Sample records for fulbright scholar program

  1. 75 FR 27046 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: Offices of the...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-13

    ... for the overseas management of ECA's Fulbright Program in Russia and Ukraine respectively, including... located in Russia and Ukraine, and administration of alumni and other activities. Please refer to http://fulbright.state.gov for information about the Fulbright student and scholar programs in Russia and Ukraine...

  2. Using the NLN Faculty Preparation for Global Experiences Toolkit for Successful Application for the Fulbright Scholar Award.

    PubMed

    Samawi, Zepure; Capps, Lisa; Hansen, Ruth

    With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.

  3. Analyzing Bilingual Teaching and Learning in Madrid, Spain: A Fulbright Scholar Collaborative Research Project

    ERIC Educational Resources Information Center

    Gerena, Linda; Ramírez-Verdugo, M. Dolores

    2014-01-01

    This study was carried out as an international cooperative research project supported by a Fulbright Scholar award to investigate attitudes and perceptions towards bilingual education, and to extract key findings on effective pedagogy in bilingual schools in the Region of Madrid, where expansion of bilingual programs has been rapidly increasing.…

  4. Outcome Assessment of the Visiting Fulbright Scholar Program

    ERIC Educational Resources Information Center

    US Department of State, 2005

    2005-01-01

    The Office of Policy and Evaluation of the Bureau of Educational and Cultural Affairs of the U.S. Department of State contracted with SRI International to conduct a series of assessments of outcomes and impacts of various specialized exchange programs under the overall umbrella of the Fulbright Educational Exchange Program, the U.S. government's…

  5. My Fulbright Experience in South Africa

    NASA Astrophysics Data System (ADS)

    Capps, Ken

    2009-08-01

    As part of the Fulbright Scholar Program, the author lectured in general chemistry courses and assisted with curriculum development at the University of Kwa-Zulu Natal. The educational systems and the students in general are compared with the author's experiences teaching in Florida, USA.

  6. Fulbrights for Soviet Lectures

    NASA Astrophysics Data System (ADS)

    Packard, Craig

    The Council for International Exchange of Scholars is still accepting applications for Fulbright awards to lecture in the sciences in the Soviet Union for academic year 1989-1990. Because the original deadline, September 15, has passed, applications will be processed immediately, and the 1989-1990 Fulbright Scholar Program Faculty Grants close when an adequate number of applicants is approved for nomination.Applications can be in the “Any Field” category or in the more specific categories sought by the Soviet Union, including geophysics at Tashkent; geology at the Gubkin Institute of Oil, Chemical, and Gas Industry; environmental sciences (cultivation of microalgae in sewage; continental shelf development, water resources protection, and economic aspects); and forest restoration technology. Awards are also available in chemistry, life sciences, and physics and astronomy.

  7. Fulbright update

    NASA Astrophysics Data System (ADS)

    Opportunities to teach or perform postdoctoral research in the earth and atmospheric sciences under the Senior Scholar Fulbright awards program for 1984-1985 (Eos, March 1, 1983, p. 81) are available in 14 countries, according to the Council for International Exchange of Scholars.The countries and the specialization opportunities are Algeria, any specialization; Australia, mineral processing research; India, any specialization in geology or geophysics; Israel, environmental studies; Korea, any specialization; Lebanon, geophysics, geotectonics, and structural geology; Morocco, research methods in science education; Pakistan, geology, marine biology, and mineralogy; Poland, mining technology; Sudan, geology and remote sensing; Thailand, planning and environmental change; USSR, any specialization; Yugoslavia, any research specialization; and Zimbabwe, exploration geophysics and solid earth geophysics.

  8. Analysis of Research and Lecturing Proposals That Meet Fulbright Quality Standards.

    ERIC Educational Resources Information Center

    Mauch, James E.

    Information on how to make an application for a Fulbright Award is presented to assist faculty members, young scholars, and women and minority group members who are often underrepresented in these scholarly opportunities. Ways to help applicants improve their chances of selection in a competitive process are identified. Every year, there are about…

  9. Awards set for study abroad

    NASA Astrophysics Data System (ADS)

    Senior Scholar Fulbright awards for university teaching and postdoctoral research in 1984-85 are available in all academic fields for terms of 2-10 months in more than 100 countries. Applications and information may be obtained after April 15, 1983, on college and university campuses from the graduate dean, chief academic officer, or the international programs office. Interested persons also may write to the Council for International Exchange of Scholars, 11 Dupont Circle, Suite 300, Washington, DC 20036 (telephone: 202-833-4985). Please specify the country and field of interest.

  10. Collaborative Writing among Second Language Learners in Academic Web-Based Projects

    ERIC Educational Resources Information Center

    Kessler, Greg; Bikowski, Dawn; Boggs, Jordan

    2012-01-01

    This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…

  11. China: Tradition and Transformation. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (China).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    This collection of 15 curriculum projects is the result of a summer seminar in China for teachers and scholars. Projects in the collection are: (1) "Perspectives on Modern Political/Social Issues in China" (Sandy Conlon); (2) "Ancient History X Projects/China" (Michael Corey); (3) "Education and Development: China, a Case…

  12. In California, 2 Small Colleges Abound in Fulbright Scholars

    ERIC Educational Resources Information Center

    Hermes, J. J.

    2007-01-01

    Nestled at the base of the San Gabriel Mountains about 35 miles east of Los Angeles, a small liberal-arts college is establishing itself as a factory for a coveted international export: students who land Fulbright scholarships to teach or do research abroad. In the last four years, 48 students from Pomona College, which enrolls about 1,500…

  13. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

  14. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

  15. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

  16. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

  17. 34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

  18. 34 CFR 664.3 - Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... the Fulbright-Hays Group Projects Abroad Program? 664.3 Section 664.3 Education Regulations of the... EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM General § 664.3 Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad Program? An individual is eligible to...

  19. 34 CFR 664.3 - Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... the Fulbright-Hays Group Projects Abroad Program? 664.3 Section 664.3 Education Regulations of the... EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM General § 664.3 Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad Program? An individual is eligible to...

  20. 34 CFR 664.3 - Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... the Fulbright-Hays Group Projects Abroad Program? 664.3 Section 664.3 Education Regulations of the... EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM General § 664.3 Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad Program? An individual is eligible to...

  1. 34 CFR 662.1 - What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Research Abroad Fellowship Program? 662.1 Section 662.1 Education Regulations of the Offices of the... DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.1 What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program? (a) The Fulbright-Hays Doctoral Dissertation...

  2. 34 CFR 662.1 - What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Research Abroad Fellowship Program? 662.1 Section 662.1 Education Regulations of the Offices of the... DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.1 What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program? (a) The Fulbright-Hays Doctoral Dissertation...

  3. 34 CFR 662.1 - What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Research Abroad Fellowship Program? 662.1 Section 662.1 Education Regulations of the Offices of the... DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.1 What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program? (a) The Fulbright-Hays Doctoral Dissertation...

  4. 34 CFR 662.1 - What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Research Abroad Fellowship Program? 662.1 Section 662.1 Education Regulations of the Offices of the... DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.1 What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program? (a) The Fulbright-Hays Doctoral Dissertation...

  5. 34 CFR 662.1 - What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Research Abroad Fellowship Program? 662.1 Section 662.1 Education Regulations of the Offices of the... DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM General § 662.1 What is the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship Program? (a) The Fulbright-Hays Doctoral Dissertation...

  6. 34 CFR 664.5 - What definitions apply to the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Projects Abroad Program? 664.5 Section 664.5 Education Regulations of the Offices of the Department of... PROJECTS ABROAD PROGRAM General § 664.5 What definitions apply to the Fulbright-Hays Group Projects Abroad... apply to this program: The following definitions apply to the Fulbright-Hays Group Projects Abroad...

  7. 34 CFR 664.5 - What definitions apply to the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Projects Abroad Program? 664.5 Section 664.5 Education Regulations of the Offices of the Department of... PROJECTS ABROAD PROGRAM General § 664.5 What definitions apply to the Fulbright-Hays Group Projects Abroad... apply to this program: The following definitions apply to the Fulbright-Hays Group Projects Abroad...

  8. 34 CFR 664.5 - What definitions apply to the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Projects Abroad Program? 664.5 Section 664.5 Education Regulations of the Offices of the Department of... PROJECTS ABROAD PROGRAM General § 664.5 What definitions apply to the Fulbright-Hays Group Projects Abroad... apply to this program: The following definitions apply to the Fulbright-Hays Group Projects Abroad...

  9. 34 CFR 664.5 - What definitions apply to the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Projects Abroad Program? 664.5 Section 664.5 Education Regulations of the Offices of the Department of... PROJECTS ABROAD PROGRAM General § 664.5 What definitions apply to the Fulbright-Hays Group Projects Abroad... apply to this program: The following definitions apply to the Fulbright-Hays Group Projects Abroad...

  10. 34 CFR 664.5 - What definitions apply to the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Projects Abroad Program? 664.5 Section 664.5 Education Regulations of the Offices of the Department of... PROJECTS ABROAD PROGRAM General § 664.5 What definitions apply to the Fulbright-Hays Group Projects Abroad... apply to this program: The following definitions apply to the Fulbright-Hays Group Projects Abroad...

  11. 34 CFR 664.1 - What is the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Group Projects Abroad Program is designed to contribute to the development and improvement of the study... 34 Education 3 2010-07-01 2010-07-01 false What is the Fulbright-Hays Group Projects Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD...

  12. 34 CFR 664.1 - What is the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Group Projects Abroad Program is designed to contribute to the development and improvement of the study... 34 Education 3 2011-07-01 2011-07-01 false What is the Fulbright-Hays Group Projects Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD...

  13. 34 CFR 664.1 - What is the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Group Projects Abroad Program is designed to contribute to the development and improvement of the study... 34 Education 3 2014-07-01 2014-07-01 false What is the Fulbright-Hays Group Projects Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD...

  14. 34 CFR 664.1 - What is the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Group Projects Abroad Program is designed to contribute to the development and improvement of the study... 34 Education 3 2012-07-01 2012-07-01 false What is the Fulbright-Hays Group Projects Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD...

  15. 34 CFR 664.1 - What is the Fulbright-Hays Group Projects Abroad Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Group Projects Abroad Program is designed to contribute to the development and improvement of the study... 34 Education 3 2013-07-01 2013-07-01 false What is the Fulbright-Hays Group Projects Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD...

  16. 34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

  17. 34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

  18. 34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

  19. 34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

  20. 34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

  1. Lessons from Greece: A Body, Mind, Spirit Odyssey

    ERIC Educational Resources Information Center

    Lyman, Linda L.

    2006-01-01

    In Spring Semester 2005, the author was a visiting Fulbright professor at Aristotle University in Greece. The purpose of the Fulbright Program is to increase mutual understanding between the people of the United States and the people of the 150 or so countries that currently participate in the Fulbright Program. In this article, the author looks…

  2. Geology Fulbrights

    NASA Astrophysics Data System (ADS)

    Fulbright grants in geology for 1988-89 remain open. Specific opportunities are available in Egypt, German Democratic Republic, Hungary, Iceland, Iraq, Kuwait, Morocco, Mozambique, Oman, Poland, Sudan, Syria, Tanzania, Turkey, U.S.S.R., West Bank, Yemen, and Zimbabwe. Other countries are also open to applications in any discipline, and geology is among their preferred fields.The grants are available until awarded and are open only to U.S. citizens. In Central and South America and French-speaking Africa, knowledge of host-country language is required. For more information, contact the Council for International Exchange of Scholars (CIES), 11 Dupont Circle N.W., Suite 300, Washington, DC 20036; tel. 202-939-5401.

  3. Fulbright Awards available

    NASA Astrophysics Data System (ADS)

    The Council for International Exchange of Scholars still is accepting applications for geology lecturers for 1981-1982. Nominations already made are being processed; most scholars receiving awards will be notified in February or March, according to the Council.Available positions include one volcanic ash soils lecturer, Argentina; seismic analysis and antiseismic construction, Ecuador; geological engineering, Turkey; and petrology and/or optical mineralogy, Uganda. In addition, several positions are available for a lecturer in Liberia. For additional information, contact the Council, Suite 300, 11 Dupont Circle, Washington, D.C. 20036.

  4. 34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How is a Fulbright-Hays Doctoral Dissertation Research... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

  5. 34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How is a Fulbright-Hays Doctoral Dissertation Research... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

  6. 34 CFR 664.40 - Can participation in a Fulbright-Hays Group Projects Abroad be terminated?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... PROJECTS ABROAD PROGRAM What Conditions Must Be Met by a Grantee? § 664.40 Can participation in a Fulbright-Hays Group Projects Abroad be terminated? (a) Participation may be terminated only by the J. William... 34 Education 3 2010-07-01 2010-07-01 false Can participation in a Fulbright-Hays Group Projects...

  7. Life in the Aftermath of the 1994 Rwandan Genocide

    ERIC Educational Resources Information Center

    Totten, Samuel

    2009-01-01

    For six months in 2008, as a Fulbright Scholar, this author served as a senior researcher at the Centre for Conflict Management at the National University of Rwanda where he conducted research into the lives of survivors of the 1994 genocide. The research comprised lengthy interviews (between seven and fifteen hours) with each survivor. The…

  8. Fulbright-Hays Seminars Abroad Program June 23-July 26, 1993. Brazilian History and Culture Program.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC. Div. of International Education.

    This document consists of 16 papers on aspects of Brazilian culture, history, and geography prepared by participants in the Fulbright Hays Seminars Abroad Program in Brazil in 1993. The papers are: (1) "Cordel Literature: A Window on the History and Culture of Brazil" (Juan Barroso VIII); (2) "Connections: Public Images of Indians…

  9. China: Tradition and Transformation. Curriculum Projects. 1993 Fulbright Hays Seminar Abroad Program.

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    Sixteen participants in the 1993 Fulbright Hays Seminar Abroad Program present curriculum projects that focus on tradition and transformation in China. The curriculum projects highlight the diversity of interests and disciplines of the participants and offer ideas for various educational levels. The projects include: (1) "Beijing…

  10. Malaysia/Singapore: Where Asian Cultures Meet. Participants' Papers. Fulbright-Hays Seminars Abroad Program, 2001 (Malaysia and Singapore).

    ERIC Educational Resources Information Center

    Malaysian-American Commission on Educational Exchange, Kuala Lumpur.

    The general objective of the Fulbright-Hays Seminars Abroad Program is to help U.S. educators enhance their international understanding and increase their knowledge of the people and culture of other countries. This particular program offered participants an overview of life in Malaysia and Singapore through seminars and other activities.…

  11. Fulbright-Hays Seminars Abroad Program: Malaysia 1995. Participants' Reports.

    ERIC Educational Resources Information Center

    Malaysian-American Commission on Educational Exchange, Kuala Lumpur.

    These reports and lesson plans were developed by teachers and coordinators who traveled to Malaysia during the summer of 1995 as part of the U.S. Department of Education's Fulbright-Hays Seminars Abroad Program. Sections of the report include: (1) "Gender and Economics: Malaysia" (Mary C. Furlong); (2) "Malaysia: An Integrated,…

  12. Fulbright-Hays Seminars Abroad Program and Special Bilateral Projects

    ERIC Educational Resources Information Center

    Office of Postsecondary Education, US Department of Education, 2012

    2012-01-01

    The Fulbright-Hays Seminars Abroad Program and Special Bilateral Projects provides short-term study and travel seminars abroad for U.S. educators in the social sciences and humanities for the purpose of improving their understanding and knowledge of the people and culture of other countries. There are approximately 10 seminars with 16 participants…

  13. Fulbright-Hays Seminars Abroad Program 1992: Morocco and Tunisia. Final Projects.

    ERIC Educational Resources Information Center

    AMIDEAST, Washington, DC.

    The projects described in this document were submitted by U.S. teachers who spent time in Morocco and Tunisia as part of the 1992 Fulbright-Hays Seminars Abroad Program. The following are among the titles of the projects included: "Formal Education in Rural Morocco: Problems and Constraints" (Victoria Baker); "Continuity and Change…

  14. Polar Bears, Hot Coffee, Wireless Schools, and Much More: Teaching American Studies in Norway

    ERIC Educational Resources Information Center

    Potter, Lee Ann

    2010-01-01

    In this article, the author shares her experience and her observations as a Roving Scholar of American Studies in Norway through the Norway Fulbright Foundation grant. The author visited upper secondary schools all over Norway, teaching lessons to both students and teachers on topics related to U.S. history, government, culture, and geography. She…

  15. Fulbright Summer Seminars Abroad Program, 1990. China's Economic Development: Research Essays.

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    This collection of nine research papers concerning aspects of the economy of China were written by U.S. college and university professors who traveled to China as part of the Fulbright Hays Summer Seminars Abroad Program. The papers include: "The Impact of Economic Reforms on the Status of Women in China" (M. Eysenbach); "China's…

  16. Brazilian History and Culture Program, June 27 - August 2, 1992. Fulbright Hays Seminars Abroad Program.

    ERIC Educational Resources Information Center

    1992

    Sixteen participants in the Fulbright-Hays Seminar on the history and culture of Brazil traveled throughout Brazil from June 27 through August 2, 1992. At the end of the seminar 14 participants developed curriculum projects. Presented alphabetically by author, the 14 curricular projects cover aspects of Brazilian life and culture. Riva…

  17. China: Tradition and Transformation. Curriculum Projects. Fulbright-Hays Summer Seminar Abroad Program 1999 (China).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    This collection of curriculum projects is the result of the authors' participation in a Fulbright summer seminar program in China. The following 16 curriculum projects are in the collection: (1) "Banpo Village: A Prehistoric Dig" (Sandra Bailey); (2) "China: Moving into the New Millennium: A Study of China's Past, Present and…

  18. Environmental Issues in Brazilian Society. Fulbright-Hays Seminars Abroad Program. June 26-July 31, 1994.

    ERIC Educational Resources Information Center

    Commission for Educational Exchange between the United States and Brazil, Brasilia.

    This book contains a review of the 1994 Fulbright-Hays Seminars Abroad Program along with lesson plans from 13 of the participants. The curriculum projects contained in this book include: (1) "The Brazilian Cinema: A Critical Appreciation of An Industry in Turmoil" (Aaron Braun); (2) "Reflections on the Relationship between…

  19. Challenges of Globalization: Morocco and Tunisia. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2001 (Morocco and Tunisia).

    ERIC Educational Resources Information Center

    2002

    This publication contains a collection of curriculum projects developed by educators who were participants in the 2001 Fulbright-Hays Summer Seminars Abroad Program in Morocco and Tunisia. The 13 curriculum projects in the publication are entitled: "Women in Morocco, Artists and Artisans" (Virginia da Costa); "Cultures of…

  20. China: Tradition and Transformation Curriculum Projects. 1994 Fulbright-Hays Summer Seminars Abroad Program.

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    These lessons were developed by teacher participants in the 1994 Fulbright-Hays Summer Seminars Abroad program in China. The 15 lessons include: (1) "Global Studies 1" (Robert H. Berry); (2) "Dao Beijing" (Thomas G. Buckingham, Jr.); (3) "Letters to the Past: An Integrated Curriculum on China, Hong Kong, and Macau"…

  1. Fulbright project focuses on rehabilitation technician education and physiotherapy practice at the Kachere Rehabilitation Centre in Malawi.

    PubMed

    Glickman, Leslie B

    2017-09-01

    The aim of this project was to strengthen rehabilitation technician education and physiotherapy practice at the Kachere Rehabilitation Centre in the less-resourced country of Malawi by enlarging and reinforcing the skills of faculty, administrators, and adjunct clinicians, and fostering their continuing professional development. The project was developed through a partnership with the Kachere Rehabilitation Centre (KRC), the Medical Rehabilitation College (MRC), and a US-trained physical therapist (a Fulbright Program Scholar - FPS). The elements were education of staff, faculty, and students, and administrative consultation for rehabilitation managers, educational administrators, and faculty clinicians. Formal and informal participant feedback on the project was positive. It indicated a receptive audience who expanded their knowledge and willingly considered ideas to modify teaching, clinical, and management approaches for optimal patient care, enhanced clinician/student learning, meeting curricular accreditation standards, and solving day-to-day challenges. The project made a positive impact on the participants, fostering their goal to parallel clinical practice and educational initiatives used by recognized international standard bearers. Lessons learned emphasized the power of partnerships, networking, flexibility, and creative thinking. For international physiotherapists, it is an underutilized opportunity to extend global outreach, scholarship, clinical practice, and academic knowledge in a less-resourced country eager to upgrade the background and skills of rehabilitation providers.

  2. Fulbright-Hays Summer Seminars Abroad Program 1989. Egypt: Transition to the Modern World.

    ERIC Educational Resources Information Center

    Office of International Education (ED), Washington, DC.

    This document consists of four papers on various aspects of development in Egypt prepared by participants in the Fulbright-Hays Seminars Abroad Program in Egypt in 1989. Four of the papers are descriptive, one is a lesson plan. The papers included are: (1) "Egypt: Transition to Modern Times" (Katherine Jensen) focuses on the role of…

  3. Projects Submitted by Participants of the Fulbright-Hays Summer Seminars Abroad Program, 2000 (Poland and Hungary).

    ERIC Educational Resources Information Center

    2000

    These curriculum projects were developed by participants of the Fulbright-Hays Seminars Abroad Program in Poland and Hungary during the summer of 2000. The following 11 projects are in the collection: "A Thematic Multicultural Interactive School Event on Poland and Hungary: Exploration and Learning for 6-to-9-Year-Olds" (Ruth Albert);…

  4. Compendium of Curriculum Projects for 1991 Fulbright-Hays Seminars Abroad Program: Ancient and Modern Egypt and Israel, June 20-22, 1991.

    ERIC Educational Resources Information Center

    Institute of International Education, New York, NY.

    These curriculum projects were produced by teachers who traveled to Egypt and Israel as part of the Fulbright-Hays Seminars Abroad Program. The materials developed by the educators were: Activities and Bibliography of Resources to Promote Student Involvement in a Class Study of Egypt and Egyptian Culture (Edith Baxter); Egypt at the Crossroads of…

  5. Social and Economic Change in Southern Africa. Fulbright-Hays Summer Seminars Abroad Program, Summer 1991. [Curriculum Projects and Papers.

    ERIC Educational Resources Information Center

    Institute of International Education, New York, NY.

    This document presents curriculum projects and papers written by U.S. teachers who traveled to countries in Southern Africa in the summer of 1991 as part of the Fulbright-Hays Summer Seminars Abroad Program. The included projects and papers are: "Through a Glass Darkly: The Enigmatic Educational System of Botswana" (Alan C. Howard);…

  6. Deterring Cybertrespass and Securing Cyberspace: Lessons from United States Border Control Strategies

    DTIC Science & Technology

    2016-12-01

    as a Fulbright Scholar at Durham University’s Institute of Advanced Study . Dr. Manjikian’s publications in- clude Apocalypse and Post -Politics: The...concerning the role of ground forces in achieving national security objectives. The Strategic Studies Institute publishes national security and...international audience, and honor Soldiers—past and present. STRATEGIC STUDIES INSTITUTE The Strategic Studies Institute (SSI) is part of the U.S

  7. Outstanding student paper award at the 1996 Fall Meeting

    NASA Astrophysics Data System (ADS)

    The Planetology Section presented an Outstanding Student Paper Award at the AGU 1996 Fall Meeting in San Francisco, California, in December 1996. Elissa Koenig, presented a poster entitled “Mapping and Modeling of Radial Fracture Patterns on Venus.” Koenig graduated summa cum laude from Princeton University in 1991 with a B.S.E. form the Geological Engineering Program. She then spent a year as a Fulbright Scholar at the University of Auckland, New Zealand, where she studied the fluid dynamics of geyser eruptions. Elissa joined the Geomechanics Research Group at Stanford University in 1993 as an NSF Graduate Fellow, minoring in mechanical engineering. Her Ph.D. dissertation, titled “The Mechanics of Brittle Fracture and Faulting Venus,” explores the processes of both radial dike emplacement and strike-slip faulting.

  8. India, '95. Fulbright-Hays Summer Seminar Abroad Project 1997.

    ERIC Educational Resources Information Center

    Johnson, Cheryl

    This paper describes benefits gained from a Fulbright-Hays summer study program to India. Included are examples of classroom materials used to teach classes about Indian folk art: puppets, silhouettes, surface embellishment (body ornamentation) including pierced design, visual communication pins, and T-shirt logos. (EH)

  9. 34 CFR 664.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... foreign languages and area studies. (iii) The extent to which direct experience abroad is necessary to... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... Fulbright Foreign Scholarship Board Group Projects Abroad for funding under this part. (a) Plan of operation...

  10. 34 CFR 664.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... foreign languages and area studies. (iii) The extent to which direct experience abroad is necessary to... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... Fulbright Foreign Scholarship Board Group Projects Abroad for funding under this part. (a) Plan of operation...

  11. 34 CFR 664.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... foreign languages and area studies. (iii) The extent to which direct experience abroad is necessary to... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... Fulbright Foreign Scholarship Board Group Projects Abroad for funding under this part. (a) Plan of operation...

  12. 34 CFR 664.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... foreign languages and area studies. (iii) The extent to which direct experience abroad is necessary to... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... Fulbright Foreign Scholarship Board Group Projects Abroad for funding under this part. (a) Plan of operation...

  13. 34 CFR 664.31 - What selection criteria does the Secretary use?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... foreign languages and area studies. (iii) The extent to which direct experience abroad is necessary to... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... Fulbright Foreign Scholarship Board Group Projects Abroad for funding under this part. (a) Plan of operation...

  14. U. S. Teachers Learn about Family Security in Ghana

    ERIC Educational Resources Information Center

    Johnson, Caryl

    2006-01-01

    This article describes "Ghanaian Area Studies in Diversity-Globalization," a Fulbright-Hays Group Projects Abroad Program that took 18 New Mexico classroom teachers to Ghana, West Africa, in 2003 to bring a global perspective to the classrooms of New Mexico. This Fulbright project was designed for participants to gain a greater…

  15. Tradition and Transformation. Fulbright Hays Summer Seminar Abroad Program 1995 (China).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    These projects were completed by participants in the Fulbright-Hays seminar in China in 1995. The participants represented various regions of the U.S. and different grade levels and subject areas. The units include: (1) "Travel Guide to China" (Marcy Adelson); (2) "Traditional and Contemporary Values of China" (Peter Ciemins);…

  16. 34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Abroad Fellow selected? 662.20 Section 662.20 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

  17. 34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Abroad Fellow selected? 662.20 Section 662.20 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

  18. 34 CFR 662.20 - How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Abroad Fellow selected? 662.20 Section 662.20 Education Regulations of the Offices of the Department of... DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 662.20 How is a Fulbright-Hays Doctoral Dissertation Research Abroad Fellow selected? (a) The Secretary considers applications for fellowships under...

  19. China: Tradition and Transformation Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2001 (China).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    The curriculum projects in this collection represent the culmination of a Fulbright-Hays summer seminar for educators which took place in China in 2001. The collection contains 16 curriculum projects: "Notes on Giving a Presentation to a Parents Group, School Board or Other Public Audience Regarding Modern China" (David Bilka);…

  20. Clay Shrines by 75 Fifth Graders. Fulbright-Hays Summer Seminars Abroad, 1999 (Mexico).

    ERIC Educational Resources Information Center

    Conn, Marsha

    This curriculum unit, incorporating an art specialist's experience and knowledge gained in Mexico as a participant in the Fulbright-Hays Summer Seminars Abroad Program, focuses on the creation of a ceramic shrine by 75 fifth graders. The ceramic shrine described in the unit uses clay, paint, varnish, collage materials, and tin for…

  1. China: Tradition and Transformation. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program 1996 (China).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    These projects were completed by participants in the Fulbright-Hays summer seminar in China in 1996. The participants represented various regions of the U.S. and different grade levels and subject areas. The 15 curriculum projects in the collection are: (1) "Slide Narrative" (Debra Alexander); (2) "Peking Opera Painted Faces"…

  2. Development in Mexico and Central America. Fulbright-Hays Summer Seminars Abroad Program. Summer 1991.

    ERIC Educational Resources Information Center

    Institute of International Education, New York, NY.

    This document features writings and curriculum projects by teachers who traveled to Mexico and Central America in the summer of 1991 as members of a Fulbright-Hays Summer Seminar. The following items are among the 20 included: Curriculum Project: "'Escritoras Mexicanas Contemporaneas': A Survey of Mexican Women Fiction Writers" (Laura J.…

  3. 34 CFR 664.3 - Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... who teaches modern foreign languages or area studies in an institution of higher education; (2) Is a... institution of higher education, who plans a teaching career in modern foreign languages or area studies... the Fulbright-Hays Group Projects Abroad Program? 664.3 Section 664.3 Education Regulations of the...

  4. 34 CFR 664.3 - Who is eligible to participate in projects funded under the Fulbright-Hays Group Projects Abroad...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... who teaches modern foreign languages or area studies in an institution of higher education; (2) Is a... institution of higher education, who plans a teaching career in modern foreign languages or area studies... the Fulbright-Hays Group Projects Abroad Program? 664.3 Section 664.3 Education Regulations of the...

  5. Poland and Czecho-Slovakia in the 1990's: Social, Political and Economic Transformations. Fulbright-Hays Summer Seminars Abroad Program. Summer 1992.

    ERIC Educational Resources Information Center

    Institute of International Education, New York, NY.

    This document features writings and curriculum projects developed by teachers who traveled to Poland and Czechoslovakia in the summer of 1992 as members of a Fulbright-Hays Summer Seminar. The following items are among those included: "Curriculum Project: Women and Work: A Global Perspective" (Joan K. Burton); "The Community College…

  6. U.S. Department of Education Fulbright-Hays Seminars Abroad Program, Malaysia June 26 - July 24, 1993. Participants' Reports.

    ERIC Educational Resources Information Center

    Malaysian-American Commission on Educational Exchange, Kuala Lumpur.

    This document contains reports by 14 participants of a Fulbright-Hays seminar in Malaysia. Participants were introduced to Malaysia and the Malaysian way of life through talks, discussion and field trips to schools, and educational institutions and cultural centers throughout the country. At every location the group was given presentations on…

  7. West Meets East in Malaysia and Singapore. Participants' Papers. Fulbright-Hays Summer Seminars Abroad Program 1999 (Malaysia and Singapore).

    ERIC Educational Resources Information Center

    Malaysian-American Commission on Educational Exchange, Kuala Lumpur.

    These projects were completed by participants in the Fulbright-Hays summer seminar in Malaysia and Singapore in 1999. The participants represented various regions of the U.S. and different grade levels and subject areas. The seminar offered a comprehensive overview of how the people of Malaysia and Singapore live, work, and strive towards their…

  8. Rediscovering My Latin-American Professional Identity: A Reflection on a Fulbright Experience

    ERIC Educational Resources Information Center

    Gonzalez, Virginia

    2012-01-01

    I emigrated from Peru to the United States in the mid-1980s. More than 20 years later, a short trip to Latin America helped me come full circle personally and professionally and close the gaps that I had felt developing over the past two decades. This opportunity was provided by a Fulbright Senior Specialist Program award at the University of…

  9. Language and National Security in the 21st Century: The Role of Title VI/Fulbright-Hays in Supporting National Language Capacity.

    ERIC Educational Resources Information Center

    Brecht, Richard D.; Rivers, William P.

    This study evaluates the language-related programs mandated in the Fulbright-Hays Act of 1961, a federal policy designed to promote national security through the promotion of advanced language training and access of the U.S. government to such expertise. This study has two principal components: a retrospective assessment of the effectiveness of…

  10. What I Did Last Summer: The Fulbright-Hays Seminars Abroad.

    ERIC Educational Resources Information Center

    Martin, Marlene

    2003-01-01

    Describes the Fulbright-Hays seminar and the author's experience with it. Discusses the application process and experiences with Fulbright seminars in Poland, Hungary, Peru, and Ecuador. Notes how she and her colleagues use Fulbright information in their classrooms. (SG)

  11. 34 CFR 663.7 - What definitions apply to this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  12. 34 CFR 663.7 - What definitions apply to this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  13. 34 CFR 663.7 - What definitions apply to this program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  14. 34 CFR 663.7 - What definitions apply to this program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  15. 34 CFR 663.7 - What definitions apply to this program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  16. Japan Fulbright Memorial Fund Program Opens New Avenues for Effective Technology Integration into Education

    NASA Astrophysics Data System (ADS)

    Paoletti, Franco; Carlucci, Lisa Marie

    2006-04-01

    Technology is increasingly playing a major role in today's education often integrated into instruction to become one of the teacher's most effective and often indispensable tools used in the classroom. It can be said that the use of technology at the beginning of this new millennium is affecting the instructional process and it is changing some of its basic connotations. The presented work analyzes the impact of various technologies on education emphasizing the advantages provided by a successful integration, the obstacles encountered along the way, and the methodologies currently used in the process. ``Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations'' (Senator J.M. Fulbright). Technology of this modern era is providing the indispensable tool to achieve this superior level of communication overcoming historical, cultural, and language barriers. In the context of the Japan Fulbright Memorial Fund (JFMF) Teacher Program, we analyze the impact of technology on educational cross-cultural exchanges to raise awareness and interest of the scientific/educational community on the need of establishing stronger international relations promoting world peace and global prosperity.

  17. 34 CFR 662.7 - What definitions apply to this program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  18. 34 CFR 662.7 - What definitions apply to this program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  19. 75 FR 33798 - Submission for OMB Review; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-15

    ... Review: Revision. Title: Application for Fulbright-Hays Group Projects Abroad Program. Frequency... Group Projects Abroad program, which provides grants for overseas projects in training, research and curriculum development in modern foreign languages and area studies for groups of teachers, students and...

  20. 34 CFR 662.7 - What definitions apply to this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  1. 34 CFR 662.7 - What definitions apply to this program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  2. 34 CFR 662.7 - What definitions apply to this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP... studies means a program of comprehensive study of the aspects of a society or societies, including the study of their geography, history, culture, economy, politics, international relations, and languages...

  3. 34 CFR 664.10 - What kinds of projects does the Secretary assist?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM... modern foreign language or area studies at the elementary, secondary, or postsecondary level by... seminars, curriculum development teams, group research or study, and advanced intensive language programs...

  4. 34 CFR 664.10 - What kinds of projects does the Secretary assist?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM... modern foreign language or area studies at the elementary, secondary, or postsecondary level by... seminars, curriculum development teams, group research or study, and advanced intensive language programs...

  5. 34 CFR 664.10 - What kinds of projects does the Secretary assist?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM... modern foreign language or area studies at the elementary, secondary, or postsecondary level by... seminars, curriculum development teams, group research or study, and advanced intensive language programs...

  6. 34 CFR 664.10 - What kinds of projects does the Secretary assist?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM... modern foreign language or area studies at the elementary, secondary, or postsecondary level by... seminars, curriculum development teams, group research or study, and advanced intensive language programs...

  7. 34 CFR 664.10 - What kinds of projects does the Secretary assist?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM... modern foreign language or area studies at the elementary, secondary, or postsecondary level by... seminars, curriculum development teams, group research or study, and advanced intensive language programs...

  8. State Department Program Pairs Foreign Students with Community Colleges

    ERIC Educational Resources Information Center

    Fischer, Karin

    2009-01-01

    Educational exchanges and fellowships are not new; the best known, the Fulbright Program, is more than 60 years old. But the Community College Summit Initiative Program, as this fledgling effort is known, reflects a growing recognition among American government officials that the United States must do a better job in its public-diplomacy outreach…

  9. 34 CFR 664.12 - What is a curriculum development project?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... acquiring resource materials for curriculum development in modern foreign language and area studies; and (2...

  10. 34 CFR 664.12 - What is a curriculum development project?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... acquiring resource materials for curriculum development in modern foreign language and area studies; and (2...

  11. 34 CFR 664.12 - What is a curriculum development project?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... acquiring resource materials for curriculum development in modern foreign language and area studies; and (2...

  12. 34 CFR 664.12 - What is a curriculum development project?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... acquiring resource materials for curriculum development in modern foreign language and area studies; and (2...

  13. 34 CFR 664.12 - What is a curriculum development project?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... acquiring resource materials for curriculum development in modern foreign language and area studies; and (2...

  14. ATLANTIC and beyond: an interview with Professor Azfar Zaman.

    PubMed

    Zaman, Azfar; Wu, Wing

    2015-01-01

    Professor Azfar Zaman speaks to Wing Wu, Commissioning Editor: Professor Azfar Zaman is a Consultant Interventional Cardiologist at Freeman Hospital and Professor of Cardiology at Newcastle University. Following graduation at Leeds Medical School, he completed postgraduate training in cardiology at regional centres in Leeds, London and Cardiff. Prior to his appointment in Newcastle upon Tyne, he was a Fulbright Scholar and British Heart Foundation International Fellow at Mount Sinai Medical Center, New York, USA. He is the Clinical Lead for Coronary Intervention and Director of the Cardiac Catheter Laboratories. In 2012, he was appointed Specialty Group Lead for Cardiovascular Research and has an interest in clinical research, with a particular interest in atherothrombosis in diabetes and clinical trials.

  15. International Education and Foreign Languages: Keys to Securing America's Future

    ERIC Educational Resources Information Center

    O'Connell, Mary Ellen, Ed.; Norwood, Janet L., Ed.

    2007-01-01

    "International Education and Foreign Languages" reviews the Department of Education's Title VI and Fulbright-Hays Programs, which provide higher education funding for international education and foreign language programs. This book offers a timely look at issues that are increasingly important in an interconnected world. It discusses the…

  16. Academic Achievement of Children in China: The 2002 Fulbright Experience

    ERIC Educational Resources Information Center

    Phelps, LeAdelle

    2005-01-01

    The 2002 Fulbright team, led by Zheng Zhou of St. John's University, consisted of 12 professionals in the fields of education, counseling psychology, and school psychology. Spending one month visiting elementary schools, universities, governmental bodies, hospitals, and private schools throughout China, the Fulbright team had an opportunity to…

  17. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD... education; (c) Has been engaged in teaching relevant to his or her foreign language or area studies...

  18. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD... education; (c) Has been engaged in teaching relevant to his or her foreign language or area studies...

  19. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD... education; (c) Has been engaged in teaching relevant to his or her foreign language or area studies...

  20. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD... education; (c) Has been engaged in teaching relevant to his or her foreign language or area studies...

  1. 34 CFR 663.3 - Who is eligible to receive a fellowship under this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD... education; (c) Has been engaged in teaching relevant to his or her foreign language or area studies...

  2. 75 FR 26945 - International Education Programs Service-Fulbright-Hays Group Projects Abroad Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-13

    ... higher education, and (2) projects that propose 50 percent or greater participation of K-12 teachers, K... area studies as part of a teacher education curriculum developed through collaboration between colleges... these schools and/or departments of education to prepare future teachers with the skills required to...

  3. 75 FR 59049 - International Education Programs Service; Fulbright-Hays Group Projects Abroad Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-24

    ... higher education, and (2) in which at least 50 percent of participants are K-12 teachers, K-12... area studies as part of a teacher education curriculum developed through collaboration between colleges... education or within a consortium of higher education institutions, propose short-term projects abroad that...

  4. Honors

    NASA Astrophysics Data System (ADS)

    2013-11-01

    The recently released list of 2013-2014 Fulbright Scholars includes 9 AGU members working on diverse topics. They include Michael Coe, senior scientist/coordinator of the Amazon group at the Woods Hole Research Center, whose topic is "Agricultural expansion in the Brazilian Cerrado and consequences for the water cycle"; Benjamin Crosby, associate professor, Department of Geosciences, Idaho State University, on the topic "Taking the pulse of Chilean rivers: Enhancing educational and academic opportunities in a time of rapid change"; David Fitzjarrald, senior research associate, Atmospheric Sciences Research Center, State University of New York at Albany, on the topic "Landscape heterogeneity and Amazonian mesoclimate: Fostering critical understanding of observations and model output"; and Syed Hasan, professor of geology, Department of Geosciences, University of Missouri-Kansas City, who will be teaching courses in waste management.

  5. 34 CFR 663.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 663.22 Section 663.22 Education Regulations of the Offices of the Department of... Scholarship Board select fellows? The J. William Fulbright Foreign Scholarship Board selects fellows on the...

  6. 34 CFR 662.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 662.22 Section 662.22 Education Regulations of the Offices of the Department of... Foreign Scholarship Board select fellows? (a) The J. William Fulbright Foreign Scholarship Board selects...

  7. 34 CFR 662.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 662.22 Section 662.22 Education Regulations of the Offices of the Department of... Foreign Scholarship Board select fellows? (a) The J. William Fulbright Foreign Scholarship Board selects...

  8. 34 CFR 663.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 663.22 Section 663.22 Education Regulations of the Offices of the Department of... Scholarship Board select fellows? The J. William Fulbright Foreign Scholarship Board selects fellows on the...

  9. 34 CFR 663.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 663.22 Section 663.22 Education Regulations of the Offices of the Department of... Scholarship Board select fellows? The J. William Fulbright Foreign Scholarship Board selects fellows on the...

  10. 34 CFR 663.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 663.22 Section 663.22 Education Regulations of the Offices of the Department of... Scholarship Board select fellows? The J. William Fulbright Foreign Scholarship Board selects fellows on the...

  11. 34 CFR 662.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 662.22 Section 662.22 Education Regulations of the Offices of the Department of... Foreign Scholarship Board select fellows? (a) The J. William Fulbright Foreign Scholarship Board selects...

  12. 34 CFR 663.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 663.22 Section 663.22 Education Regulations of the Offices of the Department of... Scholarship Board select fellows? The J. William Fulbright Foreign Scholarship Board selects fellows on the...

  13. 34 CFR 662.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 662.22 Section 662.22 Education Regulations of the Offices of the Department of... Foreign Scholarship Board select fellows? (a) The J. William Fulbright Foreign Scholarship Board selects...

  14. 34 CFR 662.22 - How does the J. William Fulbright Foreign Scholarship Board select fellows?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false How does the J. William Fulbright Foreign Scholarship Board select fellows? 662.22 Section 662.22 Education Regulations of the Offices of the Department of... Foreign Scholarship Board select fellows? (a) The J. William Fulbright Foreign Scholarship Board selects...

  15. 77 FR 6168 - 60-Day Notice of Proposed Information Collection: English Language Evaluation Surveys, OMB...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-07

    ...: Fulbright English Teaching Assistantship (ETA) Program Survey. OMB Control Number: None. Type of Request... methods: Email: [email protected] . Mail (paper, disk, or CD-ROM submissions): ECA/P/V, SA-5, C2 Floor...

  16. 34 CFR 664.13 - What is a group research or study project?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is a group research or study project? 664.13... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program? § 664.13 What is a group research or study project...

  17. 34 CFR 664.13 - What is a group research or study project?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is a group research or study project? 664.13... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program? § 664.13 What is a group research or study project...

  18. 34 CFR 664.13 - What is a group research or study project?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What is a group research or study project? 664.13... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program? § 664.13 What is a group research or study project...

  19. 34 CFR 664.13 - What is a group research or study project?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What is a group research or study project? 664.13... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program? § 664.13 What is a group research or study project...

  20. 34 CFR 664.13 - What is a group research or study project?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is a group research or study project? 664.13... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program? § 664.13 What is a group research or study project...

  1. Obituary: Harry W. Fulbright (1918-2009)

    NASA Astrophysics Data System (ADS)

    Pipher, Judy; Forrest, Bill

    2011-12-01

    Harry W. Fulbright, Emeritus Professor in Physics at the University of Rochester, died May 16, 2009 at the age of 90. His distinguished career spanned many disciplines. During WWII, he worked on the Manhattan Project at Washington University and at Los Alamos for two years, and spent 4 years on the Princeton University faculty before joining the faculty at Rochester in 1950. Fulbright retired July 1, 1989, having spent years at Rochester as an experimental physicist who among other things renovated a 26-inch cyclotron, turning it into the first variable energy cyclotron used. It became the center of the department's low energy nuclear experimentation until another faculty member installed a Van de Graaf which replaced it. That cyclotron was later shipped to India where Fulbright helped install it for its second career. Although Fulbright concentrated on nuclear physics for most of his career, his interests turned to Astronomy in his later years. Fulbright spent the summer of 1986 helping to design and build equipment for a holographic determination of and improvement of the shape of the 140 ft. diameter Green Bank radio dish. He spent several weeks the next year at Green Bank, continuing the collaboration with Ron Maddalena and other staff members on the project, alternately making measurements and then panel adjustments. The result, according to observations made on standard sources, was a substantial improvement in antenna efficiency. The time required for an observation at 24 GHz was reduced by a factor of two or three. He participated in observations with that dish involving 12 GHz signals from geostationary communication satellites. Fulbright joined Bill Forrest and John Bally in VLA (B array) HI observations of regions near high velocity outflow star forming and evolved objects. Little, if any, HI emission was evident in these data. As the director of the Advanced Undergraduate Lab in Physics and Astronomy, Fulbright included astronomical experiments in the complement he developed over the 11 year period before he retired. Among other experiments, he retrofitted an existing spectrograph with a thermoelectrically cooled 2048 element linear CCD to use at the University's C.E.K. Mees Observatory. A simple sliding shutter built into the slit structure of the spectrograph allowed automatic computer-controlled cyclic background subtraction. In addition, the students did all computer programming required for device control, for monitoring and recording of data, and for wavelength calibration. Preliminary tests were made with the collaboration of Dave Meisel, SUNY Geneseo, then Associate Director of Mees. Several student senior theses utilized this instrument. With other students, Fulbright built a sensitive low-noise 21-cm receiver and Dicke Switch for a computer controlled 8-foot dish antenna (used originally for satellite work), which he mounted on the roof of the Rochester Physics building. Undergraduate students over a several year period joined him in designing, constructing and improving the electronics for 21-cm observations. They were able to map the Milky Way until a new radar at the airport put them out of the faint object business. After that they followed the radio emission of the Sun during almost a full solar cycle. In 1988 he helped two other students built a small, two-dimensional CCD camera intended for use at Mees, incorporating a small TI 211, 192x 165 pixels element, a thermoelectric cooler, and a mechanical shutter, with operation and data acquisition under computer control. Following his retirement in 1989 he continued to work with the Advanced Lab students for several years. Harry Fulbright was a brilliant and versatile experimentalist, and passed on these skills to the present generation. He is sorely missed by all in the Rochester Department of Physics and Astronomy.

  2. A resolution recognizing the 60th Anniversary of the Fulbright Program in Thailand.

    THOMAS, 111th Congress

    Sen. Lugar, Richard G. [R-IN

    2010-03-25

    Senate - 09/28/2010 Resolution agreed to in Senate without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

  3. 48 CFR 752.7019 - Participant training.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... contract. The current version of Chapter 253 may be obtained directly from the USAID website at http://www... Agency. The website for academic programs is: http://www.iie.org/fulbright/posts/restrict. U.S.-based... (website: http://policyworks.gov). [64 FR 5011, Feb. 2, 1999] ...

  4. 48 CFR 752.7019 - Participant training.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... contract. The current version of Chapter 253 may be obtained directly from the USAID website at http://www... Agency. The website for academic programs is: http://www.iie.org/fulbright/posts/restrict. U.S.-based... (website: http://policyworks.gov). [64 FR 5011, Feb. 2, 1999] ...

  5. 48 CFR 752.7019 - Participant training.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... contract. The current version of Chapter 253 may be obtained directly from the USAID website at http://www... Agency. The website for academic programs is: http://www.iie.org/fulbright/posts/restrict. U.S.-based... (website: http://policyworks.gov). [64 FR 5011, Feb. 2, 1999] ...

  6. 48 CFR 752.7019 - Participant training.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... contract. The current version of Chapter 253 may be obtained directly from the USAID website at http://www... Agency. The website for academic programs is: http://www.iie.org/fulbright/posts/restrict. U.S.-based... (website: http://policyworks.gov). [64 FR 5011, Feb. 2, 1999] ...

  7. 34 CFR 664.33 - What costs does the Secretary pay?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... transportation within the country of study, exclusive of the purchase of transportation equipment; (4) Purchase of project-related artifacts, books, and other teaching materials in the country of study; (5) Rent...

  8. 34 CFR 664.33 - What costs does the Secretary pay?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... transportation within the country of study, exclusive of the purchase of transportation equipment; (4) Purchase of project-related artifacts, books, and other teaching materials in the country of study; (5) Rent...

  9. 34 CFR 664.33 - What costs does the Secretary pay?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... transportation within the country of study, exclusive of the purchase of transportation equipment; (4) Purchase of project-related artifacts, books, and other teaching materials in the country of study; (5) Rent...

  10. 34 CFR 664.33 - What costs does the Secretary pay?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... transportation within the country of study, exclusive of the purchase of transportation equipment; (4) Purchase of project-related artifacts, books, and other teaching materials in the country of study; (5) Rent...

  11. 34 CFR 664.33 - What costs does the Secretary pay?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM How Does the... transportation within the country of study, exclusive of the purchase of transportation equipment; (4) Purchase of project-related artifacts, books, and other teaching materials in the country of study; (5) Rent...

  12. Architecture and Development: Two Case Studies

    ERIC Educational Resources Information Center

    Bechhoefer, William B.

    1975-01-01

    An American Fulbright lecturer finds lessons learned about the growth of architectural education in Tunisia and Afghanistan relevant for other developing nations. He emphasizes the responsibility that accompanies the imposition of a foreign system: recognition of local variations from the model and evaluation of programs and curriculum responsive…

  13. Contemporary India. Fulbright Summer Abroad Program 1987. Curriculum Project.

    ERIC Educational Resources Information Center

    Kneedler, Peter E.

    Consisting of an audio-visual series and study exercises for cooperative, interdependent learning opportunities, this curriculum project is designed to provide in-depth learning and to develop positive attitudes about India in junior high school students. The project can also be used to influence curriculum development and to acquaint teachers…

  14. 75 FR 66413 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: FY 2012 Fulbright...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-28

    ... Diversity, Freedom and Democracy Guidelines. Pursuant to the Bureau's authorizing legislation, programs must... encompass differences including, but not limited to ethnicity, race, gender, religion, geographic location... exchange in countries whose people do not fully enjoy freedom and democracy,'' the Bureau ``shall take...

  15. 34 CFR 662.4 - What is the amount of a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the amount of a fellowship? 662.4 Section 662.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL DISSERTATION RESEARCH ABROAD FELLOWSHIP PROGRAM...

  16. Retelling the educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life

    NASA Astrophysics Data System (ADS)

    Mensah, Felicia

    This is an empirical study on the underrepresentation of people of color in scientific careers. Grounded in critical race theory, the paper examines the lived experiences of six Black women physicists and addresses obstacles faced in their career paths and strategies used to overcome these obstacles. Data for this study were collected through semi-structured interviews and coded for emergent themes. The findings reveal that college recruitment and funding were fundamental for these women to choose physics over other STEM fields. In addition, Black women experience unique challenges of socialization in STEM, particularly by exclusion of study groups. We suggest physics departments provide a more inclusive environment to support Black women in science. CAPES, the Fulbright Program, Comissão Fulbright Brasil, and the Office of Diversity at Teachers College, Columbia University.

  17. International Experiences as Professional Development to Enhance Classroom Practice: Beyond Educational Tourism

    ERIC Educational Resources Information Center

    Johnson, John William, III

    2012-01-01

    Professional development of educators is a central feature in education reform efforts (Bredeson, 2000) and school improvement (Guskey & Huberman, 1995). The purpose of the study was to describe personal and professional gains from an international experience, notably the Fulbright-Hays Group Study Abroad Program, including new knowledge and…

  18. Curriculum Project: Intercultural Communication. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel).

    ERIC Educational Resources Information Center

    Yu, Yanmin

    As the world becomes more global, communicating with people from other cultures becomes a necessity. The cultural mix challenges individuals to improve their knowledge and skills in intercultural communication. This course proposal describes a 3-credit course designed to introduce students to the basic concepts, theories, and practices of…

  19. Exploring Our Roots. Fulbright-Hayes Summer Seminars Abroad Program, 2002 (Hungary and Poland).

    ERIC Educational Resources Information Center

    Long, Nancy Ann Zrinyi

    The lesson plan developed in this project presents the author's experience of searching for her roots during a summer seminar spent in Hungary, the land of her ancestors. Following an introduction, the project provides a summary syllabus for developmental writing students in an English literature and composition course, "Exploring Our…

  20. 75 FR 60740 - Office of Postsecondary Education; Overview Information; Fulbright-Hays Faculty Research Abroad...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-01

    ... (78) languages selected from the U.S. Department of Education's list of Less Commonly Taught Languages... research and focus on one of the following fields or topics: Environmental Science, Economics, Public Health, Education, or Political Science. Program Authority: 22 U.S.C. 2452(b)(6). Applicable Regulations...

  1. Fulbright Hays Summer Seminars Abroad Program, 1988. Curriculum Projects.

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    This document consists of a collection of 18 curriculum projects created by U.S. teachers after visiting China during 1988. The projects cover a variety of topics concerning China: "Chinese Living Environments" (R. Stumpe Brent); "China as a Model of a Mixed Economy in a Developing Nation" (G. Caressi); "Images of…

  2. Fulbright-Hays Seminars Abroad Program, 1992. China: Tradition and Transformation (Curriculum Projects).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    This collection of papers is from a seminar on China includes the following papers: "Women in China: A Curriculum Unit" (Mary Ann Backiel); "Education in Mainland China" (Deanna D. Bartels; Felicia C. Eppley); "From the Great Wall to the Bamboo Curtain: China The Asian Giant An Integrated Interdisciplinary Unit for Sixth…

  3. Needed: A New Graduate International University System for the Twenty-First Century.

    ERIC Educational Resources Information Center

    Fischer, W. Paul

    A Graduate International University System is proposed. Past efforts, such as the Fulbright Act, are reviewed and the need for an international approach to graduate education is explored. A wider definition for the meaning of a university is presented: one that encompasses a program of immersive experiences and personal interaction (the…

  4. 34 CFR 663.4 - What is the amount of a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the amount of a fellowship? 663.4 Section 663.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.4...

  5. 34 CFR 664.11 - What is a short-term seminar project?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... short-term seminar project is— (a) Designed to help integrate international studies into an institution... a particular aspect of area study, such as, for example, the culture of the area or a portion of the...

  6. 34 CFR 664.11 - What is a short-term seminar project?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... short-term seminar project is— (a) Designed to help integrate international studies into an institution... a particular aspect of area study, such as, for example, the culture of the area or a portion of the...

  7. 34 CFR 664.11 - What is a short-term seminar project?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... short-term seminar project is— (a) Designed to help integrate international studies into an institution... a particular aspect of area study, such as, for example, the culture of the area or a portion of the...

  8. 34 CFR 664.11 - What is a short-term seminar project?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... short-term seminar project is— (a) Designed to help integrate international studies into an institution... a particular aspect of area study, such as, for example, the culture of the area or a portion of the...

  9. 34 CFR 664.11 - What is a short-term seminar project?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS GROUP PROJECTS ABROAD PROGRAM What Kinds of... short-term seminar project is— (a) Designed to help integrate international studies into an institution... a particular aspect of area study, such as, for example, the culture of the area or a portion of the...

  10. Ancient India: The Asiatic Ethiopians.

    ERIC Educational Resources Information Center

    Scott, Carolyn McPherson

    This curriculum unit was developed by a participant in the 1993 Fulbright-Hays Program "India: Continuity and Change." The unit attempts to place India in the "picture frame" of the ancient world as a part of a whole, not as a separate entity. Reading materials enable students to draw broader general conclusions based on the…

  11. Fulbright Summer Seminars Abroad Program 1991. China: Tradition and Transformation. Curriculum Projects.

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    Written by U.S. teachers who traveled to China in 1991, this document contains a compilation of curriculum projects about China. The projects include: "China Via the Five Fundamental Themes of Geography" (S. Cassady); "Jiemei (Sister): An Analysis of the History and Role of Women in the People's Republic of China" (M.…

  12. 78 FR 22855 - Applications for New Awards; Fulbright-Hays Group Projects Abroad Program-Short-Term Projects

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-17

    ... (DUNS) number and a Taxpayer Identification Number (TIN); b. Register both your DUNS number and TIN with... (SAM), the Government's primary registrant database; c. Provide your DUNS number and TIN on your... you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the...

  13. Anthology of Polish Poetry. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland).

    ERIC Educational Resources Information Center

    Smith, Thomas A.

    This anthology, of more than 225 short poems by Polish authors, was created to be used in world literature classes in a high school with many first-generation Polish students. The following poets are represented in the anthology: Jan Kochanowski; Franciszek Dionizy Kniaznin; Elzbieta Druzbacka; Antoni Malczewski; Adam Mickiewicz; Juliusz Slowacki;…

  14. 77 FR 10727 - Applications for New Awards; Fulbright-Hays Group Projects Abroad Program-Short-Term Projects and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-23

    ... improve foreign language studies, area studies, or both at elementary and secondary schools by including K... the Internet, use the following address: http://grants.gov . To obtain a copy from ED Pubs, write, fax... written statement to the Department that you qualify for one of these exceptions. Further information...

  15. Fulbright Hays Summer Seminars Abroad Program, 1990. China: Tradition and Transformation. Curriculum Projects.

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    This document consists of a collection of curriculum projects created by U.S. teachers after visiting China during 1990. The projects cover 16 topics concerning China: "The Education System in the People's Republic of China" (T. Birney); "What I Want to Know about the People's Republic: Brief Answers to Questions Asked about the…

  16. How to Have a Successful Fulbright.

    ERIC Educational Resources Information Center

    Winokur, Marshall

    The Fulbright-Hays Teaching Exchange with Germany is a one-for-one exchanqe for approximately twenty pairs of American and German teachers. American elementary and secondary school teachers as well as college instructors and assistant professors replace their German counterparts for an academic year at either a "Hauptschule" (a…

  17. Promoting International Interest

    ERIC Educational Resources Information Center

    Cooper, Kenneth J.

    2008-01-01

    Which historically Black college or university has produced the most students to receive a prestigious Fulbright award? Howard? Hampton? Morehouse? Spelman? This paper reports that the all-time leader in Fulbright Student awards is not an elite private school, but a public university whose performance in landing students in the international…

  18. Recent Trends in Fertility and Mortality in Hungary: A Curriculum Unit. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland).

    ERIC Educational Resources Information Center

    Behr, Michelle

    This curriculum unit, suitable for advanced placement high school courses or introductory level college courses, explores Hungarian fertility and mortality rates and their social and economic consequences. Students are required to map, graph, analyze, and summarize demographic data to examine population trends in Hungary in the post-World War 2…

  19. Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

    ERIC Educational Resources Information Center

    Douglas, Cynthia M.

    2015-01-01

    This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam…

  20. Ancient India Unit. Fulbright-Hays Summer Seminars Abroad, 1998 (India).

    ERIC Educational Resources Information Center

    Ockene-Fogelman, Jackie

    This unit of study on ancient India is geared to last about four weeks or 20 school days and is appropriate for secondary school students. The unit provides a day-by-day program, beginning with an introduction to the material on the first day which opens with an Indian poem, "Six Blind Men and the Elephant," and a slide presentation.…

  1. Teaching about Hungarian and Polish Heroes. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland).

    ERIC Educational Resources Information Center

    Radkey, Janet

    This curriculum project about the history and culture of Hungary and Poland is intended for secondary school students. The project features a unit called "Heroes in Our Lives" and points out the sacrifices a few individuals have made for the betterment of all. Students identify heroes and learn about the impact these heroes have made on…

  2. An Experience Guide: Egypt and Israel 2000. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel).

    ERIC Educational Resources Information Center

    Feijoo, Laura

    This "experience guide," developed by a teacher who traveled in the region, aims to provide information on the culture, history, society, geography, and political aspects of Egypt and Israel. Intended for teachers, the guide can enhance lessons in world history. Each segment summarizes a topic and provides questions designed to encourage…

  3. Unit on Mexican and Guatemalan Archaeology. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala).

    ERIC Educational Resources Information Center

    Brown, Kathryn

    This curriculum unit on Mexican and Guatemalan archaeology is designed for students at a college preparatory high school who have taken a course in ancient and medieval history. The unit lists history and archaeology texts and teacher resources and is divided into the following sections: (1) geography assignment on Mexico and Guatemala; (2)…

  4. Monterrey, La Ciudad Dorada/Monterrey, The Golden City. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).

    ERIC Educational Resources Information Center

    Quintyne, Susan

    This curriculum project is designed for high school classes in Spanish, social studies, or global studies. The project's lesson plan lists materials needed; poses seven key questions about Mexico and Monterrey; outlines background notes on Mexico; and provides a detailed, step-by-step procedure for classroom implementation during three days. Also…

  5. Educational Project on Indonesia. Fulbright Hayes Summer Seminar.

    ERIC Educational Resources Information Center

    Hribar, Georgeanne C.

    These lesson plans were developed by a participant in the Fulbright Summer Seminar on Indonesia. The materials provide information for teaching about economic and social factors affecting development of the region. There are four lessons in the packet. The lessons are: (1) "Centripetal and Centrifugal Forces" (geographical, historical,…

  6. Report on Fulbright Summer Seminar on Indonesia.

    ERIC Educational Resources Information Center

    Christenson, Charles Elroy

    This resource packet was compiled by a participant in the Fulbright Summer Seminar on Indonesia. The materials provide information for teaching about the diaspora of Hinduism and Islamic beliefs throughout the southeast Asia archipelagoes and their influence on art and culture. The handouts supplement information on Indonesia as part of an Asian…

  7. Interpreting Disruption Prediction Models to Improve Plasma Control

    NASA Astrophysics Data System (ADS)

    Parsons, Matthew

    2017-10-01

    In order for the tokamak to be a feasible design for a fusion reactor, it is necessary to minimize damage to the machine caused by plasma disruptions. Accurately predicting disruptions is a critical capability for triggering any mitigative actions, and a modest amount of attention has been given to efforts that employ machine learning techniques to make these predictions. By monitoring diagnostic signals during a discharge, such predictive models look for signs that the plasma is about to disrupt. Typically these predictive models are interpreted simply to give a `yes' or `no' response as to whether a disruption is approaching. However, it is possible to extract further information from these models to indicate which input signals are more strongly correlated with the plasma approaching a disruption. If highly accurate predictive models can be developed, this information could be used in plasma control schemes to make better decisions about disruption avoidance. This work was supported by a Grant from the 2016-2017 Fulbright U.S. Student Program, administered by the Franco-American Fulbright Commission in France.

  8. A Psychology Fulbright Year in China

    ERIC Educational Resources Information Center

    Portnoy, Robert N.

    2013-01-01

    This article shares a series of personal observations and anecdotes about central issues in college mental health in China based on my Fulbright year there. There are many cultural and structural forces that both support and constrain the growth of the mental health field in China. This article addresses these forces in terms of their impact on…

  9. Hungary and Its Neighbors: The Visegrad Four. Fulbright-Hayes Summer Seminars Abroad Program, 2002 (Hungary and Poland).

    ERIC Educational Resources Information Center

    Felkay, Andrew

    In the early 1990s, having been freed from Soviet domination, small east central European countries, such as Hungary, Poland, the Czech Republic, Slovakia, and Romania, strove to establish democracy and a free market economy, and made a determined effort to join western democracies, by gaining admission to the European Union (EU) and the North…

  10. Worthy Women of Chile: What Role Did They Play? Fulbright-Hays Summer Seminar Abroad Program 1995 (Chile).

    ERIC Educational Resources Information Center

    Hertzberg, Ruth A.

    This paper describes the lives of some notable women in the history of Chile from the time of the conquistadors to the present. The significant women described in the paper include: (1) Ines de Suarez (accompanied Pedro de Validivia in 1544); (2) Micaela Bastidas Puyucahua (wife of Incan leader Jose Gabriel Tupac Amaru, about 1780); (3) Gabriela…

  11. Understanding the Palestinian-Israeli Conflict: A Historical and Religious Perspective. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel).

    ERIC Educational Resources Information Center

    Bosso, David

    In light of on-going strife in the Middle East, particularly in Palestinian-Israeli relations, it is intriguing to note how relatively unaware many Americans are of the historical and religious framework from which much of the conflict derives. In addition, the perception of many Americans of current Palestinian-Israeli relations has been tainted…

  12. Using Primary Sources To Develop an Understanding about the Holocaust: Curriculum Project. Fulbright-Hays Summer Seminar Abroad Program 1998 (Hungary/Poland).

    ERIC Educational Resources Information Center

    Wukitch, Lauren

    This Holocaust curriculum project is designed for a 10th grade world cultures class that meets for 80 minutes per day during one semester. The students use selected primary sources including poems, diary excerpts, and a short novel written by victims and survivors of the Holocaust. They also examine profiles about the rescuers. Additional…

  13. The Past, Present, and Future of Mexico: Democracy and Economic Sustainable Development. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).

    ERIC Educational Resources Information Center

    Lutgen, William

    Mexico has a rich and profound history that encompasses its pre-Hispanic indigenous roots through the period of Spanish colonialism, the struggle for independence, and the revolution. The intent of this curriculum project is to introduce secondary students, through the appeal of story, to the significant historical components/aspects that have…

  14. Mayan Indigenous Society in Guatemala and Mexico: A Thematic Integrated Unit on the Contributions of the Maya Both Past and Present. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala).

    ERIC Educational Resources Information Center

    Suchenski, Michelle

    This curriculum unit focuses on the contributions of the ancient Mayan people and how these contributions have been interwoven with contemporary society. The unit is divided into the following sections: (1) "Preface"; (2) "Mayan Civilization" (geography); (3) "Mayan Contributions" (written language); (4) "Mayan…

  15. Search for Tikal: Lost City of the Maya. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala).

    ERIC Educational Resources Information Center

    Karem, Kenny

    This curriculum unit takes the form of historical fiction, an original story for middle school students which revolves around the 16th-century Spanish conquest of Guatemala and the Mayan people. Incorporated into the story are many of the Mayan sites, ruins, geography, culture, legends, historical characters, and cities. The climax is set at the…

  16. The Road to the European Union: Macroeconomic Policy Challenges for Hungary and Poland. Fulbright-Hayes Summer Seminars Abroad Program, 2002 (Hungary and Poland).

    ERIC Educational Resources Information Center

    Ramirez, Teresita R.

    Prospects for the enlargement of the European Union (EU) became imminent when the EU Commission agreed in 1997 to open formal negotiations with five of the Central and Eastern European countries: (1) the Czech Republic; (2) Hungary; (3) Poland; (4) Slovenia; and (5) Estonia. This research project discusses macroeconomic policy challenges that…

  17. The Tragedies and Heroes of the Holocaust in Poland and Hungary. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland).

    ERIC Educational Resources Information Center

    Schirmer, Christy

    This curriculum unit is designed to teach students how the Holocaust differed in Hungary, what conditions were like at the largest extermination camp (Auschwitz-Birkenau), and about people who risked their lives to save Hungarian and Polish Jews. The unit notes that students should already be acquainted with the rise of anti-Semitism in Germany…

  18. Many Mexicos: An Artifact Exhibit on 7 Geographical and Cultural Regions of Mexico. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).

    ERIC Educational Resources Information Center

    Mountain, Victoria Snow

    This project includes an assortment of artifacts designed to inform high school students about the variety of geographical and cultural regions of Mexico. The artifacts, derived from seven different geographical/cultural regions of Mexico, include maps, posters, objects that symbolize the regional culture, and typical regional costumes, music, and…

  19. Conflict in Israel and the Middle East: Differing Perspectives. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel).

    ERIC Educational Resources Information Center

    Rice, Susan

    This curriculum project is intended for studying nonviolent conflict resolution at the undergraduate and graduate level, but it could be adapted for high school classes. The project first presents an historical context of Israel to illuminate the present conflict in the Middle East. It then presents a series of vignettes that represent differing…

  20. Mexican Muralists: Rivera, Siqueiros, and Orozco. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).

    ERIC Educational Resources Information Center

    Walter, Kim

    Murals created by Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros embody a time of change in Mexico. The murals they created were intended to educate an illiterate population. Today these murals embody national pride. The goal of this curriculum project is rooted in learning about the history, culture, and art of Mexico. The project…

  1. Classroom Activities about India: Lessons Written by Fulbright 1998 Teachers. Fulbright-Hays Summer Seminars Abroad 1998 (India).

    ERIC Educational Resources Information Center

    Tisone-Bartels, Dede; Eppley, Felicia

    This lesson on India was developed based on an Internet Indian diary. The lesson describes visits and experiences in Delhi, Khajuraho, Varanasi, Bombay, Ahmedabad, Calcutta, Madras, Jaipur, and Agra. It also provides a series of "virtual field trips" ("Love and Marriage"; "Sacred Places"; and "Solving a Community…

  2. A Walking Tour of Islamic Cairo: An Interactive Slide Lecture. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel).

    ERIC Educational Resources Information Center

    Stanik, Joseph T.

    This curriculum project, a lesson on Islamic Cairo, could be used in a unit on Islamic civilization in an advanced placement high school world history or world civilization course, or it could be used in a college level Middle Eastern history or Islamic civilization course. Upon completion of the lesson, students will be able to describe in…

  3. Brazil 500 Years: Crossing Boundaries from Cabral to the Third Millennium (July 7-August 12, 2000). Fulbright-Hays Summer Seminars Abroad Program, 2000 (Brazil).

    ERIC Educational Resources Information Center

    2001

    In the year 2000, Brazil celebrated the 500th anniversary of its discovery by the Portuguese navigator, Pedro Alvares Cabral, and subsequent settlement by the Portuguese and African, Western, and Asian immigrants. The seminar commemorating these events was designed for U.S. secondary and post-secondary teachers and curriculum specialists of the…

  4. Morocco and Senegal: Faces of Islam in Africa. Fulbright-Hays Summer Seminars Abroad, 1999 (Morocco and Senegal).

    ERIC Educational Resources Information Center

    Center for International Education (ED), Washington, DC.

    These projects were completed by participants in the Fulbright-Hays summer seminar in Morocco and Senegal in 1999. The participants represented various regions of the United States and different grade levels and subject areas. The 13 curriculum projects in the collection are: (1) "Doorway to Morocco: A Student Guide" (Sue Robertson); (2)…

  5. Rigor and Relevance of Contextualized Measures in Mathematics, Literacy and Inquiry Learning for Rural Public Schooling in Medellin

    ERIC Educational Resources Information Center

    Amador-Lankster, Clara

    2018-01-01

    The purpose of this article is to discuss a Fulbright Evaluation Framework and to analyze findings resulting from implementation of two contextualized measures designed as LEARNING BY DOING in response to achievement expectations from the National Education Ministry in Colombia in three areas. The goal of the Fulbright funded project was to…

  6. A theory-informed, process-oriented Resident Scholarship Program

    PubMed Central

    Thammasitboon, Satid; Darby, John B.; Hair, Amy B.; Rose, Karen M.; Ward, Mark A.; Turner, Teri L.; Balmer, Dorene F.

    2016-01-01

    Background The Accreditation Council for Graduate Medical Education requires residency programs to provide curricula for residents to engage in scholarly activities but does not specify particular guidelines for instruction. We propose a Resident Scholarship Program that is framed by the self-determination theory (SDT) and emphasize the process of scholarly activity versus a scholarly product. Methods The authors report on their longitudinal Resident Scholarship Program, which aimed to support psychological needs central to SDT: autonomy, competence, and relatedness. By addressing those needs in program aims and program components, the program may foster residents’ intrinsic motivation to learn and to engage in scholarly activity. To this end, residents’ engagement in scholarly processes, and changes in perceived autonomy, competence, and relatedness were assessed. Results Residents engaged in a range of scholarly projects and expressed positive regard for the program. Compared to before residency, residents felt more confident in the process of scholarly activity, as determined by changes in increased perceived autonomy, competence, and relatedness. Scholarly products were accomplished in return for a focus on scholarly process. Conclusions Based on our experience, and in line with the SDT, supporting residents’ autonomy, competence, and relatedness through a process-oriented scholarship program may foster the curiosity, inquisitiveness, and internal motivation to learn that drives scholarly activity and ultimately the production of scholarly products. PMID:27306995

  7. A theory-informed, process-oriented Resident Scholarship Program.

    PubMed

    Thammasitboon, Satid; Darby, John B; Hair, Amy B; Rose, Karen M; Ward, Mark A; Turner, Teri L; Balmer, Dorene F

    2016-01-01

    The Accreditation Council for Graduate Medical Education requires residency programs to provide curricula for residents to engage in scholarly activities but does not specify particular guidelines for instruction. We propose a Resident Scholarship Program that is framed by the self-determination theory (SDT) and emphasize the process of scholarly activity versus a scholarly product. The authors report on their longitudinal Resident Scholarship Program, which aimed to support psychological needs central to SDT: autonomy, competence, and relatedness. By addressing those needs in program aims and program components, the program may foster residents' intrinsic motivation to learn and to engage in scholarly activity. To this end, residents' engagement in scholarly processes, and changes in perceived autonomy, competence, and relatedness were assessed. Residents engaged in a range of scholarly projects and expressed positive regard for the program. Compared to before residency, residents felt more confident in the process of scholarly activity, as determined by changes in increased perceived autonomy, competence, and relatedness. Scholarly products were accomplished in return for a focus on scholarly process. Based on our experience, and in line with the SDT, supporting residents' autonomy, competence, and relatedness through a process-oriented scholarship program may foster the curiosity, inquisitiveness, and internal motivation to learn that drives scholarly activity and ultimately the production of scholarly products.

  8. Moroccan Civil Society: Historical Traditions and Contemporary Challenges. Curriculum Projects of a Fulbright-Hays Seminar Abroad, June 25-July 29, 1998 (Morocco).

    ERIC Educational Resources Information Center

    1998

    This collection of curriculum projects is the result of the participation of 15 teacher/authors in the 1998 Fulbright-Hays seminar in Morocco. Projects in the collection focus on various topics in Moroccan society. The following curriculum projects are outlined in the collection: "Studies in African Cultures: A Course Syllabus" (Dinker…

  9. Colombia, Many Countries in One: Economic Growth, Environmental Sustainability, Sociocultural Divergence and Biodiversity. Profile and Paradox. Volumes I and II. Fulbright Hays Summer Seminars Abroad 1997 (Colombia).

    ERIC Educational Resources Information Center

    1997

    This Fulbright Summer Seminar focused on the environmental challenge posed by Colombia's biodiversity and addressed the relationship between the last decade of Colombian economic development and the country's sociocultural situation, taking into account its historical background and the role of natural resources in a context of sustainable…

  10. The Holocaust in Hungary and Poland: Case Studies of Response to Genocide. Curriculum Project. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland).

    ERIC Educational Resources Information Center

    Hartley, William L.

    This curriculum project was designed primarily to be incorporated into a larger world history unit on the Holocaust and World War II. The project can be adapted for a lesson on 'situational ethics' for use in a philosophy class. The lesson requires students to examine a historical case and to write and discuss that particular case. The project's…

  11. "Mayan Eyes Have Seen the Glory..." or "Please Don't Squeeze the Shaman!" An Interdisciplinary, Integrated, Thematic Study "Chaac" Full of Culture and "Jaded" History of the Mayan Civilization. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico/Guatemala).

    ERIC Educational Resources Information Center

    Radkey, Tom

    This curriculum unit, intended for students in grade 6, covers the Mayas, Mayan history, and ancient civilizations. The unit was developed using Roger Taylor's collaborative team model "Connecting the Curriculum: Using an Integrated, Interdisciplinary, Thematic Approach." The unit addresses multiple intelligences, brain research,…

  12. A Curriculum Unit on Human Rights of the Mayas of Guatemala. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala).

    ERIC Educational Resources Information Center

    Shilha, Marianne M.

    This curriculum unit is intended for upper-level high school students. The unit aims for students to gain a basic understanding of the history of Mayan human rights in Guatemala and of the present situation in Guatemala. The unit uses a variety of media and teaching techniques. It lists 30 questions which are to be completed after reading the…

  13. Interactive and Hands-on Methods for Professional Development of Undergraduate Researchers

    NASA Astrophysics Data System (ADS)

    Pressley, S. N.; LeBeau, J. E.

    2016-12-01

    Professional development workshops for undergraduate research programs can range from communicating science (i.e. oral, technical writing, poster presentations), applying for fellowships and scholarships, applying to graduate school, and learning about careers, among others. Novel methods of presenting the information on the above topics can result in positive outcomes beyond the obvious of transferring knowledge. Examples of innovative methods to present professional development information include 1) An interactive session on how to write an abstract where students are given an opportunity to draft an abstract from a short technical article, followed by discussion amongst a group of peers, and comparison with the "published" abstract. 2) Using the Process Oriented Guided Inquiry Learning (POGIL) method to evaluate and critique a research poster. 3) Inviting "experts" such as a Fulbright scholar graduate student to present on applying for fellowships and scholarships. These innovative methods of delivery provide more hands-on activities that engage the students, and in some cases (abstract writing) provide practice for the student. The methods also require that students develop team work skills, communicate amongst their peers, and develop networks with their cohort. All of these are essential non-technical skills needed for success in any career. Feedback from students on these sessions are positive and most importantly, the students walk out of the session with a smile on their face saying how much fun it was. Evaluating the impact of these sessions is more challenging and under investigation currently.

  14. Mexico: Challenges and Opportunities in Education in the 21st Century. Fulbright-Hays Summer Seminar Abroad 1997 (Mexico).

    ERIC Educational Resources Information Center

    Trapani, Lisa

    This paper introduces students to lesser known and traveled parts of Mexico. The text is intended to accompany a Power Point presentation that traces the trip a Fulbright-Hays group took through Mexico, highlighting places of cultural and historical interest. The paper includes a list of slide notes and realia for each slide to be shared with the…

  15. Scholarly Activities of Family Medicine Faculty: Results of a National Survey.

    PubMed

    Hinojosa, Jose; Benè, Kristen L; Hickey, Colleen; Marvel, Kim

    2006-12-01

    This survey examined how family medicine residency programs define scholarly activity, the productivity of programs, and perceived barriers to scholarly work. Five types of residency programs are compared: university-based, community-based (unaffiliated, university-affiliated, university-administered), and military. A 13 item web-based questionnaire was sent to all 455 U. S. family medicine residency programs. The survey solicited demographic information as well as program expectations of faculty, presence of a research coordinator/director, activities considered scholarly, productivity, and perceived barriers. A total of 177 surveys were completed for a response rate of 38%, similar to response rates of web-based surveys in the literature. 67.6% of programs encouraged, but did not require scholarly activity, and 44.5% indicated their program had no research coordinator/ director. University-based programs had the highest levels of productivity compared to other program types. Primary barriers to scholarly activity noted were lack of time (73/138, 53%) and lack of supportive infrastructure (37/138, 27%). While interpretations are limited by the response rate of the survey, results provide an increased understanding of how programs define scholarly activity as well as reference points for faculty productivity. This information can help program directors when setting criteria for scholarly work.

  16. Redefining The U.S.-Japan Alliance: Tokyo’s National Defense Program

    DTIC Science & Technology

    1994-11-01

    affairs to a member of the National Diet , a Fulbright Fellow at Tokyo University, a reporter for Defense News and the Iwate Nippo, and Tokyo...process of introducing electoral reform in the Diet has already split the LDP and led to the recent series of coalitions. The process of implementing this...what Malaysian Prime Minister Mahathir Mohamad told Japanese Prime Minister Murayama in August 1994. See "Mahathir to Japan: ’Drop War Apologies, Join

  17. Of Men and Morals (Investigating Human Behavior). Resources for Courses in World History, World Literature, Journalism, Psychology (for High Schools and Community Colleges). Fulbright-Hayes Summer Seminars Abroad Program, 2002 (Hungary and Poland).

    ERIC Educational Resources Information Center

    Shuhgalter, A.

    The countries of Hungary and Poland are steadily moving along the road of transition from their recent totalitarian past to modern capitalist democracies. Hungary and Poland are changing, developing economies based on new principles, resolving multiple social issues, and patching the projection from their history that still casts a shadow on the…

  18. Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life

    NASA Astrophysics Data System (ADS)

    Rosa, Katemari

    2017-01-01

    This talk presents an empirical study on the underrepresentation of people of color in scientific careers. Grounded in Critical Race Theory, the presentation examines the lived experiences of six Black women physicists in the United States, addresses obstacles faced in their career paths, and strategies used to overcome these obstacles. Data for this study were collected through semi-structured interviews and coded for emergent themes, which are invitation to engage in science, communities of science practices, and isolation in the academy. The findings reveal that college recruitment and funding were fundamental for these women to choose Physics over other STEM fields. The analysis shows Physics can be a hostile environment for these women. In addition, Black women experience unique challenges of socialization in Physics, particularly by exclusion of study groups. In this talk, suggestions will be presented to make Physics departments a more inclusive space to support Black women in science. This presentation is based on work supported by the Brazilian government through CAPES (BEX1907-07-7), the Fulbright Program, Comissño Fulbright Brasil, and the Office of Diversity at Teachers College, Columbia University.

  19. Roswell Park Cancer Institute / Howard University Prostate Cancer Scholars Program

    DTIC Science & Technology

    2015-10-01

    1 AWARD NUMBER: W81XWH-14-1-0531 TITLE: Roswell Park Cancer Institute / Howard University Prostate Cancer Scholars Program PRINCIPAL...TITLE AND SUBTITLE Roswell Park Cancer Institute/Howard University Prostate Cancer 5a. CONTRACT NUMBER W81XWH-14-1-0531 Cancer Scholars Program 5b...ABSTRACT The Roswell Park/Howard University Prostate Cancer Scholars Program is designed to encourage students from under-represented minority groups

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

    PubMed

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

    2017-08-01

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

  1. Follow-up of participants in the Canadian Association of Gastroenterology Scholars' Program, 2006 to 2012.

    PubMed

    Lam, Mindy Ching Wan; Sey, Michael Sl; Gregor, Jamie; Wong, Clarence

    2014-02-01

    The Canadian Association of Gastroenterology (CAG) Scholars' Program (previously known as the Bright Lights Course) is designed to encourage trainees to consider a subspecialty career in gastroenterology. A formal analysis of the Scholars' Program performed in 2007 revealed that 82% of participants invited to the program pursued or were planning to pursue a career in gastroenterology. The positive results are consistent with the CAG's strategic plan of developing "the next generation of gastroenterology clinical practitioners, researchers, educators, and leaders" and to "attract, train, and retain the best and the brightest to gastroenterology". The present study was a follow-up analysis of participants in the Scholars' Program between 2006 and 2012. Although 93.1% of participants had an interest in gastroenterology before attending the Scholars' Program, the majority (68.7%) reported a greater interest in gastroenterology after the program. Similar to the study from 2007, the present study again illustrates the importance and success of the Scholars' Program in generating interest and retaining candidates in gastroenterology.

  2. Research training among pediatric residency programs: a national assessment.

    PubMed

    Abramson, Erika L; Naifeh, Monique M; Stevenson, Michelle D; Todd, Christopher; Henry, Emilie D; Chiu, Ya-Lin; Gerber, Linda M; Li, Su-Ting T

    2014-12-01

    The Accreditation Council for Graduate Medical Education (ACGME) states that "residents should participate in scholarly activity." However, there is little guidance for effectively integrating scholarly activity into residency. This study was conducted to understand how pediatric residency programs meet ACGME requirements and to identify characteristics of successful programs. The authors conducted an online cross-sectional survey of all pediatric residency program directors in October 2012, assessing program characteristics, resident participation in scholarly activity, program infrastructure, barriers, and outcomes. Multivariate logistic regression was used to identify characteristics of programs in the top quartile for resident scholarly activity participation. The response rate was 52.8% (105/199 programs). Seventy-seven (78.6%) programs required scholarly activity, although definitions were variable. When including only original research, systematic reviews or meta-analyses, and case reports or series with references, resident participation averaged 56% (range 0%-100%). Characteristics associated with high-participation programs included a scholarly activity requirement (odds ratio [OR] = 5.5, 95% confidence interval [CI] = 1.03-30.0); program director belief that all residents should present work regionally or nationally (OR = 4.7, 95% CI = 1.5-15.1); and mentorship by >25% of faculty (OR = 3.6, CI = 1.2-11.4). Only 47.1% (41) of program directors were satisfied with resident participation, and only 30.7% (27) were satisfied with the quality of research training provided. The findings suggest that resident scholarly activity experience is highly variable and suboptimal. Identifying characteristics of successful programs can improve the resident research training experience.

  3. 22 CFR 62.20 - Professors and research scholars.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Professors and research scholars. 62.20 Section... Specific Program Provisions § 62.20 Professors and research scholars. (a) Introduction. These regulations govern Exchange Visitor Program participants in the categories of professor and research scholar, except...

  4. Scholar Quest: A Residency Research Program Aligned with Faculty Goals

    PubMed Central

    Panchal, Ashish R.; Stolz, Uwe; Denninghoff, Kurt R.; Munger, Benson

    2014-01-01

    Introduction: The ACGME requires that residents perform scholarly activities prior to graduation, but this is difficult to complete and challenging to support. We describe a residency research program, taking advantage of environmental change aligning resident and faculty goals, to become a contributor to departmental cultural change and research development. Methods: A research program, Scholar Quest (SQ), was developed as a part of an Information Mastery program. The goal of SQ is for residents to gain understanding of scholarly activity through a mentor-directed experience in original research. This curriculum is facilitated by providing residents protected time for didactics, seed grants and statistical/staff support. We evaluated total scholarly activity and resident/faculty involvement before and after implementation (PRE-SQ; 2003–2005 and POST-SQ; 2007–2009). Results: Scholarly activity was greater POST-SQ versus PRE-SQ (123 versus 27) (p<0.05) with an incidence rate ratio (IRR)=2.35. Resident and faculty involvement in scholarly activity also increased PRE-SQ to POST-SQ (22 to 98 residents; 10 to 39 faculty, p<0.05) with an IRR=2.87 and 2.69, respectively. Conclusion: Implementation of a program using department environmental change promoting a resident longitudinal research curriculum yielded increased resident and faculty scholarly involvement, as well as an increase in total scholarly activity. PMID:24868308

  5. Impact of the Siena College Tech Valley Scholars Program on Student Outcomes

    ERIC Educational Resources Information Center

    Medsker, Larry; Allard, Lee; Tucker, Lucas J.; O'Donnell, Jodi L.; Sterne-Marr, Rachel; Bannon, Jon; Finn, Rose; Weatherwax, Allan

    2016-01-01

    The Tech Valley Scholars (TVS) program included 38 students who joined this program over the course of three academic years, from 2009 to 2012. These students comprise the experimental group for this study to determine if participating in the NSF-funded Tech Valley Scholars program improved academic outcomes. The experimental group was compared to…

  6. Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs

    PubMed Central

    Hall, Joshua D.; Harrell, Jessica R.; Cohen, Kimberley W.; Miller, Virginia L.; Phelps, Patricia V.; Cook, Jeanette G.

    2016-01-01

    Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant’s competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were “extremely well” prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences. PMID:27496358

  7. Initial evaluation of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

    PubMed

    Hickey, Kathleen T; Hodges, Eric A; Thomas, Tami L; Coffman, Maren J; Taylor-Piliae, Ruth E; Johnson-Mallard, Versie M; Goodman, Janice H; Jones, Randy A; Kuntz, Sandra; Galik, Elizabeth; Gates, Michael G; Casida, Jesus M

    2014-01-01

    The Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJF NFS) program was developed to enhance the career trajectory of young nursing faculty and to train the next generation of nurse scholars. Although there are publications that describe the RWJF NFS, no evaluative reports have been published. The purpose of this study was to evaluate the first three cohorts (n = 42 scholars) of the RWJF NFS program. A descriptive research design was used. Data were derived from quarterly and annual reports, and a questionnaire (seven open-ended questions) was administered via Survey Monkey Inc. (Palo Alto, CA, USA). During their tenure, scholars had on average six to seven articles published, were teaching/mentoring at the graduate level (93%), and holding leadership positions at their academic institutions (100%). Eleven scholars (26%) achieved fellowship in the American Academy of Nursing, one of the highest nursing honors. The average ratings on a Likert scale of 1 (not at all supportive) to 10 (extremely supportive) of whether or not RWJF had helped scholars achieve their goals in teaching, service, research, and leadership were 7.7, 8.0, 9.4, and 9.5, respectively. The majority of scholars reported a positive, supportive relationship with their primary nursing and research mentors; although, several scholars noted challenges in connecting for meetings or telephone calls with their national nursing mentors. These initial results of the RWJF NFS program highlight the success of the program in meeting its overall goal-preparing the next generation of nursing academic scholars for leadership in the profession. Copyright © 2014 Elsevier Inc. All rights reserved.

  8. The Search for Habitable Environments in the Solar System

    NASA Astrophysics Data System (ADS)

    McCleese, Daniel

    2005-07-01

    All space faring nations devote a portion of their resources to exploring thesolar system. NASA has a forty-year history of robotic missions reaching into deep spacefor a better understanding of our origins, the evolution of our planet, and our destiny.For the past decade, NASA has placed considerable emphasis on the search for life beyondEarth. Missions to the rocky terrestrial planets and the moons of the gas giants seekanswers to the question: Are other worlds in the solar system habitable by simpleorganisms? By framing its search objective in this way, NASA motivates investigations ofthe fundamentals of what makes a planet an abode for life, and what ingredients arerequired for the origin and evolution of life. In this lecture, we focus on thestrategies and results of the search thus far. We will discuss recent scientific missionsto Mars, Europa, and Titan.Dr. Dan McCleese is the Chief Scientist for NASA's Mars ExplorationProgram at JPL. In this role he has worked with NASA and the international sciencecommunity to establish the current science strategy for exploring Mars. Dan's personalscience interests are focused on acquiring and interpreting climatological data sets forthe terrestrial planets. Specific research topics include development of the firstclimatology of cloud height for Earth, upper atmospheric cloud and thermal structure ofVenus, and, at present, the modern climate of Mars. He is the Principal Investigator forthe Mars Climate Sounder on the Mars Reconnaissance Orbiter to be launched in 2005. Inthis investigation, measurements of atmospheric water vapor, temperature and condensates,and the energy balance of the polar caps are emphasized. Dr. McCleese was a FulbrightScholar at Oxford University receiving a D.Phil. degree in Atmospheric Physics.

  9. The APA/HRSA Faculty Development Scholars Program: introduction to the supplement.

    PubMed

    Osborn, Lucy M; Roberts, Kenneth B; Greenberg, Larrie; DeWitt, Tom; Devries, Jeffrey M; Wilson, Modena; Simpson, Deborah E

    2004-01-01

    The purpose of this project was to improve pediatric primary care medical education by providing faculty development for full-time and community-based faculty who teach general pediatrics to medical students and/or residents in ambulatory pediatric community-based settings. Funding for the program came through an interagency agreement with the Health Resources and Services Administration (HRSA) and the Agency for Healthcare Research and Quality (AHRQ). A train-the-trainer model was used to train 112 scholars who could teach skills to general pediatric faculty across the nation. The three scholar groups focused on community-based ambulatory teaching; educational scholarship; and executive leadership. Scholars felt well prepared to deliver faculty development programs in their home institutions and regions. They presented 599 workshops to 7989 participants during the course of the contract. More than 50% of scholars assumed positions of leadership, and most reported increased support for medical education in their local and regional environments. This national pediatric faculty development program pioneered in the development of a new training model and should guide training of new scholars and advanced and continuing training for those who complete a basic program.

  10. Overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

    PubMed

    Campbell, Jacquelyn; Ladden, Maryjoan D; McBride, Angela Barron; Cimino, Andrea; Kostas-Polston, Elizabeth; Deming, Katie

    The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing faculty shortage and thereby decrease the nursing shortage. The purpose of the study was to describe the program development, implementation, and ongoing outcome evaluation. Data on scholarly productivity, impact of research, research funding, and leadership positions were compiled, including an h-index (impact of publications) comparison with a comparison group of other interdisciplinary faculty at the same institutions of the 90 current and alumni scholars. There is evidence of the achievements of the individual scholars; however, the effect of the synergy of the multiple components of the program is difficult to capture in traditional evaluation strategies. The sense of possibility and responsibility (to the profession, to improving the health of all Americans, and to one's school of nursing and university) was a significant outcome of the program. Lessons learned from the program are important for the leadership development and retention of nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. An innovation in physician training: the Clinical Scholars Program.

    PubMed

    Shuster, A L; Cluff, L E; Haynes, M A; Hook, E W; Rogers, D E

    1983-02-01

    The Robert Wood Johnson Foundation Clinical Scholars Program was developed to allow selected physician clinicians to acquire certain skills which are not part of the usual physician's repertoire. Begun in 1969 with support from the Carnegie Corporation and the Commonwealth Fund, funding has been provided since 1973 by the Robert Wood Johnson Foundation. By June 1981, 309 physicians had completed their training as clinical scholars, and a majority were pursuing careers in academic medicine. This paper recounts the factors and forces which led to the initiation and development of the program, its successes and failures, the problems faced, the achievements of clinical scholar alumni, and the program's current status.

  12. 32 CFR 701.42 - Categories of requesters-applicable fees.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... an institution of vocational education, which operates a program or programs of scholarly research... scholarly research. Requesters must reasonably describe the records sought. (2) Requesters must show that... sought for commercial use, but in furtherance of scholarly research. (3) Fees shall be waived or reduced...

  13. Factors Affecting the Disposition of Research-Based Innovations in the Development of a Basal Reading Program: A Case Analysis.

    ERIC Educational Resources Information Center

    Wile, J. M.

    A study investigated how the beliefs of literacy scholars affect the development of basal reading programs, the roles literacy scholars play in the development of new reading programs, and some of the critical factors that affect the disposition of innovative ideas. Two literacy scholars who had actively collaborated on the development of separate…

  14. Association of American Indian Physicians

    MedlinePlus

    ... Scholars Program This program of the Robert Wood Johnson Foundation is a leadership development opportunity for practitioners ... for Clinical Scholars program supported by Robert Wood Johnson Foundation will open in January 2018. https://t. ...

  15. Understanding the scholarly writing development of nurses enrolled in U.S. clinical doctoral programs.

    PubMed

    Shellenbarger, Teresa; Hunker, Diane F; Gazza, Elizabeth A

    2015-01-01

    Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats. A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted. Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate. Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession. © 2014 Wiley Periodicals, Inc.

  16. Visiting Scholars Program | FNLCR Staging

    Cancer.gov

    The Visiting Scholars Program (VSP) is a scientific partnership program that offers extramural scientists access to the intellectual capital and state-of-the-art facilities of the Frederick National Laboratory for Cancer Research (FNLCR), the only na

  17. Global Benchmarking of Marketing Doctoral Program Faculty and Institutions by Subarea

    ERIC Educational Resources Information Center

    Elbeck, Matt; Vander Schee, Brian A.

    2014-01-01

    This study benchmarks marketing doctoral programs worldwide in five popular subareas by faculty and institutional scholarly impact. A multi-item approach identifies a collection of top-tier scholarly journals for each subarea, while citation data over the decade 2003 to 2012 identify high scholarly impact marketing faculty by subarea used to…

  18. Compendium of student papers : 2008 Undergraduate Transportation Scholars Program.

    DOT National Transportation Integrated Search

    2008-08-01

    This report is a compilation of research papers written by students participating in the 2008 Undergraduate : Transportation Scholars Program. The ten-week summer program, now in its eighteenth year, provides : undergraduate students in Civil Enginee...

  19. Visiting Scholars Program Application | FNLCR Staging

    Cancer.gov

    Below are scientific areas and programs that the Frederick National Labisactively seeking scholars to participate: Data Science and Information Technology (including Bioinformatics, Visualization, etc) Advanced Preclinical Researc

  20. Growing the Profession: What the Association of Teacher Educators (ATE) Offers to Emerging Scholars

    ERIC Educational Resources Information Center

    Embry-Jenlink, Karen; Peace, Terrell M.

    2012-01-01

    Developing a scholarly, professional identity is one of the most difficult aspects of entering the field of higher education and teacher preparation. In this article, the authors describe the birth and success of Association of Teacher Educators' (ATE) Emerging Scholars program, a new program designed to help graduate students and those new to…

  1. Compendium of student papers : 2010 undergraduate transportation scholars program.

    DOT National Transportation Integrated Search

    2011-06-01

    This report is a compilation of research papers written by students participating in the 2010 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 20th year, provides : undergraduate students in Civil Engineering th...

  2. Compendium of student papers : 2012 undergraduate transportation scholars program.

    DOT National Transportation Integrated Search

    2013-05-01

    This report is a compilation of research papers written by students participating in the 2012 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 22nd year, provides : undergraduate students in Civil Engineering th...

  3. Compendium of student papers : 2011 undergraduate transportation scholars program.

    DOT National Transportation Integrated Search

    2012-05-01

    This report is a compilation of research papers written by students participating in the 2011 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 21st year, provides : undergraduate students in Civil Engineering th...

  4. Compendium of student papers : 2013 undergraduate transportation scholars program.

    DOT National Transportation Integrated Search

    2013-11-01

    This report is a compilation of research papers written by students participating in the 2013 Undergraduate Transportation Scholars Program. The 10-week summer program, now in its 23nd year, provides undergraduate students in Civil Engineering the op...

  5. Nebraska Prostate Cancer Research Program

    DTIC Science & Technology

    2015-10-01

    Toiletries (soap, shampoo , deodorant, etc.) Shower shoes- flip flops Shower caddy Robe/ pajamas/ lounge wear Notebook paper, pens, pencils...Research Scholars Program Evaluation Survey ‐ A Summary 1. How satisfied are you with the Nebraska Prostate Cancer Research Scholars Program (NPCRSP

  6. A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences

    PubMed Central

    Katz, Laura A.; Aloisio, Kathryn M.; Horton, Nicholas J.; Ly, Minh; Pruss, Sara; Queeney, Kate; Rowen, Cate; DiBartolo, Patricia Marten

    2017-01-01

    Created to foster inclusive excellence, Smith College’s Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared Scholars’ outcomes over time with those of underrepresented students before program launch and to relevant peer comparison groups. Since its launch, AEMES Scholars have achieved significantly higher gateway life sciences course grade point averages (GPAs), rates of persistence in life and natural sciences, and participation in natural sciences advanced research relative to baseline. Gains for Scholars in gateway course GPA eliminated the significant gap that previously existed between science, technology, engineering, and mathematics (STEM)-underrepresented and other students, whereas gains in natural sciences persistence now has Scholars continuing in STEM at significantly higher rates than all other students. Many of the gains for AEMES Scholars were echoed in findings of improved outcomes for our STEM students overall since AEMES’ launch. Underrepresented students who were not part of the Scholars program also evidenced increased gateway course GPA over this same period. We discuss potential explanations for these outcomes and ongoing work aimed at achieving further inclusive excellence for women in the sciences. PMID:28213581

  7. Oceanography and Geoscience Scholars at Texas A&M University Funded through the NSF S-STEM (Scholarships in Science, Technology, Engineering and Mathematics) Program

    NASA Astrophysics Data System (ADS)

    Richardson, M. J.; Gardner, W. D.

    2016-02-01

    Over the last seven years we have led the creation and implementation of the Oceanography and Geoscience Scholars programs at Texas A&M University. Through these programs we have been able to provide scholarship support for 92 undergraduates in Geosciences and 29 graduate students in Oceanography. Fifty-seven undergraduate scholars have graduated in Geosciences: 30 undergraduate students in Meteorology, 7 in Geology, and 20 in Environmental Geosciences. Two students have graduated in other STEM disciplines. Twenty-four students are in the process of completing their undergraduate degrees in STEM disciplines. Twenty-three students have graduated with MS or PhD degrees in Oceanography and five PhD students are completing their dissertations. As specified in the program solicitation all of the scholars are academically talented students with demonstrated financial need as defined by the FAFSA (Free Application for Federal Student Aid). We have endeavored to recruit students from underrepresented groups. One-third of the undergraduate scholars were from underrepresented groups; 28% of the graduate students. We will present the challenges and successes of these programs.

  8. Honors Scholar Program.

    ERIC Educational Resources Information Center

    Lehner, Margaret

    A proposal is presented for an Honors Scholar Program at Moraine Valley Community College in response to the need to provide gifted students with the extra challenges they seek. After providing a rationale for the program, the membership of the steering committee and curriculum committees that would develop and guide the program is designated.…

  9. Indiana's Twenty-First Century Scholars Program

    ERIC Educational Resources Information Center

    Wandel, Tamara L.

    2004-01-01

    This case study analyzes the impact of Indiana's Twenty-First Century Scholars college tuition discount program on the academic self-efficacy of high-risk, low-income students. The program is designed to increase the number of high-risk individuals attending college. The self-efficacy "training" of the program helps instill and reinforce the…

  10. Advocating for Continuing Nursing Education in a Pediatric Hospital: The Prince Scholar and Sabbatical Programs.

    ERIC Educational Resources Information Center

    Sperhac, Arlene M.; Goodwin, Laura D.

    2000-01-01

    A 5-year evaluation revealed positive outcomes of two nursing continuing education programs: a sabbatical program providing funding for completion of education/research projects and a nursing scholar program funding professional development. Knowledge and skills increased and the hospital practice environment was improved. (SK)

  11. Scholarly Concentration Program Development: A Generalizable, Data-Driven Approach.

    PubMed

    Burk-Rafel, Jesse; Mullan, Patricia B; Wagenschutz, Heather; Pulst-Korenberg, Alexandra; Skye, Eric; Davis, Matthew M

    2016-11-01

    Scholarly concentration programs-also known as scholarly projects, pathways, tracks, or pursuits-are increasingly common in U.S. medical schools. However, systematic, data-driven program development methods have not been described. The authors examined scholarly concentration programs at U.S. medical schools that U.S. News & World Report ranked as top 25 for research or primary care (n = 43 institutions), coding concentrations and mission statements. Subsequently, the authors conducted a targeted needs assessment via a student-led, institution-wide survey, eliciting learners' preferences for 10 "Pathways" (i.e., concentrations) and 30 "Topics" (i.e., potential content) augmenting core curricula at their institution. Exploratory factor analysis (EFA) and a capacity optimization algorithm characterized best institutional options for learner-focused Pathway development. The authors identified scholarly concentration programs at 32 of 43 medical schools (74%), comprising 199 distinct concentrations (mean concentrations per program: 6.2, mode: 5, range: 1-16). Thematic analysis identified 10 content domains; most common were "Global/Public Health" (30 institutions; 94%) and "Clinical/Translational Research" (26 institutions; 81%). The institutional needs assessment (n = 468 medical students; response rate 60% overall, 97% among first-year students) demonstrated myriad student preferences for Pathways and Topics. EFA of Topic preferences identified eight factors, systematically related to Pathway preferences, informing content development. Capacity modeling indicated that offering six Pathways could guarantee 95% of first-year students (162/171) their first- or second-choice Pathway. This study demonstrates a generalizable, data-driven approach to scholarly concentration program development that reflects student preferences and institutional strengths, while optimizing program diversity within capacity constraints.

  12. Visiting Scholars Program Application | Frederick National Laboratory for Cancer Research

    Cancer.gov

    Below are scientific areas and programs that the Frederick National Labisactively seeking scholars to participate: Data Science and Information Technology (including Bioinformatics, Visualization, etc) Advanced Preclinical Researc

  13. The Community Research Scholars Initiative: A Mid‐Project Assessment

    PubMed Central

    Pike, Earl; Sehgal, Ashwini R.; Fischer, Robert L.; Collins, Cyleste

    2015-01-01

    Abstract Community organizations addressing health and human service needs generally have minimal capacity for research and evaluation. As a result, they are often inadequately equipped to independently carry out activities that can be critical for their own success, such as conducting needs assessments, identifying best practices, and evaluating outcomes. Moreover, they are unable to develop equitable partnerships with academic researchers to conduct community‐based research. This paper reports on the progress of the Community Research Scholar Initiative (CRSI), a program that aims to enhance community research and evaluation capacity through training of selected employees from Greater Cleveland community organizations. The intensive 2‐year CRSI program includes didactic instruction, fieldwork, multiple levels of community and academic engagement, leadership training, and a mentored research project. The first cohort of CRSI Scholars, their community organizations, and other community stakeholders have incorporated program lessons into their practices and operations. The CRSI program evaluation indicates: the importance of careful Scholar selection; the need to engage executive leadership from Scholar organizations; the value of a curriculum integrating classwork, fieldwork, and community engagement; and the need for continual scholar skill and knowledge assessment. These findings and lessons learned guide other efforts to enhance community organization research and evaluation capacity. PMID:26073663

  14. The POSNA-COUR International Scholar Program. Results of the First 7 Years.

    PubMed

    Fornari, Eric D; Sabharwal, Sanjeev; Schwend, Richard M

    2017-12-01

    The Pediatric Orthopedic Society of North America (POSNA)-Children's Orthopedics in Underserved Regions (COUR) International Scholar Program was initiated in 2007 to provide educational opportunities for emerging leaders who treat children with orthopaedic conditions in resource-challenged environments worldwide. Financial support is available each year for 4 to 6 orthopaedic surgeons to attend either the POSNA Annual Meeting or the International Pediatric Orthopedic Symposium. The scholars are also encouraged to visit selected centers for observerships during their trip. Since 2007 there have been 41 international scholars who have participated in the program. We wished to assess the impact of the program and to obtain feedback to improve the experience for future participants. A 23-question web-based survey was created and sent to 38 past scholars from 22 countries who have participated in the program by July 2013. The responses were gathered online and the data were analyzed for the 24 (62%) respondents from 18 countries who completed the survey. Of the respondents, 16/24 (66%) reported that their current practice is comprised of at least 75% pediatrics. Twelve of 24 (52%) were fellowship trained in pediatric orthopaedics, typically outside of North America. All scholars found the meeting they attended to be very useful and have subsequently made changes to their clinical practice. Nineteen of 24 (82%) did a premeeting or postmeeting observership. Twenty-two of 24 (92%) participants have remained in contact with POSNA members they met at the meeting, with 86% of respondents stating that they have subsequently consulted POSNA members on management of patients. Sixty-two percent of the scholars had a POSNA member visit them following the scholarship and 29% have since returned to visit POSNA members for further clinical observerships. Twenty-one of 24 (91%) have had the opportunity to share the knowledge they gained with others in their region through lectures, surgical demonstrations, and/or clinical training. A common response from the scholars was that the scholarship program was a truly transformative life experience that provided them with an opportunity to receive the highest quality of professional education. The main challenges that these scholars report are lack of available fellowship/subspecialty training in their region, patients' inability to pay, and excessive physician workload. All of the respondents expressed interest in arranging a POSNA cosponsored regional meeting. Since 2007, the POSNA-COUR international scholar program has been a fruitful resource for orthopaedists practicing in resource-challenged environments worldwide. It has provided unique training for the scholars and has further enabled them to teach others in their region. The program has thus far succeeded in fostering lasting relationships that have led to continued educational exchanges. Level IV-case series.

  15. The AFRL Scholars Program: a STEM-based summer internship initiative

    NASA Astrophysics Data System (ADS)

    Spencer, Mark F.; Atencio, Imelda J.; McCullough, Julie A.; Hwang, Eunsook S.

    2016-09-01

    The Air Force Research Laboratory (AFRL) Scholars Program offers stipend-paid summer internship opportunities to undergraduate- and graduate-level university students as well as upper-level high school students who are pursuing or plan to pursue degrees in science, technology, engineering, and mathematics (STEM). Internships through the AFRL Scholars Program are currently offered through the Directed Energy, Space Vehicles, and Munitions Directorates of AFRL with locations at Kirtland Air Force Base, New Mexico, Eglin Air Force Base, Florida, and Maui, Hawaii. Throughout their internships, AFRL Scholars gain valuable hands-on experience working with full-time AFRL scientists and engineers on cutting-edge research and technology. Overall, the selected interns are able to contribute to unique, research-based projects which often contain a strong emphasis in optics and photonics. This paper celebrates the continued success of the AFRL Scholars Program and shares a statistical overview of its growth over the past few years. In particular, the analysis focuses on how these STEM-related internships will hopefully meet the needs of an aging AFRL workforce in the years to come. This paper also provides an overview of two optics and photonics related internships at the undergraduate and graduate levels, respectively. Both interns received the Outstanding AFRL Scholar Award in their respective categories and are currently pursuing careers in optics and photonics based on their experiences as AFRL Scholars.

  16. Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011

    ERIC Educational Resources Information Center

    Laurent, Jeff; Runia, Elizabeth

    2016-01-01

    The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified.…

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

    PubMed

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

    2006-11-01

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

  18. Review of Florida's Eminent Scholar and Major Gift Challenge Grant Programs. Report No. 96-01.

    ERIC Educational Resources Information Center

    Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability.

    This audit report presents results of a review of the Florida Eminent Scholar and Major Gift Challenge Grant Programs. In four chapters the report: (1) reviews the purpose, scope, and background of the programs; (2) looks at program successes, fees, and expenditures, noting that the programs have raised $219 million in private donations to support…

  19. Transition to Independence: Characteristics and Outcomes of Mentored Career Development (KL2) Scholars at Clinical and Translational Science Award Institutions.

    PubMed

    Sweeney, Carol; Schwartz, Lisa S; Toto, Robert; Merchant, Carol; Fair, Alecia S; Gabrilove, Janice L

    2017-04-01

    To describe the transition from mentored to independent research funding for clinical and translational scholars supported by institutional KL2 Mentored Career Development programs. In 2013, faculty leaders at Clinical and Translational Science Award institutions completed an online survey, reporting characteristics of scholars in their KL2 programs from 2006 to 2013. The primary outcome variable was a report that the scholar had received independent funding as a principal investigator. Data analysis included descriptive summaries and mixed-effects regression models. Respondents from 48 institutions (of 62 eligible; 77%) provided information about 914 KL2 scholars. Of those, 620 (68%) were medical doctors, 114 (12%) had other clinical training, and 177 (19%) were nonclinician PhDs. Fifty-three percent (487) were female; 12% (108/865) were members of racial or ethnic groups underrepresented in medicine (URM). After completing KL2 training, 96% (558/582) remained engaged in research. Among scholars who completed KL2 training two or more years earlier, 39% (149/374) received independent funding. Independent funding was from non-National Institutes of Health (NIH) sources (120 scholars) more often than from NIH (101 scholars). The odds of a nonclinician attaining independent funding were twice those of a clinician (odds ratio 2.05; 95% confidence interval 1.11-3.78). Female and URM scholars were as likely as male and non-URM scholars to attain independent funding. KL2 programs supported the transition to independent funding for clinical and translational scientists. Female and URM scholars were well represented. Future studies should consider non-NIH funding sources when assessing the transition to research independence.

  20. Transition to Independence: Characteristics and Outcomes of Mentored Career Development (KL2) Scholars at Clinical and Translational Science Award Institutions

    PubMed Central

    Sweeney, Carol; Schwartz, Lisa S.; Toto, Robert; Merchant, Carol; Fair, Alecia S.; Gabrilove, Janice L.

    2016-01-01

    Purpose To describe the transition from mentored to independent research funding for clinical and translational scholars supported by institutional KL2 Mentored Career Development programs. Method In 2013, faculty leaders at Clinical and Translational Science Award institutions completed an online survey, reporting characteristics of scholars in their KL2 programs from 2006–2013. The primary outcome variable was a report that the scholar had received independent research funding as a principal investigator. Data analysis included descriptive summaries and mixed effects regression models. Results Respondents from 48 institutions (of 62 eligible; 77%) provided information about 914 KL2 scholars. Of those, 620 (68%) were medical doctors, 114 (12%) had other clinical training, and 177 (19%) were non-clinician PhDs. Fifty-three percent (487) were female; 12% (108/865) were members of racial or ethnic groups underrepresented in medicine (URM). After completing KL2 training, 96% (558/582) remained engaged in research. Among scholars who completed KL2 training two or more years earlier, 39% (149/374) had received independent funding. Independent funding was from non-National Institutes of Health (NIH) sources (120 scholars) more often than from NIH (101 scholars). The odds of a non-clinician attaining independent funding were twice those of a clinician (odds ratio 2.05, 95% confidence interval 1.11–3.78). Female and URM scholars were equally as likely as male and non-URM scholars to attain independent funding. Conclusions KL2 programs supported the transition to independent funding for clinical and translational scientists. Female and URM scholars were well represented. Future studies should consider non-NIH funding sources when assessing the transition to research independence. PMID:28351069

  1. Ron Brown Scholar Program. Evaluation Summary

    ERIC Educational Resources Information Center

    Broton, Katie; Mueller, Dan

    2009-01-01

    The Ron Brown Scholar Program aims to be a major force in producing this nation's next generation of leaders by providing academic scholarships, service opportunities, and leadership experiences to exemplary young African Americans. The program is highly selective, with several hundred applicants per scholarship awarded. Students are selected…

  2. Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program

    PubMed Central

    Comeau, Dawn L; Escoffery, Cam; Freedman, Ariela; Ziegler, Thomas R; Blumberg, Henry M

    2017-01-01

    A major impediment to improving the health of communities is the lack of qualified clinical and translational research (CTR) investigators. To address this workforce shortage, the National Institutes of Health (NIH) developed mechanisms to enhance the career development of CTR physician, PhD, and other doctoral junior faculty scientists including the CTR-focused K12 program and, subsequently, the KL2-mentored CTR career development program supported through the Clinical and Translational Science Awards (CTSAs). Our evaluation explores the impact of the K12/KL2 program embedded within the Atlanta Clinical and Translational Science Institute (ACTSI), a consortium linking Emory University, Morehouse School of Medicine and the Georgia Institute of Technology. We conducted qualitative interviews with program participants to evaluate the impact of the program on career development and collected data on traditional metrics (number of grants, publications). 46 combined K12/KL2 scholars were supported between 2002 and 2016. 30 (65%) of the 46 K12/KL2 scholars are women; 24 (52%) of the trainees are minorities, including 10 (22%) scholars who are members of an underrepresented minority group. Scholars reported increased research skills, strong mentorship experiences, and positive impact on their career trajectory. Among the 43 scholars who have completed the program, 39 (91%) remain engaged in CTR and received over $89 000 000 as principal investigators on federally funded awards. The K12/KL2 funding provided the training and protected time for successful career development of CTR scientists. These data highlight the need for continued support for CTR training programs for junior faculty. PMID:27591319

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

    PubMed

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

    2016-04-01

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

  4. Roles of scholars in the practice of combating-desertification: a case study in northwest China.

    PubMed

    Yang, Lihua; Lan, Zhiyong; Wu, Jianguo

    2010-08-01

    This study investigated the perceived importance of scholars' participation in combating-desertification programs in northwest China and analyzed the underlying factors and mechanisms. Our results show that, while various experts, professors, and researchers have participated in combating-desertification programs, their actions were often not effective. Only those scholars who understood the local situations adequately had important and positive impacts. These scholars served as information brokers between the governments and other stakeholders, entrepreneurial activity organizers for farmers, governmental representatives, or advocators for local affairs themselves. They played indispensible roles in facilitating efforts in combating desertification. The study also identified key factors that led to the success of scholars' participation in combating-desertification activities. Our findings have practical implications for improving the effectiveness of scholars' participation in land restoration and environmental management.

  5. Diversity dynamics: The experience of male Robert Wood Johnson Foundation nurse faculty scholars.

    PubMed

    Brody, Abraham A; Farley, Jason E; Gillespie, Gordon L; Hickman, Ronald; Hodges, Eric A; Lyder, Courtney; Palazzo, Steven J; Ruppar, Todd; Schiavenato, Martin; Pesut, Daniel J

    Managing diversity dynamics in academic or clinical settings for men in nursing has unique challenges resulting from their minority status within the profession. The purpose of this study was to share challenges and lessons learned identified by male scholars in the Robert Wood Johnson Foundation Nurse Faculty Scholars program and suggest strategies for creating positive organizations promoting inclusive excellence. Multiple strategies including informal mentored discussions and peer-to-peer dialogue throughout the program, formal online surveys of scholars and National Advisory Committee members, and review of scholar progress reports were analyzed as part of the comprehensive evaluation plan of the program. Diversity dynamic issues include concerns with negative stereotyping, microaggression, gender intelligence, and differences in communication and leadership styles. Male nurse faculty scholars report experiencing both opportunities and challenges residing in a predominately female profession. This article attempts to raise awareness and suggest strategies to manage diversity dynamics in service of promoting the development of a culture of health that values diversity and inclusive excellence for both men and women in academic, research, and practice contexts. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. The Veterans Affairs National Quality Scholars program: a model for interprofessional education in quality and safety.

    PubMed

    Patrician, Patricia A; Dolansky, Mary A; Pair, Vincent; Bates, Mekeshia; Moore, Shirley M; Splaine, Mark; Gilman, Stuart C

    2013-01-01

    The Quality and Safety Education for Nurses (QSEN) project is enhancing the emphasis on quality care and patient safety content in nursing schools. A partnership between QSEN and the Veterans Affairs National Quality Scholars program resulted in a unique experiential, interdisciplinary fellowship for both nurses and physicians. This article introduces the Veterans Affairs National Quality Scholars program and provides examples of learning activities and fellows' accomplishments. Interprofessional quality and safety education at the doctoral and postdoctoral levels is germane to improving the quality of health care.

  7. Knowledge Engineering for Young Scholars. Evaluation Report.

    ERIC Educational Resources Information Center

    Nye, Gloria T.

    The Knowledge Engineering for Young Scholars (KEYS) Program was a National Science Foundation (NSF) program conducted at Louisiana State University during 1989 and 1990. The program's goals were to increase 8th-12th grade students' exposure to science, acquaint them with university research, stimulate interest in science, and build their…

  8. A New Standard for Measuring Doctoral Programs

    ERIC Educational Resources Information Center

    Fogg, Piper

    2007-01-01

    This article discusses a new standard for measuring graduate programs in the United States. The Faculty Scholarly Productivity Index, produced by Academic Analytics, a for-profit company, rates faculty members' scholarly output at nearly 7,300 doctoral programs around the country. It examines the number of book and journal articles published by…

  9. NYC Epi Scholars program: promoting applied health disparities research in an urban public health department-a program model.

    PubMed

    Blake, Janice; Choden, Tsering; Hemans-Henry, Calaine; Koppaka, Ram; Greene, Carolyn

    2011-01-01

    Although health disparities research has already contributed to decreased mortality and morbidity in underserved communities, more work is needed. The NYC Epi Scholars program of the New York City Department of Health and Mental Hygiene (NYC DOHMH) aims to address gaps in critical public health needs and to train future public health leaders in epidemiology. The program is designed to increase racial/ethnic and socioeconomic diversity in the public health workforce, to provide fieldwork and practica opportunities, and to cultivate future leaders in epidemiology and public health. Since its inception in 2007, the NYC Epi Scholars program of the NYC DOHMH has sought talented epidemiology students interested in gaining practical experience in applied health disparities research. NYC Epi Scholars is open to graduate epidemiology students who have demonstrated achievement and leadership potential and gives them an opportunity to provide high-quality research assistance to projects that identify and address health disparities of public health significance. Many of the program's 32 alumni have made notable contributions to public health: publishing articles in peer-reviewed journals; making presentations at national and international conferences; and after graduating, pursuing careers at the DOHMH, Centers for Disease Control and Prevention, the Environmental Protection Agency, and the National Institutes of Health. Because of its noted success, the NYC Epi Scholars program may serve as a "best-practice" model for expansion in other urban health departments.

  10. Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

    PubMed

    Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

    2017-01-01

    Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

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

    PubMed

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

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

  12. Visiting Scholars Program | Frederick National Laboratory for Cancer Research

    Cancer.gov

    The Visiting Scholars Program (VSP) provides a unique opportunity for scientists to collaborate with the Frederick National Laboratory for Cancer Research (FNLCR), the only federal national laboratory in the United States devoted exclusively to b

  13. A dedicated scholarly research program in an adult and pediatric neurology residency program.

    PubMed

    Robbins, Matthew S; Haut, Sheryl R; Lipton, Richard B; Milstein, Mark J; Ocava, Lenore C; Ballaban-Gil, Karen; Moshé, Solomon L; Mehler, Mark F

    2017-04-04

    To describe and assess the effectiveness of a formal scholarly activity program for a highly integrated adult and pediatric neurology residency program. Starting in 2011, all graduating residents were required to complete at least one form of scholarly activity broadly defined to include peer-reviewed publications or presentations at scientific meetings of formally mentored projects. The scholarly activity program was administered by the associate residency training director and included an expanded journal club, guided mentorship, a required grand rounds platform presentation, and annual awards for the most scholarly and seminal research findings. We compared scholarly output and mentorship for residents graduating within a 5-year period following program initiation (2011-2015) and during the preceding 5-year preprogram baseline period (2005-2009). Participation in scholarship increased from the preprogram baseline (24 of 53 graduating residents, 45.3%) to the postprogram period (47 of 57 graduating residents, 82.1%, p < 0.0001). Total scholarly output more than doubled from 49 activities preprogram (0.92/resident) to 139 postprogram (2.44/resident, p = 0.0002). The proportions of resident participation increased for case reports (20.8% vs 66.7%, p < 0.0001) and clinical research (17.0% vs 38.6%, p = 0.012), but were similar for laboratory research and topical reviews. The mean activities per resident increased for published abstracts (0.15 ± 0.41 to 1.26 ± 1.41, p < 0.0001), manuscripts (0.75 ± 1.37 to 1.00 ± 1.40, p = 0.36), and book chapters (0.02 ± 0.14 to 0.18 ± 0.60, p = 0.07). Rates of resident participation as first authors increased from 30.2% to 71.9% ( p < 0.0001). The number of individual faculty mentors increased from 36 (preprogram) to 44 (postprogram). Our multifaceted program, designed to enhance resident and faculty engagement in scholarship, was associated with increased academic output and an expanded mentorship pool. The program was particularly effective at encouraging presentations at scientific meetings. Longitudinal analysis will determine whether such a program portfolio inspires an increase in academic careers involving neuroscience-oriented research. © 2017 American Academy of Neurology.

  14. A dedicated scholarly research program in an adult and pediatric neurology residency program

    PubMed Central

    Haut, Sheryl R.; Lipton, Richard B.; Milstein, Mark J.; Ocava, Lenore C.; Ballaban-Gil, Karen; Moshé, Solomon L.; Mehler, Mark F.

    2017-01-01

    Objective: To describe and assess the effectiveness of a formal scholarly activity program for a highly integrated adult and pediatric neurology residency program. Methods: Starting in 2011, all graduating residents were required to complete at least one form of scholarly activity broadly defined to include peer-reviewed publications or presentations at scientific meetings of formally mentored projects. The scholarly activity program was administered by the associate residency training director and included an expanded journal club, guided mentorship, a required grand rounds platform presentation, and annual awards for the most scholarly and seminal research findings. We compared scholarly output and mentorship for residents graduating within a 5-year period following program initiation (2011–2015) and during the preceding 5-year preprogram baseline period (2005–2009). Results: Participation in scholarship increased from the preprogram baseline (24 of 53 graduating residents, 45.3%) to the postprogram period (47 of 57 graduating residents, 82.1%, p < 0.0001). Total scholarly output more than doubled from 49 activities preprogram (0.92/resident) to 139 postprogram (2.44/resident, p = 0.0002). The proportions of resident participation increased for case reports (20.8% vs 66.7%, p < 0.0001) and clinical research (17.0% vs 38.6%, p = 0.012), but were similar for laboratory research and topical reviews. The mean activities per resident increased for published abstracts (0.15 ± 0.41 to 1.26 ± 1.41, p < 0.0001), manuscripts (0.75 ± 1.37 to 1.00 ± 1.40, p = 0.36), and book chapters (0.02 ± 0.14 to 0.18 ± 0.60, p = 0.07). Rates of resident participation as first authors increased from 30.2% to 71.9% (p < 0.0001). The number of individual faculty mentors increased from 36 (preprogram) to 44 (postprogram). Conclusions: Our multifaceted program, designed to enhance resident and faculty engagement in scholarship, was associated with increased academic output and an expanded mentorship pool. The program was particularly effective at encouraging presentations at scientific meetings. Longitudinal analysis will determine whether such a program portfolio inspires an increase in academic careers involving neuroscience-oriented research. PMID:28228565

  15. What Works! Encouraging Diversity in Science, Mathematics, Engineering, and Technology through Effective Mentoring. A 5-Year Overview of the Research Careers for Minority Scholars Program.

    ERIC Educational Resources Information Center

    National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.

    The National Science Foundation's (NSF) Research Careers for Minority Scholars (RCMS) program was initiated to encourage individuals from underrepresented groups in science, mathematics, engineering and technology (SMET) disciplines to complete undergraduate degree programs and matriculate to SMET graduate degree programs. This report describes…

  16. Early Risers Benefit from Scholars Program.

    ERIC Educational Resources Information Center

    Jackson, Maria L.; Russell, Ernest L.

    1987-01-01

    The 7 O'Clock Scholars Program for gifted and talented students at Pontiac (Michigan) Central Senior High School brings speakers from a nearby university to speak to interested high school students during 50-minute sessions before regular classes begin. (PGD)

  17. A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences.

    PubMed

    Katz, Laura A; Aloisio, Kathryn M; Horton, Nicholas J; Ly, Minh; Pruss, Sara; Queeney, Kate; Rowen, Cate; DiBartolo, Patricia Marten

    2017-01-01

    Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared Scholars' outcomes over time with those of underrepresented students before program launch and to relevant peer comparison groups. Since its launch, AEMES Scholars have achieved significantly higher gateway life sciences course grade point averages (GPAs), rates of persistence in life and natural sciences, and participation in natural sciences advanced research relative to baseline. Gains for Scholars in gateway course GPA eliminated the significant gap that previously existed between science, technology, engineering, and mathematics (STEM)-underrepresented and other students, whereas gains in natural sciences persistence now has Scholars continuing in STEM at significantly higher rates than all other students. Many of the gains for AEMES Scholars were echoed in findings of improved outcomes for our STEM students overall since AEMES' launch. Underrepresented students who were not part of the Scholars program also evidenced increased gateway course GPA over this same period. We discuss potential explanations for these outcomes and ongoing work aimed at achieving further inclusive excellence for women in the sciences. © 2017 L. A. Katz et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  18. 1984 Summer Scholars Participants. A Follow Up.

    ERIC Educational Resources Information Center

    Mares, Kenneth R.; And Others

    A followup study was conducted to assess the impact of two 1984 Summer Scholars Programs at the University of Missouri, Kansas City, School of Medicine, which sponsors a combined bachelor's degree and doctor of medicine (M.D.) program. The university, in cooperation with area hospitals, implemented a 4-week program to identify and motivate…

  19. Recruiting Talent: Indiana University-Purdue University Indianapolis Graduates the First Participants in its Research Scholars Program.

    ERIC Educational Resources Information Center

    Lords, Erik

    2001-01-01

    Describes the Minority Research Scholars Program (MRSP) at Indiana University-Purdue University Indianapolis, which funds the education of a group of minority students in seven disciplines: science, engineering and technology, social work, nursing, dental hygiene, physical education, and allied health. The program includes research projects,…

  20. The George Engelmann Mathematics & Science Institute. Scholar Research Program Annual Report 1993.

    ERIC Educational Resources Information Center

    Missouri Univ., St. Louis. George Englemann Mathematics & Science Inst.

    This publication is a comprehensive report on the George Engelmann Mathematics and Science Institute's Scholar Research Program (SRP) and its activities in 1993. The SRP provides high school students who have successfully completed an earlier Engelmann program the opportunity to experience and practice the active components of the scientific…

  1. The McNair Scholars Program as an Agent of Socialization in the Doctoral Experience

    ERIC Educational Resources Information Center

    Gittens, Cheryl Bailey

    2013-01-01

    Interventions such as the Ronald E. McNair Post-Baccalaureate Achievement Program (McNair Scholars Program) are among the national strategies for promoting doctoral degree attainment amongst first-generation college students from low socioeconomic backgrounds or groups underrepresented in graduate education. This study aimed to understand how…

  2. Expanding Access and Opportunity: The Impact of the Gates Millennium Scholars Program

    ERIC Educational Resources Information Center

    Ramsey, Jennifer

    2010-01-01

    In 1999, the Bill & Melinda Gates Foundation began an innovative scholarship program that provides full financial support to low-income minority students across the United States. The Gates Millennium Scholars (GMS) program has already awarded more than 10,000 scholarships to exceptional students, with the ultimate goal of funding at least…

  3. Building the Women's Health Research Workforce: Fostering Interdisciplinary Research Approaches in Women's Health

    PubMed Central

    Koch, Abby; Guimond, Jennifer M.; Glavin, Sarah; Geller, Stacie

    2013-01-01

    Background: The Building Interdisciplinary Research Careers in Women's Health (BIRCWH) program is a mentored institutional research career development program developed to support and foster the interdisciplinary research careers of men and women junior faculty in women's health and sex/gender factors. The number of scholars who apply for and receive National Institutes of Health (NIH) research or career development grants is one proximate indicator of whether the BIRCWH program is being successful in achieving its goals. Primary Study Objective: To present descriptive data on one metric of scholar performance—NIH grant application and funding rates. Methods/Design: Grant applications were counted if the start date was 12 months or more after the scholar's BIRCWH start date. Two types of measures were used for the outcome of interest—person-based funding rates and application-based success rates. Main Outcome Measures: Grant application, person funding, and application success rates. Results: Four hundred and ninety-three scholars had participated in BIRCWH as of November 1, 2012. Seventy-nine percent of BIRCWH scholars who completed training had applied for at least one competitive NIH grant, and 64% of those who applied had received at least one grant award. Approximately 68% of completed scholars applied for at least one research grant, and about half of those who applied were successful in obtaining at least one research award. Men and women had similar person funding rates, but women had higher application success rates for RoI grants. Limitations: Data were calculated for all scholars across a series of years; many variables can influence person funding and application success rates beyond the BIRCWH program; and lack of an appropriate comparison group is another substantial limitation to this analysis. Conclusion: Our results suggest that the BIRCWH program has been successful in bridging advanced training with establishing independent research careers for scholars. PMID:24416690

  4. 36 CFR 1007.9 - Fees.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... the purpose of conducting scientific research the results of which are not intended to promote any..., which operates a program or programs of scholarly research. (v) A noncommercial scientific institution... institution in furtherance of scholarly research or a noncommercial scientific institution in furtherance of...

  5. 36 CFR 1007.9 - Fees.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... the purpose of conducting scientific research the results of which are not intended to promote any..., which operates a program or programs of scholarly research. (v) A noncommercial scientific institution... institution in furtherance of scholarly research or a noncommercial scientific institution in furtherance of...

  6. NOAA's Undergraduate Scholarship Program Outcomes and Opportunities

    NASA Astrophysics Data System (ADS)

    Kaplan, M.; Jabanoski, K.; Christenson, T.

    2017-12-01

    NOAA supports about 115 - 150 undergraduates per year through the Ernest F. Hollings Scholarship and the Educational Partnership Program Undergraduate Scholarship. These programs provide tuition support and paid summer internships at NOAA to exceptional students majoring in the geosciences. Multiple methods were used to evaluate program outcomes and track the career trajectories, including mining LinkedIn data and conducting evaluation surveys of recipients as well as students who applied but did not receive the award. Results show more than 75% of scholars continued on to graduate school, primarily in a NOAA mission fields. This compared to only 56% of nonrecipients. More than 60% of alumni had at least one professional record, with the most alumni working in private industry, followed by nongovernmental organizations and federal, state and local government. The evaluation identified 77 other scholarship programs applied to by NOAA scholarship recipients. The most commonly reported program was the NSF Research Experiences for Undergraduates (REU) for which 20% of scholars applied and 46% of applications were successful. Other common scholarships included the Goldwater Scholarship (received by 5% of NOAA scholars) and the Udall Scholarship (received by 4% of scholars). In the most recent class of 118 undergraduate scholars, 24% reported having another research experience by the time they arrived for orientation at the end of their sophomore year. These results suggest coordination across scholarship opportunities may be useful to engage and retain students in geoscience fields.

  7. Enhancing pediatric residents’ scholar role: the development of a Scholarly Activity Guidance and Evaluation program

    PubMed Central

    Pound, Catherine M.; Moreau, Katherine A.; Ward, Natalie; Eady, Kaylee; Writer, Hilary

    2015-01-01

    Background Research training is essential to the development of well-rounded physicians. Although many pediatric residency programs require residents to complete a research project, it is often challenging to integrate research training into educational programs. Objective We aimed to develop an innovative research program for pediatric residents, called the Scholarly Activity Guidance and Evaluation (SAGE) program. Methods We developed a competency-based program which establishes benchmarks for pediatric residents, while providing ongoing academic mentorship. Results Feedback from residents and their research supervisors about the SAGE program has been positive. Preliminary evaluation data have shown that all final-year residents have met or exceeded program expectations. Conclusions By providing residents with this supportive environment, we hope to influence their academic career paths, increase their research productivity, promote evidence-based practice, and ultimately, positively impact health outcomes. PMID:26059213

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

    PubMed Central

    Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

    2016-01-01

    An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program’s curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships. PMID:26746638

  9. Research Productivity and Scholarly Impact of APA-Accredited School Psychology Programs: 2005-2009

    ERIC Educational Resources Information Center

    Kranzler, John H.; Grapin, Sally L.; Daley, Matt L.

    2011-01-01

    This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of…

  10. 36 CFR § 1007.9 - Fees.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... the purpose of conducting scientific research the results of which are not intended to promote any..., which operates a program or programs of scholarly research. (v) A noncommercial scientific institution... institution in furtherance of scholarly research or a noncommercial scientific institution in furtherance of...

  11. The Outcomes of Chinese Visiting Scholars' Experiences at Canadian Universities: Implications for Faculty Development at Chinese Universities

    ERIC Educational Resources Information Center

    Liu, Qin; Jiang, Yumei

    2015-01-01

    This article examines the outcomes of the overseas experiences of Chinese visiting scholars and the implications of visiting scholar programs for faculty development at Chinese universities. On the basis of semi-structured interviews with 17 returned Chinese visiting scholars who spent six to 12 months in a faculty of education at one of five…

  12. 22 CFR 62.20 - Professors and research scholars.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... research institutions, corporate research facilities, museums, libraries, post-secondary accredited... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Professors and research scholars. 62.20 Section... Specific Program Provisions § 62.20 Professors and research scholars. (a) Introduction. These regulations...

  13. 22 CFR 62.20 - Professors and research scholars.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... research institutions, corporate research facilities, museums, libraries, post-secondary accredited... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Professors and research scholars. 62.20 Section... Specific Program Provisions § 62.20 Professors and research scholars. (a) Introduction. These regulations...

  14. 22 CFR 62.21 - Short-term scholars.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Short-term scholars. 62.21 Section 62.21 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES EXCHANGE VISITOR PROGRAM Specific... programs, confer on common problems and projects, and promote professional relationships and communications...

  15. Faculty as Border Crossers: A Study of Fulbright Faculty

    ERIC Educational Resources Information Center

    Eddy, Pamela L.

    2014-01-01

    As adult learners, faculty members approach new experiences based on events of the past, but this underlying framework of understanding is challenged when they work abroad for an extended period of time.

  16. Symbiotic Research: A Case for Ethical Scholarship.

    ERIC Educational Resources Information Center

    Carey, David, Jr.

    2003-01-01

    Describes the experiences of a teacher researcher on a Fulbright fellowship in Guatemala in the development of local historical projects and the involvement of local people in the research behind the historical projects. (SLD)

  17. CAMPARE and Cal-Bridge: Two Institutional Networks Increasing Diversity in Astronomy

    NASA Astrophysics Data System (ADS)

    Rudolph, Alexander L.; Smecker-Hane, Tammy A.

    2017-01-01

    We describe two programs, CAMPARE and Cal-Bridge, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field.In 7 years, the CAMPARE program has sent 80 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. The graduation rate among CAMPARE scholars is 98%, and of the CAMPARE scholars who have graduated with a Bachelor’s degree, more than 60% have completed or are pursuing graduate education in astronomy or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, and the Fisk-Vanderbilt Master’s-to-PhD program.Now entering its third year, the Cal-Bridge program is a CSU-UC Bridge program comprised of over 75 physics and astronomy faculty from 5 University of California (UC), 9 California State University (CSU), and 14 California Community College (CCC) campuses in Southern California. In the first three years, 22 Cal-Bridge Scholars have been selected, including 11 Hispanic, 3 African-American and 8 female students, 5 of whom are from URM groups. Nineteen (19) of the 22 Cal-Bridge Scholars are first-generation college students. The entire first cohort of 4 Cal-Bridge scholars was accepted to one or more PhD programs in astronomy or physics, including UC Irvine, UC Santa Cruz, UC Davis, Michigan State, and Georgia State Universities. The second cohort of 8 Cal-Bridge scholars is applying to graduate schools this fall.Cal-Bridge provides much deeper mentoring and professional development experiences over the last two years of undergraduate and first year of graduate school to students from this diverse network of higher education institutions. Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

  18. 45 CFR 1801.63 - Scholar Accountability.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Scholar Accountability. 1801.63 Section 1801.63 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Duration of Scholarship § 1801.63 Scholar Accountability. (a) A...

  19. Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy

    ERIC Educational Resources Information Center

    Maton, Kenneth I.; Beason, Tiffany S.; Godsay, Surbhi; Domingo, Mariano R. Sto.; Bailey, TaShara C.; Sun, Shuyan; Hrabowski, Freeman A., III

    2016-01-01

    Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs…

  20. Being Smart Is Not Enough--Easing the Way on the Long Hard Journey from Urban Poverty to College Graduation

    ERIC Educational Resources Information Center

    Hare, Mark

    2013-01-01

    The RocCity Scholars Program was developed to establish the efficacy of replicating the Rosen Scholars Program (ERIC #ED451789). Both programs were offered in inner-city environments, (New York City and Rochester) and both targeted the same under-served populations: college-bound academic achievers who were culturally, socially and financially…

  1. The Effect of Participating in Indiana's Twenty-First Century Scholars Program on College Enrollments

    ERIC Educational Resources Information Center

    Toutkoushian, Robert K.; Hossler, Don; DesJardins, Stephen L.; McCall, Brian; Gonzalez Canche, Manuel S.

    2015-01-01

    Our study adds to prior work on Indiana's Twenty-first Century Scholars(TFCS) program by focusing on whether participating in--rather than completing--the program affects the likelihood of students going to college and where they initially enrolled. We first employ binary and multinomial logistic regression to obtain estimates of the impact of the…

  2. The Robert Wood Johnson Foundation Nurse Faculty Scholars Program: An opportunity for junior nurse faculty

    PubMed Central

    Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna

    2014-01-01

    The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors. PMID:22818282

  3. A 5-year experience with an elective scholarly concentrations program

    PubMed Central

    George, Paul; Green, Emily P.; Park, Yoon S.; Gruppuso, Philip A.

    2015-01-01

    Problem Programs that encourage scholarly activities beyond the core curriculum and traditional biomedical research are now commonplace among US medical schools. Few studies have generated outcome data for these programs. The goal of the present study was to address this gap. Intervention The Scholarly Concentration (SC) Program, established in 2006 at the Warren Alpert Medical School of Brown University, is a 4-year elective program that not only encourages students to pursue scholarly work that may include traditional biomedical research but also seeks to broaden students’ focus to include less traditional areas. We compared characteristics and academic performance of SC students and non-SC students for the graduating classes of 2010–2014. Context Approximately one-third of our students opt to complete an SC during their 4-year undergraduate medical education. Because this program is additional to the regular MD curriculum, we sought to investigate whether SC students sustained the academic achievement of non-SC students while at the same time producing scholarly work as part of the program. Outcome Over 5 years, 35% of students elected to enter the program and approximately 81% of these students completed the program. The parameters that were similar for both SC and non-SC students were age at matriculation, admission route, proportion of undergraduate science majors, and number of undergraduate science courses. Most academic indicators, including United States Medical Licensing Examinations scores, were similar for the two groups; however, SC students achieved more honors in the six core clerkships and were more likely to be inducted into the medical school's two honor societies. Residency specialties selected by graduates in the two groups were similar. SC students published an average of 1.3 peer-reviewed manuscripts per student, higher than the 0.8 manuscripts per non-SC student (p=0.013). Conclusions An elective, interdisciplinary scholarly program with a focus beyond traditional biomedical research offers students the opportunity to expand the scope of their medical education without an untoward effect on academic performance or residency placement. PMID:26561482

  4. The Shaughnessy Scholars Program--Distilling Ideas from Practice.

    ERIC Educational Resources Information Center

    Gross, Ronald

    1984-01-01

    The Mina Shaughnessy Scholars Program provides funds for innovators in postsecondary education to develop and disseminate their ideas. Its goal is to improve practice, rather than to advance knowledge, and the search is for practitioners who can make the most difference in improving postsecondary education. (MLW)

  5. Sacred Mountains Scholars Gaining a New Window on the Universe.

    ERIC Educational Resources Information Center

    Ainsworth, Diane

    1992-01-01

    Describes the Sacred Mountains Scholars Program, a collaborative training program of the National Aeronautics and Space Administration's (NASA) Jet Propulsion Laboratory and Northern Arizona University that gives American Indian undergraduates the opportunity to explore engineering, business, and space science careers during summer on-the-job…

  6. 22 CFR Appendix D to Part 62 - Annual Report-Exchange Visitor Program Services (GC/V), Department of State, Washington, DC 20547...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Number Professor ____ Research Scholar ____ Short-term Scholar ____ Trainee ____ Student (College and University) ____ Student (Practical Trainee) ____ Teacher ____ Student (Secondary) ____ Specialists..., The Responsible Officer of the program indicated above, certify that we have complied with the...

  7. Humanities Programming in Public Libraries: The Connecticut Perspective.

    ERIC Educational Resources Information Center

    Rader, Barbara A.

    1990-01-01

    Describes how public libraries can plan, fund, and implement scholar-led, library-based, humanities book discussion programs using the example of the Southern Connecticut Library Council. Key steps in planning, funding, targeting the audience, selecting topics and books, obtaining community support, recruiting scholars, marketing, administration,…

  8. 29 CFR 1401.36 - Freedom of Information Act fee schedules.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... for the purpose of conducting scientific research, the results of which are not intended to promote... for commercial use, but are sought in furtherance of scholarly or scientific research. (iii... institution of vocational education, which operates a program or programs of scholarly research. (7...

  9. 29 CFR 1401.36 - Freedom of Information Act fee schedules.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... for the purpose of conducting scientific research, the results of which are not intended to promote... for commercial use, but are sought in furtherance of scholarly or scientific research. (iii... institution of vocational education, which operates a program or programs of scholarly research. (7...

  10. 38 CFR 1.555 - Fees.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... to respond to a Freedom of Information Act (FOIA) request. Direct costs include, for example, the... vocational education, which operates a program or programs of scholarly research. To determine whether a... from the nature of the request that it serves a scholarly research goal of the institution, rather than...

  11. 38 CFR 1.555 - Fees.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... to respond to a Freedom of Information Act (FOIA) request. Direct costs include, for example, the... vocational education, which operates a program or programs of scholarly research. To determine whether a... from the nature of the request that it serves a scholarly research goal of the institution, rather than...

  12. China Entices Its Scholars to Come Home

    ERIC Educational Resources Information Center

    Hvistendahl, Mara

    2008-01-01

    This article describes the successful "reverse brain drain" scheme offered by the Chinese government for their scholars who study abroad. The program is a significant about-face from early Chinese policy on overseas study. Government programs and individual academic departments now offer competitive benefits and salaries to candidates…

  13. Pedagogica Deserta: Memoir of a Fulbright Year in Syria.

    ERIC Educational Resources Information Center

    Pickering, Samuel, Jr.

    1981-01-01

    This American author's account of a year spent teaching English at Tishreen University in Latakia, Syria, focuses on the educational environment, his relationships with students, cultural differences, and the background of political violence. (SJL)

  14. Graduate School Learning Curves: McNair Scholars' Postbaccalaureate Transitions

    ERIC Educational Resources Information Center

    Willison, Scott; Gibson, Emily

    2011-01-01

    The federally funded Ronald B. McNair Postbaccalaureate Achievement Program (McNair Program) prepares first-generation, low-income, and underrepresented college undergraduates to pursue terminal graduate degrees. This study examines 22 McNair scholars' transitions into graduate school in an attempt to identify factors that influence alumni…

  15. This Constitution: A Bicentennial Chronicle.

    ERIC Educational Resources Information Center

    This Constitution, 1986

    1986-01-01

    Providing a link between constitutional scholars and the planners of school and public programs observing the Bicentennial of the United States Constitution, this series of the Bicentennial Chronicles features articles that provide a link between scholars of the Constitution and the people who will be planning programs for the public and for the…

  16. 29 CFR 1401.36 - Freedom of Information Act fee schedules.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... scientific research, the results of which are not intended to promote any particular product or industry. (b... furtherance of scholarly or scientific research. (iii) Requesters who are representatives of the news media... education, which operates a program or programs of scholarly research. (7) Representative of the news media...

  17. 29 CFR 1401.36 - Freedom of Information Act fee schedules.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... scientific research, the results of which are not intended to promote any particular product or industry. (b... furtherance of scholarly or scientific research. (iii) Requesters who are representatives of the news media... education, which operates a program or programs of scholarly research. (7) Representative of the news media...

  18. AGU scholars

    NASA Astrophysics Data System (ADS)

    In recognition of the AGU's long-standing support and substantial contribution to the Minority Participation Program of the American Geological Institute (AGI), 13 of the 1984-1985 AGU scholarship recipients, all of whom are enrolled in programs of study related to the broad areas of interest of the Union, were named “AGU Scholars.”

  19. The Meyerhoff Scholars Program: Changing Minds, Transforming a Campus

    ERIC Educational Resources Information Center

    Lee, Diane M.; Harmon, Keith

    2013-01-01

    Over the last two decades the University of Maryland, Baltimore County (UMBC), has undergone transformation and ignited systemic change across the institution. Its Meyerhoff Scholars Program has made major achievements in recruiting and graduating African American students in science, technology, engineering, and mathematics (STEM) at one of the…

  20. Collaborative Student Leadership Conference.

    PubMed

    Ward, Susan L; LaFramboise, Louise M; Cosimano, Amy J

    2016-01-01

    In April 2008, the New Careers in Nursing (NCIN) Program launched a collaborative initiative between the American Association of Colleges of Nursing and the Robert Wood Johnson Foundation. One of the main goals of this initiative was to provide leadership development through structured activities for NCIN scholars. In order to meet this goal, 3 participating NCIN schools came together to plan and conduct a collaborative student-focused, scholar-led leadership conference for accelerated nursing students. Admittedly, collaboration among institutions of higher education is sometimes not a standard practice. Although sharing the common goal of preparing future nurses to provide high-quality care, many schools of nursing often compete for scarce resources including recruitment of faculty and students, securing clinical placements, and new graduates and alumni compete for jobs. However, there are advantages to sharing financial and intellectual resources in order to ensure a richer educational experience for NCIN scholars and for all accelerated nursing students. Using the Robert Wood Johnson Foundation monies awarded for our Legacy Project, 3 NCIN program liaisons overseeing accelerated nursing programs in Nebraska met to discuss the advantages and disadvantages related to planning and conducting a collaborative student leadership activity for NCIN scholars and their peer-accelerated nursing students. The program liaisons wanted to establish common goals for the endeavor and ensure the use of approaches that would foster leadership development of the NCIN scholars and establish mechanisms by which the group would create a collaborative environment. Although the 3 collaborating colleges were and continue to be competitors for prospective accelerated students, the benefit of collaborating on a joint leadership development project for the NCIN scholars and their peers was clear. Program liaisons recognized that this opportunity would strengthen leadership development and provide relevant experience for the NCIN scholars and result in a conference for other accelerated nursing students. Copyright © 2016. Published by Elsevier Inc.

  1. The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development.

    PubMed

    Chang, Amy L; Pribbenow, Christine M

    2016-05-01

    The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists' leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants ("scholars") from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP's long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program's 2010-2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps catalyze biology education reform efforts.

  2. Leading Change and Advancing Health by Enhancing Nurses' and Midwives' Knowledge, Ability and Confidence to Conduct Research through a Clinical Scholar Program in Western Australia

    PubMed Central

    Chapman, Rose; Duggan, Ravani; Combs, Shane

    2011-01-01

    This paper reports on an evaluation of a Clinical Scholar Program initiated at a hospital in Western Australia. The aim of the program was to build the capacity of nurses and midwives to conduct research and evidence-based practice within the hospital. The program was based on a previous program and consisted of six teaching days and four hours per month release for proposal preparation. At the end of the program participants were asked to complete a short anonymous questionnaire. The answers were analysed using standard processes of qualitative analysis. Themes emerging from the data included program strengths, individual gains, ability to conduct research, and areas for improvement. The findings highlighted that, while the participants considered that they were more knowledgeable and confident to conduct research, they still required support. The Clinical Scholar Program has provided a way to increase the capacity of clinicians to participate in research activities. PMID:22111024

  3. Leading Change and Advancing Health by Enhancing Nurses' and Midwives' Knowledge, Ability and Confidence to Conduct Research through a Clinical Scholar Program in Western Australia.

    PubMed

    Chapman, Rose; Duggan, Ravani; Combs, Shane

    2011-01-01

    This paper reports on an evaluation of a Clinical Scholar Program initiated at a hospital in Western Australia. The aim of the program was to build the capacity of nurses and midwives to conduct research and evidence-based practice within the hospital. The program was based on a previous program and consisted of six teaching days and four hours per month release for proposal preparation. At the end of the program participants were asked to complete a short anonymous questionnaire. The answers were analysed using standard processes of qualitative analysis. Themes emerging from the data included program strengths, individual gains, ability to conduct research, and areas for improvement. The findings highlighted that, while the participants considered that they were more knowledgeable and confident to conduct research, they still required support. The Clinical Scholar Program has provided a way to increase the capacity of clinicians to participate in research activities.

  4. Learning Communities Faculty Scholars: An Online, Targeted Faculty Development Course to Promote Scholarly Teaching

    ERIC Educational Resources Information Center

    Steiner, Hillary H.

    2016-01-01

    Many learning communities instructors seek professional development opportunities that foster their growth as teacher-scholars. Learning communities programs, therefore, have an opportunity to provide targeted, "just in time" training that allows for the immediate application of knowledge to a learning community setting, maximizing…

  5. Getting Foster Youth to and through College: Successes and Challenges of the New Jersey Foster Care Scholars Program

    ERIC Educational Resources Information Center

    Davis, Maia; Losey, Elizabeth

    2008-01-01

    The popularity of the New Jersey Foster Care Scholars program is a testament to its importance. Typical college students rely on parents for financial assistance and emotional support. Youth aging out of foster care often are on their own. The scholarship program offers an opportunity for higher education that many foster youth thought they would…

  6. Outcomes for Students on a Fast Track to College: Early College Entrance Programs at the University of Washington

    ERIC Educational Resources Information Center

    Hertzog, Nancy B.; Chung, Rachel U.

    2015-01-01

    Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the University of Washington (UW) Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only 21 early university entrance programs offered in the United States. Due to…

  7. Cal-Bridge and CAMPARE: Engaging Underrepresented Students in Physics and Astronomy

    NASA Astrophysics Data System (ADS)

    Rudolph, Alexander L.; Smecker-Hane, Tammy A.; Cal-Bridge Team; CAMPARE Team

    2018-06-01

    We describe two programs, Cal-Bridge and CAMPARE, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field. In 9 years, the CAMPARE program has sent 150 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. Of the CAMPARE scholars who have graduated with a Bachelor’s degree, almost two-thirds (65%) have completed or are pursuing graduate education in physics, astronomy, or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, Univ. of Rochester, Michigan State Univ., Georgia Tech, Georgia State Univ., Kent State, Indiana Univ., Univ. of Oregon, Syracuse Univ., Montana State Univ., and the Fisk- Vanderbilt Master’s-to-PhD program. Now in its fourth year, the Cal-Bridge program is a CSU-UC Bridge program comprised of physics and astronomy faculty from 9 University of California (UC), 15 California State University (CSU), and more than 30 California Community College (CCC) campuses throughout California. In the first four years, 34 Cal-Bridge Scholars have been selected, including 22 Hispanic, 3 African-American and 13 women students, 10 of whom are from URM groups. Thirty (30) of the 34 Cal-Bridge Scholars are first generation college students. In the last three years, 17 of 21 Cal-Bridge Scholars have begun or been accepted PhD programs in physics or astronomy at top PhD programs nationally. Three (3) of these scholars have won NSF Graduate Research Fellowships; one more received an Honorable Mention. Once selected, Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses. Funding for this program is provided by NSF-DUE SSTEM Grant #1356133.

  8. The Higher Education Act, Title II-C Program: Strengthening Research Library Resources. A Ten-Year Profile and an Assessment of the Program's Effects upon the Nation's Scholarship.

    ERIC Educational Resources Information Center

    Streit, Samuel Allen

    The aim of this study is to trace how the Title II-C program has facilitated scholarly access to research materials across the United States. It is intended to give evidence of the importance of the Title II-C Program to libraries' efforts toward developing, preserving, and sharing their resources with the nation's scholars. The study consists of…

  9. Advocating for continuing nursing education in a pediatric hospital: the Prince Scholar and Sabbatical Programs.

    PubMed

    Sperhac, A M; Goodwin, L D

    2000-01-01

    As nurses gain more experience, they often question the basis of nursing practice and want to find the most current and accepted methods of providing nursing care. Attending seminars, conferences, and continuing education programs is often difficult because of financial and staffing constraints. The authors describe the design and implementation of two funded programs--the Prince Scholars and Sabbatical Programs--that support continuing nursing education in a pediatric tertiary hospital.

  10. Designing nursing excellence through a National Quality Forum nurse scholar program.

    PubMed

    Neumann, Julie A; Brady-Schluttner, Katherine A; Attlesey-Pries, Jacqueline M; Twedell, Diane M

    2010-01-01

    Closing the knowledge gap for current practicing nurses in the Institute of Medicine (IOM) core competencies is critical to providing safe patient care. The National Quality Forum (NQF) nurse scholar program is one organization's journey to close the gap in the IOM core competencies in a large teaching organization. The NQF nurse scholar program is positioned to provide a plan to assist current nurses to accelerate their learning about quality improvement, evidence-based practice, and informatics, 3 of the core competencies identified by the IOM, and focus on application of skills to NQF nurse-sensitive measures. Curriculum outline, educational methodologies, administrative processes, and aims of the project are discussed.

  11. Intrusions of Modernity on a Traditional Culture.

    ERIC Educational Resources Information Center

    Thomas, Anne Horsfall

    1991-01-01

    Presents a teacher's impressions of India, gathered during a Fulbright-sponsored study tour. Examines modernizing influences in the midst of traditional culture, religious cultural groups and potential religious conflict, women's status, and problems due to overpopulation. (CH)

  12. Diversity: A key aspect of 21st century faculty roles as implemented in the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

    PubMed

    Adams, Linda Thompson; Campbell, Jacquelyn; Deming, Katie

    Academic nursing faculty play a vital role in recruiting a diverse student body to increase the diversity of the profession and educate students to provide culturally sensitive care to expand equitable health care. The purpose of the study is to present the Robert Wood Johnson Foundation Nurse Faculty Scholars program diversity initiatives and outcomes. Data on the diversity of the 90 scholars and their diversity-related leadership positions were compiled. Although the program was designed with selection criteria to encourage racial/ethnic and gender diversity, it was not until a diversity strategic plan was designed and implemented that sufficient diversity in the applicant pool and consistent diversity among the scholars was achieved. The program also included highly evaluated leadership content in diversity and inclusion. Lessons learned from the program are important for the assurance of continued diversity among tenure-track nursing faculty, commitment to diversity in the nursing workforce among all faculty, and support in nursing education on providing culturally sensitive nursing care and nursing research that addresses health inequities. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Long-term outcomes of the New Jersey nurse faculty preparation program scholars.

    PubMed

    Gerolamo, Angela M; Conroy, Kara; Roemer, Grace; Holmes, Aline; Salmond, Susan; Polakowski, Jennifer

    Rising concerns over the capacity of nursing education to prepare enough nurses to meet population demand have received national attention. The Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to address nursing workforce issues in New Jersey. This paper describes program and scholar outcomes and provides recommendations for nurse faculty development. This descriptive study uses data from scholar surveys and interviews with grantees. Findings suggest that a faculty preparation program that targets doctoral students and includes financial support, socialization to the faculty role, and formal education courses produces graduates who maintain a career in nursing education for up to three years after program completion. However, most master's-level students who also received formal preparation in nursing education were employed in clinical practice. Program developers must carefully consider the design of programs that integrate faculty preparation and advanced clinical training for master's-level students. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. Scholarly Mentor Program: Supporting Faculty in the Writing and Publication Process

    ERIC Educational Resources Information Center

    Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian

    2018-01-01

    The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…

  15. 5 CFR 294.103 - Definitions of categories and assignment of requests and requesters to categories.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... scientific research. (1) Educational institution refers to any public or private, preschool, elementary, or... or vocational education, which operates a program or programs of scholarly or scientific research. (2... conduct scientific or scholarly research, the results of which are not intended to promote any particular...

  16. Developing the Master Educator: Cross Disciplinary Teaching Scholars Program for Human and Veterinary Medical Faculty

    ERIC Educational Resources Information Center

    Srinivasan, Malathi; Pratt, Daniel D.; Collins, John; Bowe, Constance M.; Stevenson, Frazier T.; Pinney, Stephen J.; Wilkes, Michael S.

    2007-01-01

    Objective: At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education's complexity, and improve educators' effectiveness as regional/national leaders. Methods: The UCD Teaching Scholars Program is a…

  17. Working with the Wesley College Cannon Scholar Program: Improving Retention, Persistence, and Success

    ERIC Educational Resources Information Center

    D'Souza, Malcolm J.; Shuman, Kevin E.; Wentzien, Derald E.; Roeske, Kristopher P.

    2018-01-01

    Wesley College secured a five-year National Science Foundation (NSF) S-STEM (scholarships in science, technology, engineering, and mathematics) grant (1355554) to provide affordability and access to its robust STEM programs. With these funds, the college initiated a freshman to senior level, mixed-cohort, Cannon Scholar (CS) learning community…

  18. The Mayo Innovation Scholars Program: Undergraduates Explore the Science and Economics of Medical Innovations

    ERIC Educational Resources Information Center

    Pellegrini, John J.; Jansen, Elizabeth

    2013-01-01

    The Mayo Innovation Scholars Program introduces undergraduates to technology transfer in biomedical sciences by having teams of students from multiple disciplines (e.g., biology, chemistry, economics, and business) analyze inventions in development at the Mayo Clinic. Over 6 months, teams consult with inventors, intellectual property experts, and…

  19. The George Engelmann Mathematics & Science Institute. 1993 Annual Report Science Scholar Program.

    ERIC Educational Resources Information Center

    Missouri Univ., St. Louis. George Englemann Mathematics & Science Inst.

    This publication is a comprehensive report on the George Engelmann Mathematics and Science Institute's Science Scholar program (SSP) and its activities in 1993. The SSP provides high achieving high school students an introductory, 4-week summer curriculum designed to demonstrate the connecting thread running through all scientific thought. The 52…

  20. Implementation of a longitudinal mentored scholarly project: an approach at two medical schools.

    PubMed

    Boninger, Michael; Troen, Philip; Green, Emily; Borkan, Jeffrey; Lance-Jones, Cynthia; Humphrey, Allen; Gruppuso, Philip; Kant, Peter; McGee, James; Willochell, Michael; Schor, Nina; Kanter, Steven L; Levine, Arthur S

    2010-03-01

    An increasing number of medical schools have implemented or are considering implementing scholarly activity programs as part of their undergraduate medical curricula. The goal of these programs is to foster students' analytical skills, enhance their self-directed learning and their oral and written communication skills, and ultimately to train better physicians. In this article, the authors describe the approach to implementing scholarly activities at a school that requires this activity and at a school where it is elective. Both programs have dealt with significant challenges including orienting students to a complex activity that is fundamentally different than traditional medical school courses and clerkships, helping both students and their mentors understand how to "stay on track" and complete work, especially during the third and fourth years, and educating students and mentors about the responsible conduct of research, especially involving human participants. Both schools have found the implementation process to be evolutionary, requiring experience before faculty could significantly improve processes. A required scholarly activity has highlighted the need for information technology (IT) support, including Web-based document storage and student updates, as well as automatic e-mails alerting supervisory individuals to student activity. Directors of the elective program have found difficulty with both ensuring uniform outcomes across different areas of study and leadership changes in a process that has been largely student-driven. Both programs have found that teamwork, regular meetings, and close communication have helped with implementation. Schools considering the establishment of a scholarly activity should consider these factors when designing programs.

  1. Dissertation Journeys of Scholar-Practitioners in an Educational Leadership for Social Justice Program

    ERIC Educational Resources Information Center

    Dailey, Ardella; Harris, Margaret; Plough, Bobbie; Porfilio, Brad; Winkelman, Peg

    2016-01-01

    The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey…

  2. College Choice and Recruitment of Wisconsin's All State Academic Scholars.

    ERIC Educational Resources Information Center

    Wanat, Carolyn L.; Bowles, B. Dean

    Information on a study examining the college choice process for academically talented students is presented, focusing on the University of Wisconsin (UW) System's recruitment of All State Academic Scholars. Recognition for academic excellence is the goal of their All State Scholars Program. UW is concerned about a brain drain from the state…

  3. The Work of Scholars: An Institutional Ethnography of a McNair Scholars' Class

    ERIC Educational Resources Information Center

    Vaughan, Terry, III

    2017-01-01

    The McNair Scholars Program continues to be pivotal towards increasing diversity within graduate schools in the USA, particularly within doctoral programmes. The programme provides underrepresented undergraduate students with opportunities to learn about research and applying to graduate schools, which otherwise might not be available for these…

  4. Public Goods and Public Interests: Scholarly Communication and Government Documents in Research Libraries

    ERIC Educational Resources Information Center

    Potvin, Sarah; Sare, Laura

    2016-01-01

    Federal mandates requiring that publicly funded research be made openly accessible recast scholarly information as public information and provide an impetus to join the efforts of scholarly communication and government information programs in United States research libraries. Most major research libraries are long-standing participants in the…

  5. Impact of Global Health Research Training on Scholarly Productivity: The Fogarty International Clinical Research Scholars and Fellows Program.

    PubMed

    Heimburger, Douglas C; Carothers, Catherine Lem; Blevins, Meridith; Warner, Tokesha L; Vermund, Sten H

    2015-12-01

    In the Fogarty International Clinical Research Scholars and Fellows (FICRS-F) Program, 536 U.S. and international doctoral and postdoctoral health profession students and trainees completed 1-year research training at research centers in low- and middle-income countries. To evaluate the Program's impact, we analyzed data gathered prospectively during the Program, from PubMed, and from a representative survey of alumni. Of 100 randomly selected respondents, 94 returned the survey. Reflecting the sources of funding, human immunodeficiency virus/acquired immunodeficiency syndrome was the focus of 47% of the projects, but research in noncommunicable diseases (NCDs) and dual infection/NCD-related topics increased over time. Among the first 1,617 alumni publications, output was associated positively with being an international versus U.S. trainee, a postdoctoral Fellow versus predoctoral Scholar, and accumulation of more years post-training (all P < 0.001). Fellows were first author on a higher proportion of their articles than were Scholars (P < 0.001), and U.S. trainees were more often first author than international trainees (P = 0.04). Survey respondents had submitted 117 grant applications, and 79 (67.5%) had been funded. The FICRS-F Program yielded substantial research productivity in the early post-training years. Research outputs and impact will increase over time as alumni careers mature and they gain research independence and assume leadership positions. © The American Society of Tropical Medicine and Hygiene.

  6. Cal-Bridge and CAMPARE: Engaging Underrepresented Students in Physics and Astronomy

    NASA Astrophysics Data System (ADS)

    Rudolph, Alexander L.; Cal-Bridge and CAMPARE Teams

    2018-01-01

    We describe two programs, Cal-Bridge and CAMPARE, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field.In 8 years, the CAMPARE program has sent 112 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. Of the CAMPARE scholars who have graduated with a Bachelor’s degree, almost two-thirds (65%) have completed or are pursuing graduate education in physics, astronomy, or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, Univ. of Rochester, Michigan State Univ., Georgia Tech, Georgia State Univ., Kent State, Indiana Univ., Univ. of Oregon, Syracuse Univ., Montana State Univ., and the Fisk-Vanderbilt Master’s-to-PhD program.Now entering its fourth year, the Cal-Bridge program is a CSU-UC Bridge program comprised of >140 physics and astronomy faculty from 9 University of California (UC), 15 California State University (CSU), and 30 California Community College (CCC) campuses throughout California. In the first four years, 34 Cal-Bridge Scholars have been selected, including 22 Hispanic, 3 African-American and 13 women students, 10 of whom are from URM groups. Thirty (30) of the 34 Cal-Bridge Scholars are first generation college students. In the last two years, 11 of 13 Cal-Bridge Scholars have begun PhD programs in physics or astronomy at top PhD programs nationally. Three (3) of these 11 scholars have won NSF Graduate Research Fellowships; one more received an Honorable Mention. The next cohort applies this fall.Cal-Bridge provides much deeper mentoring and professional development experiences over the last two years of undergraduate and first year of graduate school to students from this diverse network of higher education institutions. Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

  7. Identifying and Aligning Expectations in a Mentoring Relationship

    PubMed Central

    Huskins, W. Charles; Silet, Karin; Weber‐Main, Anne Marie; Begg, Melissa D.; Fowler, Jr, Vance G.; Hamilton, John; Fleming, Michael

    2011-01-01

    Abstract The mentoring relationship between a scholar and their primary mentor is a core feature of research training. Anecdotal evidence suggests this relationship is adversely affected when scholar and mentor expectations are not aligned. We examined three questions: (1) What is the value in assuring that the expectations of scholars and mentors are mutually identified and aligned? (2) What types of programmatic interventions facilitate this process? (3) What types of expectations are important to identify and align? We addressed these questions through a systematic literature review, focus group interviews of mentors and scholars, a survey of Clinical and Translational Science Award (CTSA) KL2 program directors, and review of formal programmatic mechanisms used by KL2 programs. We found broad support for the importance of identifying and aligning the expectations of scholars and mentors and evidence that mentoring contracts, agreements, and training programs facilitate this process. These tools focus on aligning expectations with respect to the scholar’s research, education, professional development and career advancement as well as support, communication, and personal conduct and interpersonal relations. Research is needed to assess test the efficacy of formal alignment activities. Clin Trans Sci 2011; Volume 4: 439–447 PMID:22212226

  8. Recruitment of Underrepresented Minority Researchers into HIV Prevention Research: The HIV Prevention Trials Network Scholars Program

    PubMed Central

    Hamilton, Erica L.; Griffith, Sam B.; Jennings, Larissa; Dyer, Typhanye V.; Mayer, Kenneth; Wheeler, Darrell

    2018-01-01

    Abstract Most U.S. investigators in the HIV Prevention Trials Network (HPTN) have been of majority race/ethnicity and sexual orientation. Research participants, in contrast, have been disproportionately from racial/ethnic minorities and men who have sex with men (MSM), reflecting the U.S. epidemic. We initiated and subsequently evaluated the HPTN Scholars Program that mentors early career investigators from underrepresented minority groups. Scholars were affiliated with the HPTN for 12–18 months, mentored by a senior researcher to analyze HPTN study data. Participation in scientific committees, trainings, protocol teams, and advisory groups was facilitated, followed by evaluative exit surveys. Twenty-six trainees have produced 17 peer-reviewed articles to date. Research topics typically explored health disparities and HIV prevention among black and Hispanic MSM and at-risk black women. Most scholars (81% in the first five cohorts) continued HIV research after program completion. Alumni reported program-related career benefits and subsequent funding successes. Their feedback also suggested that we must improve the scholars' abilities to engage new research protocols that are developed within the network. Mentored engagement can nurture the professional development of young researchers from racial/ethnic and sexual minority communities. Minority scientists can benefit from training and mentoring within research consortia, whereas the network research benefits from perspectives of underrepresented minority scientists. PMID:29145745

  9. Training Future Generations of Mental Health Researchers: Devising Strategies for Tough Times

    PubMed Central

    Reynolds, Charles F.; Pilkonis, Paul A.; Kupfer, David J.; Dunn, Leslie; Pincus, Harold A.

    2009-01-01

    Objective The authors describe a junior faculty scholars program in a large academic department of psychiatry, designed to reduce attrition during the high-risk period of transition from post-doctoral fellowship to receipt of the first extramural research award. Method Scholars receive 25% salary support for two years to enable their participation in a research survival skills practicum, mentored collection of pilot data, preparation of manuscripts for peer-reviewed publication, and submission of K23 and K01 proposals. Results Of 22 junior faculty scholars appointed during the period of 1999–2004, 17 have submitted K award proposals. All were funded on either the first or second submission Conclusions A program for junior faculty scholars can provide support for successfully navigating the critical and often difficult transition from post-doctoral fellowship to junior faculty. The program is expanding its efforts to assist K awardees in moving successfully along the developmental continuum (e.g., successful submission of R01, development of mentoring skills). PMID:17344458

  10. Quality improvement "201": context-relevant quality improvement leadership training for the busy clinician-educator.

    PubMed

    Stille, Christopher J; Savageau, Judith A; McBride, Jeanne; Alper, Eric J

    2012-01-01

    Development of quality improvement (QI) skills and leadership for busy clinician-educators in academic medical centers is increasingly necessary, although it is challenging given limited resources. In response, the authors developed the Quality Scholars program for primary care teaching faculty. They conducted a needs assessment, evaluated existing internal and national resources, and developed a 9-month, 20-session project-based curriculum that combines didactic and hands-on techniques with facilitated project discussion. They also conducted pre-post tests of knowledge and attitudes, and evaluations of each session, scholars' projects, and program sustainability and costs. In all, 10 scholars from all 3 generalist disciplines comprised the first class. A wide spectrum of previous experiences enhanced collaboration. QI knowledge increased slightly, and reported self-readiness to lead QI projects increased markedly. Protected time for project work and group discussion of QI topics was seen as essential. All 10 scholars completed projects and presented results. Institutional leadership agreed to sustain the program using institutional funds.

  11. An Active Classroom: The Emerging Scholars Program at West Virginia University

    ERIC Educational Resources Information Center

    Deshler, Jessica M.; Miller, David; Pascal, Matthew

    2016-01-01

    In an effort to support the success of minority students and to incorporate inquiry-based learning (IBL) into the calculus sequence of courses at West Virginia University, a modified version of the Emerging Scholars Program (ESP) was implemented in the fall of 2009. Since then, approximately 100 students have taken ESP Calculus I, with many of…

  12. Closing the Loop: The Pay-Off on Your State's Investment. Doctoral Scholars Program

    ERIC Educational Resources Information Center

    Abraham, Ansley

    2014-01-01

    States are investing in their futures through the Southern Regional Education Board (SREB) Doctoral Scholars Program, which helps minority Ph.D. students become faculty members. The return on investment? Candidates complete their doctorates faster and serve as role models for the increasingly diverse college students they teach as faculty members.…

  13. Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

    ERIC Educational Resources Information Center

    Grapin, Sally L.; Kranzler, John H.; Daley, Matt L.

    2013-01-01

    The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by…

  14. A 10-Year Review of the Food Science Summer Scholars Program: A Model for Research Training and for Recruiting Undergraduate Students into Graduate Programs and Careers in Food Science

    ERIC Educational Resources Information Center

    Roberts, Angela J.; Robbins, Janette; McLandsborough, Lynne; Wiedmann, Martin

    2010-01-01

    A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program…

  15. The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research

    ERIC Educational Resources Information Center

    Warren, Mark R.; Park, Soojin Oh; Tieken, Mara Casey

    2016-01-01

    In this article, Mark R. Warren, Soojin Oh Park, and Mara Casey Tieken explore the training and development of community-engaged scholars in doctoral programs in education. Community-engaged scholars working in the field of education collaborate with families, teachers, and communities to support their efforts to address educational inequities,…

  16. Scholarly Productivity: One Element in the Tenure Process in Educational Administration and Higher Education Programs

    ERIC Educational Resources Information Center

    Rayfield, Robin; Meabon, David; Ughrin, Tina

    2004-01-01

    In the academy, when scholarly productivity is considered, many words come to mind such as: research, journal articles, books and chapters in books, experiments and conference presentations among others. The literature often uses the term research as a synonym for scholarly productivity. A review of related literature revealed that tenure policies…

  17. Expanding the Field of Surgical Researchers: The Jahnigen Career Development Award.

    PubMed

    Deiner, Stacie

    2017-10-01

    Under a long-standing collaboration with the John A. Hartford Foundation (JAHF), the Atlantic Philanthropies (AP), and specialty societies in 10 targeted specialties, the American Geriatrics Society (AGS) has been working to improve quality of care provided to older adults by surgical and related medical specialists. To support and nurture future academic leaders, the Geriatrics-for-Specialists Initiative (GSI) established the Dennis W. Jahnigen Career Development Scholar Award (JCDA) program in 2002, with AP joining JAHF as a core funder of the awards in 2003. Commencing in 2011, the National Institute on Aging (NIA) launched the Grants for Early Medical/Surgical Specialists' Transition to Aging Research (GEMSSTAR) program, using an RO3 mechanism. Recipients of the JCDA and the GEMSSTAR are provided with 2 years of research support and networking opportunities with other scholars; 79 JCDA and 26 surgical and related medical specialty GEMSSTAR scholars have been funded through these award mechanisms, with AGS, JAHF, and surgical and related medical specialty societies providing matching support for 20 of the GEMSSTAR scholars for leadership development programs. One of the primary criteria for judging the overall success of the program was eventual transition of the award to a federally funded program, which was achieved when NIA launched the GEMSSTAR program in 2011. © 2017, Copyright the Author Journal compilation © 2017, The American Geriatrics Society.

  18. Admission Factors Predicting Family Medicine Specialty Choice: A Literature Review and Exploratory Study among Students in the Rural Medical Scholars Program

    ERIC Educational Resources Information Center

    Avery, Daniel M., Jr.; Wheat, John R.; Leeper, James D.; McKnight, Jerry T.; Ballard, Brent G.; Chen, Jia

    2012-01-01

    Purpose: The Rural Medical Scholars Program (RMSP) was created to increase production of rural family physicians in Alabama. Literature review reveals reasons medical students choose careers in family medicine, and these reasons can be categorized into domains that medical schools can address through admission, curriculum, and structural…

  19. New Visiting Scholars Program at Frederick National Laboratory | Office of Cancer Clinical Proteomics Research

    Cancer.gov

    The Frederick National Laboratory for Cancer Research is now accepting Expressions of Interest to its new Visiting Scholars Program (VSP). VSP is a unique opportunity for researchers to work on important cancer and AIDS projects with teams of scientists at the only federal national laboratory in the United States devoted exclusively to biomedical research.

  20. Imagine Something Different: How a Group Approach to Scholarly Faculty Development Can Turn Joy-Stealing Competition Into Scholarly Productivity.

    PubMed

    Heinrich, Kathleen T

    As academic institutions across the country raise the scholarly bar for retention, promotion, and tenure, academic leaders are being asked to scholar-ready nursing faculty. With the retirement of senior scholars and too few scholar-mentors to go around, leaders often find themselves squeezed between scholarly expectations on the rise and faculty groups less than ready to meet those expectations. Today's nursing faculty present a formidable scholarly development challenge. A diverse mix of master's-prepared clinicians and recent graduates from doctor of philosophy and doctor of nursing practice programs, they come with a broad range of scholarly learning needs. These inequities not only leave many faculty feeling like scholar-impostors but also they can breed competitions that erode collegial bonds and sow the seeds of incivilities that steal scholarly joy, slow scholarly progress, and stress academic workplaces. What if leaders began imagining something different for themselves and with faculty groups? This is what can happen when leaders expand their perspective on scholarly faculty development from individual challenge to collective responsibility. More essay than research paper, this article describes how scholarly joy-stealing patterns can infiltrate faculty groups, shares thought leaders' visions for supportive scholarly communities, and offers strategies leaders can use to invite faculty groups to co-create cultures of scholarly caring. Copyright © 2016 Elsevier Inc. All rights reserved.

  1. Computer Science, Biology and Biomedical Informatics academy: Outcomes from 5 years of Immersing High-school Students into Informatics Research.

    PubMed

    King, Andrew J; Fisher, Arielle M; Becich, Michael J; Boone, David N

    2017-01-01

    The University of Pittsburgh's Department of Biomedical Informatics and Division of Pathology Informatics created a Science, Technology, Engineering, and Mathematics (STEM) pipeline in 2011 dedicated to providing cutting-edge informatics research and career preparatory experiences to a diverse group of highly motivated high-school students. In this third editorial installment describing the program, we provide a brief overview of the pipeline, report on achievements of the past scholars, and present results from self-reported assessments by the 2015 cohort of scholars. The pipeline continues to expand with the 2015 addition of the innovation internship, and the introduction of a program in 2016 aimed at offering first-time research experiences to undergraduates who are underrepresented in pathology and biomedical informatics. Achievements of program scholars include authorship of journal articles, symposium and summit presentations, and attendance at top 25 universities. All of our alumni matriculated into higher education and 90% remain in STEM majors. The 2015 high-school program had ten participating scholars who self-reported gains in confidence in their research abilities and understanding of what it means to be a scientist.

  2. The DNP project: Quandaries for nursing scholars.

    PubMed

    Dols, Jean Dowling; Hernández, Christina; Miles, Heather

    In the evolving Doctor of Nursing Practice (DNP) movement, there continues to be a lack of agreement about the final scholarly project. This study identifies and describes the faculty practices and challenges related to the DNP project across the United States. In a descriptive research study, 90 DNP program directors responded to an online survey describing the environment of the DNP program with emphasis on the final scholarly project. According to the respondents, 87% of faculty are somewhat or very dissatisfied with the DNP project. Elements that may contribute to the dissatisfaction are the reported lack of faculty knowledge of evidence-based practice and quality improvement, lack of consensus on the DNP project, lack of faculty resources for DNP projects, challenges with clinical sites for the DNP project, and students' scholarly writing skills. It is imperative to have academic/practice faculty oriented to DNP concepts; achieve consensus on the project title, type, depth, and outcomes; and have an ongoing dialog regarding DNP project design, execution, and challenges. Project implementation models need to be appropriate for the escalating DNP enrollment. Program support related to institutional review board relationships, student writing and statistical skills, and program-practice site partnerships are needed. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Computer Science, Biology and Biomedical Informatics academy: Outcomes from 5 years of Immersing High-school Students into Informatics Research

    PubMed Central

    King, Andrew J.; Fisher, Arielle M.; Becich, Michael J.; Boone, David N.

    2017-01-01

    The University of Pittsburgh's Department of Biomedical Informatics and Division of Pathology Informatics created a Science, Technology, Engineering, and Mathematics (STEM) pipeline in 2011 dedicated to providing cutting-edge informatics research and career preparatory experiences to a diverse group of highly motivated high-school students. In this third editorial installment describing the program, we provide a brief overview of the pipeline, report on achievements of the past scholars, and present results from self-reported assessments by the 2015 cohort of scholars. The pipeline continues to expand with the 2015 addition of the innovation internship, and the introduction of a program in 2016 aimed at offering first-time research experiences to undergraduates who are underrepresented in pathology and biomedical informatics. Achievements of program scholars include authorship of journal articles, symposium and summit presentations, and attendance at top 25 universities. All of our alumni matriculated into higher education and 90% remain in STEM majors. The 2015 high-school program had ten participating scholars who self-reported gains in confidence in their research abilities and understanding of what it means to be a scientist. PMID:28400991

  4. Facilitating Scholarly Writing in Academic Medicine

    PubMed Central

    Pololi, Linda; Knight, Sharon; Dunn, Kathleen

    2004-01-01

    Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up. PMID:14748862

  5. Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

    ERIC Educational Resources Information Center

    Baker, Lane A.; Chakraverty, Devasmita; Columbus, Linda; Feig, Andrew L.; Jenks, William S.; Pilarz, Matthew; Stains, Marilyne; Waterman, Rory; Wesemann, Jodi L.

    2014-01-01

    The Cottrell Scholars Collaborative New Faculty Workshop (CSC NFW) is a professional development program that was initiated in 2012 to address absences in the preparation of chemistry faculty at research universities as funded researchers and educators (i.e., teacher-scholars). The primary focus of the workshop is an introduction to evidence-based…

  6. 22 CFR 62.20 - Professors and research scholars.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...) Purpose. The purpose of the Exchange Visitor Program, in part, is to foster the exchange of ideas between... research efforts. The exchange of professors and research scholars promotes the exchange of ideas, research...

  7. Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.

    PubMed

    Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie

    The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. 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

    NASA Astrophysics Data System (ADS)

    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 are used to gauge the needs of the scholar, and to access the success of the overall program. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its professional Member Societies, state and federal agencies and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at \\2500 each and \\24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional \\$30,000 to support graduate travel to professional meetings.

  9. Roswell Park Cancer Institute/ Howard University Prostate Cancer Scholars Program

    DTIC Science & Technology

    2016-10-01

    INVESTIGATOR: Wendy Huss, PhD CONTRACTING ORGANIZATION : Health Research , Inc. Buffalo, NY 14263-0001 REPORT DATE: October 2016 TYPE OF REPORT: Annual...RHPCS Program to encourage interns to enter graduate training and careers in prostate cancer research . Completion dates for activities and progress on... interns to enter graduate training and careers in prostate cancer research . SOW-Major Task 4: Track Prostate Cancer Scholar professional activities

  10. The excitement of Google Scholar, the worry of Google Print

    PubMed Central

    Banks, Marcus A

    2005-01-01

    In late 2004 Google announced two major projects, the unveiling of Google Scholar and a major expansion of the Google Print digitization program. Both projects have generated discussion within the library and research communities, and Google Print has received significant media attention. This commentary describes exciting educational possibilities stimulated by Google Scholar, and argues for caution regarding the Google Print project. PMID:15784147

  11. The research rotation: competency-based structured and novel approach to research training of internal medicine residents.

    PubMed

    Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

    2006-10-17

    In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program.

  12. The research rotation: competency-based structured and novel approach to research training of internal medicine residents

    PubMed Central

    Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

    2006-01-01

    Background In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. Methods We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Results Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Conclusion Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program. PMID:17044924

  13. Identifying gaps, barriers, and solutions in implementing pressure ulcer prevention programs.

    PubMed

    Jankowski, Irene M; Nadzam, Deborah Morris

    2011-06-01

    Patients continue to suffer from pressure ulcers (PUs), despite implementation of evidence-based pressure ulcer (PU) prevention protocols. In 2009, Joint Commission Resources (JCR) and Hill-Rom created the Nurse Safety Scholar-in-Residence (nurse scholar) program to foster the professional development of expert nurse clinicians to become translators of evidence into practice. The first nurse scholar activity has focused on PU prevention. Four hospitals with established PU programs participated in the PU prevention implementation project. Each hospital's team completed an inventory of PU prevention program components and provided copies of accompanying documentation, along with prevalence and incidence data. Site visits to the four participating hospitals were arranged to provide opportunities for more in-depth analysis and support. Following the initial site visit, the project team at each hospital developed action plans for the top three barriers to PU program implementation. A series of conference calls was held between the site visits. Pressure Ulcer Program Gaps and Recommendations. The four hospitals shared common gaps in terms of limitations in staff education and training; lack of physician involvement; limited involvement of unlicensed nursing staff; lack of plan for communicating at-risk status; and limited quality improvement evaluations of bedside practices. Detailed recommendations were identified for addressing each of these gaps. these Recommendations for eliminating gaps have been implemented by the participating teams to drive improvement and to reduce hospital-acquired PU rates. The nurse scholars will continue to study implementation of best practices for PU prevention.

  14. Research productivity and scholarly impact of APA-accredited school psychology programs: 2005-2009.

    PubMed

    Kranzler, John H; Grapin, Sally L; Daley, Matt L

    2011-12-01

    This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of school psychology program faculties and the major themes of research during this time period. We compared our results with those of a similar study that examined data from a decade earlier. Limitations and implications of this study are also discussed. Published by Elsevier Ltd.

  15. Geophysicists

    NASA Astrophysics Data System (ADS)

    William W. Fox, Jr., has been appointed director of the Cooperative Institute for Marine and Atmospheric Studies (CIMAS). He had been director of the Southeast Fisheries Center of the National Marine Fisheries Service since 1978. CIMAS was established in 1977 by the National Oceanic and Atmospheric Administration and the University of Miami.Seven of the 689 U.S. Fulbright Scholars for 1982-1983 are lecturing and conducting advanced research in geology in universities abroad. Brian Francis Farrell, a research assistant in planetary studies at Harvard University, is lecturing in oceanography at the University of Cambridge in England through June. William B. Fergusson, associate professor of civil engineering at Villanova University, will lecture in geology at the Kangwon National University in Korea until July. Ray Edward Ferrell, Jr., geology chairman at Louisiana State University in Baton Rouge, lectured and conducted research in marine geology at the University of Oslo in Norway. M. Allan Kays, professor of geology at the University of Oregon in Eugene, will conduct research in geology at the University of Copenhagen in Denmark through April. Richard Vernon McGehee, associate professor of health education at Southeastern Louisiana University (University Station campus), will be lecturing in geology at the University of Monrovia in Liberia through July. Bruce Warren Nelson, a professor of environmental studies at the University of Virginia in Charlottesville, will be lecturing in geology at the Universiti Malaya in Malaysia through April. Ronald Porter Willis, professor of geology at the University of Wisconsin—Eau Claire, will be lecturing in geology at the Seoul National University in Korea through July.

  16. Let Our Students Be Our Guides: McNair Scholars "Guide" Three Urban Teacher Educators on Meeting the Needs of Culturally Diverse Learners

    ERIC Educational Resources Information Center

    Jett, Christopher C.; McNeal Curry, Kezia; Vernon-Jackson, Sandra

    2016-01-01

    This case study examines the PreK-16 schooling experiences of nine McNair Post-Baccalaureate Achievement Program Scholars from a large, urban university in the southeast with respect to culturally relevant teaching. This study highlights the experiences of the McNair Scholars in an effort to assist educators in creating spaces that allow…

  17. Program Spotlight: CURE Scholars Participate in Annual Mock Grant Review

    Cancer.gov

    As part of its 2015 Professional Development Workshop, CRCHD held a mock review session for CURE scholars, trainees, and investigators to enhance their understanding of the grant review process and provide insight on successful grant applications.

  18. Best Practices in Mentoring in NOAA Scholarship Programs

    NASA Astrophysics Data System (ADS)

    Kaplan, M.; Sarvis, S.; Dancy, V.

    2015-12-01

    Through established scholarship programs, NOAA hosts 125 - 175 undergraduate students each summer to participate in internship opportunities at agency facilities. In order to host a scholar, NOAA labs and offices must designate a mentor who develops a project and oversees activities of the student throughout the summer. NOAA implements best practices in mentoring in the following ways: mentor and intern responsibilities are clearly defined in a manual; mentors are required to take an online mentor training class; mentors and scholars are matched through an online system and scholars conduct a site visit prior to beginning the internship; proposed internship projects are reviewed by scholarship program managers to assure they are sufficiently analytical and will advance the student in their future academic and career goals; and mentors are surveyed at the midpoint, allowing scholarship program managers to identify problems and intervene if possible. These practices have resulted in strong results. Students identify the mentor relationship, hands-on experience and networking with professionals as the three most important outcomes of the internship experience.

  19. How we developed the GIM clinician-educator mentoring and scholarship program to assist faculty with promotion and scholarly work.

    PubMed

    Bertram, Amanda; Yeh, Hsin Chieh; Bass, Eric B; Brancati, Frederick; Levine, David; Cofrancesco, Joseph

    2015-02-01

    Clinician Educators' (CEs) focus on patient care and teaching, yet many academic institutions require dissemination of scholarly work for advancement. This can be difficult for CEs. Our division developed the Clinician-Educator Mentoring and Scholarship Program (CEMSP) in an effort to assist CEs with scholarship, national reputation, recognition, promotion and job satisfaction. The key components are salary-supported director and co-director who coordinate the program and serve as overall mentors and link CEs and senior faculty, and a full-time Senior Research Coordinator to assist with all aspects of scholarship, a close relationship with the General Internal Medicine (GIM) Methods Core provides advanced statistical support. Funding for the program comes from GIM divisional resources. Perceived value was evaluated by assessing the number of manuscripts published, survey of faculty regarding usage and opinion of CEMSP, and a review of faculty promotions. Although impossible to attribute the contributions of an individual component, a program specifically aimed at helping GIM CE faculty publish scholarly projects, increase participation in national organizations and focus on career progression can have a positive impact.

  20. Resident research in internal medicine training programs.

    PubMed

    Alguire, P C; Anderson, W A; Albrecht, R R; Poland, G A

    1996-02-01

    To determine how well medical residency programs are prepared to meet the new Accreditation Council of Graduate Medical Education (ACGME) accreditation guidelines for resident scholarly activity. Cross-sectional study using a mailed survey. Program directors of all ACGME-accredited internal medicine residency programs. Program directors were asked to list the scholarly activities and products of their residents and their programs' minimal expectations for resident research; available academic, faculty, technical, and personnel support for resident research; perceived barriers to resident research; and the desired educational and skill outcomes of resident research. The responses of university-based training programs were compared with those of non-university-based programs. 271 program directors returned the survey, yielding a response rate of 65%. Ninety-seven percent of all programs have established scholarly guidelines consistent with accreditation requirements. Although only 37% of programs reported having an organized, comprehensive research curriculum, 70% taught skills important to research. Technical support and resources were generally available for resident research; the most frequently cited barrier to resident research was lack of resident time. University-based and non-university-based training programs differed in important ways. Generally, non-university-based programs had more research activity and structure, and they exceeded university-based programs in the number of oral and poster presentations given at local, state, and national professional meetings. Most programs have in place the basic elements conducive to resident research. Program directors have identified and teach educational outcomes and skills that are likely to have lifelong benefits for most of their graduates.

  1. India. Fulbright-Hays Summer Seminar Abroad 1994 (India).

    ERIC Educational Resources Information Center

    Dickler, Paul

    This curriculum packet on politics and international relations in India contains an essay, three lessons and a variety of charts, maps, and additional readings to support the unit. The essay is entitled "India 1994: The Peacock and the Vulture." The lessons include: (1) "The Kashmir Dispute"; (2) "India: Domestic Order and…

  2. Hinduism and the Culture of India. Fulbright-Hays Summer Seminar Abroad 1994 (India).

    ERIC Educational Resources Information Center

    Winikur, Ilene

    This packet contains sixth and seventh grade level interdisciplinary lesson outlines about India. Concepts to be developed include: (1) "Geography and Its Impact upon the Development of India's Different Cultures"; (2) "Religion and Philosophy Focusing on Hinduism and Festivals"; (3) "Literature using the Ramayana and…

  3. [Global Studies]. Fulbright-Hays Summer Seminars Abroad, 1997 (India).

    ERIC Educational Resources Information Center

    Dunn, Susan Strong

    This unit contains a sampling of lessons from a unit on India designed for ninth-grade students. Sections of the unit include: (1) "Geography of India"; (2) "Comparison of Major Religions"; (3) "The Caste System"; (4) "Empires of India"; (5) "Gandhi and Independence"; (6) "Division of the…

  4. Metaphor and the Rhetorical Invention of Cold War "Idealists."

    ERIC Educational Resources Information Center

    Ivie, Robert L.

    1987-01-01

    Presents a procedure for identifying metaphorical concepts guiding the rhetorical invention of three Cold War "idealists": Henry Wallace, J. William Fulbright, and Helen Caldicott, whose collective failure to dispel threatening images of the Soviets is located in a recurrent system of metaphors that promotes a reversal of the enemy-image…

  5. Vietnam's Half-Hearted Welcome Home

    ERIC Educational Resources Information Center

    Overland, Martha Ann

    2008-01-01

    Twenty years ago, Vietnam's closed-door policy meant its students were restricted to the former Soviet-bloc countries. Today they study all over the world--about 6,000 are in the United States alone. In many cases, their tuition and living expenses are paid by foreign governments and private charitable organizations. Fulbright, the Ford…

  6. Analysis of Vietnamization: Summary and Evaluation

    DTIC Science & Technology

    1973-11-01

    Ellsberg, Daniel . Some Lessons from Failure in Vietnam, P-4036. Santa Monica: The RAND Corp., July 1969. Fulbright, J. William (ed.). The Vietnam...34 Chira and North Vietnam: Two Revolutionary Paths, " Part I, Current Scene, Vol. IX, No. II (Nov 7, 1971), Part II, Current Scene. Vol. IX, No. IZ (Doc 7

  7. 75 FR 57000 - Office of Postsecondary Education; Overview Information; Fulbright-Hays Doctoral Dissertation...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-17

    ... (78) languages selected from the U.S. Department of Education's list of Less Commonly Taught Languages... research and focus on one of the following fields or topics: Environmental Science, Economics, Public Health, Education, or Political Science. Note: An applicant will receive an additional five points for...

  8. 75 FR 59051 - Office of Postsecondary Education: Overview Information; Fulbright-Hays Group Projects Abroad...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-24

    ... Commonly Taught Languages (LCTLs) found below. This list includes the following: Akan (Twi-Fante), Albanian... departments of education and one or more colleges or departments of arts and sciences within a single... teaching, including government, the professions, or international development. Therefore, institutions of...

  9. China Mosaic: Multidisciplinary Units for the Middle Grades.

    ERIC Educational Resources Information Center

    Bernson, Mary Hammond, Ed.

    These lessons were developed by participants in a 1986 Fulbright Group Project Abroad sponsored by the East Asia Resource Center at the Jackson School of International Studies, University of Washington. The lessons were developed cooperatively and are aimed at the middle school student. Lessons include: (1) "The Qin Dynasty" (Marte…

  10. Executive Express.

    ERIC Educational Resources Information Center

    Marlowe, John; Glave, Judie

    1995-01-01

    John Marlowe, currently working with the Binational Fulbright Commission in Egypt, highlights the lessons about education that he has learned in Cairo. Closer to home, Judie Glave describes how love and discipline are the hallmarks of the Children's Storefront School in Harlem, New York. Its pupils come from homes scarred by drugs and violence.…

  11. Analysis of the Efficiency of an A-Posteriori Error Estimator for Linear Triangular Finite Elements

    DTIC Science & Technology

    1991-06-01

    Release 1.0, NOETIC Tech. Corp., St. Louis, Missouri, 1985. [28] R. VERFURTH, FEMFLOW-user guide. Version 1, Report, Universitiit Zirich, 1989. [29] R... study and research for foreign students in numerical mathematics who are supported by foreign governments or exchange agencies (Fulbright, etc

  12. Selections from a Humanities Unit on India. Fulbright-Hays Summer Seminars Abroad 1998 (India).

    ERIC Educational Resources Information Center

    Makin, Marion A.

    Intended for high school students, two humanities lessons on India approach India from a "world cultures" perspective. In the first lesson, "Story Scrolls," pairs of students create and present stories from Hindu mythology using traditional methods. The lesson gives content objectives, skills objectives, and…

  13. Oburoni outside the Whale: Reflections on an Experience in Ghana.

    ERIC Educational Resources Information Center

    Wilson, Angene H.

    1998-01-01

    Reflects on a social studies teacher's experiences during a Fulbright professorship in Ghana. Relates how, as an outsider from the United States, she learned about Ghanian perspectives of history, economics, women's issues, and culture, and was reminded of the dominating power of Western cultural and economic imperialism. (DSK)

  14. A Canadian Lens on Facilitating Factors for North American Partnerships

    ERIC Educational Resources Information Center

    Olson, Christa Lee

    2013-01-01

    What does it take to develop and maintain effective international education partnerships between institutions in the Canada, Mexico, and United States? This was a driving question for the qualitative study funded by a Fulbright-Enders-Garcia grant examining the relationship between North American partnerships and campus internationalization.…

  15. AGU Scholars

    NASA Astrophysics Data System (ADS)

    In recognition of the strong support of the American Geophysical Union and its substantial contribution to the American Geological Institute's Minority Participation Program, 13 of the 1981-82 scholarship recipients were designated ‘AGU Scholars.’ Because of a matching grant from the National Oceanic and Atmospheric Administration to increase the number of minority students studying in fields related to the development of marine and coastal resources, four of this number were designated ‘AGU Sea Grant Scholars.’

  16. Fabrication and Piezoelectric Characterization of Single Crystalline GaN Nanobelts

    NASA Astrophysics Data System (ADS)

    Wu, Dong-Xu; Cheng, Hong-Bin; Zheng, Xue-Jun; Wang, Xian-Ying; Wang, Ding; Li, Jia

    2015-10-01

    Not Available Supported by the Program for Changjiang Scholars and Innovative Research Team in University under Grant No IRT-14R48, the National Natural Science Foundation of China under Grant No 51272158, the Changjiang Scholar Incentive Program of the Education Ministry of China under Grant No [2009]17, the China Postdoctoral Science Foundation Funded Project under Grant No 2014M551427, and the Hujiang Foundation of China under Grant No B14006.

  17. Enhancing diversity in the public health research workforce: the research and mentorship program for future HIV vaccine scientists.

    PubMed

    Sopher, Carrie J; Adamson, Blythe Jane S; Andrasik, Michele P; Flood, Danna M; Wakefield, Steven F; Stoff, David M; Cook, Ryan S; Kublin, James G; Fuchs, Jonathan D

    2015-04-01

    We developed and evaluated a novel National Institutes of Health-sponsored Research and Mentorship Program for African American and Hispanic medical students embedded within the international, multisite HIV Vaccine Trials Network, and explored its impact on scientific knowledge, acquired skills, and future career plans. Scholars conducted social, behavioral, clinical, or laboratory-based research projects with HIV Vaccine Trials Network investigators over 8 to 16 weeks (track 1) or 9 to 12 months (track 2). We conducted an in-depth, mixed-methods evaluation of the first 2 cohorts (2011-2013) to identify program strengths, areas for improvement, and influence on professional development. A pre-post program assessment demonstrated increases in self-reported knowledge, professional skills, and interest in future HIV vaccine research. During in-depth interviews, scholars reported that a supportive, centrally administered program; available funding; and highly involved mentors and staff were keys to the program's early success. A multicomponent, mentored research experience that engages medical students from underrepresented communities and is organized within a clinical trials network may expand the pool of diverse public health scientists. Efforts to sustain scholar interest over time and track career trajectories are warranted.

  18. The Human Rights and Social Justice Scholars Program: a collaborative model for preclinical training in social medicine.

    PubMed

    Bakshi, Salina; James, Aisha; Hennelly, Marie Oliva; Karani, Reena; Palermo, Ann-Gel; Jakubowski, Andrea; Ciccariello, Chloe; Atkinson, Holly

    2015-01-01

    Despite the importance of the role social justice takes in medical professionalism, the need to train health professionals to address social determinants of health, and medical trainees' desire to eliminate health disparities, undergraduate medical education offers few opportunities for comprehensive training in social justice. The Human Rights and Social Justice (HRSJ) Scholars Program at the Icahn School of Medicine at Mount Sinai is a preclinical training program in social medicine consisting of 5 components: a didactic course, faculty and student mentorship, research projects in social justice, longitudinal policy and advocacy service projects, and a career seminar series. The aim of this article is to describe the design and implementation of the HRSJ curriculum with a focus on the cornerstone of the HRSJ Scholars Program: longitudinal policy and advocacy service projects implemented in collaboration with partner organizations in East Harlem. Furthermore, we describe the results of a qualitative survey of inaugural participants, now third-year medical students, to understand how their participation in this service-learning component affected their clinical experiences and professional self-perceptions. Ultimately, through the implementation and evaluation of the HRSJ Scholars Program, we demonstrate an innovative model for social justice education; the enduring effect of service-learning experiences on participants' knowledge, skills, and attitudes; and the potential to increase community capacity for improved health through a collaborative educational model. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

  19. The Cambia Sojourns Scholars Leadership Program: Conversations with Emerging Leaders in Palliative Care.

    PubMed

    Cruz-Oliver, Dulce M; Bernacki, Rachelle; Cooper, Zara; Grudzen, Corita; Izumi, Seiko; Lafond, Deborah; Lam, Daniel; LeBlanc, Thomas W; Tjia, Jennifer; Walter, Jennifer

    2017-08-01

    There is a pressing workforce shortage and leadership scarcity in palliative care to adequately meet the demands of individuals with serious illness and their families. To address this gap, the Cambia Health Foundation launched its Sojourns Scholars Leadership Program in 2014, an initiative designed to identify, cultivate, and advance the next generation of palliative care leaders. This report intends to summarize the second cohort of Sojourns Scholars' projects and their reflection on their leadership needs. This report summarizes the second cohort of sojourns scholars' project and their reflection on leadership needs. After providing a written reflection on their own projects, the second cohort participated in a group interview (fireside chat) to elicit their perspectives on barriers and facilitators in providing palliative care, issues facing leadership in palliative care in the United States, and lessons from personal and professional growth as leaders in palliative care. They analyzed the transcript of the group interview using qualitative content analysis methodology. Three themes emerged from descriptions of the scholars' project experience: challenges in palliative care practice, leadership strategies in palliative care, and three lessons learned to be a leader were identified. Challenges included perceptions of palliative care, payment and policy, and workforce development. Educating and collaborating with other clinicians and influencing policy change are important strategies used to advance palliative care. Time management, leading team effort, and inspiring others are important skills that promote effectiveness as a leader. Emerging leaders have a unique view of conceptualizing contemporary palliative care and shaping the future. Providing comprehensive, coordinated care that is high quality, patient and family centered, and readily available depends on strong leadership in palliative care. The Cambia Scholars Program represents a unique opportunity.

  20. The American Geological Institute Minority Participation Program

    NASA Astrophysics Data System (ADS)

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

    2001-12-01

    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. Funding for the MPP has come from multiple sources, including industry, scientific societies, individuals, and during the last 10 years, the NSF. College-level students apply for the MPP awards or award renewals, and the MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. Mentoring is a long-standing hallmark of the AGI MPP. Every AGI MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well-positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its 37 professional Member Societies, state and federal agencies, and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at 2500 each and 24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional $30,000 to support graduate travel to professional meetings.

  1. The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development

    PubMed Central

    Chang, Amy L.; Pribbenow, Christine M.

    2016-01-01

    The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists’ leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants (“scholars”) from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP’s long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program’s 2010–2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps catalyze biology education reform efforts. PMID:27158300

  2. The "Scholar's Anthology": Televisual Studies.

    ERIC Educational Resources Information Center

    Gronbeck, Bruce E., Ed.

    1983-01-01

    The five major articles in this journal issue focus on television criticism as an academic field. An introduction, entitled "The 'Scholar's Anthology': Televisual Studies" (Bruce Gronbeck), is followed by articles discussing the following topics: (1) the discourses of television quiz programs (John Fiske), (2) the dialectic of feminine…

  3. 10 CFR 1703.107 - Fees for record requests.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... which is operated solely for the purpose of conducting scientific research the results of which are not... educational or noncommercial scientific institution, whose purpose is scholarly or scientific research, or a... education, and an institution of vocational education, which operates a program of scholarly research...

  4. 10 CFR 1703.107 - Fees for record requests.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... which is operated solely for the purpose of conducting scientific research the results of which are not... educational or noncommercial scientific institution, whose purpose is scholarly or scientific research, or a... education, and an institution of vocational education, which operates a program of scholarly research...

  5. 10 CFR 1703.107 - Fees for record requests.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... which is operated solely for the purpose of conducting scientific research the results of which are not... educational or noncommercial scientific institution, whose purpose is scholarly or scientific research, or a... education, and an institution of vocational education, which operates a program of scholarly research...

  6. 45 CFR 1801.63 - Scholar Accountability.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Duration of Scholarship § 1801.63 Scholar Accountability. (a) A...) All of the Scholarship stipends received, (2) Interest at the rate of 6% per annum from the date of...

  7. 45 CFR 1801.63 - Scholar Accountability.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Duration of Scholarship § 1801.63 Scholar Accountability. (a) A...) All of the Scholarship stipends received, (2) Interest at the rate of 6% per annum from the date of...

  8. 45 CFR 1801.63 - Scholar Accountability.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Duration of Scholarship § 1801.63 Scholar Accountability. (a) A...) All of the Scholarship stipends received, (2) Interest at the rate of 6% per annum from the date of...

  9. 45 CFR 1801.63 - Scholar Accountability.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Duration of Scholarship § 1801.63 Scholar Accountability. (a) A...) All of the Scholarship stipends received, (2) Interest at the rate of 6% per annum from the date of...

  10. Spencer Postdoc Fellowships Give Young Scholars "A Chance to Look at the Taller Mountains."

    ERIC Educational Resources Information Center

    Patrick, Cynthia L.

    1991-01-01

    Describes the postdoctoral fellowship program of the Spencer Foundation. Administered by the National Academy of Education, Spencer Fellowships (30 annually) enable young scholars to pursue educational research by giving them the equivalent of a year off from teaching. (SLD)

  11. 13 CFR 500.107 - Freedom of Information Act.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... institution of vocational education that operates a program of scholarly research. (6) Noncommercial... used in this section) and which is operated solely for the purpose of conducting scientific research..., whose purpose is scholarly or scientific research. The first 100 pages of duplication, however, will be...

  12. 13 CFR 500.107 - Freedom of Information Act.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... institution of vocational education that operates a program of scholarly research. (6) Noncommercial... used in this section) and which is operated solely for the purpose of conducting scientific research..., whose purpose is scholarly or scientific research. The first 100 pages of duplication, however, will be...

  13. 13 CFR 400.107 - Freedom of Information Act.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... institution of vocational education that operates a program of scholarly research. (6) Noncommercial... used in this section) and which is operated solely for the purpose of conducting scientific research..., whose purpose is scholarly or scientific research. The first 100 pages of duplication, however, will be...

  14. 13 CFR 500.107 - Freedom of Information Act.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... institution of vocational education that operates a program of scholarly research. (6) Noncommercial... used in this section) and which is operated solely for the purpose of conducting scientific research..., whose purpose is scholarly or scientific research. The first 100 pages of duplication, however, will be...

  15. 13 CFR 400.107 - Freedom of Information Act.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... institution of vocational education that operates a program of scholarly research. (6) Noncommercial... used in this section) and which is operated solely for the purpose of conducting scientific research..., whose purpose is scholarly or scientific research. The first 100 pages of duplication, however, will be...

  16. 13 CFR 400.107 - Freedom of Information Act.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... institution of vocational education that operates a program of scholarly research. (6) Noncommercial... used in this section) and which is operated solely for the purpose of conducting scientific research..., whose purpose is scholarly or scientific research. The first 100 pages of duplication, however, will be...

  17. Evaluating and giving feedback to mentors: new evidence-based approaches.

    PubMed

    Anderson, Lauren; Silet, Karin; Fleming, Michael

    2012-02-01

    A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor. © 2012 Wiley Periodicals, Inc.

  18. AGU Scholars

    NASA Astrophysics Data System (ADS)

    In recognition of the strong support of the American Geophysical Union and its substantial contribution to the American Geological Institute's Minority Scholarship Program, 11 of the 1980-1981 scholarship recipients were designated ‘AGU Scholars.’ Of this group, three were designated AGU ‘Sea Grants Scholars’ because they were funded through a matching grant from the National Oceanic and Atmospheric Administration Sea Grant Program, which is aimed at increasing the numbers of minority students studying in fields related to developing marine and coastal research.

  19. The Scholarly Project Initiative: introducing scholarship in medicine through a longitudinal, mentored curricular program.

    PubMed

    Schor, Nina Felice; Troen, Philip; Kanter, Steven L; Levine, Arthur S

    2005-09-01

    Many U.S. medical schools offer students the opportunity to undertake laboratory or clinical research or another form of scholarly project over the summer months, yet few require this as a prerequisite for graduation, and even fewer provide comprehensive didactic material in preparation for the performance of such a project as an integrated component of their curricula. The authors describe the Scholarly Project Initiative of the University of Pittsburgh School of Medicine, a novel, longitudinal, and required program. The program will aim to provide all students with structured preparatory coursework, foster critical analytical and communication skills, and introduce the breadth and depth of the research and scholarly enterprise engendered by modern academic medicine in the contexts of both the classroom and an individual, mentored experience. The initiative has two goals: encouraging an interest in academic medicine in an era marked by the continuing decline in the number of physician-investigators, and fostering the development of physicians who have confidence in their abilities to practice medicine with creativity, original and analytical thought, and relentless attention to the scientific method. Planning for the Scholarly Project Initiative began officially at the University of Pittsburgh School of Medicine's Curriculum Colloquium in May 2003. The initiative was implemented with the first-year class of July 2004 as part of the new "Scientific Reasoning and Medicine" block of the School of Medicine's curriculum. The block as a whole includes traditional lectures, small-group laboratory and problem-based sessions, and mentored independent study components.

  20. Best practices and pearls in interdisciplinary mentoring from Building Interdisciplinary Research Careers in Women's Health Directors.

    PubMed

    Guise, Jeanne-Marie; Nagel, Joan D; Regensteiner, Judith G

    2012-11-01

    Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research. We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders. We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach.

  1. Best Practices and Pearls in Interdisciplinary Mentoring from Building Interdisciplinary Research Careers in Women's Health Directors

    PubMed Central

    Nagel, Joan D.; Regensteiner, Judith G.

    2012-01-01

    Abstract Background Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research. Methods We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders. Results and Conclusions We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach. PMID:22994986

  2. African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program

    NASA Astrophysics Data System (ADS)

    Maton, Kenneth I.; Hrabowski, Freeman A., III; Schmitt, Carol L.

    2000-09-01

    This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors.

  3. DoD Science and Engineering Apprenticeship Program for High-School Students

    DTIC Science & Technology

    1995-06-01

    Mu Alpha Theta for Computers, Calculus, Integral Calculus, and Precalculus ; 1994 Georgia Tech Distinguished Math Scholar; Captain of First Place...Computers. Calr.uIns. TntPg^i Painii»«. and Precalculus ; 1994 Georgia Tech Distinguished Math Scholar;.Captain of.First.Place Brain Bowl

  4. Handbook and Resource Directory for International Students and Scholars. Revised.

    ERIC Educational Resources Information Center

    Murray State Univ., KY.

    A handbook of information for foreign students, visiting scholars, and visiting faculty members is presented by Murray State University (Kentucky). The following topics are covered: academic life, automobiles, the Center for International Programs, child care, credential (transcript) evaluation, emergencies, employment, English language, finances,…

  5. Black Female Faculty Success and Early Career Professional Development

    ERIC Educational Resources Information Center

    Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

    2013-01-01

    In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

  6. Music Education in the Republic of Indonesia: A Model of Cultural Pluralism.

    ERIC Educational Resources Information Center

    Goolsby, Thomas W.

    Based on formal and informal observations of classrooms at all levels of government and private Islamic schools, as well as formal and informal interviews with students, teachers, administrators, and parents, this paper was the result of experiences as an Fulbright-Hays lecturer in Indonesia. The Indonesian Department of Education and Culture…

  7. The Ties That Bind: What Is Cultural Identity? Fulbright-Hays Summer Seminars Abroad 1966 (India).

    ERIC Educational Resources Information Center

    Roen, Kim

    This curriculum unit was developed to assist middle-school students in understanding diversity in race, religion and culture present in India. Sections of the guide include: (1) "Assessment," which discusses Indian culture; (2) "The Culture of the Monsoon"; (3) "Musical Culture"; (4) "Systemic Culture"; (5)…

  8. Perceptions of Mathematics Curricula and Teaching in China

    ERIC Educational Resources Information Center

    Moy, Robert; Peverly, Stephen T.

    2005-01-01

    China and other East Asian countries (Japan, South Korea, Taiwan) have consistently outperformed the United States and other Western countries in mathematics achievement. As part of a Fulbright-sponsored trip to China in the Summer of 2002, a New York City public school teacher and a trainer of school psychologists offer their impressions of some…

  9. Activities toward Understanding Mexico's Transition to Democracy. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico).

    ERIC Educational Resources Information Center

    Dombrowski, Teresa Turnbow

    This unit for high school social studies and Spanish language students deals with Mexico's transition toward democracy. Lesson activities include: (1) "What Is An Early Democratic Family Incident That You Remember?"; (2) "What is Democracy?"; (3) "Locating the Five Nations of Mexico"; (4) "Scenes from the Five…

  10. Teaching Leadership in the Russian Federation: Looking through the Post-Soviet Lens

    ERIC Educational Resources Information Center

    Brouwer, Lynnette F.

    2006-01-01

    This paper addresses the Fulbright experience of an American faculty member in Eastern Siberia, Russian Federation. Both course content and teaching method are contrasted with what is traditional and customary in that region. The author regularly kept a journal, enabling thoughtful post-experience reflection. Continued emphasis on the…

  11. Islam through the History and Culture of Pakistan. Fulbright-Hays Summer Seminar Abroad Project, 1994.

    ERIC Educational Resources Information Center

    Wilson, William E.

    This project introduces a syllabus for studying comparative politics among Canada, Pakistan, and Japan. Students learn that comparative politics provides an understanding of how different political systems operate and the importance of culture in understanding politics. Three functions are addressed in the course: system functions, process…

  12. Maquiladora Industry: An Update from the Border. Fulbright-Hays Summer Seminar Abroad Project.

    ERIC Educational Resources Information Center

    Rodriguez, Angela L.

    This research discusses Mexico's maquiladora industry, its employees (mostly women), and how the working conditions and the living environment affect worker health. The paper also explores how the employers, mostly U.S.-owned companies, deny responsibility for worker health, safety, and well-being. This research examines how the continued growth…

  13. China: Tradition and Transformation, Curriculum Projects. Fulbright Hays Summer Seminars Abroad 1998 (China).

    ERIC Educational Resources Information Center

    National Committee on United States-China Relations, New York, NY.

    The curriculum projects in this collection focus on diverse aspects of China, the most populous nation on the planet. The 16 projects in the collection are: (1) "Proposed Secondary Education Asian Social Studies Course with an Emphasis on China" (Jose Manuel Alvarino); (2) "Education in China: Tradition and Transition" (Sue…

  14. India Culture Trunk. Fulbright-Hays Summer Seminars Abroad, 1997 (India).

    ERIC Educational Resources Information Center

    Doeksen, Peggy

    This unit is intended to provide students with a general knowledge of the history and culture of India. Activities include: (1) "What Do You Know about India?"; (2) "What Is All This Stuff For?"; (3) "Name That Spice and Why It's Nice"; (4) "Where and How Are These Elephants Marching?"; (5) "Why Is…

  15. Women, Islam, and Pakistan: A Selected Annotated Bibliography. Fulbright-Hays Summer Seminar Abroad Project.

    ERIC Educational Resources Information Center

    Phillips, Brenda

    This bibliography features selected books, book chapters, research projects, and journal articles, published between 1953 and 1994, about the social, legal, economic, educational political, and professional position of Muslim Pakistani women. Sixteen of the references are annotated. An additional 41 bibliographic references to other materials, not…

  16. The Social and Cultural Realization of Diversity: An Interview with Donal Carbaugh

    ERIC Educational Resources Information Center

    Berry, Michael

    2009-01-01

    This article presents an interview with Donal Carbaugh, a Professor of Communication at the University of Massachusetts (Amherst) and Chair of the International Studies Council (2004 to present). In 2007-2008, Carbaugh was Distinguished Fulbright Professor and Bicentennial Chair of American Studies at the University of Helsinki, Finland. He has…

  17. 76 FR 81925 - Freeport LNG Development, L.P.; Notice of Application

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-29

    ... Development, L.P.; Notice of Application Take notice that on December 9, 2011, Freeport LNG Development, L.P... questions regarding this application should be directed to Lisa M. Tonery, Fulbright & Jaworski L.L.P., 666...-Filing'' link. The Commission strongly encourages electronic filings. Comment Date: 5 p.m. Eastern Time...

  18. Governmental Reform and Education for the Gifted in Japan: A Current Analysis

    ERIC Educational Resources Information Center

    Bugaj, Stephen J.

    2009-01-01

    Though targeted for governmental reform since 2002, services envisioned for gifted and talented students have not materialized in Japan. From the perspective of his personal experience as a Japan Fulbright Memorial Fund participant in 2005 and an extensive review of available literature and contacts with the Japanese Ministry of Education,…

  19. 78 FR 49486 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-14

    ... International Resource Information System (IRIS) AGENCY: Office of Postsecondary Education (OPE), Department of... Resource Information System (IRIS). OMB Control Number: 1840-0759. Type of Review: Revision of an existing... Information System (IRIS) that IFLE uses to collect annual performance reports from Title VI and Fulbright...

  20. 78 FR 25705 - Applications for New Awards; Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-02

    ... following geographic areas: Africa, East Asia, Southeast Asia and the Pacific Islands, South Asia, the Near... 2013, student applications are divided into seven categories based on the world area focus of their... the Federal Register and the Code of Federal Regulations is available via the Federal Digital System...

  1. India: General Survey Unit for World Civilization Course Curriculum Project. Fulbright-Hays Summer Seminars Abroad, 1997 (India).

    ERIC Educational Resources Information Center

    Brinton, Victoria

    This unit is intended to provide high school students with a general knowledge of the history and culture of India. Lessons include: (1) "Early India"; (2) "Indian Civilization 1500 BC - 500 AD: Hinduism"; (3) "Buddhism"; (4) "Indian Empires"; (5) "Indian Empires, Continued"; (6)…

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

    PubMed

    Sierra, Caroline M; Adams, Jennifer

    2017-02-25

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

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

    PubMed Central

    Sierra, Caroline M.

    2017-01-01

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

  4. A framework for promoting scholarship productivity in occupational therapy curricula.

    PubMed

    Scott, P J; Justiss, M J; Schmid, A A; Fisher, T F

    2013-01-01

    This paper describes a curricular model to support the production of quality research and development of occupational therapy professional students, prepared to become leaders in the production and utilization of evidence for practice. This model is designed for programs with faculty challenged by the dual mandate of program excellence and expectations for scholarly productivity needed for tenure and promotion: typically programs at research universities. The essence of the model is the paralleling of research and competencies for clinical practice where faculty and students participate as a community of scholars. It is based on the literature that addresses the tensions between achieving excellence in research and scholarly productivity, and excellence in teaching. The experience of one university with this model over a five-year period of time is shared with the student-faculty productivity outcomes. These outcomes include dissemination of 55 collaborative peer reviewed products and faculty has generated support for 25 paid graduate assistantships. The combination of student outcomes and faculty support for their research has strengthened the ability of the faculty to excel in meeting the University mandate of scholarship while providing a high quality professional educational program.

  5. Growing a National Learning Environments and Resources Network for Science, Mathematics, Engineering, and Technology Education: Current Issues and Opportunities for the NSDL Program; Open Linking in the Scholarly Information Environment Using the OpenURL Framework; The HeadLine Personal Information Environment: Evaluation Phase One.

    ERIC Educational Resources Information Center

    Zia, Lee L.; Van de Sompel, Herbert; Beit-Arie, Oren; Gambles, Anne

    2001-01-01

    Includes three articles that discuss the National Science Foundation's National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) program; the OpenURL framework for open reference linking in the Web-based scholarly information environment; and HeadLine (Hybrid Electronic Access and Delivery in the Library Networked…

  6. ePortfolios Reveal an Emerging Community of Underrepresented Minority Scholars

    ERIC Educational Resources Information Center

    Singer-Freeman, Karen; Bastone, Linda; Skrivanek, Joseph

    2014-01-01

    We used ePortfolios to promote and assess identity change in a summer research program for 81 underrepresented minority community college students. We hypothesized that ePortfolios would increase students' development of academic identity, future orientation, and scholarly community. Students completed weekly ePortfolio journal entries and…

  7. 45 CFR 1801.24 - Selection of Truman Scholars by the Foundation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Selection of Truman Scholars by the Foundation. 1801.24 Section 1801.24 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM The Competition § 1801.24 Selection of...

  8. 45 CFR 1801.24 - Selection of Truman Scholars by the Foundation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Selection of Truman Scholars by the Foundation. 1801.24 Section 1801.24 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM The Competition § 1801.24 Selection of...

  9. Where Is the Research on Community College Students?

    ERIC Educational Resources Information Center

    Crisp, Gloria; Carales, Vincent D.; Núñez, Anne-Marie

    2016-01-01

    An understanding of where community college scholarship is published can be beneficial to practitioners seeking to identify and use scholarly evidence to support policies and programs that promote student success. Such an understanding will also benefit aspiring and new scholars seeking to identify community college scholarship. Unfortunately,…

  10. 45 CFR 1801.24 - Selection of Truman Scholars by the Foundation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Selection of Truman Scholars by the Foundation. 1801.24 Section 1801.24 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM The Competition § 1801.24 Selection of...

  11. 45 CFR 1801.24 - Selection of Truman Scholars by the Foundation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Selection of Truman Scholars by the Foundation. 1801.24 Section 1801.24 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM The Competition § 1801.24 Selection of...

  12. 45 CFR 1801.24 - Selection of Truman Scholars by the Foundation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Selection of Truman Scholars by the Foundation. 1801.24 Section 1801.24 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM The Competition § 1801.24 Selection of...

  13. Internet-Accessible Scholarly Resources for the Humanities and Social Sciences.

    ERIC Educational Resources Information Center

    ACLS Newsletter, 1997

    1997-01-01

    This newsletter focuses on the presentations of a program session on Internet-accessible scholarly resources, held at the 1996 ACLS Annual Meeting. Articles in the newsletter include: "Building the Scene: Words, Images, Data, and Beyond" (David Green); "Electronic Texts: The Promise and the Reality" (Susan Hockey); "Images…

  14. A New Key to Scholarly Collaboration?

    ERIC Educational Resources Information Center

    Fitzmier, Jack

    2012-01-01

    The American Academy of Religion, in concert with the Sakai Foundation, has envisioned a scholarly use of the new Sakai Open Academic Environment open-source software. Currently working under the title "Biosphere," the program would put a rich collection of collaborative tools in the hands of AAR members, their colleagues in related scholarly…

  15. On the Way to Scholarship: From Master's to Doctorate.

    ERIC Educational Resources Information Center

    Meleis, Afaf Ibrahim

    1992-01-01

    Progress in the discipline of nursing is predicated on the development of a community of scholars who have a passion for substance. Nurse educators are challenged to develop programs and environments that stimulate and nurture scholarship. Includes a discussion of strategies for development of scholarly doctoral education. (Author)

  16. Texas Scholars: Successful Partnerships and Linkages.

    ERIC Educational Resources Information Center

    Johnson, William L.; Randolph, Joe; Devilbiss, Charles; Johnson, Annabel M.

    The Texas Scholars Program uses business and community involvement to motivate middle- and lower-ranked high school students to take and complete a rigorous academic curriculum to prepare them for the labor market or postsecondary education. The paper examines variables such as staff development, community involvement, support from the central…

  17. Application of the Disruption Predictor Feature Developer to developing a machine-portable disruption predictor

    NASA Astrophysics Data System (ADS)

    Parsons, Matthew; Tang, William; Feibush, Eliot

    2016-10-01

    Plasma disruptions pose a major threat to the operation of tokamaks which confine a large amount of stored energy. In order to effectively mitigate this damage it is necessary to predict an oncoming disruption with sufficient warning time to take mitigative action. Machine learning approaches to this problem have shown promise but require further developments to address (1) the need for machine-portable predictors and (2) the availability of multi-dimensional signal inputs. Here we demonstrate progress in these two areas by applying the Disruption Predictor Feature Developer to data from JET and NSTX, and discuss topics of focus for ongoing work in support of ITER. The author is also supported under the Fulbright U.S. Student Program as a graduate student in the department of Nuclear, Plasma and Radiological Engineering at the University of Illinois at Urbana-Champaign.

  18. Funding global emergency medicine research-from seed grants to NIH support.

    PubMed

    Hansoti, Bhakti; Levine, Adam; Ganti, Latha; Oteng, Rockefeller; DesRosiers, Taylor; Modi, Payal; Brown, Jeremy

    2016-12-01

    Funding for global health has grown significantly over the past two decades. Numerous funding opportunities for international development and research work exist; however, they can be difficult to navigate. The 2013 Academic Emergency Medicine consensus conference on global health and emergency care identified the need to strengthen global emergency care research funding, solidify existing funding streams, and expand funding sources. This piece focuses on the various federal funding opportunities available to support emergency physicians conducting international research from seed funding to large institutional grants. In particular, we focus on the application and review processes for the Fulbright and Fogarty programs, National Institutes of Health (NIH) Career development awards, and the Medical Education Partnership Initiative (MEPI), including tips and pathways through each application process. Lastly, the paper provides an index that may be used as a guide in determining whether the amount of funding provided by a grant is worth the effort in applying.

  19. Critical Components of a Successful Undergraduate Research Experience in the Geosciences for Minority Students

    NASA Astrophysics Data System (ADS)

    Liou-Mark, J.; Blake, R.; Chukuigwe, C.

    2013-12-01

    For the past five years, the New York City College of Technology has administered a successful National Science Foundation (NSF) Research Experience for Undergraduates (REU) program. The program provides rich, substantive, academic and life-transformative STEM educational experiences for students who would otherwise not pursue STEM education altogether or would not pursue STEM education through to the graduate school level. The REU Scholars are provided with an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST). Candidates for the program are recruited from the City University of New York's twenty-three separate campuses. These students engage in a research experience that spans the summer and the fall and spring semesters. Eighty-four percent (84%) of the program participants are underrepresented minorities in STEM, and they are involved in a plethora of undergraduate research best practice activities that include: training courses in MATLAB programming, Geographic Information Systems, and Remote Sensing; workshops in Research Ethics, Scientific Writing, and Oral and Poster Research Presentations; national, regional, and local conference presentations; graduate school support; and geoscience exposure events at national laboratories, agencies, and research facilities. To enhance their success in the program, the REU Scholars are also provided with a comprehensive series of safety nets that include a multi-tiered mentoring design specifically to address critical issues faced by this diverse population. Since the inception of the REU program in 2008, a total of 61 undergraduate students have finished or are continuing with their research or are pursuing their STEM endeavors. All the REU Scholars conducted individual satellite and ground-based remote sensing research projects that ranged from the study of hurricanes to atmospheric water vapor distribution to spectral analysis of soil moisture. Of the 61 REU Scholars, 18.0% (11) are in graduate school in the STEM disciplines, 16.5% (10) have graduated and are in the STEM workforce, and 65.5% (40) continue to pursue their STEM degrees. All of the REU Scholars have made oral and poster presentations at local, region, and/or national conferences. Five of them have won first place recognition for their research, and three students will be co-authors for three peer-reviewed publications and two book chapters. (This program is supported by NSF REU grant #1062934.)

  20. Facilitating the Transition of Nurse Clinician to Nurse Scientist: Significance of Entry PhD Courses.

    PubMed

    Armstrong, Deborah K; McCurry, Mary; Dluhy, Nancy M

    Transitioning into the role of nurse scientist requires the acquisition of new knowledge but also involves the development of new scholarly skills and the appropriation of the unique values and goals of the new role. Students engaged in doctor of philosophy education in all practice disciplines are confronted with a necessary shift in perspective and identity from that of the practice expert to the research scientist and experience a tension referred to as the research-practice dualism. The purpose of this article is to examine the ramifications of this identity shift in nursing doctor of philosophy education and to detail one program's strategy to address the inherent tension. This transition into the role of nurse scientist includes learning to value scholarly literature, expanding one's philosophical and disciplinary vocabulary, cultivating disciplinary inquisitiveness, learning scholarly communication and dissemination skills, and developing new collegial relationships. It is essential that this process of transitioning from clinician to scholar be purposively supported from the outset of the program. Faculty must critically examine current educational strategies and design new approaches to more effectively integrate the practice and science worlds, thereby enhancing program completion and graduating nurse scientists who are equipped to contribute to the knowledge of the discipline. Copyright © 2016 Elsevier Inc. All rights reserved.

  1. Otolaryngology Residency Program Research Resources and Scholarly Productivity.

    PubMed

    Villwock, Jennifer A; Hamill, Chelsea S; Nicholas, Brian D; Ryan, Jesse T

    2017-06-01

    Objective To delineate research resources available to otolaryngology residents and their impact on scholarly productivity. Study Design Survey of current otolaryngology program directors. Setting Otolaryngology residency programs. Subjects and Methods An anonymous web-based survey was sent to 98 allopathic otolaryngology training program directors. Fisher exact tests and nonparametric correlations were used to determine statistically significant differences among various strata of programs. Results Thirty-nine percent (n = 38) of queried programs responded. Fourteen (37%) programs had 11 to 15 full-time, academic faculty associated with the residency program. Twenty (53%) programs have a dedicated research coordinator. Basic science lab space and financial resources for statistical work were present at 22 programs (58%). Funding is uniformly provided for presentation of research at conferences; a minority of programs (13%) only funded podium presentations. Twenty-four (63%) have resident research requirements beyond the Accreditation Council for Graduate Medical Education (ACGME) mandate of preparing a "manuscript suitable for publication" prior to graduation. Twenty-five (67%) programs have residents with 2 to 3 active research projects at any given time. None of the investigated resources were significantly associated with increased scholarly output. There was no uniformity to research curricula. Conclusions Otolaryngology residency programs value research, evidenced by financial support provided and requirements beyond the ACGME minimum. Additional resources were not statistically related to an increase in resident research productivity, although they may contribute positively to the overall research experience during training. Potential future areas to examine include research curricula best practices, how to develop meaningful mentorship and resource allocation that inspires continued research interest, and intellectual stimulation.

  2. Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors.

    PubMed

    Guise, Jeanne-Marie; Geller, Stacie; Regensteiner, Judith G; Raymond, Nancy; Nagel, Joan

    2017-02-01

    Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. A national survey was conducted of Building Interdisciplinary Research Careers in Women's Health (BIRCWH) program directors-current and former scholars from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs-to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically. Responses were received from 25/27 (93%) program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169; 90%) and research (148/169; 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included the following: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors' roles (including importance of having a primary mentor to help navigate discussions), and meet in person as a team. These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.

  3. Team Mentoring for Interdisciplinary Team Science: Lessons from K12 Scholars and Directors

    PubMed Central

    Guise, Jeanne-Marie; Geller, Stacie; Regensteiner, Judith G.; Raymond, Nancy; Nagel, Joan

    2016-01-01

    Purpose Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. Method A national survey was conducted of Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) program directors, current and former scholars s from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively and qualitative thematically. Results Responses were received from 25/27 (93%) of program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169, 90%) and research (148/169, 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors’ roles (including importance of having a primary mentor to help navigate discussions), and meeting in person as a team. Conclusions These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives. PMID:27556675

  4. Process Evaluation for Improving K12 Program Effectiveness: Case Study of a National Institutes of Health Building Interdisciplinary Research Careers in Women's Health Research Career Development Program.

    PubMed

    Raymond, Nancy C; Wyman, Jean F; Dighe, Satlaj; Harwood, Eileen M; Hang, Mikow

    2018-06-01

    Process evaluation is an important tool in quality improvement efforts. This article illustrates how a systematic and continuous evaluation process can be used to improve the quality of faculty career development programs by using the University of Minnesota's Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program as an exemplar. Data from a rigorous process evaluation incorporating quantitative and qualitative measurements were analyzed and reviewed by the BIRCWH program leadership on a regular basis. Examples are provided of how this evaluation model and processes were used to improve many aspects of the program, thereby improving scholar, mentor, and advisory committee members' satisfaction and scholar outcomes. A rigorous evaluation plan can increase the effectiveness and impact of a research career development plan.

  5. Challenges and Difficulties about College Counseling in China: Response to Portnoy (2013)

    ERIC Educational Resources Information Center

    Zhang, Ya; Yang, Wensheng; Liu, Mingbo; Wu, Mengyang

    2016-01-01

    Portnoy (2013) shared a series of personal observations about central issues in Chinese college mental health based on his Fulbright year in China. While we really appreciated his personal observations and his discussion, which shed light on cultural differences and structural forces in China, we present here a different perspective on his…

  6. Bulgaria and Romania: Geography and Economics. Fulbright-Hays Summer Seminar Abroad 1996 (Bulgaria and Romania).

    ERIC Educational Resources Information Center

    Kirtland, Jack

    This lesson plan on Romania and Bulgaria could be adapted for various grade levels and ability groups. Topics addressed include cultural diversity, the period of Soviet control in the region and its lasting effects, factors contributing to political instability, the current attempts to move towards a market economy, and traditions and customs…

  7. Taking the Show on the Road: The Multiple Rewards of Teaching Information Systems Abroad.

    ERIC Educational Resources Information Center

    Chepaitis, Elia

    This paper discusses the multiple rewards of teaching information systems (IS) abroad, drawing on the experience of an IS professor who has been awarded three Fulbright scholarships in the 1990s. The author draws extensively upon personal experiences in Russia to illustrate the challenges and benefits of teaching in foreign institutions. The…

  8. 34 CFR 662.21 - What criteria does the Secretary use to evaluate an application for a fellowship?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What criteria does the Secretary use to evaluate an application for a fellowship? 662.21 Section 662.21 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS DOCTORAL...

  9. India Culture Box. Fulbright-Hays Summer Seminar Abroad 1994 (India).

    ERIC Educational Resources Information Center

    Benedict, Edward S.

    This packet describes how a culture kit can be used to engage students in active learning. While using the kit and poster lessons, students will improve their skills of observation, valuing and analysis. Activities include: (1) a "What is it?" game of exploration of cultural items; (2) poster lessons depicting Indian food, gods and…

  10. Women's Life Experiences in Contemporary India. Fulbright-Hays Summer Seminar Abroad 1994 (India).

    ERIC Educational Resources Information Center

    Pipkin, Ruthanne

    This unit, intended for high school use, examines the role of women in India as portrayed in selected literature. The books used include: (1) "Women in India: Two Perspectives" (Doranne Jacobson; Susan S. Wadley); (2) "Through Indian Eyes, Volume l. The Wheel of Life" (Donald J. Johnson, Ed.; Jean E. Johnson, Ed.); (3)…

  11. Mexican Education: An Analysis. Fulbright-Hays Summer Seminar Abroad Project.

    ERIC Educational Resources Information Center

    Slayton, Tamara

    This study addresses the basic question: What are the factors that influence the academic experience of Mexican children, and, to what extent do these factors result in deficits in student learning and achievement? The study was conducted over the course of 5 weeks throughout Mexico in the regions of Juarez, Chihuahua, Michoacan, Mexico, D.F.,…

  12. Herman Melville's "Benito Cereno": A Cognitive Approach in Search of Illusions and Allusions.

    ERIC Educational Resources Information Center

    Khawaja, Mabel

    For one Fulbright lecturer teaching Herman Melville's novel "Benito Cereno" at the University of Tunis (North Africa), the setting appeared to be ideal for a United States novel course. "Benito Cereno", for the most part, takes place on a large ship carrying slaves. Eventually, the slaves revolt against their Spanish masters…

  13. What Do We Learn about Technical Communication in Hungary through My Students and My Hungarian Colleagues: An Initial Investigation

    ERIC Educational Resources Information Center

    Ding, Daniel D.

    2018-01-01

    Very few articles exist that document technical communication in Hungary. My Fulbright research reveals two general points: First, technical communication pedagogy stresses correct use of professional terms and phrases in technical translations or technical articles for fictional audiences. Second, it does not emphasize the importance of…

  14. Ancient India and the Body. Fulbright-Hays Summer Seminar Abroad 1994 (India).

    ERIC Educational Resources Information Center

    Wolak, William

    This paper explores the representation of the human body through the literature and art of early India. From its beginning, Indian art has employed an uninterrupted iconic mode of representation that focuses on an anthropomorphic mimesis to describe desire, devotion, and ascetic denial. The paper focuses on the earliest such representations of the…

  15. Teaching Web Search Skills: Techniques and Strategies of Top Trainers

    ERIC Educational Resources Information Center

    Notess, Greg R.

    2006-01-01

    Here is a unique and practical reference for anyone who teaches Web searching. Greg Notess shares his own techniques and strategies along with expert tips and advice from a virtual "who's who" of Web search training: Joe Barker, Paul Barron, Phil Bradley, John Ferguson, Alice Fulbright, Ran Hock, Jeff Humphrey, Diane Kovacs, Gary Price, Danny…

  16. Gandhi: Sources and Influences. A Curriculum Guide. Fulbright-Hays Summer Seminars Abroad, 1997 (India).

    ERIC Educational Resources Information Center

    Ragan, Paul

    This unit is intended for secondary students in American literature, Asian history, U.S. history, or a world cultures class. Special emphasis is placed on the literary contributions of four individuals: Henry David Thoreau, Mahatma Gandhi, Martin Luther King, Jr., and the Dalai Lama. The sections appear in chronological order and contain…

  17. 77 FR 28577 - Applications for New Awards; Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-15

    ... that focuses on one or more of the following geographic areas: Africa, East Asia, Southeast Asia and...-6288. V. Application Review Information 1. General: For FY 2012, student applications are divided into... the Federal Digital System at: www.gpo.gov/fdsys . At this site you can view this document, as well as...

  18. India - Mahabharata. Fulbright-Hays Summer Seminar Abroad 1994 (India).

    ERIC Educational Resources Information Center

    DeVito, Carole; DeVito, Pasquale

    This lecture is accompanied by slides of India. The lecture is used an introduction to the first of the three videotapes of Peter Brook's "Mahabharata," providing students with preliminary background on Hinduism and on the Hindu epic. The objective is also to have students think about the basic values of ancient and modern Hindus. (EH)

  19. Uncovering the Layers of Foreign Language Teacher Socialization: A Qualitative Case Study of Fulbright Language Teaching Assistants

    ERIC Educational Resources Information Center

    Uzum, Baburhan

    2017-01-01

    This qualitative case study explored how a novice language teacher negotiated her pedagogical beliefs and practices during her socialization into a foreign cultural and educational context. The focal participant was an Uzbek language teacher at a university in the USA. Using a language socialization theoretical framework, data were drawn from…

  20. 49 CFR 1002.1 - Fees for records search, review, copying, certification, and related services.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... education, and an institution of vocational education, which operates a program of scholarly research. The... “commercial” basis and that is operated solely for the purpose of conducting scientific research the results... for a commercial use but, instead, are in furtherance of scholarly or scientific research. (3...

  1. 49 CFR 1002.1 - Fees for records search, review, copying, certification, and related services.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... education, and an institution of vocational education, which operates a program of scholarly research. The... “commercial” basis and that is operated solely for the purpose of conducting scientific research the results... for a commercial use but, instead, are in furtherance of scholarly or scientific research. (3...

  2. Faculty Member's Guide to U.S. Immigration Law.

    ERIC Educational Resources Information Center

    Smith, Eugene H.; Baron, Marvin

    Immigration laws and regulations are briefly summarized to aid faculty members in understanding problems faced by foreign students and scholars. The objective is to enable faculty to properly advise foreign students regarding their academic programs and to recognize when a foreign student or scholar needs to be referred to the foreign student…

  3. Visiting Scholars Program in Building Science at UC Berkeley

    Science.gov Websites

    part of the evaluation process, as it is essential that there is a relationship between your interests and the research being conducted at CBE. Visiting scholars must have some prior research experience with information on education, research experience, papers published and technical skills (e.g

  4. McNair Scholars' Science, Technology, Engineering, and Mathematics (STEM) Graduate Experience: A Pilot Study

    ERIC Educational Resources Information Center

    Bancroft, Senetta F.; Benson, Susan Kushner; Johnson-Whitt, Eugenia

    2016-01-01

    Nationally, racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) disciplines. These disparities are most notable at the doctoral level and are also found in the doctoral outcomes of Ronald E. McNair Postbaccalaureate Achievement Program participants (Scholars) despite opportunities designed to promote…

  5. Teaching Scholar Partnerships: A Fresh Approach to College/School Collaborations

    ERIC Educational Resources Information Center

    Bearce, W. Hutchinson

    2004-01-01

    This document is intended to be a handbook for independent college and university leaders interested in learning about a fresh approach to cooperation with local elementary, middle, and high schools. It draws from the Teaching Scholar Partnerships (TSP) program, a successful demonstration project that involved ten private institutions working in…

  6. 45 CFR 1801.2 - Truman Scholars are selected from qualified applicants from each State.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Truman Scholars are selected from qualified applicants from each State. 1801.2 Section 1801.2 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM General § 1801.2...

  7. 45 CFR 1801.2 - Truman Scholars are selected from qualified applicants from each State.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Truman Scholars are selected from qualified applicants from each State. 1801.2 Section 1801.2 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM General § 1801.2...

  8. 45 CFR 1801.2 - Truman Scholars are selected from qualified applicants from each State.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Truman Scholars are selected from qualified applicants from each State. 1801.2 Section 1801.2 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM General § 1801.2...

  9. 45 CFR 1801.2 - Truman Scholars are selected from qualified applicants from each State.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Truman Scholars are selected from qualified applicants from each State. 1801.2 Section 1801.2 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM General § 1801.2...

  10. 45 CFR 1801.2 - Truman Scholars are selected from qualified applicants from each State.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Truman Scholars are selected from qualified applicants from each State. 1801.2 Section 1801.2 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM General § 1801.2...

  11. African Americans Who Teach German Language and Culture.

    ERIC Educational Resources Information Center

    Fikes, Robert Jr.

    2001-01-01

    A large number of black scholars have pursued advanced degrees in the German language, history, and culture. Describes the history of African American interest in the German language and culture, highlighting various black scholars who have studied German over the years. Presents data on African Americans in German graduate programs and examines…

  12. 76 FR 4330 - American Overseas Research Centers (AORC) Program; Office of Postsecondary Education; Overview...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-25

    ... conferences; the cost of teaching and research materials; the cost of acquisition, maintenance, and preservation of library collections; the cost of bringing visiting scholars and faculty to the center to teach... propose teaching or research activities conducted by visiting scholars and faculty in one of the seventy...

  13. Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners

    ERIC Educational Resources Information Center

    Berman, Ronald; Hassell, Deliesha

    2014-01-01

    The Doctoral Community Network (DC) is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants adapted to this environment through their ability to learn and adjust to…

  14. Artists as Scholars: The Research Behavior of Dance Faculty

    ERIC Educational Resources Information Center

    Robinson, Shannon Marie

    2016-01-01

    The research behaviors and library use of dance scholars are widely unknown, particularly in regard to issues of access to historical materials and new technology preferences. In the past thirty years, college and university dance departments in the United States have developed into independent, research-based programs. Despite the lack of current…

  15. WPA as Rhetor: Scholarly Production and the Difference a Discipline Makes

    ERIC Educational Resources Information Center

    Dew, Debra Frank

    2009-01-01

    This article defines applied rhetorical work as integral to the intellectual work of writing program administration and asks our professional organizations to classify it as such within our position statements. With a specific case, it offers a generative framework for representing and assessing the work's scholarly commons for professional…

  16. The Role of Leaders in Transforming Learners and Learning in the Higher Learning Institutions in Kenya

    ERIC Educational Resources Information Center

    Okinyi, Nyaruri Paul; Kwaba, Jacob Gekonge; Nyabuto, Neria Nyanchama

    2015-01-01

    The importance of leadership in organizations has increased and leadership training and development has advanced and peoples' performance. Institutions in higher education are investing heavily in advancement of leadership programs aimed at improving learners' leadership skills and scholars. To this day, many scholars in higher institutions…

  17. 45 CFR 1801.43 - Allowance for books.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Allowance for books. 1801.43 Section 1801.43... HARRY S. TRUMAN SCHOLARSHIP PROGRAM Payments to Finalists and Scholars § 1801.43 Allowance for books. The cost allowance for a Scholar's books is $1000 per year, or such higher amount published on the...

  18. 45 CFR 1801.43 - Allowance for books.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Allowance for books. 1801.43 Section 1801.43... HARRY S. TRUMAN SCHOLARSHIP PROGRAM Payments to Finalists and Scholars § 1801.43 Allowance for books. The cost allowance for a Scholar's books is $1000 per year, or such higher amount published on the...

  19. 45 CFR 1801.43 - Allowance for books.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false Allowance for books. 1801.43 Section 1801.43... HARRY S. TRUMAN SCHOLARSHIP PROGRAM Payments to Finalists and Scholars § 1801.43 Allowance for books. The cost allowance for a Scholar's books is $1000 per year, or such higher amount published on the...

  20. 45 CFR 1801.43 - Allowance for books.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Allowance for books. 1801.43 Section 1801.43... HARRY S. TRUMAN SCHOLARSHIP PROGRAM Payments to Finalists and Scholars § 1801.43 Allowance for books. The cost allowance for a Scholar's books is $1000 per year, or such higher amount published on the...

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