Available This study ascertains the contributions of on-the-job training (OJT program of a university to the development of skills, personal qualities and competencies of tourism students. The study is descriptive and uses survey questionnaire for data gathering. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. Results show that the OJT program of the university has significant contributions to the development of students’ basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. The OJT program is also consistent throughout the years in providing skills and personal qualities as indicated by the non-difference on OJT contributions when grouped according to graduation year. Of immediate concern, however, is the decline of OJT contributions to the competencies of 2013 graduates. The study recommends that the university should tie-up with more tourism industry partners that can give excellent trainings for students and offer more international OJT for them to be more globally competitive. The training of students should also be regularly monitored by university training coordinators. Finally, the university may also consider and study ways on how to develop the entrepreneurial skills of tourism students.

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

Science.gov (United States)

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.

Developing an Organizational Leadership Graduate Program: A "CHAT" about Leadership Education

Science.gov (United States)

Hughes, Patrick J.; Panzo, Donna

2015-01-01

Much of recent research on leadership education focuses on the application of a particular assignment or project to develop an individual's leadership. Other research has examined leadership development from different educational levels such as graduate, undergraduate, and even K-12. The following paper is an idea brief surrounding a newly created…

International Student Perspectives on Graduate Advising Relationships

Science.gov (United States)

Rice, Kenneth G.; Choi, Chun-Chung; Zhang, Yanmei; Ye, Huan Jacqueline; Nesic, Aleksandra; Bigler, Monica; Anderson, Debra; Villegas, Jorge

2009-01-01

International graduate students experience a number of unique challenges as they transition through their training programs. Surprisingly, relatively little research has been conducted on perhaps one of the most crucial predictors of international students' retention and success within their graduate programs: the advising relationship. Using a…

Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP)

Science.gov (United States)

Jenkinson, Kate A.; Benson, Amanda C.

2016-01-01

Pre-service teacher programs have a responsibility to equip graduating students with more than the minimum skill sets required by governing bodies. The Assessment and Mentoring Program (AMP) is a four-way collaborative mentoring learning community underpinned by social constructivism. Conducted in Victoria, Australia during the 2014-2016 academic…

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

Science.gov (United States)

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

2008-04-15

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

New Graduate Paramedics’ First and Emergency Aid Formal and Practical Training Levels and Perception of Competency

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Cetin Kizilkan

2009-08-01

Full Text Available AIM: The aim of this study is to determine first and emergency aid formal and practical education levels and perception of adequacy of trainee medical noncommissioned officers who graduated from Gulhane Military Medical Academy Medical NCO Vocational School in 2007. METHOD: The study included 54 trainee medical NCOs who had graduated from Gulhane Military Medical Academy Medical NCO Vocational School in 2007. The data were collected by a questionnaire developed by the investigators. RESULTS: Of the participants 79,6 % stated that he had never used the defibrillator, 33,3 % had never made hemorrhage control, 53,7% had never done fracture stabilization, 90,7% expressed himself adequate in “Intravenous (IV cannulation”, 98,2% in “hemorrhage control” and 72,2% in “Firearms wounds management”. In the exam including 10 questions nobody answered all the questions correctly and correct answers average was 5.9 ± 1.3 (minimum 3, maximum 9. CONCLUSION: Having the medical NCOs in a training program before they start service would be useful. Revision of the training program for medical NCOs according to the findings of our study especially in competency giving practical training would help the training of NCOs. Skills related to combat casualty care of NCOs should be promoted. Bu arastirma 13 ncu Balkan Askeri Tip Komitesi Kongresinde poster bildiri olarak sunulmustur. [TAF Prev Med Bull 2009; 8(4.000: 291-296

7 CFR 1951.262 - Farm Credit Programs-graduation of borrowers.

Science.gov (United States)

2010-01-01

... determine their ability to graduate. (f) Sending prospectus information to lenders. (1) The Agency will... Needs and Graduation of Borrowers § 1951.262 Farm Credit Programs—graduation of borrowers. (a)-(d... must submit a year-end balance sheet, actual financial performance information for the most recent year...

Application to graduate psychology programs by undergraduate students of color: the impact of a research training program.

Science.gov (United States)

Hall, Gordon C Nagayama; Allard, Carolyn B

2009-07-01

The top 86 students were selected from a pool of approximately 400 applicants to a summer clinical psychology research training program for undergraduate students of color. Forty-three of the students were randomly assigned to 1 of 2 clinical psychology research training programs, and 43 were randomly assigned to a control condition without training. The multicultural version of the training program emphasized the cultural context of psychology in all areas of training, whereas cultural context was de-emphasized in the monocultural version of the program. Although the cultural content of the 2 training programs was effectively manipulated as indicated by a fidelity check by an outside expert, there were no significant differences between the effects of the 2 programs on the outcomes measured in this study. The primary differences in this study were between students who did versus those who did not participate in a training program. Sixty-five percent of the students who completed the multicultural training program applied to graduate schools in psychology, compared with 47% of those who completed the monocultural training program, and 31% of those in the control group. Participation in summer research training programs also increased self-perceptions of multicultural competence.

The national survey of health administration program graduates on management information systems education.

Science.gov (United States)

Zalkind, D; Malec, B

1988-01-01

A national survey of alumni of AUPHA programs from the classes of 1983, 1984, and 1985 was undertaken to assess their experiences in management information systems education, both formally and on the job. The survey covered 38 AUPHA graduate member programs and resulted in 1,181 responses. Over 40 percent of the alumni indicated that they had had an introductory management information systems (MIS) course in a health administration program. Since graduation, almost 90 percent have had some significant on-the-job involvement with computers, computer-generated information, or MIS. More than one-third of the respondents felt that their MIS course work did not adequately prepare them for what was expected on the job. Alumni stressed that microcomputer software applications, such as spreadsheets and data bases, are important areas for student hands-on experiences. When asked the importance of certain areas to be included in a required introductory MIS course, the alumni also recommended spreadsheet analysis and design, report writing and data presentation, and other management areas. Additional comments suggested more access to personal computers (PCs), more relevance in the curriculum to the "real world," and the importance of MIS to the career paths of alumni. Faculty suggestions from a 1984-85 survey are compared with alumni responses in order to identify curricular changes needed. Recommendations are outlined for consideration.

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2009 - May 2010

International Nuclear Information System (INIS)

Berkman, Clarissa O.; Fankhauser, Jana G.

2011-01-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 17th successful year in support of the NNSA's mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. This annual report to reviews program activities from June 2009 through May 2010 - the fellowship term for the Class of 2009. Contents include: Welcome Letter (Mission Driven: It's all about results), Introduction, Structure of the NGFP, Program Management Highlights, Annual Lifecycle, Class of 2009 Incoming Fellows, Orientation, Global Support of the Mission, Career Development, Management of the Fellows, Performance Highlights, Closing Ceremony, Where They Are Now, Alumni Highlight - Mission Success: Exceptional Leaders from the NGFP, Class of 2009 Fall Recruitment Activities, Established Partnerships, Face-to-Face, Recruiting Results, Interviews, Hiring and Clearances, Introducing the Class of 2010, Class of 2011 Recruitment Strategy, On the Horizon, Appendix A: Class of 2010 Fellow Biographies.

NNSA Nonproliferation Graduate Fellowship Program Annual Report June 2009 - May 2010

Energy Technology Data Exchange (ETDEWEB)

Berkman, Clarissa O.; Fankhauser, Jana G.

2011-04-01

In 2009, the Nonproliferation Graduate Fellowship Program (NGFP) completed its 17th successful year in support of the NNSA’s mission by developing future leaders in nonproliferation and promoting awareness of career opportunities. This annual report to reviews program activities from June 2009 through May 2010 - the fellowship term for the Class of 2009. Contents include: Welcome Letter (Mission Driven: It’s all about results), Introduction, Structure of the NGFP, Program Management Highlights, Annual Lifecycle, Class of 2009 Incoming Fellows, Orientation, Global Support of the Mission, Career Development, Management of the Fellows, Performance Highlights, Closing Ceremony, Where They Are Now, Alumni Highlight - Mission Success: Exceptional Leaders from the NGFP, Class of 2009 Fall Recruitment Activities, Established Partnerships, Face-to-Face, Recruiting Results, Interviews, Hiring and Clearances, Introducing the Class of 2010, Class of 2011 Recruitment Strategy, On the Horizon, Appendix A: Class of 2010 Fellow Biographies

A new multidimensional model for quality evaluation of graduate-level education in nuclear technology

International Nuclear Information System (INIS)

Mioranza, Claudio; Aquino, Afonso Rodrigues de

2009-01-01

Educational institutions have been highly concerned about the quality of products offered to the society, in order to obtain better results they need to provide a high degree quality service. The exclusive approach of this study is the development of a Multidimensional Model for the Educational Quality Assessment, named MULTQUALED, based on quality standards and models used in other economic sectors. This model was developed to support the decision process, concerning the strategic actions for improving the quality of the graduate courses. Four data collection instruments were created, comprehending dimensions such as pedagogical, human resources and facilities regarding qualified and quantified actions for the continuous improvement of educational quality management process. The study was applied to the Nuclear Technology stricto sensu Graduate Program from the Instituto de Pesquisas Energeticas e Nucleares, IPEN-CNEN/SP. (author)

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

Directory of Open Access Journals (Sweden)

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.

Bringing us back to our creative senses: Fostering creativity in graduate-level nursing education: A literary review.

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Duhamel, Karen V

2016-10-01

The purpose of this paper is to explore empirical findings of five studies related to graduate-level nurse educators' and nursing students' perceptions about the roles of creativity and creative problem-solving in traditional and innovative pedagogies, and examines conceptual differences in the value of creativity from teacher and student viewpoints. Five peer-reviewed scholarly articles; professional nursing organizations; conceptual frameworks of noted scholars specializing in creativity and creative problem-solving; business-related sources; primary and secondary sources of esteemed nurse scholars. Quantitative and qualitative studies were examined that used a variety of methodologies, including surveys, focus groups, 1:1 interviews, and convenience sampling of both nursing and non-nursing college students and faculty. Innovative teaching strategies supported student creativity and creative problem-solving development. Teacher personality traits and teaching styles receptive to students' needs led to greater student success in creative development. Adequate time allocation and perceived usefulness of creativity and creative problem-solving by graduate-level nurse educators must be reflected in classroom activities and course design. Findings indicated conservative teaching norms, evident in graduate nursing education today, should be revised to promote creativity and creative problem-solving development in graduate-level nursing students for best practice outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Leadership training in Endocrinology fellowship A survey of program directors and recent graduates

Science.gov (United States)

2017-06-16

Program Directors and Recent Graduates presented at/ published to SAMHS and Universities Research Forum (SURF) 2017, San Antonio, TX 16 June 2017 m...Research Division may pay for your basic journal publishing charges (to include costs for tables and black and white photos). We cannot pay for...efforts. LINDA STEEL-GOODWIN, Col, USAF, BSC Director , Clinical Investigations & Research Support Warrior Medics - Mission Ready - Patient Focused

Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology.

Science.gov (United States)

Morrissey, Benjamin; Heilbrun, Marta E

2017-01-01

The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation's Health Needs , challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a "case study" to frame the review.

7 CFR 765.101 - Borrower graduation requirements.

Science.gov (United States)

2010-01-01

... reasonable rates and terms. (b) The Agency may require partial or full graduation. (1) In a partial... 7 Agriculture 7 2010-01-01 2010-01-01 false Borrower graduation requirements. 765.101 Section 765..., DEPARTMENT OF AGRICULTURE SPECIAL PROGRAMS DIRECT LOAN SERVICING-REGULAR Borrower Graduation § 765.101...

Developing the Intercultural Competence of Graduate Students

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Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

2014-01-01

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

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…

Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors: A Formal Nutrition Education Course Is Necessary.

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Daley, Brian J; Cherry-Bukowiec, Jill; Van Way, Charles W; Collier, Bryan; Gramlich, Leah; McMahon, M Molly; McClave, Stephen A

2016-01-01

Nutrition leaders surmised graduate medical nutrition education was not well addressed because most medical and surgical specialties have insufficient resources to teach current nutrition practice. A needs assessment survey was constructed to determine resources and commitment for nutrition education from U.S. graduate medical educators to address this problem. An online survey of 36 questions was sent to 495 Accreditation Council for Graduate Medical Education (ACGME) Program Directors in anesthesia, family medicine, internal medicine, pediatrics, obstetrics/gynecology, and general surgery. Demographics, resources, and open-ended questions were included. There was a 14% response rate (72 programs), consistent with similar studies on the topic. Most (80%) of the program directors responding were from primary care programs, the rest surgical (17%) or anesthesia (3%). Program directors themselves lacked knowledge of nutrition. While some form of nutrition education was provided at 78% of programs, only 26% had a formal curriculum and physicians served as faculty at only 53%. Sixteen programs had no identifiable expert in nutrition and 10 programs stated that no nutrition training was provided. Training was variable, ranging from an hour of lecture to a month-long rotation. Seventy-seven percent of program directors stated that the required educational goals in nutrition were not met. The majority felt an advanced course in clinical nutrition should be required of residents now or in the future. Nutrition education in current graduate medical education is poor. Most programs lack the expertise or time commitment to teach a formal course but recognize the need to meet educational requirements. A broad-based, diverse universal program is needed for training in nutrition during residency. © 2015 American Society for Parenteral and Enteral Nutrition.

Pioneering Integrated Education and Research Program in Graduate School of Engineering and its Inquiry by Questionnaire

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Minamino, Yoritoshi

Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.

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…

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

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Nakhon Lalognam

2016-09-01

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

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.

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.

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

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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

Frustrations among graduates of athletic training education programs.

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Bowman, Thomas G; Dodge, Thomas M

2013-01-01

Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Qualitative study. National Athletic Trainers' Association (NATA) accredited postprofessional education program. Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and Literacy Practices of Former Bilingual Students

Science.gov (United States)

Dworin, Joel

2011-01-01

This study investigated the language and literacy practices of five graduates of a Spanish-English K-12 dual language immersion program through semistructured interviews to understand the residual impact of thirteen years in a Spanish-English bilingual school program. Drawing from sociocultural theory, the interviews also sought to provide an…

Career commitment of postprofessional athletic training program graduates.

Science.gov (United States)

Bowman, Thomas G; Mazerolle, Stephanie M; Goodman, Ashley

2015-04-01

Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Qualitative study. Online data collection. Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

A transition program to primary health care for new graduate nurses: a strategy towards building a sustainable primary health care nurse workforce?

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Gordon, Christopher J; Aggar, Christina; Williams, Anna M; Walker, Lynne; Willcock, Simon M; Bloomfield, Jacqueline

2014-01-01

This debate discusses the potential merits of a New Graduate Nurse Transition to Primary Health Care Program as an untested but potential nursing workforce development and sustainability strategy. Increasingly in Australia, health policy is focusing on the role of general practice and multidisciplinary teams in meeting the service needs of ageing populations in the community. Primary health care nurses who work in general practice are integral members of the multidisciplinary team - but this workforce is ageing and predicted to face increasing shortages in the future. At the same time, Australia is currently experiencing a surplus of and a corresponding lack of employment opportunities for new graduate nurses. This situation is likely to compound workforce shortages in the future. A national nursing workforce plan that addresses supply and demand issues of primary health care nurses is required. Innovative solutions are required to support and retain the current primary health care nursing workforce, whilst building a skilled and sustainable workforce for the future. This debate article discusses the primary health care nursing workforce dilemma currently facing policy makers in Australia and presents an argument for the potential value of a New Graduate Transition to Primary Health Care Program as a workforce development and sustainability strategy. An exploration of factors that may contribute or hinder transition program for new graduates in primary health care implementation is considered. A graduate transition program to primary health care may play an important role in addressing primary health care workforce shortages in the future. There are, however, a number of factors that need to be simultaneously addressed if a skilled and sustainable workforce for the future is to be realised. The development of a transition program to primary health care should be based on a number of core principles and be subjected to both a summative and cost

Teaching Graduate Students The Art of Science

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Snieder, Roel; Larner, Ken; Boyd, Tom

2012-08-01

Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

Evaluation of an online continuing education program from the perspective of new graduate nurses.

Science.gov (United States)

Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike

2014-05-01

The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.

Assessing the Impact of a K-12 Engagement Program on Graduate Learning Outcomes for Communicating with Diverse Audiences, Pedagogy, and Community Engagement

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Weeks, Faith; Harbor, Jon

2014-01-01

A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…

Reflections on the contributions of self-advocates to an interdisciplinary leadership development program for graduate students in health affairs.

Science.gov (United States)

Rosenberg, Angela; Zuver, Deborah; Kermon, McCafferty; Fernandez, Claudia; Margolis, Lewis H

2018-04-01

To advance equity and to enhance leadership skills, self-advocates with intellectual/developmental disabilities are now part of the cohort of trainees in the University of North Carolina LEND, which means that they fully participate in the Interdisciplinary Leadership Development Program, a collaboration among programs in public health, social work, and LEND, which meets monthly. Given this important new participation by self-advocates, this study analyzes the reflections of graduate students on the contributions of self-advocates to their leadership training. At the conclusion of the program each year, graduate students respond to a questionnaire about how self-advocates influenced the content and interactions/discussions of the monthly workshops and are asked to provide specific examples to explain their perceptions. The 12 MCH leadership competencies were used to guide the coding of the comments for this qualitative, directed content analysis. Forty-six of 58 students (79.3%) from two consecutive cohorts responded for this cross-sectional study. Interactions with self-advocates prompted comments on 8 of the 12 leadership competencies, including interdisciplinary team building (29% of the comments); developing others through teaching and mentoring (22%); and self-reflection (18%). The inclusion of self-advocates throughout an interdisciplinary leadership development program for graduate students in health affairs can strengthen MCH leadership competencies for all participants as they enter an increasingly interdisciplinary workforce. Copyright © 2017 Elsevier Inc. All rights reserved.

42 CFR 412.105 - Special treatment: Hospitals that incur indirect costs for graduate medical education programs.

Science.gov (United States)

2010-10-01

... 42 Public Health 2 2010-10-01 2010-10-01 false Special treatment: Hospitals that incur indirect costs for graduate medical education programs. 412.105 Section 412.105 Public Health CENTERS FOR... SYSTEMS FOR INPATIENT HOSPITAL SERVICES Special Treatment of Certain Facilities Under the Prospective...

African American and Latino Enrollment Trends among Medicine, Law, Business, and Public Affairs Graduate Programs

Science.gov (United States)

de la Garza, Rodolfo; Moghadam, Sepehr Hejazi

2008-01-01

The purpose of this Tomas Rivera Policy Institute (TRPI) report is twofold: to provide an analysis of the enrollment trends for African American and Latino students among graduate professional programs in the fields of medicine, business, law, and public affairs, and to present other relevant data pertaining to African American and Latino students…

Effect of the Transcendental Meditation Program on Graduation, College Acceptance and Dropout Rates for Students Attending an Urban Public High School

Science.gov (United States)

Colbert, Robert D.

2013-01-01

High school graduation rates nationally have declined in recent years, despite public and private efforts. The purpose of the current study was to determine whether practice of the Quiet Time/Transcendental Meditation® program at a medium-size urban school results in higher school graduation rates compared to students who do not receive training…

Global challenges of graduate level Ayurvedic education: A survey

Science.gov (United States)

Patwardhan, Kishor; Gehlot, Sangeeta; Singh, Girish; Rathore, H.C.S.

2010-01-01

In the present day scenario, Ayurveda is globally being perceived in several contradictory ways. Poor quality of Ayurveda graduates produced as a result of poorly structured and poorly regulated education system is at least one of the important factors responsible for this scenario. The present study was carried out to evaluate the ‘Global challenges of graduate level Ayurvedic education’ and is based on the responses of Ayurvedic students and Ayurvedic teachers from various educational institutions of India to a methodically validated questionnaire. As the study indicates, the poor standard of Ayurvedic education in India is definitely a cause of concern. The curriculum of Bachelor of Ayurvedic Medicine and Surgery (BAMS) course of studies is required to be reviewed and restructured. The syllabi are required to be updated with certain relevant topics like laws governing the intellectual property rights, basic procedures of standardization of medicinal products, fundamental methods of evaluating the toxicity of the medicinal products, essentials of healthcare management and the basics of cultivation and marketing of medicinal plants. Furthermore, the study suggests that the Ayurvedic academicians are required to be trained in standard methods of research and documentation skills, and the educational institutions are required to be encouraged to contribute their share in building up the evidence base for Ayurveda in the form of quality education and research. PMID:20532099

Core Competencies: The Challenge For Graduate Peace and Conflict Studies Education

Science.gov (United States)

Windmueller, John; Wayne, Ellen Kabcenell; Botes, Johannes (Jannie)

2009-05-01

This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far.

Preparing Graduate Students as Science Communicators

Science.gov (United States)

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

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

Science.gov (United States)

Murphy, Terrence E; Gaughan, Monica; Hume, Robert; Moore, S Gordon

2010-03-01

There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students.

Organizing graduate medical education programs into communities of practice

Directory of Open Access Journals (Sweden)

Robert G. Bing-You

2016-10-01

Full Text Available Background: A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four ‘Communities of Practice’ (CoOPs based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods: This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI. Eleven members of the newly formed CoOPs participated in the study. Results: Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The ‘preferred culture’ was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion: Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.

Organizing graduate medical education programs into communities of practice.

Science.gov (United States)

Bing-You, Robert G; Varaklis, Kalli

2016-01-01

Background A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME) to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four 'Communities of Practice' (CoOPs) based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI). Eleven members of the newly formed CoOPs participated in the study. Results Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The 'preferred culture' was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.

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

Science.gov (United States)

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.

National- and State-Level High School Graduation Rates for English Learners. Fast Facts

Science.gov (United States)

Office of English Language Acquisition, US Department of Education, 2016

2016-01-01

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topic for this report on English Learners (ELs) are national- and state-level high school graduation rates for English Learners. The following data are presented: (1)…

Facilitating student retention in online graduate nursing education programs: a review of the literature.

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Gazza, Elizabeth A; Hunker, Diane F

2014-07-01

Online education, a form of distance education, provides students with opportunities to engage in lifelong learning without the restrictions of time and space. However, while this approach meets the needs of employed nursing professionals, it poses some challenges for educators. Student retention is one such challenge. Student retention rates serve as measures of program quality and are reported to accrediting bodies. Therefore, it is imperative that administrators and program faculty implement comprehensive programs to ensure student retention. This review of the literature was designed to identify strategies to improve student retention in online graduate nursing education programs. The review includes 23 articles that address models, research, and best practices supported in nursing and higher education. The findings indicate that student retention in online programs is a multidimensional problem requiring a multifaceted approach. Recommendations for facilitating retention in online nursing programs include ensuring social presence and program and course quality, and attentiveness to individual student characteristics. Copyright © 2014 Elsevier Ltd. All rights reserved.

A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

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Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

2012-01-01

This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

Meet Your Graduates.

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Kramer, Karen L.

1989-01-01

Presents five vocational graduates who have become successful entrepreneurs. Their businesses include an ice cream parlor, an investment service, a dog grooming business, microcomputer program manufacturing, and high-fashion clothing and cosmetics for problem skin. (JOW)

Professional Socialization in Nurse Anesthesia Educational Programs: Attitudes and Beliefs of Faculty Members and Recent Graduates

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Buettner, Kevin Charles

2013-01-01

The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty…

SCIENTIFIC KNOWLEDGE ISSUED IN BRAZIL AT POST GRADUATE PROGRAMS IN TOURISM AND CORRELATED AREAS FROM 2000 TO 2006

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Christiane Fabíola Momm

2010-11-01

Full Text Available A research on scientific knowledge issued in Brazil at post graduate programs in Tourism and correlated areas was conducted taking in account bibliographical references contained in Master Thesis presented in four Post Graduate Programs from 2000 to 2006. It was an exploratory, descriptive, qualitative study using bibliometric a scientometric tools and techniques. 334 bibliographical references were organized and classified following the Spanish Documental Center of Spain Tourism Thesaurus patterns. As a result 15 research lines were identified. As for scientific knowledge itself, a great diversity of research lines and issues were identified. The study demonstrates the hierarchical relation between generic terms and specific terms and points which knowledge areas have a dialogue with the field. Final considerations suggest reflection on scientific development in Tourism in Brazil is needed.

Graduate Medical Education That Meets the Nation's Health Needs

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Eden, Jill, Ed.; Berwick, Donald, Ed.; Wilensky, Gail, Ed.

2014-01-01

Today's physician education system produces trained doctors with strong scientific underpinnings in biological and physical sciences as well as supervised practical experience in delivering care. Significant financial public support underlies the graduate-level training of the nation's physicians. Two federal programs--Medicare and…

The Quantitative Preparation of Future Geoscience Graduate Students

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Manduca, C. A.; Hancock, G. S.

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways

Educational strategies for rural new graduate registered nurses.

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Dowdle-Simmons, Sara

2013-03-01

Rural health care facilities are geographically remote, tend to be small, and often possess limited resources. Although newly graduated registered nurses are important to the work force of many rural communities, maintaining a formal preceptorship/mentorship program within a rural hospital may prove difficult as a result of limited resources. Unfortunately, the new graduate may become overwhelmed by the many expectations for clinical practice and the facility can experience high turnover rates of new graduate hires. This article explores the unique traits of the rural hospital and the new graduate nurse as well as the pros and cons of a formal preceptorship program within a rural setting. Constructivist learning theory is used to develop practical teaching strategies that can be used by the preceptor and the new graduate. These strategies are inexpensive, yet effective, and are feasible for even the smallest of facilities. Copyright 2013, SLACK Incorporated.

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

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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.

Tracer Study of BS in Information Technology (BSIT Graduates of Camarines Sur Polytechnic Colleges, Nabua, Camarines Sur from 2004 to 2010

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ARLY B. BALINGBING

2014-08-01

Full Text Available Tracer studies enhance curriculum relevance and marketability of educational programs. Knowledge on employment of CSPC graduates assists in formulating policy towards combating unemployment and producing globally competitive BSIT graduates. This study determines the employability of BSIT graduates of SY 2004-2010 and unveil specifically their personal profile, level of competency alongknowledge, skills and attitudes, significant relationship of the level of competency and the level of difficulties encountered along knowledge, skills, and attitudes and the measures to enhance their competitiveness. The study used descriptive method. Data gathered through a questionnaire from 155 respondents were statistically treated using averaging, percentage, weighted mean and Spearman Rho. Most respondents were female, 20-25 years old, TESDA-certified, employed in private sectors, incompetent in SY 2003-2004, competent in SY 2005-2010and encountered difficulty along knowledge, skills, and attitudes. There is no significant relationship in the level of competencies among graduates per school year and theirlevel of difficulty along knowledge, skills and attitudes. Some measures to enhance their competitivenessinclude conducting TESDA Assessment and Civil Service examination review and IT Faculty in-house trainings and strengthening English Proficiency Program. BSIT graduates of SY 2004-2010 are competent despite difficulties encountered along skills, attitudes and knowledge.

Students' Perceptions of a Twitter-Based Assignment in a Graduate-Level Instructional Technology Course

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Nygard, Shanda; Day, Micah; Fricke, Gretchen; Knowlton, Dave S.

2014-01-01

This article examines Twitter as an innovation to enhance student learning within an online graduate-level course. Specifically, this article includes 3 narratives from students who were charged with using Twitter as a medium for sharing photographs and accompanying analysis. Within each narrative, students' experiences and opinions are…

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.

Graduate Student Needs in Relation to Library Research Skills

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Young, Shawna; Jacobs, Warren

2013-01-01

Traditionally, graduate study includes a research component, requiring library skills to locate relevant literature. Upon matriculation into graduate programs, many students are underprepared in library research skills, making library instruction a priority for the success of graduate students. This qualitative study, utilizing emergent design,…

Graduate nurses' evaluation of mentorship: Development of a new tool.

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Tiew, Lay Hwa; Koh, Catherine S L; Creedy, Debra K; Tam, W S W

2017-07-01

Develop and test an instrument to measure graduate-nurses' perceptions of a structured mentorship program. New graduate nurses may experience difficulties in the transition from student to practitioner. Mentoring is commonly used to support graduates. However, there is a lack of published tools measuring graduate nurses' perceptions of mentorship. As mentoring is resource intensive, development and testing of a validated tool are important to assist in determining program effectiveness. A pretest-posttest interventional design was used. Following a critical review of literature and content experts' input, the 10-item National University Hospital Mentorship Evaluation (NUH ME) instrument was tested with a convenience sample of 83 graduate nurses. Psychometric tests included internal reliability, stability, content validity, and factor analysis. Changed scores were evaluated using paired samples t-test. Seventy-three graduates (88%) out of a possible 83 completed the pre-and post-program survey. Internal reliability was excellent with a Cronbach's alpha of 0.92. Test-retest reliability was stable over time (ICC=0.81). Exploratory factor analysis supported a 1-factor solution explaining 58.2% of variance. Paired samples t-test showed statistical significance between the pre- and post-program scores (pprograms can be an effective recruitment and retention strategy, but are also resource intensive. Measuring new graduates' perceptions of mentoring contributes to program relevance in addressing their personal, professional and clinical skill development needs. As mentoring engages a diverse range of mentors, feedback through measurement may also positively alter organizational learning culture. Copyright © 2017. Published by Elsevier Ltd.

Analyzing Four-Year Public University and Two-Year College Graduation Rates

Science.gov (United States)

Ober, David R.; Beekman, John A.; Pierce, Rebecca L.

2018-01-01

This paper examines the graduation rates between 2000 and 2015 of United States colleges and universities at the national, state, and institutional levels. This research focuses on two-year and four-year programs. Rates are investigated longitudinally along with variables that distinguish between public/private institutions, percentages of…

Graduate Student Library Research Skills: Is Online Instruction Effective?

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Shaffer, Barbara A.

2011-01-01

Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…

Availability of Quality Standards in the Special Education Program at Majmaah University - Saudi Arabia, from the Perspectives of Teachers and 8th level Students

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Omar Khalil Mousa Atiyat

2017-11-01

Full Text Available The aim of the study was to assess to what extent the quality standards in the Special Education Program at Majmaah University, were available from the point of view of faculty members and 8th level students who were expected to graduate, in the light of a number of variables. To achieve the objectives of the study, the researcher  used a  descriptive survey method and developed a questionnaire, consisting of six areas:  (objectives of the program, teaching methods, and curriculum,  students’ evaluation, facilities and services, and field training. The study sample consisted of all faculty members at the Department of Special Education in the College of Education, totaling (42 faculty members, and (62 8th Level students who were expected to graduate in the academic year 2015 / 2016.  The study results revealed the availability of quality standards in the program to a high degree from the point of view of faculty members, and in all the areas of the questionnaire, with a slight variation between these areas  "standards ". The standard “objectives of the program” ranked first, while the standard “facilities and services” ranked last. From the students’ perspective, on the other hand, the results indicated that  quality standards, which are related to program objectives only, were available in the program  to a high degree. In other areas of the questionnaire, students’ perspectives had a medium degree. The results of the study did not show any significant differences at the level (α = 0.05 between the means of the faculty members perspectives, attributed to the variables (gender, years of experience, but there were statistically significant differences (α=0.05, attributed to the impact of level of education, in favor of MA and PhD holders. Also, the results did not reveal any significant differences at the level (α = 0.05 between the means of the students’ perspectives due to the variable (GPA, gender. Keywords: Graduate

Applying the International Medical Graduate Program Model to Alleviate the Supply Shortage of Accounting Doctoral Faculty

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HassabElnaby, Hassan R.; Dobrzykowski, David D.; Tran, Oanh Thikie

2012-01-01

Accounting has been faced with a severe shortage in the supply of qualified doctoral faculty. Drawing upon the international mobility of foreign scholars and the spirit of the international medical graduate program, this article suggests a model to fill the demand in accounting doctoral faculty. The underlying assumption of the suggested model is…

Why Do Tertiary Education Graduates Regret Their Study Program? A Comparison between Spain and the Netherlands

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Kucel, Aleksander; Vilalta-Bufi, Montserrat

2013-01-01

In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the Netherlands. These two countries differ in their educational system in terms of the tracking structure in their secondary education and the strength of their education-labor market linkages in tertiary education. Therefore, by…

Speaking in Tongues: Can International Graduate Students Read International Graduate Admissions Materials?

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Taylor, Zachary W.

2017-01-01

A recent Educational Testing Services report (2016) found that international graduate students with a TOEFL score of 80--the minimum average TOEFL score for graduate admission in the United States--usually possess reading subscores of 20, equating to a 12th-grade reading comprehension level. However, one public flagship university's international…

Teaching Business Process Management with Simulation in Graduate Business Programs: An Integrative Approach

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Saraswat, Satya Prakash; Anderson, Dennis M.; Chircu, Alina M.

2014-01-01

This paper describes the development and evaluation of a graduate level Business Process Management (BPM) course with process modeling and simulation as its integral component, being offered at an accredited business university in the Northeastern U.S. Our approach is similar to that found in other Information Systems (IS) education papers, and…

Graduate diplomas in nuclear technology

Energy Technology Data Exchange (ETDEWEB)

Bereznai, G. [Univ. of Ontario Inst. of Tech., Oshawa, Ontario (Canada)

2009-07-01

The University of Ontario Institute of Technology (UOIT) offers a graduate diploma program in nuclear technology that consists of a suite of six sub-specialties: Fuel, Materials and Chemistry; Reactor Systems; Operation and Maintenance; Safety, Licensing and Regulatory Affairs; Health Physics; and Radiological Applications. Four courses selected from a list that covers the knowledge and skill set of each sub-specialty have to be completed in order to gain a graduate diploma in the specific area. The program is designed to accommodate the needs of people working in the nuclear industry to upgrade their knowledge and skills, to promote career advancement and to provide a framework for lifelong learning. (author)

GEMS: A Graduate-level Community Nutrition Project.

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Dow, Ruth McNabb

1985-01-01

Describes a project which: (1) compared cost and nutritive value of six student lunches (type A school lunch, a-la-carte school lunch, lunch at home, vended lunch, fast-food lunch, and brown bag lunch); (2) used findings to make recommendations for improving student lunches; and (3) developed graduate student assessment/research skills. (JN)

The Effect of Graduation Coaches and Credit Recovery Programs on the Dropout Rate of At-Risk Grade 9 Students

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Bowling, Jan

2013-01-01

The objective of this study was to identify the characteristics of effective graduation coaches (GCs) and credit recovery programs and explain the influence of a GC and a credit recovery program on Grade 9 students at risk of dropping out. The purpose of this study was to determine whether a high school GC and enrollment in a credit recovery…

MHA admission criteria and program performance: do they predict career performance?

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Porter, J; Galfano, V J

1987-01-01

The purpose of this study was to determine to what extent admission criteria predict graduate school and career performance. The study also analyzed which objective and subjective criteria served as the best predictors. MHA graduates of the University of Minnesota from 1974 to 1977 were surveyed to assess career performance. Student files served as the data base on admission criteria and program performance. Career performance was measured by four variables: total compensation, satisfaction, fiscal responsibility, and level of authority. High levels of MHA program performance were associated with women who had high undergraduate GPAs from highly selective undergraduate colleges, were undergraduate business majors, and participated in extracurricular activities. High levels of compensation were associated with relatively low undergraduate GPAs, high levels of participation in undergraduate extracurricular activities, and being single at admission to graduate school. Admission to MHA programs should be based upon both objective and subjective criteria. Emphasis should be placed upon the selection process for MHA students since admission criteria are shown to explain 30 percent of the variability in graduate program performance, and as much as 65 percent of the variance in level of position authority.

The Next Generation of Scientists: Examining the Experiences of Graduate Students in Network-Level Social-Ecological Science

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Michele Romolini

2013-09-01

Full Text Available By integrating the research and resources of hundreds of scientists from dozens of institutions, network-level science is fast becoming one scientific model of choice to address complex problems. In the pursuit to confront pressing environmental issues such as climate change, many scientists, practitioners, policy makers, and institutions are promoting network-level research that integrates the social and ecological sciences. To understand how this scientific trend is unfolding among rising scientists, we examined how graduate students experienced one such emergent social-ecological research initiative, Integrated Science for Society and Environment, within the large-scale, geographically distributed Long Term Ecological Research (LTER Network. Through workshops, surveys, and interviews, we found that graduate students faced challenges in how they conceptualized and practiced social-ecological research within the LTER Network. We have presented these conceptual challenges at three scales: the individual/project, the LTER site, and the LTER Network. The level of student engagement with and knowledge of the LTER Network was varied, and students faced different institutional, cultural, and logistic barriers to practicing social-ecological research. These types of challenges are unlikely to be unique to LTER graduate students; thus, our findings are relevant to other scientific networks implementing new social-ecological research initiatives.

Assessing outcomes of industrial hygiene graduate education.

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Brosseau, Lisa; Fredrickson, Ann

2009-05-01

To ensure that industrial hygiene professionals continue to be prepared for current and future trends, it is important to regularly assess the value of their education. Described here are the results of discussions with employers and a mailed survey of graduates. Comparisons are made with past mailed surveys of both groups. Two sets of discussions were held in late 2005 with employers of industrial hygienists and other health and safety professionals. Twenty-eight participants were asked to discuss current and future needs for professionals in their organization and economic sector, their expectations for knowledge and skills when hiring professionals, methods for finding and hiring, and the importance of ABET accreditation. At the same time, a survey was mailed to 71 industrial hygiene students graduating in the last 15 years. Respondents were asked to rank the value of and their proficiency in 42 competencies. Questions also assessed employment experience, certification, the importance of ABET accreditation, and demographic characteristics. There was a lot of agreement between the two stakeholder groups (employers and graduates) about the most important skill and knowledge areas. Most employers identified communicating effectively and exposure assessment among the most important skills, with designing and initiating research as among the least. Hazard recognition, exposure measurement principles, and personal protective equipment were the most highly ranked knowledge areas. Employers discussed the need for good "business skills" such as teamwork, communication, and project management, and the importance of problem-solving skills. Graduates reported that skills in the areas of recognition, evaluation, and control were most valuable in their first jobs and generally reported high levels of proficiency in these skill areas. There was a similar dichotomy in opinions about accreditation within each stakeholder group. The reputation of the academic program was

E-health in graduate and postgraduate medical education: illusions, expectations and reality.

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Bari, Ferenc; Forczek, Erzsébet; Hantos, Zoltán

2011-01-01

With the overall growth of informatics, the medical education system should also provide programs at both graduate and post-graduate levels. While there is a wide consensus as to the importance of this urgent need, several factors slow down the construction and operation of effective education programs in medical and nursing schools. The increasing need for better and more comprehensive training in informatics is strongly limited by several factors including undefined output skills, tight time frame etc. An efficient development of partnerships within the health care system assumes that all professionals involved must possess strong informatics and interpersonal knowledge, and skills reaching beyond their own individual fields. There is an emerging need to define the basic skills and knowledge for each level of the health care education. Trans-border cooperation offers a unique opportunity for the establishment of common criteria for basic skills and knowledge, via joint discussions, collaborative thinking and concerted action.

Educational support programs: Office of Civilian Radioactive Waste Management

International Nuclear Information System (INIS)

Williamson, R.C.

1989-01-01

The Office of Civilian Radioactive Waste Management (OCRWM) currently sponsors two educationally related programs: the Radioactive Waste Management Fellowship Program and the Radioactive Waste Management Research Program for Historically Black Colleges and Universities (HBCU). The graduate fellowship program was implemented in 1985 to meet the US Department of Energy's (DOE's) expected manpower needs for trained scientists and engineers to assist in carrying out the activities of the Nuclear Waste Policy Act. It is recognized that a shortage of master's and doctoral level scientists and engineers in disciplines supportive of the nation's high-level radioactive waste management (RWM) program may impede the DOE's ability to properly carry out its mission under the act. The fellowship program encourages talented undergraduate students to enter graduate programs designed to educate and train them in fields directly related to RWM. The program supports graduate students in various disciplines, including nuclear science and engineering, health physics, and certain area of geology and chemical engineering. It also encourages universities to support and improve research activities and academic programs related to the management of spent nuclear fuel and high-level radioactive waste

Effects of the Nurse Athlete Program on the Healthy Lifestyle Behaviors, Physical Health, and Mental Well-being of New Graduate Nurses.

Science.gov (United States)

Hrabe, David P; Melnyk, Bernadette Mazurek; Buck, Jacalyn; Sinnott, Loraine T

Recognizing that transition from nursing student to point-of-care nurse can be a stressful time period in one's career. A pilot study at a large Midwestern medical center tested the preliminary effects of a health-oriented workshop, the Nurse Athlete, on new graduate nurses' healthy lifestyle beliefs, healthy lifestyle behaviors, depressive and anxiety symptoms, as well as health outcomes. The Nurse Athlete workshop, provided in partnership with Johnson & Johnson's Human Performance Institute (HPI), used materials from HPI's Corporate Athlete program. The 2-day workshop focuses on energy management through a comprehensive examination of goals and values in relation to one's spiritual, mental, emotional, and physical development and provides practical strategies to improve self-care. Eighty-eight new graduate nurses hired at the university's medical center were offered the opportunity to participate in the Nurse Athlete program and associated study. Sixty-nine percent of these new graduate nurses (n = 61) consented and participated in the program. There was a statistically significant decrease in the participants' weight and body mass index from baseline to the 6-month follow-up assessment, which resulted in small to medium positive effects for the Nurse Athlete program. There was also a significant decrease in body fat percentage across time, resulting in a large positive intervention effect. Statistically significant reductions in depressive symptoms were measured between baseline and 6 months.

Dental hygienists' perceptions of barriers to graduate education.

Science.gov (United States)

Boyd, Linda D; Bailey, Angela

2011-08-01

To advance the profession of dental hygiene, graduate education is necessary to support growth in research, education, administration, and practice in the discipline and to sustain credibility in a climate in which other health professions require entry-level master's and doctoral degrees. The purpose of this study was to explore what dental hygienists perceive as barriers to pursuing a graduate degree. A survey was developed based on the literature and other national surveys. Data were collected from 160 respondents to the survey: 50 percent held an entry-level baccalaureate degree in dental hygiene, while the rest held an entry-level associate degree (48 percent) or certificate (2 percent) in dental hygiene. All respondents had completed a bachelor's degree. The top five barriers these respondents identified in pursuing graduate education were as follows: 1) cost of graduate education, 2) family responsibilities are too great, 3) concerns about personal funding to pay for graduate education, 4) finding time for graduate school while working, and 5) fear of thesis research. Dental hygiene is one of the few health professions that still have entry-level degrees at the associate and baccalaureate levels. The profession needs to reduce such barriers to enable dental hygienists to pursue graduate education and thus ensure an adequate supply of future leaders, educators, and researchers.

The mental health of graduate students at the Federal University of São Paulo: a preliminary report

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L.A. Nogueira-Martins

2004-10-01

Full Text Available We present data regarding the care provided to graduate level health professionals at the mental health center of the Federal University of São Paulo. From September 1996 to September 2003, 146 graduate students (99 in the Master's degree program and 47 in the Doctoral program were attended. This population was predominantly female (68.5%, with a mean (± SD age of 28.6 ± 4.42 years, not married (71.9%. Most of the subjects were professionals who had not graduated from the Federal University (78.1%. The students who sought help for psychological and/or psychiatric problems were classified into two categories: situational-adaptive crises and psychopathological crises. The main diagnoses were depression and anxiety disorders (44% causing 4.5% of the subjects to be temporarily suspended from their graduate studies; 19.2% reported that they had used psychotropic drugs within the previous month, and 47.9% referred to sleep disturbances. Suicidal tendencies were mentioned by 18% of those interviewed. Students with emotional disturbances and academic dysfunctions should be recognized at an early stage, and it is fundamental for them to have access to mental health programs that provide formal, structured and confidential care. Thus, it is important that professors and advisors in graduate programs build a warm and affective learning environment. If we consider the expressive growth in Brazilian scientific production resulting from the implementation of an extensive national system of graduate education, it is important to focus efforts on enhancing and upgrading the mental health care system.

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

Science.gov (United States)

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…

Education in radiopharmacy at pre and post-graduate level : in it valuable for clinical practice

International Nuclear Information System (INIS)

Savio, E.O.; Rey, A.M.; Teran, M.A.; Fornaro, L.R.; Leon, A.S.

2004-01-01

Radiopharmacy deals with the design preparation, quality control and dispensation of medicinal radioactive products used in Nuclear Medicine. In the context of the Hospital Radiopharmacy Unit the Radio pharmacist responsibilities also include radiation protection of personnel and patients, monitoring and advice in case of adverse effects after administration, involvement in clinical protocols and training of other members of the staff. In order to develop all these functions, knowledge in a variety of fields including radiation physics and biology, chemistry of radiopharmaceuticals, GMP, radiopharmacology, etc. is required. However, Radio pharmacists have traditionally got their expertise by a combination of informal training and self-education. Possibilities of formal education in Radiopharmacy are still very limited. Consequently, the Faculty of Chemistry and Pharmacy of Uruguay has started a pre graduate optional course of Radiopharmacy for advanced Pharmacy students and a post-graduate course for Hospital Pharmacy Specialization. Both subjects include theoretical and practical classes on handling and detection of radioactive substance, radioprotection, preparation of radiopharmaceuticals and clinical applications, together with seminars for discussion of relevant matters. At pre graduate level, the subject provides a basic training for a future professionals working in this field. For Hospital Pharmacists the pos graduate course supports the interpretation of clinical histories of patients that have undergone Nuclear Medicine procedures, and provides the necessary background to give suitable advice to patients, their family and health staff about radiation protection

Influence of a nontraditional master's degree on graduates' career paths.

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Wilson, J P; Wen, L K

2000-12-01

Graduates' assessments of the University of Texas at Austin's nontraditional M.S. degree program in pharmacy administration were studied. A survey was constructed to assess the impact of the master's program on career advancement, to examine why pharmacists enrolled in the program, and to determine if the curriculum provided knowledge or developed skills that were practical or beneficial. The survey was mailed in April 1999 to all persons who had completed the program between 1990 and 1998. A total of 56 graduates responded, for a response rate of 90.3%. The three reasons for entering the program most frequently cited as most important were career advancement, personal development, and the desire to change job responsibilities. Thirty-four respondents (60.7%) reported receiving a promotion or changing jobs for a higher position while they were enrolled in the program or after completing it. Of these 34 respondents, 29 (85.3%) attributed their promotion or new job to the master's degree. On average, graduates reported that the knowledge and skills obtained through the program had been useful in their practice. The benefits of the program that were cited most frequently were management skills, competencies in areas of pharmacy business, opportunity to advance career, job satisfaction, and competitive advantage when applying for a job. A nontraditional master's degree program in pharmacy administration had a positive impact on the career paths of graduates.

Standardized Testing Practices: Effect on Graduation and NCLEX® Pass Rates.

Science.gov (United States)

Randolph, Pamela K

The use standardized testing in pre-licensure nursing programs has been accompanied by conflicting reports of effective practices. The purpose of this project was to describe standardized testing practices in one states' nursing programs and discover if the use of a cut score or oversight of remediation had any effect on (a) first time NCLEX® pass rates, (b) on-time graduation (OTG) or (c) the combination of (a) and (b). Administrators of 38 nursing programs in one Southwest state were sent surveys; surveys were returned by 34 programs (89%). Survey responses were compared to each program's NCLEX pass rate and on-time graduation rate; t-tests were conducted for significant differences associated with a required minimum score (cut score) and oversight of remediation. There were no significant differences in NCLEX pass or on-time graduation rates related to establishment of a cut score. There was a significant difference when the NCLEX pass rate and on-time graduation rate were combined (Outcome Index "OI") with significantly higher program outcomes (P=.02.) for programs without cut-scores. There were no differences associated with faculty oversight of remediation. The results of this study do not support establishment of a cut-score when implementing a standardized testing. Copyright © 2016. Published by Elsevier Inc.

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

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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 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.

Graduate studies on optoelectronics in Argentina: an experience

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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.

A Lifespan Study of Cooperative Education Graduates: Quantitative Aspects.

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Linn, Patricia L.; Ferguson, Jane

1999-01-01

Career histories of 73 graduates of Antioch College's liberal arts co-op program, 1946-55, showed an average of 6.5 jobs before retirement and high rates of self-employment. Those with low performance in cooperative education were much more likely to have earned graduate degrees. Self-employed graduates had more varied jobs and retired later. (SK)

Examining patterns of change in the critical thinking skills of graduate nursing students.

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McMullen, Maureen A; McMullen, William F

2009-06-01

Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.

A critical assessment of the perceptions of graduates regarding their generic skills level: an exploratory study

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Elroy Eugene Smith

2011-09-01

Full Text Available This article outlines the perceptions of potential Business Management graduates regarding their generic skills level.  To achieve the aim of this article, a literature study and empirical research were undertaken.  A self-administered questionnaire was distributed to 205 potential Business Management graduates at a tertiary institution. To investigate the relationship between the independent and dependent variables, thirteen null-hypotheses were tested.  The results revealed some significant relationships between these variables.  Seven predetermined generic skills factors, namely basic, communication, management, environmental awareness, intellectual, self and career management as well as interpersonal skills, were identified and empirically tested in this article.  Skills development should take place within an overall framework providing for the coordination and progression of skills development from first to final year of study.  Future curricula development should specifically focus on developing those skills lacking most by potential graduates as identified in this article.

How Are Your Graduates Doing? Do They Still Love You?

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Saunders, Gary; Stivason, Charles

2010-01-01

Section 33 of the AACSB requirements for Specialized Accreditation of Accounting Programs requires that that each accounting program applying for specialized accreditation demonstrate its success with regard to the placement of students within three months of graduation and the career success of graduates at an appropriate later time (e.g., 5 or…

Transportation Engineering Education and Outreach Program Designed for the Collegiate Level. Final Report.

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Kuhn, Beverly T.

The Transportation Engineering Education and Outreach Program was organized to develop and disseminate educational and outreach materials that would encourage students in colleges, universities, and technical schools to select transportation as a career path and to attract more students into transportation graduate programs. The research…

The professional profile of UFBA nursing management graduate students.

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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.

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

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Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a National Science Foundation-sponsored Science and Technology Center. C-MORE comprises six partner institutions: University of Hawaii (headquarters), Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California at Santa Cruz and Monterey Bay Aquarium Research Institute. C-MORE's Professional Development Training Program is aimed at equipping graduate students and post-docs at all six institutions with the skills and experiences needed to maximize their potential and succeed in their professional careers. This program is administered through the C-MORE Education Office and was developed in close collaboration with graduate students, post-docs, and faculty. This program has formal but flexible requirements. There is only one required module (Outreach). The seven optional modules include: Science Communication, Leadership, Mentoring, Teaching, Research Exchange, Diversity and Proposal Writing. Masters students choose three optional modules; Ph.D. students and post-docs choose five. Most modules consist of a training component, followed by a practical component. All participants will are expected to complete program evaluations. Below are some examples of program offerings: Science Communication Module In partnership with the Communication Partnership for Science and the Sea, C-MORE organized three Science Communication workshops at the University of Hawaii, Monterey Bay Aquarium Research Institute and Massachusetts Institute of Technology. These workshops train participants to distill their research into language that is free of jargon and accessible to a general audience. After the training, participants are asked to produce a communication product based on their research, such as a magazine article, press release, podcast or a blog. Diversity Module To date, C-MORE has organized three teleconferences on diversity, attended by

An Evaluation of ChalleNGe Graduates DOD Employability

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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

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

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Katherine E. Bishop-Williams

2017-12-01

Full Text Available Interdisciplinary (i.e., university-wide programming and disciplinary (i.e., programming open to participants from one college or department teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a becoming a better teacher; (b social learning; and (c that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département de

Graduates Performance in the Workplace: Employers‟ Perspective

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Ariel M. Plantilla

2017-05-01

Full Text Available This paper is an assessment of the employers feedback on the performance of business graduates of University of Rizal System Pililla from batch 2010 – 2014 in the workplace with respect to knowledge and understanding, skills and personal qualities. The researcher used descriptive method of research utilizing the employers and managers of employed graduates as key informants of the study. The findings revealed that employers were very much satisfied on the performance of graduates in terms of knowledge and understanding of the job, general skills, specialized skills and personal qualities demonstrated in the workplace. There was significant difference on the performance of graduates in terms of positions and length of service as revealed by the variations on the level of satisfaction of the employers on graduates’ performance in work. Relationship exists between the degree of importance of the four aspects of job performance and the level of satisfaction on the performance of business graduates. Employers placed a strong preference to the business graduates of the campus. There is no mismatch of knowledge and skills of graduates and what the employers are expecting among the business graduates.

Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

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MWANGI, SAMUEL M.; YAMASHITA, TAKASHI; EWEN, HEIDI H.; MANNING, LYDIA K.; KUNKEL, SUZANNE R.

2013-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education. PMID:22490075

Globalization of gerontology education: current practices and perceptions for graduate gerontology education in the United States.

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Mwangi, Samuel M; Yamashita, Takashi; Ewen, Heidi H; Manning, Lydia K; Kunkel, Suzanne R

2012-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.

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

Pediatric Program Director Minimum Milestone Expectations before Allowing Supervision of Others and Unsupervised Practice.

Science.gov (United States)

Li, Su-Ting T; Tancredi, Daniel J; Schwartz, Alan; Guillot, Ann; Burke, Ann E; Trimm, R Franklin; Guralnick, Susan; Mahan, John D; Gifford, Kimberly

2018-04-25

The Accreditation Council for Graduate Medical Education requires semiannual Milestone reporting on all residents. Milestone expectations of performance are unknown. Determine pediatric program director (PD) minimum Milestone expectations for residents prior to being ready to supervise and prior to being ready to graduate. Mixed methods survey of pediatric PDs on their programs' Milestone expectations before residents are ready to supervise and before they are ready to graduate, and in what ways PDs use Milestones to make supervision and graduation decisions. If programs had no established Milestone expectations, PDs indicated expectations they considered for use in their program. Mean minimum Milestone level expectations adjusted for program size, region, and clustering of Milestone expectations by program were calculated for prior to supervise and prior to graduate. Free-text questions were analyzed using thematic analysis. The response rate was 56.8% (113/199). Most programs had no required minimum Milestone level before residents are ready to supervise (80%; 76/95) or ready to graduate (84%; 80/95). For readiness to supervise, minimum Milestone expectations PDs considered establishing for their program were highest for humanism (2.46, 95% CI: 2.21-2.71) and professionalization (2.37, 2.15-2.60). Minimum Milestone expectations for graduates were highest for help-seeking (3.14, 2.83-3.46). Main themes included the use of Milestones in combination with other information to assess learner performance and Milestones are not equally weighted when making advancement decisions. Most PDs have not established program minimum Milestones, but would vary such expectations by competency. Copyright © 2018. Published by Elsevier Inc.

National Nuclear Security Administration Nonproliferation Graduate Fellowship Program Annual Report in Brief: October 2007 - May 2008

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Berkman, Clarissa O.; Fankhauser, Jana G.; Sandusky, Jessica A.

2009-05-01

This abbreviated Annual Report covers program activities of the National Nuclear Security Administration (NNSA) Nonproliferation Graduate Fellowship Program (NGFP) from October 2007 through May 2008--the timeframe between the last Annual Report (which covered activities through September 2007) and the next report (which will begin with June 2008 activities). In that timeframe, the NGFP continued building a solid foundation as the program began reaping the benefits of recently implemented changes. This report is organized by Fellowship class and the pertinent program activities for each, including: October 2007 Recruiting events and final applications (Class of 2008) Winter 2007 Selection and hiring (Class of 2008) Spring 2008 Career development roundtables (Class of 2007) Orientation planning (Class of 2008) Recruitment planning and university outreach (Class of 2009) May 2008 Closing ceremony (Class of 2007)

The continuous education as a process of academic studies for graduate students at high educational levels in Sonora (Mexico

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Josefina Andrade Paco

2009-12-01

Full Text Available The continuous education, that the productive sector demands, is not only the accumulation of new knowledge, supported inthe education-learning process, but also a focus on the new tendencies that the labor field demands, where the universities havethe opportunity to extend their involvement, through graduations or specializations, that contribute the strength of the acquiredskills in the classroom. The objective is to know the kind of graduation interests that motivate the graduates, as a process ofcontinuous education. The study is based on the application of a questionnaire to 50 students of different degrees from publicuniversities in Sonora, whose excellent results are: 51% of those surveyed, indicate that at the end of their degree they do notobtain the tools to compete in their labor field. 92% of the students mention that universities should offer within the educativeprogram some area of financial or specialization, related to other disciplines. Another important data is that the financial areasthat graduates prefer are related to the social administrative and financial areas and in smaller proportion they prefer the engineeringdisciplines. 70% of those surveyed, indicate that universities have infrastructure, learning spaces and the skilled humanresources to offer this type of courses. The conclusion of this work, is that public universities follow training programs related tocertain areas and disciplines, centered on the student and learning, like part of their formation, but they do not have the educativeflexibility and the graduates will need to know other disciplines to complement their professional education.

Leading Change: Curriculum Reform in Graduate Education in the Biomedical Sciences

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Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

2015-01-01

The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were…

Admission factors associated with international medical graduate certification success: a collaborative retrospective review of postgraduate medical education programs in Ontario.

Science.gov (United States)

Grierson, Lawrence E M; Mercuri, Mathew; Brailovsky, Carlos; Cole, Gary; Abrahams, Caroline; Archibald, Douglas; Bandiera, Glen; Phillips, Susan P; Stirrett, Glenna; Walton, J Mark; Wong, Eric; Schabort, Inge

2017-11-24

The failure rate on certification examinations of The College of Family Physicians of Canada (CFPC) and the Royal College of Physicians and Surgeons of Canada (RCPSC) is significantly higher for international medical graduates than for Canadian medical school graduates. The purpose of the current study was to generate evidence that supports or refutes the validity of hypotheses proposed to explain the lower success rates. We conducted retrospective analyses of admissions and certification data to determine the factors associated with success of international medical graduate residents on the certification examinations. International medical graduates who entered an Ontario residency program between 2005 and 2012 and had written a certification examination by the time of the analysis (2015) were included in the study. Data available at the time of admission for each resident, including demographic characteristics, previous experiences and previous professional experiences, were collected from each of the 6 Ontario medical schools and matched with certification examination results provided by The CFPC and the RCPSC. We developed logistic regression models to determine the association of each factor with success on the examinations. Data for 900 residents were analyzed. The models revealed resident age to be strongly associated with performance across all examinations. Fluency in English, female sex and the Human Development Index value associated with the country of medical school training had differential associations across the examinations. The findings should contribute to an improved understanding of certification success by international medical graduates, help residency programs identify at-risk residents and underpin the development of specific educational and remedial interventions. In considering the results, it should be kept in mind that some variables are not amenable to changes in selection criteria. Copyright 2017, Joule Inc. or its licensors.

The REDIH experience: an emerging design to develop an effective training program for graduate students in reproductive science

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MacDonald CJ

2013-10-01

Full Text Available Colla J MacDonald,1 Douglas Archibald,2 Jay M Baltz,3 Gerald M Kidder4 1Faculty of Education, 2Department of Family Medicine, University of Ottawa, Ottawa, ON, Canada; 3Ottawa Hospital Research Institute, Ottawa, ON, Canada; 4Schulich School of Medicine and Dentistry, University of Western Ontario, London, ON, Canada Background: A training program in Reproduction, Early Development, and the Impact on Health (REDIH was initiated in 2009 by researchers specializing in biomedical, clinical, population health, and ethics research from seven collaborating universities in Quebec and Ontario, and Health Canada. This paper reports the findings from the first three years of the 6-year program. Objectives: The objective of the REDIH program is to provide increased opportunities for excellent training in reproduction and early development for graduate students and fellows, in order to build research, clinical, regulatory, decision-making, and industry capacity in Canada. Methods: A mixed methods approach was used to evaluate the REDIH training program, so as to combine the strengths of both qualitative and quantitative studies. A total of four focus groups (two with mentors and two with trainees were run during the June 2012 REDIH meeting. Surveys were administered directly after each training module. The W(eLearn framework was used as a guide to design and evaluate the program and answer the research questions. Results: The data from the analysis of the focus group interviews, in corroboration with the survey data, suggested trainees enjoyed and benefited from the REDIH experience. Trainees provided several examples of new knowledge and skills they had acquired from REDIH sessions, regarding reproductive and early developmental biology, and health. A few trainees who had been in the program for over a year provided examples of knowledge and skills acquired during the REDIH session that they were using in their place of work. Next steps will include

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

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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

Credentials for a PharmD graduate: The voyage never ends

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Mohammed Saji Salahudeen

2015-05-01

Full Text Available Doctor of Pharmacy (PharmD is a professional pharmacy degree qualification offered by universities world-wide. While the graduates from the West are familiar with scope and job opportunities that present on completion of a PharmD degree, graduates from Asia and the Middle-East are coming to grips with the future of PharmD program and the role that it could play in career advancement. Through this review, we would like to highlight that numerous credential programs are available which can be added to the armory of PharmD graduates for advancement of their professional careers. The credentials detailed in this review are designed for PharmD graduates to optimize pharmaceutical care in specialized clinical settings such as geriatrics and ambulatory medicine. We have assembled an extensive list of post-PharmD educational opportunities to enhance professional practice for pharmacy graduates.

Students' perceptions of their education on graduation from a dental school in India.

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Shetty, Vittaldas B; Shirahatti, Ravi V; Pawar, Prakash

2012-11-01

This study was conducted with the purpose of assessing students' perceived learning experience at the time of graduation from a dental school in India. The domains appraised were undergraduate curriculum, student motivation and support services, institutional infrastructure, administrative services, components of teaching-learning programs, confidence level in carrying out specific clinical procedures, career choice, and postgraduate specialty preference after graduation. The authors surveyed forty-five dental interns at the end of their undergraduate course, a 100 percent response rate from the class. The results showed that over 95 percent of the graduates were satisfied with the curriculum and 60 to 95 percent reported that the various components of the teaching-learning process were adequate. Only 42 percent of the students were confident about setting up a practice; 65 percent wished to take a course on general dentistry; and 86 percent wanted to pursue postgraduate study. The principal conclusions were that although the program was satisfactory to the majority of participants, some areas of concern were identified that need improvement.

Global health training in US graduate psychiatric education.

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Tsai, Alexander C; Fricchione, Gregory L; Walensky, Rochelle P; Ng, Courtney; Bangsberg, David R; Kerry, Vanessa B

2014-08-01

Global health training opportunities have figured prominently into medical students' residency program choices across a range of clinical specialties. To date, however, the national scope of global mental health education has not heretofore been systematically assessed. We therefore sought to characterize the distribution of global health training opportunities in US graduate psychiatric education. We examined the web pages of all US psychiatry residency training programs, along with search results from a systematic Google query designed to identify global health training opportunities. Of the 183 accredited US psychiatry residency programs, we identified 17 programs (9.3%) offering 28 global health training opportunities in 64 countries. Ten psychiatry residency programs offered their residents opportunities to participate in one or more elective-based rotations, eight offered research activities, and six offered extended field-based training. Most global health training opportunities occurred within the context of externally administered, institution-wide initiatives generally available to residents from a range of clinical specialties, rather than within internally administered departmental initiatives specifically tailored for psychiatry residents. There are relatively few global health training opportunities in US graduate psychiatric education. These activities have a clear role in enhancing mastery of Accreditation Council for Graduate Medical Education core competencies, but important challenges related to program funding and evaluation remain.

New graduate nurses' experiences in a clinical specialty: a follow up study of newcomer perceptions of transitional support.

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Hussein, Rafic; Everett, Bronwyn; Ramjan, Lucie M; Hu, Wendy; Salamonson, Yenna

2017-01-01

Given the increasing complexity of acute care settings, high patient acuity and demanding workloads, new graduate nurses continue to require greater levels of support to manage rising patient clinical care needs. Little is known about how change in new graduate nurses' satisfaction with clinical supervision and the practice environment impacts on their transitioning experience and expectations during first year of practice. This study aimed to examine change in new graduate nurses' perceptions over the 12-month Transitional Support Program, and identify how organizational factors and elements of clinical supervision influenced their experiences. Using a convergent mixed methods design, a prospective survey with open-ended questions was administered to new graduate nurses' working in a tertiary level teaching hospital in Sydney, Australia. Nurses were surveyed at baseline (8-10 weeks) and follow-up (10-12 months) between May 2012 and August 2013. Two standardised instruments: the Manchester Clinical Supervision Scale (MCSS-26) and the Practice Environment Scale Australia (PES-AUS) were used. In addition to socio-demographic data, single -item measures were used to rate new graduate nurses' confidence, clinical capability and support received. Participants were also able to provide open-ended comments explaining their responses. Free-text responses to the open-ended questions were initially reviewed for emergent themes, then coded as either positive or negative aspects of these preliminary themes. Descriptive and inferential statistics were used to analyse the quantitative data and the qualitative data was analysed using conventional content analysis (CCA). The study was approved by the relevant Human Research Ethics Committees. Eighty seven new graduate nurses completed the follow-up surveys, representing a 76% response rate. The median age was 23 years (Range: 20 to 53). No change was seen in new graduate nurses' satisfaction with clinical supervision (mean MCSS

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.

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

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

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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.

An evaluation of vocational high schools in Indonesia: A comparison between four-year and three-year programs

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Soenarto Soenarto

2017-12-01

Full Text Available The research aimed to gain insights into the quality of four-year program vocational high school (VHS in Indonesia compared to four-year program VHS. This research was conducted based on the school graduate standard, business sector and industrial sector (or Dunia Usaha dan Dunia Industri (DUDI – or the performance of the graduates and alumni (the graduates’ satisfaction. The research was conducted using Discrepancy Evaluation Model using 16 VHSs (eight four-year program VHSs and eight three-year program VHSs. The result shows that from the standpoint of the school, the graduates of the four-year program VHS are higher in quality than those of the three-year program VHS. The four-year program VHS graduates are more qualified in seven aspects: teamwork, discipline, tenacity, theoretical knowledge, confidence, creativity, and leadership. Meanwhile, using DUDI standpoint, the four-year program VHS graduates are also higher in quality than the three-year program VHS graduates. In addition, the four-year program VHS graduates are better in the quality of their discipline, tenacity, theoretical knowledge, practical skills, confidence, carefulness, creativity, and leadership. The four-year program VHS graduates have a higher level of satisfaction in terms of income than the three-year program VHS graduates. The higher quality of the four-year program VHS graduates has resulted from longer duration of the internship program (PKL that provides them with reliable experience and skills concerning work-related problem-solving activities.

Transition into the workplace: comparing health graduates' and organisational perspectives.

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Walker, Arlene; Costa, Beth M

2017-02-01

Health graduates face personal and work-related stressors during the graduate year. The extent to which employers and health graduates have a shared understanding of graduate stressors is unclear but may impact graduate support and transition into the health profession. Aim and design: The aim of this exploratory qualitative study was to identify factors that impact health graduates' transition and integration into the workplace, comparing the perspectives of health graduates and organisational representatives. Individual and small group semi-structured interviews were conducted with 15 medical and 26 nursing graduates and five organisational representatives from a regional health organisation in Victoria, Australia. A thematic analysis was undertaken on the data. Five main categories were identified: dealing with change, dealing with conflict, workload, taking responsibility and factors that influence performance. Similarities and differences in the perspectives of health graduates and organisational representatives were identified. These findings have implications for current graduate support programs.

The Impact of an Advanced Certificate in Education (ACE Program on the Professional Practice of Graduates

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Ruth Folake Aluko

2009-09-01

Full Text Available This paper examines the impact of a distance education program offered by the University of Pretoria, South Africa, on the professional practice of teachers. A pilot study was conducted using a combination of surveys and focus group interviews. Findings reveal that the program was beneficial to graduates’ personal development, professional practice, schools, learners, and colleagues. Further, principals who participated in the study attested to the differences they observed between the graduates and other teachers who had not been exposed to such a program. Suggestions for improvements included the introduction of subjects taught at school as areas of specialization, involvement of school principals in the assessment of enrolled students, visits to schools by the organizers, and exposure of students to the practical opportunities offered by the program (with portfolios that could be a part of the assessment.

Assessment of pathology instruction in U.S. Dental hygiene educational programs.

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Jacobs, Barbara B; Lazar, Ann A; Rowe, Dorothy J

2015-04-01

To assess the instruction of pathology content in entry-level and advanced practitioner dental hygiene educational programs and the program directors' perceptions whether their graduates are adequately prepared to meet the increasingly complex medical and oral health needs of the public. A 28-question survey of instructional content and perceptions was developed and distributed using Qualtrics® software to the 340 directors of entry-level and advanced practitioner dental hygiene programs in the US. Respondents rated their level of agreement to a series of statements regarding their perceptions of graduates' preparation to perform particular dental hygiene services associated with pathology. Descriptive statistics for all 28 categorical survey questions were calculated and presented as the frequency (percentage). Of the 340 directors surveyed, 130 (38%) responded. Most entry-level respondents (53%) agreed or strongly agreed (29%) that their graduates were adequately prepared to meet the complex medical and oral health needs of the public, while all respondents of advanced practitioner programs strongly agreed. More respondents strongly agreed to statements related to clinical instruction than to didactic courses. While 64% of respondents agreed that their graduates were prepared to practice unsupervised, if it were legally allowed, 21% were ambivalent. The extent of pathology instruction in entry-level programs varied, but most used traditional formats of instruction, educational resources and assessments of educational outcomes. Advanced practitioner programs emphasized histological and clinical examination of oral lesions and patient case studies. Strengthening pathology instruction would ensure that future generations of dental hygienists would be adequately prepared to treat medically compromised patients. Copyright © 2015 The American Dental Hygienists’ Association.

Rethinking ESL Service Courses for International Graduate Students

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Min, Young-Kyung

2016-01-01

Drawing on data from a writing program in English as a second language (ESL) at a large university in the midwestern United States, this article addresses the significant gap in programmatic and pedagogical responses for graduate writing support by probing the notion of ESL service courses that approach graduate writing courses as being…

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…

CONSIDERATIONS REGARDING ROMANIAN HIGHER EDUCATION GRADUATES

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Popovici (Barbulescu Adina

2012-07-01

Full Text Available The paper aims at analyzing the dynamics of in Romanian higher education graduates in the 2006-2010 period, both in Romania and by the Romanian development regions. After highlighting the importance of human capital and its education, the paper analyzes the dynamics of Romanian higher education graduates in the targeted period, at both of the above-mentioned levels. The conclusions reveal that, during the analysed period: 2006-2010, the number of female, and, respectively, male higher education graduates, as well as the total number of higher education graduates, continuously increased in the 2006-2010 period at the whole country level and registered an increase trend, as well, by the eight development regions of Romania in the 2006-2010 period, with very few exceptions in some years of the period, in some of the the eight development regions of Romania. Therefore, the Romanian higher education system must correlate the graduates number with the number of work places in the Romanian economy, and take into account the necessities imposed by the participation at international competition.

Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

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Hiebert, James; Berk, Dawn; Miller, Emily

2017-01-01

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

BOLOGNA’S PROCESS, GRADUATION, AND POST-MODERNITY: ANALYZING THE MANAGEMENT IN THE BIOLOGICAL SCIENCES 2 COMITEE FROM CAPES AGENCY

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R.R. Silva

2008-05-01

Full Text Available This work is a comparative qualitative study focusing on Brazilian and European models of educational management in  graduate programs. Among the issues discussed, we draw upon strategic policies developed by the coordinators of masters and doctoral programs that are included in and managed by the Biological Sciences II Commitee from the Coordination for the Advancement of Higher Education Personnel (CAPES. Our approach is made within the theoretical framework of Lyotardian postmodernity, and we consider the constraints imposed by today’s science in terms of assumptions and focus on productivity. Our methodological approach consists of  semi-structured interviews with coordinators of  undergraduate programs and policy makers involved in implementing the Bologna Process.  Our analysis points to significant convergences between Bologna’s agenda  and the Brazilian model of graduate programs. However, the recent results of the assessment of Brazilian graduate programs conducted by CAPES may hide a demand for policies at the macro level, i.e., governmental policies, rather than for local policies, i.e., particular to graduate courses. This hidden demand would address the problem of these courses’ focusing on quantity, rather than quality, which is an issue to be discussed from the    postmodern Lyotardian’s perspective.

Streamlining the Capstone Process: A Time-Saving Approval System for Graduate Theses/Projects

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Grooms, James; Kline, Douglas; Cummings, Jeffrey

2016-01-01

Capstones have become an integral part of many information systems programs, both at the undergraduate and graduate level. One of the challenges can be tracking the process from the start of the capstone to completion. This paper describes the analysis, design and implementation of a web application for the approval workflow of a master's program…

Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

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Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

2017-01-01

Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the…

Pós graduação no INPE: a aliança pesquisa-desenvolvimento e ensino The graduate program at INPE: the research-development and education alliance

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Maria Lígia Moreira

2009-04-01

Full Text Available A formação de recursos humanos em nível de pós-graduação no Brasil na área espacial teve início na década de 60, no Instituto Nacional de Pesquisas Espaciais. A fim de constituir um corpo de especialistas para desenvolver as suas atividades, o instituto inicialmente se apoiou em uma estrutura que combinou o envio de pesquisadores para o exterior com a criação de programas de pós-graduação. Com vistas a analisar as estratégias adotadas para a constituição do núcleo de formação de mestres e doutores, este trabalho apresenta as atividades da pós-graduação no instituto, com foco nas décadas de 60 e 70. Também é apresentado um quadro do perfil dos egressos dos programas de Astrofísica e Geofísica Espacial formados até 2005, com o objetivo de identificar e analisar parte dos resultados obtidos por este núcleo de formação.The development of graduate-level human resources in the space area in Brazil began in the 1960's, in the National Institute for Space Research. In order to build a team of specialists to develop its activities, the institute was initially supported by a structure that both sent researchers abroad and created graduate programs. This paper presents graduate course activities in the institute, especially in the 1960's and 1970's, with the purpose of analyzing the strategies adopted to build its graduate studies center. We also present a picture of the students that have completed the Astrophysics and Space Geophysics programs until 2005, with the purpose of identify and analyze part of the results obtained by this education center.

Culturally-Attuned Mentoring for Graduating Latina/o Social Workers to Foster Career Advancement

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Nelly Rojas Schwan

2013-09-01

Full Text Available The underrepresentation of Latinas/os in the social work profession, especially in higher levels of administration, has been amply documented. Successful Latina/o professionals can address the need for Latina/o leadership in the field by mentoring new graduates and supporting their development and career planning as they enter the professional world. This article presents an innovative mentoring program for Latina/o social work professionals conceptualized and led by the Latina/o Network of the Latina/o Network of the Connecticut chapter of the National Association of Social Workers (NASW. The program matches a Latina/o master’s in social work graduating student with a senior Latina/o social work professional. The model of the mentoring program incorporates a coordinator, a liaison to each mentor-mentee dyad, a mentor-mentee developmental relationship, and group gatherings. A key aspect of the model is the attention to and inclusion of Latino cultural values of familismo, personalismo, confianza, and colectivismo, to foster the development of a sense of community. Empirical and anecdotal data illustrate the outcomes of the program. The implementation of the program, the lessons learned, and its applicability to other professionals and cultural groups are discussed.

Master of Professional Studies in Agriculture and Life Sciences Offered through the Field of Food Science and Technology at Cornell University: A Model for the Development of a Course-Based Graduate Degree in Food Science and Technology

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Weller, Daniel; Robbins, Janette; Elmore, Andrea; Wiedmann, Martin

2015-01-01

The shortage of highly qualified graduates with advanced training in food science is a pressing problem facing government agencies and the food industry. This has created a need to recruit and train food scientists at the graduate level. However, most graduate level programs are research-based and do not meet the needs of many students. The…

Graduation, retention and job market needs in Earth Science in Canada

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Kosters, E. C.; Raeside, R.; Eaton, D. W.

2011-12-01

Ca. 40 Canadian university departments offer a range of Earth Science degree programs. Most departments participate in the Council of Chairs of Canadian Earth Science Departments, which has collected statistics since 1974. Ca. 5,000 students are currently enrolled in these programs, ca. 75% in BSc programs. Enrollment figures are cyclical, peaking in the early 1980`s and late 1990`s. Graduation figures and graduation-to-enrollment proportions suggest that retention averages about 90%. This figure is probably a bit flattered by students entering laterally after their second year. The % of women students in all BSc programs combined has remained more-or-less constant at 40% since data became available (1995), but the % of women students in MSc and PhD programs during this period rose significantly from job market in Canada is largely resource-driven. Expected growth in mining and environmental/geotechnical (E/G) sectors outpaces those in petroleum, government and academia. Mining and E/G job opportunities are partly coupled as the mining sector increasingly employs E/G specialists. The petroleum industry is increasingly focused on unconventional plays, requiring re-examination and adaptation of traditional programs to ensure relevance. In addition, the aging petroleum industry infrastructure requires increasing numbers of environmental graduates. A 2007 CFES employer survey indicated that personnel in all Canadian sectors are aging, the E/G sector the least so, suggesting that the next generation is more motivated for E/G careers than for careers in resource extraction. Exceptions to this trend exist, mostly in regions where resource industries are prominent. The Canadian petroleum sector has traditionally largely recruited BSc-level graduates. The desire to upgrade educational credentials for greater international mobility within this sector is creating demand for graduate-degree upgrades. A different challenge characterizes the mining industry, which employs at

Sail training: an innovative approach to graduate nurse preceptor development.

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Nicol, Pam; Young, Melisa

2007-01-01

A 1-day sail-training program that aims to increase graduate nurse preceptor skills was evaluated. Preliminary results suggest that this experiential learning is an effective way to develop graduate nurse preceptors. Awareness of graduate nurses' needs has been heightened, and skills in clinical teaching have been developed. It is indicated from the limited results that the outcomes are sustained over time, but further evaluation is needed.

The e-Learning Needs Analysis in Graduate Programs of Universitas Negeri Makassar

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Nurhikmah Hasyim

2017-12-01

Full Text Available This research aims to develop learning materials and tutorial videos e-learning for students of PPs UNM. Accurately, this research will produce learning materials, video tutorials, and scholarly articles. Product development refers to the ADDIE model (Analysis-Design-Develop-Implement-Evaluate developed by Reiser and Mollenda in 1990. The research subject is graduate PPs UNM and the data gathering methods are documentation, interview, questionnaire, and tests, then analyzed by the descriptive qualitative method. In the first stage of research conducted analysis, i.e., identifying characteristics or profiles of prospective participants learn, identify gaps, and the identification of needs. The result shows, 1 characteristic of participants, i.e., in the range 25-35 years adult category, the respondent's gender dominated by women and respondents are dominated by kindergarten teacher/PAUD until lecturer, and they have a very high motivation to learn the program; 2 Some gap identify based on question form given to the respondents, i.e., they strongly agree with the application of e-learning-based lesson at school and University, but abilities and skills related to the program is still very limited; and 3 needed learning materials in the form of video tutorials that can help them to learn independently and master the lesson of e-learning based program.

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…

Inter-unit Doctoral Program in Nursing of the University of São Paulo: characterization of graduates and theses defended in a decade.

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Garbin, Livia Maria; de Castro Sajioro Azevedo, Ana Lídia; da Silva, Leandra Terezinha Roncolato; Laus, Ana Maria; Chaves, Lucieli Dias Pedreschi; Gualda, Dulce Maria Rosa; Rossi, Lídia Aparecida

2010-01-01

This descriptive study aimed to characterize the graduates of the Inter-unit Doctoral Program in Nursing of the School of Nursing of the University of São Paulo, who defended their theses in the period 1998-2008, in relation to the location they developed their Masters and their pre and post-doctoral employment, also to investigate the theses defended in relation to the thematic areas and methodological approaches used. Data were collected from the Fenix-USP System and the Lattes Curriculum System. Of the 190 graduates, 178 had curricula available online. Of those, 58.4% performed teaching and research activities when they entered the doctoral program, which were activities mainly developed at Federal Universities (34.8%). This predominance was maintained after the conclusion of the doctoral studies. The thematic areas most studied were Women's Health (20.5%) and Adults/Elderly Health (13.2%). Regarding the methodological approach, 68.4% used qualitative methods. The data evidenced the contributions of this Program to research.

How Did Successful High Schools Improve Their Graduation Rates?

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Robertson, Janna Siegel; Smith, Robert W.; Rinka, Jason

2016-01-01

The researchers surveyed 23 North Carolina high schools that had markedly improved their graduation rates over the past five years. The administrators reported on the dropout prevention practices and programs to which they attributed their improved graduation rates. The majority of schools reported policy changes, especially with suspension. The…

The role of gender in MPH graduates' salaries.

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Bradley, E H; White, W; Anderson, E; Mattocks, K; Pistell, A

2000-01-01

Several studies have demonstrated that workforce roles and salaries differ substantially between men and women in administrative positions within the health care industry. Recent studies of graduates with masters of business administration (MBA) and masters of health administration (MHA) degrees have indicated that women tend to experience lower salaries, given like responsibilities. However, the impact of gender on salary has been less studied among masters of public health (MPH) graduates in the health care field. Our objective was to assess the impact of gender on salary among MPH degree graduates. Using a cross-sectional survey of all graduates from the MPH program at Yale University between 1991-1997 (n = 201, response rate = 51%), we ascertained graduates' reported salary in the first job post-graduation and reported salary in their current position. Bivariate and multivariate analyses were used to assess the unadjusted and adjusted associations between gender and salary. Salaries in both the first job post-graduation and in the current job differed significantly by gender, with women earning less than men (p-values salary gap widened as the years since graduation increased, although the sample size did not allow comprehensive testing of this trend.