Professional Socialisation of Valuers: Program Directors Perspective

ERIC Educational Resources Information Center

Page, Geoff

2007-01-01

An examination of the professional socialisation process is critical in changing the way graduates are trained and how they are supported post graduation. This article summarises key mechanisms to facilitate socialisation from recent socialisation studies undertaken in the fields of medicine, physical therapy nursing, occupational therapy, and…

Carpentry. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2001 Revision.

ERIC Educational Resources Information Center

Ohio State Board of Education, Columbus.

This Ohio Integrated Technical and Academic Competency (ITAC) profile provides the professional or occupational competencies deemed essential for a graduate to perform proficiently in carpentry when he or she graduates from the specialization work force development program in industrial and engineering systems. The profile includes competency…

Placement and Follow-Up Report: Graduate Survey Responses and State Defined Placement Status of Occupational Programs for the Academic Year 1982-83. Research Report No. 84-31.

ERIC Educational Resources Information Center

Baldwin, Anne

Annually, a study is conducted by Miami-Dade Community College to determine the education and employment status of vocational program graduates and their reactions to various aspects of college services and courses. Study findings are based on a survey for former students, Department of Labor and Employment Security Files, State University System…

The Evaluation of Experiential Learning: Guidelines for Evaluators Concerning Graduate Student Evaluation. Revised.

ERIC Educational Resources Information Center

Central Michigan Univ., Mount Pleasant. Inst. for Personal and Career Development.

Central Michigan University's experiential learning program and the guidelines for awarding academic credit are described. Graduate students may apply for college credit on the basis of relevant skills which have been acquired as a result of their occupational, military, and personal experiences. The evaluators judge the student's application to…

Two-Year Follow-up of the Competitive Employment Status of Graduates with Developmental Disabilities.

ERIC Educational Resources Information Center

Hoisch, Sharon A.; And Others

1992-01-01

This follow-up study of 54 graduates of a California high school career and vocational services program for students with developmental disabilities or learning disabilities found that only 39 percent were in competitive employment and that jobs were predominantly in the food, building, fabrication, and packaging service occupations. Most…

Employment Projections and Program Priorities. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

Rosenthal, Dan; Collier, Kitty

This study compared occupational projections for Alabama with graduation rates in corresponding academic programs to provide a context for state and institutional policy decisions on new program initiatives and to comply with recent program viability legislation. The study examined number of degrees conferred, employment projections, and…

Generic Skills. Trade Families. Based on Data on the Use of 588 Tool Skills from 1600 Workers and Supervisors in 131 Occupations.

ERIC Educational Resources Information Center

Smith, Arthur De W.

The Generic Skills studies were designed to provide training specifications that will enable graduates of trades training programs to compete for job placement in a range of occupations rather than in a single occupation. The studies identified a number of trade families, classified on the basis of skills used in work performance, and also…

Florida Employer Opinion Survey. Annual Report, June 1992.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

Each year the Florida Education and Training Placement Information Program (FETPIP) conducts surveys to determine the opinions of employers about the preparation of graduates of vocational programs. The 1992 survey focused on eight specific occupational training areas (i.e., child care services, computer programming and analysis, dental assisting,…

Discover: An Educational Opportunity for Women in Transition.

ERIC Educational Resources Information Center

Willson, Linda M.; And Others

The Discover program is a program for women who want to become self-sufficient and self-supporting. Clients of the program may be separated or divorced, single mothers, or married to an underemployed spouse. The Discover program involves career exploration in the hope that its graduates will enter an occupational training program. The goals of the…

75 FR 39669 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-12

... data using a Standard Occupational Classification (SOC) code, information about on-time graduation rates for students entering the program, cost information (including tuition fees, room and board, and other institutional costs incurred for enrolling in the program), placement rate information for...

Profile of 1 year of fieldwork experiences for undergraduate occupational therapy students from a large regional Australian university.

PubMed

Mackenzie, Lynette; O'Toole, Gjyn

2017-10-01

Objective Fieldwork experience is a significant component of many health professional education programs and affects future practice for graduates. The present study used self-reported student data to produce a profile of undergraduate student placement experiences. Methods Cross-sectional surveys exploring placement location, setting and client types, models of supervision, interventions and financial costs were completed by students following each placement. Data were analysed using descriptive analysis. Results Placements were predominantly conducted outside capital cities (69.8%; n=184), with 25.8% (n=68) in rural settings. Students experienced predominantly public health in-patient settings and community settings, with only 15% experiencing private settings. Conclusions The placement profile of undergraduate occupational therapy students appeared to be consistent with workforce reports on occupational therapy professional practice. What is known about the topic? Fieldwork experienced by health professional students is critical to preparing new graduates for practice. Although the World Federation of Occupational Therapy provides guidance on what is required for occupational therapy fieldwork experience, little is known about what students actually experience during their fieldwork placements. What does this paper add? The present study is the first to document the range of fieldwork experienced by occupational therapy students in one program over 1 year, and provides the basis for comparison with other occupational therapy programs, as well as other disciplines nationally and internationally. What are the implications for practitioners? Occupational therapy students experienced few opportunities in private practice or speciality services, and had mostly one-on-one supervision. To provide a future workforce that is able to address the changing health system, it is vital that students are exposed to a range of fieldwork experiences and supervision styles that replicate the demands of future practice.

New graduate transition to practice: how can the literature inform support strategies?

PubMed

Moores, Alis; Fitzgerald, Cate

2017-07-01

Objective The transition to practice for new graduate health professionals has been identified as challenging, with health services typically adopting a range of support and management strategies to assist safe professional practice. Queensland's state-wide Occupational Therapy Clinical Education Program supporting new graduates within public sector health facilities conducted a narrative literature review to identify evidence-based recommended actions that would assist new graduate occupational therapists' to transition from student to practitioner. Method Searches of Medline, CINAHL and PubMed databases were used to locate articles describing or evaluating occupational therapy new graduate support actions. Results The themes of supervision, support and education emerged from the literature. Additionally, four interactions were identified as factors potentially influencing and being influenced by the processes and outcomes of supervision, support and education actions. The interactions identified were professional reasoning, professional identity, an active approach to learning and reflective practice. Conclusions The interactions emerging from the literature will serve to inform the delivery and focus of supervision, support and education for new graduate occupational therapists as they transition to practice. The results may have application for other health professions. What is known about the topic? The transition to practice for new graduate occupational therapists has been reported as challenging with health services implementing various actions to support and assist this transition. A previous literature review of recommended support strategies could not be found providing an impetus for this enquiry. What does this paper add? This narrative literature review identified three themes of actions supporting the transition of new graduates from student to practitioner. In addition to these themes of supervision, support and education, also emerging from the literature were factors identified as important to facilitating the transition of new graduates to the workplace. These factors, or interactions, are identified in this paper as professional reasoning, professional identity, an active approach to learning, and reflective practice. It is proposed that these interactions have an effect on and can be effected by supervision, support and education actions. The articulation between the interactions and the themes was a notable outcome emerging from this literature review. What are the implications for practitioners? This literature review will assist those planning actions to guide new graduates' transition into practice. It is proposed that the methods of implementing supervision, support and education actions are optimised by the identified interactions.

Experienced Teacher Fellowship Program. Final Report.

ERIC Educational Resources Information Center

Wolansky, William D.; Cochran, Leslie H.

The Industrial Arts Fellowship Program provides an opportunity for 24 experienced teachers to pursue graduate study related to two occupational clusters: industrial materials and processes or energy and propulsion systems. As part of their studies, students developed, field tested, and evaluated curriculum materials which applied these evolving…

Newly graduated nurses' occupational commitment and its associations with professional competence and work-related factors.

PubMed

Numminen, Olivia; Leino-Kilpi, Helena; Isoaho, Hannu; Meretoja, Riitta

2016-01-01

To explore newly graduated nurses' occupational commitment and its associations with their self-assessed professional competence and other work-related factors. As a factor affecting nurse turnover, newly graduated nurses' occupational commitment and its associations with work-related factors needs exploring to retain adequate workforce. Nurses' commitment has mainly been studied as organisational commitment, but newly graduated nurses' occupational commitment and its association with work-related factors needs further studying. This study used descriptive, cross-sectional, correlation design. A convenience sample of 318 newly graduated nurses in Finland participated responding to an electronic questionnaire. Statistical software, NCSS version 9, was used in data analysis. Frequencies, percentages, ranges, means and standard deviations summarised the data. Multivariate Analyses of Variance estimated associations between occupational commitment and work-related variables. IBM SPSS Amos version 22 estimated the model fit of Occupational Commitment Scale and Nurse Competence Scale. Newly graduated nurses' occupational commitment was good, affective commitment reaching the highest mean score. There was a significant difference between the nurse groups in favour of nurses at higher competence levels in all subscales except in limited alternatives occupational commitment. Multivariate analyses revealed significant associations between subscales of commitment and competence, turnover intentions, job satisfaction, earlier professional education and work sector, competence counting only through affective dimension. The association between occupational commitment and low turnover intentions and satisfaction with nursing occupation was strong. Higher general competence indicated higher overall occupational commitment. Managers' recognition of the influence of all dimensions of occupational commitment in newly graduated nurses' professional development is important. Follow-up studies of newly graduated nurses' commitment, its relationship with quality care, managers' role in enhancing commitment and evaluation of the impact of interventions on improving commitment need further studying. © 2015 John Wiley & Sons Ltd.

EDUCATIONAL PROGRAMS IN VIRGINIA FOR FIELDS RELATED TO HEALTH.

ERIC Educational Resources Information Center

MCGLOTHLIN, WILLIAM J.

FOR EACH OF 18 HEALTH RELATED OCCUPATIONS, THE REPORT IDENTIFIES MAJOR NEEDS, OUTLINES THE RELEVANT EDUCATIONAL PROGRAM, AND RECOMMENDS ACTION. COMMENTS GO BEYOND EDUCATIONAL PROGRAMS ALONE, FOR IN SOME FIELDS THE PROBLEM FOR VIRGINIA IS NOT HOW TO EDUCATE MORE STUDENTS BUT HOW TO RETAIN MORE GRADUATES IN THE STATE. THE STUDY COMMITTEE RECOMMENDS…

Florida Employer Opinion Survey. Annual Report, June 1993.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

Each year the Florida Education and Training Placement Information Program (FETPIP) conducts surveys to determine the opinions of employers about the preparation of graduates of vocational programs. The 1993 survey focused on eight school district and community college occupational training areas (i.e., automotive technology, gasoline engine…

Occupational Course of Study Diploma Track: A Case Study of Post-School Employment Readiness

ERIC Educational Resources Information Center

Doiel, Patrick W.

2017-01-01

The North Carolina Occupational Course of Study (NCOCS) program is an alternative diploma track with a vocational focus toward post school employment to assist students who would not otherwise graduate with a standard course of study. The purpose of this qualitative single case study was to explore the local causes of low post-school employment…

What Can You Do with that Degree? College Major and Occupational Status of College Graduates over Time

ERIC Educational Resources Information Center

Roksa, Josipa; Levey, Tania

2010-01-01

While income inequality among college graduates is well documented, inequality in occupational status remains largely unexplored. We examine whether and how occupational specificity of college majors is related to college graduates' transition into the labor market and their subsequent occupational trajectories. Analyses of NLSY79 indicate that…

Great Careers in Two Years: The Associate Degree Option. High Skill and High Wage Jobs Available through Two-Year Programs.

ERIC Educational Resources Information Center

Phifer, Paul

This book explores high-skill and high-wage jobs available through two-year programs. It identifies 100 high-need occupational areas, and discusses "hot" programs and starting salaries for graduates of dental hygiene, manufacturing, process technology, telecommunications, physical therapy assisting, and registered nursing. Each career article…

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

PubMed

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

2015-11-13

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

A Preliminary Assessment of Occupational Opportunities in the District of Columbia for Bachelors Degree Graduates from Local Public and Private Institutions.

ERIC Educational Resources Information Center

Federal City Coll., Washington, DC.

Meeting the challenge of developing programs responsive to the manpower needs of the District of Columbia in the 1980's is presented as a fundamental aspect of planning and development at Federal City College. Current employment opportunities in the District as well as forecasts of occupational demand for areas requiring bachelors degrees are…

Measures of Success: A Survey of Selected Vocational and Technical Education Programs in Florida which Train Students in Occupations Requiring Licenses.

ERIC Educational Resources Information Center

Florida State Advisory Council on Vocational and Technical Education, Tallahassee.

A study of 13 vocational and technical education programs in Florida was conducted which represented an attempt to identify valid and reliable sources of data whereby some vocational programs might be evaluated in specified terms of effectiveness. The programs selected for study were among those which require graduating students to pass licensing…

Preparing Students for a Wide-Open Future.

ERIC Educational Resources Information Center

Bartholomew, Ralph E.; Dobbs, Marianne L.

1986-01-01

The authors describe the programs of study at Walter Biddle Saul High School of Agricultural Sciences in Philadelphia. Enrolling 700 students, the school trains youth for careers in agriculture-related occupations and possesses a very high placement rate for its graduates. (CH)

A Conceptual Basis for Developing Common Curricula in Teacher Education Programs for Occupational Education. Graduate Studies in Education, Number 2, Volume 3.

ERIC Educational Resources Information Center

Courtney, E. Wayne

The purpose of this document was to generate a rationale and a design for planning a conceptual basis for developing common curriculums in vocational teacher education training programs. A review of the literature discusses heuristic approaches to teacher education, the rational basis for common programs, empirical studies in teacher education,…

Characteristics and Experiences Related to VTAE Programs That Encourage and/or Inhibit Entrepreneurial Competencies. Final Report.

ERIC Educational Resources Information Center

Gilbertson, Alan; And Others

A study examined the characteristics and features of vocational, technical, and adult education (VTAE) programs that encourage and/or inhibit entrepreneurship competencies. The study population included random samples of 50 students drawn from each of Wisconsin's VTAE districts, 30 occupational instructors from each district, and 30 graduates of…

[Career goals and choice of profession among recently graduated physicians].

PubMed

Soethout, M B M; van der Wal, G; ten Cate, Th J

2007-09-22

To obtain insight into the career choice of recently graduated physicians and the factors that influence this choice. Descriptive. Questionnaires were sent to 1091 physicians who graduated from the VU University in Amsterdam or the University Utrecht between 1 July 1999 and 30 June 2002. Graduates were asked to provide the following information: current occupation, number of days that they have worked in current occupation, 5-year career goals, prerequisites for obtaining a residency, time spent on patient care and research, and the extent to which certain factors have influenced their career choice. Respondents were subdivided into three groups: clinical specialists, general practitioners, and public or occupational health professionals. The response was 70%, and approximately half of the respondents were engaged in additional resident training: 68% in a clinical specialty, 23% in general practice, 9% in public or occupational health, and 2% in another occupation. Most of the respondents worked full-time but would prefer to work less in the future. Full-time availability was the most important prerequisite for a clinical residency. Work experience after graduation was also considered important to obtain a residency in general practice or public or occupational health. Among clinical and general practitioner residents, the most important factor influencing career choice was interest in the specific field. For public and occupational health residents, the most important factor was working within office hours, particularly for female respondents. Various factors influence career choice in recently graduated physicians, and these factors are specialty-dependent. Graduates are interested in the possibility of working part-time in their present occupation and in the near future.

Mental health education in occupational therapy professional preparation programs: Alignment between clinician priorities and coverage in university curricula.

PubMed

Scanlan, Justin Newton; Meredith, Pamela J; Haracz, Kirsti; Ennals, Priscilla; Pépin, Geneviève; Webster, Jayne S; Arblaster, Karen; Wright, Shelley

2017-12-01

Occupational therapy programs must prepare graduates for work in mental health. However, this area of practice is complex and rapidly changing. This study explored the alignment between educational priorities identified by occupational therapists practising in mental health and level of coverage of these topics in occupational therapy programs in Australia and New Zealand. Surveys were distributed to heads of all occupational therapy programs across Australia and New Zealand. The survey included educational priorities identified by occupational therapists in mental health from a previous study. Respondents were requested to identify the level of coverage given to each of these priorities within their curriculum. These data were analysed to determine a ranking of educational topics in terms of level of coverage in university programs. Responses were received for 19 programs from 16 universities. Thirty-four topics were given 'High-level coverage' in university programs, and these were compared against the 29 topics classified as 'Essential priorities' by clinicians. Twenty topics were included in both the 'Essential priorities' and 'High-level coverage' categories. Topics considered to be 'Essential priorities' by clinicians which were not given 'High-level coverage' in university programs included the following: mental health fieldwork experiences; risk assessment and management; professional self-care resilience and sensory approaches. While there appears to be overall good alignment between mental health curricula and priorities identified by practising occupational therapists, there are some discrepancies. These discrepancies are described and establish a strong foundation for further discussion between clinicians, academics and university administration to support curriculum review and revision. © 2017 Occupational Therapy Australia.

Information literacy skills of occupational therapy graduates: a survey of learning outcomes

PubMed Central

Powell, Carol A.; Case-Smith, Jane

2003-01-01

Objectives: The purpose of this study is to assess whether recent graduates of the Ohio State University's Occupational Therapy division are applying information-seeking skills they learned as undergraduates, and to seek their advice on ways to improve information-literacy instruction for current and future occupational therapy students. Method: A survey was sent to a sample of graduates from 1995–2000. The results were entered into an SPSS database, and descriptive and inferential results were calculated to determine the information-seeking patterns of these recent graduates. Results: A majority of the occupational therapy graduates who responded to the survey prefer to use information resources that are readily available to them, such as advice from their colleagues or supervisors (79%) and the Internet (69%), rather than the evidence available in the journal literature. Twenty-six percent (26%) of the graduates have searched MEDLINE or CINAHL at least once since they graduated. Formal library instruction sessions were considered useful by 42% of the graduates, and 22% of the graduates found informal contacts with librarians to be useful. Conclusions: Librarians and occupational therapy faculty must intensify their efforts to convey the importance of applying research information to patient care and inform students of ways to access this information after they graduate. In addition to teaching searching skills for MEDLINE and CINAHL, they must provide instruction on how to assess the quality of information they find on the Internet. Other findings suggest that occupational therapy practitioners need access to information systems in the clinical setting that synthesize the research in a way that is readily applicable to patient-care issues. PMID:14566378

Career Guidance Handbook.

ERIC Educational Resources Information Center

Rowland Unified School District, Rowland Heights, CA.

This handbook, intended to help high school students prepare for further education and careers, is divided into six sections. Section I provides information on high school graduation requirements, department offerings and related careers, the Regional Occupation Program (ROP), and adult school. Section II offers recommendations on planning for…

TRAINING NUCLEAR TECHNICIANS.

ERIC Educational Resources Information Center

KOVNER, EDGAR A.

PROBLEMS CONFRONTED BY PLANNERS OF NUCLEAR PROGRAMS AT THE TECHNICIAN LEVEL INCLUDE (1) LACK OF PRECEDENT IN CURRICULUM, COURSE OUTLINES, AND GRADUATE PLACEMENT, (2) DIFFICULTY IN DETERMINING COSTS OF LABORATORY CONSTRUCTION, EQUIPMENT, AND OPERATION, AND (3) REQUIREMENT OF ATOMIC ENERGY COMMISSION LICENSES IN NUCLEAR OCCUPATIONS. A 92-SEMESTER…

Return to Work for Nurses With Hand Dermatitis.

PubMed

Chen, Jennifer; Gomez, Pilar; Kudla, Irena; DeKoven, Joel; Holness, D Linn; Skotnicki, Sandra

2016-01-01

Occupational skin disease is common in healthcare workers. If the healthcare worker develops moderate to severe dermatitis, return to work (RTW) may be challenging. The study objectives were to review the impact of an RTW program on the work status of nurses with occupational hand dermatitis and to identify successful intervention methods and strategies. Nurses who received RTW services at a tertiary occupational medicine clinic were identified, and information related to their diagnosis and RTW was abstracted from their charts. Eighteen nurses with irritant hand dermatitis who received RTW services were identified. Twelve nurses (67%) were performing administrative duties because of their skin condition when admitted to the RTW program, and others were performing patient care with modifications. A graduated RTW trial was commonly implemented with optimized skin care management and monitoring by physicians and the RTW coordinator. Upon discharge, 14 nurses (78%) had returned to their nursing roles with direct patient care, 3 (17%) were working as nurses in non-patient care roles, and 1 (6%) was on permanent disability. A graduated RTW trial to reduce cumulative irritant exposure is a crucial strategy to facilitate nurses' transition back to work and to maintain direct patient care nursing roles.

FACTORS RELATED TO THE OCCUPATIONS OF IOWA FARM MALE HIGH SCHOOL GRADUATES.

ERIC Educational Resources Information Center

ROBINSON, TED RICHARD

QUESTIONNAIRES SENT TO 8,281 MALE GRADUATES OF 189 IOWA HIGH SCHOOLS FROM 1950 TO 1954 INVESTIGATED THE RELATIONSHIP OF SELECTED GEOGRAPHICAL, ENVIRONMENTAL, EDUCATIONAL, AND SOCIOECONOMIC FACTORS TO THE OCCUPATIONS OF THE GRADUATES. THE FINAL POPULATION OF THE STUDY WAS 6,107 GRADUATES COMPOSED OF THOSE WHO HAD ENROLLED IN SIX OR MORE SEMESTERS…

42 CFR 65a.4 - What are the program requirements?

Code of Federal Regulations, 2013 CFR

2013-10-01

...) Basic biological, chemical, and/or physical methods to reduce the amount and toxicity of these... occupational health and safety and in public health and engineering aspects of hazardous waste control; and/or (2) Graduate training in the geosciences, including hydrogeology, geological engineering, geophysics...

42 CFR 65a.4 - What are the program requirements?

Code of Federal Regulations, 2014 CFR

2014-10-01

...) Basic biological, chemical, and/or physical methods to reduce the amount and toxicity of these... occupational health and safety and in public health and engineering aspects of hazardous waste control; and/or (2) Graduate training in the geosciences, including hydrogeology, geological engineering, geophysics...

42 CFR 65a.4 - What are the program requirements?

Code of Federal Regulations, 2010 CFR

2010-10-01

...) Basic biological, chemical, and/or physical methods to reduce the amount and toxicity of these... occupational health and safety and in public health and engineering aspects of hazardous waste control; and/or (2) Graduate training in the geosciences, including hydrogeology, geological engineering, geophysics...

42 CFR 65a.4 - What are the program requirements?

Code of Federal Regulations, 2012 CFR

2012-10-01

...) Basic biological, chemical, and/or physical methods to reduce the amount and toxicity of these... occupational health and safety and in public health and engineering aspects of hazardous waste control; and/or (2) Graduate training in the geosciences, including hydrogeology, geological engineering, geophysics...

42 CFR 65a.4 - What are the program requirements?

Code of Federal Regulations, 2011 CFR

2011-10-01

...) Basic biological, chemical, and/or physical methods to reduce the amount and toxicity of these... occupational health and safety and in public health and engineering aspects of hazardous waste control; and/or (2) Graduate training in the geosciences, including hydrogeology, geological engineering, geophysics...

Protecting the Voc Ed Consumer.

ERIC Educational Resources Information Center

Wilms, Wellford W.

To test the differences in effect of postsecondary vocational training offered by public schools and by proprietary schools, a study based on a sample of 4,8000 students and graduates in the accounting, programing, electronic technician training, dental assisting, secretarial, and cosmetology occupations was designed. Even though vocational…

Transitioning From Occupational Therapy Student To Practicing Occupational Therapist: First Year of Employment.

PubMed

McCombie, Randy P; Antanavage, Meredith E

2017-04-01

This research examined the transition from occupational therapy student to practicing occupational therapist over the course of one's first year of professional employment, as recalled by a sample of occupational therapists. Surveys were mailed to 500 occupational therapists randomly selected from membership in the American Occupational Therapy Association resulting in 202 returned surveys. Median year of graduation was 1998, ranging from 1967 to 2014. In general, respondents indicated the transition was positive. Having a mentor was related to high job satisfaction and good clinical fit, while supervising an occupational therapy assistant and low self-confidence were viewed as negative impact factors. Recent graduates presented with lower ratings of a positive transition and higher ratings of likelihood of experiencing burnout and initial job stress than earlier graduates. Recommendations for improving the transition experience are presented.

A problem-based learning curriculum for occupational therapy education.

PubMed

Royeen, C B

1995-04-01

To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming in the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection. In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.

Theme: Developing Entrepreneurship.

ERIC Educational Resources Information Center

Lawrence, Layle D.; And Others

1990-01-01

Eight articles discuss the theme of entrepreneurship in the rural United States. Includes results of a survey of vocational agricultural graduates who are either sole proprietors or partners in agricultural occupations and a description of an award-winning program at Western High School in Russiaville, Indiana. Also discusses the economics of a…

Enrichment programs to create a pipeline to biomedical science careers.

PubMed

Cregler, L L

1993-01-01

The Student Educational Enrichment Programs at the Medical College of Georgia in the School of Medicine were created to increase underrepresented minorities in the pipeline to biomedical science careers. Eight-week summer programs are conducted for high school, research apprentice, and intermediate and advanced college students. There is a prematriculation program for accepted medical, dental, and graduate students. Between 1979 and 1990, 245 high school students attended 12 summer programs. Of these, 240 (98%) entered college 1 year later. In 1986, after eight programs, 162 (68%) high school participants graduated from college with a baccalaureate degree, and 127 responded to a follow-up survey. Sixty-two (49%) of the college graduates attended health science schools, and 23 (18%) of these matriculated to medical school. Of college students, 504 participated in 13 summer programs. Four hundred (79%) of these students responded to a questionnaire, which indicated that 348 (87%) of the 400 entered health science occupations and/or professional schools; 179 (45%) of these students matriculated to medical school. Minority students participating in enrichment programs have greater success in gaining acceptance to college and professional school. These data suggest that early enrichment initiatives increase the number of underrepresented minorities in the biomedical science pipeline.

[Physician assistants in surgery : A young profession through graduates' eyes].

PubMed

Hoffmann, Marcus; Arnegger, Silke; Mend, Bettina; Hoffmann, Reinhard; Marschall, Tanja

2018-06-01

In Germany, physician assistant (PA) is a comparatively young profession. The concept paper by the German Medical Association (BÄK) and the Federation of Statutory Health Insurance Physicians (KBV) from 2017 defines the new occupational profile in detail. In contrast, there is hardly any information on the day to day working life of a PA in Germany OBJECTIVE: The aim of this study was to map the employment reality of the PA graduates of the study program of the Baden-Wuerttemberg Cooperative State University Karlsruhe. Graduates of the PA study program were interviewed using the web-based evaluation system EvaSys V7.1 (Electric Paper Evaluationssysteme GmbH, Lüneburg, Deutschland) in the spring of 2018. The information was evaluated descriptively. The response rate was 70% (48 out of 69 graduates), 44 graduates were employed as a PA and 27 worked in a surgical department. The core tasks of the surgically active PA, which were often performed to varying frequency included assisting surgery and the performance of simple wound closures. In addition, activities in the areas of documentation, communication and information sharing were emphasized. The average salary of a surgical PA was 3718 €. This amount was rated by 44.4% as appropriate or very appropriate. The current occupational situation for 81.5% of the study participants was much better or better than expected before the start of their PA studies. Overall satisfaction was very high: 85.1% of the graduates were satisfied to very satisfied. The graduates' level of job satisfaction is remarkable. Many of the activities mentioned in the concept paper of the BÄK and KBV were carried out frequently or very frequently by the PA. Nonetheless, the PA profession has significant development potential, especially in the realm of surgical PAs.

Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Issues & Answers. REL 2011-No. 111

ERIC Educational Resources Information Center

Mokher, Christine

2011-01-01

This study examines the availability of career and technical education program areas in Tennessee high schools, concentrations (a three-or-more credit sequence in a program area) completed by 2007/08 high school graduates, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ, statewide and by…

Women in Physics: A Caribbean Perspective

NASA Astrophysics Data System (ADS)

Tanner, Kandice

2009-03-01

This paper is concerned with aspects of post-secondary education of women in physics in the Caribbean, focusing more specifically on the main university campuses in Trinidad and Tobago, Jamaica, and Barbados. Within this framework, there are three institutions of tertiary education that provide for undergraduate and post-graduate studies in physics. On average, the bachelor-level graduating class is roughly 40% female. A great majority of these students go on to seek master's degrees in engineering. Among those enrolled in graduate programs featuring research in astronomy, materials science, environmental physics, medical physics, and quantum physics, 58% are female. Significant numbers of women from the selected countries and from the Caribbean region are engaged in bachelor and doctoral programs in physics abroad, but no formal survey is available to provide the relevant quantitative information. However, an attempt will be made to quantify this component. Based in part on personal experience, a comparison will be made between domestic and foreign educational pathways, in terms of access to resources, level of research training, and occupational opportunities following graduation.

Nursery Production, A Student Handbook.

ERIC Educational Resources Information Center

Buckey, Sylvia; And Others

Developed by a group of university facilty members and graduate students, this textbook is designed for high school, technical school, and associate degree agricultural programs in the northeast section of the United States who study the nursery industry. Chapter topics, which include 84 subtopics, are: (1) Kinds of Nurseries, (2) Occupation in…

Nursery Production, A Teacher's Manual.

ERIC Educational Resources Information Center

Buckey, Sylvia; And Others

Developed by a group of university faculty members and graduate assistants, this planning guide is designed for teachers' use in high school, technical school, and associate degree agriculture programs in teaching nursery production with the focus on entry and advanced level occupations. This manual consists of the text of the student handbook…

"Education for Life," Vocational Education and Social Integration in Norway.

ERIC Educational Resources Information Center

Lindbekk, Tore

1989-01-01

Examines the long-term consequences for employment, income, occupational integration, and organizational participation among Norwegian graduates of vocational and academic secondary programs. Uses data from 1973 and 1982 surveys to compare the effects of education before and after national reforms in the early 1970s. Contains 26 references. (SV)

Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students

ERIC Educational Resources Information Center

Provident, Ingrid; Salls, Joyce; Dolhi, Cathy; Schreiber, Jodi; Mattila, Amy; Eckel, Emily

2015-01-01

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several…

Identifying Competencies in the Food Service Industry. Final Report.

ERIC Educational Resources Information Center

Wagner, Linda M.

This report documents a research project conducted to ascertain what specific occupational competencies are necessary for employees in the food service industry. Questionnaires were mailed to employers, in restaurants and hospitals and to graduates of high school and postsecondary food service programs. The respondents completed 316 position…

A Smart Break? College Tenure Interruption and Graduating Student Outcomes

ERIC Educational Resources Information Center

Routon, P. Wesley; Walker, Jay K.

2015-01-01

Using data from a longitudinal survey of college students from over 400 institutions, we examine the impacts of occupational internship programs and voluntary academic leave on returning academic achievement, post-college ambitions, and general facets of the college experience. Previous literature on college internships has focused on labor market…

Introducing disability studies to occupational therapy students.

PubMed

Block, Pamela; Ricafrente-Biazon, Melissa; Russo, Ann; Chu, Ke Yun; Sud, Suman; Koerner, Lori; Vittoria, Karen; Landgrover, Alyssa; Olowu, Tosin

2005-01-01

This article is a work of collaborative ethnography about teaching and learning disability studies within the context of an occupational therapy graduate program. In spring 2004,14 occupational therapy students were introduced to disability studies by their cultural anthropologist (nonoccupational therapist) course instructor. During the one-credit course, they were expected to complete readings, watch films, attend guest lectures, and make a site visit. The occupational therapy students were required to write a journal to record personal reactions and new insights gained from these experiences. This article focuses on a thematic analysis of the students' journaled responses to the film "Dance Me to My Song," and a site visit to a local Independent Living Center. Students were expected to analyze these experiences from both disability studies and occupational therapy perspectives. The article addresses philosophical and practical differences between occupational therapy and disability studies and identifies opportunities for collaboration between occupational therapists and independent living specialists.

Preparing Future College Instructors: The Role of Graduate Student Teaching Assistants (GTAs) in Successful College Calculus Programs

NASA Astrophysics Data System (ADS)

Ellis, Jessica Fabricant

Graduate student Teaching Assistants (GTAs) contribute to calculus instruction in two ways: as the primary teacher and as recitation leaders. GTAs can also be viewed as the next generation of mathematics instructors. Thus, in addition to their immediate contribution to the landscape of Calculus 1 instruction, GTAs will contribute significantly to the long-term state of calculus in their future occupations. However, their preparation for these roles varies widely and is often minimal. In this study, I first compare the mathematical beliefs, instructional practices, and student success of GTAs to other Calculus 1 instructors. I then provide rich descriptions for three GTA professional development (PD) programs that prepare graduate students as course instructors, as recitation leaders, and as future faculty. I then investigate the instructional practices and mathematical beliefs of graduate students coming from these three PD programs. I conclude this work with a description of a framework for GTA-PD programs. To accomplish this work, I conducted a mixed-method analysis on national survey data and case study data from four doctoral granting institutions. These four institutions were chosen because of their higher-than-expected student success in Calculus 1. The results of these analyses indicate that graduate students teach in more innovative ways than other instructors, though their students were less successful. Among the four case study institutions, I identified three models of GTA-PD, each of which appeared successful in accomplishing their goals. These goals included transitioning graduate students into the role of instructor, preparing graduate students to implement an innovative approach to Calculus 1, and supporting graduate students as recitation leaders. These analyses also led to the development of a framework to be used to characterize, evaluate, and consider the implementation of graduate student professional development programs. This GTA-PD framework is thus one of the major contributions put forth by this dissertation.

Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

ERIC Educational Resources Information Center

Schilling, Jim F.

2011-01-01

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic…

Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Summary. Issues & Answers. REL 2011-No. 111

ERIC Educational Resources Information Center

Mokher, Christine

2011-01-01

This study examines the availability of career and technical education program areas in Tennessee high schools, concentrations (a three-or-more credit sequence in a program area) completed by 2007/08 high school graduates, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ, statewide and by…

Graded activity: legacy of the sanatorium.

PubMed

Creighton, C

1993-08-01

Occupational therapists in all areas of practice grade therapeutic activities to help patients progress toward their goals. It is proposed in this paper that the concept of graded activity originated in German tuberculosis sanatoria in the late 1800s, when patients were required to walk on graded (sloped) land for exercise. British physician Marcus Paterson included work, as well as walking, in his graduated exercise program for tuberculosis patients and was honored for this innovation at the founding meeting of the National Society for the Promotion of Occupational Therapy (NSPOT). George Barton, Susan Tracy, and Herbert Hall were among the NSPOT members who contributed to the development of graded activity as a principle in occupational therapy intervention. The military rehabilitation programs established during World War I provided additional impetus, and by the mid-1920s, graded activity was recognized as central to the profession.

Determinant Factors and Predictability of Occupation and Residence Patterns for Rural American High School Graduates.

ERIC Educational Resources Information Center

Holland, David Lee

The study examined the hypothesis that occupation and residence patterns present after high school graduation are generally predictable. The data come from a homogeneous, all white central Minnesota farming community with a 1961 population of 3,300. The study population is the 1961 high school graduating class, who were surveyed by questionnaire…

Energy Workforce Trends and Training Needs in Appalachia

ERIC Educational Resources Information Center

Appalachian Regional Commission, 2011

2011-01-01

This study uses the best available national data to project future supply and demand for occupations associated with the energy industry for each Appalachian state, and the number of people enrolled in and graduating from programs in the Region's institutions of higher education that will be available to meet or exceed the demand. The report…

Administrative Office Technology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document presents the Ohio Integrated Technical and Academic Competency (ITAC) profile for administrative office technology, which is a comprehensive listing of 58 occupational skill competencies deemed essential for Ohio graduates of programs in office technology. The document begins with an introduction to the ITAC system, a list of…

Outcomes Assessment in Postsecondary Occupational Programs: A Consortial Approach. Project Report.

ERIC Educational Resources Information Center

State Univ. of New York, Albany. Two Year Coll. Development Center.

Outcome assessment has come to mean documentation, beyond grades and numbers of graduates, of higher education's results as proof of quality and evidence of improving undergraduate education. This document describes a consortium formed by the Two-Year College Development Center of the State University of New York, the Bureau of Postsecondary…

Addressing Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome in Advanced Practice Nursing Education.

ERIC Educational Resources Information Center

Nokes, Kathleen M.; Stein, Gary L.

1997-01-01

A survey of 23 advanced practice nursing programs showed only 3 had HIV-specific graduate-level nursing courses. Recommendations were made for HIV-specific courses, integration of HIV content into other courses, use of Centers for Disease Control and Occupational Safety and Health Administration guidelines, and subspecialties in HIV nursing. (SK)

Occupational Mobility in Queensland's Aged Care, Automotive and Civil Construction Sectors

ERIC Educational Resources Information Center

Haukka, Sandra

2011-01-01

Current trends in workforce development indicate the movement of workers within and across occupations to be the norm. In 2009, only one in three vocational education and training (VET) graduates in Australia ended up working in an occupation for which they were trained. This implies that VET enhances the employability of its graduates by…

Use of Admission Criteria to Predict Performance of Students in an Entry-Level Master's Program on Fieldwork Placements and in Academic Courses.

PubMed

Kirchner, G L; Stone, R G; Holm, M B

2001-01-01

The relationships among clinical outcomes, academic success, and predictors used to screen applicants for entrance into a Master in Occupational Therapy Program (MOT) were examined. The dependent variables were grade point average in occupational therapy courses (OT-GPA), client therapy outcomes at the clinic, and ratings of MOT students by Level II Fieldwork supervisors. Predictor variables included undergraduate GPA, scores on the Graduate Record Examination (GRE), and an essay. Both undergraduate GPA and scores on the GRE were found to predict OT-GPA. The analytical section of the GRE was also positively correlated with fieldwork supervisors' ratings of students.

An Analysis of Graduates' Occupational Patterns as an Aid to Local Planning for Vocational and Career Education. Final Report.

ERIC Educational Resources Information Center

Salas, John C.; Palleria, Edmund

A study was done assessing the responses of 2,000 Hamden High School (Connecticut) graduates at three-, six-, and nine-year intervals after graduation to determine the extent to which the quality and availability of the high school instructional offerings affected their academic and occupational proficiency. Data collection involved (1) the…

Predicting the Influence of Demographic Differences and Schooling Experience in Adolescence on Occupational Choice in Adulthood

ERIC Educational Resources Information Center

Fletcher, Edward C., Jr.

2012-01-01

The purpose of this study was to predict occupational choices based on demographic variables and high school curriculum tracks. Based on an analysis of the 1997 National Longitudinal Survey of Youth (NLSY) data set that examined high school graduates' occupational choices in 2006, findings indicated that CTE graduates were 2.7 times more likely to…

The liberal arts connection.

PubMed

Pierce, E R

1984-04-01

Occupational therapists need to be critical of who teaches, what is taught, how it is taught, how it is applied, and to whom it is taught in the entire education program of prospective occupational therapists. Further, I recommend that occupational therapy educators on campus take the lead in initiating meetings and discussions that facilitate a functional conjoining of occupational therapy practice, occupational therapy theory, and liberal arts studies. An initial effort in this regard might be for the three mutually interdependent and equal partners in the education of occupational therapy students to read and discuss Ernest L. Boyer's work entitled, A Quest for Common Learning--The Aims of General Education. I believe that all occupational therapists would benefit from reading this text, individually and collectively, and the profession and our community would benefit. The question is not whether or not this subject should be incorporated into an occupational therapy student's curriculum. The question for discussion should be at what point in the student's education--the student's intellectual growth and development and professionalization--would this topic and this treatment be best applied? Perhaps from this beginning the three partners--practice, theory, and liberal arts--would recognize and respond to their mutually interdependent and equally important role and responsibility in the design and implementation of the entire occupational therapy educational program, which is future responsive and ensures the highest probability that graduates will be professionally competent.

Characteristics of Volunteer Coaches in a Clinical Process Improvement Program.

PubMed

Morley, Katharine E; Barysauskas, Constance M; Carballo, Victoria; Kalibatas, Orinta; Rao, Sandhya K; Jacobson, Joseph O; Cummings, Brian M

The Partners Clinical Process Improvement Leadership Program provides quality improvement training for clinicians and administrators, utilizing graduates as volunteer peer coaches for mentorship. We sought to understand the factors associated with volunteer coach participation and gain insight into how to improve and sustain this program. Review of coach characteristics from course database and survey of frequent coaches. Out of 516 Partners Clinical Process Improvement Leadership Program graduates from March 2010 to June 2015, 117 (23%) individuals volunteered as coaches. Sixty-one (52%) individuals coached once, 31 (27%) coached twice, and 25 (21%) coached 3 or more times. There were statistically significant associations between coaching and occupation (P = .005), Partners Clinical Process Improvement Leadership Program course taken (P = .001), and course location (P = .007). Administrators were more likely to coach than physicians (odds ratio: 1.75, P = .04). Reasons for volunteering as a coach included further development of skills, desire to stay involved with program, and enjoying mentoring. Reasons for repeated coaching included maintaining quality improvement skills, expanding skills to a wider variety of projects, and networking. A peer graduate volunteer coach model is a viable strategy for interprofessional quality improvement mentorship. Strategies that support repeat coaching and engage clinicians should be promoted to ensure an experienced and diversified group of coaches.

Faculty perceptions of occupational therapy program directors' leadership styles and outcomes of leadership.

PubMed

Snodgrass, Jeff; Shachar, Mickey

2008-01-01

This research study investigated the relationship between faculty perceptions of occupational therapy program directors' leadership styles and outcomes of leadership and the effects of moderating demographic and institutional characteristics. Data for this study were collected utilizing the Multifactor Leadership Questionnaire Form 5X and the self-designed Demographic and Institution Questionnaire. The study working sample included 184 graduate occupational therapy faculty members from 98 (65%) of all accredited academic occupational therapy programs in the United States for the 2005-06 academic year. Major findings from the study indicate that, in general, transformational leadership had a significant (p < 0.001) positive predictive relationship with the leadership outcomes whereas transactional leadership had a significant (p < 0.001) negative predictive relationship. The contingent reward leadership attribute (although belonging to the transactional leadership construct) was found to be a positive predictor of leadership outcomes. Demographic and institutional characteristics did not have a significant (p > 0.01) influence on perceived leadership styles and leadership outcomes. The results of this research show that the most effective occupational therapy leaders in academia have been found to be those who adopt and utilize a full range of leadership styles that combine both transformational and transactional contingent reward leadership styles and suggest common effectiveness for other allied health fields.

Future preparation of occupational health nurse managers.

PubMed

Scalzi, C C; Wilson, D L; Ebert, R

1991-03-01

This article presents the results of a national survey of job activities of corporate level occupational health nurse managers. The survey was designed to identify the relative amount of time spent and importance attributed to specific areas of their current job. In general this sample tended to have more management experience and educational preparation than previously cited studies: over 50% had completed a graduate degree. The scores for importance and time spent were highly correlated. That is, occupational health corporate nurse managers seemed to allocate their time to job responsibilities they considered most important. Management activities related to policy, practice standards, quality assurance, staff development, and systems for client care delivery appear to represent the core responsibilities of occupational health nursing management. Curriculum recommendations for management positions in occupational health include: health policy, program planning, and evaluation; business strategy; applications of management information systems; quality assurance; and marketing.

Developing a strategic marketing plan for physical and occupational therapy services: a collaborative project between a critical access hospital and a graduate program in health care management.

PubMed

Kash, Bita A; Deshmukh, A A

2013-01-01

The purpose of this study was to develop a marketing plan for the Physical and Occupational Therapy (PT/OT) department at a Critical Access Hospital (CAH). We took the approach of understanding and analyzing the rural community and health care environment, problems faced by the PT/OT department, and developing a strategic marketing plan to resolve those problems. We used hospital admissions data, public and physician surveys, a SWOT analysis, and tools to evaluate alternative strategies. Lack of awareness and negative perception were key issues. Recommended strategies included building relationships with physicians, partnering with the school district, and enhancing the wellness program.

Occupational therapy students' perceptions of occupational therapy.

PubMed

Turpin, Merrill June; Rodger, Sylvia; Hall, Anna R

2012-10-01

An understanding of students' perceptions of occupational therapy on entry is required to recognise how professional socialisation occurs through curriculum. Findings pertain to a qualitative study investigating students' perceptions of occupational therapy upon entry to two occupational therapy programmes in Australia. Students commencing Bachelor of Occupational Therapy and Masters of Occupational Therapy Studies programmes participated in the study (n = 462). A purpose-designed questionnaire was distributed to students in the first lecture of each programme. Preliminary analysis comprised identification of keywords/phrases and coding categories were generated from patterns of keywords. Frequency counts and percentages of keywords/phrases within categories were completed. Students' responses were categorised as 'what' occupational therapists do; 'how' they do it; 'why' they do it; and 'who' they work with. In 'what' occupational therapists do students frequently described 'helping' people. Both undergraduate and graduate entry masters students used the term 'rehabilitation' to describe how occupational therapy is done, with graduate entry students occasionally responding with 'through occupation' and 'modifying the environment'. Students perceived the 'why' of occupational therapy as getting back to 'everyday activities', with some students emphasising returning to 'normal' activities or life. Regarding the 'who' category, students also thought occupational therapists worked with people with an 'injury' or 'disability'. Students entered their occupational therapy programmes with perceptions consistent with the general public's views of occupational therapy. However, graduate entry students exposed to a pre-reading package prior to entry had more advanced occupational therapy concepts than undergraduate students. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Remuneration of Graduates, as at 1 July 1994. Managerial and Administrative Occupations = Vergoeding van Gegradueerdes, soos op 1 Julie 1994. Bestuurs- en Administratiewe Beroepe.

ERIC Educational Resources Information Center

Jacobs, Johan

This document, which is based on data gathered during a September 1994 mail survey of 215,284 South African graduates that elicited a total response rate of 18.3%, details the remuneration of graduates (as of July 1, 1994) in a wide range of administrative, managerial, and clerical occupations in the public and private sectors and in…

Supporting new graduate professional development: a clinical learning framework.

PubMed

Fitzgerald, Cate; Moores, Alis; Coleman, Allison; Fleming, Jennifer

2015-02-01

New graduate occupational therapists are required to competently deliver health-care practices within complex care environments. An occupational therapy clinical education programme within a large public sector health service sought to investigate methods to support new graduates in their clinical learning and professional development. Three cycles of an insider action research approach each using the steps of planning, action, critical observation and reflection were undertaken to investigate new graduate learning strategies, develop a learning framework and pilot its utility. Qualitative research methods were used to analyse data gathered during the action research cycles. Action research identified variations in current practices to support new graduate learning and to the development of the Occupational Therapy Clinical Learning Framework (OTCLF). Investigation into the utility of the OTCLF revealed two themes associated with its implementation namely (i) contribution to learning goal development and (ii) compatibility with existing learning supports. The action research cycles aimed to review current practices to support new graduate learning. The learning framework developed encourages reflection to identify learning needs and the review, discussion of, and engagement in, goal setting and learning strategies. Preliminary evidence indicates that the OTCLF has potential as an approach to guide new graduate goal development supported by supervision. Future opportunity to implement a similar learning framework in other allied health professions was identified, enabling a continuation of the cyclical nature of enquiry, integral to this research approach within the workplace. © 2014 Occupational Therapy Australia.

Professional development for graduate students in the atmospheric sciences

NASA Astrophysics Data System (ADS)

Haacker, R.; Sloan, V.

2015-12-01

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

Remuneration of Graduates, as at 1 July 1994. Engineer, Architect and Related Occupations = Vergoeding van Gegradueerdes, soos op 1 Julie 1994. Ingenieur, Argitek en Verwante Beroepe.

ERIC Educational Resources Information Center

Jacobs, Johan

This document, which is based on data gathered during a September 1994 mail survey of 215,284 South African graduates that elicited a total response rate of 18.3%, details the remuneration of graduates (as of July 1, 1994) in a wide range of engineering and architecture-related occupations in the public and private sectors and in self-employment.…

Newly Graduated Nurses' Competence and Individual and Organizational Factors: A Multivariate Analysis.

PubMed

Numminen, Olivia; Leino-Kilpi, Helena; Isoaho, Hannu; Meretoja, Riitta

2015-09-01

To study the relationships between newly graduated nurses' (NGNs') perceptions of their professional competence, and individual and organizational work-related factors. A multivariate, quantitative, descriptive, correlation design was applied. Data collection took place in November 2012 with a national convenience sample of 318 NGNs representing all main healthcare settings in Finland. Five instruments measured NGNs' perceptions of their professional competence, occupational commitment, empowerment, practice environment, and its ethical climate, with additional questions on turnover intentions, job satisfaction, and demographics. Descriptive statistics summarized the demographic data, and inferential statistics multivariate path analysis modeling estimated the relationships between the variables. The strongest relationship was found between professional competence and empowerment, competence explaining 20% of the variance of empowerment. The explanatory power of competence regarding practice environment, ethical climate of the work unit, and occupational commitment, and competence's associations with turnover intentions, job satisfaction, and age, were statistically significant but considerably weaker. Higher competence and satisfaction with quality of care were associated with more positive perceptions of practice environment and its ethical climate as well as higher empowerment and occupational commitment. Apart from its association with empowerment, competence seems to be a rather independent factor in relation to the measured work-related factors. Further exploration would deepen the knowledge of this relationship, providing support for planning educational and developmental programs. Research on other individual and organizational factors is warranted to shed light on factors associated with professional competence in providing high-quality and safe care as well as retaining new nurses in the workforce. The study sheds light on the strength and direction of the significantly associated work-related factors. Nursing professional bodies, managers, and supervisors can use the findings in planning orientation programs and other occupational interventions for NGNs. © 2015 Sigma Theta Tau International.

Occupational Burnout and Retention of Air Force Distributed Common Ground System (DCGS) Intelligence Personnel

DTIC Science & Technology

2012-01-01

Leiter, 2001) emotional exhaustion “is the central quality of burnout and the most obvious manifestation of this complex syndrome .” Because...2012 2. REPORT TYPE 3. DATES COVERED 00-00-2012 to 00-00-2012 4. TITLE AND SUBTITLE Occupational Burnout and Retention of Air Force Distributed...supervised, reviewed, and approved by the graduate fellow’s faculty committee. PARDEE RAND GRADUATE SCHOOL Occupational Burnout and Retention of Air Force

Influence of University Prestige on Graduate Wage and Job Satisfaction: The Case of South Korea

ERIC Educational Resources Information Center

Jung, Jisun; Lee, Soo Jeung

2016-01-01

Obtaining a tertiary degree no longer guarantees entry to the best occupational positions in today's labour market. Success is no longer about "more" education, but about "better" education for university graduates. This study aims to understand whether university prestige in Korea accounts for occupational outcomes in both…

Global Cultural Capital and Global Positional Competition: International Graduate Students' Transnational Occupational Trajectories

ERIC Educational Resources Information Center

Kim, Jongyoung

2016-01-01

International graduate students' occupational trajectories have rarely been studied, although many studies exist on their learning experiences in foreign universities. Based on 80 qualitative interviews, this article aims to understand how, where, and why these students obtain jobs in academe and corporations. I focus particularly on Korean…

Practical Recommendations for University Graduates' Readiness Formation to Occupational Mobility

ERIC Educational Resources Information Center

Yakhina, Zulfiya Sh.; Yakovlev, Sergey A.; Kozhevnikova, Natalya V.; Nuretdinova, Yuliya V.; Solovyeva, Natalya A.

2016-01-01

The research urgency is caused by the development of economic integration and demand for professionals able to adapt to constantly changing working conditions. The purpose of the paper is to develop practical recommendations on formation of University graduates' readiness to occupational mobility. A leading approach to the study is the…

Remuneration of Graduates, as at 1 July 1994. Legal, Religious, Social Science, Humanities and Related Occupations = Vergoeding van Gegradueerdes, soos op 1 Julie 1994. Regs-, Godsdiens-, Sosiaal- en Verwante Geesteswetenskaplike Beroepe.

ERIC Educational Resources Information Center

Jacobs, Johan

This document, which is based on data gathered during a September 1994 mail survey of 215,284 South African graduates that elicited a total response rate of 18.3%, details the remuneration of graduates (as of July 1, 1994) in a wide range of occupations in the following categories: legal; religious; social science; humanities; and art, sport, and…

Remuneration of Graduates, as at 1 July 1994. Human Resources, Financial, and Economic Occupations = Vergoeding van Gegradueerdes, soos op 1 Julie 1994. Menslike Hulpbronne, Finansiele en Ekonomiese Beroepe.

ERIC Educational Resources Information Center

Jacobs, Johan

This report, in both English and Afrikaans, is based on data gathered during a September 1994 mail survey of 215,284 South African graduates that elicited a total response rate of 18.3%. It details the remuneration of graduates (as of July 1, 1994) in a wide range of human resources, accounting and financial, economic, and sales occupations in the…

Renewable Energy Certificate Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gwendolyn S. Andersen

2012-07-17

This project was primarily to develop and implement a curriculum which will train undergraduate and graduate students at the University seeking a degree as well as training for enrollees in a special certification program to prepare individuals to be employed in a broad range of occupations in the field of renewable energy and energy conservation. Curriculum development was by teams of Saint Francis University Faculty in the Business Administration and Science Departments and industry experts. Students seeking undergraduate and graduate degrees are able to enroll in courses offered within these departments which will combine theory and hands-on training in themore » various elements of wind power development. For example, the business department curriculum areas include economic modeling, finance, contracting, etc. The science areas include meteorology, energy conversion and projection, species identification, habitat protection, field data collection and analysis, etc.« less

Transformation in Teaching-Learning: Emerging Possibilities with Interprofessional Education.

PubMed

Yancey, Nan Russell; Cahill, Susan; McDowell, Michael

2018-04-01

As the global community continues to face increasing mobility, rising healthcare costs, and decreasing or inaccessible healthcare resources, healthcare providers must be able to work together effectively in addressing the needs of progressively older and diverse persons and populations. In this column, the notion of interprofessional education (IPE) is explored and a model proposed for implementation in an institution offering graduate programs in nursing and occupational therapy. While the proposed model was developed for two disciplinary programs in a specific institution, the recommendations offered may easily be adapted for use in academic institutions offering varied and unique healthcare professional programs.

The Occupational Aspirations of Minority College Students: An Annotated Bibliography as Related to Graduate Business Education. Research Report.

ERIC Educational Resources Information Center

Davis, E. Leta

An annotated bibliography on the occupational aspirations of minority college students as related to graduate business education is presented with most entries dated 1964 to 1978. Twenty-two selected studies relating to minority aspirations are annotated. In addition, supplementary materials include 51 entries without annotations, 15 nonannotated…

The U.S. Army Occupational and Environmental Medicine Residency at Aberdeen Proving Ground, Maryland: 1960-1996.

PubMed

Gaydos, Joel C; Mallon, Timothy M; Rice, William A

2016-11-01

Reorganization of the Army and critical assessment of Army Graduate Medical Education programs prompted the Occupational and Environmental Medicine (OEM) Consultant to the Army Surgeon General to initiate a review of current Army OEM residency training. Available information indicated the Army OEM residency at Aberdeen Proving Ground, MD, was the first and longest operating Army OEM residency. Describing this residency was identified as the first step in the review, with the objectives of determining why the residency was started and sustained and its relevance to the needs of the Army. Records possibly related to the residency were reviewed, starting with 1954 since certification of physicians as Occupation Medicine specialists began in 1955. Interviews were conducted with selected physicians who had strong affiliations with the Army residency and the practice of Army OEM. The Army OEM residency began in 1960 and closed in 1996 with the transfer of Army OEM residency training to the Uniformed Services University of the Health Sciences, Bethesda, MD. Over 36 years, 47 uniformed residency graduates were identified; 44 were from the Army. Forty graduated between 1982 and 1996. The OEM residency was part of a dynamic cycle. Uniformed OEM leaders identified the knowledge and skills required of military OEM physicians and where these people should be stationed in the global Army. Rotations at military sites to acquire the needed knowledge and skills were integrated into the residency. Residency graduates were assigned to positions where they were needed. Having uniformed residents and preceptors facilitated the development of trust with military leaders and access to areas where OEM physician skills and knowledge could have a positive impact. Early reports indicated the residency was important in recruiting and retaining OEM physicians, with emphasis placed on supporting the Army industrial base. The late 1970s into the 1990s was a more dynamic period. There was heightened interest in environmental protection and restoration of military installations, and in the threats posed by nuclear, biological and chemical weapons. Additionally, President Reagan initiated a military buildup that brought new health risks to soldiers who would use and maintain modern equipment. Army OEM physicians were required to possess competencies in many areas, to include depots in the Army industrial base, occupational health for the soldier for exposures like carbon monoxide in armored vehicles, military unique exposures like those from chemical threat agents, and environmental medicine to assess health risks on contaminated U.S. military sites and from exposures of deployed forces. These offered interesting OEM training opportunities that challenged residents in the program and helped recruit new residents. The strength of the first Army OEM residency was that it was part of a dynamic cycle that consisted of identifying and defining Army OEM needs, training physicians to meet those needs and assigning residency graduates to positions where they would have a positive impact. This paradigm can be used as the basis for contemporary assessments of the Army's need for uniformed OEM physicians and a uniformed OEM residency program. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

Facilitating Occupational Therapy Student Learning to Enhance Cross-Cultural Effectiveness

ERIC Educational Resources Information Center

Gilbertson, Barbara Carol Hooper

2012-01-01

Developing cultural awareness and effectiveness is critical to meaningful and successful occupational therapy practice and of concern to occupational therapists worldwide (World Federation of Occupational Therapists, 2010). Occupational therapy graduates, not fully representative of the demographics of the populations they will meet clinically,…

Affirmative action in Israel: access to academia for the ultra-orthodox community.

PubMed

Marcus, Shelley; Josman, Naomi; Zlotnik, Sharon

2015-02-01

This article explores the development of a unique, culturally sensitive, designated academic occupational therapy programme for the Ultra-Orthodox (Haredi) minority in Israel. This normative university environment did not provide the opportunity for Haredi participation due to the lack of consideration of the strong commitment to a modest way of life of this community. This prevented their participation in academia and resultant employment that are necessary for economic advancement of the community. A follow-up survey that tracked the programme's graduates' participation in the workforce was used to determine the success of the initial goal of the establishment of the designated programme. Slightly above 97% of the respondents worked as occupational therapists during the first year after completing their bachelor's degree. The employment data obtained from the graduates showed that the central goal of the Council of Higher Education has been achieved. The designated culturally adapted occupational therapy programme has provided varied employment opportunities for its graduates in diverse professional environments. With the implementation of this programme, the occupational therapy department of the University of Haifa has created greater accessibility of the profession to both the occupational therapy providers and the recipients of occupational therapy intervention as well as serve as a model for other communities. © 2015 Occupational Therapy Australia.

Impact of cultural contact on intercultural competency of occupational therapy students and international graduate students.

PubMed

Matsuda, Sandra J; Miller, Marilyn

2007-01-01

This study examined changes in cultural perceptions and communication of 47 occupational therapy students and 39 international graduate students following 5 peer teaching activities. The peer-teaching activities were designed on the premise that positive contact between people of equal status improves intercultural competency, and included social exchanges, interviews, feedback on practice teaching, and role-playing. Changes in intercultural competency were measured with pre- and post administration of the Cross Cultural Adaptability Inventory (CCAI), as well as questionnaires and journals. Significant positive change between pre- and post-test scores on the CCAI (p<.0002) was found for the 86 participants. When stratified into 3 subgroups (international students and occupational therapy students with and without international travel experience), changes were more pronounced. Occupational therapy students with international travel experience benefited the most from the peer-teaching activities (p<.002) and international graduate students benefited as well (p<.009). Occupational therapy students without international travel experienced no significant change. The findings indicate that peer teaching activities significantly impacted cross-cultural communication for students with prior international travel experience and confirm the importance of contextual learning.

Occupational Outlook for College Graduates, 1976-77 Edition.

ERIC Educational Resources Information Center

Bureau of Labor Statistics (DOL), Washington, DC.

This handbook is a guide to career opportunities in a broad range of occupations for which a college degree is, or is becoming, the usual background for employment. It contains a brief summary of expected changes in the economy, in addition to an analysis of the overall supply and demand situation for college graduates through the mid-1980's. Each…

Assisting with Qualification Completion by Applying the Concept of Occupational Identity as Conferred before Self-Inference: A Longitudinal Case Study of Bakery Apprentices

ERIC Educational Resources Information Center

Chan, Selena

2017-01-01

This paper proposes the utilisation of a method for matching qualifications' graduate profile outcomes to job roles and work responsibilities as apprenticeship progresses. In so doing, attainment of qualifications is made possible through the workplace validation of graduate profiles. Conferred occupational identity by other workers or managers…

The effects of authentic leadership, organizational identification, and occupational coping self-efficacy on new graduate nurses' job turnover intentions in Canada.

PubMed

Fallatah, Fatmah; Laschinger, Heather K S; Read, Emily A

Nurses' turnover has a costly impact on organizations, patients, and nurses. Numerous studies have highlighted the critical role of nursing leadership in enhancing new nurses' retention. To examine the influence of authentic leadership on new nurses' job turnover intentions through their personal identification with the leader, organizational identification, and occupational coping self-efficacy. Secondary data analysis of a cross-sectional national study of Canadian new graduate nurses was conducted using structural equation modeling. Authentic leadership had a significant positive effect on nurses' personal identification with their leader and their organization. Personal identification mediated the relationship between authentic leadership and organizational identification. Organizational identification had a significant positive effect on occupational coping self-efficacy, which, in turn, had a negative effect on new graduate nurses' job turnover intentions. The findings demonstrate the vital role authentic leadership plays in retaining new graduate nurses. Authentic leaders foster personal and organizational identification among new graduate nurses, leading to increase in the confidence in their ability to manage work-related challenges, which subsequently results in positive outcomes in both new graduate nurses and the organization. Copyright © 2016 Elsevier Inc. All rights reserved.

Enhancing leadership and relationships by implementing a peer mentoring program.

PubMed

Gafni Lachter, Liat R; Ruland, Judith P

2018-03-30

Peer-mentoring is often described as effective means to promote professional and leadership skills, yet evidence on practical models of such programs for occupational therapy students are sparse. The purpose of this study was to evaluate the outcomes of a peer-mentoring program designed for graduate occupational therapy students. Forty-seven second-year student volunteers were randomly assigned to individually mentor first-year students in a year-long program. Students met biweekly virtually or in person to provide mentorship on everyday student issues, according to mentees' needs. Faculty-led group activities prior and during the peer-mentoring program took place to facilitate the mentorship relationships. Program effectiveness was measured using the Multi-factor Leadership Questionnaire (Avolio & Bass, MLQ: Multifactor Leadership Questionnaire, 2004) and an open-ended feedback survey. Results of multi-variate MANOVA for repeated measures indicating significant enhancement in several leadership skills (F(12,46) = 4.0, P = 0.001, η 2  = 0.579). Qualitative data from feedback surveys indicated that an opportunity to help; forming relationships; and structure as enabler were perceived as important participation outcomes. Students expressed high satisfaction and perceived value from their peer-mentoring experience. As we seek ways to promote our profession and the leadership of its members, it is recommended to consider student peer-mentoring to empower them to practice and advance essential career skills from the initial stages of professional development. Evidence found in this study demonstrates that peer-mentoring programs can promote leadership development and establishment of networks in an occupational therapy emerging professional community, at a low cost. The peer-mentoring blueprint and lessons learned are presented with hopes to inspire others to implement peer-mentoring programs in their settings. © 2018 Occupational Therapy Australia.

Gender and Recent Graduates' Occupational Stratification: The Interactive Role of the Educational and Employment Sectors in Four Countries

ERIC Educational Resources Information Center

Prix, Irene

2009-01-01

This paper explores whether polytechnic and university graduates are affected in the same way by gender differences in the graduate labour market in four countries: the Netherlands, Finland, Norway and Switzerland. Using data from the Research into Employment and Professional Flexibility (REFLEX) graduate survey, the analysis is based on…

School-to-Work Transition of College Graduates in Korea: The Impact of High School Track on College Performance and Post-College Occupational Outcomes

ERIC Educational Resources Information Center

Kwon, Sung Youn

2014-01-01

This study aimed at examining the impacts of high school track on college performance and subsequent occupational outcomes after college graduation. To this end, the Korean Education and Employment Panel (KEEP) data from 2004 through 2010, including 4,000 samples of 12th graders as of 2004 from vocational and general high schools, were analyzed.…

Male and Female Graduates in the Canadian Labour Market.

ERIC Educational Resources Information Center

McQuarrie, Fiona A. E.

1992-01-01

Explores differences in labor market experiences between male and female journalism graduates (from 1976, 1982, and 1986) in Canada. Investigates occupations entered after graduation, income, time spent in various labor market activities, and job and salary satisfaction. Finds minimal gender-based differences. (SR)

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.

Recurrent Shoulder Instability in a Young, Active, Military Population and Its Professional Implications.

PubMed

Flint, James H; Pickett, Adam; Owens, Brett D; Svoboda, Steven J; Peck, Karen Y; Cameron, Kenneth L; Biery, John; Giuliani, Jeffrey; Rue, John-Paul

Shoulder instability is a topic of significant interest within the sports medicine literature, particularly regarding recurrence rates and the ideal treatment indications and techniques. Little has been published specifically addressing the occupational implications of symptomatic recurrent shoulder instability. Previous arthroscopic repair will continue to be a significant predisposing factor for recurrent instability in a young, active population, and that recurrent instability may have a negative effect on college graduation and postgraduate occupational selection. Case series. Level 4. We conducted a retrospective review of approved medical waivers for surgical treatment of anterior shoulder dislocation or instability prior to matriculation at the US Military Academy or the US Naval Academy for the graduating classes of 2010 to 2013. Statistical analysis was performed to determine the incidence and risk factors for recurrence and to determine the impact on graduation rate and occupation selection. Fifty-nine patients were evaluated; 34% developed recurrent anterior instability. Patients with previous arthroscopic repair had a significantly higher incidence of recurrence (38%, P = 0.044). Recurrent shoulder instability did not significantly affect graduation rates or self-selected occupation ( P ≥ 0.05). There is a significant rate of recurrent shoulder instability after primary surgical repair, particularly among young, active individuals. In addition, arthroscopic repair resulted in a significantly higher recurrence rate compared with open repair in our population. Surgical repair for shoulder instability should not necessarily preclude young individuals from pursuing (or being considered for) occupations that may place them at greater risk of recurrence. The risk of recurrent instability is greater than the rate typically described, which may suggest that some subpopulations are at greater risk than others. A unique data point regarding instability is the effect on occupation selection.

Occupational Outlook and Projections: Bureau of Labor Statistics Explains Which Jobs Show Promise for 1985

ERIC Educational Resources Information Center

La Luz, 1977

1977-01-01

The Bureau of Labor Statistics examines job prospects in hundreds of occupations and publishes many books and pamphlets that explain which jobs will and will not be promising between now and 1985, i.e., the Occupational Outlook Handbook and the Occupational Outlook for College Graduates. (NQ)

Predicting Occupational Persistence: A Comparison of Teachers and Five Other Occupational Groups.

ERIC Educational Resources Information Center

Benton, Cynthia J.

Using data from the National Longitudinal Study of the Class of 1972, a study examined individual and environmental characteristics which predicted occupational turnover in the three-year period after college graduation. Discriminant analysis was used to distinguish determinants of persistence in six occupations. Three were considered to be in the…

Houston Area Survey of Employment Trends for College Graduates.

ERIC Educational Resources Information Center

Somers, Coralie; Small, David

The actual and projected level of demand in the employment of college graduates in the Houston, Texas, area was surveyed. Responses from 74 employers provided information on methods for recruiting college graduates and hiring levels for 13 occupational groups, including advertising, architecture, banking, computer software, construction,…

A Study of Selected Nonsampling Errors in the 1991 Survey of Recent College Graduates. Technical Report.

ERIC Educational Resources Information Center

Brick, J. Michael; And Others

The 1991 Survey of Recent College Graduates (RCG:91) is the sixth study in a series begun in 1976. The series provides data on the occupational and educational outcomes of recent bachelor's and master's graduates one year after graduation. The survey was conducted by Westat, Inc. in a two-stage sample involving 400 institutions of higher education…

Effect of the College Placement Process on Occupational Stereotype

ERIC Educational Resources Information Center

Roe, Robert G.

1974-01-01

Graduating seniors in engineering and business were tested before and ater a placement process to measure perceptions of their chosen occupation's stereotype. Business and engineering students and professional engineers and businessmen could individually identify occupational stereotypes. Only the business students experienced significant change…

Occupational Plans of Adolescent Women Compared to Men: A Cross-Sectional Examination.

ERIC Educational Resources Information Center

Gerstein, Martin; And Others

1988-01-01

Examined the shifts in occupational plans of adolescent women during the decade of the 1970s in contrast with those of men, studying general trends into higher status and out of lower status major occupational categories. Compared entry into male-dominant and exit from female-dominant occupations between students graduating in 1972 and 1980,…

Graduating into a downturn: Are physicians recession proof?

PubMed

Chen, Alice; Sasso, Anthony Lo; Richards, Michael R

2018-01-01

An extensive literature documents immediate and persistent adverse labor market outcomes for individuals graduating into an economic downturn, but these effects are heterogeneous across sectors, occupations, and skill levels. In particular, the impact of recessions on the labor market outcomes for new physician graduates remains unknown. We leverage a unique dataset on New York physicians to analyze if and how the Great Recession impacted the labor market of physicians who have completed their residency and fellowship training and are seeking their first job. We find that these physicians do not delay labor market entry and their job searches and other employment outcomes are unaffected by the business cycle. The collage of evidence demonstrates that new graduates were largely unfazed by the recent downturn, which sharply contrasts with other highly educated, high remunerating occupations. Copyright © 2017 John Wiley & Sons, Ltd.

Training racial and ethnic minority students for careers in public health sciences.

PubMed

Duffus, Wayne A; Trawick, Cynthia; Moonesinghe, Ramal; Tola, Jigsa; Truman, Benedict I; Dean, Hazel D

2014-11-01

A workforce that resembles the society it serves is likely to be more effective in improving health equity for racial and ethnic minorities in the U.S. Racial and ethnic minorities are underrepresented in the U.S. public health professions. Project Imhotep is operated by Morehouse College with funding and technical assistance from CDC. Imhotep trains racial and ethnic minority students for entry into graduate and professional training programs for careers in the public health sciences. The curriculum focuses on biostatistics, epidemiology, and occupational safety and health with practical training in statistical data analysis, scientific writing, and oral presentation skills. To describe the Imhotep program and highlight some of its outcomes. Data were collected every year by self-administered questionnaire or follow-up telephone and e-mail interviews of students who participated in Imhotep during 1982-2010 and were followed through December 2013. Findings demonstrated that 100% of the 481 trained students earned bachelor's degrees; 73.2% earned graduate degrees (53% earned master's degrees, 11.1% earned medical degrees, and 7.3% earned other doctoral degrees); and 60% entered public health careers. The Imhotep program has improved the representation of racial and ethnic minorities among public health professionals in the U.S. A diverse workforce involving Imhotep graduates could augment the pool of pubic health professionals who make strategic and tactical decisions around program design and resource allocation that impact health in the most affected communities. Published by Elsevier Inc.

Designing an e-Portfolio for Assurance of Learning Focusing on Adoptability and Learning Analytics

ERIC Educational Resources Information Center

Oliver, Beverley; Whelan, Barbara

2011-01-01

The "Assurance of Learning for Graduate Employability" framework is a quality assurance model for curriculum enhancement for graduate employability, enabling graduates to achieve "the skills, understandings and personal attributes that make [them] more likely to secure employment and be successful in their chosen occupations to the…

Physics Teacher Preparation as a Means for Growth

NASA Astrophysics Data System (ADS)

Henderson, Ron

2013-03-01

Physics departments across the country are experiencing pressures to increase the number of graduates. One response is to improve marketing and recruiting efforts to add students to existing pipelines. A more innovative approach is to create new pathways tied to career paths that are alternatives to graduate school. One occupation that currently needs more graduates than physics departments are supplying is physics teaching. About 3 years ago, MTSU began implementing a strategy to prepare physics majors for careers in high school teaching. These efforts included developing coursework specifically related to physics teaching, creating relationships with the college of education, moving to pedagogies that reflect physics education research (PER)-validated best practices, hiring a tenure-track PER expert, implementing new ways to reach potential majors, and seeking external funding. The cumulative result has not only added a number of physics teaching majors to our roles, but has affected our existing programs in a manner that has yielded further growth. Support provided by the APS/AAPT PhysTEC project.

Mental health consumer participation in education: a structured literature review.

PubMed

Arblaster, Karen; Mackenzie, Lynette; Willis, Karen

2015-10-01

Consumer participation in design, delivery and evaluation of occupational therapy educational programs is a recently introduced requirement for accreditation. It aligns with the principle of recovery, which underpins Australian mental health policy. Graduates' capabilities for recovery-oriented practice are thought to be enhanced through learning from consumers' lived experience. This structured literature review evaluates the current evidence for mental health consumer participation in health professional education to inform occupational therapy educators. Searches were completed in five online databases, one journal and published reading lists on the topic. Studies were included if they addressed mental health consumer participation in health professional education programs, were published in peer reviewed journals between 2000 and 2014 and were in English. Articles were critically reviewed, and analysed for key findings related to stages of the educational process and recovery-oriented practice capabilities. An emerging body of evidence for consumer participation in mental health education was identified. Studies are characterised by a lack of quality and a low to medium level of evidence. Findings relate to design, planning, delivery and evaluation of education as well as to most aspects of recovery-oriented practice. Emphases on exploratory research and proximal outcomes, and a reliance on published outcome measurement instruments designed for other purposes are key limitations in this body of evidence. This study identifies a weak evidence base for the requirement for consumer participation in occupational therapy programs, specifically related to mental health curricula. A research agenda is proposed in response. © 2015 Occupational Therapy Australia.

The pipeline training program in maternal and child health: interdisciplinary preparation of undergraduate students from underrepresented groups.

PubMed

Pizur-Barnekow, Kris; Rhyner, Paula M; Lund, Shelley

2010-05-01

The Preparing Academically Successful Students in Maternal and Child Health (MCH PASS) training program provided financial support and specialized training to occupational therapy (OT) and speech-language pathology (SLP) undergraduate students from underrepresented groups in maternal and child health. The project assisted undergraduate trainees to matriculate into graduate programs in their respective fields and facilitated application into long-term maternal and child health training programs. Sixteen trainees (8 OT and 8 SLP) participated in an undergraduate training program with an emphasis on interdisciplinary teaming, family mentoring, leadership development, public health and population-based research. Instruction occurred in community and classroom settings through didactic instruction and small group discussions. Fifteen of the trainees applied to and were accepted in graduate programs in their respective fields. Two trainees applied to a long-term MCH training program. Students reported increased knowledge about programs that serve women and children, the effects of poverty on health, interdisciplinary teaming and the daily routines of families who have a child with a special health care need. The MCH PASS program provided a unique opportunity for undergraduate students in OT and SLP to learn about public health with an emphasis on maternal and child health. The specialized preparation enabled students to understand better the health concerns of underserved families whose children have special health care needs.

Credentialism among Graduate Students.

ERIC Educational Resources Information Center

Stodt, Martha McGinty; Thielens, Wagner, Jr.

1985-01-01

An exploratory study of students entering four elite fields found that most sought both credentials and competence. Stiff competition within chosen occupations led the majority of students to seek every advantage that graduate education could provide. (Author/MLW)

Striving for educational and career goals during the transition after high school: what is beneficial?

PubMed

Heckhausen, Jutta; Chang, Esther S; Greenberger, Ellen; Chen, Chuansheng

2013-09-01

The present study takes a motivational perspective that views youths' educational and career engagement as influential and potentially competing for the same motivational resources in the transition to adulthood. We investigated whether motivational engagement with educational and career goals in the year after high-school graduation was differentially associated with educational, career-related and subjective well-being outcomes 2 and 4 years after school graduation. Our longitudinal study of a multi-ethnic sample of Los Angeles high-school graduates followed participants 2 years (N = 561; 61.5 % female) and 4 years (N = 364; 59.8 % female) after high school graduation. The findings indicate that motivational engagement with educational goals after high school graduation predicted educational attainments and psychological well-being at follow-up 2 and 4 years after graduation, and occupational progress at 4 years after graduation. Work hours assessed shortly after high school graduation were associated with poorer educational outcomes both at 2 and 4 years after high school. Occupational goal engagement was not associated with better outcomes, but predicted less educational attainment 4 years after graduating. Thus, educational goal engagement predicted favorable outcomes, whereas career-related goal engagement for the most part was neutral with some select associations with negative educational outcomes. A strong motivational commitment to educational goals, but not to career goals, is an important component of a successful transition to adulthood.

Ethnic Minority Graduates of 1973 Through 1979: Their Postgraduate Studies, Occupations, and Impressions of UC Davis.

ERIC Educational Resources Information Center

Whitmore, Robin L.; Amos, Arthur K., Jr.

In May 1980, the 1973-1979 minority graduates of the University California at Davis were surveyed about their employment, graduate and professional school training, career progress, and university experiences. The response rate was 33.7 percent. Minority groups included were American Indian, black, Chicano, Latino, and Filipino. Most had taken…

Impacts of Social Economic Status on Higher Education Opportunity and Graduate Employment in China

ERIC Educational Resources Information Center

Wen, Dong-mao

2006-01-01

Based on a nation-wide survey of higher education graduates, this paper analyzes the impact of family background, using paternal occupation and education as indicators, on their scores in the National College Entrance Examination, the level and type of higher education institutions they attend, their employment after graduation, and the income…

Career Outcomes of STEM and Non-STEM College Graduates: Persistence in Majored-Field and Influential Factors in Career Choices

ERIC Educational Resources Information Center

Xu, Yonghong Jade

2013-01-01

Using data from a nationally representative, longitudinal survey of college graduates, this study examines student transition from college to their chosen career paths and identifies factors influencing college graduates' choosing an occupation related to ones' undergraduate major. Within the context of expanded econometric framework a wide range…

International Mobility of French Ph.D.s

ERIC Educational Resources Information Center

Bonnard, Claire; Calmand, Julien; Giret, Jean-François

2017-01-01

This research investigates the determinants of international mobility of Ph.D.s upon graduation. It is based on a survey of 400 young Ph.D.s who graduated in France between 2003 and 2008, half of whom were still abroad more than six years after graduating. The impacts of personal, occupational and scientific characteristics on the successive…

Prevalence of occupational exposures and protective practices in Australian female veterinarians.

PubMed

Shirangi, A; Fritschi, L; Holman, C D J

2007-01-01

To identify the prevalence of exposure to potentially harmful occupational hazards in Australian female veterinarians and to report factors associated with prevalence of occupational hazards in this profession. National cross-sectional survey of a cohort population. A self-administered questionnaire was mailed to 5748 veterinarians (males and females) graduating from Australian veterinary schools from 1960 to 2000. This paper reports the prevalence of occupational exposures in 1197 female veterinarians in their current job including radiation, anaesthetic gases, pesticides and long working hours. Comparisons were undertaken between respondents by practice type and decades of graduation. Multivariate logistic regression was undertaken to predict the risk for exposure to occupational hazards in female veterinarians by age, type of practice, graduation year and number of hours worked. The response rate for females was 59%. We found that age under 30 years, small and mixed animal practice, graduation year after 1990, and working more than 45 hours per week were all associated with greater exposure to putative risk factors. Mixed animal practitioners worked more than 45 hours per week (53%) and reported the highest exposure to anaesthetic gases (94%) and pesticides (54%). Twenty two percent of those who were exposed to anaesthetic gases did not have waste anaesthetic gas scavenging systems. Small animal practitioners reported they took more X-rays (90%). While taking X-rays, 56% of respondents reported physically restraining animals, and only one in five of respondents used film holders and lead screens. The high prevalence of potentially harmful exposures among female veterinarians and lack of use of protective equipment at work needs to be considered in developing and planning the safety of veterinary work.

Impact of an international workplace learning placement on personal and professional development.

PubMed

Davies, Kerryn; Curtin, Michael; Robson, Kristy

2017-04-01

Workplace learning (WPL) placements are a mandatory part of occupational therapy courses. There is some evidence that suggests WPL placements in international settings are beneficial for students' learning, and personal and professional development. The aim of this study was to explore the impact an international WPL placement in Vietnam had on the perceived personal and professional development of a group of Australian occupational therapy graduates. Interpretative phenomenological analysis was used to explore the perceptions of how participation in the Charles Sturt University School of Community Health's Vietnam placement influenced the personal and professional development of occupational therapy graduates. Individual semi-structured interviews were conducted with nine graduates who participated in the Vietnam placement when they were final year occupational therapy students. Interviews were audio-recorded, transcribed verbatim and individually analysed to identify key themes. Two major themes emerged from the analysis: becoming resourceful, resilient and confident, and becoming respectful of difference. The participants indicated that participation in the Vietnam placement had a positive impact on their personal and professional development. Participants indicated that the Vietnam placement enabled them to develop their resourcefulness, resilience, reasoning skills, cultural competence, confidence and independence, beyond what they felt would have achieved on a domestic placement. For these reason these participants found the placement a beneficial and worthwhile experience. © 2016 Occupational Therapy Australia.

A Qualitative Understanding of Occupational Engagement in College Students

ERIC Educational Resources Information Center

Bjornsen, Abby L.

2011-01-01

The purpose of the current study is to examine the transition experiences of college students nearing graduation through the lens of occupational engagement. The construct of occupational engagement is defined as "...taking part in behaviors that contribute to the decision-maker's fund of information and experience of the larger world, not…

The Roles of Occupational Knowledge and Vocational Self-Concept Crystallization in Students' School-to-Work Transition.

ERIC Educational Resources Information Center

Taylor, M. Susan

1985-01-01

Examined predictors of college students' school-to-work transition difficulty, level of occupational knowledge, and crystallization of vocational self-concept. Occupational knowledge predicted whether students received at least one job offer before graduation and the total number of offers. Self-concept crystallization predicted at least one…

Work stress among newly graduated nurses in relation to workplace and clinical group supervision.

PubMed

Blomberg, Karin; Isaksson, Ann-Kristin; Allvin, Renée; Bisholt, Birgitta; Ewertsson, Mona; Kullén Engström, Agneta; Ohlsson, Ulla; Sundler Johansson, Annelie; Gustafsson, Margareta

2016-01-01

The aim was to investigate occupational stress among newly graduated nurses in relation to the workplace and clinical group supervision. Being a newly graduated nurse is particularly stressful. What remains unclear is whether the workplace and clinical group supervision affect the stress. A cross-sectional comparative study was performed in 2012. Data were collected by means of a numerical scale measuring occupational stress, questions about workplace and clinical group supervision. One hundred and thirteen nurses who had recently graduated from three Swedish universities were included in the study. The stress was high among the newly graduated nurses but it differed significantly between workplaces, surgical departments generating the most stress. Nurses who had received clinical group supervision reported significantly less stress. The stress between workplaces remained significant also when participation in clinical group supervision was taken into account. Newly graduated nurses experience great stress and need support, especially those in surgical departments. Nurses participating in clinical group supervision reported significantly less stress. It is important to develop strategies that help to adapt the work situation so as to give nurses the necessary support. Clinical group supervision should be considered as an option for reducing stress. © 2014 John Wiley & Sons Ltd.

Interpreting Conditions in the Job Market for College Graduates.

ERIC Educational Resources Information Center

Alsalam, Nabeel

1993-01-01

Indicates that occupational and employment statistics would be more beneficial if users had a better understanding of how occupations are changing and how employers are redefining jobs to use the education and skills of their employees. (JOW)

How to Radicalize Graduate Students: Take These Simple Steps to Intimidate, Alienate, and Agitate Your Own Flock of Graduate Students

ERIC Educational Resources Information Center

Steffen, Heather

2011-01-01

As the recession, budget cuts, endowment losses, and Republican governors gut university funding, campuses across the country have become host to occupations, union actions, and demonstrations. One can take steps to intimidate, alienate, and agitate a flock of graduate students. The author discusses steps that offer simple ways to rile up and…

A Vocation or a Career: The Perspectives of BA. ECEC Graduates about Accessing Employment and Working in the Early Years Sector in Ireland

ERIC Educational Resources Information Center

Moloney, Mary

2015-01-01

Caring for and educating young children is highly skilled and complex, and is dependent upon the educator's education and training, work environment, salary and work benefits. This paper which draws upon two annual BA ECEC Graduate Occupational Profile Surveys undertaken in 2013 and 2014, explores the perceptions of graduates about seeking…

Graduate Employment and Training in SMEs in Northern Ireland: An Overview Using the 2000 Labour Force Survey

ERIC Educational Resources Information Center

Harris, Richard; Reid, Renee S.

2005-01-01

Using the UK Labour Force Survey, this paper considers whether graduate employment is more important in the small and medium-size enterprise (SME) sector in Northern Ireland than in other regions of the UK. The authors disaggregate their analysis by gender, occupation and industry to provide a detailed breakdown. The issue of whether graduates are…

Psychology Degrees: Employment, Wage, and Career Trajectory Consequences.

PubMed

Rajecki, D W; Borden, Victor M H

2011-07-01

Psychology is a very popular undergraduate major. Examining wage data from a range of degree holders reveals much about the expected career trajectories of those with psychology degrees. First, regarding baccalaureates, psychology and other liberal arts graduates-compared with those from certain preprofessional and technical undergraduate programs-generally fall in relatively low tiers of salary levels at both starting and later career points. Salary levels among baccalaureate alumni groups correlate with averaged measures of salary satisfaction, repeated job seeking, and perceptions of underemployment. These patterns seem to stem from the specific occupational categories (job titles) entered by graduates in psychology compared with other graduates, calling into question the employability advantage of so-called generic liberal arts skills. Second, psychology master's degree holders also generally fall in a low tier of salary among their science, engineering, and health counterparts. Third, psychology college faculty (including instructors) fall in low tiers of salary compared with their colleagues from other academic fields. Such broadly based indications of the relative economic disadvantages of psychology degrees have implications for career counseling in the field. © The Author(s) 2011.

Community engagement: outcomes for occupational therapy students, faculty and clients.

PubMed

Schindler, Victoria P

2014-06-01

Students in health care professions, including occupational therapy, are required to develop knowledge, skills and attitudes in mental health and research. Persons diagnosed with a mental illness, a learning disability or an autism-spectrum disorder desire to achieve goals in higher education and employment. Faculty in health care programmes strives to meet professional goals and accreditation and institution requirements for teaching, service and scholarship. The Bridge Program, a programme based on principles of community engagement, was developed to meet the needs of these three stakeholders. The objective of this paper is to provide programme description and outcomes of the effectiveness of the Bridge Program for all three stakeholders. This uses mixed methods research design including descriptive and quantitative and qualitative one-group pre-test-post-test designs. Instruments consisted of the Occupational Therapy Student and Mental Health Population Scale and the Canadian Occupational Performance Measure. Quantitative results support that graduate occupational therapy students gained research and clinical skills (n = 100; p = .000); clients increased performance and satisfaction toward goals (n = 113; p = .000) and faculty (n = 1) achieved goals related to teaching, service and scholarship. Programmes based on principles of community engagement can address the needs of the community, can provide outcomes that advance knowledge about community practice and can result in benefits for all stakeholders. This paper is limited to generalization and instrumentation and recommends an ongoing evaluation of other community engagement programmes involving all stakeholders in the future research. Copyright © 2014 John Wiley & Sons, Ltd.

A graduate course in work site health promotion for occupational health practitioners.

PubMed

Kushnir, T; Vigiser, D; Weisberg, E; Ribak, J

1996-03-01

This paper describes the rationale, teaching strategies, outcomes, and a 6-month follow-up of an academic course in work site health promotion, in which 35 occupational health practitioners participated. The one-semester course was part of the Masters in Science program in occupational health at the Tel-Aviv University Medical School. The primary goals of the study were to teach the theoretical bases of work site health promotion and their application to specific health needs, and to train better role models for employees. The primary teaching strategies were: (1) facilitation of experiential learning, by encouraging students to undergo health screening and then engage in a personal health promotion plan; (2) use of health promotion experts as guest teachers; and (3) an increase in formal knowledge through formal lectures and background reading. At the time of follow-up, most of the students were still adhering to their plans and maintaining much of their health promotion achievements. Additional outcomes included increased awareness of health risks and health promotion issues, and positions as role models in the private and professional domains. The primary barrier to adherence was low frustration tolerance, which can be regarded as the major challenge to health promotion programs and courses. It is suggested that the course format is an effective means of educating health promoters.

Parental Support and Youth Occupational Attainment: Help or Hindrance?

PubMed

Manzoni, Anna

2018-05-02

Although several concerns surround the transition to adulthood and youth increasingly rely on parental support, our knowledge about the implications of parental support for youth development and transition to adulthood is limited. This study fills this gap by conceptualizing development within a life course perspective that links social inequality and early life course transitions. It draws on a subsample of youth observed between age 18 and 28 from the Transition to Adulthood supplement of the Panel Study of Income Dynamics 2005-2015 (N = 7,542; 53% female, 51.3% white). Mixed-effects models reveal that the more direct financial transfers youth receive, the higher their occupational status. Yet, indirect financial support parents offer through co-residence shows the opposite pattern. Among youth receiving monetary transfers, college graduates have particularly high occupational status; however, among youth living with their parents, college graduates have the lowest occupational status. Although different types of parental support may equally act as safety nets, their divergent implications for youths' occupational attainment raise concerns about the reproduction and possible intensification of inequality during this developmental stage.

Occupational Research; Health Occupations Education Abstracts of Iowa Research, 1960-1968.

ERIC Educational Resources Information Center

Tibbits, Thomas F., Comp.

Thirty-five abstracts represent studies on administration, ambulance service, comprehensive health manpower planning, curriculum, dental hygiene, graduate follow-up, hospital inservice training, the medical-surgical staff nurse position, nonprofessional rehabilitation personnel, economics of collective bargaining by nurses, operating room…

An innovative approach to interdisciplinary occupational safety and health education.

PubMed

Rosen, Mitchel A; Caravanos, Jack; Milek, Debra; Udasin, Iris

2011-07-01

The New York and New Jersey Education and Research Center (ERC) provides a range of graduate continuing education for occupational safety and health (OSH) professionals in training. A key element of the education is to provide interdisciplinary training to industrial hygienists, ergonomists, occupational medicine physicians and other health and safety trainees to prepare them for the collaboration required to solve the complex occupational health and safety problems they will face in their careers. This center has developed an innovative interdisciplinary training approach that provides an historical aspect, while allowing the graduate students to identify solutions to occupational issues from a multi-disciplinary approach. The ERC developed a tour that brings students to sites of historical and/or contemporary significance in the occupational safety and health and environmental fields. The ERC has conducted five tours, and has included 85 students and residents as participants. 80% of participants rated the tour as providing a high amount of OSH knowledge gained. 98% of the participants felt the goal of providing interdisciplinary education was achieved. This tour has been successful in bridging the OSH fields to better understand how occupational and environmental exposures have occurred, in order to prevent future exposures so that workplace conditions and health can be improved. Copyright © 2011 Wiley-Liss, Inc.

Assessing Student Educational and Occupational Progress

ERIC Educational Resources Information Center

Shea, Brent Mack

1977-01-01

Contrary to popular belief, two-year college students being prepared for entry-level work may not be at a disadvantage, relative to many liberal arts graduates with a bachelor's degree. Rather, they may be much more marketable than four-year college graduates. An extensive bibliography is appended. (JDS)

Changes of Working Responsibilities and Intentions of Industrial Physicians (Graduates of University of Occupational and Environmental Health, Japan) in a Comparison Between 2001, 2008 and 2015 Questionnaire Analyses.

PubMed

Nakamura, Hayato; Isse, Toyohi; Sakai, Akinori

2017-01-01

For the purpose of understanding the current conditions of the duties of industrial physicians and the consciousness of graduates of the University of Occupational and Environmental Health, Japan (UOEH) engaged in industry, we performed a questionnaire survey in July, 2001 and July, 2008 and reported the results (J UOEH 2009 31: 281-91). A similar survey was carried out in July, 2015. We dispatched the questionnaire to industrial physicians and physicians in occupational health organizations who had graduated from UOEH and got the replies. The investigation asked about their career, their activities, and how they thought about their duties. We compared the three years and got the following results: 1) The ratio of respondents who were satisfied with the salary or official post was 38.3, 48.1, 65.4% in each investigation, respectively. 2) The ratio of the respondents whose official post and rank would not be promoted in the future was 25.3, 28.4, 32.3%, respectively. 3) The ratio of respondents satisfied with the relationship with the superior and the industrial health staff was 70.8, 80.3, 86.1%, respectively. The investigation performed every seven years since July, 2001 showed that the ratio of the graduates of UOEH whose official post and rank would not be promoted in the future had gradually increased, while the ratio of graduates who were satisfied with the relationship with the superior and the industrial health staff had also gradually increased.

Secondary Professional Socialization through Professional Organizations: An Exploratory Study

ERIC Educational Resources Information Center

Richards, K. Andrew; Eberline, Andrew D.; Templin, Thomas J.

2016-01-01

Secondary professional socialization is a phase of occupational socialization theory that focuses on graduate education in preparation for a career in academia. Due to the need to present and publish research and make professional contacts, professional organizations likely serve an important socializing function during graduate education. The…

Manual of CENIS Operating Procedures and Computer Software.

ERIC Educational Resources Information Center

Iowa State Univ. of Science and Technology, Ames. Statistical Lab.

The Career Education Needs Information System (CENIS) is a data collection analysis, and reporting system designed to provide for most technical occupations current and projected personnel needs of employers in Iowa, incoming student preferences, expected supply of graduates, and outcomes of area school graduates during the latest three year…

Challenges of the Future in Postsecondary Occupational Education. Fourth Conference on New Horizons in Community College Occupational-Technical Education (4th, Blacksburg, Virginia, October 31, November 1-2, 1976).

ERIC Educational Resources Information Center

Hoerner, James L., Ed.

Approximately 135 instructors, counselors, division directors, deans, presidents, university personnel, and graduate students from ten states participated in a fourth annual conference on New Horizons in Community College Occupational-Technical Education reported in this document. The general purpose of the conference was to examine current views…

Occupational Health--Organizing for the Right to Breathe.

ERIC Educational Resources Information Center

Dotson, David

1979-01-01

The problem of occupational diseases must be addressed by social workers who are trained to actively work for changes on a social level. A training model is described, wherein graduate students organized a small community to combat and prevent Brown Lung Disease among textile workers. (DS)

Identifying educational priorities for occupational therapy students to prepare for mental health practice in Australia and New Zealand: Opinions of practising occupational therapists.

PubMed

Scanlan, Justin Newton; Pépin, Geneviève; Haracz, Kirsti; Ennals, Priscilla; Webster, Jayne S; Meredith, Pamela J; Batten, Rachel; Bowman, Siann; Bonassi, Marianne; Bruce, Rosie

2015-10-01

The effective preparation of occupational therapy students for mental health practice is critical to facilitate positive consumer outcomes, underpin optimal practice and support new graduates' professional identity. This project was established to determine a set of 'educational priorities' for occupational therapy students to prepare them for current (and future) entry-level practice in mental health, from the perspective of mental health occupational therapists in Australia and New Zealand. The study included two phases. In Phase One, participants identified what they considered to be important educational priorities for occupational therapy students to prepare them for practice in mental health. For Phase Two, an 'expert panel' was assembled to review and rank these using a Policy Delphi approach. Eighty-five participants provided educational priorities in Phase One. These were grouped into a total of 149 educational themes. In Phase Two, the expert panel (consisting of 37 occupational therapists from diverse locations and practice settings) prioritised these themes across three Delphi rounds. A final priority list was generated dividing educational themes into three prioritised categories: 29 'Essential', 25 'Important' and 44 'Optional' priorities. Highest-ranked priorities were: clinical reasoning, client-centred practice, therapeutic use of self, functional implications of mental illness, therapeutic use of occupation and mental health fieldwork experience. The priority list developed as part of this project provides additional information to support the review of occupational therapy curricula across Australia and New Zealand to ensure that new graduates are optimally prepared for mental health practice. © 2015 Occupational Therapy Australia.

Alexithymia and burnout in nursing students.

PubMed

Katsifaraki, Maria; Tucker, Philip

2013-11-01

Although previous studies have indicated an association between alexithymia and burnout, they have not controlled for well-established organizational factors, depression, and coping mechanisms that could confound the relationship. This study investigated the association between alexithymia and occupational burnout. One hundred eighty-three nursing students were assessed up to 3 months before graduating from their program. Alexithymia was measured with the Toronto Alexithymia Scale, occupational burnout was measured with the Maslach Burnout Inventory, work-related factors were measured with the Areas of Worklife Survey, depression was measured with Beck Depression Inventory-II, and coping strategies were measured with the COPE Dispositional Inventory. Hierarchical multiple regressions indicated that externally oriented thinking style was significantly associated with personal accomplishment and depersonalization after adjusting for depression, coping, and work-related factors. The results indicate that only a single aspect of the alexithymia construct serves as a possibly independent predisposing factor for specific burnout dimensions. Copyright 2013, SLACK Incorporated.

New graduate nurse transition programs: Relationships with bullying and access to support.

PubMed

Rush, Kathy L; Adamack, Monica; Gordon, Jason; Janke, Robert

2014-01-01

Abstract New graduate nurses are often targets of bullying and horizontal violence. The support offered by new graduate nurse transition programs may moderate the effects of bullying and limit its negative impact on new graduate nurse transition. This study examined the relationships between access to support, workplace bullying and new graduate nurse transition within the context of new graduate transition programs. As part of a mixed methods study, an online survey was administered to new graduates (N = 245) approximately a year from starting employment. Bullied new graduate nurses were less able to access support when needed and had poorer transition experiences than their non-bullied peers. Participation in a formal transition program improved access to support and transition for bullied new graduate nurses. People supports within transition programs positively influenced the new graduate nurse transition experience. Formal transition programs provide support that attenuates the impact of bullying on new graduate nurses and improves transition.

New Graduate Transition Programs: Relationships With Access to Support and Bullying.

PubMed

Rush, Kathy L; Adamack, Monica; Gordon, Jason; Janke, Robert

2014-02-03

Abstract New graduate nurses are often targets of bullying and horizontal violence. The support offered by new graduate nurse transition programs may moderate the effects of bullying and limit its negative impact on new graduate nurse transition. This study examined the relationships between access to support, workplace bullying and new graduate nurse transition within the context of New Graduate Transition programs. As part of a mixed methods study, an online survey was administered to new graduates (n=245) approximately a year from starting employment. Bullied new graduate nurses were less able to access support when needed and had poorer transition experiences than their non-bullied peers. Participation in a formal transition program improved access to support and transition for bullied new graduate nurses. People supports within transition programs positively influenced the new graduate nurse transition experience. Formal transition programs provide support that attenuates the impact of bullying on new graduate nurses and improves transition.

Focusing on Women in STEM: A Longitudinal Examination of Gender-Based Earning Gap of College Graduates

ERIC Educational Resources Information Center

Xu, Yonghong

2015-01-01

This study investigates the underrepresentation of women in science, technology, engineering, and mathematics (STEM) occupations from the aspect of earning differentials. Using a national data source that tracked college graduates' work experiences over a ten-year time frame post-bachelor's degree, this study examines longitudinally the…

The Effects of the Determinants of Women's Movement Into and Out of Male-dominated Occupations on Occupational Sex Segregation.

ERIC Educational Resources Information Center

Sheridan, Jennifer T.

Although occupational sex segregation has decreased over the last 25 years, it is still a major social concern primarily because of the role it plays in perpetuating the gender wage gap. This paper uses data from the Wisconsin Longitudinal Study, a study that followed a random sample of 10,317 high school graduates, to assess the determinants of…

A Pilot Project to Identify Sex Role Factors Affecting the Employment of Vocational Students in Selected Occupational Areas. Final Report, February 1, 1980-June 30, 1980.

ERIC Educational Resources Information Center

Wichowski, Chester P.; DuMond, Doreen C.

A pilot study was conducted to identify sex role factors which could affect the search for employment and the adjustment to employment for vocational graduates in selected occupational areas. Target employment areas were identified through a review of occupations with a disproportionate composition by one sex or the other. These included…

Educational Training and Careers of PH.D. Holders. Academic Training and Occupational Mobility: Ph.D.'s Often Find Other Scientific Fields Greener. Final Report.

ERIC Educational Resources Information Center

Morris, Jeffrey

The occupational transferability of skills learned in school and on the job has been studied very little. This paper reports some estimates of the monetary trade-off between specialization and occupational flexibility in the Ph.D's choice of major at undergraduate and graduate school. These estimates are based for the most part on multiple…

From Track to Field: Trends in Career and Technical Education across Three Decades

ERIC Educational Resources Information Center

Dalton, Ben; Lauff, Erich; Henke, Robin; Alt, Martha; Li, Xiaojie

2013-01-01

This report examines change and stability across two decades in the sociodemographic characteristics, educational experiences, and postsecondary outcomes of high school graduates with different occupational coursetaking patterns. Occupational coursetaking is part of the broader field of career and technical education (CTE), which also includes…

Analysing ESL Students' Perceptions towards Oral Communication for Social and Occupational Purposes

ERIC Educational Resources Information Center

Husain, Fauzilah Md; Ganapathy, Malini; Mohamed, Akmar

2015-01-01

Fundamental principles of public speaking and appropriate organisational structure of ideas for occupational and social communication are vital aspects for undergraduates as a pathway to overcome employers' grievances on graduates' lack of communication skills (Malaysia Education Blueprint, 2015). This study was undertaken to explore the…

34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance, through...

34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance, through...

34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the Bilingual Education: Graduate Fellowship... EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship Program? The Bilingual Education: Graduate Fellowship Program provides financial assistance, through...

34 CFR 609.1 - What is the Strengthening Historically Black Graduate Institutions Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the Strengthening Historically Black Graduate... GRADUATE INSTITUTIONS PROGRAM General § 609.1 What is the Strengthening Historically Black Graduate Institutions Program? The Strengthening Historically Black Graduate Institutions Program provides grants to the...

34 CFR 609.1 - What is the Strengthening Historically Black Graduate Institutions Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What is the Strengthening Historically Black Graduate... GRADUATE INSTITUTIONS PROGRAM General § 609.1 What is the Strengthening Historically Black Graduate Institutions Program? The Strengthening Historically Black Graduate Institutions Program provides grants to the...

34 CFR 609.1 - What is the Strengthening Historically Black Graduate Institutions Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the Strengthening Historically Black Graduate... GRADUATE INSTITUTIONS PROGRAM General § 609.1 What is the Strengthening Historically Black Graduate Institutions Program? The Strengthening Historically Black Graduate Institutions Program provides grants to the...

34 CFR 609.1 - What is the Strengthening Historically Black Graduate Institutions Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the Strengthening Historically Black Graduate... GRADUATE INSTITUTIONS PROGRAM General § 609.1 What is the Strengthening Historically Black Graduate Institutions Program? The Strengthening Historically Black Graduate Institutions Program provides grants to the...

Methods Beyond Methods: A Model for Africana Graduate Methods Training.

PubMed

Best, Latrica E; Byrd, W Carson

2014-06-01

A holistic graduate education can impart not just tools and knowledge, but critical positioning to fulfill many of the original missions of Africana Studies programs set forth in the 1960s and 1970s. As an interdisciplinary field with many approaches to examining the African Diaspora, the methodological training of graduate students can vary across graduate programs. Although taking qualitative methods courses are often required of graduate students in Africana Studies programs, and these programs offer such courses, rarely if ever are graduate students in these programs required to take quantitative methods courses, let alone have these courses offered in-house. These courses can offer Africana Studies graduate students new tools for their own research, but more importantly, improve their knowledge of quantitative research of diasporic communities. These tools and knowledge can assist with identifying flawed arguments about African-descended communities and their members. This article explores the importance of requiring and offering critical quantitative methods courses in graduate programs in Africana Studies, and discusses the methods requirements of one graduate program in the field as an example of more rigorous training that other programs could offer graduate students.

New graduate nurses, new graduate nurse transition programs, and clinical leadership skill: a systematic review.

PubMed

Chappell, Kathy B; Richards, Kathy C

2015-01-01

This systematic review evaluated the relationship between new graduate nurses and clinical leadership skill, and between new graduate nurse transition programs and clinical leadership skill. New graduate nurse transition programs have been cited as one strategy to improve clinical leadership skill, but to our knowledge, no one has synthesized the evidence on new graduate nurse transition programs and clinical leadership skill. Results of this review showed that new graduate nurse transition programs that were at least 24 weeks in length had a positive impact on clinical leadership skill. New graduate nurse transition programs using the University HealthSystem Consortium/American Association of Colleges of Nursing Nurse Residency curriculum had the greatest impact, followed by curriculum developed by the Versant New Graduate RN Residency, an important finding for nursing professional development specialists.

General surgery vs fellowship: the role of the Independent Academic Medical Center.

PubMed

Adra, Souheil W; Trickey, Amber W; Crosby, Moira E; Kurtzman, Scott H; Friedell, Mark L; Reines, H David

2012-01-01

To compare career choices of residency graduates from Independent Academic Medical Center (IAMC) and University Academic Medical Center (UAMC) programs and evaluate program directors' perceptions of residents' motivations for pursuing general surgery or fellowships. From May to August 2011, an electronic survey collected information on program characteristics, graduates' career pursuits, and career motivations. Fisher's exact tests were calculated to compare responses by program type. Multivariate logistic regression was used to identify independent program characteristics associated with graduates pursuing general surgery. Data were collected on graduates over 3 years (2009-2011). Surgery residency program directors. Seventy-four program directors completed the survey; 42% represented IAMCs. IAMCs reported more graduates choosing general surgery. Over one-quarter of graduates pursued general surgery from 52% of IAMC vs 37% of UAMC programs (p = 0.243). Career choices varied significantly by region: over one-quarter of graduates pursue general surgery from 78% of Western, 60% of Midwestern, 40% of Southern, and 24% of Northeastern programs (p = 0.018). On multivariate analysis, IAMC programs were independently associated with more graduates choosing general surgery (p = 0.017), after adjustment for other program characteristics. Seventy-five percent of UAMC programs reported over three-fourths of graduates receive first choice fellowship, compared with only 52% of IAMC programs (p = 0.067). Fellowships were comparable among IAMC and UAMC programs, most commonly MIS/Bariatric (16%), Critical Care/Trauma (16%), and Vascular (14%). IAMC and UAMC program directors cite similar reasons for graduate career choices. Most general surgery residents undergo fellowship training. Graduates from IAMC and UAMC programs pursue similar specialties, but UAMC programs report more first choice acceptance. IAMC programs may graduate proportionately more general surgeons. Further studies directly evaluating surgical residents' career choices are warranted to understand the influence of independent and university programs in shaping these choices and to develop strategies for reducing the general surgeon shortage. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A conceptual model for determining career choice of CHROME alumna based on farmer's conceptual models

NASA Astrophysics Data System (ADS)

Moore, Lisa Simmons

This qualitative program evaluation examines the career decision-making processes and career choices of nine, African American women who participated in the Cooperating Hampton Roads Organization for Minorities in Engineering (CHROME) and who graduated from urban, rural or suburban high schools in the year 2000. The CHROME program is a nonprofit, pre-college intervention program that encourages underrepresented minority and female students to enter science, technically related, engineering, and math (STEM) career fields. The study describes career choices and decisions made by each participant over a five-year period since high school graduation. Data was collected through an Annual Report, Post High School Questionnaires, Environmental Support Questionnaires, Career Choice Questionnaires, Senior Reports, and standardized open-ended interviews. Data was analyzed using a model based on Helen C. Farmer's Conceptual Models, John Ogbu's Caste Theory and Feminist Theory. The CHROME program, based on its stated goals and tenets, was also analyzed against study findings. Findings indicated that participants received very low levels of support from counselors and teachers to pursue STEM careers and high levels of support from parents and family, the CHROME program and financial backing. Findings of this study also indicated that the majority of CHROME alumna persisted in STEM careers. The most successful participants, in terms of undergraduate degree completion and occupational prestige, were the African American women who remained single, experienced no critical incidents, came from a middle class to upper middle class socioeconomic background, and did not have children.

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Gendered Transitions, Career Identities and Possible Selves: The Case of Engineering Graduates

ERIC Educational Resources Information Center

Papafilippou, Vanda; Bentley, Laura

2017-01-01

This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n = 90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the…

Vocational Preference Inventory High Point Codes Versus Expressed Choices as Predictors of College Major and Career Entry

ERIC Educational Resources Information Center

Gade, Eldon M.; Soliah, David

1975-01-01

For 151 male graduates of the University of North Dakota, expressed choices measured by preferences made as high school seniors on the ACT Student Profile Section were significantly more accurate predictors of graduating college major and of career entry occupation than were their Vocational Preference Inventory high point codes. (Author)

Skills and Knowledge Needs among Recent Bioscience Graduates--How Do Our Courses Measure Up?

ERIC Educational Resources Information Center

Brown, Colin A.; Calvert, Jane; Charman, Paul; Newton, Chris; Wiles, Kathy; Hughes, Ian

2005-01-01

A telephone survey was conducted of 2002 or 2003 graduates (942 in total) from various bioscience degree programmes at 4 universities. A structured and scripted interview determined: title/class of degree; nature of current occupation (unemployed, further degree, job) and if regarded as "career related" post or just "filling in"; if current…

An Empirical Study of the Influence of the Concept of "Job-Hunting" on Graduates' Employment

ERIC Educational Resources Information Center

Chen, Chengwen; Hu, Guiying

2008-01-01

The concept of job-hunting is an important factor affecting university students' employment. This empirical study shows that while hunting for a job, graduates witness negative correlation between their expectation of the nature of work and the demand for occupational types and the accessibility to a post and monthly income; positive correlation…

Occupational and Educational Outcomes of 1985-86 Bachelor's Degree Recipients. Survey Report.

ERIC Educational Resources Information Center

Porter, Joanell

The study analyzed responses received from Bachelor's Degree recipients to the 1987 Recent College Graduates Survey administered in June, 1987. Among many findings are the following: One year after graduation, approximately 86% of degree recipients were employed--75% full time (who earned $20,300 annually on average) and 11% part time. Of the 14%…

A Sustainable Cohort of Professional Civil Engineering Graduates? Uncovering the United Kingdom Graduate Crisis

ERIC Educational Resources Information Center

Edwards, David J.; Dainty, Andrew R. J.; Love, Peter E. D.

2004-01-01

Undergraduate applications to civil engineering courses have been declining at an alarming rate despite the industry's healthy economic activity. Concerns abound as to the long-term impact of this decline as the sector is already suffering skills shortages across virtually all of its occupations. This paper investigates the likely future trends in…

Mobility in the Virgin Islands: An Introduction to a Microstate Study.

ERIC Educational Resources Information Center

Johnson, Donald H., Jr.

This paper discusses a survey undertaken in 1981 to investigate the influence of education on occupational realities and expectations of high school graduates in the U.S. Virgin Islands. The specific focus of the survey was on the effect of high school graduation on the young indigenous population's mobility expectations, pursuit of higher…

Attrition of Women in STEM: Examining Job/Major Congruence in the Career Choices of College Graduates

ERIC Educational Resources Information Center

Xu, Yonghong Jade

2017-01-01

Data from a national survey are used to examine how individual characteristics and social structural factors may influence college graduates choosing an occupation that is congruent with their undergraduate field of study. Analysis is conducted separately for males and females and for students in science, technology, engineering, and mathematics…

COURSE OUTLINE FOR AGRICULTURAL MACHINERY--SERVICE OCCUPATIONS.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

THE OBJECTIVE OF THE 16-MODULE COURSE OUTLINED IN THIS GUIDE IS TO HELP TEACHERS PREPARE FORMER FARMERS, HIGH SCHOOL DROPOUTS AND GRADUATES, AND UNEMPLOYED, AND EMPLOYED PERSONS FOR OCCUPATIONAL ENTRY AS AGRICULTURAL MACHINERY SETUP MEN, MECHANIC'S HELPERS, MECHANICS, PARTS MEN, AND SERVICE SUPERVISORS. IT WAS DEVELOPED BY A NATIONAL TASK FORCE ON…

The influence of undergraduate education on professional practice transition: a comparative descriptive study.

PubMed

Williams, Bev; Richard, Liz; Al Sayah, Fatima

2015-03-01

Graduates from Problem/Context Based Learning (CBL) undergraduate nursing programs often express concern that they may not be as well prepared for transition to graduate nursing practice as their colleagues from more traditional lecture-based programs. To determine if there is a difference in how graduates from CBL and non-CBL programs describe their transition to graduate practice within the first 2 years of graduation. This was a comparative descriptive study that involved the use of a web-based survey. A convenience sample of 163 graduate nurses with 1 to 2 years of experience consented to be part of the study. They completed a researcher-designed questionnaire, which consisted of 26 items based on entry to practice competencies identified by the provincial professional nursing organization. There was no significant difference in the transition experience of graduates from CBL and traditional education programs within their first 2 years following graduation. These results confirm the findings of authors who compared transition among CBL and non-CBL graduates who had graduated anywhere from six months to several years following graduation. It is clear that CBL programs do prepare graduates to successfully transition into graduate nurse practice. Graduates from both CBL and non-CBL programs indicated a need for more formal agency sponsored orientation and transition assistance programs at the beginning of their initial employment. Copyright © 2014 Elsevier Ltd. All rights reserved.

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution.

PubMed

Schoonees, Anel; Rohwer, Anke; Young, Taryn

2017-01-01

It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula.

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution

PubMed Central

Rohwer, Anke; Young, Taryn

2017-01-01

Background It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. Methods We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. Results We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula. PMID:28207842

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment.

PubMed

Schweikhard, April J; Hoberecht, Toni; Peterson, Alyssa; Randall, Ken

2018-01-01

This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

Diversity of Graduates from Bachelor’s, Master’s and Doctoral Degree Neuroscience Programs in the United States

PubMed Central

Ramos, Raddy L.; Alviña, Karina; Martinez, Luis R.

2017-01-01

The demography of United States graduates from science, technology, engineering, and math (STEM) degree programs is well-understood; however, data particularly describing the gender and ethnic diversity of graduates of neuroscience programs has not been analyzed, limiting our knowledge of specific areas where diversity and fair representation are lacking. Using over 30 years of data from the National Center for Education Statistics, we documented the demography of neuroscience graduates from bachelor’s, master’s, and doctoral degree programs. Recent graduation trends indicate greater numbers of female graduates from bachelor’s and graduate degree programs. White (non-Hispanic) males and females represent the largest group of graduates while Asian/Pacific Islanders represent the largest non-White group of graduates. Although the number of underrepresented minorities graduating from neuroscience degree programs at every level has increased in recent years, they still lag compared to White (non-Hispanic) and Asian/Pacific Islanders. These data provide valuable information that can be used to promote greater diversity among neuroscience graduates by higher education faculty and administrators and federal funding agencies. PMID:29371835

Diversity of Graduates from Bachelor's, Master's and Doctoral Degree Neuroscience Programs in the United States.

PubMed

Ramos, Raddy L; Alviña, Karina; Martinez, Luis R

2017-01-01

The demography of United States graduates from science, technology, engineering, and math (STEM) degree programs is well-understood; however, data particularly describing the gender and ethnic diversity of graduates of neuroscience programs has not been analyzed, limiting our knowledge of specific areas where diversity and fair representation are lacking. Using over 30 years of data from the National Center for Education Statistics, we documented the demography of neuroscience graduates from bachelor's, master's, and doctoral degree programs. Recent graduation trends indicate greater numbers of female graduates from bachelor's and graduate degree programs. White (non-Hispanic) males and females represent the largest group of graduates while Asian/Pacific Islanders represent the largest non-White group of graduates. Although the number of underrepresented minorities graduating from neuroscience degree programs at every level has increased in recent years, they still lag compared to White (non-Hispanic) and Asian/Pacific Islanders. These data provide valuable information that can be used to promote greater diversity among neuroscience graduates by higher education faculty and administrators and federal funding agencies.

Methods Beyond Methods: A Model for Africana Graduate Methods Training

PubMed Central

Best, Latrica E.; Byrd, W. Carson

2018-01-01

A holistic graduate education can impart not just tools and knowledge, but critical positioning to fulfill many of the original missions of Africana Studies programs set forth in the 1960s and 1970s. As an interdisciplinary field with many approaches to examining the African Diaspora, the methodological training of graduate students can vary across graduate programs. Although taking qualitative methods courses are often required of graduate students in Africana Studies programs, and these programs offer such courses, rarely if ever are graduate students in these programs required to take quantitative methods courses, let alone have these courses offered in-house. These courses can offer Africana Studies graduate students new tools for their own research, but more importantly, improve their knowledge of quantitative research of diasporic communities. These tools and knowledge can assist with identifying flawed arguments about African-descended communities and their members. This article explores the importance of requiring and offering critical quantitative methods courses in graduate programs in Africana Studies, and discusses the methods requirements of one graduate program in the field as an example of more rigorous training that other programs could offer graduate students. PMID:29710883

Graduate Study in Psychology, 2013 Edition

ERIC Educational Resources Information Center

APA Books, 2012

2012-01-01

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

Effectiveness of a developmental curricular design to graduate culturally competent health practitioners.

PubMed

Boggis, Debra

2012-01-01

With the goal to facilitate cultural competency development of students enrolled in graduate-level health professional education, this study examined the effectiveness of a curricular program guided by the Intercultural Developmental Continuum (IDC) as measured by the Intercultural Developmental Inventory (IDI). The IDI was administered to 17 occupational therapy (OT) students and a control group of 25 non-OT health professional students upon matriculation into their respective programs of graduate study and again upon completion of 3 years of study. OT students participated in a cultural curricular design guided by the IDC, while the control group participated in cultural study not guided by the IDC. Though OT students did not show a significant change in overall developmental orientation mean scores from pre-test to post-test (t = 0.847, p = 0.41), the results indicate that the designed intercultural curriculum increased intercultural competence among those OT students who began their program with the monocultural mindset of polarization (an "us vs. them" evaluative viewpoint) and moved to the interculturally transitional mindset of minimization (recognizing cultural commonalities and elimination of the "us vs. them" mindset). The control group showed a significant decrease in developmental orientation mean scores at post-test (t = 6.1, p < 0.001). No significant group or group by baseline interaction effects were found when comparing overall post-developmental scores adjusting for baseline (F = 2.4, p = 0.131). The curriculum design as guided by the IDC, though it did not significantly increase overall cultural competency of OT students, appears to have mitigated a decrease in competence. Results suggest that the cultural challenges that students face appear to be considerable and, without targeted, integrated intercultural preparation, can overwhelm new health professionals' intercultural capability.

Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs

PubMed Central

DiPietro, Paul A.; Longo, Stacy L.; Welch, Beth E.; Kennedy, Daniel R.

2017-01-01

Objective. To survey the practices of awarding honors upon graduation with a doctor of pharmacy degree. Methods. College and school of pharmacy websites were systematically searched to identify if, and then how, graduation honors are awarded. Programs that offer graduation honors were categorized and quantified based upon grade point average (GPA) cutoffs, honors enrollment, research project completion, faculty vote, course failure considerations, and ethics code violations. Results. Of the 132 doctor of pharmacy programs reviewed, 86% (n=114) had accessible online resources and were included in data analysis. Of these 114 programs, 43% (n=49) award honors upon graduation, and 57% (n=65) do not. Among the 49 programs that award honors, 30 award the Latin honors. Of the remaining 19 programs, 18 award alternative graduation honors, and one awards both. Conclusions. Latin honors are the most common form of graduation honors utilized by doctor of pharmacy programs that award honors upon graduation. There is a variety of GPA cutoffs utilized across programs. PMID:28630510

Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs.

PubMed

DiPietro, Paul A; Longo, Stacy L; Welch, Beth E; Kennedy, Daniel R; Nemec, Eric C

2017-05-01

Objective. To survey the practices of awarding honors upon graduation with a doctor of pharmacy degree. Methods. College and school of pharmacy websites were systematically searched to identify if, and then how, graduation honors are awarded. Programs that offer graduation honors were categorized and quantified based upon grade point average (GPA) cutoffs, honors enrollment, research project completion, faculty vote, course failure considerations, and ethics code violations. Results. Of the 132 doctor of pharmacy programs reviewed, 86% (n=114) had accessible online resources and were included in data analysis. Of these 114 programs, 43% (n=49) award honors upon graduation, and 57% (n=65) do not. Among the 49 programs that award honors, 30 award the Latin honors. Of the remaining 19 programs, 18 award alternative graduation honors, and one awards both. Conclusions. Latin honors are the most common form of graduation honors utilized by doctor of pharmacy programs that award honors upon graduation. There is a variety of GPA cutoffs utilized across programs.

Portfolio careers for medical graduates: implications for postgraduate training and workforce planning.

PubMed

Eyre, Harris A; Mitchell, Rob D; Milford, Will; Vaswani, Nitin; Moylan, Steven

2014-06-01

Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner's primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services.

[Cut a long story too short: Challenges in clinical research].

PubMed

Stallmach, A; Hagel, S; Bruns, T; Bauer, M

2012-03-01

Clinical research reflects a mandatory prerequisite to translate basic research into clinical practice. While a lack of available qualified doctors to fill positions in hospitals as well as in the ambulant sector has prompted political decisions to counteract, Germany has witnessed an insidious deterioration of clinical research over time and compared to other industrialized countries. Measures to prevent an increasing loss of academic profile have to tackle all aspects from undergraduate to postgraduate training to attract highly skilled doctors in sustainable structures to reflourish academic medicine. Cornerstones to achieve these goals involve establishing of structured graduate programs, acknowledgment of time spend in clinical research in residency programs, extra occupational opportunities to achieve dual qualification (e. g. Master programs in clinical research) as well as independent positions with inherent carrier perspectives in academic medicine for doctors interested in clinical and translational research. © Georg Thieme Verlag KG Stuttgart · New York.

The interplay of occupational motivation and well-being during the transition from university to work.

PubMed

Haase, Claudia M; Heckhausen, Jutta; Silbereisen, Rainer K

2012-11-01

A successful entry into work is one of the key developmental tasks in young adulthood. The present 4-wave longitudinal study examined the interplay between occupational motivation (i.e., goal engagement and goal disengagement) and well-being (i.e., satisfaction with life, satisfaction with work, satisfaction with partnership, positive affect, depressive symptoms, autonomy, purpose in life, positive relations with others) during the transition from university to work. The sample consisted of 498 university graduates from 4 majors with favorable or unfavorable employment opportunities. Data were analyzed using latent growth curve modeling. The results showed that increases in goal engagement were associated with increases in numerous aspects of well-being. Increases in goal disengagement were associated with decreases in numerous aspects of well-being. However, this dynamic was not without exception. Goal engagement at graduation was associated with a decrease in autonomy and, for individuals with unfavorable employment opportunities, an increase in depressive symptoms. Goal disengagement at graduation was associated with an increase in satisfaction with work. These findings elucidate why some individuals may opt for overall maladaptive motivational strategies during the transition into the workforce: They provide selective well-being benefits. In sum, how young adults deal with their occupational goals is closely linked to changes in their well-being.

University of Virginia Graduate Mentoring Institute: A Model Program for Graduate Student Success

ERIC Educational Resources Information Center

Spivey-Mooring, Tazzarae; Apprey, Cheryl Burgan

2014-01-01

This study examines an innovative model program for the mentorship of diverse graduate students entitled the "Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education" (i.e., "Mentoring Institute"), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research…

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

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-04

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

Education, Occupation and Career Expectations: Determinants of the Gender Pay Gap for UK Graduates. CEE DP 69

ERIC Educational Resources Information Center

Chevalier, Arnaud

2006-01-01

A large proportion of the gender wage gap is usually left unexplained. In this paper, we investigate whether the unexplained component is due to misspecification. Using a sample of recent UK graduates, we introduce variables on career expectations and character traits, variables that are typically not observed. The evidence indicates that women…

Supply and Demand for College Graduates in the South, 1980. Manpower and Education.

ERIC Educational Resources Information Center

Engels, Richard A.; Galambos, Eva C.

This report presents findings on the supply of college graduates in 1980 in the Southern region as compared to openings in which they may become employed. The projections of the Southern Regional Education Board (SREB) indicate that for a range of 421 occupations (the Comprehensive Projection), there will be a deficit of college educated workers.…

Career Guidance in India Based on O*NET and Cultural Variables

ERIC Educational Resources Information Center

Bhatnagar, Mohit

2018-01-01

The Occupational Information Network (O*NET) is the primary source of occupational information in the United States (US). In this study, I review O*NET's usage for career guidance in India and conceive a career intervention based on it. In an empirical evaluation adopting a posttest-only experimental design with post-graduate management students…

Jobs: Employment Opportunities in the Washington Metropolitan Area for Persons with Limited Employment Qualifications.

ERIC Educational Resources Information Center

Bendick, Marc, Jr.; Egan, Mary Lou

Employment data for the Washington, D.C., metropolitan area were analyzed to determine jobs available to people who had not graduated from high school. Three hundred nine occupations offered at least some openings. These occupations encompassed 584,000 jobs and offered 14,000 openings in an average week. These numbers overestimated jobs available…

A Study of Certain Characteristics of Students and Graduates of Occupation-Centered Curricula. Supplemental Report.

ERIC Educational Resources Information Center

Stewart, Lawrence H.

This document supplements ED 025 264, a study of 2,459 individuals enrolled in one of 43 occupation-centered curricula in 20 California junior colleges. The parent study compared students' questionnaire responses about home and educational backgrounds, and about attitudes presumably related to both vocational choice and choice of curricula leading…

New Consultant Joins Occupational Health Services’ Team | Poster

Cancer.gov

One of Occupational Health Services’ (OHS') most valuable resources is new medical consultant Anusha Belani, M.D., chief of epidemiology at Frederick Memorial Hospital (FMH). Belani graduated from the University of Delhi and received her medical degree from Lady Hardinge Medical College in 1979. She is currently the only physician in Frederick County who specializes in

Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

ERIC Educational Resources Information Center

Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

2014-01-01

Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

Graduate Programs and Faculty in Reading. Fourth Edition.

ERIC Educational Resources Information Center

Blomenberg, Paula, Ed.

Intended for reading teachers and consultants, students, and others who want information about the nature of graduate training programs in the field of reading, this book lists over 300 graduate reading programs offered in the United States and Canada. Institutions offering graduate programs are listed alphabetically by province for Canadian…

7 CFR 1951.263 - Graduation of non-Farm Credit programs borrowers.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 14 2012-01-01 2012-01-01 false Graduation of non-Farm Credit programs borrowers... Credit Needs and Graduation of Borrowers § 1951.263 Graduation of non-Farm Credit programs borrowers. (a... required for refinancing, or when a borrower is a public body and must issue bonds to accomplish graduation...

7 CFR 1951.263 - Graduation of non-Farm Credit programs borrowers.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 14 2013-01-01 2013-01-01 false Graduation of non-Farm Credit programs borrowers... Credit Needs and Graduation of Borrowers § 1951.263 Graduation of non-Farm Credit programs borrowers. (a... required for refinancing, or when a borrower is a public body and must issue bonds to accomplish graduation...

7 CFR 1951.263 - Graduation of non-Farm Credit programs borrowers.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 14 2011-01-01 2011-01-01 false Graduation of non-Farm Credit programs borrowers... Credit Needs and Graduation of Borrowers § 1951.263 Graduation of non-Farm Credit programs borrowers. (a... required for refinancing, or when a borrower is a public body and must issue bonds to accomplish graduation...

7 CFR 1951.263 - Graduation of non-Farm Credit programs borrowers.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 14 2014-01-01 2014-01-01 false Graduation of non-Farm Credit programs borrowers... Credit Needs and Graduation of Borrowers § 1951.263 Graduation of non-Farm Credit programs borrowers. (a... required for refinancing, or when a borrower is a public body and must issue bonds to accomplish graduation...

Interprofessional clinical education for occupational therapy and psychology students: a social skills training program for children with autism spectrum disorders.

PubMed

Howell, Dana M; Wittman, Peggy; Bundy, Myra Beth

2012-01-01

An interprofessional clinical learning experience was developed for pre-licensure occupational therapy (OT) and psychology graduate students. Students worked in interprofessional teams to plan and implement a social skills training program for children with autism spectrum disorders (ASD). The objectives were to provide a hands-on, student-led clinical experience; facilitate interprofessional collaborative learning through leadership partnerships and teach children with ASD to engage in appropriate social skill behaviors. Concurrently, faculty performed qualitative research to explore how the students worked together to provide intervention to the children. Data were collected via interview, direct observation of student planning sessions and student interprofessional interactions, and collection of posts from an online social network site used for session planning. There were six student participants and two faculty participants. Four themes emerged: learning who I am as a professional, learning to appreciate our professional differences, learning to communicate with each other and figuring it out, for the benefit of the kids. This interprofessional clinical learning experience and research helps ensure that students are adequately prepared to represent their profession as part of a diverse interprofessional health care team.

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

PubMed

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

2018-03-26

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

The effects of a prelicensure extern program and nurse residency program on new graduate outcomes and retention.

PubMed

Friday, Laura; Zoller, James S; Hollerbach, Ann D; Jones, Katherine; Knofczynski, Greg

2015-01-01

Organizations are looking to new graduate nurses to fill expected staffing shortages over the next decade. Creative and effective onboarding programs will determine the success or failure of these graduates as they transition from student to professional nurse. This longitudinal quantitative study with repeated measures used the Casey-Fink Graduate Nurse Experience Survey to investigate the effects of offering a prelicensure extern program and postlicensure residency program on new graduate nurses and organizational outcomes versus a residency program alone. Compared with the nurse residency program alone, the combination of extern program and nurse residency program improved neither the transition factors most important to new nurse graduates during their first year of practice nor a measure important to organizations, retention rates. The additional cost of providing an extern program should be closely evaluated when making financially responsible decisions.

Project-based fieldwork: perspectives of graduate entry students and project sponsors.

PubMed

Fortune, Tracy; McKinstry, Carol

2012-08-01

This article builds on an earlier viewpoint regarding the need for project-focussed fieldwork. It presents the findings of an evaluative study into the value of project placements undertaken by final year graduate entry master's students as part of a capstone subject. The authors argue that provision of project placements enable impending graduates to develop and implement macro level strategies to develop prevention, resource and service development skills often required of contemporary occupational therapy practitioners. A qualitative approach is adopted. Student cohorts from 2005 and 2006 completed open-ended, written questionnaires, and agency project sponsors were interviewed to obtain their perspectives of the project placement experience. Despite some concern that project placements might be undertaken at the expense of 'clinical' placements these findings reveal that projects managed by students were perceived by services to add great value enabling them to advance important priorities. Students and sponsors highlighted a range of positive learning outcomes, including the ability to work collaboratively with supervisors and develop advanced communication skills and political acumen. The success of such placements depends on supportive supervision from academic staff. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The findings promote project placements as a highly authentic aspect of work integrated learning enabling learners to draw together a range of attributes that support the ability to manage complex issues that have occupational relevance at a macro level. In addition, such experiences help learners to develop agency and political acumen both increasingly important capabilities for the contemporary workplace. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

7 CFR 772.12 - Graduation.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 7 2012-01-01 2012-01-01 false Graduation. 772.12 Section 772.12 Agriculture... SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.12 Graduation. (a) General. This section only applies to Minor Program borrowers with promissory notes which contain provisions requiring graduation. (b...

7 CFR 772.12 - Graduation.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Graduation. 772.12 Section 772.12 Agriculture... SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.12 Graduation. (a) General. This section only applies to Minor Program borrowers with promissory notes which contain provisions requiring graduation. (b...

7 CFR 772.12 - Graduation.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 7 2014-01-01 2014-01-01 false Graduation. 772.12 Section 772.12 Agriculture... SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.12 Graduation. (a) General. This section only applies to Minor Program borrowers with promissory notes which contain provisions requiring graduation. (b...

7 CFR 772.12 - Graduation.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 7 2013-01-01 2013-01-01 false Graduation. 772.12 Section 772.12 Agriculture... SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.12 Graduation. (a) General. This section only applies to Minor Program borrowers with promissory notes which contain provisions requiring graduation. (b...

Job Profiles of Biomedical Informatics Graduates. Results of a Graduate Survey.

PubMed

Ammenwerth, E; Hackl, W O

2015-01-01

Biomedical informatics programs exist in many countries. Some analyses of the skills needed and of recommendations for curricular content for such programs have been published. However, not much is known of the job profiles and job careers of their graduates. To analyse the job profiles and job careers of 175 graduates of the biomedical informatics bachelor and master program of the Tyrolean university UMIT. Survey of all biomedical informatics students who graduated from UMIT between 2001 and 2013. Information is available for 170 graduates. Eight percent of graduates are male. Of all bachelor graduates, 86% started a master program. Of all master graduates, 36% started a PhD. The job profiles are quite diverse: at the time of the survey, 35% of all master graduates worked in the health IT industry, 24% at research institutions, 9% in hospitals, 9% as medical doctors, 17% as informaticians outside the health care sector, and 6% in other areas. Overall, 68% of the graduates are working as biomedical informaticians. The results of the survey indicate a good job situation for the graduates. The job opportunities for biomedical informaticians who graduated with a bachelor or master degree from UMIT seem to be quite good. The majority of graduates are working as biomedical informaticians. A larger number of comparable surveys of graduates from other biomedical informatics programs would help to enhance our knowledge about careers in biomedical informatics.

Do School Achievements Affect the Early Jobs of High School Graduates in the United States and Japan?

ERIC Educational Resources Information Center

Rosenbaum, James E.; Kariya, Takehiko

1991-01-01

Discusses a study of the effects of grades, noncognitive behaviors, and fathers' occupations on the early employment of high school graduates in the United States and Japan. Reports that grades have a strong influence upon early jobs in Japan but little impact in the United States. Concludes that noncognitive behaviors have little effect in either…

What Can I Be? A Guide to 525 Liberal Arts and Business Careers.

ERIC Educational Resources Information Center

Lieberman, Leo

This book is designed to aid high school students who plan to go to college, as well as college students and graduates, in making suitable career decisions. It is divided into two parts. The first names 20 typical college majors, and lists under each one a wide range of occupations to which the major can lead. A college graduate having difficulty…

Graduating to a Pay Gap: The Earnings of Women and Men One Year after College Graduation

ERIC Educational Resources Information Center

Corbett, Christianne; Hill, Catherine

2012-01-01

Women are paid significantly less than men are in nearly every occupation. Because pay equity affects women and their families in all walks of life, it is not surprising that many women consider the issue important. For more than 130 years, the American Association of University Women (AAUW) has advocated for gender equity in education and the…

Remuneration of Graduates as at 1 July 1994. Main Report = Vergoeding van gegradueerdes soos op 1 Julie 1994. Hoofverslag.

ERIC Educational Resources Information Center

Jacobs, Johan

In September 1994, South Africa's Human Sciences Research Council mailed 215,284 questionnaires to graduates to ascertain their occupational income as of July 1, 1994. The 39,495 questionnaires returned represented a response rate of 18.3%. Thirteen percent (5,138) of the respondents received no income. Of the economically active respondents, 40%…

Australia's first transition to professional practice in primary care program for graduate registered nurses: a pilot study.

PubMed

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

2017-01-01

Increases in ageing, chronic illness and complex co-morbidities in the Australian population are adding pressure to the primary care nursing workforce. Initiatives to attract and retain nurses are needed to establish a sustainable and skilled future primary care nursing workforce. We implemented a transition to professional practice program in general practice settings for graduate nurses and evaluated graduate nurse competency, the graduate nurse experience and program satisfaction. This study aimed to determine whether a transition to professional practice program implemented in the general practice setting led to competent practice nurses in their first year post-graduation. A longitudinal, exploratory mixed-methods design was used to assess the pilot study. Data were collected at three times points (3, 6, 12 months) with complete data sets from graduate nurses ( n =  4) and preceptors ( n =  7). We assessed perceptions of the graduates' nursing competency and confidence, satisfaction with the preceptor/graduate relationship, and experiences and satisfaction with the program. Graduate nurse competency was assessed using the National Competency Standards for Nurses in General Practice. Semi-structured interviews with participants at Time 3 sought information about barriers, enablers, and the perceived impact of the program. Graduate nurses were found to be competent within their first year of clinical practice. Program perceptions from graduate nurses and preceptors were positive and the relationship between the graduate nurse and preceptor was key to this development. With appropriate support registered nurses can transition directly into primary care and are competent in their first year post-graduation. While wider implementation and research is needed, findings from this study demonstrate the potential value of transition to professional practice programs within primary care as a nursing workforce development strategy.

The Impact of SNAP-ED and EFNEP on Program Graduates 6 Months after Graduation

ERIC Educational Resources Information Center

Koszewski, Wanda; Sehi, Natalie; Behrends, Donnia; Tuttle, Elizabeth

2011-01-01

Research was conducted to determine if graduates from either the Supplemental Nutrition Assistance Program-Education or Expanded Food and Nutrition Education Program maintained behavioral changes 6 months after completing the program. Staff asked graduates to complete a 10- or 15-question behavior checklist that was identical to the entry and exit…

Retention Effects of Immediate Graduate Education in the Nuclear Community

DTIC Science & Technology

2013-06-01

while the other graduate programs last for two years and their salary is less as an O-1. Part of the reason for a graduate program lasting two years...officer may obtain their master’s immediately after they graduate from college through programs such as Immediate Graduate Education Program (IGEP...pay and allowances, with the majority of the tuition and other schooling costs being assumed or paid for by the U.S. government or another organization

Exploring the Alignment between Post-Secondary Education Programs and Earnings: An Examination of 2005 Ontario Graduates

ERIC Educational Resources Information Center

Frank, Kristyn; Walters, David

2012-01-01

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than…

The Assumed Benefits and Hidden Costs of Adult Learners' College Enrollment

ERIC Educational Resources Information Center

Kim, Kyung-Nyun; Baker, Rose M.

2015-01-01

This study investigates the effects of adults' enrollment in and graduation from a two-year college on their hourly wages and occupational status in U.S. by employing a growth curve model and a piecewise model. College enrollment reduced hourly wages and occupational status by 13.8% and 2.74 points, respectively. Less-educated workers whose wages…

Women in Apprenticeship for Nontraditional Occupations. Graduate Study Research. Final Report, April 1, 1979-June 30, 1979.

ERIC Educational Resources Information Center

Green, Deborah A.

Though women are entering the paid work force in increasing numbers, their distribution across occupational categories is far from even. Women workers are clustered in traditional women's work jobs and represent only five percent of the nation's craft workers. In an effort to discover the motivations, experiences, and attitudes of women in…

Students' Industrial Work Experience Scheme (SIWES) and the Incidence of Occupational Misfit in Nigeria

ERIC Educational Resources Information Center

Oyeniyi, Aderonke Agnes

2012-01-01

The incidence of occupational misfit among Nigerian graduates have taken a centre stage in the debate on the relevance and quality of higher education to national development. It is on this basis that studies tend to assess the trends in work-base study programmes with reference to skill acquisition and utilization. This study therefore examined…

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

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 14 2011-01-01 2011-01-01 false Farm Credit Programs-graduation of borrowers. 1951... Credit Needs and Graduation of Borrowers § 1951.262 Farm Credit Programs—graduation of borrowers. (a)-(d) [Reserved] (e) Graduation candidates. Borrowers who are classified “commercial” or “standard” are graduation...

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

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 14 2012-01-01 2012-01-01 false Farm Credit Programs-graduation of borrowers. 1951... Credit Needs and Graduation of Borrowers § 1951.262 Farm Credit Programs—graduation of borrowers. (a)-(d) [Reserved] (e) Graduation candidates. Borrowers who are classified “commercial” or “standard” are graduation...

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

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 14 2013-01-01 2013-01-01 false Farm Credit Programs-graduation of borrowers. 1951... Credit Needs and Graduation of Borrowers § 1951.262 Farm Credit Programs—graduation of borrowers. (a)-(d) [Reserved] (e) Graduation candidates. Borrowers who are classified “commercial” or “standard” are graduation...

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

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 14 2014-01-01 2014-01-01 false Farm Credit Programs-graduation of borrowers. 1951... Credit Needs and Graduation of Borrowers § 1951.262 Farm Credit Programs—graduation of borrowers. (a)-(d) [Reserved] (e) Graduation candidates. Borrowers who are classified “commercial” or “standard” are graduation...

Undergraduate Psychology Courses Preferred by Graduate Programs

ERIC Educational Resources Information Center

Lawson, Timothy J.; Reisinger, Debra L.; Jordan-Fleming, Mary Kay

2012-01-01

Information about the undergraduate psychology courses preferred by graduate programs is useful for a number of purposes, including (a) advising psychology majors who are interested in graduate school, (b) undergraduate curriculum planning, and (c) examining whether graduate programs' preferences reflect national guidelines for the undergraduate…

Video Outreach Graduate Program.

ERIC Educational Resources Information Center

Rigas, Anthony L.

The University of Idaho's video outreach graduate program is described. The program is designed to provide continuing education, credit courses, and graduate degree-granting programs anywhere in the state by producing these programs on video cassette and Betamax formats. Presently the Master of Engineering in electrical and Mechanical Engineering…

What deters nurses from participating in web-based graduate nursing programs?: A cross-sectional survey research study.

PubMed

Carpenter, Suzanne H

2016-01-01

A graduate degree is required of nursing faculty in America. Because of the nursing faculty shortage, web-based graduate nursing programs are being offered to encourage nurses to return to school. The identification of deterrents to participating in these programs is an important step in increasing enrollment. To identify deterrents to participation in web-based graduate nursing programs. Descriptive survey research. Louisiana Two hundred and eighty-one registered nurse members of the Louisiana Nurses' Association. The 54-item four-point Likert-type interval scale Deterrents to Participation in Web-Based Graduate Nursing Programs Survey Instrument was used. Data were collected over 8weeks using SurveyMonkey.com to administer the web survey tool to all members of the Louisiana State Nurses' Association. A factor analysis revealed a three-factor solution that explained 55.436% of the total variance in deterrents to participation in web-based graduate nursing programs. The factors were labeled "concerns about quality, cost, and time," "concerns about access to resources: technological and personal," and "concerns about electronic mediated communication." Multiple regression analysis revealed an overall model of three predictors of deterrents to participation in web-based graduate nursing programs: no computer literacy, annual household income between 20,000 and 50,000 dollars, and having the current educational status of graduating from a diploma RN program. This model accounted for 21% of the variance in the deterrents to participation scores. Since these three significant predictors of deterrents to participation in web-based graduate nursing programs were identified, web-based nursing graduate program administrators might consider an outreach to RN diploma graduates in an effort to make them aware of available technology support programs to foster participation. Scholarships for lower income nursing students are recommended, and programs to support computer literacy within the nursing community should be considered. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Gourley, Dick R.

1979-01-01

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

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

PubMed

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

2017-10-01

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

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

PubMed Central

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

2017-01-01

EXECUTIVE SUMMARY Graduate education in the pharmaceutical sciences is a cornerstone of research within pharmacy schools. Pharmaceutical scientists are critical contributors to addressing the challenges of new drug discovery, delivery, and optimal care in order to ensure improved therapeutic outcomes in populations of patients. The American Association of Colleges of Pharmacy (AACP) charged the 2016-2017 Research and Graduate Affairs Committee (RGAC) to define the competencies necessary for graduate education in the pharmaceutical sciences (Charge 1), recommend collaborative curricular development across schools of pharmacy (Charge 2), recommend AACP programing for graduate education (Charge 3), and provide guidance on emerging areas for innovation in graduate education (Charge 4). With respect to Charges 1 and 2, the RGAC committee developed six domains of core competencies for graduate education in the pharmaceutical sciences as well as recommendations for shared programming. For Charge 3, the committee made 3 specific programming recommendations that include AACP sponsored regional research symposia, a professional development forum at the AACP INterim Meeting, and the addition of a graduate research and education poster session at the AACP Annual Meeting. For Charge 4, the committee recommended that AACP develop a standing committee of graduate program deans and directors to provide guidance to member schools in support of graduate program representation at AACP meetings, develop skills for interprofessional teamwork and augment research through integration of Pharm.D., Ph.D., postdoctoral associates, resident, and fellow experiences. Two proposed policy statements by the committee are that AACP believes core competencies are essential components of graduate education and AACP supports the inclusion of research and graduate education focuses in its portfolio of meetings and programs. PMID:29200459

The effects of authentic leadership, six areas of worklife, and occupational coping self-efficacy on new graduate nurses' burnout and mental health: A cross-sectional study.

PubMed

Laschinger, Heather K Spence; Borgogni, Laura; Consiglio, Chiara; Read, Emily

2015-06-01

New nurse burnout has personal and organizational costs. The combined effect of authentic leadership, person-job fit within areas of worklife, and occupational coping self-efficacy on new nurses' burnout and emotional wellbeing has not been investigated. This study tested a model linking authentic leadership, areas of worklife, occupational coping self-efficacy, burnout, and mental health among new graduate nurses. We also tested the validity of the concept of interpersonal strain at work as a facet of burnout. A cross-sectional national survey of Canadian new graduate nurses was conducted. Registered nurses working in direct patient care in acute care settings with less than 3 years of experience were selected from provincial registry databases of 10 Canadian provinces. A total of 1009 of 3743 surveyed new graduate nurses were included in the final sample (useable response rate 27%). Participants received a mail survey package that included a letter of information, study questionnaire, and a $2 coffee voucher. To optimize response rates non-responders received a reminder letter four weeks after the initial mailing, followed by a second survey package four weeks after that. Ethics approval was obtained from the university ethics board prior to starting the study. Descriptive statistics and scale reliabilities were analyzed. Structural equation modelling with maximum likelihood estimation was used to test the fit between the data and the hypothesized model and to assess the factor structure of the expanded burnout measure. The hypothesized model was an acceptable fit for the data (χ(2) (164)=1221.38; χ(2) ratio=7.447; CFI=.921; IFI=.921; RMSEA=.08). All hypothesized paths were significant. Authentic leadership had a positive effect on areas of worklife, which in turn had a positive effect on occupational coping self-efficacy, resulting in lower burnout, which was associated with poor mental health. Authentic leaders may play an important role in creating positive working conditions and strengthening new nurses' confidence that help them cope with job demands, thereby protecting them from developing burnout and poor mental health. Leadership training to develop supervisors' authentic leadership skills may promote the development of person-job fit, thereby increasing occupational self-efficacy and new nurses' wellbeing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Graduate Students' Experiences: Developing Self-efficacy.

PubMed

Laurencelle, Francine; Scanlan, Judith

2018-01-09

The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members' experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

Assessing Demand for Graduate and Professional Programs.

ERIC Educational Resources Information Center

Syverson, Peter D.

1996-01-01

Graduate education is entering an era of market segmentation, varying student demand, and changing requirements from employers, meaning graduate students will assess graduate opportunities differently and institutions will assess programs differently. The traditional view of graduate study as preparation for a research or teaching career and…

Graduates of Higher Education in the Food and Agricultural Sciences: An Analysis of Supply/Demand Relationships. Volume I--Agriculture, Natural Resources, and Veterinary Medicine.

ERIC Educational Resources Information Center

Coulter, Kyle Jane, Ed.; Stanton, Marge, Ed.

Information on the current and projected supply of and demand for graduates of higher education in the food and agricultural sciences is presented, based on federal data bases. The supply data are aggregated by 11 educational clusters, and employment demand data are aggregated by eight occupational clusters. Analysis reveals imbalances in the…

Graduating to a Pay Gap: The Earnings of Women and Men One Year after College Graduation. Executive Summary and Recommendations

ERIC Educational Resources Information Center

American Association of University Women, 2012

2012-01-01

Fifty years after the passage of the Equal Pay Act of 1963, women continue to be paid less than men in nearly every occupation. Because pay is a fundamental part of everyday life, enabling individuals to support themselves and their families, the pay gap evokes passionate debate. Although the data confirming the persistence of the pay gap are…

After Twenty-Five Years: A Twenty-Five Year Follow-up Study of Middlesex County Vocational and Technical High School Graduates of the Class of June 1953.

ERIC Educational Resources Information Center

Rogers, William; Zanzalari, J. Henry

A twenty-five-year follow-up study was conducted to determine the occupational, educational, marital and armed forces experiences of the graduating class of 1953 from the Middlesex County Vocational and Technical high schools located in New Brunswick, Perth, Amboy, and Woodbridge, New Jersey. Data, in the form of questionnaire responses, were…

Substance abuse intensive outpatient treatment: does program graduation matter?

PubMed

Wallace, Amy E; Weeks, William B

2004-07-01

Program graduation, even after controlling for length of stay, may predict for improved outcomes in some substance abuse treatment settings. We investigated the role of program graduation by comparing social outcomes and inpatient utilization the years before and after treatment among graduates and dropouts of a Veterans Administration substance abuse intensive outpatient program. At enrollment, graduates and dropouts were similar in all spheres measured. Patients who completed the treatment program used significantly fewer psychiatric inpatient bed days of care the year after they completed the program, both in comparison to their own prior use and in comparison to program dropouts. Graduates were more likely to be abstinent and less likely to fully relapse or be incarcerated at 6-month followup. Further research is needed to discern optimal treatment length-that which maximizes both length of stay and completion rates, while optimizing use of limited treatment resources.

Underrepresented Entrepreneurship: A Mixed Method Study Evaluating Postsecondary Persistence Approaches for Minorities in Science Technology Engineering Math (STEM) to Graduate Studies and STEM Entrepreneurship Education

ERIC Educational Resources Information Center

Goodwyn, Kamela Joy

2017-01-01

Small businesses with emphasis in science, technology, engineering and math (STEM) are catalytic in launching the United States' global presence and competitiveness into the twenty-first century through innovation and technology. The projected growth compared to non-STEM occupations, is almost twice as high for STEM occupations which further…

Factors Influencing Student Selection of Marriage and Family Therapy Graduate Programs

ERIC Educational Resources Information Center

Hertlein, Katherine M.; Lambert-Shute, Jennifer

2007-01-01

To understand which factors students consider most important in choosing a marriage and family therapy (MFT) graduate program and how programs met or did not meet these expectations of students over the course of graduate study, we conducted an online mixed-method investigation. One hundred twelve graduate students in Commission on Accreditation…

Entering the (Postgraduate) Field: Underrepresented Students' Acquisition of Cultural and Social Capital in Graduate School Preparation Programs

ERIC Educational Resources Information Center

Winkle-Wagner, Rachelle; McCoy, Dorian L.

2016-01-01

Examining the role of humanities graduate preparation programs in facilitating underrepresented undergraduate students' socialization to the field (social context) of graduate education, this critical multisite case study finds that these programs are crucial to bidirectional anticipatory socialization for graduate education, where one gains new…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The Future of the Pharmaceutical Sciences and Graduate Education: Recommendations from the AACP Graduate Education Special Interest Group

PubMed Central

Gobburu, Jogarao; O’Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel

2013-01-01

Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century. PMID:23716757

Outcomes assessment of a residency program in laboratory medicine.

PubMed

Morse, E E; Pisciotto, P T; Hopfer, S M; Makowski, G; Ryan, R W; Aslanzadeh, J

1997-01-01

During a down-sizing of residency programs at a State University Medical School, hospital based residents' positions were eliminated. It was determined to find out the characteristics of the residents who graduated from the Laboratory Medicine Program, to compare women graduates with men graduates, and to compare IMGs with United States Graduates. An assessment of a 25 year program in laboratory medicine which had graduated 100 residents showed that there was no statistically significant difference by chi 2 analysis in positions (laboratory directors or staff), in certification (American Board of Pathology [and subspecialties], American Board of Medical Microbiology, American Board of Clinical Chemistry) nor in academic appointments (assistant professor to full professor) when the male graduates were compared with the female graduates or when graduates of American medical schools were compared with graduates of foreign medical schools. There were statistically significant associations by chi 2 analysis between directorship positions and board certification and between academic appointments and board certification. Of 100 graduates, there were 57 directors, 52 certified, and 41 with academic appointments. Twenty-two graduates (11 women and 11 men) attained all three.

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

PubMed

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

2013-05-13

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

Between- and Within-Occupation Inequality: The Case of High-Status Professions*

PubMed Central

Xie, Yu; Killewald, Alexandra; Near, Christopher

2015-01-01

In this chapter, we present analyses of the roles of education and occupation in shaping trends in income inequality among college-educated workers in the U.S., drawing data from two sources: (1) the 1960–2000 U.S. Censuses and (2) the 2006–2008 three-year American Community Survey. We also examine in detail historical trends in between-occupation and within-occupation income inequality for a small set of high-status professionals, with focused attention on the economic wellbeing of scientists. Our research yields four findings. First, education premiums have increased. Second, both between-occupation and within-occupation inequality increased at about the same rates for college graduates, so that the portion of inequality attributable to occupational differences remained constant. Third, scientists have lost ground relative to other similarly educated professionals. Fourth, trends in within-occupation inequality vary by occupation and education, making any sweeping summary on the roles of education and occupation in the overall increase in income inequality difficult. PMID:26977113

Uncovering the Role of BMP Signaling in Melanocyte Development and Melanoma Tumorigenesis

DTIC Science & Technology

2015-06-01

Graduate Program Nicola Kearns, UMass Medical School, Interdisciplinary Graduate Program Qualifying examination committees: Christopher Clark, UMass...Dutta, UMass Medical School, Interdisciplinary Graduate Program Nicola Kearns, UMass Medical School, Interdisciplinary Graduate Program Hsi-Ju Chen...Pigment Cell Melanoma Research, 24, 378-81. 13. Lian, C.G., Xu. Y., Ceol, C.J., Wu, F., Larson, A., Dresser, K., Xu, W., Tan , L., Zhan, Q., Lee, C., Hu, D

45 CFR 1801.30 - Continuation into graduate study.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Continuation into graduate study. 1801.30 Section... FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.30 Continuation into graduate study. (a... shall be eligible for continued Foundation support for an approved program of graduate study. (b) The...

45 CFR 1801.30 - Continuation into graduate study.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Continuation into graduate study. 1801.30 Section... FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.30 Continuation into graduate study. (a... shall be eligible for continued Foundation support for an approved program of graduate study. (b) The...

NASA Lewis Research Center/university graduate research program on engine structures

NASA Technical Reports Server (NTRS)

Chamis, C. C.

1985-01-01

NASA Lewis Research Center established a graduate research program in support of the Engine Structures Research activities. This graduate research program focuses mainly on structural and dynamics analyses, computational mechanics, mechanics of composites and structural optimization. The broad objectives of the program, the specific program, the participating universities and the program status are briefly described.

NASA Lewis Research Center/University Graduate Research Program on Engine Structures

NASA Technical Reports Server (NTRS)

Chamis, C. C.

1985-01-01

NASA Lewis Research Center established a graduate research program in support of the Engine Structures Research activities. This graduate research program focuses mainly on structural and dynamics analyses, computational mechanics, mechanics of composites and structural optimization. The broad objectives of the program, the specific program, the participating universities and the program status are briefly described.

The Effects of U.S. Marine Corps Officer Graduate Education Programs on Officer Performance: A Comparative Analysis of Professional Military Education and Graduate Education

DTIC Science & Technology

2003-03-01

This thesis compares the effects of Marine Corps graduate education programs, categorized as either Professional Military Education (PME) or Non-PME......system and averaged before and after graduate education for PME and Non-PME graduates and for a group of officers without graduate education (NOS). Data

System to outline the graduate students.

PubMed

Schanaider, Alberto

2015-01-01

to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

A Survey of Master's-Level Psychology Programs: Admissions Criteria and Program Policies

ERIC Educational Resources Information Center

Briihl, Deborah S.; Wasieleski, David T.

2004-01-01

This study summarizes the admission and program characteristics of American master's-level graduate programs housed in psychology departments. Individual programs (N = 253) from 163 colleges and universities provided data, including the use of grade point average, Graduate Record Exam scores, and other tests (Psychology Graduate Record Exam,…

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

ERIC Educational Resources Information Center

Collisson, Brian; Rusbasan, David

2018-01-01

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

[Work activity of medical graduates at the University of Chile: Analysis per campus and graduation year].

PubMed

Vargas, Patricia; López, Nancy; Urrutia, Leonardo; Acevedo, Jhonny; Sandoval, Daniela; Cortés, Belén

2015-10-01

The University promotes practices and values that influence their students in the pursuit of their occupational interests. To determine working activity features of medical graduates from the University of Chile and their relationship with undergraduate characteristics. Medical graduates of the University of Chile were invited to complete a survey using a virtual server. The survey collected demographic, socioeconomic, work and guild characteristics. Undergraduate data, as campus and graduation years were obtained. The survey was completed by 333 physicians (167 men) aged 29 ± 2 years, graduated from 2007 to 2010. Ninety four percent had a paid work, 59% were employed in public hospitals and 28% in primary care health centers. The predominant type of work activity was performed in the public health service (55%), while 17% worked in private health services. Activity in public health services or primary care were significantly associated with the pursuit of undergraduate clinical activities in specific campuses of the University. The employment rate of medical graduates was high. Differences observed by graduation campus and type of work may be due to the modeling that students receive from teachers.

Survey of Speech-Language Pathology Graduate Program Training in Outer and Middle Ear Screening.

PubMed

Serpanos, Yula C; Senzer, Deborah

2015-08-01

The purpose of this study was to determine the national training practices of speech-language pathology graduate programs in outer and middle ear screening. Directors of all American Speech-Language-Hearing Association-accredited speech-language pathology graduate programs (N = 254; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2013) were surveyed on instructional formats in outer and middle ear screening. The graduate speech-language pathology program survey yielded 84 (33.1%) responses. Results indicated that some programs do not provide any training in the areas of conventional screening otoscopy using a handheld otoscope (15.5%; n = 13) or screening tympanometry (11.9%; n = 10), whereas close to one half (46.4%; n = 39) reported no training in screening video otoscopy. Outcomes revealed that approximately one third or more of speech-language pathology graduate programs do not provide experiential opportunities in screening handheld otoscopy (36.9%) or tympanometry (32.1%), and most (78.6%) do not provide experiential opportunities in video otoscopy. The implication from the graduate speech-language pathology program survey findings is that some speech-language pathologists will graduate from academic programs without the acquired knowledge or experiential learning required to establish skill in 1 or more areas of screening otoscopy and tympanometry. Graduate speech-language pathology programs should consider appropriate training opportunities for students to acquire and demonstrate skill in outer and middle ear screening.

Greater ankle strength, anaerobic and aerobic capacity, and agility predict Ground Combat Military Occupational School graduation in female Marines.

PubMed

Allison, Katelyn Fleishman; Keenan, Karen A; Wohleber, Meleesa F; Perlsweig, Katherine A; Pletcher, Erin R; Lovalekar, Mita; Beals, Kim; Coleman, Lawrence C; Nindl, Bradley C

2017-11-01

Women can serve in all military occupational specialties (MOS); however, musculoskeletal and physiological characteristics that predict successful completion of ground combat MOS schools by female Marines are unknown. To determine which demographic, musculoskeletal, and physiological characteristics predict graduation from infantry and vehicle ground combat MOS schools in female Marines. Prospective cohort study. Prior to MOS school, the following were assessed in 62 female Marines (22.0±3.0yrs, 163.9±5.8cm, 63.4±7.2kg): isokinetic shoulder, trunk, and knee and isometric ankle strength; body composition; anaerobic power (AP)/capacity (AC); maximal oxygen uptake (VO 2 max); and field-based fitness tests (broad jump, medicine ball throw, pro-agility). Both absolute and normalized (%body mass: %BM) values were utilized for strength, AP, AC, and VO 2 max. Select tests from each Marine's most recent Physical Fitness Test (PFT: abdominal crunches, 3-mile run time) and Combat Fitness Test (CFT: Maneuver Under Fire, Movement to Contact) were recorded. Participants were classified as graduated (N=46) or did not graduate (N=16). Simple logistic regression was performed to determine predictors of MOS school graduation. Statistical significance was set a priori at α=0.05. Absolute and normalized ankle inversion and eversion strength, normalized anaerobic capacity, absolute and normalized VO 2 max, right pro-agility, and PFT 3-mile run time significantly predicted MOS school graduation (p<0.05). Greater ankle strength, better agility, and greater anaerobic and aerobic capacity are important for successful completion of ground combat MOS school in female Marines. Prior to entering ground combat MOS school, it is recommended that female Marines should train to optimize these mobility-centric characteristics. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Self-Assessment of Graduate Programs in the Biomedical Sciences: Narrative Guide and Companion Survey Instruments. Report of the Task Force on Benchmarks of Success in Graduate Programs: AAMC GREAT Group.

ERIC Educational Resources Information Center

Association of American Medical Colleges, Washington, DC.

The purpose of this guide, developed by the Association of American Medical Colleges group on Graduate Research, Education, and Training (GREAT), is to outline a model process by which graduate programs can measure program success and that can be adapted to particular circumstances and priorities. The first sections of the guide examine the…

The Way to Win in Graduate School.

ERIC Educational Resources Information Center

Cortada, James W.; Winkler, Vera C.

Designed to help students who either want to go to American graduate schools or who are already in advanced degree programs, this book was written from the student's point of view. Chapter One on becoming a graduate student discusses motivation, choice of school, preparation for graduate work, graduate programs (the M.A. and PhD.), differences…

An Assessment of Employment Opportunities for High School Graduates in Downtown Manhattan. A Study to Aid the Planning of a New Commercial High School, Including Assessment of Certain Community Resources Likely to be Available to the School.

ERIC Educational Resources Information Center

Barnes, Donald E.; And Others

Characteristics of the entry-level job market in lower Manhattan, or "Downtown," for new high school graduates were assessed. Questionnaire-guided interviews with representatives of principal industries and occupations were conducted within five major employment groups: banking, insurance, securities, communications and transportation,…

STEM enrichment programs and graduate school matriculation: the role of science identity salience

PubMed Central

Serpe, Richard T.

2013-01-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education. PMID:24578606

STEM enrichment programs and graduate school matriculation: the role of science identity salience.

PubMed

Merolla, David M; Serpe, Richard T

2013-12-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.

A Case Study of the Impact of a Sytematic Evaluation Process in a Graduate Medical Education Residency Program

ERIC Educational Resources Information Center

Kromrei, Heidi T.

2014-01-01

The Accreditation Council for Graduate Medical Education has charged institutions that sponsor accredited Graduate Medical Education programs (residency and fellowship specialty programs) with overseeing implementation of mandatory annual program evaluation efforts to ensure compliance with regulatory requirements. Physicians receive scant, if…

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

ERIC Educational Resources Information Center

American Chemical Society, Washington, DC.

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

Looking into the Hearts of Native Peoples: Nation Building as an Institutional Orientation for Graduate Education

ERIC Educational Resources Information Center

Brayboy, Bryan McKinley Jones; Castagno, Angelina E.; Solyom, Jessica A.

2014-01-01

In this article, we suggest that graduate programs in predominantly white institutions can and should be sites of self-education and tribal nation building. In arguing this, we examine how a particular graduate program and the participants of that program engaged tribal nation building, and then we suggest that graduate education writ large must…

The Self-Reported Impact of Graduate Program Completion on the Careers and Plans of Graduates

ERIC Educational Resources Information Center

Fahy, Patrick J.; Spencer, Bob; Halinski, Tara

2008-01-01

The Centre for Distance Education, Athabasca University, commenced a survey of all graduates of its two programs, the master of distance education (MDE) degree, and the graduate diploma (GD) in technology, in late 2006. Alumni were asked how program completion had affected their careers, and their plans for the future. A total of 84 graduates…

Promoting Convergence: The Integrated Graduate Program in Physical and Engineering Biology at Yale University, a New Model for Graduate Education

ERIC Educational Resources Information Center

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

2016-01-01

In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Self-definition of women experiencing a nontraditional graduate fellowship program

NASA Astrophysics Data System (ADS)

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

2006-10-01

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

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

ERIC Educational Resources Information Center

Schumacher, Gerald E.

1979-01-01

A practice- and science-based program of graduate education and scholarship for pharmaceutical science is proposed. Recommendations include the elimination of weak graduate programs, increased industrial support, and development of the clinical scientist. (SF)

Scholarships for scientific initiation encourage post-graduation degree.

PubMed

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

2014-01-01

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

Explaining variance in self-directed learning readiness of first year students in health professional programs.

PubMed

Slater, Craig E; Cusick, Anne; Louie, Jimmy C Y

2017-11-13

Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject. Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.

Development, implementation and evaluation of an interprofessional graduate program for nursing-paramedicine double-degree graduates.

PubMed

Considine, Julie; Walker, Tony; Berry, Debra

2015-11-01

Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a 'purpose built' graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession.

Looking at graduates of Title V MCHB-funded training programs through the lens of the MCH pyramid.

PubMed

Margolis, Lewis H; Rosenberg, Angela; Umble, Karl; Chewning, Linda

2013-10-01

To examine the distribution of professional responsibilities as reflected in each level of the MCH Pyramid for 208 graduates of five Maternal and Child Health Bureau (MCHB)-funded training programs-Leadership Education in Neurodevelopmental and Related Disabilities, nutrition, pediatric dentistry, public health, and social work-at the University of North Carolina at Chapel Hill. Graduates completed a web-based survey, 1-8 years after graduation. For each program, we constructed means of the reported percentages of total work time spent in infrastructure-building, population-based, enabling, and direct health care services. Although generally consistent with the goals of the training programs, the percentages of time spent in each level of the Pyramid varied substantially among the five programs. For example, for a clinically focused program like pediatric dentistry, 80.2 % of time is spent in direct care services in contrast to 14.8 % for public health graduates. For each program, however, graduates report responsibilities among the different levels of the Pyramid. Reporting job responsibilities within the MCH Pyramid provides a more informative picture of the contributions of training program graduates than do conventional metrics such as institutional or agency appointments. The fact that graduates from all five programs engage multiple roles is consistent with the MCHB workforce training goal to develop leaders in the field of MCH. Given the central role of the MCH Pyramid in planning and reporting for the MCH Services Block Grant, MCH training programs should include metrics such as graduates' roles according to the MCH Pyramid to assure that training goals are more closely aligned with workforce needs.

A new-graduate program: empowering the novice nurse.

PubMed

Cheeks, Patricia; Dunn, Pamela S

2010-01-01

Healthcare organizations struggle to find efficient and effective strategies to facilitate the transition of a new graduate into the staff nurse role. The authors have developed a retreat program aimed at assisting new graduates during this transitional period. The goal of the program is for new graduates to emerge with feelings of self-efficacy and empowerment. The authors present an overview of the program, which emphasizes self-care, analytical thinking, conflict resolution, and interpersonal communication skills.

Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school.

PubMed

Shankar, P Ravi; Dubey, Arun K; Nandy, Atanu; Herz, Burton L; Little, Brian W

2014-01-01

Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care.  Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation.   The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied. Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth.  Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues. About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce.

B.C. University Survey of Graduates from Masters and Doctorate Programs: Report of Findings

ERIC Educational Resources Information Center

Pendleton, Sham; Sudmant, Walter

2006-01-01

In 2006, the British Columbia Ministry of Advanced Education and the Universities Presidents' Council collaborated to survey graduates of masters and doctorate programs in order to measure graduate outcomes and provide feedback on the links between graduate education and the labour market. The 2006 Graduate Survey was administered to graduates…

A Brand New World: An Evaluation and Recommendations for the New Graduate Student Connect Program at the University of Delaware

ERIC Educational Resources Information Center

Sykes, Talia

2012-01-01

Research indicates there are major academic, psychological, social, and/or cultural challenges that graduate students face as they enter graduate programs and progress toward graduation. The literature review provided information on the various characteristics, needs, and challenges of graduate students and the support systems they need while…

Impact of a Dual PharmD/MBA Degree on Graduates' Academic Performance, Career Opportunities, and Earning Potential

PubMed Central

Chumney, Elinor C.G.; Jones, Kathy J.

2008-01-01

Objective To evaluate the academic experience and satisfaction of students who completed a dual PharmD/MBA degree program and the program's long-term impact on the students' career choice and earning potential. Methods GPAs, job placement, and starting job salaries were compared between graduates who completed the dual PharmD/MBA program and those who completed only the PharmD program. A satisfaction survey instrument was administered to 17 students who completed the dual PharmD/MBA degree program in May 2007. Data from a standardized job placement and starting salary survey instrument completed by all PharmD graduates were also obtained, as well as all students' final grade point averages (GPAs). GPAs, job placement, and starting job salaries were compared between graduates who had completed the dual PharmD/MBA program and those who had completed only the PharmD program. Results The graduating GPAs of dual-degree students were higher than those of both pharmacy (3.52 vs 3.41, p > 0.10) and business (3.82 vs. 3.68, p = 0.018) students not enrolled in the dual-degree program. Dual-degree students were slightly less likely to enter a residency (17% vs. 27%, p = 0.44) than other pharmacy graduates. Among those who elected not to pursue a residency, both mean starting salaries ($111,090 vs. $101,965) and mean total first-year compensation ($127,290 vs. $110,388) were significantly higher for dual-degree graduates compared to the PharmD graduates. Conclusions Students enrolled in the dual-degree program did slightly better academically than students who completed only the MBA or PharmD programs and indicated a high level of satisfaction with the program. Dual-degree graduates reported increased career opportunities and were slated to earn significantly more during their first year in the workforce. These results affirm continuation of our program and make the case for support of similar programs across the nation. PMID:18483594

Engagement in Two Interdisciplinary Graduate Programs

ERIC Educational Resources Information Center

Newswander, Lynita K.; Borrego, Maura

2009-01-01

This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different disciplines. Haworth and Conrad's engagement theory of quality graduate education was applied. It was found that when interdisciplinary programs facilitate engagement by supporting diversity, participation, connections, and…

Recent trends in psychiatry residency workforce with special reference to international medical graduates.

PubMed

Rao, Nyapati R

2003-01-01

This study examines trends in the supply, distribution, and demographics of psychiatry residents during the 1990s. It evaluates the extent to which the predicted downsizing of psychiatry residency training programs actually occurred and how it affected training programs of different sizes and locations. Data for this study were obtained from the American Medical Association's (AMA) Annual Survey of Graduate Medical Education (GME) Programs, the AMA GME directory, and the APA Graduate Medical Census. The study compares the roles played by international medical graduates (IMGs) in contrast to U.S. medical graduates (USMGs) in these trends. There was a significant decline in the number of residents during the years studied. The median training program size also decreased. International medical graduates found broad acceptance in training programs of all locations and sizes, including medical school based programs. Implications of the findings are discussed regarding the impact of current graduate medical education (GME) and immigration policies on future workforce patterns. The field will have to decide whether it can afford anymore residency downsizing in light of emerging evidence of a shortage of psychiatrists.

Prediction of Academic Achievement in an NATA-Approved Graduate Athletic Training Education Program

PubMed Central

Keskula, Douglas R.; Sammarone, Paula G.; Perrin, David H.

1995-01-01

The Purpose of this investigation was to determine which information used in the applicant selection process would best predict the final grade point average of students in a National Athletic Trainers Association (NATA) graduate athletic training education program. The criterion variable used was the graduate grade-point average (GPAg) calculated at the completion of the program of study. The predictor variables included: 1) Graduate Record Examination-Quantitative (GRE-Q) scores; and 2) Graduate Record Examination-Verbal (GRE-V) scores, 3) preadmission grade point average (GPAp), 4) total athletic training hours (hours), and 5) curriculum or internship undergraduate athletic training education (program). Data from 55 graduate athletic training students during a 5-year period were evaluated. Stepwise multiple regression analysis indicated that GPAp was a significant predictor of GPAg, accounting for 34% of the variance. GRE-Q, GRE-V, hours, and program did not significantly contribute individually or in combination to the prediction of GPAg. The results of this investigation suggest that, of the variables examined, GPAp is the best predictor of academic success in an NATA-approved graduate athletic training education program. PMID:16558312

Factors Influencing Job Satisfaction of New Graduate Nurses Participating in Nurse Residency Programs: A Systematic Review

PubMed Central

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

2016-01-01

Nurse residency programs are designed to increase competence and skill, and ease the transition from student to new graduate nurse. These programs also offer the possibility to positively influence the job satisfaction of new graduate nurses, which could decrease poor nursing outcomes. However, little is known about the impact of participation in a nurse residency program on new graduate nurses’ satisfaction. This review examines factors that influence job satisfaction of nurse residency program participants. Eleven studies were selected for inclusion, and seven domains influencing new graduate nurses’ satisfaction during participation in nurse residency programs were identified: extrinsic rewards, scheduling, interactions and support, praise and recognition, professional opportunities, work environment, and hospital system. Within these domains, the evidence for improved satisfaction with nurse residency program participation was mixed. Further research is necessary to understand how nurse residency programs can be designed to improve satisfaction and increase positive nurse outcomes. PMID:25280192

Partnership, inclusion and innovation in occupational therapy: Essential or optional ingredients to flourish in a changing environment?

PubMed

Gilbert Hunt, Susan

2017-12-01

Historically occupational therapy has evidenced a tenacity to adjust and adapt to societal changes. Currently in Australia we are in the midst of significant change in health, disability and aged care service delivery alongside increasing numbers of new graduates seeking employment. Both of these changes create challenges and opportunities for the profession. How the profession adjusts to new service delivery models and supports new graduates in this changing work environment will influence our future. Using examples from practice the paper explores ways in which partnership, inclusion and innovation can be effective in a changing environment. Doing effective partnership takes time, energy and a shared commitment of all involved and often requires negotiations and compromise. Inclusion can be tricky and requires vigilance and ongoing reflection on actions to determine if the outcomes are what was intended. Innovation can play two roles; it can be used to conserve current practice in new ways or it can offer agency to disrupt and redefine practice. The way in which the profession chooses to enact partnerships and inclusion will play a vital role in shaping the future. Similarly the space and support made for conservative or disruptive innovation will determine how we choose to define ourselves going forward. Moreover, these choices and actions will govern how effective we are in navigating the changing environment and supporting new graduates transitioning into the profession. © 2017 Occupational Therapy Australia.

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

PubMed

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

2013-01-01

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

Descriptions of Recently Revised Graduate Programs in English at Indiana University (Bloomington), New York University, and the University of South Carolina.

ERIC Educational Resources Information Center

Association of Departments of English, New York, NY.

For a 1969 report on graduate programs in English, the Association of Departments of English obtained information from chairmen or directors of graduate study in English at 223 institutions. This document contains some of the information collected for the full report (available through ERIC as "Graduate Programs in English: A 1969…

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

ERIC Educational Resources Information Center

Pascarella, Christina Bechle

2012-01-01

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

Disparities in new graduate transition from multiple stakeholder perspectives.

PubMed

Adamack, Monica; Rush, Kathy L

2014-09-01

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

Determinants of the 5-Year Retention and Rural Location of Family Physicians: Results from the Iowa Family Medicine Training Network.

PubMed

Nelson, Gregory C; Gruca, Thomas S

2017-06-01

States are seeking ways to retain primary care physicians trained within their borders. We analyzed the 5-year retention and rural Iowa location decisions for 1,645 graduates of the Iowa Family Medicine Training Network (IFMTN)-eight residency programs (in seven different cities) that are affiliated with the Carver College of Medicine (University of Iowa). Data from 1977-2014 includes 98.5% of active graduates. Location in Iowa 5 years after graduation was the dependent variable in a binary logistic regression. A second model used rural location in Iowa as the dependent variable. Independent variables included graduation year cohort, IMG status, sex, undergraduate medical training in Iowa, medical degree, and residency location. Undergraduate medical training in Iowa was strongly related to retention. Compared to graduates of the AMC residency, graduates of six of the seven community-based programs were significantly more likely to be practicing in Iowa. While the overall proportion of graduates practicing in rural Iowa was high (47.3%), women and IMGs were significantly less likely to practice in rural areas. Graduates of the Mason City program were significantly more likely to practice in a rural area after graduation. The experience of the IFMTN suggests that educating family physicians in community-based programs contributes significantly to in-state retention even 5 years after graduation. While all programs contribute to the rural FM workforce in Iowa, the residency program located in a rural community (Mason City) has a disproportionately positive impact.

[The demographic future of the pharmacy profession (1990-2020)].

PubMed

Bui Dang, H D; Lévy, D

1991-01-01

Training of pharmacists in France is regulated by a numerous clausus system. However, forecasting the number of active pharmacists in the future is not an easy task for various reasons: (i) after graduation, certain pharmacists do not become occupationally active; (ii) there are many types of pharmaceutical occupations, a pharmacist may leave an occupation for an other or enter an occupation long time after graduation; (iii) for the time being, the dynamics governing retirement, mortality and other occupation leaving processes have not been observed and analyzed. Based on certain sets of reasonable assumptions, the Centre de Sociologie et de Démographie Médicales has attempted to design scenarios for future development of French pharmaceutical manpower. If the student annual intake is kept at its current level (2,250), the number of active pharmacists registered with the Ordre des Pharmaciens would rose to 60,400-63,000 in the year 2000, and to 65,400-71,300 in the year 2010, from less than 53,000 in 1990. If the numerous clausus is immediately reduced to 1,500 (i.e. a cut of one third from the current level), the number of registered pharmacists would be 57,000-58,300 in 2000 and 57,500-61,000 ten years later. All these calculations are carried out with techniques of demographic projection. It remains to know what set of figures would be the most suitable to the future need of the nation regarding pharmaceutical manpower.

[Predictors of Turnover among New Nurses using Multilevel Survival Analysis].

PubMed

Kim, Suhee; Lee, Kyongeun

2016-10-01

The purpose of this study was to examine factors influencing new graduate nurse turnover. This study was carried out as a secondary analysis of data from the 2010 Graduates Occupational Mobility Survey (GOMS). A total of 323 nurses were selected for analysis concerning reasons for turnover. Data were analyzed using descriptive statistics and multilevel survival analysis. About 24.5% of new nurses left their first job within 1 year of starting their jobs. Significant predictors of turnover among new nurse were job status, monthly income, job satisfaction, the number of hospitals in region, and the number of nurses per 100 beds. New graduate nurses are vulnerable to turnover. In order to achieve the best health of the nation, policy approaches and further studies regarding reducing new graduate nurse turnover are needed.

Fellowship Effects in Graduate Education: Evaluating the Impact of the National Science Foundation's Graduate Research Fellowship Program. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Goldsmith, Sharon S.; Presley, Jennifer B.

This report results from an evaluation of the National Research Foundation's Graduate Research Fellowship program. The study sought to determine: (1) whether NSF fellows show evidence of more timely degree completion and early career success; (2) whether graduate fellows and minority graduate fellows experience similar education and career…

Employer evaluations of nurse graduates: a critical program assessment element.

PubMed

Ryan, M E; Hodson, K E

1992-05-01

Accountability in higher education dictates implementation of a comprehensive evaluation plan. Employer evaluation of graduates is an important component of program evaluation and contributes a different view that is rarely reported in the literature. The purpose of this study was to establish a database by surveying employers of baccalaureate-prepared nurses, postgraduation, over a five-year period. Employer surveys measured perceptions of graduates' functioning. Findings indicated that graduates function above expected levels for leadership skills, nursing skills, communication skills, and professionalism. Systematic program evaluation by employers is recommended at one and five years after graduation. A tool for employer evaluation of baccalaureate graduates is discussed.

Graduate Programs in Education: Impact on Teachers' Careers

ERIC Educational Resources Information Center

Tucker, Janice; Fushell, Marian

2013-01-01

This paper examined teachers' decisions to pursue graduate programs and their career choices following completion of their studies. Based on document analysis and statistical examination of teacher questionnaire responses, this study determined that teachers choose graduate studies for different reasons, their program choice influences future…

Labour market outcomes of public health graduates: evidence from Australia.

PubMed

Li, Ian W; Awofeso, Niyi

2014-09-01

Little information is available on the public health workforce. This study contributes to the gap in the literature and examines the demographic characteristics, career destinations and earnings of Masters in Public Health (MPH) graduates in Australia, using data from the 1999-2009 waves of the Graduate Destination Survey. It was found that public health graduates had a high amount of female representation and very low proportions of indigenous representation. Public health graduates experienced a relatively low unemployment rate and 85% were employed within 120 days of graduation. However, close to half of the graduates did not work in the health industry or in health-related roles. The mean salaries of public health graduates working in public health roles were relatively low compared to those in other occupations, but they had a range comparable to that observed for public health professionals in the USA and were higher than those of other Masters graduates in some other health fields. The results indicate strong demand and positive employment prospects for public health graduates in Australia. Strategies to target recruitment and/or retention of female or indigenous graduates in the public health workforce should be a priority. Mapping of public health graduate destinations and employment prospects should might be prioritised, given its strong potential to facilitate workforce planning and provide potential public health workers with more comprehensive career trajectories. © Royal Society for Public Health 2013.

The real world: BME graduates reflect on whether universities are providing adequate preparation for a career in industry.

PubMed

Berglund, Jennifer

2015-01-01

Let's face it: In the United States, a college degree isn't what it used to be. These days, 46% of recent college graduates consider themselves underemployed and in jobs that do not require their college degrees--degrees that have already cost many of these grads and their families hundreds of thousands of dollars in student loans, with no promise of a job and salary to pay those loans back. But engineering majors are said to be outliers. Engineering as a field is widely considered one of, if not the most, lucrative academic paths for students seeking well-paid employment immediately following college. The U.S. Bureau of Labor Statistics indicates that nearly 40% of the 45 most highly paid professions that require only a bachelor's degree are in engineering. Salaries for all biomedical engineers, entry level or not, are among the highest, with a median pay of US$86,960. And engineering departments at colleges are not shy to advertise these numbers: the Biomedical Engineering Department at the University of Texas, Austin, declares on its Web page that, "electing to graduate with a major in biomedical engineering opens the door to an ever-growing amount of job opportunities," citing a 72%, ten-year job growth forecast. Boston University's program cites U.S. News and World Report's claim that BME is the country's fastest-growing occupation.

Identifying the Most Important 21st Century Workforce Competencies: An Analysis of the Occupational Information Network (O*NET). Research Report. ETS RR-13-21

ERIC Educational Resources Information Center

Burrus, Jeremy; Jackson, Teresa; Xi, Nuo; Steinberg, Jonathan

2013-01-01

To identify the most important competencies for college graduates to succeed in the 21st century workforce, we conducted an analysis of the Occupational Information Network (O*NET) database. O*NET is a large job analysis operated and maintained by the U.S. Department of Labor. We specifically analyzed ratings of the importance of abilities (52…

Recruitment and retention of Alaska natives into nursing: elements enabling educational success.

PubMed

Rearden, Annette K

2012-01-01

In response to the underrepresentation of Alaska Native/American Indian nurses, nursing programs have implemented recruitment and retention efforts to support undergraduate Alaska Native/American Indian nursing students. The objective of this project was to provide graduates from the Recruitment and Retention of Alaska Natives into Nursing (RRANN) program the opportunity to identify program elements important to achieving academic success, levels of satisfaction, and make recommendations for future program direction. Findings suggest RRANN graduates viewed the program as vital to academic success. Recommendations include utilizing former graduates in recruitment and retention efforts, as mentors, and extending the program to benefit graduate students.

USAF/SCEEE Graduate Student Summer Support Program (1982). Management and Technical Report.

DTIC Science & Technology

1982-10-01

AD-A130 767 USAF/SCEEE GRADUATE STUDENT SUMMER SUPPORT PROGRAM (1982) MANAGEMENT AND..(U) SOUTHEASTERN CENTER FORELECTRICAL ENGINEERING EDUCATION INC...SUMMER SUPPORT PROGRAM Conducted by Southeastern Center for Electrical Engineering Education under USAF Contract Number F49620-82-C-0035 MANAGEMENT ...UNITED STATES AIR FORCE GRADUATE STUDENT SL24MER SUPPORT PROGRAM 1982 PROGRAM MANAGEMENT AND TECHNICAL REPORT SOUTHEASTERN CENTER FOR ELECTRICAL

Art Enrichment: Evaluating a Collaboration between Head Start and a Graduate Art Therapy Program

ERIC Educational Resources Information Center

Klorer, P. Gussie; Robb, Megan

2012-01-01

Head Start, a U.S. federally funded program, prepares children for school through early childhood intervention in social-emotional and cognitive arenas. This article describes program evaluation survey results from the past 5 years of an 18-year collaboration between a university graduate art therapy program and 8 Head Start centers. Graduate art…

Maximizing the Instructional Process: A Model for the Design of Graduate Degree Programs.

ERIC Educational Resources Information Center

Hellweg, Susan A.; Churchman, David A.

A model for an interdisciplinary graduate degree program based on the Behavioral Science Graduate degree program at California State University at Dominguez Hills is described. In light of the declining resources available to higher education institutions it is recommended that curricular programs be accountable and responsive to the needs of the…

Evaluation of the National Science Foundation Graduate Teaching Fellows in K-12 Education (GK-12) Program.

ERIC Educational Resources Information Center

Mitchell, Julia; Levine, Roger; Gonzalez, Raquel; Bitter, Catherine; Webb, Norman; White, Paul

The GK-12 program of the National Science Foundation is an innovative program for enriching the value of graduate and advanced undergraduate students' education while simultaneously enriching science and mathematics teaching at the K-12 level. GK-12 is a fellowship program that offers graduate students and advanced undergraduates the opportunity…

What Is Your Degree Worth? The Relationship between Post-Secondary Programs and Employment Outcomes

ERIC Educational Resources Information Center

Fenesi, Barbara; Sana, Faria

2015-01-01

There is a long-standing debate over the value of certain postsecondary programs in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relatedness and job qualifications. Results suggest that…

The Evolution of Cartography Graduate Programs and the Development of New Graduate Programs in Cartography: An Assessment of Models.

ERIC Educational Resources Information Center

Steinke, Theodore R.

This paper traces the historical development of cartography graduate programs, establishes an evolutionary model, and evaluates the model to determine if it has some utility today for the development of programs capable of producing highly skilled cartographers. Cartography is defined to include traditional cartography, computer cartography,…

Employment Success and Satisfaction among Graduates of Tennessee Technological University's Master of Science Program in Fisheries Management

ERIC Educational Resources Information Center

Kranz, Peter L.; Steele, Richard A.; Lund, Nick L.; Cook, S. Bradford

2004-01-01

Graduates of the Tennessee Technological University graduate fisheries management program were surveyed and asked five open-ended questions related to their satisfaction with the program, particularly as it has impacted them in their later professional success. Respondents were also asked to suggest improvements in the program. They reported…

Health Education Doctoral Degree Programs: A Review of Admission and Graduation Requirements

ERIC Educational Resources Information Center

Dagenhard, Paige; Castor, Thomas; Brookins-Fisher, Jodi; Thompson, Amy

2016-01-01

A study of university graduate bulletins was conducted to determine admission and graduation requirements for doctoral degree programs in Health Education. Thirty-nine programs were identified. From that list, programs were delimited to PhD and DrPH degrees in Health Education or had required core courses in Health Education. Seventeen programs…

28 CFR 544.52 - Levels of Occupational Education Programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Levels of Occupational Education Programs... MANAGEMENT EDUCATION Occupational Education Programs § 544.52 Levels of Occupational Education Programs. Occupational education programs are offered at the certificate level and the classroom level. Each level may...

Online learning: the potential for occupational therapy education.

PubMed

Hollis, Vivien; Madill, Helen

2006-01-01

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.

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

ERIC Educational Resources Information Center

Gerald, Michael C.

1979-01-01

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

Assessing Success in Honors: Getting beyond Graduation Rates

ERIC Educational Resources Information Center

Kelly, Sean K.

2013-01-01

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

Physician Scientist Training in the United States: A Survey of the Current Literature.

PubMed

Kosik, R O; Tran, D T; Fan, Angela Pei-Chen; Mandell, G A; Tarng, D C; Hsu, H S; Chen, Y S; Su, T P; Wang, S J; Chiu, A W; Lee, C H; Hou, M C; Lee, F Y; Chen, W S; Chen, Q

2016-03-01

The declining number of physician scientists is an alarming issue. A systematic review of all existing programs described in the literature was performed, so as to highlight which programs may serve as the best models for the training of successful physician scientists. Multiple databases were searched, and 1,294 articles related to physician scientist training were identified. Preference was given to studies that looked at number of confirmed publications and/or research grants as primary outcomes. Thirteen programs were identified in nine studies. Eighty-three percent of Medical Scientist Training Program (MSTP) graduates, 77% of Clinician Investigator Training Program (CI) graduates, and only 16% of Medical Fellows Program graduates entered a career in academics. Seventy-eight percent of MSTP graduates succeeded in obtaining National Institute of Health (NIH) grants, while only 15% of Mayo Clinic National Research Service Award-T32 graduates obtained NIH grants. MSTP physician scientists who graduated in 1990 had 13.5 ± 12.5 publications, while MSTP physician scientists who graduated in 1975 had 51.2 ± 38.3 publications. Additionally, graduates from the Mayo Clinic's MD-PhD Program, the CI Program, and the NSRA Program had 18.2 ± 20.1, 26.5 ± 24.5, and 17.9 ± 26.3 publications, respectively. MSTP is a successful model for the training of physician scientists in the United States, but training at the postgraduate level also shows promising outcomes. An increase in the number of positions available for training at the postgraduate level should be considered. © The Author(s) 2014.

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Hepner, Seth

2017-01-01

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

Comparison of self-reported professional competency across pharmacy education programs: a survey of Thai pharmacy graduates enrolled in the public service program

PubMed Central

Sumpradit, Nithima; Suttajit, Siritree; Hunnangkul, Saowalak; Wisaijohn, Thunthita; Putthasri, Weerasak

2014-01-01

Introduction Thai pharmacy education consists of two undergraduate programs, a 5-year Bachelor of Science in Pharmacy (BScPsci and BScPcare) degree and a 6-year Doctor of Pharmacy (Pharm D). Pharmacy students who wish to serve in the public sector need to enroll in the public service program. This study aims to compare the perception of professional competency among new pharmacy graduates from the three different pharmacy programs available in 2013 who enrolled in the public service program. Methods A cross-sectional survey was conducted among new pharmacy graduates in 2013 using a self-administered, structured, close-ended questionnaire. The questionnaire consisted of respondents’ characteristics and perception of professional competencies. The competency questions consisted of 13 items with a 5-point scale. Data collection was conducted during Thailand’s annual health professional meeting on April 2, 2013 for workplace selection of pharmacy graduates. Results A total of 266 new pharmacy graduates responded to the questionnaire (response rate 49.6%). There were no significant differences in sex and admission modes across the three pharmacy programs. Pharm D graduates reported highest competency in acute care services, medication reconciliation services, and primary care services among the other two programs. BScPsci graduates reported more competence in consumer health protection and herbal and alternative medicines than BScPcare graduates. There were significant differences in three competency domains: patient care, consumer protection and community health services, and drug review and information, but no significant differences in the health administration and communication domain among three pharmacy programs. Conclusion Despite a complete change into a 6-year Pharm D program in 2014, pharmacy education in Thailand should continue evolving to be responsive to the needs of the health system. An annual survey of new pharmacy graduates should be continued, to monitor changes of professional competency across different program tracks and other factors which may influence their contribution to the health service system. Likewise, a longitudinal monitoring of their competencies in the graduate cohort should be conducted. PMID:25337000

Comparison of self-reported professional competency across pharmacy education programs: a survey of Thai pharmacy graduates enrolled in the public service program.

PubMed

Sumpradit, Nithima; Suttajit, Siritree; Hunnangkul, Saowalak; Wisaijohn, Thunthita; Putthasri, Weerasak

2014-01-01

Thai pharmacy education consists of two undergraduate programs, a 5-year Bachelor of Science in Pharmacy (BScPsci and BScPcare) degree and a 6-year Doctor of Pharmacy (Pharm D). Pharmacy students who wish to serve in the public sector need to enroll in the public service program. This study aims to compare the perception of professional competency among new pharmacy graduates from the three different pharmacy programs available in 2013 who enrolled in the public service program. A cross-sectional survey was conducted among new pharmacy graduates in 2013 using a self-administered, structured, close-ended questionnaire. The questionnaire consisted of respondents' characteristics and perception of professional competencies. The competency questions consisted of 13 items with a 5-point scale. Data collection was conducted during Thailand's annual health professional meeting on April 2, 2013 for workplace selection of pharmacy graduates. A total of 266 new pharmacy graduates responded to the questionnaire (response rate 49.6%). There were no significant differences in sex and admission modes across the three pharmacy programs. Pharm D graduates reported highest competency in acute care services, medication reconciliation services, and primary care services among the other two programs. BScPsci graduates reported more competence in consumer health protection and herbal and alternative medicines than BScPcare graduates. There were significant differences in three competency domains: patient care, consumer protection and community health services, and drug review and information, but no significant differences in the health administration and communication domain among three pharmacy programs. Despite a complete change into a 6-year Pharm D program in 2014, pharmacy education in Thailand should continue evolving to be responsive to the needs of the health system. An annual survey of new pharmacy graduates should be continued, to monitor changes of professional competency across different program tracks and other factors which may influence their contribution to the health service system. Likewise, a longitudinal monitoring of their competencies in the graduate cohort should be conducted.

Development of an HIV Postexposure Prophylaxis (PEP) Protocol for Trainees Engaging in Academic Global Health Experiences.

PubMed

Arora, Gitanjli; Hoffman, Risa M

2017-11-01

Global health (GH) education programs have become increasingly common in U.S. medical schools and graduate medical education programs, with growing numbers of medical students, residents, and fellows participating in clinical experiences in settings with high HIV prevalence and limited resources. However, there are no guidelines for provision of HIV postexposure prophylaxis (PEP) to trainees engaging in these academic GH experiences. Faculty of the Global Health Education Programs (GHEP) at the David Geffen School of Medicine at UCLA and GH partner institutions recognized the need for PEP access for trainees engaged in GH experiences. In 2013-2014, key UCLA faculty collaborated in the development of the UCLA GHEP PEP Protocol, which includes provision of PEP medications to trainees prior to departure, an on-call infectious disease/HIV specialist to advise trainees who have exposures, and a system for following up with exposed trainees while on the GH rotation and after their return. Between February 2014 and September 2016, 112 medical students and 110 residents received education on the PEP protocol during their predeparture orientation. The protocol was used for 28 exposures (27 occupational, 1 nonoccupational), with PEP recommended in 3 occupational cases (all needlesticks) and the single nonoccupational case. There were no reported HIV seroconversions. The authors plan to formally evaluate the PEP protocol, conduct a qualitative assessment with trainees and both UCLA and GH partner faculty, and discuss best practices with institutions across the United States and with GH partners.

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

PubMed

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

2010-12-01

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

Clinical decision-making among new graduate nurses attending residency programs in Saudi Arabia.

PubMed

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

2016-02-01

This study examined the impact of residency programs on clinical decision-making of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. This descriptive study employed a convenience sample (N=98) of new graduate nurses from three hospitals in Saudi Arabia. A self-administered questionnaire was used to collect data. Clinical decision-making skills were measured using the Clinical Decision Making in Nursing Scale. Descriptive statistics, independent t-tests, and multiple linear regression analysis were utilized to examine the effect of residency programs on new graduate nurses' clinical decision-making skills. On average, resident nurses had significantly higher levels of clinical decision-making skills than non-residents (t=23.25, p=0.000). Enrollment in a residency program explained 86.9% of the variance in total clinical decision making controlling for age and overall grade point average. The findings of this study support evidence in the nursing literature conducted primarily in the US and Europe that residency programs have a positive influence on new graduate nurses' clinical decision-making skills. This is the first study to examine the impact of residency programs on clinical decision-making among new Saudi graduate nurses who completed a residency program. The findings of this study underscore the need for the development and implementation of residency programs for all new nurses. Copyright © 2015 Elsevier Inc. All rights reserved.

Cooperative Education for Graduate Students.

ERIC Educational Resources Information Center

Brown, Sylvia J.; Whitten, Cynthia Jahn

Recent development and implementation of cooperative education on the graduate level in the U.S. and Canada is examined in this study. Several questions are addressed: How and why did graduate cooperative education programs begin? How was the program received on campus? What are the major program characteristics? What problems or issues are…

Student Attitudes toward Information Systems Graduate Program Design and Delivery

ERIC Educational Resources Information Center

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

2018-01-01

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

Overview of Graduate Programs in Public Health Outside Schools of Public Health, 1981-82.

ERIC Educational Resources Information Center

Holmstrom, Engin Inel

A 2-year project that identified and described characteristics of graduate programs outside schools of public health is briefly summarized. The project also established linkages among professional organizations representing graduates from these programs. Recommendations of the advisory committee, which was composed of representatives from these…

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

ERIC Educational Resources Information Center

Holdford, David A.; Stratton, Timothy P.

2000-01-01

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

Competencies for Graduate Culinary Management Degree Programs: Stakeholders' Perspectives

ERIC Educational Resources Information Center

George, Annette A.

2009-01-01

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

Evaluating a Psychology Graduate Student Peer Mentoring Program

ERIC Educational Resources Information Center

Fleck, Christina; Mullins, Morell E.

2012-01-01

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

45 CFR 1801.32 - Eligible institutions and degree programs.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.32 Eligible institutions and degree programs. (a) Truman Scholars at the graduate level may use Foundation support to study at any accredited college or university in the United States or abroad that offers graduate study appropriate and...

45 CFR 1801.32 - Eligible institutions and degree programs.

Code of Federal Regulations, 2014 CFR

2014-10-01

... SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.32 Eligible institutions and degree programs. (a) Truman Scholars at the graduate level may use Foundation support to study at any accredited college or university in the United States or abroad that offers graduate study appropriate and...

45 CFR 1801.32 - Eligible institutions and degree programs.

Code of Federal Regulations, 2012 CFR

2012-10-01

... SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.32 Eligible institutions and degree programs. (a) Truman Scholars at the graduate level may use Foundation support to study at any accredited college or university in the United States or abroad that offers graduate study appropriate and...

45 CFR 1801.32 - Eligible institutions and degree programs.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.32 Eligible institutions and degree programs. (a) Truman Scholars at the graduate level may use Foundation support to study at any accredited college or university in the United States or abroad that offers graduate study appropriate and...

45 CFR 1801.32 - Eligible institutions and degree programs.

Code of Federal Regulations, 2013 CFR

2013-10-01

... SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.32 Eligible institutions and degree programs. (a) Truman Scholars at the graduate level may use Foundation support to study at any accredited college or university in the United States or abroad that offers graduate study appropriate and...

Graduate engineering research participation in aeronautics

NASA Technical Reports Server (NTRS)

Roberts, A. S., Jr.

1986-01-01

The Aeronautics Graduate Research Program commenced in 1971, with the primary goal of engaging students who qualified for regular admission to the Graduate School of Engineering at Old Dominion University in a graduate engineering research and study program in collaboration with NASA Langley Research Center, Hampton, Virginia. The format and purposes of this program are discussed. Student selection and program statistics are summarized. Abstracts are presented in the folowing areas: aircraft design, aerodynamics, lift/drag characteristics; avionics; fluid mechanics; solid mechanics; instrumentation and measurement techniques; thermophysical properties experiments; large space structures; earth orbital dynamics; and environmental engineering.

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

PubMed

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

2017-05-01

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

Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature.

PubMed

Innes, Tiana; Calleja, Pauline

2018-05-01

Transition into critical care areas for new graduate nurses may be more difficult than transitioning into other areas due to the specialised knowledge needed. It is unknown which aspects of transition programs best support new graduate nurses improve competence and confidence to transition into critical care nursing specialties. Identifying these aspects would assist to design and implement best practice transition programs for new graduates in critical care areas. Themes identified in the literature include; having a designated resource person, workplace culture, socialisation, knowledge and skill acquisition, orientation, and rotation. Allocation of a quality resource person/s, supportive workplace culture, positive socialisation experiences, knowledge and skill acquisition and structured orientation based on new graduates' learning needs all positively supported increased confidence, competence and transition into nursing practice. Rotations between areas within graduate programs can potentially have both positive and negative impacts on the transition process. Negative impacts of including a rotation component in a transition program should be carefully considered alongside perceived benefits when designing new graduate nurse transition programs. Copyright © 2018. Published by Elsevier Ltd.

Increasing the graduation rates of minority medical students.

PubMed

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

1986-05-01

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

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

PubMed

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Blankenship, Justin C.; Gibson, Rhonda

2016-01-01

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

Study of Online Instruction Methodologies for the DTIC Training Program.

DTIC Science & Technology

1981-02-01

Lockheed Information Retrieval Service (LIRS) (2 programs) b. University of Denver Graduate School of Librarianship and Information Management (GSLIM) c...program -for a reasonably typical lecture-based academic program University of Denver Graduate School of Librarianship and Information Management (GSLIM...Lockheed Information Retrieval Service (LIRS) University of Denver Graduate School of Librarianship and Information Management (GSLIM) Defense Technical

Evaluation of the Initial Impacts of the National Science Foundation's Integrative Graduate Education and Research Traineeship Program: Final Report

ERIC Educational Resources Information Center

Carney, Jennifer; Chawla, Deepika; Wiley, Autumn; Young, Denise

2006-01-01

This report summarizes findings from an evaluation of the impacts of the National Science Foundation's (NSF) Integrative Graduate Education and Research Traineeships (IGERT) program. Through support of interdisciplinary graduate education programs in Science, Technology, Engineering, and Mathematics, the IGERT program aims to educate U.S.…

The 1993/1994 NASA Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

1992-01-01

The NASA Graduate Student Researchers Program (GSRP) attempts to reach a culturally diverse group of promising U.S. graduate students whose research interests are compatible with NASA's programs in space science and aerospace technology. Each year we select approximately 100 new awardees based on competitive evaluation of their academic qualifications, their proposed research plan and/or plan of study, and their planned utilization of NASA research facilities. Fellowships of up to $22,000 are awarded for one year and are renewable, based on satisfactory progress, for a total of three years. Approximately 300 graduate students are, thus, supported by this program at any one time. Students may apply any time during their graduate career or prior to receiving their baccalaureate degree. An applicant must be sponsored by his/her graduate department chair or faculty advisor; this book discusses the GSRP in great detail.

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

PubMed

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

2014-10-01

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

An innovative educational approach to professional development of medical laboratory scientists in Botswana.

PubMed

Magowe, Mabel Km; Ledikwe, Jenny H; Kasvosve, Ishmael; Martin, Robert; Thankane, Kabo; Semo, Bazghina-Werq

2014-01-01

To address the shortage of laboratory scientists in Botswana, an innovative, one-year academic bridging program was initiated at the University of Botswana, to advance diploma-holding laboratory technicians towards becoming laboratory scientists holding Bachelor's degrees. An evaluation was conducted, which described the outcomes of the program and the lessons learned from this novel approach to meeting human resource needs. This was a cross-sectional, mixed-methods evaluation. Qualitative interviews were conducted with graduates of the Bachelor of Science (BSc) Medical Laboratory Sciences (MLS) bridging program, along with the graduates' current supervisors, and key informants who were involved in program development or implementation. The quantitative data collected included a written questionnaire, completed by program graduates, with a retrospective pre-test/post-test survey of graduates' confidence, in terms of key laboratory competencies. The BSc MLS bridging program produced thirty-three laboratory scientists over 3 years. There was a significant increase in confidence among graduates, for specified competencies, after the program (P<0.05). Graduates reported acquiring new skills and, often, accepting new responsibilities at their former workplace, particularly in relationship to leadership and management. Five graduates enrolled in advanced degree programs. Most graduates assumed increased responsibility. However, only two graduates were promoted after completing the training program. The lessons learned include: the importance of stakeholder involvement, the need for data to identify local needs, financial sustainability, catering for the needs of adult learners, and ensuring a technically challenging work environment, conducive to the application of skills learned during training. A strong public health and clinical laboratory system is essential for the rapid detection and control of emerging health threats, and for patient care. However, there is a need to adequately prepare laboratory human resources, to ensure efficient and effective laboratory services. Advancement of laboratory technicians towards becoming laboratory scientists, through a bridging program, can provide the necessary skills within a short time.

The evolution and geographic distribution of headache medicine fellowship programs and graduates: an observational study.

PubMed

Rizzoli, Paul; Weizenbaum, Emma; Loder, Thomas; Friedman, Deborah; Loder, Elizabeth

2014-01-01

We sought to assess the experiences, growth, and distribution of accredited headache medicine fellowships since accreditation began in 2007, and to examine the number and current practice locations of fellows graduated from those programs. There are no data on the distribution of headache fellowship programs and their graduates throughout the United States. We surveyed directors of Headache Medicine fellowship programs accredited by the United Council of Neurologic Subspecialties as of April 1, 2014. We recorded the geographic locations of accredited programs and fellowship graduates and determined their distribution in relation to the overall and selected minority populations of US census divisions, regions, and states. In early 2014, there were 25 accredited Headache Medicine fellowship programs in the United States. Thirty-two (63%) US states lack a headache fellowship program and 24 (47%) do not have a practicing United Council for Neurologic Subspecialties fellowship graduate. Fifty-two of 96 fellows (54%) entered practice in the same state where they did their training. The northeastern United States has the best ratio of fellowship programs and graduates to population (0.28 and 0.35 per million inhabitants) and land area (6.38 and 8 per 100,000 square miles). The Pacific Northwest has the worst (0.05 and 0.02 fellowship programs and graduates per million inhabitants and 2.3 and 1.1 per 100,000 square miles). Fifty-five percent of the US Hispanic population lives in areas of the country with only 32% of practicing certified headache specialists, 28% of accredited fellowship programs, and which have attracted only 27% of fellowship graduates. Thirty-three percent of the US black population lives in areas with just 8% of fellowship programs and 27% of fellowship graduates. Fellowship directors report that funding for fellowship positions is an important challenge. The number of fellowship programs has increased dramatically since 2007, but their geographic distribution is uneven and so are the subsequent practice locations of fellow graduates. At present, the distribution of training programs and headache specialists is not well matched to the US population as a whole or to the location of important racial and ethnic minorities. Increasing the overall supply of headache specialists is important, but geographic inequalities in specialist distribution must also be addressed or disparities will increase. © 2014 American Headache Society.

Burnout during nursing education predicts lower occupational preparedness and future clinical performance: a longitudinal study.

PubMed

Rudman, Ann; Gustavsson, J Petter

2012-08-01

Early-career burnout among nurses can influence health and professional development, as well as quality of care. However, the prospective occupational consequences of study burnout have not previously been investigated in a national sample using a longitudinal design. To prospectively monitor study burnout for a national sample of nursing students during their years in higher education and at follow-up 1 year post graduation. Further, to relate the possible development of study burnout to prospective health and life outcomes, as well as student and occupational outcomes. A longitudinal cohort of Swedish nursing students (within the population-based LANE (Longitudinal Analysis of Nursing Education/Entry) study) from all sites of education in Sweden was surveyed annually. Data were collected at four points in time over 4 years: three times during higher education and 1 year post graduation. : A longitudinal sample of 1702 respondents was prospectively followed from late autumn 2002 to spring 2006. Mean level changes of study burnout (as measured by the Oldenburg Burnout Inventory, i.e. the Exhaustion and Disengagement subscales) across time, as well as prospective effects of baseline study burnout and changes in study burnout levels, were estimated using Latent Growth Curve Modeling. An increase in study burnout (from 30% to 41%) across 3 years in higher education was found, and levels of both Exhaustion and Disengagement increased significantly across the years in education (p<0.001). Baseline levels, as well as development of study burnout, predicted lower levels of in-class learner engagement and occupational preparedness in the final year. At follow-up 1 year post graduation, earlier development of study burnout was related to lower mastery of occupational tasks, less research utilization in everyday clinical practice and higher turnover intentions. The results suggest that study burnout may have interfered with learning and psychological well-being. Aspects related to work skills and intention to leave the profession were also affected. Thus, burnout development during higher education may be an important concern, and effective preventive measures to counteract burnout development may be necessary already at the outset of nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.

An Integrated Approach to Training Graduate Teaching Assistants

ERIC Educational Resources Information Center

Gallardo-Williams, Maria Teresa; Petrovich, Lori Marie

2017-01-01

We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to…

The Role of Data Analysis Software in Graduate Programs in Education and Post-Graduate Research

ERIC Educational Resources Information Center

Harwell, Michael

2018-01-01

The importance of data analysis software in graduate programs in education and post-graduate educational research is self-evident. However the role of this software in facilitating supererogated statistical practice versus "cookbookery" is unclear. The need to rigorously document the role of data analysis software in students' graduate…

Vocational Outcomes of Sensory Impaired Graduates of an Adult Vocational Training Program.

ERIC Educational Resources Information Center

Beadles, Robert J., Jr.; McDaniel, Randall S.; Waters, Stacy

2000-01-01

A study of the vocational status of 80 adults with sensory impairments who graduated from a vocational program during 1994-1997 found that 48 percent of the graduates were employed and that 61 percent of the employed graduates were earning more than the minimum wage. (Contains references.) (Author/CR)

The Production of Degree Graduates by Teacher Preparation Programs in Special and General Education: Too Much or Not Enough? Research Report No. 1996-TSD4.

ERIC Educational Resources Information Center

Boe, Erling E.; And Others

This research analyzed the yield of degree graduates from teacher preparation programs for the national teaching force in public schools. Estimates were obtained for the percentage of such graduates who: (1) entered public school teaching soon after graduation; (2) delayed entering public school teaching for one or more years after graduation; and…

Insights for undergraduates seeking an advanced degree in wildlife and fisheries sciences

USGS Publications Warehouse

Kaemingk, Mark A.; Dembkowski, Daniel J.; Meyer, Hilary A.; Gigliotti, Larry M.

2013-01-01

In today's job market, having a successful career in the fisheries and wildlife sciences is becoming more dependent on obtaining an advanced degree. As a result, competition for getting accepted into a graduate program is fierce. Our objective for this study was to provide prospective graduate students some insights as to what qualifications or attributes would best prepare them for obtaining a graduate position (M.S.) and to excel once they are enrolled in a graduate program. A survey was sent to 50 universities within the National Association of University Fisheries and Wildlife Programs (NAUFWP) where both faculty and undergraduate students were asked questions relating to graduate school. Faculty rated the importance of various criteria and attributes of graduate school, and students answered the questions according to how they believed faculty members would respond. Overall, undergraduate students shared many of the same graduate school viewpoints as those held by faculty members. However, viewpoints differed on some topics related to admittance and the most important accomplishment of a graduate student while enrolled in a graduate program. These results indicate that undergraduate students may be better prepared for graduate school—and they may understand how to be successful once they are enrolled in a program—than was initially thought.

Calculating graduation rates.

PubMed

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

2008-01-01

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

What's So Special about STEM? A Comparison of Women's Retention in STEM and Professional Occupations.

PubMed

Glass, Jennifer L; Sassler, Sharon; Levitte, Yael; Michelmore, Katherine M

2013-01-01

We follow female college graduates in the National Longitudinal Survey of Youth 1979 and compare the trajectories of women in science, technology, engineering, and mathematics (STEM)-related occupations to other professional occupations. Results show that women in STEM occupations are significantly more likely to leave their occupational field than professional women, especially early in their career, while few women in either group leave jobs to exit the labor force. Family factors cannot account for the differential loss of STEM workers compared to other professional workers. Few differences in job characteristics emerge either, so these cannot account for the disproportionate loss of STEM workers. What does emerge is that investments and job rewards that generally stimulate field commitment, such as advanced training and high job satisfaction, fail to build commitment among women in STEM.

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

PubMed

Steinberg, Michael; Morin, Anna K

2015-10-25

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

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

PubMed Central

Morin, Anna K.

2015-01-01

Objective. To evaluate the impact of admission characteristics on graduation in an accelerated doctor of pharmacy (PharmD) program. Methods. Selected prematriculation characteristics of students entering the graduation class years of 2009-2012 on the Worcester and Manchester campuses of MCPHS University were analyzed and compared for on-time graduation. Results. Eighty-two percent of evaluated students (699 of 852) graduated on time. Students who were most likely to graduate on-time attended a 4-year school, previously earned a bachelor’s degree, had an overall prematriculation grade point average (GPA) greater than or equal to 3.6, and graduated in the spring just prior to matriculating to the university. Factors that reduced the likelihood of graduating on time were also identified. Work experience had a marginal impact on graduating on time. Conclusion. Although there is no certainty in college admission decisions, prematriculation characteristics can help predict the likelihood for academic success of students in an accelerated PharmD program. PMID:26689686

Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program.

PubMed

Cepanec, Diane; Humphries, Amanda; Rieger, Kendra L; Marshall, Shelley; Londono, Yenly; Clarke, Diana

2016-05-01

With the global shortage of doctor of philosophy-prepared nursing faculty and an aging nursing professorate, the nursing profession is at risk of having fewer nurses doing research and fewer faculty to supervise the next generation of nurse researchers. A research training award for graduate nursing students was piloted with the intent of providing a research-intensive experiential learning opportunity that would contribute to graduate students' future roles as nurse researchers. This article describes the program design, implementation, and evaluation. The Graduate Student Research Training Awards afforded students an opportunity to develop research and methodologic skills and achieve student-centered outcomes. These awards build their capacity as future researchers by both empowering them and increasing their confidence in research. The input and evaluation from graduate students was integral to the success of the program. Graduate student research training awards can be a valuable experiential learning opportunity in research intensive graduate programs. [J Nurs Educ. 2016;55(5):284-287.]. Copyright 2016, SLACK Incorporated.

A proposal to establish master's in biomedical sciences degree programs in medical school environments.

PubMed

Ingoglia, Nicholas A

2009-04-01

Most graduate schools associated with medical schools offer programs leading to the PhD degree but pay little attention to master's programs. This is unfortunate because many university graduates who are interested specifically in biomedical rather than pure science fields need further education before making decisions on whether to enter clinical, research, education, or business careers. Training for these students is done best in a medical school, rather than a graduate university, environment and by faculty who are engaged in research in the biomedical sciences. Students benefit from these programs by exploring career options they might not have previously considered while learning about disease-related subjects at the graduate level. Graduate faculty can also benefit by being compensated for their teaching with a portion of the tuition revenue, funds that can help run their laboratories and support other academic expenses. Faculty also may attract talented students to their labs and to their PhD programs by exposing them to a passion for research. The graduate school also benefits by collecting masters tuition revenue that can be used toward supporting PhD stipends. Six-year outcome data from the program at Newark show that, on completion of the program, most students enter educational, clinical, or research careers and that the graduate school has established a new and significant stream of revenue. Thus, the establishment of a master's program in biomedical sciences that helps students match their academic abilities with their career goals significantly benefits students as well as the graduate school and its faculty.

Attendance and graduation patterns in a group-model health maintenance organization alternative cardiac rehabilitation program.

PubMed

Ratchford, Andria M; Hamman, Richard F; Regensteiner, Judith G; Magid, David J; Gallagher, Stacy Brennan; Merenich, John A

2004-01-01

Poor rates of participation in cardiac rehabilitation programs are well documented, especially among women and older patients. The Colorado Kaiser Permanente Cardiac Rehabilitation (KPCR) program is a home-based, case-managed, goal-oriented program with an active recruitment process and unlimited program length. This study evaluated the participation rates for the program and the predictors of attendance and graduation. Patients hospitalized with acute myocardial infarction, coronary artery bypass graft, and percutaneous coronary intervention from June 1999 to May 2000 (n = 1030) were identified from the administrative database, and the proportion captured by the KPCR staff was determined. Subsequent attendance and graduation patterns were evaluated. Nearly 94% of patients with one of the three aforementioned conditions were identified by the rehabilitation staff, and 41% of all patients attended the KPCR program. More than 75% of the patients who participated went on to graduate from the program. Gender comparisons showed no difference in participation between men (66.8%) and women (59.7%) (P =.07). Participation rates were inversely associated with age, yet age was not associated with graduation from the program. Surgical interventions and two or more events experienced within the first 4 weeks of the index event were the strongest predictors of attendance and graduation from the KPCR program. Innovative approaches for the capture and retention of patients in cardiac rehabilitation programs are urgently needed. The alternative program evaluated in this study showed little difference in participation between men and women, yet participation among older patients remained poor. Overall, patients who underwent surgical interventions or multiple events were more likely to attend and graduate from the program.

Building Faculty Community: Fellowship in Graduate Medical Education Administration

PubMed Central

Edler, Alice A.; Dohn, Ann; Davidson, Heather A.; Grewal, Daisy; Behravesh, Bardia; Piro, Nancy

2009-01-01

Introduction The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. Background The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. Intervention To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. Results The first fellow was accepted during the 2008–2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program. PMID:21975722

29 CFR 1960.80 - Secretary's evaluations of agency occupational safety and health programs.

Code of Federal Regulations, 2013 CFR

2013-07-01

... EMPLOYEE OCCUPATIONAL SAFETY AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs § 1960.80 Secretary's evaluations of agency occupational safety and health... evaluating an agency's occupational safety and health program. To accomplish this, the Secretary shall...

29 CFR 1960.80 - Secretary's evaluations of agency occupational safety and health programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... EMPLOYEE OCCUPATIONAL SAFETY AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs § 1960.80 Secretary's evaluations of agency occupational safety and health... evaluating an agency's occupational safety and health program. To accomplish this, the Secretary shall...

29 CFR 1960.80 - Secretary's evaluations of agency occupational safety and health programs.

Code of Federal Regulations, 2012 CFR

2012-07-01

... EMPLOYEE OCCUPATIONAL SAFETY AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs § 1960.80 Secretary's evaluations of agency occupational safety and health... evaluating an agency's occupational safety and health program. To accomplish this, the Secretary shall...

29 CFR 1960.80 - Secretary's evaluations of agency occupational safety and health programs.

Code of Federal Regulations, 2014 CFR

2014-07-01

... EMPLOYEE OCCUPATIONAL SAFETY AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs § 1960.80 Secretary's evaluations of agency occupational safety and health... evaluating an agency's occupational safety and health program. To accomplish this, the Secretary shall...

29 CFR 1960.80 - Secretary's evaluations of agency occupational safety and health programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... EMPLOYEE OCCUPATIONAL SAFETY AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs § 1960.80 Secretary's evaluations of agency occupational safety and health... evaluating an agency's occupational safety and health program. To accomplish this, the Secretary shall...

Student Success and Satisfaction: Analysis of Students' Perception of a Theatre Conservatory Program

ERIC Educational Resources Information Center

Anton, Anita

2010-01-01

All theatre programs are not created equal. This qualitative study set out to determine the graduating students' perception of satisfaction and success after attending a four year conservatory theatre program. I conducted two interviews with seven of the twelve graduating seniors. The initial interview was conducted after graduation, and the…

Factors Influencing Success of Conditionally Admitted Students in Graduate TESOL Programs

ERIC Educational Resources Information Center

Micek, Timothy A.; Kim, Soonhyang; Weinstein, Daniel A.

2012-01-01

Many graduate TESOL programs grapple with whether to admit applicants who fall short of meeting established admission criteria yet who show promise as future TESOL professionals. This study examined key characteristics affecting the success of candidates admitted conditionally to graduate TESOL programs. Participants were 21 students who had been…

Adult Learners as Graduate Students: Underlying Motivation in Completing Graduate Programs

ERIC Educational Resources Information Center

Hegarty, Niall

2011-01-01

The majority of graduate part-time programs are fueled by adult learners seeking to enhance their human capital and advance professional careers. In contrast, degree-granting programs seek to impart knowledge and advance learning in a particular discipline. At this intersection lies the individual student's motivation to satisfy their personal…

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

ERIC Educational Resources Information Center

Spence, Weymouth

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

The Forensic Assistantship: Its Role in the Graduate Program.

ERIC Educational Resources Information Center

Schnoor, Larry G.

Graduate programs in speech communication offer students a variety of assistantships including a forensic assistantship. Among factors affecting assistantships that have not been investigated in past studies, three stand out. The first factor that should be considered is the size of the entire graduate program in the department. The nature of a…

Development of a new graduate public health nurse residency program using the core competencies of public health nursing.

PubMed

Larsen, Rachelle; Ashley, Julia; Ellens, Tess; Frauendienst, Renee; Jorgensen-Royce, Karen; Zelenak, Mary

2018-06-27

Due to the continued shortage of public health nurses, some local public health agencies have begun hiring new graduate baccalaureate nurses into the public health nurse role. These new graduates require an increased level of support for transition to practice. The goal of this project was creation of a transition to practice program designed specifically to meet the needs of new graduates hired in public health settings. The core competencies of public health nursing were used as a framework to develop this residency program. A group of public health staff, supervisors, and faculty met monthly for three years to develop this program. Key features include general orientation, preceptors, looping experiences, case studies and peer support. The program is available as a web resource beginning spring 2018. In order to evaluate this program, data on job satisfaction, employee retention and level of competence in the core competencies of public health will occur using instruments administered prior to beginning and immediately following completion of the new graduate residency. The components of the program mirror best practices for new graduate residencies and are based on core competencies for public health nursing. This residency program is an important step for enhancing the professional development of new baccalaureate graduates in public health settings, and preparing the next generation of public health nurses. Through the increased support and intentional education of the residency program, public health agencies will be able to attract and retain new graduates who develop the essential knowledge and skills to provide safe and effective care in the public health setting. © 2018 Wiley Periodicals, Inc.

Faculty Forum: The GRE Analytical Writing Test-- Description and Utilization

ERIC Educational Resources Information Center

Briihl, Deborah S.; Wasieleski, David T.

2007-01-01

The authors surveyed graduate programs to see how they use the Graduate Record Examination Analytic Writing (GRE-AW) Test. Only 35% of the graduate programs that responded use the GRE-AW test in their admission policy; of the programs not using it, most do not plan to do so. The programs using the GRE-AW rated it as medium or low in importance in…

Graduate Pharmacoeconomic and Outcomes Research Educational Programs in Colleges and Schools of Pharmacy: A Five-Year Update.

ERIC Educational Resources Information Center

Jackson, Terrence R.; Draugalis, JoLaine R.

2000-01-01

A survey of all 41 U.S. schools and colleges of pharmacy offering social/administrative sciences graduate programs found a substantial increase in the number of programs and participants, and expected completions. Fellows were most apt to secure an industry post upon program completion; PhD graduates were most apt to accept a position with the…

Are Michigan State University medical school (MSU-CHM) alumni more likely to practice in the region of their graduate medical education primary care program compared to non-MSU-CHM alumni?

PubMed

Switzer, Richard; VandeZande, Luke; Davis, Alan T; Koehler, Tracy J

2018-05-24

Over the past 10 years, three new MD schools have been created in the state of Michigan, while the Michigan State University College of Human Medicine (MSU-CHM) has increased their class size to 850 students. The aim of this study was to determine if MSU-CHM alumni who graduate from an MSU-affiliated primary care residency from a single graduate medical education (GME) training program in Michigan are more likely to go on to practice in close proximity to the location of their training program immediately after graduation compared to non MSU-CHM alumni. Changes over time in the proportion of primary care graduates who received fellowship training immediately following residency were also compared between these groups. A review of historical data was performed for all 2000-2016 primary care (Family Medicine, FM; Internal Medicine, IM; Internal Medicine-Pediatrics, IMP; Pediatrics, Peds) program graduates sponsored by Grand Rapids Medical Education Partners (GRMEP). Study variables included primary care program, gender, age at graduation, fellowship training, practice location immediately after graduation and undergraduate medical education location. Summary statistics were calculated for the data. Comparisons were made using the chi-square test or Fisher's Exact test when appropriate. Significance was assessed at p < 0.05. There were 478 primary care program graduates who went into practice immediately following graduation, 102 of whom also graduated from MSU-CHM. Just over half of the graduates were female and the average age at graduation was 32 years. There were 152 FM, 150 IM, 50 IMP and 126 Peds graduates. Those that graduated from both MSU-CHM and GRMEP were more likely to practice in Michigan immediately after residency training (79.4% vs 52.0%; p < 0.001), as well as within 100 miles of GRMEP (71.6% vs 46.4%; p < 0.001). There were 8% of MSU-CHM primary care graduates who went on to fellowship training from 2000 to 2009, increasing to 34% from 2010 to 2016 (p < 0.001). Medical school graduates of MSU-CHM who receive GME training in primary care are more likely to practice medicine within close proximity to their training site than non MSU-CHM graduates. However, plans for fellowship after training may add one caveat to this finding.

Mystery behind the match: an undergraduate medical education–graduate medical education collaborative approach to understanding match goals and outcomes

PubMed Central

Nagler, Alisa; Engle, Deborah L.; Rudd, Mariah; Chudgar, Saumil M.; Weinerth, John L.; Kuhn, Catherine M.; Buckley, Edward; Grochowski, Colleen O’Connor

2016-01-01

Background There is a paucity of information regarding institutional targets for the number of undergraduate medical education (UME) graduates being matched to graduate medical education (GME) programs at their home institutions. At our institution, the Duke University, the number of UME graduates matched to GME programs declined dramatically in 2011. To better understand why this decline may have happened, we sought to identify perceived quality metrics for UME and GME learners, evaluate trends in match outcomes and educational program characteristics, and explore whether there is an ideal retention rate for UME graduates in their home institutions’ GME programs. Methods We analyzed the number of Duke University UME graduates remaining at Duke for GME training over the past 5 years. We collected data to assess for changing characteristics of UME and GME, and performed descriptive analysis of trends over time to investigate the potential impact on match outcomes. Results A one-sample t-test analysis showed no statistically significant difference in the number of Duke UME graduates who stayed for GME training. For both UME and GME, no significant changes in the characteristics of either program were found. Discussion We created a process for monitoring data related to the characteristics or perceived quality of UME and GME programs and developed a shared understanding of what may impact match lists for both UME graduates and GME programs, leaving the Match somewhat less mysterious. While we understand the trend of graduates remaining at their home institutions for GME training, we are uncertain whether setting a goal for retention is reasonable, and so some mystery remains. We believe there is an invaluable opportunity for collaboration between UME and GME stakeholders to facilitate discussion about setting shared institutional goals. PMID:27702432

Mystery behind the match: an undergraduate medical education-graduate medical education collaborative approach to understanding match goals and outcomes.

PubMed

Nagler, Alisa; Engle, Deborah L; Rudd, Mariah; Chudgar, Saumil M; Weinerth, John L; Kuhn, Catherine M; Buckley, Edward; Grochowski, Colleen O'Connor

2016-01-01

There is a paucity of information regarding institutional targets for the number of undergraduate medical education (UME) graduates being matched to graduate medical education (GME) programs at their home institutions. At our institution, the Duke University, the number of UME graduates matched to GME programs declined dramatically in 2011. To better understand why this decline may have happened, we sought to identify perceived quality metrics for UME and GME learners, evaluate trends in match outcomes and educational program characteristics, and explore whether there is an ideal retention rate for UME graduates in their home institutions' GME programs. We analyzed the number of Duke University UME graduates remaining at Duke for GME training over the past 5 years. We collected data to assess for changing characteristics of UME and GME, and performed descriptive analysis of trends over time to investigate the potential impact on match outcomes. A one-sample t -test analysis showed no statistically significant difference in the number of Duke UME graduates who stayed for GME training. For both UME and GME, no significant changes in the characteristics of either program were found. We created a process for monitoring data related to the characteristics or perceived quality of UME and GME programs and developed a shared understanding of what may impact match lists for both UME graduates and GME programs, leaving the Match somewhat less mysterious. While we understand the trend of graduates remaining at their home institutions for GME training, we are uncertain whether setting a goal for retention is reasonable, and so some mystery remains. We believe there is an invaluable opportunity for collaboration between UME and GME stakeholders to facilitate discussion about setting shared institutional goals.

The Effective and Evolving Role of Graduate Students in the SURFO REU Program

NASA Astrophysics Data System (ADS)

Pockalny, R. A.

2005-12-01

The Summer Undergraduate Research Fellowships in Oceanography (SURFO) program is a 10-week research/educational program designed to expose 9 undergraduates per year to cutting-edge, authentic oceanographic research at the Graduate School of Oceanography/University of Rhode Island. The SURFO program primarily focuses on the more quantitative aspects of oceanography (e.g., physical oceanography, geophysical fluid dynamics and marine geophysics), which closely parallel the strengths of GSO/URI. Thus, the primary undergraduate population targeted by the program includes students from various disciplines, but with strong backgrounds in math, physics, computer science, and engineering. Over its 20-year existence, the SURFO program has continuously evolved; however, three basics goals of the program have been maintained: 1) expose students to the breadth and depth of oceanography, 2) provide students with an authentic research experience, and 3) integrate/assimilate students into the lifestyle and community of a graduate research institution. An integral component for achieving these goals has been the inclusion of graduate students as workshop leaders/instructors, research mentors, and social directors. In these roles the graduate students act as a 'big brother/sister' to transition the undergraduates into the academic and research community. The graduate students also initially behave as liaisons between the senior researcher and the SURFO participant by fielding questions and concerns the undergraduate may be too intimidated to voice. As the summer progresses, the graduate students typically evolve into a lead research advisor and begin to learn effective techniques for advising students. Responses from SURFO participants on exit questionnaires frequently comment on how their experience and research project were directly affected by the extent of graduate student participation during the summer. Anecdotal evidence also indicates the participating graduate students gain maturity in their approach to research and become more willing advisees.

A Shifting Baseline: Higher Degrees and Career Options for Ocean Scientists

NASA Astrophysics Data System (ADS)

Yoder, J. A.; Briscoe, M. G.; Glickson, D.; Roberts, S.; Spinrad, R. W.

2016-02-01

As for other fields of science, a Ph.D. degree in the ocean sciences no longer guarantees an academic position. In fact, recent studies show that while most earning a Ph.D. in the ocean sciences today may start in academia as a postdoc, an undetermined number of postdocs may not move into university faculty positions or comparable positions at basic research institutions. Although the data are few, some believe that most of those now earning Ph.D. degrees in ocean science are eventually employed outside of academia. Changes to the career path for those entering ocean science graduate programs today is both a challenge and an opportunity for graduate programs. Some graduates of course do continue in academia. For those students who are determined to follow that path, graduate programs need to prepare them for that choice. On the other hand, graduate programs also have an obligation to provide students with the information they need to make educated career decisions - there are interesting career choices other than academia for those earning a Ph.D. or finishing with a terminal M.S. degree. Furthermore, graduate programs need to encourage students to think hard about their career expectations early in their graduate program to ensure they acquire the skills needed to keep career options open. This talk will briefly review some of the recent studies related to the career paths of those who recently acquired a Ph.D. in ocean sciences and other fields; describe possible career options for those who enter ocean science graduate programs; encourage more attention on the career possibilities of a terminal ocean science M.S. degree perhaps combined with another higher degree in a different field; and discuss the skills a graduate student can acquire that increase the breadth of career path opportunities.

Outcomes of three part-time faculty development fellowship programs.

PubMed

Anderson, W A; Stritter, F T; Mygdal, W K; Arndt, J E; Reid, A

1997-03-01

Part-time faculty development fellowship programs have trained large numbers of new physician faculty for family medicine education programs. This study reviews data from three part-time fellowship programs to determine how well the programs train new faculty and the academic success of fellowship graduates. Part-time fellowship programs at Michigan State University, the University of North Carolina, and the Faculty Development Center in Waco, Tex, sent written surveys to graduates as part of routine follow-up studies. Graduates were asked to report their current status in academic medicine, how they spend their time, measures of academic productivity, and assessments of how well their training prepared them for their current academic positions. Data were complied at each institution and sent to Michigan State University for analysis. The majority of graduates (76%) have remained in their academic positions, and half (49%) teach in medically underserved settings. Graduates report high levels of satisfaction with the training they received. Thirty-two percent of graduates have published peer-reviewed articles, and almost 50% have presented at peer-reviewed meetings. Part-time fellowship programs have been successful at training and retaining large numbers of new faculty for family medicine.

Follow-up Study of Dental Hygiene Graduates, 1971-74. Research Study No. 75-5.

ERIC Educational Resources Information Center

Gold, Ben K.

Forty-seven (51.1 percent) of the 92 graduates of the Dental Hygiene program completed a questionnaire designed to provide feed-back information concerning activities of program graduates. Results indicated that: (1) Practically all graduates were employed as Dental Hygienists, with most sharing their time among two or more offices; (2) Daily…

34 CFR 648.1 - What is the Graduate Assistance in Areas of National Need program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the Graduate Assistance in Areas of National... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.1 What is the Graduate Assistance in Areas of National Need program? The...

34 CFR 648.1 - What is the Graduate Assistance in Areas of National Need program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What is the Graduate Assistance in Areas of National... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.1 What is the Graduate Assistance in Areas of National Need program? The...

34 CFR 648.1 - What is the Graduate Assistance in Areas of National Need program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the Graduate Assistance in Areas of National... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.1 What is the Graduate Assistance in Areas of National Need program? The...

New Graduate Entry: Students' Transition to an Adapted Physical Education Graduate Program

ERIC Educational Resources Information Center

Sato, Takahiro; Samalot-Rivera, Amaury; Kozub, Francis M.

2016-01-01

The purpose of this study was to describe and explain master of arts students' academic and social experiences during the transition to an adapted physical education (APE) graduate program. In this study, we used the theory of transition, which allowed us to understand students' transition to graduate studies and to assist them in connecting to…

34 CFR 648.1 - What is the Graduate Assistance in Areas of National Need program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the Graduate Assistance in Areas of National... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.1 What is the Graduate Assistance in Areas of National Need program? The...

34 CFR 648.1 - What is the Graduate Assistance in Areas of National Need program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the Graduate Assistance in Areas of National... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.1 What is the Graduate Assistance in Areas of National Need program? The...

Graduate Business Students Perceptions of Online Learning: A Five Year Comparison

ERIC Educational Resources Information Center

Perreault, Heidi; Waldman, Lila; Alexander, Melody; Zhao, Jensen

2008-01-01

This study compared graduate business students' access to online graduate programs and their perceptions relating to online learning over a five-year period. Student input was provided during 2001 and 2006. Students in 2006 had greater access to entire graduate programs being offered online than did the 2001 students. The students in 2006 felt…

Jobs for Florida's Graduates Program Becomes Independent and Its Performance Improves. OPPAGA Status Report.

ERIC Educational Resources Information Center

Allen, Pam; Pardue, Don

The Jobs for Florida's Graduates (JFG) program targets high school students and provides services to help these students graduate and to continue their education or find meaningful employment within one year of graduation. School managers and "job specialists" serve as mentors, identify at-risk high school students, and provide them with…

African-American Mentoring Program (AAMP): Addressing the Cracks in the Graduate Education Pipeline

ERIC Educational Resources Information Center

Green, Tonika Duren; Ammah, Beverly Booker; Butler-Byrd, Nola; Brandon, Regina; McIntosh, Angela

2017-01-01

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a…

Employment Prospects of Aboriginal Graduates from Technical Programs: A Four Year Trend Study.

ERIC Educational Resources Information Center

Sarkar, Gerlinde

Each year since 1991, the Saskatchewan Institute of Applied Science and Technology (SIAST) has conducted a follow-up study of program graduates to compare information on employment outcomes for graduates of Aboriginal ancestry to those for all graduates. In 1994, a project was undertaken to analyze responses from the surveys conducted from 1991 to…

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

PubMed

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

2018-04-25

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

Graduate nurse internship program: a formalized orientation program.

PubMed

Phillips, Tracy; Hall, Mellisa

2014-01-01

The graduate nurse internship program was developed on the basis of Watson's Human Caring Theory. In this article, the author discusses how an orientation program was formalized into an internship program and how the theory was applied.

5 CFR 362.301 - Program administration.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Program administration. 362.301 Section 362.301 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PATHWAYS PROGRAMS Recent Graduates Program § 362.301 Program administration. The Recent Graduates Program provides...

5 CFR 362.301 - Program administration.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Program administration. 362.301 Section 362.301 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PATHWAYS PROGRAMS Recent Graduates Program § 362.301 Program administration. The Recent Graduates Program provides...

Current Status of Postdoctoral and Graduate Programs in Dentistry.

PubMed

Assael, Leon

2017-08-01

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

Results.

ERIC Educational Resources Information Center

Zemsky, Robert; Shaman, Susan; Shapiro, Daniel B.

2001-01-01

Describes the Collegiate Results Instrument (CRI), which measures a range of collegiate outcomes for alumni 6 years after graduation. The CRI was designed to target alumni from institutions across market segments and assess their values, abilities, work skills, occupations, and pursuit of lifelong learning. (EV)

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

ERIC Educational Resources Information Center

Zografi, George

1979-01-01

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

A Graduate Professional Program in Translation.

ERIC Educational Resources Information Center

Waldinger, Renee

1987-01-01

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

Graduate Training at the Interface of Computational and Experimental Biology: An Outcome Report from a Partnership of Volunteers between a University and a National Laboratory

PubMed Central

von Arnim, Albrecht G.; Missra, Anamika

2017-01-01

Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of Genome Science and Technology in partnership with the nearby Oak Ridge National Laboratory. Here, we report outcome data that attest to the program’s effectiveness in graduating computationally enabled biologists for diverse careers. Among 77 PhD graduates since 2003, the majority came with traditional degrees in the biological sciences, yet two-thirds moved into computational or hybrid (computational–experimental) positions. We describe the curriculum of the program and how it has changed. We also summarize how the program seeks to establish cohesion between computational and experimental biologists. This type of program can respond flexibly and dynamically to unmet training needs. In conclusion, this study from a flagship, state-supported university may serve as a reference point for creating a stable, degree-granting, interdepartmental graduate program in computational biology and allied areas. PMID:29167223

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

PubMed

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

2000-06-01

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

An Accreditation Dilemma: The Tension between Program Accountability and Program Improvement in Programmatic Accreditation

ERIC Educational Resources Information Center

Murray, Frank B.

2009-01-01

Because there is more doubt than ever before about the accomplishments of today's college graduates, the public, employers, often the graduates themselves, and others seek assurance that a program's graduates are competent and qualified. There is now the expectation that accreditation will give them that assurance. Moreover, nearly everyone seeks…

76 FR 20637 - Applications for New Awards; Personnel Development To Improve Services and Results for Children...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-13

... personnel: Type A programs are designed to prepare, at the advanced graduate level, higher education faculty... elsewhere in this notice. Type B programs are designed to prepare, at the graduate or advanced graduate... designed to integrate coursework with practicum opportunities (e.g., interning in a program or school...

Parkland College Transfer Program Graduate Follow-Up Survey, 2001-2002.

ERIC Educational Resources Information Center

Parkland Coll., Champaign, IL. Office of Institutional Research and Evaluation.

This study presents findings from the 2001-2002 Transfer Program Follow-Up Survey of Parkland College (Illinois) graduates. A total of 423 students from baccalaureate/transfer programs were contacted approximately 6 weeks after graduation. Of those, 253 returned surveys, for a response rate of 59.8%. More than 58% of respondents were female, 81%…

Assessing Admission Criteria for Early and Mid-Career Students: Evidence from a U.S. MPA Program

ERIC Educational Resources Information Center

Darolia, Rajeev; Potochnick, Stephanie; Menifield, Charles E.

2014-01-01

As applications for graduate and professional degree programs have reached unprecedented levels over the past decade, the applicant pool has become more diverse with more mid-career students deciding to return to school. Given the growth and diversification of the graduate applicant pool, many graduate programs are struggling to develop stronger…

Graduate Teacher Education as Inquiry: A Case Study

ERIC Educational Resources Information Center

Shosh, Joseph M.; Zales, Charlotte Rappe

2007-01-01

Responding to the call for reform in American graduate teacher education programs, the authors of this paper examine the design of a teacher action research-based approach in which teacher inquiry lies at the heart of individual courses and the program as a whole. The authors report on the transformation of program graduates from teachers to…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Environmental Education in Graduate Professional Degrees: The Case of Urban Planning

ERIC Educational Resources Information Center

White, Stacey Swearingen; Mayo, James M.

2005-01-01

Environmental education (EE) is a prominent aspect of graduate-level master's programs in urban and regional planning. This article draws on the results of a survey of 66 environmental planning educators in urban and regional planning programs to show what types of EE are most prevalent in these graduate professional programs and in planning…

The Costs of Commonality: Examination of the JLTV as a Case Study

DTIC Science & Technology

2016-07-15

Acquisition Research Program Graduate School of Business & Public Policy Naval Postgraduate School NPS-16-AM-151 ACQUISITION RESEARCH ... Research Program Graduate School of Business & Public Policy Naval Postgraduate School The research ...presented in this report was supported by the Acquisition Research Program of the Graduate School of Business & Public Policy at the Naval

Community-Based Research in Graduate Education: Implementing Program Decisions across the Disciplines

ERIC Educational Resources Information Center

Case, Karen I.

2014-01-01

Community-Based Research (CBR) has been recognized as a significant reform agent within graduate education. This article explores the decisions involved in implementing a CBR model into graduate education programs. It uses the doctoral program in educational leadership at the University of Hartford as an example of how CBR can be employed to…

Factors in the Admissions Process Influencing Persistence in a Master's of Science Program in Marine Science

ERIC Educational Resources Information Center

Dore, Melissa L.

2017-01-01

This applied dissertation was conducted to provide the graduate program in marine sciences a valid predictor for success in the admissions scoring systems that include the general Graduate Record Exam. The dependent variable was persistence: successfully graduating from the marine sciences master's programs. This dissertation evaluated other…

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

PubMed Central

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

2016-01-01

Abstract In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to solve biological problems. Here we describe the framework of the training program, report on its effectiveness, and also share the insights we gained during its development and implementation. The program features co‐teaching by faculty with complementary specializations, student peer learning, and novel hands‐on courses that facilitate the seamless blending of interdisciplinary research and teaching. It also incorporates enrichment activities to improve communication skills, engage students in science outreach, and foster a cohesive program cohort, all of which promote the development of transferable skills applicable in a variety of careers. The curriculum of the graduate program is integrated with the curricular requirements of several Ph.D.‐granting home programs in the physical, engineering, and biological sciences. Moreover, the wide‐ranging recruiting activities of the IGPPEB serve to enhance the quality and diversity of students entering graduate school at Yale. We also discuss some of the challenges we encountered in establishing and optimizing the program, and describe the institution‐level changes that were catalyzed by the introduction of the new graduate program. The goal of this article is to serve as both an inspiration and as a practical “how to” manual for those who seek to establish similar programs at their own institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):537–549, 2016. PMID:27292366

Graduated driver licensing programs and fatal crashes of 16-year-old drivers: a national evaluation.

PubMed

Chen, Li-Hui; Baker, Susan P; Li, Guohua

2006-07-01

Implementation of graduated driver licensing programs is associated with reductions in crash rates of young drivers, but graduated driver licensing programs vary in their components. The impact of programs with different components is unknown. The purpose of this work was to determine which graduated driver licensing programs are associated with the greatest reductions in fatal motor vehicle crashes involving 16-year-old drivers. We conducted a retrospective study of all 16-year-old drivers involved in fatal crashes in the United States from 1994 through 2004 using data from the Fatality Analysis Reporting System and the US Census Bureau. We measured incidence rate ratios of fatal motor vehicle crashes involving 16-year-old drivers according to graduated driver licensing programs, adjusted for state and year. Compared with state quarters with no graduated driver licensing program components, reductions of 16% to 21% in fatal crash involvement rates of 16-year-old drivers occurred with programs that included > or = 3-month mandatory waiting period, nighttime driving restriction, and either > or = 30 hours of supervised driving or passenger restriction. Reductions of 18% to 21% occurred in state quarters with programs that included > or = 5 of the 7 components examined. Drivers aged 20 to 24 or 25 to 29 years did not experience significant reductions. Comprehensive graduated driver licensing programs are associated with reductions of approximately 20% in 16-year-old drivers' fatal crash involvement rates. The greatest benefit seems to be associated with programs that include age requirements and > or = 3 months of waiting before the intermediate stage, nighttime driving restriction, and either > or = 30 hours of supervised driving or passenger restriction.

Impact of the Northern Studies Stream and Rehabilitation Studies programs on recruitment and retention to rural and remote practice: 2002-2010.

PubMed

Winn, Christopher S; Chisholm, Brock A; Hummelbrunner, Jackie A; Tryssenaar, Joyce; Kandler, Liane S

2015-01-01

A shortage of rehabilitation practitioners in rural and/or remote (rural/remote) practice areas has a negative impact on healthcare delivery. In Northern Ontario, Canada, a shortage of rehabilitation professionals (audiology, occupational therapy, physiotherapy, speech-language pathology) has been well documented. In response to this shortage, the Northern Studies Stream (NSS) and Rehabilitation Studies (RS) programs were developed with the mandate to increase the recruitment and retention of rehabilitation professionals to Northern Ontario. However, the number of NSS or RS program graduates who choose to live and work in Northern Ontario or other rural/remote areas, and the extent to which participation in these programs or other factors contributed to their decision, is largely unknown. Between 2002 and 2010, a total of 641 individuals participated in the NSS and RS programs and were therefore eligible to participate in the study. Current contact information was obtained for 536 of these individuals (83.6%) who were eligible to participate in the study. An internet-hosted survey was administered in June of 2011. The survey consisted of 48 questions focusing on personal and professional demographics, postgraduate practice and experience, educational preparation, and factors affecting recruitment and retention decisions. A total of 280 respondents completed the survey (response rate 52%). Of these, 95 (33.9%) reported having chosen rural or remote practice following graduation. Multiple factors predictive of recruitment and retention to rural/remote practice were identified. Of particular note was that individuals raised in a rural or remote community were 3.3 times more likely to work in a rural or remote community after graduation. Recruitment was strongly associated with length of time immersed in rural/remote education settings and to participation in the NSS academic semester. Job satisfaction, professional networking opportunities, and rural lifestyle options were identified as important factors for retention in rural/remote practice areas. The NSS and RS programs have experienced encouraging recruitment outcomes in the past 10 years. Recruitment and retention of rehabilitation therapists to rural/remote locations appears to be positively and significantly affected by the origins of the health professional. The completion of both academic and clinical education in a rural/remote setting and longer duration of rural/remote education were positively associated with an increased likelihood of choosing to practice in a rural/remote area following entry to practice. These findings have potential implications for admission criteria to rehabilitation education programs with a rural curriculum focus as well as implications for postgraduate mentorship programs and employers in rural/remote areas.

Meeting the needs of new graduates in the emergency department: a qualitative study evaluating a new graduate internship program.

PubMed

Glynn, Penelope; Silva, Sheila

2013-03-01

The purpose of this study was to explore the experiences of new graduate emergency nurses participating in a structured internship program. In order to meet the needs of new graduate nurses in emergency departments, these departments have developed a variety of orientation programs, some more successful than others. One type of program involves a combination of didactic content and hands-on clinical experience. This study examines the experiences of new graduate nurses in an internship program at a 200-bed community hospital. A qualitative design was used. Interviews with 8 of 9 nurses who participated in the new graduate internship program between 2006 and 2007 were conducted. Content analysis was used to analyze the data. Three themes were identified from the experiences and expectations reported in the interviews: (1) the acquisition of new knowledge and skills in a specialty area, (2) becoming more proficient, and (3) assistance with role transition. The significant role and importance of the unit-base clinical nurse specialist (CNS) and the nurse preceptors were also identified. The findings of this study suggest that a structured internship program is helpful to new graduate nurses when orienting to a critical care area such as the emergency department. Furthermore, the combination of didactic and clinical content, and the roles of the preceptor and unit-base CNS appear to be key factors in the successful transition from new graduate to emergency nurse. Copyright © 2013 Emergency Nurses Association. Published by Mosby, Inc. All rights reserved.

Jenny's story: reinventing oneself through occupation and narrative configuration.

PubMed

Price-Lackey, P; Cashman, J

1996-04-01

Two life history interviews were conducted to discover how one women, Jenny, experienced a traumatic head injury, rehabilitation, and recovery. Narrative analysis of the transcribed interviews revealed a rich story of how Jenny had fashioned her identity and character through childhood occupations, including studying classical literature and music, and of how she drew upon resources developed in childhood to engineer her recovery. It also illustrated how Jenny used a recursive process of narrative construction and engagement in self-devised graduated occupations, including studying, playing music, writing, computer graphics, and theater production, to create a new identity and develop capacities to process complex information and exercise creativity. Jenny's story illustrates the usefulness of gaining a perspective on patients as occupational beings through the gathering of life histories focused on occupation, the importance of collaborative patient-therapist goal setting, and the necessity for considering both the doing (practic) and the meaning (narrative) aspects of occupation. Her story supports many scholars' arguments that the therapeutic relationship, and thus occupational therapy practice, may be enhanced through the use of life history interviewing in occupational therapy evaluation and treatment.

A client-centred, occupation-based occupational therapy programme for adults with psychiatric diagnoses.

PubMed

Schindler, Victoria P

2010-09-01

The purpose of this study was to assess the effectiveness of a client-centred, occupation-based occupational therapy programme for individuals with psychiatric diagnoses. The study took place in a college campus. A pre-test/post-test design was used. There were 38 participants which included college students and community members who desired to attend college, work and/or address life skill goals. The Canadian Occupational Performance Measure (COPM) was used as a pre- and post-test measure. Goals were based on problems identified in the COPM, reflected academic, vocational, life skill, and leisure goals, and were systematically addressed weekly through activities developed by the participant and a graduate occupational therapy student who acted as a mentor. The Participant Overall Satisfaction Scale was completed by each participant. A case study was used to describe the programme in more depth. The results support that the client-centred, occupation-based occupational therapy programme increased client scores on satisfaction and performance of occupational performance problems identified on the COPM. Further research is recommended to explore how client-centred occupational therapy programmes can be effective in improving academic, vocational and life skill goals. Copyright 2010 John Wiley & Sons, Ltd.

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

PubMed Central

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

2010-01-01

Background Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Methods Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002–2003 and AY 2006–2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. Results The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002–2003 and AY 2006–2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002–2003 to 31.6% (7390/23400) in AY 2006–2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002–2003 to 31.6% [4718/14941] in AY 2006–2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). Conclusion The number of graduates and the rate of continuing GME increased from AY 2002–2003 to AY 2006–2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual residents through residency and fellowship programs provides a better understanding of residents' pathways to practice. PMID:22132288

Reassessing the Skills Required of Graduates of an Information Systems Program: An Updated Analysis

ERIC Educational Resources Information Center

Legier, John; Woodward, Belle; Martin, Nancy

2013-01-01

The study involves an updated analysis of the job characteristics of information systems graduates based on the status of the job market as well as the perceptions of 72 graduates from an information systems program of a Midwestern university. Approximately one-third of the graduates were working in positions related to technical support.…

Role Preparation of Associate Degree Graduates.

ERIC Educational Resources Information Center

Stokes, Lillian G.

The role of associate degree nursing (ADN) programs has changed dramatically in their 30 years of existence. The number of ADN graduates increased from 260 in 1954 to 36,434 in 1980, and 47.8% of all nursing graduates in 1980 came from ADN programs, as compared to 0.9% in 1954. These graduates have the best record of employment five years after…

Balancing Work, Family, and Student Roles: A Phenomenological Study of the Adult Female Graduate Online Learner

ERIC Educational Resources Information Center

Rousseau, Charlene X.

2012-01-01

The purpose of this phenomenological study was to gain an understanding of the lived experiences of female adult learners pursuing graduate degrees online. As online graduate programs have become increasingly popular and more readily available in the last decade, more women than men are enrolling in online graduate programs in addition to…

Social Work and Public Health: Comparing Graduates from a Dual-Degree Program

ERIC Educational Resources Information Center

Ruth, Betty J.; Wyatt, Jamie; Chiasson, Emily; Geron, Scott Miyake; Bachman, Sally

2006-01-01

This study compared dual-degree master of social work/master of public health (MSW/MPH) and MSW-only graduates with 3 or more years of postgraduate experience. Thirty graduates from an MSW/MPH program were matched with 30 MSW-only graduates. All subjects were randomly selected from the alumni directory and interviewed via telephone. Results showed…

Evaluation of the National Science Foundation's Integrative Graduate Education and Research Traineeship Program (IGERT): Follow-Up Study of IGERT Graduates. Final Report

ERIC Educational Resources Information Center

Carney, Jennifer; Martinez, Alina; Dreier, John; Neishi, Kristen; Parsad, Amanda

2011-01-01

The National Science Foundation's Integrative Graduate Education and Research Traineeship (IGERT) program supports students in science, technology, engineering, and mathematics (STEM) fields who participate in university-developed interdisciplinary graduate training experiences. Faculty members at each IGERT site develop a series of education…

B.S. Chemists: Experience and prospects in a changing scientific and technical environment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Russell, T.; Burrelli, J.S.

1995-12-31

The men and women who hold a Bachelor`s degree in chemistry as their highest academic degree are an important for chemistry as their highest academic degree are an important for chemistry and science generally. {open_quotes}BS chemists{close_quotes} are the pool of U.S. residents from which future chemistry Ph.D.s (80 percent of them) and MDs (9 percent of the 1990 medical school class) are recruited and the basic pool of scientific and technical manpower for chemical and related industries. BS chemists are the most heterogeneous of all chemist groups and the most mobile: even at graduation, two-thirds of them intend to bemore » something else -- a Ph.D., MD, MBA, etc. -- in the near future. The mobility of many BS chemists is more to other careers, and hence the diffusion of chemical knowledge throughout the occupational spectrum, is primarily an outflow of BS holders utilizing their scientific training in other fields. This talk describes the past and present circumstances of BS chemists and makes some forecasts about these people about these people and those who will be the graduate of four-year chemistry programs in the future. A number of private and federal agencies collect data on chemists, but to chart the situation of the BS graduate, this paper draws on data sets maintained by the National Science Foundation and the National Research Council, both on BS and, for comparison, Ph.D. holders. For clarity, this analysis will not deal with the situation of MS chemists who, on most indicators fall as intuition would tell us, between the BS and Ph.D. groups. We also draw heavily on ACS Comprehensive Member Surveys and the Starting Salary Surveys of new graduates so identified by their academic departments.« less

The role and working conditions of Movement Science students employed in sport and recreational facilities: An Italian multicenter study.

PubMed

Gallè, Francesca; Di Onofrio, Valeria; Arpesella, Marisa; Bacci, Silvia; Bianco, Antonino; Brandi, Giorgio; Bruno, Stefania; Anastasi, Daniela; Carraro, Elisabetta; Flacco, Maria Elena; Giampaoli, Saverio; Izzotti, Alberto; Leoni, Erica; Bertoncello, Chiara; Minelli, Liliana; Napoli, Christian; Nobile, Carmelo; Pasquarella, Cesira; Liguori, Giorgio; Romano Spica, Vincenzo

2015-01-01

In Italy, students from Movement Science (MS) Degree Courses often work in sport and recreational facilities before graduation. The employment conditions of Movement Science students working in sport/recreational facilities were investigated, and the management and structural features of the facilities were evaluated, including safety policies. Regional differences were also considered. Questionnaires were administered to undergraduate and graduate students (N = 4,217) in 17 Universities. Students' perceptions of the quality of the facilities where they had been employed was evaluated using multivariate analysis. A latent class model with covariates was used to evaluate how variables relating to participants, employment facilities or regions influence their opinions. A high proportion of MS students were employed in sporting facilities (undergraduate level: 33% ; graduate level: 55%), in most cases without any formal employment contracts. Both the structural and hygienic features, as well as the professional knowledge of the staff, were considered good to excellent by the majority of participants (about 70%). Communication of the basic behavioral rules was considered adequate by 61-63% of undergraduate students and 71-75% of graduate students, while nearly half of the participants were dissatisfied with the staff safety training. Correlations between the perceived good structural/hygienic conditions, the presence of regulations and training programs for the staff were investigated. Differences regarding occupational level and safety training among different regions of Italy were also observed. Italian students in Movement Science were easily employed in sport/recreational facilities, but frequently without a formal contract. This is a consequence of the lack of specific regulations in the field of recreational/leisure employment and could have negative implications, especially in terms of safety.

Financial support of graduate programs in Brazil: quo vadis?

PubMed

Helene, A F; Xavier, G F

2006-07-01

Graduate programs provide the highest level of formal education and thus are crucial for the development of any country. However, official Brazilian data clearly show a dramatic decrease in the number and values of scholarships available to graduate programs in Brazil over the last few years, despite the importance and growth of such programs. Between 1995 and 2004, investment by the Coordenadoria de Aperfeiçoamento de Pessoal do Ensino Superior (CAPES, subordinate to the Ministry of Education and Culture) in funding scholarships, corrected for inflation in the period, actually decreased by 51%. In addition, during the period between 1994 and 2004, there was a loss of about 60% in the purchasing power of the graduate scholarships provided by CAPES and the National Council for Science and Technology (CNPq). To reverse this trend, we propose the development of sectorial funding for Brazilian graduate programs to guarantee the availability and continuity of financial support for this strategic activity.

Innovative strategies for nurse recruitment and retention in behavioral health.

PubMed

Valente, Sharon M; Wright, Ileen

2007-01-01

Successfully recruiting licensed nurses to work in behavioral health is challenging. This article describes and illustrates methods one hospital successfully used to attract, orient, and mentor new graduate nurses to work in mental health. The New Horizons program included a paid internship for new graduate vocational nurses, a mental health curriculum, preceptorship, a state board review course, and a new graduate program. Since 2003, the program has recruited 37 new graduates for the unfilled licensed staff vacancies in mental health who continued their professional education and pursued degrees as registered nurses. The evaluations indicated that more than 100% of graduates rated the program as excellent as well as recommended it to their friends, and retention has been more than 90%. New Horizons graduates have received promotions; one has assumed a new role as a clinical resource nurse who teaches nursing orientation. All stakeholders including nurse management, patients, other disciplines, and coworkers have high praise for the program graduates. The program increased the cultural diversity of the mental health staff because the graduates included high percentages of African Americans, Hispanic Americans, and Asian Americans and less than 10% of White Americans. Adult learning technologies were used including teaching with films, role-playing, case studies, reflective thinking, evidence-based practice, and group performance improvement projects. Research-based fact sheets were used for the course and continued education. These 1-page fact sheets help nurses apply the evidence to improve nursing practice.

The theory of organisational socialisation and its potential for improving transition experiences for new graduate nurses.

PubMed

Phillips, Craig; Esterman, Adrian; Kenny, Amanda

2015-01-01

Graduate nurse transition continues to remain a difficult time for many new graduate nurses, with significant numbers of graduates being dissatisfied, ultimately considering leaving or exiting the profession. Currently, many graduate nurse programs within Australia and internationally reflect a homogeneous nature pertaining to content and program delivery. A refinement of graduate nurse transition programs through an adaptation of a model of organisational socialisation supports a more individualised approach to transition, improving graduate outcomes and addressing attrition rates. To propose a model which supports the accommodation of new graduates within a health service improving both new graduate and health service outcomes through; greater levels of job satisfaction, increased commitment to an organisation and decreased turnover of new staff. Theoretical paper based on a program of research. An adaptation of a model of organisational socialisation was applied to the process of transition for newly qualified graduate nurses. This adaptation was informed by a larger 2012 Australian study (findings reported extensively elsewhere) with 459 newly qualified graduate nurses reporting their transition experiences of the first year of practice. Newly qualified graduate nurses reported effective socialisation with transition based on the following; enduring and continuous orientation throughout the first year of practice, allocation of patient responsibilities reflecting a level of acuity commensurate with a beginning skill set to meet care needs, and feedback of a respectful nature to improve confidence and competence in practice. Negative transition experiences were noted by many new graduates if these factors were not considered. Graduate nurse turnover is costly and destabilising for health services. One means of addressing this is the creation of positive working environments which appropriately socialise new graduates into health services. Accommodating new employees through; individual recognition, modelling of behaviours and developing positive transition outcomes will improve graduate nurse satisfaction and importantly retention. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Student Perceptions and Lessons Learned from Flipping a Master's Level Environmental and Occupational Health Course (Perceptions des étudiants et leçons tirées d'une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle)

ERIC Educational Resources Information Center

Galway, Lindsay P.; Berry, Barbara; Takaro, Timothy K.

2015-01-01

The flipped classroom instructional model has emerged as an alternative to the conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation…

Occupational Component. 36-Level Courses. Program of Studies/Curriculum Guide. Integrated Occupational Program.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

The Integrated Occupational Program (IOP) enables students in Alberta (Canada) who have experienced difficulty in learning to develop essential concepts, skills, and attitudes in the context of one or more occupational clusters. The IOP has four levels: occupational awareness (grades 8-9), career exploration (level 16), occupational orientation…

Comparison of academic and practice outcomes of rural and traditional track graduates of a family medicine residency program.

PubMed

Petrany, Stephen M; Gress, Todd

2013-06-01

The Marshall University Family Medicine Residency (MUFMR) implemented its rural track (RT) in 1994 to help achieve its mission of producing primary care physicians for practice in rural areas and West Virginia. This study examined the impact of the RT on the program's training outcomes and assessed the academic equivalence of the RT and traditional track (TT) curricula. The authors analyzed academic outcomes (in-training examination [ITE] scores, board certification rates) and practice outcomes (location and type following graduation) for the 174 MUFMR graduates who entered the program from 1984 through 2006. They compared RT and TT graduates who entered after RT implementation (1994-2006) with each other and with graduates who entered during the decade before implementation (1984-1993). There were differences between the 12 RT and 94 TT graduates in rural practice upon graduation (RT: 83% versus TT: 40%; P<.01) and practice in West Virginia (RT 83% versus TT 68%; P=.34). RT and TT graduates had similar mean increases in ITE scores and board certification rates. The 106 post-implementation graduates had a significantly higher rate of West Virginia practice than did the 68 pre-implementation graduates (70% versus 52%; P=.02). RT development was associated with a substantial increase in MUFMR graduates practicing in West Virginia. RT graduates were more likely than TT graduates to practice in rural areas and in the state upon graduation. RT graduates seem to advance academically as well as their TT counterparts.

What’s So Special about STEM? A Comparison of Women’s Retention in STEM and Professional Occupations

PubMed Central

Sassler, Sharon; Levitte, Yael; Michelmore, Katherine M.

2014-01-01

We follow female college graduates in the National Longitudinal Survey of Youth 1979 and compare the trajectories of women in science, technology, engineering, and mathematics (STEM)-related occupations to other professional occupations. Results show that women in STEM occupations are significantly more likely to leave their occupational field than professional women, especially early in their career, while few women in either group leave jobs to exit the labor force. Family factors cannot account for the differential loss of STEM workers compared to other professional workers. Few differences in job characteristics emerge either, so these cannot account for the disproportionate loss of STEM workers. What does emerge is that investments and job rewards that generally stimulate field commitment, such as advanced training and high job satisfaction, fail to build commitment among women in STEM. PMID:25554713

Educational Attainment of Workers, March 1975

ERIC Educational Resources Information Center

Whitmore, Bob

1976-01-01

The inverse relationship between educational attainment and unemployment is indicated in data concerning three major age groups during 1974-1975. The long-term uptrend in the educational level of the labor force continues, with college graduates experiencing changes in occupational distribution. (LH)

The Worker's Life in the 21st Century.

ERIC Educational Resources Information Center

Abbott, William L.

1979-01-01

What will life be like for occupational education graduates in the next century? This article offers a provocative look at the life of James Jones, a hypothetical twenty-first-century worker whose horizons extend to outer space and inner consciousness. (CT)

2007 motor vehicle occupant safety survey : driver education and graduated driver licensing

DOT National Transportation Integrated Search

2008-12-01

This Research Note summarizes selected results from the 2007 MVOSS. It focuses primarily on information collected regarding driver education and GDL. This was a new module introduced in 2007. The data are weighted to yield national estimates.

Contracting with the Enemy: The Contracting Officer’s Dilemma

DTIC Science & Technology

2015-06-01

Acquisition Research Program Graduate School of Business & Public Policy Naval Postgraduate School NPS-CM-15-133 ACQUISITION RESEARCH PROGRAM...Thesis Advisors: Dr. Max Kidalov, Assistant Professor E. Cory Yoder, Senior Lecturer Graduate School of Business & Public Policy Naval Postgraduate...Program Graduate School of Business & Public Policy Naval Postgraduate School The research presented in this report was supported by the Acquisition

Faculty Perceptions of Core Components Perceived to Be Effective in Their Prominent Graduate Entrepreneurship Education Programs

ERIC Educational Resources Information Center

Taylor, James Grant

2017-01-01

The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study sought to identify the best practices in graduate entrepreneurship education programs from the perceptions of faculty in the field. Research questions guiding the study were: (1)…

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

ERIC Educational Resources Information Center

Bayrak, Coskun; Kesim, Eren

2005-01-01

In this study, an e-learning platform was formed to enable school teachers and administrators to attend graduate programs in the field of educational administration, supervision, planning and economics. In this framework, for the non-thesis educational administration, supervision, planning and economics graduate programs to be conducted in the…

A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes

ERIC Educational Resources Information Center

Weeks, Faith; Gong, Ruiyang; Harbor, Jon

2015-01-01

Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes…

EDUCATIONAL PROBLEMS AND PLANNING FOR GIFTED STUDENTS--SELECTED PAPERS FROM GRADUATE LEADERSHIP TRAINING PROGRAM ON THE GIFTED.

ERIC Educational Resources Information Center

GALLAGHER, JAMES J.; AND OTHERS

SEVEN ARTICLES FROM THE INSTITUTE FOR RESEARCH ON EXCEPTIONAL CHILDREN CONSIDER THE GIFTED CHILD. THE FIRST ARTICLE, "LEADERSHIP TRAINING FOR THE GIFTED--A GRADUATE PROGRAM," IS BY J.J. GALLAGHER, DIRECTOR OF THE PROGRAM. SIX RESEARCH AND DEVELOPMENT PAPERS BY GRADUATE STUDENTS FOLLOW--"THE VARIABLE OF RACE, SEX AND INTELLIGENCE RELATED TO SOCIAL…

Graduate Program Culture and Intention to Persist: Working Adults in Cohort and Non-Cohort Programs

ERIC Educational Resources Information Center

Little, Diana Mitchell

2009-01-01

Cohort programs have been instituted at many universities to accommodate the growing number of mature adult graduate students who pursue degrees while maintaining multiple commitments such as work and family. While it is estimated that as many as 40-60% of students who begin graduate study fail to complete degrees, it is thought that attrition may…

Assessing the Educational Needs of Health Information Management Staff of the Mashhad University of Medical Sciences, Iran.

PubMed

Kimiafar, Khalil; Sheikhtaheri, Abbas; Sarbaz, Masoumeh; Hoseini, Masoumeh

2017-01-01

Health information management (HIM) professionals have a combination of skills and, at the same time, the demand for their skills in the health system is increasing rapidly. This study aimed to assess the educational needs of the HIM staff in Iran. This descriptive analytical study was conducted in eight teaching hospitals. It was found that the maximum educational needs concerned the knowledge of medical terminology, occupational safety, legal aspects, the newest rules and regulations, and ministry guidelines, while the least of the felt needs related to insurance and other aspects of registry, data ownership, and data quality. The need to learn about coding and classifications had a significant relationship with work experience (P = 0.045) and those with a work experience of 6 to 10 years had fewer needs. Educational needs were also significantly associated with the number of years since graduation (P = 0.005), as those with 5-10 years' experience after post-graduation had lesser needs than others. Those who plan educational programs for health information professionals must have a comprehensive view of the needs of the health system. Participation of specialists of different fields must be considered in educational planning of such interdisciplinary fields.

38 CFR 21.4273 - Collegiate graduate.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Assessment and... official of the school will certify a program of research pursued by a veteran or eligible person in... engaged. (c) Undergraduate or combination. If a graduate student is enrolled in both graduate and...

38 CFR 21.4273 - Collegiate graduate.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Assessment and... official of the school will certify a program of research pursued by a veteran or eligible person in... engaged. (c) Undergraduate or combination. If a graduate student is enrolled in both graduate and...

38 CFR 21.4273 - Collegiate graduate.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Assessment and... official of the school will certify a program of research pursued by a veteran or eligible person in... engaged. (c) Undergraduate or combination. If a graduate student is enrolled in both graduate and...

38 CFR 21.4273 - Collegiate graduate.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Assessment and... official of the school will certify a program of research pursued by a veteran or eligible person in... engaged. (c) Undergraduate or combination. If a graduate student is enrolled in both graduate and...

38 CFR 21.4273 - Collegiate graduate.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Assessment and... official of the school will certify a program of research pursued by a veteran or eligible person in... engaged. (c) Undergraduate or combination. If a graduate student is enrolled in both graduate and...

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

NASA Astrophysics Data System (ADS)

Bozeman, Sylvia T.; Hughes, Rhonda J.

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

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

PubMed

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

2017-07-01

Develop and test an instrument to measure graduate-nurses' perceptions of a structured mentorship program. New graduate nurses may experience difficulties in the transition from student to practitioner. Mentoring is commonly used to support graduates. However, there is a lack of published tools measuring graduate nurses' perceptions of mentorship. As mentoring is resource intensive, development and testing of a validated tool are important to assist in determining program effectiveness. A pretest-posttest interventional design was used. Following a critical review of literature and content experts' input, the 10-item National University Hospital Mentorship Evaluation (NUH ME) instrument was tested with a convenience sample of 83 graduate nurses. Psychometric tests included internal reliability, stability, content validity, and factor analysis. Changed scores were evaluated using paired samples t-test. Seventy-three graduates (88%) out of a possible 83 completed the pre-and post-program survey. Internal reliability was excellent with a Cronbach's alpha of 0.92. Test-retest reliability was stable over time (ICC=0.81). Exploratory factor analysis supported a 1-factor solution explaining 58.2% of variance. Paired samples t-test showed statistical significance between the pre- and post-program scores (p<0.001). The NUH-ME measure was found to be valid and reliable. Confirmatory Factor Analysis of the tool with different groups of nursing graduates is required. Mentorship programs can be an effective recruitment and retention strategy, but are also resource intensive. Measuring new graduates' perceptions of mentoring contributes to program relevance in addressing their personal, professional and clinical skill development needs. As mentoring engages a diverse range of mentors, feedback through measurement may also positively alter organizational learning culture. Copyright © 2017. Published by Elsevier Ltd.

Investigating Approaches to Diversity in a National Survey of Physics Doctoral Degree Programs: The Graduate Admissions Landscape

ERIC Educational Resources Information Center

Potvin, Geoff; Chari, Deepa; Hodapp, Theodore

2017-01-01

Graduate admissions play a critical gatekeeping role in the physics community not only because they select students who are allowed to begin their graduate studies, but also because they influence how students perceive graduate school, and in some cases whether or not they will even choose to apply. In conjunction with the APS Bridge Program, we…

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities.

PubMed

Graham, James M; Kim, Yang-Hyang

2011-04-01

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology. © 2011 Wiley Periodicals, Inc.

Not left to chance: introducing an undergraduate interprofessional education curriculum.

PubMed

Pardue, Karen T

2013-01-01

Teaching diverse health profession students to work in teams, communicate, understand each other's roles and responsibilities, and effectively collaborate is imperative for creating a practice-ready workforce. This short report introduces an innovative undergraduate interprofessional curriculum for students enrolled in the baccalaureate majors of applied exercise science, athletic training, dental hygiene, nursing and pre-occupational therapy. The process of designing this program of study, guided by the method of appreciative inquiry, is highlighted. The format and learning activities created for this novel curriculum are described. Congruence for this endeavor is explored through alignment with the recent national Interprofessional Education Collaborative expert panel report. Preparing graduates to fulfill the dual identity of discipline-specific clinician and interprofessional team member is an essential curricular consideration for contemporary health profession education.

13 CFR 124.301 - What are the ways a business may leave the 8(a) BD program?

Code of Federal Regulations, 2011 CFR

2011-01-01

...: (a) Graduation upon the expiration of the program term established pursuant to § 124.2; (b) Voluntary early graduation; (c) Early graduation pursuant to the provisions of §§ 124.302 and 124.304; or (d...

13 CFR 124.301 - What are the ways a business may leave the 8(a) BD program?

Code of Federal Regulations, 2010 CFR

2010-01-01

...: (a) Graduation upon the expiration of the program term established pursuant to § 124.2; (b) Voluntary early graduation; (c) Early graduation pursuant to the provisions of §§ 124.302 and 124.304; or (d...

7 CFR 3402.8 - Fellowship activities.

Code of Federal Regulations, 2013 CFR

2013-01-01

... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.8 Fellowship activities. A USDA Graduate Fellow shall be enrolled as a full-time graduate student, as defined by the institution, at all times during the tenure of the Fellowship...

7 CFR 3402.8 - Fellowship activities.

Code of Federal Regulations, 2014 CFR

2014-01-01

... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.8 Fellowship activities. A USDA Graduate Fellow shall be enrolled as a full-time graduate student, as defined by the institution, at all times during the tenure of the Fellowship...

42 CFR 413.75 - Direct GME payments: General requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... physicians' salaries and fringe benefits attributable to direct graduate medical education (GME); and (2... publications: (i) The Directory of Graduate Medical Education Programs published by the American Medical... Council for Graduate Medical Education (ACGME) as a fellowship program in geriatric medicine. (4) Is a...

International Student Perspectives on Graduate Advising Relationships

ERIC Educational Resources Information Center

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

2009-01-01

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

Bioenvironmental Engineering: An Interdisciplinary Approach to Training Environmental Engineers at Rutgers University

NASA Astrophysics Data System (ADS)

Uchrin, Christoph; Krogmann, Uta; Gimenez, Daniel

2010-05-01

It is becoming increasingly apparent that environmental problems have become extremely complex, involving inter- and multidisciplinary expertise. Furthermore, the nature of environmental episodes requires practitioners who are flexible in designing appropriate solution approaches. As a result, there is a high demand for environmental engineering graduates in the professional sector as well as graduate schools. At Rutgers University, we have designed and are now delivering an undergraduate curriculum that melds a strong background in basic and applied sciences with a rigorous sequence of design oriented engineering courses, all focused on producing graduates who view the environment in a holistic sense, rather than a narrow, medium oriented manner. Since the implementation of the program in 2004 student numbers have doubled and half of the students graduate with honors. The undergraduate program is complemented by the new Environmental Engineering option of the Graduate Program in Environmental Sciences. The undergraduate program and the graduate option are served by a highly committed faculty of seven full-time members and one part-time member.

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

PubMed

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

2010-03-01

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

Best practices of formal new graduate nurse transition programs: an integrative review.

PubMed

Rush, Kathy L; Adamack, Monica; Gordon, Jason; Lilly, Meredith; Janke, Robert

2013-03-01

The aim of this review was to identify best practices of formal new graduate nurse transition programs. This information would be useful for organizations in their support and development of formal transition programs for newly hired nurses. An integrative review of the nursing research literature (2000-2011). The literature search included PubMed (MEDLINE), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and the Excerpta Medica Database (Embase). Studies that dealt with programs geared toward pre-registration nursing students were removed. At least two researchers evaluated the literature to determine if the article met the inclusion and exclusion criteria. The final number of articles included in this review is 47. Cooper's (1989) five-stage approach to integrative review guided the process: problem formulation, data collection, evaluation of data points, data analysis and interpretation, presentation of results. Transition program literature was examined according to four major themes: Education (pre-registration and practice), Support/Satisfaction, Competency and Critical Thinking, and Workplace Environment. This included new graduates' retrospective accounts of their undergraduate education and examination of orientation and formal supports provided beyond the traditional unit orientation period. Transition programs included residencies, internships, mentorships, extended preceptorships, and generic programs. Common elements of programs were a specified resource person(s) for new graduates, mentor (mentorship), formal education, and peer support opportunities. The length, type of education, and supports provided varied considerably among programs, yet the presence of a transition program resulted in improved new graduate nurse retention and cost benefits. The variability in research designs limits the conclusions that can be drawn about best practices in transition programs for new graduate nurses. The presence of a formal new graduate transition program resulted in good retention and improved competency. The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments. Copyright © 2012 Elsevier Ltd. All rights reserved.

Longitudinal Outcomes of an Institutionally Developed Nurse Residency Program

PubMed Central

Cline, Debbie; La Frentz, Kelly; Fellman, Bryan; Summers, Barbara; Brassil, Kelly

2017-01-01

Nurse residency programs are widely implemented to enhance integration of new graduate nurses entering the workforce. This article presents a retrospective analysis of 10 years of residency data from an internally developed residency program that utilized the Casey-Fink Graduate Nurse Experience Survey. Outcomes of this program were similar to those from studies using commercially available products, suggesting an internally developed residency curricula may be equally beneficial to the development of new graduate nurses. PMID:28727624

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

PubMed

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

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

Attrition among Women and Minorities in Earth and Space Science (ESS) Graduate Programs

NASA Astrophysics Data System (ADS)

Alexander, C. J.; Hawthorne, C.; Allen, W. R.; Alvarez, R.; Geisler, J.

2001-05-01

Recent data collected by the American Geological Institute (AGI) indicates that the rate of enrollment of ethnic minorities in the geosciences has steadily declined since the 1980's, and in that time the number of geoscience degrees awarded to ethnic minorities has been fairly steady at less than 1%. Data from the National Science Foundation suggests that only 43 of 186 Universities offering an ESS program have ever graduated an ethnic minority in the history of their program. Factors contributing to these abysmal figures differ for different ethnic-minority groups. We will address institutional obstacles to graduate learning which result in above-normal attrition of ethnic-minorities in ESS graduate programs. The recent studies show an attrition rate of 70% among African American males in ESS graduate programs, while among Hispanic females the attrition rate is only 3%. Studies by sociologists have recently shown that some law schools and medical schools have traits in common with these geoscience departments in the rates at which degrees are awarded to ethnic minorities. Institutional barriers encountered by ethnic minorities in graduate schools may take many forms, but can also be as simple as a lack of community support. In the 1990's the California Institute of Technology (Caltech) made a commitment to the retention of women in their graduate and undergraduate schools. Their program included mentoring, focussed tutoring, self-esteem support groups, and other retention efforts. Under this program, the attrition rate of women has dramatically slowed. In this paper, we will discuss the AGI data, the program instituted by Caltech, possible causes of attrition among populations of Hispanic, and African American males and females, as well as potential programs to address these problems. We will also present, from the nationwide study, data on geoscience departments which have been relatively successful at retaining and graduating ethnic minorities in Earth and Space Sciences. The AGI Report on the Status of [U.S.] Academic Geoscience Departments is available online at the URL listed below.

Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school

PubMed Central

Shankar, P Ravi; Dubey, Arun K; Nandy, Atanu; Herz, Burton L; Little, Brian W

2015-01-01

Introduction: Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care.  Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation.   Methods: The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied. Results: Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth.  Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues. Conclusions: About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce. PMID:25901275

Non-Traditional Graduate Education: A Frontier for the 1980's. Selected Papers from the Conference on Non-Traditional Interdisciplinary Programs (2nd, Arlington, Virginia, June 22-24, 1983).

ERIC Educational Resources Information Center

Fonseca, James W., Ed.

Six papers on graduate education are presented from the George Mason University (Virginia) annual conference on nontraditional interdisciplinary programs. The papers and authors include: "Management Education: A Non-Traditional Graduate Program for the Non-for-Profit Manager" (Susan Calkin); "'Pracademics': the Role of the Adjunct…

Definition of "Rural" Determines the Placement Outcomes of a Rural Medical Education Program: Analysis of Jichi Medical University Graduates

ERIC Educational Resources Information Center

Matsumoto, Masatoshi; Inoue, Kazuo; Kajii, Eiji

2010-01-01

Purpose: To show the impact of changing the definition of what is "rural" on the outcomes of a rural medical education program. Methods: A cross-sectional sample of 643 graduates under obligatory rural service and 1,699 graduates after serving their obligation, all from Jichi Medical University (JMU), a binding rural education program in…

20 years of graduate optics education at the University of New Mexico

NASA Astrophysics Data System (ADS)

Osiński, Marek; Jungling, Kenneth C.; Sheik-Bahae, Mansoor; Prasad, Sudhakar; McIver, John K.; Guenther, Arthur H.

2003-10-01

The year 2003 marks the 20th anniversary of introducing interdisciplinary graduate optics education at the University of New Mexico. The Ph.D. program in Optical Sciences has produced over 75 graduates. A new M.S. program in Optical Science and Engineering, introduced in Fall 2002, is rapidly gaining popularity. This paper reviews both programs, focusing on their unique features.

Employers Expect the Best.

ERIC Educational Resources Information Center

Campbell, James

1980-01-01

Business needs vocational education graduates with a strong business education and with occupational skill training based on clear theoretical understanding. Local business needs a close working relationship with the local vocational education community. Business could become the most important ally and supporter of the schools. (CT)

Evaluation of VA Women's Health Fellowships: developing leaders in academic women's health.

PubMed

Tilstra, Sarah A; Kraemer, Kevin L; Rubio, Doris M; McNeil, Melissa A

2013-07-01

The Department of Veterans Affairs (VA) instituted the VA Women's Health Fellowship (VAWHF) Program in 1994, to accommodate the health needs of increasing numbers of female veterans and to develop academic leaders in women's health. Despite the longevity of the program, it has never been formally evaluated. To describe the training environments of VAWHFs and career outcomes of female graduates. Cross-sectional web-based surveys of current program directors (2010-2011) and VAWHF graduates (1995-2011). Responses were received from six of seven program directors (86 %) and 42 of 74 graduates (57 %). The mean age of graduates was 41.2 years, and mean time since graduation was 8.5 years. Of the graduates, 97 % were female, 74 % trained in internal medicine, and 64 % obtained an advanced degree. Those with an advanced degree were more likely than those without an advanced degree to pursue an academic career (82 % vs. 60 %; P<0.01). Of the female graduates, 76 % practice clinical women's health and spend up to 66 % of their time devoted to women's health issues. Thirty percent have held a VA faculty position. Seventy-nine percent remain in academics, with 39 % in the tenure stream. Overall, 94 % had given national presentations, 88 % had received grant funding, 79 % had published in peer-reviewed journals, 64 % had developed or evaluated curricula, 51 % had received awards for teaching or research, and 49 % had held major leadership positions. At 11 or more years after graduation, 33 % of the female graduates in academics had been promoted to the rank of associate professor and 33 % to the rank of full professor. The VAWHF Program has been successful in training academic leaders in women's health. Finding ways to retain graduates in the VA system would ensure continued clinical, educational, and research success for the VA women veteran's healthcare program.

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

PubMed

Bitterman, Noemi; Shalev, Ilana

2005-05-01

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

Predicting Success in a Graduate Psychology Program

ERIC Educational Resources Information Center

Kordinak, S. Thomas; Kercher, Melanie; Harman, Marsha J.; Bruce, A. Jerry

2009-01-01

The Graduate Record Examination (GRE) General Tests and GRE advanced Psychology (PSYGRE) Test were correlated with several measures of success in our graduate program at Sam Houston State University including some specific courses. Significant correlations were obtained for several of these measures, but the PSYGRE provided incremental validity…

75 FR 34516 - Bureau of Educational and Cultural Affairs; Edmund S. Muskie Graduate Fellowship Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-17

.... Muskie Graduate Fellowship Program Notice: Correction to original Request for Grant Proposals. SUMMARY... revision to the original Request for Grant Proposals (RFGP) for the Edmund S. Muskie Graduate Fellowship... the original announcement remain the same. Additional Information Interested organizations should...

The Relationship between Graduate Orientation Programs and Satisfaction with Institutional Choice

ERIC Educational Resources Information Center

Stiles, Carl G.

2012-01-01

This research study evaluated graduate orientation programs offered at private institutions of higher education in a New England state. Matriculated master's degree candidates participated in a survey to determine if participation in graduate orientation influenced first semester satisfaction with their college choice. Supporting the…

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

ERIC Educational Resources Information Center

Cady, K. Bingham; And Others

1988-01-01

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

Graduate Liberal Studies.

ERIC Educational Resources Information Center

Brown, Peggy, Ed.

1982-01-01

An article on graduate liberal studies (GLS) and descriptions of GLS programs are presented. In "The Concept of Graduate Liberal Studies," Allie M. Frazier considers GLS curricular offerings, characteristics of students pursuing these studies, and the future of GLS. GLS degree programs allow adults to pursue a liberal education, which is…

Facilitating Racial and Ethnic Diversity in the Health Workforce.

PubMed

Snyder, Cyndy R; Frogner, Bianca K; Skillman, Susan M

2018-01-01

Racial and ethnic diversity in the health workforce can facilitate access to healthcare for underserved populations and meet the health needs of an increasingly diverse population. In this study, we explored 1) changes in the racial and ethnic diversity of the health workforce in the United States over the last decade, and 2) evidence on the effectiveness of programs designed to promote racial and ethnic diversity in the U.S. health workforce. Findings suggest that although the health workforce overall is becoming more diverse, people of color are most often represented among the entry-level, lower-skilled health occupations. Promising practices to help facilitate diversity in the health professions were identified in the literature, namely comprehensive programs that integrated multiple interventions and strategies. While some efforts have been found to be promising in increasing the interest, application, and enrollment of racial and ethnic minorities into health profession schools, there is still a missing link in understanding persistence, graduation, and careers.

20 CFR 670.740 - Must continued services be provided for graduates?

Code of Federal Regulations, 2011 CFR

2011-04-01

... graduates? 670.740 Section 670.740 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF....740 Must continued services be provided for graduates? Yes, according to procedures issued by the... program graduates for 12 months after graduation. ...

Nonproliferation Graduate Fellowship Program Annual Report: Class of 2011

DOE Office of Scientific and Technical Information (OSTI.GOV)

McMakin, Andrea H.

2012-08-20

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

29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 9 2012-07-01 2012-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 9 2014-07-01 2014-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 9 2013-07-01 2013-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 9 2011-07-01 2011-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 9 2010-07-01 2010-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

New master program in management in biophotonics and biotechnologies

NASA Astrophysics Data System (ADS)

Meglinski, I. V.; Tuchin, V. V.

2006-08-01

We develop new graduate educational highly interdisciplinary program that will be useful for addressing problems in worldwide biotechnologies and related biomedical industries. This Master program called Management in Biophotonics and Biotechnologies provides students with the necessary training, education and problem-solving skills to produce managers who are better equipped to handle the challenges of modern business in modern biotechnologies. Administered jointly by Cranfield University (UK) and Saratov State University, Russia) graduates possess a blend of engineering, biotechnologies, business and interpersonal skills necessary for success in industry. The Master courses combine a regular year program in biophotonics & biotechnologies disciplines with the core requirements of a Master degree. A major advantage of the program is that it will provide skills not currently available to graduates in any other program, and it will give the graduates an extra competitive edge for getting a job then.