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.

Brief 77 Health Physics Enrollments and Degrees Survey, 2015 Data

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

None, None

The 2015 Health Physics Enrollments and Degrees Survey reports degrees granted between September 1, 2014 and August 31, 2015. Enrollment information refers to the fall term 2015. Twenty-two academic programs were included in the survey universe, with all 22 programs providing data. The enrollments and degrees information comprises students majoring in health physics or in an option program equivalent to a major. The report includes enrollment information on undergraduate students and graduate students and information by degree level for post-graduation plans.

Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin A.

2018-01-01

The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a…

Transition in Physical Recreation and Students with Cognitive Disabilities: Graduate and Parent Perspectives

ERIC Educational Resources Information Center

Roth, Kristi; Pyfer, Jean; Huettig, Carol

2007-01-01

The purpose of this study was to investigate the perceived impact of physical recreation transition programming on individuals with cognitive disabilities and generate strategies for improved transition. Interviews were completed with 17 young adults who were one to three years post graduation. Interviews determined graduate's perception of their…

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to those institutions with formal programs in place.

Fixed and growth mindsets in physics graduate admissions

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Plisch, Monica; Gray, Kara E.; Potvin, Geoff; Hodapp, Theodore

2017-12-01

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

The Landscape of Graduate Admissions: Surveying Physics Programs about Doctoral Admissions Practices

NASA Astrophysics Data System (ADS)

Potvin, Geoff

2014-03-01

Sustaining or improving the best graduate programs as well as increasing the diversity of the physics community requires us to better understand the critical gatekeeping role played by graduate admissions. Admissions processes determine not only who is allowed to begin graduate study but can also influence who chooses to even consider applying. Recently, in concert with some of the activities of the APS Bridge Program, a survey was conducted of directors of graduate admissions and associated faculty in doctoral-granting departments about their admissions practices. Receiving responses from over 75% of departments that award PhDs in physics, respondents were probed about their admissions decisions with special attention on the criteria used in admissions and their relative importance, and how student representation considerations are dealt with in the admissions process (if at all). Results indicate a number of important issues for future students, faculty, and administrators to consider including the importance placed on GRE scores. Results also indicate a sizable number of departments express a latent demand for greater numbers of students from traditionally-underrepresented backgrounds (including women) but simultaneously report a dearth of such students who even apply to their doctoral programs. Implications of these and other findings will be discussed.

Physics education research: A research subfield of physics with gender parity

NASA Astrophysics Data System (ADS)

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

2015-12-01

Women currently outnumber men in obtaining undergraduate degrees but are underrepresented within STEM fields. However, women's representation varies by STEM field, and even further by STEM subfield. One field that has held a persistent low representation of women is physics. This paper seeks to uncover the truth behind an anecdotal claim that the subfield of physics education research (PER) has a higher representation of women than physics as a whole. Graduate students in PER completed an online survey to assess their demographics, trajectory in PER, climate experiences, and goals for their research. The response rate for the survey was 68%, yielding 125 total respondents. This paper will focus on the 91 respondents enrolled in U.S. graduate programs. It was found that women make up 51% of the U.S. PER graduate students in this sample, as compared to only 19% of physics graduate students overall. Survey findings also revealed that both women and men in PER graduate programs experience similarly positive working relationships with faculty and fellow students. Last, both men and women reported building a stronger scientific workforce and becoming better teachers as goals for their PER research.

The UNAM M. Sc. program in Medical Physics enters its teen years

NASA Astrophysics Data System (ADS)

Brandan, María-Ester

2010-12-01

The M.Sc. (Medical Physics) program at the National Autonomous University of Mexico UNAM, created in 1997, has graduated a substantial number of medical physicists who constitute today about 30% of the medical physics clinical workforce in the country. Up to present date (May 2010) more than 60 students have graduated, 60% of them hold clinical jobs, 20% have completed or study a Ph.D., and 15% perform activities related to this specialization. In addition to strengthening the clinical practice of medical physics, the program has served as an incentive for medical physics research in UNAM and other centers. We report the circumstances of the program origin, the evolution of its curriculum, the main achievements, and the next challenges.

GRAD-MAP: A Joint Physics and Astronomy Diversity Initiative at the University of Maryland

NASA Astrophysics Data System (ADS)

Steele, Amy; Smith, Robyn; Wilkins, Ashlee; Jameson, Katie

2018-01-01

Graduate Resources for Advancing Diversity with Maryland’s Astronomy and Physics (GRAD-MAP), builds connections between UMD and mid-Atlantic HBCUs, Minority-Serving Institutions (MSIs), and community colleges. We use seminars, forums, and workshops to foster a diverse community of undergraduates prepared to succeed in graduate school, inclusion-minded graduate student mentors, and faculty versed in the experiences of students at MSIs and the need for changes in the fields of physics and astronomy. Now in its fifth year, GRAD-MAP remains a graduate-student-powered initiative with a three-pronged approach: 1) Fall Collaborative Seminars, 2) A Winter Workshop, and 3) A Summer Scholars Program. This coherent set of programming allows GRAD-MAP to do more than just increase the numbers of minority students participating in astronomy and physics research (or worse, simply shuffle around students who already are or would be active in research). GRAD-MAP is committed to identifying students who are otherwise underserved or overlooked by the traditional academic pipeline, not only to get them on the path to be successful undergraduate researchers and eventual graduate applicants, but also to make substantial, sustainable efforts toward making the climate of academic physics and astronomy more inclusive to them and all other underrepresented minority students. We will describe the key elements of our program, highlight successes and lessons learned, and describe future directions for program elements. GRAD-MAP can serve as a model for other universities committed to diversity and inclusion.

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

NASA Astrophysics Data System (ADS)

Taylor, Cyrus

2003-03-01

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

Courses in Physics in Medical Colleges

ERIC Educational Resources Information Center

Physics Education, 1975

1975-01-01

Provides information concerning programs in medical physics, radiation biology, and radiation physics at eight British medical colleges. Each institution is separately listed, and the provided information typically includes program descriptions, graduate programs, and main branches of research. (MLH)

Graduate Training Program in Ocean Engineering. Final Report.

ERIC Educational Resources Information Center

Frey, Henry R.

Activities during the first three years of New York University's Ocean Engineering Program are described including the development of new courses and summaries of graduate research projects. This interdepartmental program at the master's level includes aeronautics, chemical engineering, metallurgy, and physical oceanography. Eleven courses were…

A survey of physical assessment techniques performed by RNs: lessons for nursing education.

PubMed

Giddens, Jean F

2007-02-01

There is ongoing concern about the adequacy of the educational preparation of nursing graduates; at the same time, there is concern regarding excessive content within nursing curricula. The purpose of this study was to identify physical examination skills performed by practicing nurses to better understand the competencies needed by graduates of nursing programs. A sample of 193 nurses completed a survey indicating the frequency they performed various physical assessment techniques. Thirty skills routinely performed by nurses were identified; the remaining skills were reportedly performed occasionally or were not performed. The fact that only 30 skills were reportedly performed regularly by the sample raises questions about the depth at which examinations should be conducted in the clinical setting and the depth at which physical examination skills should be taught in nursing programs. Nurse educators should assess the skills currently taught in nursing programs and consider what skills graduates actually need to enter nursing practice.

Implementing an Industrial Approach into Physics Graduate Education

NASA Astrophysics Data System (ADS)

Vickers, Ken

2006-04-01

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

Career Aspirations and Career Outcomes for Solar and Space Physics Ph.D

NASA Astrophysics Data System (ADS)

Moldwin, M.; Morrow, C. A.

2013-12-01

Results from a recent graduate student survey found unsurprisingly that Solar and Space Physics (S&SP) Ph.D. graduate students almost all aspire to have research careers in Solar and Space Physics. This study reports on the research career outcomes over the last decade for S&SP Ph.Ds. We used publication of peer-reviewed articles as the indicator for persistence in a research career. We found that nearly two-thirds (64%) of Ph.D.s who graduated between 2001 to 2009 published refereed-papers four or more years after their Ph.D., while 17% of Ph.D.s never published another paper beyond the year they received their Ph.D. The remaining 19% of Ph.Ds, stopped publishing within three-years of receiving their Ph.D. We found that though there is statistically no difference on persistence of publishing research between graduates of the largest programs compared to all other programs, there are significant differences between programs. We also found there was no gender differences in any of the persistence data (i.e., men and women stop or continue publishing at the same rates). Graduate programs, faculty advisors and potential graduate students can use these data for career planning. This study suggests that a significant majority of S&SP Ph.D.s (77%) find post-doctoral research positions and a majority (56%) find research careers beyond their post-doc.

Educational Trajectories of Graduate Students in Physics Education Research

ERIC Educational Resources Information Center

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

2014-01-01

Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of…

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.

Preparing Students for Careers in Science and Industry with Computational Physics

NASA Astrophysics Data System (ADS)

Florinski, V. A.

2011-12-01

Funded by NSF CAREER grant, the University of Alabama (UAH) in Huntsville has launched a new graduate program in Computational Physics. It is universally accepted that today's physics is done on a computer. The program blends the boundary between physics and computer science by teaching student modern, practical techniques of solving difficult physics problems using diverse computational platforms. Currently consisting of two courses first offered in the Fall of 2011, the program will eventually include 5 courses covering methods for fluid dynamics, particle transport via stochastic methods, and hybrid and PIC plasma simulations. The UAH's unique location allows courses to be shaped through discussions with faculty, NASA/MSFC researchers and local R&D business representatives, i.e., potential employers of the program's graduates. Students currently participating in the program have all begun their research careers in space and plasma physics; many are presenting their research at this meeting.

Mind-Body Connection on a High Wire: A Cross Disciplinary Ropes Course Experience for Graduate Students

ERIC Educational Resources Information Center

Graham, Louise B.; Robinson, Ellyn M.

2009-01-01

Two classes from diverse graduate programs merged and melded for a weeklong intensive outdoor experience to learn how to be leaders for an outdoor challenge course. Physical Education graduate students and students in a Counselor Education program together participated in the Challenge Course, co-led by an Exercise Scientist and a Psychologist.…

Teaching Information Evaluation and Critical Thinking Skills in Physics Classes

ERIC Educational Resources Information Center

Popescu, Adriana; Morgan, James

2007-01-01

The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The "Report of the Joint APS-AAPT Task Force on Graduate Education in Physics" calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the…

Joint Task Force on Undergraduate Physics Programs (J-TUPP): Overview and Major Findings

NASA Astrophysics Data System (ADS)

Heron, Paula

2016-03-01

The Joint Task Force on Undergraduate Physics Programs (JTUPP) was formed in response to growing awareness in the physics community that physics majors pursue a wide range of careers after graduation, with very few ending up in academia. The task force is charged with identifying the skills and knowledge that undergraduate physics degree holders should possess to be well prepared for a diverse set of careers, and providing guidance for physicists considering revising the undergraduate curriculum to improve the education of a diverse student population. Task force members represent large and small universities, professional societies, and industry, and have expertise in a broad range of areas including entrepreneurship, physics education research and systemic change in education. We reviewed employment data, surveys of employers, and reports generated by other disciplines. We also met with physicists in selected industries to get their views on the strengths and weaknesses of physics graduates, commissioned a series of interviews with recent physics graduates employed in the private sector, and identified exemplary programs that ensure that all of their students are well prepared to pursue a wide range of career paths. The findings and recommendations will be summarized.

Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2010-02-01

Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

Democratic Republic of Congo: Status of women in physics

NASA Astrophysics Data System (ADS)

Banza, Elvire Nzeba

2015-12-01

There is one physics department in the Democratic Republic of Congo, at the University of Kinshasa. Since 2001, one woman graduate continued her studies in England, where she received a PhD, and currently two master's degree graduates from this program have joined the faculty as assistant professors.

Graduate Medical Education Funding and Curriculum in Physical Medicine and Rehabilitation: A Survey of Physical Medicine and Rehabilitation Department Chairs.

PubMed

Perret, Danielle; Knowlton, Tiffany; Worsowicz, Gregory

2018-03-01

This national survey highlights graduate medical education funding sources for physical medicine and rehabilitation (PM&R) residency programs as well as perceived funding stability, alignment of the current funding and educational model, the need of further education in postacute care settings, and the practice of contemporary PM&R graduates as perceived by PM&R department/division chairs. Approximately half of the reported PM&R residency positions seem to be funded by Centers of Medicare and Medicaid Services; more than 40% of PM&R chairs believe that their residency program is undersized and nearly a quarter feel at risk for losing positions. A total of 30% of respondents report PM&R resident experiences in home health, 15% in long-term acute care, and 52.5% in a skilled nursing facility/subacute rehabilitation facility. In programs that do not offer these experiences, most chairs feel that this training should be included. In addition, study results suggest that most PM&R graduates work in an outpatient setting. Based on the results that chairs strongly feel the need for resident education in postacute care settings and that most graduates go on to practice in outpatient settings, there is a potential discordance for our current Centers of Medicare and Medicaid Services graduate medical education funding model being linked to the acute care setting.

The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

PubMed

Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

2014-01-01

Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

GRAD-MAP: A Physics and Astronomy Diversity Initiative at the University of Maryland

NASA Astrophysics Data System (ADS)

Smith, Robyn; Rogoszinski, Zeeve; Sheppard, Kyle; Taylor, Corbin; Wilkins, Ashlee; Vogel, Stuart; Rolston, Steve; Hammer, Donna; Gezari, Suvi; Williams, Jimmy

2017-01-01

Graduate Resources for Advancing Diversity with Maryland's Astronomy and Physics (GRAD-MAP) builds connections with mid-Atlantic HBCUs, Minority-Serving Institutions (MSIs), and community colleges using seminars, forums, and workshops to foster a diverse community: undergraduates prepared to succeed in graduate school, inclusion-minded graduate student mentors, and faculty versed in the experiences of students at MSIs. In its fourth year, GRAD-MAP remains a graduate-student-powered initiative with a four-pronged approach: 1) Fall Collaborative Seminars, 2) Winter Workshop, 3) Spring Symposium, and 4) Summer Scholars Program. This coherent programming allows GRAD-MAP to do more than just increase the number of minority students or simply shuffle around students who already are, or would be, active in research. GRAD-MAP is committed to identifying students who are underserved or overlooked by the traditional academic pipeline. Our goal is not only to get them on the path to be successful undergraduate researchers and eventual graduate applicants, but also to make substantial, sustainable efforts toward a more inclusive climate in physics and astronomy. We will describe the key elements of our program, highlight successes and lessons learned, and describe formal evaluation currently underway with the intent that GRAD-MAP could serve as a model for other universities committed to diversity and inclusion.

Occupational Opportunities for the Physically Handicapped. Part B. Manual.

ERIC Educational Resources Information Center

Uthe, Elaine F.

This manual presents the master lists of 206 job titles of 167 different Dictionary of Occupational Titles (DOT) code numbers which were held by physically handicapped graduates/completers of vocational programs as determined by a business and industry survey and graduate followup. (The project itself is reported in CE 026 163; survey and followup…

An undergraduate program for astronomy in México

NASA Astrophysics Data System (ADS)

Bravo-Alfaro, Hector; Migenes, Victor

Astronomy in Mexico has an ancient tradition, reinforced during the XXth century by groups working in theoretical and observational astronomy. During the 90s, the Great Millimeter Telescope (a single 50-m antenna) has been approved, and a 6-m infrared telescope is under study. Graduate and undergraduate programs must be improved to prepare future Mexican and Latin American astronomers to take advantage of these facilities. To meet the challenge, two traditional Mexican programs (Instituto de Astronomia-UNAM and Instituto Nacional de Astrofisica, Optica y Electronica-INAOE) are updating their graduate programs for. Similarly, the Departamento de Astronomia de la Universidad de Guanajuato is joining physicists in the first undergraduate program in Mexico in Physics and Engineering with an option in Astrophysics. This will prepare students so that they can choose between industry, academia or national laboratories, either in Physics or Astronomy. Jobs in academia have been scarce; many students had to give up their goals after one or two postdoctoral positions. Graduate and undergraduate programs must adjust, by broadening the scope of present programs so that students are better prepared for other job opportunities. We present a BSc program designed by astronomers and physicists to try to address some of these concerns and prepare the students for either continuing with graduate studies or finding employment in an ever-changing job market.

Predicting Success: A Study of Admission Processes and Passing the National Physical Therapy Examination for Physical Therapist Assistants

ERIC Educational Resources Information Center

Shaab, Kathryn R.

2013-01-01

In order to practice physical therapy, physical therapist assistants (PTAs) must graduate from an accredited academic program and pass the National Physical Therapy Examination for Physical Therapist Assistants (PTA-NPTE). The primary objective of academic programs is to prepare students to successfully complete these two milestones to become…

Graduate Education.

ERIC Educational Resources Information Center

Eng, Jacqueline; And Others

1991-01-01

Discusses the advantages of getting graduate degrees in pharmaceutical sciences, physical therapy, occupational therapy, nursing, and respiratory therapy. Looks at the cost of education, degrees offered, research and clinical options, availability of programs, and career options. (JOW)

Preparing physics students for research and development in industry

NASA Astrophysics Data System (ADS)

Murray, Cherry

1998-03-01

A large percentage of physics graduate students in the US go on to careers in industrial research and development. Are they getting the kind of education in physics graduate school that they need for a successful industrial career? What does it take to succeed in an industrial R&D environment? I will give an anecdotal account of my personal answers to these questions and give some suggestions for improvment of the standard physics PhD program.

Prevalence of Physical Disability and Accommodation Needs among Students in Physical Therapy Education Programs

ERIC Educational Resources Information Center

Hinman, Martha R.; Peterson, Cathryn A.; Gibbs, Karen A.

2015-01-01

Most research on graduate students with disabilities (SWDs) has focused on medical education. The purposes of this study were to: (1) estimate the prevalence of students with physical disabilities (SWPDs) in physical therapy programs, (2) identify common types of physical disabilities, (3) document the types of accommodations requested by SWPDs,…

The Physics Entrepreneurship Program - 11 Years of Teaching and Practicing Innovation and Entrepreneurship to Graduate Students and Beyond

NASA Astrophysics Data System (ADS)

Caner, Edward

2012-02-01

The Physics Entrepreneurship Program (PEP) at Case Western Reserve University is a MS in Physics, Entrepreneurship Track that teaches physics, business, and innovation. PEP admitted its first class in 2000 with the original goal of empowering physicists to be successful entrepreneurs. Since Y2K, much has happened in the world's economies and markets, and we have shifted our goals to include a strong innovation component. For instance, our metrics have changed from ``companies created'' to ``capital raised by our students'' (i.e., grants and investment in innovation), which allows our students to participate in an apprentice-type relationship with a more experienced entrepreneur before venturing out on their own (which could take many years before they are ready). We will describe the program, how we teach innovation, student and alumni activities and how difficult it is to operate a sustainable graduate program in this arena.

Creating a Virtual Physics Department.

ERIC Educational Resources Information Center

Suson, Daniel J.; Hewett, Lionel D.; McCoy, Jim; Nelson, Vaughn

1999-01-01

Describes a solution to alleviate the low numbers of students graduating from the majority of physics programs throughout the nation. Discusses the outcome of a virtual physics department. (Author/CCM)

Correlation of admissions statistics to graduate student success in medical physics

PubMed Central

McSpadden, Erin; Rakowski, Joseph; Nalichowski, Adrian; Yudelev, Mark; Snyder, Michael

2014-01-01

The purpose of this work is to develop metrics for evaluation of medical physics graduate student performance, assess relationships between success and other quantifiable factors, and determine whether graduate student performance can be accurately predicted by admissions statistics. A cohort of 108 medical physics graduate students from a single institution were rated for performance after matriculation based on final scores in specific courses, first year graduate Grade Point Average (GPA), performance on the program exit exam, performance in oral review sessions, and faculty rating. Admissions statistics including matriculating program (MS vs. PhD); undergraduate degree type, GPA, and country; graduate degree; general and subject GRE scores; traditional vs. nontraditional status; and ranking by admissions committee were evaluated for potential correlation with the performance metrics. GRE verbal and quantitative scores were correlated with higher scores in the most difficult courses in the program and with the program exit exam; however, the GRE section most correlated with overall faculty rating was the analytical writing section. Students with undergraduate degrees in engineering had a higher faculty rating than those from other disciplines and faculty rating was strongly correlated with undergraduate country. Undergraduate GPA was not statistically correlated with any success metrics investigated in this study. However, the high degree of selection on GPA and quantitative GRE scores during the admissions process results in relatively narrow ranges for these quantities. As such, these results do not necessarily imply that one should not strongly consider traditional metrics, such as undergraduate GPA and quantitative GRE score, during the admissions process. They suggest that once applicants have been initially filtered by these metrics, additional selection should be performed via the other metrics shown here to be correlated with success. The parameters used to make admissions decisions for our program are accurate in predicting student success, as illustrated by the very strong statistical correlation between admissions rank and course average, first year graduate GPA, and faculty rating (p<0.002). Overall, this study indicates that an undergraduate degree in physics should not be considered a fundamental requirement for entry into our program and that within the relatively narrow range of undergraduate GPA and quantitative GRE scores of those admitted into our program, additional variations in these metrics are not important predictors of success. While the high degree of selection on particular statistics involved in the admissions process, along with the relatively small sample size, makes it difficult to draw concrete conclusions about the meaning of correlations here, these results suggest that success in medical physics is based on more than quantitative capabilities. Specifically, they indicate that analytical and communication skills play a major role in student success in our program, as well as predicted future success by program faculty members. Finally, this study confirms that our current admissions process is effective in identifying candidates who will be successful in our program and are expected to be successful after graduation, and provides additional insight useful in improving our admissions selection process. PACS number: 01.40.‐d PMID:24423842

Retention in service of recruits assigned to the army physical fitness test enhancement program in basic combat training.

PubMed

Knapik, Joseph J; Hauret, Keith G; Lange, Jeffery L; Jovag, Brian

2003-06-01

Recruits are assigned to the Army Physical Fitness Test Enhancement Program (APFTEP) if they are unable to pass the final Army physical fitness test at the end of basic combat training (BCT). The U.S. Army Medical Command tasked the U.S. Army Center for Health Promotion and Preventive Medicine to examine the retention in service of individuals completing this program. To accomplish this tasking, the following data were obtained: a list of APFTEP recruits at Fort Jackson, South Carolina between January 1999 and June 2001; a list of BCT graduates from the Army Training Requirements and Resources System; and a comparison group of non-APFTEP recruits matched 3 to 1 on the basis of age, gender, Army entry date (+/- 30 days), BCT location, and active Army status from the Army Medical Surveillance Activity. We found that the proportion of recruits who successfully completed the APFTEP and graduated from BCT (85% of men, 80% of women) was lower than documented graduation rates for all recruits (93% of men, 87% of women). Retention in service after 1 year was also lower for APFTEP recruits than for non-APFTEP recruits among both men (74% vs. 92%, p < 0.01) and women (63% vs. 84%, p < 0.01). Despite the lower BCT graduation success and retention in service for APFTEP recruits, the program does assist in retaining soldiers who would otherwise be discharged for failing the Army physical fitness test. Thus, the program may be a useful tool for limiting attrition.

Losing and Saving and Losing Physics in Texas

NASA Astrophysics Data System (ADS)

Marder, Michael

2015-03-01

Texas has the second-largest population of the states, and played even a larger role in education reform movements of the past 15 years than its size would indicate. In the Fall of 2011, physicists across the country were surprised to learn that six university physics programs in Texas were threatened with closure because of small graduation numbers. Five of them ultimately closed. Many of the faculty at the institutions losing programs came together and formed a consortium that eventually made it possible to continue offering physics,by unconventional means, to their undergraduates. In the Spring of 2013 came an even larger change. Physics had been part of the recommended high school graduation plan in Texas. As part of a bill making sweeping changes to high school graduation requirements and accountability, the physics requirement was removed. Physics may partly be falling victim to the national focus on STEM, which suggests that the various disciplines of science are interchangeable and not individually important. None of the changes in Texas are hard to imagine coming to other states as well.

Master's Level Graduate Training in Medical Physics at the University of Colorado Health Sciences Center.

ERIC Educational Resources Information Center

Ibbott, Geoffrey S.; Hendee, William R.

1980-01-01

Describes the master's degree program in medical physics developed at the University of Colorado Health Sciences Center. Required courses for the program, and requirements for admission are included in the appendices. (HM)

Preparing for public policy

NASA Astrophysics Data System (ADS)

Plapp, Brendan

2002-03-01

In the early 1990s, the tight job market for Ph.D. recipients in physics led to a reexamination of graduate programs by some departments. The speaker participated in this reanalysis at his graduate institution and arranged presentations of alternative careers to the physics graduate student body. What became clear was that diverse options were open; job seekers just needed flexible expectations. However, there are a number of additions or modifications to graduate programs which could further help to prepare Ph.D. recipients as they move into non-traditional roles, such as additional and more formal experience in communicating science to a wide range of audiences. In particular, it would be advantageous to learn how to explain the role that basic scientific research projects play in the larger public policy arena. Examples from the speaker's experience of working as a staff member in the U.S. Congress will be presented to illustrate the skills needed in that environment.

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

NASA Astrophysics Data System (ADS)

Vickers, Ken

2005-03-01

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

Educational trajectories of graduate students in physics education research

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Student Financing of Graduate and First-Professional Education: 2007-08. Web Tables. NCES 2011-172

ERIC Educational Resources Information Center

Cataldi, Emily Forrest; Ho, Phoebe

2010-01-01

In 2007-08, about 3 million students were enrolled in graduate or first-professional degree programs in the United States. These students exhibited wide variation both demographically and in the types of programs and institutions they attended. They pursued degrees in all types of fields, from the physical and life sciences to the arts and…

A Community of Scientists and Educators: The Compass Project at UC Berkeley

NASA Astrophysics Data System (ADS)

Roth, Nathaniel; Schwab, Josiah

2016-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at the University of California, Berkeley. Its goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations underrepresented in the physical sciences. For undergraduate students, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Graduate students, together with upper-level undergraduates, design and run all Compass programs. Compass strives to incorporate best practices from the science education literature. Experiences in Compass leave participants poised to be successful students researchers, teachers, and mentors.

An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences.

ERIC Educational Resources Information Center

Jones, Lyle V., Ed.; And Others

The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational…

A Successful Applied Physics Program at the University of Puerto Rico at Humacao.

ERIC Educational Resources Information Center

Muller, Rafael J.; Guerra-Vela, Claudio

2003-01-01

Presents innovative ideas that have been incorporated into the applied physics program at the Humacao Campus of the University of Puerto Rico since 1981. Describes a program that was designed as a professional (terminal) one with mechanisms to guide students who wish to pursue graduate studies. (Author/YDS)

Recruitment and Retention of Female Graduate Students: What Have We Learned from the APS Climate for Women Program?

NASA Astrophysics Data System (ADS)

McNeil, Laurie

2004-03-01

In 1990 at a conference of physics department chairs the participants issued a call for help in increasing the representation of women in physics. This led to the establishment of a program (sponsored first by NSF and then by APS) that sends teams of senior female physicists to physics departments to evaluate the climate for women in the department and to suggest improvements that could be made. The accumulated experience of these visits has produced a number of observations about what makes a physics department friendly to female graduate students, and therefore what a department can do to help recruit and retain them. I will recount these observations and describe "warm" and "chilly" climates for women observed in the site visit program. It is worth noting that changes that make a department more comfortable for female students tend to make it more comfortable for all members of the department.

California State University Long Beach: Model for a Terminal Master's Program as a Bridge to PhD

NASA Astrophysics Data System (ADS)

Bill, Andreas; Kenealy, Patrick; Kwon, Chuhee; Papp, Zoltan; Pickett, Galen T.

The department of Physics & Astronomy at California State University Long Beach has redesigned its Master's program in 2008 with the goal to provide a true graduate experience in Physics. The hallmarks of the program are five core graduate courses and a research-based MS thesis. During the last five years, 42% of MS recipients (24 students) were accepted to PhD programs, 41% started private-sector STEM careers, and 17% decided on teaching and other paths. The program doubled in size during that period. In 2013 we also became one of six Bridge Sites and only non-PhD granting institution of the American Physical Society (APS). We will describe the structure of the MS program, its goals and its place in the University degree plan landscape. We will also discuss how the APS Bridge Program has been implemented in our institution and has influenced our MS program. We gratefully acknowledge support from a variety of sources that contributed to establish the MS program, including the APS Bridge Program, individual NSF and Army Research Laboratory Grants.

A New Norm: Using Social Science to Create Disruptive Innovations for Broadening Participation in Physics

NASA Astrophysics Data System (ADS)

Smith, Jessi L.

2016-03-01

Norms often operate outside conscious awareness and limit broad participation in physics and STEM fields more generally. This presentation identifies several of these norms and provides empirically tested disruptions at three academic points: faculty, graduate, and undergraduate. First, is a focus on broadening the participation of women science faculty through an intervention aimed at supporting faculty search committees. Using a randomized control trail design, results show searches in the intervention were 6.3 times more likely to make an offer to a woman candidate, and these women were 5.8 times more likely to accept the offer from an intervention search. A diverse faculty can help disrupt the norms of their field's understanding about brilliance and effort, which can appeal to -or repel- potential graduate students. Using a randomized control trial design, recruitment materials for a science graduate program were manipulated to emphasize effort versus innate ability as the norm. Results show emphasizing effort as normal to achieve success in the male-dominated graduate program elevated women's motivation to purse and persist in graduate studies. Of course, before a student will consider graduate school, they must see themselves as a scientist. Data from a survey at three universities showed undergraduate women in physics lab classes were less likely to identify as a scientist when they were concerned about being stereotyped and could not see how physics was useful or helpful to society. Identifying and disrupting social norms can help create an inclusive learning and working context with far-reaching benefits. National Science Foundation Award HRD-1208831 and HRD-1036767.

Successful Minority PhD Producing Programs -- Bell Laboratories and the Meyerhoff Scholarship Program at UMBC

NASA Astrophysics Data System (ADS)

Johnson, Anthony

2009-03-01

The Bell Labs Cooperative Research Fellowship Program for Minorities (CRFP), founded in 1972 was one of the first programs of its kind in the US to address the issue of under-representation of minorities in the fields of engineering, mathematics and science. As of 2000, well over 100 PhDs graduated with CRFP sponsorship and a significant fraction joined the research ranks of Bell Labs. In the early days of the program as much as 50% of African American PhDs in Physics in the US were granted to students supported by CRFP. Another unique program initiated by Bell Labs in 1974 that introduced undergraduate students to cutting edge research was the Summer Research Program for Minorities and Women (SRP). The SRP served as a natural feeder to the CRFP. Personally, my career in Optical Physics owes its foundation to these programs and I will give my perspective on participation and impact of the Bell Labs SRP (1974) and CRFP (1975) programs. The Meyerhoff Scholars Program at UMBC was developed in 1988. At that time, UMBC was graduating fewer than 18 African-American STEM majors per year. In 1996 the program was opened to all students with an interest in the advancement of minorities in STEM fields. The program enjoys an overall 18-year retention rate of greater than 95% and has over 500 graduates since 1993. As of May 2006, 75% of these graduates are enrolled in graduate and/or professional programs, with 49 PhDs and 20 MD/PhDs completed as of August 2006. The program challenges notions about minority achievement. Meyerhoff Scholars have changed the perceptions of those around them -- the expectations of faculty who instruct them, the attitudes of students who learn beside them, and the perspectives of scientists who engage them in research.

Hirsch's index: a case study conducted atthe Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo.

PubMed

Torro-Alves, N; Herculano, R D; Terçariol, C A S; Kinouchi Filho, O; Graeff, C F O

2007-11-01

An analysis of scientific bibliographic productivity using the Hirsch h-index, information from the Institute of Scientific Information database and the Curriculum Lattes (CNPq, Brazil) was performed at the Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo (FFCLRP-USP) that has four departments in natural, biological and social sciences. Bibliometric evaluations of undergraduate programs showed a better performance of the departments of Chemistry (P < 0.001) and Biology (P < 0.001) when compared to the departments of Physics and Mathematics and Psychology and Education. We also analyzed the scientific output of the six graduate programs of FFCLRP: Psychology, Psychobiology, Chemistry, Physics Applied to Medicine and Biology, Comparative Biology, and Entomology. The graduate program in Psychology presented a lower h-index (P < 0.001) and had fewer papers indexed by the ISI web of science (P < 0.001) when compared to the other graduate programs. The poorer performance of the Psychology program may be associated with the limited coverage by the Thompson Institute of Scientific Information database.

Statistical panorama of female physics graduate students for 2000-2010 in Peru

NASA Astrophysics Data System (ADS)

Cerón Loayza, María Luisa; Bravo Cabrejos, Jorge Aurelio

2013-03-01

We report the results of a statistical study on the number of women entering the undergraduate and master's programs of physics at Universidad Nacional Mayor de San Marcos in Peru. From 2006 through 2010, 13 female students entered the master's degree program but no females graduated with the degree. Considering that Peru is a developing country, a career in physics is not considered an attractive professional choice even for male students because it is thought that there are no work centers to practice this profession. We recommend that the causes preventing female physics students from completing their studies and research work be analyzed, and that strategies be planned to help women complete their academic work. We are considering getting help from the Peruvian Physics Society (SOPERFI) in order to draw more attention for our plan.

A Thriving and Innovative Undergraduate Experiential Physics Program

NASA Astrophysics Data System (ADS)

Roughani, Bahram

2013-03-01

The thriving physics program at Kettering University has experienced a three-fold increase in the number of physics majors since 2002. Our unique physics program requires students alternate between on-campus academic terms and off-campus co-op work terms on a three months rotation format to complete their degree in 4.5 years that includes summer as either school or co-op term. Students complete a minimum of five terms (~15 months) of cooperative work terms, and two terms (~6 months) of senior thesis work. The IP of the thesis work done at a co-op site belongs to the company. This has attracted co-op sponsors for our program by removing the IP concerns. The cooperative and experiential education part of our program is required for graduation, without any credits assigned to it. At the end of every co-op term students' work performance is evaluated by their co-op supervisor, which should match expected performance standards. In addition to co-op and thesis, our programs include a senior capstone design project course, concentrations within physics (Acoustics, Optics, and Materials), a required technical sequence outside physics, as well as entrepreneurship across curriculum. The success of our student securing the highest paid jobs for undergraduate physics majors in the nation plus their success in graduate studies are the main ``Pull Factors'' that has lead to three fold increase the physics majors since 2002.

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

ERIC Educational Resources Information Center

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-01-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…

TA Professional Development: A Graduate Student's Perspective

NASA Astrophysics Data System (ADS)

Alicea-Munoz, Emily

Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

Preparing Physics Ph.D. Students as Instructors

NASA Astrophysics Data System (ADS)

Manhart, Michael; Knapen, Simon

2012-03-01

As demand grows for education in STEM fields, there is an increasing need for Ph.D. physicists with a strong aptitude for and commitment to teaching. Development of these skills begins in graduate school, where most physicists are first exposed to teaching as TAs to undergraduate courses. The TA experience thus has considerable impact on the development of their teaching skills. Unfortunately, many graduate programs do not provide detailed training to their TAs. However, if departments hope to produce physicists who are also outstanding educators, they must create a culture of excellence in teaching that includes adequate training and incentives to excel for their graduate student TAs. As current Ph.D. students in the Department of Physics and Astronomy at Rutgers University, we have designed and implemented a TA training program to achieve these goals. Our program, Developing Educational Leaders among TAs in Physics (DELTA P), is aimed at new physics TAs and consists of an intensive orientation followed by 10 weekly seminars during the semester. The orientation focuses on the essential practical issues relevant to TAs before they first step in the classroom, while the seminars delve into more specialized topics, ranging from motivating non-majors to physics education research. Students who complete the program are given an official credential by the department to certify their training. After two years DELTA P has begun to effect positive changes to our department's TA experience, and we believe DELTA P serves as a useful model for other departments. In this talk, we will present our program and hope to engage in an interactive discussion with the audience about these issues.

Achieving Alignment in the Preparation of CSPAP Leaders in PETE Programs

ERIC Educational Resources Information Center

Bulger, Sean; Illg, Kiel; Jones, Emily

2017-01-01

The emergence of a research focus on comprehensive school physical activity programs (CSPAP) has prompted faculty within physical education teacher education (PETE) at West Virginia University to reconceptualize undergraduate, graduate and doctoral plans of study. In response to their experiences during the implementation of several multicomponent…

Strategies for College and University Instructional Physical Activity Program (IPAP) Directors

ERIC Educational Resources Information Center

Melton, Bridget F.; Moore, Carrie Sampson; Hoffman, Brandi

2016-01-01

There is a growing trend to rely on part-time instructors including both adjunct faculty and graduate teaching assistants (GTAs) in higher education (Eney & Davidson, 2012). Most kinesiology departments depend on part-time instructors to teach instructional physical activity programs (IPAPs) to the general student population; this is…

34 CFR 609.4 - What definitions apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... a graduate or professional program that— (i) Provides a program of instruction in the physical or natural sciences, engineering, mathematics, or other scientific disciplines in which African Americans are...

34 CFR 609.4 - What definitions apply?

Code of Federal Regulations, 2012 CFR

2012-07-01

... a graduate or professional program that— (i) Provides a program of instruction in the physical or natural sciences, engineering, mathematics, or other scientific disciplines in which African Americans are...

34 CFR 609.4 - What definitions apply?

Code of Federal Regulations, 2013 CFR

2013-07-01

... a graduate or professional program that— (i) Provides a program of instruction in the physical or natural sciences, engineering, mathematics, or other scientific disciplines in which African Americans are...

34 CFR 609.4 - What definitions apply?

Code of Federal Regulations, 2014 CFR

2014-07-01

... a graduate or professional program that— (i) Provides a program of instruction in the physical or natural sciences, engineering, mathematics, or other scientific disciplines in which African Americans are...

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.

On Graduate Student/Faculty Ratios and Faculty Teaching Loads

ERIC Educational Resources Information Center

Madey, Richard; Schoepfle, G. K.

1975-01-01

Describes a survey of 70 institutions with doctoral programs in physics. The faculty teaching loads involve only one formal course in 30 institutions, 1.5 in 11 institutions, and 2 in 22 institutions. Graduate student/faculty ratios range from 1.3 to 5.4. (Author/MLH)

Aligning the Stars

ERIC Educational Resources Information Center

Oguntoyinbo, Lekan

2010-01-01

This article discusses how the Bridge program, a partnership between Fisk University and Vanderbilt University, can become the nation's leading producer of doctoral graduates in astronomy, physics and material sciences. A graduate at Fisk, Ebonee Walker gets free tuition to attend one of the world's leading universities, a book allowance, a…

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…

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

PubMed

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

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

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

PubMed

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

2015-04-01

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

A community of educators: professional development for graduate students within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.

Safety of sports facilities and training of graduates in physical education.

PubMed

Romano Spica, V; Giampaoli, S; Di Onofrio, V; Liguori, G

2015-01-01

Post-industrial societies have to face the problem of physical inactivity and inappropriate lifestyles. Programs to promote physical activity are strongly supported by supranational, national and local institutions and organizations. These programs can be developed in sport facilities but also in places that are not institutionally dedicated to sport. The use of urban and working sites has the advantage of better reach the various segments of the population, but at the same time requires coordination between various professionals in structuring an effective intervention. Bibliographical research in the historical archives of the library of the University of Rome Foro Italico, online databases, paleoigiene (wikigiene), documents archives (GSMS-SItI, WHO, ISS, OsEPi, INAIL, ISTAT, national laws). Several guidelines and regulations face the problem of safety in sport environments. The context is in rapid evolution and directions are provided by public health authorities. Graduates in Sport and Physical Activity, represent an additional resource in terms of: prevention and safety in the workplace, health education, application of preventive and adapted physical activities in the territory. These tasks can be integrated in all prevention stages: e.g. childhood and primary prevention programs in school, adapted physical activity for the elderly. The contribution of public health specialists is strategic in the surveillance and coordination of integrated projects. At the same time, graduates in Physical Education appear to be pivots for health promotion and qualified resources for institutions in the territory. Their training should always include contents related to prevention and safety, regulations on sport and working environments, along with bases of preventive medicine related to the context of physical activity.

Flexner 2.0-Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona.

PubMed

Briehl, Margaret M; Nelson, Mark A; Krupinski, Elizabeth A; Erps, Kristine A; Holcomb, Michael J; Weinstein, John B; Weinstein, Ronald S

2016-01-01

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, "Mechanisms of Human Disease." Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master's: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

PubMed Central

Briehl, Margaret M.; Nelson, Mark A.; Krupinski, Elizabeth A.; Erps, Kristine A.; Holcomb, Michael J.; Weinstein, John B.

2016-01-01

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises. PMID:28725783

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2012-10-01

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

Focus on Freshman: Basic Instruction Programs Enhancing Physical Activity

ERIC Educational Resources Information Center

Curry, Jarred; Jenkins, Jayne M.; Weatherford, Jennifer

2015-01-01

Physical activity sharply decreases after different life stages, particularly high school graduation to beginning university education. The purpose of this study was to investigate the effect of a specifically designed university physical activity class, Exercise Planning for Freshman (EPF), on students' physical activity and group cohesion…

Outcomes of Fort Jackson's Physical Training and Rehabilitation Program in army basic combat training: return to training, graduation, and 2-year retention.

PubMed

Hauret, Keith G; Knapik, Joseph J; Lange, Jeffrey L; Heckel, Heidi A; Coval, Dana L; Duplessis, David H

2004-07-01

Basic trainees at Fort Jackson, South Carolina, who were unable to continue basic combat training (BCT) because of a serious injury were assigned to the Physical Training and Rehabilitation Program (PTRP). Between January 3, 1998 and July 24, 2001, 4258 trainees were assigned to the PTRP. Using a retrospective cohort study design, return to training and BCT graduation rates were evaluated. PTRP graduates were compared with matched non-PTRP graduates for 2-year retention in the Army. More PTRP women than men were discharged from the PTRP (60% and 48%, respectively, p < 0.01). Of PTRP trainees returning to BCT, 10% and 12% of men and women, respectively, were discharged from the Army compared with overall Fort Jackson discharge rates of 9% and 15% for men and women, respectively. Comparing PTRP graduates to matched non-PTRP graduates, there were no differences in 2-year retention for men (14.9% and 14.7%, respectively; p = 0.93) or women (26.6% and 30.1%, respectively; p = 0.19). Despite the high discharge rate in the PTRP, the BCT discharge rate for trainees who successfully rehabilitated was similar to the overall discharge rate at Fort Jackson. The 2-year retention in service for PTRP trainees who graduated from BCT was similar to that of non-PTRP trainees.

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Student Satisfaction and Graduate Part-Time Students

ERIC Educational Resources Information Center

Moore, Monica Moody

2011-01-01

The Advanced Academic Programs (AAP) of the Zanvyl Krieger School of Arts and Sciences at Johns Hopkins University (JHU) enrolls approximately 2,700 part-time graduate students across three physical locations. It is a complex organization whose target audience is a sophisticated consumer of higher education. With the support of Eduventures, AAP…

New Directions in Undergraduate and Graduate Education in Kinesiology and Physical Education

ERIC Educational Resources Information Center

Ennis, Catherine D.

2010-01-01

New opportunities exist in graduate and undergraduate kinesiology programs for both enhancement and innovation. Professional master's degrees prepare students for careers at the intersections of academic disciplines and the business world. Interdisciplinary study can result in opportunities not only for innovative research discoveries, but also…

Graduate Medical Education That Meets the Nation's Health Needs

ERIC Educational Resources Information Center

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

2014-01-01

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

6th Annual Midwest Conference for Undergraduate Women in Physics, January 18-20, 2013, Urbana, Illinois

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

Pitts, Kevin T.

This document is the program for the 6th Annual Midwest Conference for Undergraduate Women in Physics, which was held at the University of Illinois at Urbana-Champaign on January 18-20, 2013. The goals of the conference were to foster a culture in which undergraduate women are encouraged and supported to pursue, and also to succeed in, higher education in physics; to provide career information to students in physics and related fields; to give women the resources, motivation, and confidence to apply to graduate school and successfully complete a Ph.D. program in Physics; to provide information and dispel misconceptions about the applicationmore » process for graduate school and the diverse employment opportunities in physics and related fields, enabling women to make more informed decisions about their goals and attain them; and to connect female physics students with successful female physicists to whom they can relate and who can act as inspirational role models and mentors.« less

Towson University's Professional Science Master's Program in Applied Physics: The first 5 years

NASA Astrophysics Data System (ADS)

Kolagani, Rajeswari

It is a well-established fact that the scientific knowledge and skills acquired in the process of obtaining a degree in physics meet the needs of a variety of positions in multiple science and technology sectors. However, in addition to scientific competence, challenging careers often call for skills in advanced communication, leadership and team functions. The professional science master's degree, which has been nick-named as the `Science MBA', aims at providing science graduates an edge both in terms of employability and earning levels by imparting such skills. Our Professional Science Master's Program in Applied Physics is designed to develop these `plus' skills through multiple avenues. In addition to advanced courses in Applied Physics, the curriculum includes graduate courses in project management, business and technical writing, together with research and internship components. I will discuss our experience and lessons learned over the 5 years since the inception of the program in 2010. The author acknowledges support from the Elkins Professorship of the University System of Maryland.

Competency-Based Training Program--Teachers of Physical Education for Handicapped Individuals. Summer Institute Final Report, 1986-1990.

ERIC Educational Resources Information Center

Cheatum, Billye Ann

This federally funded project's goals were to provide a competency-based training program that would enable Western Michigan University graduate and undergraduate students to meet Michigan's endorsement requirements for teaching physical education to handicapped individuals, and to provide direct services to handicapped children in the Kalamazoo…

Preparing Astronomy Majors for the Job Market of the New Millennium

NASA Astrophysics Data System (ADS)

Migenes, Victor

2000-08-01

In the past few years the American Physical Society (APS) has conducted a number of surveys among the graduate student population in the US and also among young researchers. The purpose was to get an idea of the career expectations of the students and how these are met later on in their life. Two of the conclusions were: (1) students want to work in a research environment, preferably academic, and (2) graduate and undergraduate programs are not preparing them well for the different challenges and goals found in industry, the private sector and national laboratories. Jobs in academia, especially tenured positions, have been difficult to obtain forcing many students to give up on their goals after one or two postdoctoral positions. Some have found jobs in other sectors but others feel frustrated that their careers have not met their expectations and are poorly `prepared' for other options. In the areas of Physics and Astronomy there is not much of a job market without graduate studies. So most students must continue graduate work, in these or other fields, in order to compete well in the job market. Graduate and undergraduate programs must become more responsible for the present state of affairs and for implementing improvements. This can be done by broadening the scope of the present programs so that a student is better prepared to face the challenges of other job opportunities. We present here a BSc program designed by astronomers and physicists, at the University of Guanajuato, to try to address some of these concerns and better prepare the students for either continuing with graduate studies or finding employment in an ever-changing job market.

Frequently Asked Questions about Physical Medicine and Rehabilitation

MedlinePlus

... the Medical Student Program Resources for Foreign Medical Student Graduates Interested in PM&R PM&R Residency Programs PM&R Programs Map Career Resources and Tools Job and Fellowship Fair Compensation Survey News & Publications PM&R Journal PM&R Journal ...

The Seventh Annual National Conference of Black Physics Students

NASA Technical Reports Server (NTRS)

Crawley, Gerard M.

1993-01-01

The National Conference of Black Physics Students began in 1986 when several Black physics graduate students at MIT and Harvard decided to address the 'pipeline problem' of African Americans in physics by organizing a conference for Black physics undergraduates. The goals of the conference were: (1) to develop a network within the Black physics community, (2) to make Black students in physics, particularly at graduate level, aware of academic and professional opportunities and (3) to bring important issues and developments in the field to the attention of these students. We are pleased to announce the Seventh Annual National Conference of Black Physics Students held February 12 and 13, 1993 served the largest population of students so far. The largest conference previous to this one hosted 150 students. We registered and prepared for 240 students with 210 actually attenting. We received so many qualified abstracts for technical talks by students that instead of NCBPS's tradition of 3-4 student presentations, we ran 4 parallel sessions in different rooms with 4-5 presentations in each room. In response to comments from previous conferences, the program contained 3 workshop/discussion sessions. The topics for the interactive discussion workshops were: 'Getting Ready for Graduate School,' 'How to Succeed in Graduate School,' and 'Issues Facing Black Scientists.'

Minorities Road to Graduate School: The Xavier Experience

NASA Astrophysics Data System (ADS)

Sunda-Meya, Anderson

2010-10-01

During the past decade, Xavier University of Louisiana has ranked first nationally in the number of African American students who have earned undergraduate degrees in biology, chemistry, physics, and the physical sciences overall. Recent data shows that Xavier also ranks 8th in the nation in producing African American students who go on to earn science and engineering PhDs. A look at Xavier's ``way'' will examine several components that contribute to its success: pre-college preparation, recruitment programs, admissions policies, financial assistance, and academic monitoring programs. By promoting comprehensive recruitment and retention strategies and by leveling the playing field, Xavier experience may offer a paradigm and a model for increasing the pool of motivated, talented and well-prepared minority applicants ready to tackle the rigors of a graduate level education in physics.

The Ph.D. Process - A Student's Guide to Graduate School in the Sciences

NASA Astrophysics Data System (ADS)

Bloom, Dale F.; Karp, Jonathan D.; Cohen, Nicholas

1999-02-01

The Ph.D. Process offers the essential guidance that students in the biological and physical sciences need to get the most out of their years in graduate school. Drawing upon the insights of numerous current and former graduate students, this book presents a rich portrayal of the intellectual and emotional challenges inherent in becoming a scientist, and offers the informed, practical advice a "best friend" would give about each stage of the graduate school experience. What are the best strategies for applying to a graduate program? How are classes conducted? How should I choose an advisor and a research project? What steps can I take now to make myself more "employable" when I get my degree? What goes on at the oral defense? Through a balanced, thorough examination of issues ranging from lab etiquette to stress management, the authors--each a Ph.D. in the sciences--provide the vital information that will allow students to make informed decisions all along the way to the degree. Headlined sections within each chapter make it fast and easy to look up any subject, while dozens of quotes describing personal experiences in graduate programs from people in diverse scientific fields contribute invaluable real-life expertise. Special attention is also given to the needs of international students.Read in advance, this book prepares students for each step of the graduate school experience that awaits them. Read during the course of a graduate education, it serves as a handy reference covering virtually all major issues and decisions a doctoral candidate is likely to face. The Ph.D. Process is the one book every graduate student in the biological and physical sciences can use to stay a step ahead, from application all the way through graduation.

GRAD-MAP: A Joint Physics and Astronomy Diversity Initiative at the University of Maryland

NASA Astrophysics Data System (ADS)

Wilkins, Ashlee N.; Jameson, Katherine; Taylor, Corbin James; Anderson, Neil; Megson, Peter; Roberg-Clark, Gareth; Sheppard, Kyle; Uher, Tim; Hammer, Donna; Vogel, Stuart N.

2016-01-01

Graduate Resources for Advancing Diversity with Maryland's Astronomy and Physics (GRAD-MAP), builds connections between UMD and mid-Atlantic HBCUs, Minority-Serving Institutions, and community colleges, and uses seminars, forums, and workshops to foster a diverse community of undergraduates prepared to succeed in graduate school, and is now in its third year. GRAD-MAP launched with a three-pronged approach: 1) Collaborative Seminars, 2) A Winter Workshop, and 3) A Spring Symposium. This program allows GRAD-MAP to do more than just increase the numbers of minority students participating in astronomy and physics research (or, worse, simply shuffle around students who already are or would be); it is committed to identifying students who are otherwise underserved or overlooked by the traditional academic pipeline, not only to get them on the path to be successful undergraduate researchers and eventual graduate applicants, but also to make the climate of academic physics and astronomy more inclusive to them and all other underrepresented minority students. Our poster describes the key elements of our program, and highlights successes and lessons learned; GRAD-MAP can serve as a model for other universities committed to diversity and inclusion.

Athletic Training Educators' Instructional Methods and Confidence in Graduating Students' Abilities regarding Psychosocial Intervention and Referral

ERIC Educational Resources Information Center

Hamson-Utley, Jennifer Jordan; Stiller-Ostrowski, Jennifer L.

2011-01-01

Context: Graduating athletic training students must consider both physical and mental aspects of injury to fully rehabilitate the injured athlete; however, programs may not be preparing students to apply psychosocial strategies that can improve the recovery process. Objective: To examine Psychosocial Intervention and Referral (PIR) content area…

Educational Experiences of the International Students in Graduate Programs in Turkey

ERIC Educational Resources Information Center

Alpaydin, Yusuf

2018-01-01

Educational quality determined by factors such as academic climate, physical environment and academic quality of universities are considered essential for growing numbers of international students. This study aims to reveal and analyze the experiences of international students studying at graduate education step in Turkey. To this end, it is…

A Comprehensive Program to Prepare Graduate Students for Careers in College or University Teaching

NASA Astrophysics Data System (ADS)

Krane, K. S.

1999-05-01

Although most universities do a superb job of training graduate students in research, relatively few offer training to enable M.S. or Ph.D. students to achieve the same level of mastery in teaching as a preparation for a career as a faculty member in a college or university. At Oregon State University we offer a comprehensive program that prepares students for a variety of careers in physics teaching. For students interested in teaching at a two-year college, we offer a M.S. degree with a specialty in physics education along with a strongly mentored teaching intern program at a local community college. For Ph.D. students, we offer a seminar that addresses a full range of pedagogical and methodological issues involved in physics teaching, an apprentice program that pairs each student with a faculty member of recognized teaching ability, and a capstone experience (following the completion of the Ph.D. dissertation) as an instructor to fill sabbatical or other vacancies. The impact of the program is measured by its extraordinarily high success at placing students in teaching jobs.

In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

PubMed

Sato, Takahiro; Haegele, Justin A; Foot, Rachel

2017-04-01

The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

Online Learner Satisfaction and Application of Course Content from an Online Graduate Physical Education Program

ERIC Educational Resources Information Center

Figueroa-Robles, Iris A.

2012-01-01

Research indicates that professional development provided over time can have a positive impact on teachers' and on students' learning in physical education (Bechtel & O'Sullivan, 2007; O'Sullivan & Deglau, 2006; Rink & Williams, 2003). The development of the online program under investigation in this study served as…

Russian University Education in Nuclear Safeguards and Security

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

Duncan, Cristen L.; Kryuchkov, Eduard F.; Geraskin, Nikolay I.

2009-03-15

As safeguards and security (S&S) systems are installed and upgraded in nuclear facilities throughout Russia, it becomes increasingly important to develop mechanisms for educating future Russian nuclear scientists and engineers in the technologies and methodologies of physical protection (PP) and nuclear material control and accounting (MC&A). As part of the U.S. Department of Energy’s (DOE) program to secure nuclear materials in Russia, the Education Project supports technical S&S degree programs at key Russian universities and nonproliferation education initiatives throughout the Russian Federation that are necessary to achieve the overall objective of fostering qualified and vigilant Russian S&S personnel. The Educationmore » Project supports major educational degree programs at the Moscow Engineering Physics Institute (MEPhI) and Tomsk Polytechnic University (TPU). The S&S Graduate Program is available only at MEPhI and is the world’s first S&S degree program. Ten classes of students have graduated with a total of 79 Masters Degrees as of early 2009. At least 84% of the graduates over the ten years are still working in the S&S field. Most work at government agencies or research organizations, and some are pursuing their PhD. A 5½ year Engineering Degree Program (EDP) in S&S is currently under development at MEPhI and TPU. The EDP is more tailored to the needs of nuclear facilities. The program’s first students (14) graduated from MEPhI in February 2007. Similar-sized classes are graduating from MEPhI each February. All of the EDP graduates are working in the S&S field, many at nuclear facilities. TPU also established an EDP and graduated its first class of approximately 18 students in February 2009. For each of these degree programs, the American project team works with MEPhI and TPU to develop appropriate curriculum, identify and acquire various training aids, develop and publish textbooks, and strengthen instructor skills. The project has also supported the instruction of policy-oriented nonproliferation courses at various Russian universities. These courses are targeted towards future workers in the nuclear field to help build an effective nonproliferation awareness within the nuclear complex. A long-range goal of this project is to assist the educational programs at MEPhI and TPU in becoming self-sustainable and therefore able to maintain the three degree programs without DOE support. This paper describes current development of these education programs and new initiatives. The paper also describes general nonproliferation education activities supported by DOE that complement the more technical S&S degree programs.« less

The Quantitative Preparation of Future Geoscience Graduate Students

NASA Astrophysics Data System (ADS)

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

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways. Calculus, calculus-based physics, chemistry, statistics, programming and linear algebra were viewed as important course preparation for a successful graduate experience. A set of recommendations for departments and for new community resources includes ideas for infusing quantitative reasoning throughout the undergraduate experience and mechanisms for learning from successful experiments in both geoscience and mathematics. A full list of participants, summaries of the meeting discussion and recommendations are available at http://serc.carleton.edu/quantskills/winter06/index.html. These documents, crafted by a small but diverse group can serve as a starting point for broader community discussion of the quantitative preparation of future geoscience graduate students.

From students to researchers: The education of physics graduate students

NASA Astrophysics Data System (ADS)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their learning, teaching, and research activities. In many cases, their perception of the learning, teaching, or research environment influences their choice of learning, teaching, or research approach. Physics graduate students learn "the language of physics" from the core courses, but don't learn many transferable research skills from taking courses. Constrained by the teaching environment, many graduate students are not motivated to teach as teaching assistants. Some finishing graduate students have clearly become confident and able researchers, while others remain dependent on their advisors for even the simplest direction. The data also show that it is possible for a single graduate student to hold very distinct beliefs about learning and teaching between classroom and research settings. It is possible for a well-motivated graduate student to take unfavorable approach toward learning when the environment does not support learning for deep understanding. This dissertation attempts to distill out aspects of success in the graduate program and identify features of positive experiences that help graduate students to transition from students to competent and confident researchers. The data suggest that having graduate students treated as legitimate participants is the vital element for them to build their confidence as researchers and teachers.

An Integrated Approach to Laser Crystal Development

NASA Technical Reports Server (NTRS)

Ries, Heidi R.

1996-01-01

Norfolk State University has developed an integrated research program in the area of laser crystal development, including crystal modeling, crystal growth, spectroscopy, and laser modeling. This research program supports a new graduate program in Chemical Physics, designed in part to address the shortage of minority scientists.

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

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

Clark, B.

2015-06-15

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

Diagnostic and procedural imaging curricula in physical therapist professional degree programs.

PubMed

Boissonnault, William G; White, Douglas M; Carney, Sara; Malin, Brittany; Smith, Wayne

2014-08-01

Descriptive survey. To describe the status of diagnostic and procedural imaging curricula within United States physical therapist professional degree programs. As patient direct access to physical therapy services increases, the ability to refer patients directly for diagnostic imaging could promote more efficient delivery of care. Appropriate patient referral is contingent on physical therapists having the requisite knowledge base and skills. While evidence describing imaging competence of physical therapists with advanced training in military institutions exists, evidence is lacking for other physical therapists, including new graduates of physical therapist professional degree programs. Faculty members teaching imaging at 206 United States physical therapist professional degree programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail correspondence. An e-mail attachment included the survey on which faculty reported imaging curricula and faculty qualifications, attitudes, and experiences. Faculty from 155 (75.2%) programs responded to the survey, with imaging being included in the curriculum of 152 programs. Content was integrated by required standalone courses or clinical science track courses, and/or through elective courses. The average reported estimate of imaging contact hours was 24.4 hours (range, 2-75 hours). Emphasis was on the musculoskeletal system, including 76.3% of the required standalone course content. Student competence was assessed in 147 (96.7%) programs, primarily by written (66.7%) and practical (19.7%) examinations. Faculty rated student competence on a scale of 1 (not competent) to 5 (competent), with ratings ranging from a high of 4.0 (identifying normal anatomy on plain-film radiography) to a low of 1.9 (identifying common tissue pathological processes/injuries on ultrasound). While a majority of programs reported including imaging curricula, variability was noted in all curricular aspects. These results may serve as a benchmark for faculty to assess existing curricula, allow for further development of imaging curricula, and provide a benchmark for the profession regarding current level of training for recent graduates of entry-level physical therapist professional degree programs.

Electro-Optics In Two Years

NASA Astrophysics Data System (ADS)

Simcik, John C.

1989-04-01

Texas State Technical Institute-Waco (TSTI-WACO) was the first school in the United States to offer an Associate of Applied Science degree in Laser Electro-Optics Technology. The program began in September 1969 and has produced 1,827 graduates since inception. These graduates are readily adaptable to any area of the laser electro-optics industry. Areas of study include Optics, Electronics, Vacuum, Physics, Mathematics, and English with emphasis on Electro-Optics. Graduate placement is centered around research and development, life sciences and manufacturing in technical and engineering areas.

Employment Selections of Resident and Non-Resident Graduates of Physical Therapy Programs in Underserved Western States

ERIC Educational Resources Information Center

Swart, Kathryn D.

2011-01-01

Background and Purpose: Physical therapy (PT) is an essential component of the healthcare system in providing a comprehensive treatment plan for patients with functional limitations. The demand for physical therapy services is projected to expand in the next eight years, leading to an increased need for practicing physical therapists. The Mountain…

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

PubMed

Thompson, Kris; Coon, Jill; Handford, Leandrea

2011-01-01

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

The Stanford Medical Youth Science Program: 18 years of a biomedical program for low-income high school students.

PubMed

Winkleby, Marilyn A

2007-02-01

The Stanford Medical Youth Science Program (SMYSP) is a biomedical pipeline program that seeks to diversify the health professions by providing academic enrichment in the medical sciences and college admissions support to very low-income high school students. Each summer 24 students are recruited from over 250 California high schools for the five-week residential program, led by 10 undergraduate students. Participants divide their time between classroom instruction, anatomy practicums, hospital field placements, research projects, and college admissions advising. Since its inception in 1988, 405 students have completed SMYSP and 96% have been observed for up to 18 years. The majority are from underrepresented minority groups (33.3% Latino, 21.7% African American, 4.0% Native American), many with poor academic preparation. One hundred percent of age-eligible participants have graduated from high school, and 99% have been admitted to college. Of those admitted to college (and not currently college students), 81% have earned a four-year college degree, the majority majoring in biological and physical sciences (57.1%). Among four-year college graduates, 52% are attending or have graduated from medical or graduate school. Many of the four-year college graduates (44.4%) are becoming or have become health professionals. This program, distinguished by direct participation in the sciences, strong mentoring, college admissions preparation, and long-term career guidance, has been highly successful in reaching low-income students and preparing them for medical and other careers. Results highlight the need to track students for as long as 10 to 15 years to accurately assess college graduation rates and acceptance to medical and graduate school.

America COMPETES Act and the FY2010 Budget

DTIC Science & Technology

2009-06-29

Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development; Advanced Scientific Computing Research Early Career...the Fusion Energy Sciences Graduate Fellowships.2 If members of Congress agree with this contention, these America COMPETES Act programs were...Physics Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development; Advanced Scientific Computing Research Early

The Training and Work of Ph.D. Physical Scientists

NASA Astrophysics Data System (ADS)

Smith, S. J.; Schweitzer, A. E.

2003-05-01

Doctoral education has often been viewed as the pinnacle of the formal education system. How useful is doctoral training in one's later career? In an NSF-funded project, we set out to perform a study of the training, careers, and work activities of Ph.D. physical scientists. The study included both in-depth interviews and a survey sent out to a sample of Ph.D. holders 4-8 years after graduation. Come and find out the results of this study: What skills are most Ph.D. physical scientists using? What should graduate programs be teaching? Are Ph.D.'s who are working in their specific field of training happier than their counterparts working different jobs? What skills and preparation lead to future job satisfaction, perhaps the most important indicator of the "success" of graduate education? A preprint and further details can be found at the project web site at: spot.colorado.edu/ phdcarer.

From Start to Finish: Retention of Physics Undergraduates

NASA Astrophysics Data System (ADS)

Hammer, Donna; Uher, Tim

The University of Maryland Physics Department's NSF Scholarships in Science Technology, Engineering and Mathematics (S-STEM) project is a unique program that aims to reduce the attrition of students that occurs in the ``pre-major-to-major'' gap - i.e., students who begin at the university intending to study physics, but do not graduate with a physics degree. To increase the retention of admitted students, the UMD S-STEM program is designed to provide student with financial assistance, a strong sense of community, academic support, and career planning. We will discuss how the program has been integrated into the curriculum and culture of the physics department, and focus on developing key components of the program: a nurturing environment, dedicated mentorship, early research experience, and professional development.

Expanding Earth and Space Science through the Initiating New Science Partnerships In Rural Education (INSPIRE)

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2010-12-01

The INSPIRE program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on Earth and Space science education and has partnered ten graduate students from MSU with five teachers from local, rural school districts. For the next five years the project will serve to increase inquiry and technology experiences in science and math while enhancing graduate student’s communication skills. Graduate students, from the disciplines of Geosciences, Physics, and Engineering are partnered with Chemistry, Physical Science, Physics, Geometry and Middle school science classrooms and will create engaging inquiry activities that incorporate elements of their research, and integrate various forms of technology. The generated lesson plans that are implemented in the classroom are published on the INSPIRE home page (www.gk12.msstate.edu) so that other classroom instructors can utilize this free resource. Local 7th -12th grade students will attend GIS day later this fall at MSU to increase their understanding and interest in Earth and Space sciences. Selected graduate students and teachers will visit one of four international university partners located in Poland, Australia, England, or The Bahamas to engage research abroad. Upon return they will incorporate their global experiences into their local classrooms. Planning for the project included many factors important to the success of the partnerships. The need for the program was evident in Mississippi K-12 schools based on low performance on high stakes assessments and lack of curriculum in the Earth and Space sciences. Meeting with administrators to determine what needs they would like addressed by the project and recognizing the individual differences among the schools were integral components to tailoring project goals and to meet the unique needs of each school partner. Time for training and team building of INSPIRE teachers and graduate students before the school year aided in fostering a community atmosphere to ensure successful classroom experiences. Including stakeholders in the progress of lesson plan product development during a workshop luncheon was another key part to building a community of support for INSPIRE. These planning components are essential to the success of the project and are recommended to similar projects. The INSPIRE project external evaluation includes: (i) interviews of participants and K-12 students involved in INSPIRE, (ii) pre-post technology and teaching attitude surveys of graduate students and teachers, (iii) thematic analysis of daily feedback forms from the workshop, (iv) summary of end of workshop evaluations, and (v) constant surveying of program progress towards meeting its goals. Internal evaluation includes: (i) classroom observations of graduate student interactions with students (ii) bi-weekly journal entries from both teachers and graduate students, and (iii) weekly feedback from graduate students. Preliminary evaluation of the workshop daily feedback forms indicate a high level of approval for the technology and inquiry activities modeled. Journal entries indicate that the majority of Fellow-teacher teams experience positive interactions in the classroom.

The Story of a Typical Atypical Graduate of the Physics Entrepreneurship Program at Case Western Reserve University

NASA Astrophysics Data System (ADS)

Luta, Adele

2012-02-01

An entrepreneurial perspective to life can lead to wearing a myriad of hats. Long gone is the stereotypical start-up role. Entrepreneurs now hold physics degrees and procure innovation when called upon. An alumni of the Physics Entrepreneurship Program, Adele Luta has spent the last 5 years at NASA developing an innovative approach to spacesuit sizing. Previously, she founded Eleda International consulting firm and is currently working with Adjuvat Biosciences, on a proprietary treatment pancreatic cancer.

Lab notebooks as scientific communication: Investigating development from undergraduate courses to graduate research

NASA Astrophysics Data System (ADS)

Stanley, Jacob T.; Lewandowski, H. J.

2016-12-01

In experimental physics, lab notebooks play an essential role in the research process. For all of the ubiquity of lab notebooks, little formal attention has been paid to addressing what is considered "best practice" for scientific documentation and how researchers come to learn these practices in experimental physics. Using interviews with practicing researchers, namely, physics graduate students, we explore the different experiences researchers had in learning how to effectively use a notebook for scientific documentation. We find that very few of those interviewed thought that their undergraduate lab classes successfully taught them the benefit of maintaining a lab notebook. Most described training in lab notebook use as either ineffective or outright missing from their undergraduate lab course experience. Furthermore, a large majority of those interviewed explained that they did not receive any formal training in maintaining a lab notebook during their graduate school experience and received little to no feedback from their advisors on these records. Many of the interviewees describe learning the purpose of, and how to maintain, these kinds of lab records only after having a period of trial and error, having already started doing research in their graduate program. Despite the central role of scientific documentation in the research enterprise, these physics graduate students did not gain skills in documentation through formal instruction, but rather through informal hands-on practice.

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

ERIC Educational Resources Information Center

Lords, Erik

2001-01-01

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

Establishing a Student Research and Publishing Program in High School Physics

ERIC Educational Resources Information Center

Eales, Jonathan; Laksana, Sangob

2016-01-01

Student learning in science is improved by authentic personal experience of research projects and the publication of findings. Graduate students do this, but it is uncommon to find student research and publishing in high school science programs. We describe here the Student Research and Publishing Program (SRPP) established at International School…

Physics in perspective: Recommendations and program emphases

NASA Technical Reports Server (NTRS)

1972-01-01

Exerpted material from Physics in Perspective, Vol. 1, is presented on recommendations, priorities, and program emphases. The major recommendations are addressed to the Federal Government and support agencies, the physics community, and the educational community, including precollege, undergraduate, and graduate sectors. Approaches to the questions involved in establishing scientific priorities are discussed, and an approach is evolved which is based on the jury rating application of certain criteria to the program elements of a subfield. The question of national support level for the physics enterprise is also considered, and contingency alternatives are suggested such that whatever the level of available support, it may be used with maximum effectiveness.

Decisions on Implementing Service-Learning: Perceptions of Physical Therapist Assistant Faculty within a State Technical College System

ERIC Educational Resources Information Center

Herlitzke, Mary Ann

2012-01-01

The Commission on Accreditation of Physical Therapy Education (CAPTE) requires that graduates of physical therapist assistant programs demonstrate a commitment to social responsibility. Service-learning, a method of instruction in which students apply knowledge and skills learned in the classroom to a community need, can assist in the development…

Essential competencies in entry-level pediatric physical therapy education.

PubMed

Rapport, Mary Jane; Furze, Jennifer; Martin, Kathy; Schreiber, Joe; Dannemiller, Lisa A; Dibiasio, Paula A; Moerchen, Victoria A

2014-01-01

The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs. This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures. Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs. For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.

They Won't All Grow Up to Be You: Preparing Students for Diverse Careers

NASA Astrophysics Data System (ADS)

McNeil, Laurie

The Joint Task Force on Undergraduate Physics Programs (J-TUPP) was formed in response to a growing awareness in the physics community that undergraduate physics majors pursue a wide range of careers after graduation, with very few ending up employed as physics professors. The task force was charged to identify the skills and knowledge that undergraduate physics degree holders should possess to be well prepared for a diverse set of careers, and to provide guidance on how physicists could revise the undergraduate curriculum to improve the education of a diverse student population. Our report (issued in October 2016) is the result of the task force's reviews of employment data, surveys of employers, and reports generated by other disciplines, as well as meetings with physicists in selected industries and interviews with recent physics graduates employed in the private sector. As part of our study we also identified exemplary programs that provide models of how physics departments can ensure that all of their students are well prepared to pursue a wide range of career paths. I will summarize and illustrate the findings and recommendations contained in the task force's report.

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

NASA Astrophysics Data System (ADS)

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

2018-06-01

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

The current status of education and career paths of students after completion of medical physicist programs in Japan: a survey by the Japanese Board for Medical Physicist Qualification.

PubMed

Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Yamada, Syogo

2015-07-01

To standardize educational programs and clinical training for medical physics students, the Japanese Board for Medical Physicist Qualification (JBMP) began to accredit master's, doctorate, and residency programs for medical physicists in 2012. At present, 16 universities accredited by the JBMP offer 22 courses. In this study, we aimed to survey the current status of educational programs and career paths of students after completion of the medical physicist program in Japan. A questionnaire was sent in August 2014 to 32 universities offering medical physicist programs. The questionnaire was created and organized by the educational course certification committee of the JBMP and comprised two sections: the first collected information about the university attended, and the second collected information about characteristics and career paths of students after completion of medical physicist programs from 2008 to 2014. Thirty universities (16 accredited and 14 non-accredited) completed the survey (response rate 94 %). A total of 209, 40, and 3 students graduated from the master's, doctorate, and residency programs, respectively. Undergraduates entered the medical physicist program constantly, indicating an interest in medical physics among undergraduates. A large percentage of the students held a bachelor's degree in radiological technology (master's program 94 %; doctorate program 70 %); graduates obtained a national radiological technologist license. Regarding career paths, although the number of the graduates who work as medical physicist remains low, 7 % with a master's degree and 50 % with a doctorate degree worked as medical physicists. Our results could be helpful for improving the medical physicist program in Japan.

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

NASA Astrophysics Data System (ADS)

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

2017-01-01

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

Effective Practices for Training and Inspiring High School Physics Teachers

NASA Astrophysics Data System (ADS)

Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

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

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

Kryuchkov, Eduard F.; Geraskin, Nikolay I.; Killinger, Mark H.

The world’s first master’s degree program in nuclear safeguards and security, established at Moscow Engineering Physics Institute (MEPhI), has now graduated nine classes of students. Most of the graduates have gone on to work at government agencies, research organizations, or obtain their PhD. In order to meet the demand for safeguards and security specialists at nuclear facilities, MEPhI established a 5½ year engineering degree program that provides more hands-on training desired by facilities. In February 2004, the first students began their studies in the new discipline Nuclear Material Safeguards and Nonproliferation. This class, as well as other subsequent classes, includedmore » students who started the program in their third year of studies, as the first 2½ years consists of general engineering curriculum. Fourteen students made up the first graduating class, receiving their engineering degrees in February 2007. The topics addressed in this paper include specific features of the program caused by peculiarities of Russian education legislation and government quality control of academic education. This paper summarizes the main joint actions undertaken by MEPhI and the US National Laboratories in conjunction with the U.S. Department of Energy, to develop the engineering degree program. Also discussed are the program’s specific training requirements, student internships, and job placement. The paper concludes with recommendations from a recent international seminar on nonproliferation education and training.« less

Capitalizing on Community: the Small College Environment and the Development of Researchers

NASA Astrophysics Data System (ADS)

Stoneking, M. R.

2014-03-01

Liberal arts colleges constitute an important source of and training ground for future scientists. At Lawrence University, we take advantage of our small college environment to prepare physics students for research careers by complementing content acquisition with skill development and project experience distributed throughout the curriculum and with co-curricular elements that are tied to our close-knit supportive physics community. Small classes and frequent contact between physics majors and faculty members offer opportunities for regular and detailed feedback on the development of research relevant skills such as laboratory record-keeping, data analysis, electronic circuit design, computational programming, experimental design and modification, and scientific communication. Part of our approach is to balance collaborative group work on small projects (such as Arduino-based electronics projects and optical design challenges) with independent work (on, for example, advanced laboratory experimental extensions and senior capstone projects). Communal spaces and specialized facilities (experimental and computational) and active on-campus research programs attract eager students to the program, establish a community-based atmosphere, provide unique opportunities for the development of research aptitude, and offer opportunities for genuine contribution to a research program. Recently, we have also been encouraging innovativetendencies in physics majors through intentional efforts to develop personal characteristics, encouraging students to become more tolerant of ambiguity, risk-taking, initiative-seeking, and articulate. Indicators of the success of our approach include the roughly ten physics majors who graduate each year and our program's high ranking among institutions whose graduates go on to receive the Ph.D. in physics. Work supported in part by the National Science Foundation.

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

PubMed

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

2015-05-01

Young people with physical disabilities experience issues regarding employment, schooling, independent living and establishing meaningful personal relationships. A lack of life skills has been recognized as an important factor contributing to this lag. The Independence Program (TIP) is a short-term residential life skills program that aims to equip youth with the foundational life skills required to assume adult roles. This study retrospectively examined the achievements, skills acquired and program attributions of youth and young adults who took part in this three-week immersive teen independence program over a 20-year period. A total of 162 past graduates were invited to take part, with 78 doing so (a 48% response rate). These past graduates completed an online survey assessing objective outcomes such as employment and independent living; subjective outcomes such as feeling in control and living meaningful lives; and reflections on skills acquired, opportunities experienced and attributions to TIP. The majority of respondents were female (71%), had a diagnosis of cerebral palsy (55%) and ranged from 20 to 35 years of age (92%). Despite a range of outcomes related to the achievement of adult roles, high levels of life satisfaction and overall quality of life were reported. Nearly every respondent reported using the skills they learned at the program in their lives afterwards and a high percentage attributed the acquisition and consolidation of core life skills to participating in this intensive immersive program. Although causality cannot be assumed, respondents reflected very positively on the opportunities provided by TIP to develop their independent living and life skills, extend their social networks and understand their strengths and weaknesses. Such findings validate the importance of targeted skill development to assist young people with physical disabilities in attaining their life goals and encourage focused investigations of key features in program design. © 2014 John Wiley & Sons Ltd.

The Implementation and Evaluation of a University-Based Outreach Laboratory Program in Electrical Engineering

ERIC Educational Resources Information Center

Smaill, Chris R.

2010-01-01

In the current climate of shortages of high-quality engineering graduates, exacerbated by reduced high school enrollments in physics and mathematics, engineering faculties are becoming increasingly aware of the importance of K-12 outreach programs. Such programs can result in students being better prepared for and better informed about engineering…

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 Effects of a Campus Forest-Walking Program on Undergraduate and Graduate Students' Physical and Psychological Health.

PubMed

Bang, Kyung-Sook; Lee, Insook; Kim, Sungjae; Lim, Chun Soo; Joh, Hee-Kyung; Park, Bum-Jin; Song, Min Kyung

2017-07-05

We conducted a campus forest-walking program targeting university and graduate students during their lunchtime and examined the physical and psychological effects of the program. We utilized a quasi-experimental design with a control group and a pretest-posttest design. Forty-seven men (M = 25.5 ± 3.8 years) and 52 women (M = 23.3 ± 4.3 years) volunteered to participate (experimental group n = 51, control group n = 48). The intervention group participated in campus forest-walking program once a week for six weeks; they were also asked to walk once a week additionally on an individual basis. Additionally, participants received one lecture on stress management. Post-tests were conducted both just after the program ended and three months after. A chi-square test, t -test, and repeated measures analysis of variance were used to evaluate the effects of the program. Health promoting behaviors ( F = 7.27, p = 0.001, ES = 0.27) and parasympathetic nerve activity ( F = 3.69, p = 0.027, ES = 0.20) significantly increased and depression ( F = 3.15, p = 0.045, ES = 0.18) significantly decreased in the experimental group after the intervention compared to the control group. In conclusion, using the campus walking program to target students during their lunchtime is an efficient strategy to promote their physical and psychological health.

Outdoor Adventure Leadership at Laurentian University

ERIC Educational Resources Information Center

Little, Jim

2007-01-01

Graduating with a Bachelor of Physical and Health Education (BPHE) degree with a specialty in Outdoor Adventure Leadership (ADVL) is a unique reality in Canada offered by Sudbury's Laurentian University. Developed over 20 years ago, the ADVL program has been one of Laurentian's six landmark Human Kinetics programs. From a scholastic perspective…

A Survey of Basic Instructional Program Graduate Teaching Assistant Development and Support Processes

ERIC Educational Resources Information Center

Russell, Jared A.

2009-01-01

For over 100 years, basic instructional programs (BIP) have played a pivotal role in providing undergraduates with opportunities to acquire sport-related skills and conceptual knowledge relevant to promoting their involvement in lifelong physical activity and establishing healthy lifestyle habits. Critical to delivering this instructional content…

Introducing a Framework for Physics Innovation and Entrepreneurship (PIE) Education

NASA Astrophysics Data System (ADS)

Roughani, Bahram

A desired outcome for Physics Innovation and Entrepreneurship (PIE) education is preparing physics majors with an innovative and entrepreneurial mindset who are capable of opportunity recognition and adept in leveraging physics knowledge to address specific needs. Physics as a discipline is well-recognized to prepare students who become problem solvers and critical thinkers, gifted in dealing with abstract ideas and ambiguities in the context of complex and real-world problems. These characteristics when enhanced through appropriate combinations of curricular, co-curricular, and extra-curricular programs can prepare physics majors for careers and future challenges that may involve translating physics knowledge into useful products and services either as part of a technical team within an organization or through startups. A viable PIE education model prepares graduates for various career paths in addition to the traditional options such as pursuing graduate studies or becoming a science teacher. Having a well-defined ``third option'' for physics will benefit the robustness of the physics discipline through recruitment and retention of prospective students who in principle are interested in physics as a subject, but in practice they may overlook physics as their preferred major primarily because they are uncertain about a viable career path based on an undergraduate physics education. The ''Pathways to Innovation'' at Loyola is established based on the program developed by VentureWell and Epicenter (NSF Supported).

Impact of the Joint Task Force on Undergraduate Physics Programs for Innovation and Entrepreneurship Education in Physics

NASA Astrophysics Data System (ADS)

Arion, Douglas

The Joint Task Force on Undergraduate Physics Programs has worked diligently to develop recommendations for what physics programs could and should be doing to prepare graduates for 21st century careers. While the `traditional' physics curriculum has served for many years, the demands of the new workforce, and the recognition that only a few percent of physics students actually become faculty - the vast majority entering the workforce and applying their skills to a very diverse range of problems, projects, and products - implies that a review of the education undergraduates receives is in order. The outcomes of this study point to the need to provide greater connection between the education process and the actual skills, knowledge, and abilities that the workplace demands. This presentation will summarize these considerations, and show how entrepreneurship and innovation programs and curricula are a particularly effective means of bringing these elements to physics students.

What does a physics undergraduate education give you? A perspective from Australian physics

NASA Astrophysics Data System (ADS)

Sharma, Manjula; Pollard, Judith; Mendez, Alberto; Mills, David; O'Byrne, John; Scott, Dale; Hagon, Sue; Gribble, Joan; Kirkup, Les; Livett, Michelle; Low, David; Merchant, Alex; Rayner, Anton; Swan, Geoff; Zadnik, Marjan; Zealey, Willam

2008-01-01

In a study to assess how effectively undergraduate physics studies have prepared students for the workplace, we attempted to locate and interview traditional 3-year or 4-year physics students who had graduated in the past five years (2000 to 2004), and the employers of these graduates. The study was limited to recent graduates who have majored in physics and not obtained further or concurrent degrees. Overseas studies of the destinations of physics graduates referred to in this paper have not isolated the group we interviewed as a distinct group. A major finding was that the number of these graduates was unexpectedly low. Indeed, most physics graduates have two degrees. Interviews with graduates and employers suggest that physics graduates have particular strengths in problem solving and are good at applying their skills at the workplace.

An evidence based approach to undergraduate physical assessment practicum course development.

PubMed

Anderson, Brenda; Nix, Elizabeth; Norman, Bilinda; McPike, H Dawn

2014-05-01

Physical assessment is an important component of professional nursing practice. New nurse graduates experience difficulty transitioning the traditional head to toe physical assessment into real world nursing practice. This study was conducted to provide current data concerning physical assessment competencies utilized consistently by registered nurses. This quantitative study used a 126 item survey mailed to 900 Registered Nurses. Participants used a Likert-type scale to report frequency of use for physical assessment competencies. Thirty seven competencies were determined to be essential components of the physical assessment, 18 were determined supplemental, and 71 were determined to be non-essential. Transition of the new graduate nurse into professional practice can be enhanced by focusing content in physical assessment practicum courses on the essential competencies of physical assessment. Faculty for the university has analyzed data from this study to support evidence based changes to the undergraduate nursing program physical assessment practicum course. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effects of a 12-week mHealth program on peak VO2 and physical activity patterns after completing cardiac rehabilitation: A randomized controlled trial.

PubMed

Duscha, Brian D; Piner, Lucy W; Patel, Mahesh P; Craig, Karen P; Brady, Morgan; McGarrah, Robert W; Chen, Connie; Kraus, William E

2018-05-01

Site-based cardiac rehabilitation (CR) provides supervised exercise, education and motivation for patients. Graduates of CR have improved exercise tolerance. However, when participation in CR ceases, adherence to regular physical activity often declines, consequently leading to worsening risk factors and clinical events. Therefore, the purpose of this pilot study was to evaluate if a mHealth program could sustain the fitness and physical activity levels gained during CR. A 12-week mHealth program was implemented using physical activity trackers and health coaching. Twenty-five patients were randomized into mHealth or usual care after completing CR. The combination of a 4.7±13.8% increase in the mHealth and a 8.5±11.5% decrease in the usual care group resulted in a difference between groups (P≤.05) for absolute peak VO 2 . Usual care decreased the amount of moderate-low physical activity minutes per week (117±78 vs 50±53; P<.05) as well as moderate-high (111±87 vs 65±64; P<.05). mHealth increased moderate-high physical activity (138±113 vs 159±156; NS). The divergent changes between mHealth and usual care in moderate-high physical activity minutes/week resulted in a difference between groups (21±103 vs - 46±36; P<.05). A 12-week mHealth program of physical activity trackers and health coaching following CR graduation can sustain the gains in peak VO 2 and physical activity achieved by site-based CR. Copyright © 2018. Published by Elsevier Inc.

INSPIRE: Initiating New Science Partnerships in Rural Education

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Bruce, L. M.; Harpole, S. H.; Schmitz, D. W.

2010-10-01

INSPIRE, Initiating New Science Partnerships in Rural Education, is a partnership between Mississippi State University and three school districts in Mississippi's Golden Triangle (Starkville, Columbus, West Point). This program recruits ten graduate fellows each year from geosciences, physics, astronomy, and engineering and pairs them with a participating middle school or high school teacher. The graduate fellows provide technology-supported inquiry-based learning in the earth and space sciences by incorporating their research into classroom instruction and using multiple resources such as Google Earth, geographic information systems (GIS), Celestia, and others. In addition to strengthening the communication skills of the graduate fellows, INSPIRE will increase the content knowledge of participating teachers, provide high-quality instruction using multiple technologies, promote higher education to area high-school students, and provide fellows and teachers with international research experience through our partners in Australia, The Bahamas, England, and Poland. INSPIRE is funded by the Graduate STEM Fellows in K-12 Education Program (GK-12; Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Building for Today and Tomorrow. (The Sixteenth Amy Morris Homans Lecture.)

ERIC Educational Resources Information Center

Spears, Betty

1982-01-01

In the face of widespread belief that women were unsuitable for physical education, Amy Morris Homans and Mary Hemenway founded the Boston Normal School of Gymnastics in 1889 to train female physical education teachers. Later, the school affiliated with Wellesley College and established a graduate program directed by Homans. (PP)

Are General Educators Prepared To Teach Students with Physical Disabilities?

ERIC Educational Resources Information Center

Singh, Delar K.

This paper discusses the outcomes of a study that investigated the knowledge base and professional readiness of 50 regular education teachers for the inclusion of learners who have physical disabilities. Members of the sample were regular elementary and secondary teachers who were enrolled in a graduate teacher education program at a private…

Physics GRE Scores of Prize Postdoctoral Fellows in Astronomy

NASA Astrophysics Data System (ADS)

Levesque, Emily M.; Bezanson, Rachel; Tremblay, Grant

2017-01-01

The Physics GRE has long been a required element of the graduate admissions process in many U.S. astronomy programs; however, its predictive power and utility as a means of selection "successful" applicants had not been quantitatively examined until recently. In the fall of 2015 we circulated a short questionnaire to 271 people who have held U.S. prize postdoctoral fellowships in astrophysics between 2010-2015, asking them to report their Physics GRE scores. The response rate was 64%, and the responding sample was unbiased with respect to the overall gender distribution of prize fellows. The responses revealed that the Physics GRE scores of prize fellows do not adhere to any minimum percentile score and show no statistically significant correlation with the number of first author papers published. As an example, a Physics GRE percentile cutoff of 60% would have eliminated 44% of 2010-2015 U.S. prize postdoctoral fellows, including 60% of the female fellows. From these data, we found no evidence that the Physics GRE could be used as an effective predictor of "success" either in or beyond graduate school. Following this work and last year's official recommendation from the AAS, several astronomy departments have recently decided to eliminate the Physics GRE as a requirement for graduate applicants.

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

NASA Astrophysics Data System (ADS)

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

2018-06-01

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

Systemic Mentoring for Competitiveness: The Model of the Timbuktu Academy

NASA Astrophysics Data System (ADS)

Bagayoko, Diola

2010-02-01

The Timbuktu Academy is a comprehensive, systemic mentoring program at Southern University and A&M College in Baton Rouge (SUBR), Louisiana. We define systemic mentoring as one that is woven into the core functions of an organization. For most universities, those functions include instruction, research, and service. While the Academy has programs for pre-college and graduate students, its Ten-Strand Systemic Mentoring Model was specifically tailored to undergraduate education. We discuss basic considerations that led to the paradigm, programs, activities, and results of the Timbuktu Academy. The proper implementation of the Ten-Strand Systemic Mentoring Model couples teaching and superior learning, on the one hand, and integrates research and education, on the other hand. For undergraduate education, key strands include support (financially or otherwise), scientific advisement, research participation (academic year or summer), immersion in a professional culture, monitoring, and guidance to graduate school. From the summer of 1994 to 2009, the Academy has engaged 2,093 pre-college scholars in its summer programs. To date, the Academy has assisted in the production of one hundred seventy (170) minority undergraduate scholars who have earned a Bachelor of Science degree. Seventy (70) of 83 physics graduates, twenty (20) of 29 chemistry graduates, and twenty-two (22) of 49 engineering graduates have earned graduate degrees or are successfully enrolled in graduate school, with emphasis on the pursuit of the Ph.D. For the above model and results, the Timbuktu Academy received the 2002 U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Its director was among the first individual recipients of this award in 1996. The handouts accompanying this presentation are intended to facilitate the adaptive replication of the Timbuktu Academy by individuals, departments, colleges and universities, and other organizations. )

New optical engineering and instrument design programs at the University of California, Irvine Extension

NASA Astrophysics Data System (ADS)

Silberman, Donn M.; Doushkina, Valentina V.

2010-08-01

Three years ago we reported on a new optics education program established at the Irvine Center for Applied Competitive Technologies (CACT) at the Advanced Technology and Education Park (ATEP) operated by the South Orange County Community College District (SOCCCD). This paper reports on new Optical Engineering and Instrument Design Programs now being offered through the University of California, Irvine Extension. While there are some similarities between the two programs, the differences are mainly the students' level. The community college level programs were targeted primarily at technicians and junior level engineers. The university level programs are targeted at senior level engineering and physical sciences university students, graduate and post graduate students and designers in industry. This paper reviews the reasons for establishing these certificate programs and their content, the students' motivations for taking them and their employers' incentives for encouraging the students.

Air, Ocean and Climate Monitoring Enhancing Undergraduate Training in the Physical, Environmental and Computer Sciences

NASA Technical Reports Server (NTRS)

Hope, W. W.; Johnson, L. P.; Obl, W.; Stewart, A.; Harris, W. C.; Craig, R. D.

2000-01-01

Faculty in the Department of Physical, Environmental and Computer Sciences strongly believe in the concept that undergraduate research and research-related activities must be integrated into the fabric of our undergraduate Science and Technology curricula. High level skills, such as problem solving, reasoning, collaboration and the ability to engage in research, are learned for advanced study in graduate school or for competing for well paying positions in the scientific community. One goal of our academic programs is to have a pipeline of research activities from high school to four year college, to graduate school, based on the GISS Institute on Climate and Planets model.

The Non-traditional Student, a new Geoscience Resource

NASA Astrophysics Data System (ADS)

Ferrell, R.; Anderson, L.; Bart, P.; Lorenzo, J. M.; Tomkin, J.

2004-12-01

The LSU GAEMP (Geoscience Alliance to Enhance Minority Participation) program targets non-traditional students, those without an undergraduate degree in geoscience, in its efforts to attract African American and Hispanic students from minority serving institutions (MSIs) to pursue careers in geology and geophysics. Faculty collaborators at nine MSIs (seven HBCUs and two HSIs) work closely with LSU faculty to advertise the program and to select student participants. The enthusiastic cooperation of the MSI Professors is crucial to success. The ideal student is a junior-level, high academic achiever with a major in one of the basic sciences, mathematics, engineering or computer science. A special summer course uses a focus on research to introduce basic geoscience concepts. Students are encouraged to design a cooperative research project to complete during their last year at their home institution and to apply for GAEMP graduate fellowships leading directly to an M.S. or Ph.D. in Geoscience. There are several reasons for the emphasis on these students 1. They have special knowledge and skills to use in graduate programs in geophysics, geochemistry, geobiology, etc. 2. Third-year students have demonstrated their ability to succeed in the academic world and are ready to select a graduate program that will enhance their employment prospects. 3. The MSIs, especially some of the physics programs at the collaborating HBCUs, provide well-trained, highly motivated graduates who have compiled excellent records in highly ranked graduate programs. This pool of talent is not available in the geosciences because most MSIs do not have geoscience degree programs. 4. This group provides a unique niche for focus as there are many programs concentrating on K-12 students and the recruitment of traditional majors. In the first year of GAEMP, 12 students participated in the summer program, six elected to pursue research projects and expressed interest in applying for the fellowships, and one student entered the graduate program early. The paucity of information regarding career opportunities and rewards in geoscience is one of the major obstacles encountered. GAEMP is sponsored by a 5-year NSF award through the OEDG program

How Robotics Programs Influence Young Women's Career Choices: A Grounded Theory Model

ERIC Educational Resources Information Center

Craig, Cecilia Dosh-Bluhm

2014-01-01

The fields of engineering, computer science, and physics have a paucity of women despite decades of intervention by universities and organizations. Women's graduation rates in these fields continue to stagnate, posing a critical problem for society. This qualitative grounded theory (GT) study sought to understand how robotics programs influenced…

Exploring the Meaning African American PETE Teacher Candidates Ascribe to Their Aquatic Experiences

ERIC Educational Resources Information Center

Sato, Takahiro; Hodge, Samuel R.

2012-01-01

Physical Education Teacher Education (PETE) programs typically require their graduates to learn to swim proficiently. However, the research base is underdeveloped regarding the aquatic experiences of African Americans in PETE programs. The purpose of this study was to explore the meaning African American PETE teacher candidates ascribe to their…

Success Stories of Undergraduate Retention: A Pathways Study of Graduate Students in Solar and Space Physics

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Stoll, W.; Moldwin, M.; Gross, N. A.

2012-12-01

This presentation describes results from an NSF-funded study of the pathways students in solar and space physics have taken to arrive in graduate school. Our Pathways study has documented results from structured interviews conducted with graduate students attending two, week-long, NSF-sponsored scientific workshops during the summer of 2011. Our research team interviewed 48 solar and space physics students (29 males and 19 females currently in graduate programs at US institutions,) in small group settings regarding what attracted and retained them along their pathways leading to grad school. This presentation addresses what these students revealed about the attributes and influences that supported completion of their undergraduate experience and focused their aspirations toward graduate school. In advance of the interview process, we collected 125 on-line survey responses from students at the two workshops. This 20-item survey included questions about high school and undergraduate education, as well as about research and graduate experience. A subset of the 125 students who completed this on-line survey volunteered to be interviewed. Two types of interview data were collected from the 48 interviewees: 1) written answers to a pre-interview questionnaire; and 2) detailed notes taken by researchers during group interviews. On the pre-interview questionnaire, we posed the question: "How did you come to be a graduate student in your field?" Our findings to date are based on an analysis of responses to this question, cross correlated with the corresponding on-line survey data. Our analysis reveals the importance of early research experiences. About 80% of the students participating in the Pathways study cited formative undergraduate research experiences. Moreover, about 50% of participants reported undergraduate research experiences that were in the field of their current graduate studies. Graduate students interviewed frequently cited a childhood interest in science that grew through high school and undergraduate science courses on into trying out research as an undergraduate. Reasons cited for finding space physics more attractive than, say astronomy or cosmology, included: 1) the domain of physical reality being studied (near-Earth space) can be accessed by humans; 2) the research content is easier to explain to family and friends; and 3) the research has more societal relevance. Our data also suggest the pivotal role of undergraduate professors and research advisors in supporting student persistence.

Every Student Counts: Broadening Participation in the Geosciences through a Multiyear Internship Program

NASA Astrophysics Data System (ADS)

Sloan, V.

2010-12-01

The number of Ph.D.s from underrepresented populations graduating each year in the geosciences lags behind all other sciences including physics. This results in a dearth of minorities acting as role models in higher education. Overall, African Americans, Native Americans, and Hispanics comprised a total of 6% of the Ph.D. graduates in 2005 compared to about 27% of the general population. African Americans were the most poorly represented relative to their proportion in the U.S. population, comprising only 1% of Ph.D.s in the geosciences compared to 12% of the population. Only one African American woman Ph.D. graduated in the geosciences in the U.S. in each of 2004 and 2005, while proportionally one would expect 28 to obtain a Ph.D. each year. Our multiyear internship program, RESESS helps to carry students from underrepresented minority populations through to graduate programs by preparing them for graduate school. Our interns experience an authentic summer research experience at a university, the USGS, or UNAVCO, while doing an intensive writing course and working closely with a science and writing mentor. We continue mentoring during the academic year, as students apply for graduate school and scholarships, and present their research results at professional conferences. RESESS focuses on the Earth sciences and partners with SOARS, which focuses on atmospheric and related sciences. Our future goals include developing more RESESS pods elsewhere in the country, making it possible for students to do community-driven research, and increasing the diversity of support for the program through new and stronger partnerships with organizations such as the U.S.G.S., the National Parks Service, and other universities. In this paper, we will present current statistics on diversity in higher education in the geoscience, details of our program, and conclusions about effective means of supporting minority students in the bridge to graduate school. When the numbers are this low, every student counts. Diana Prado Garzon at work in summer of 2010.

A Collaboration for Health and Physical Education in High-Need Schools and Communities

ERIC Educational Resources Information Center

Doolittle, Sarah; Beale, Angela; DeMarzo, Jenine

2009-01-01

Teacher education programs have a long history of producing excellent health and physical education (HPE) teachers for suburban school districts. But graduates who start their career at high-need schools often feel poorly prepared to face the challenges of low-income school districts, schools, and students. This article is directed primarily to…

Completed Research in Health, Physical Education, Recreation & Dance, Including International Sources. Volume 32-1990 Edition.

ERIC Educational Resources Information Center

Chamberlin, Craig, Ed.

This compilation provides 256 abstracts of research completed in the areas of health, physical education, recreation, dance, and allied areas during 1989. Master's theses and doctoral dissertations are abstracted from institutions offering graduate programs in those fields. The volume includes an index to the abstracts in which references are…

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

PubMed

Montagnese, Thomas Anthony

2012-03-01

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

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

Physics Incubator at Kansas State University

NASA Astrophysics Data System (ADS)

Flanders, Bret; Chakrabarti, Amitabha

Funded by a major private endowment, the physics department at Kansas State University has recently started a physics incubator program that provides support to research projects with a high probability of commercial application. Some examples of these projects will be discussed in this talk. In a parallel effort, undergraduate physics majors and graduate students are being encouraged to work with our business school to earn an Entrepreneurship minor and a certification in Entrepreneurship. We will discuss how these efforts are promoting a ``culture change'' in the department. We will also discuss the advantages and the difficulties in running such a program in a Midwest college town.

Theory Into Practice: Applying Lessons Learned From Retention Studies To Build A Diverse Graduate Community

NASA Astrophysics Data System (ADS)

Gross, N. A.; Lopez, R.; Hughes, W. J.

2008-03-01

The Center for Integrated Space Weather Modeling (CISM) is a nationally distributed research program that focuses its activities around building a comprehensive physics-based numerical simulation model that describes the space environment from the Sun to the Earth. As a Science and Technology Center (STC) funded by the National Science Foundation (NSF), CISM is committed to training the next generation of space physicists and imbuing them with an understanding of the Sun & Earth as a system. CISM has fostered a thriving, diverse community of graduate students actively engaged in CISM research and related activities. The Center's goal for these students is for them to not only graduate with a strong understanding of their research field, but also with knowledge of related research areas and relationships with other young professionals who work in those areas. To meet this goal, CISM sponsors graduate activities such as graduate retreats, a graduate online community, graduate video conferences, and provides professional interactions with leaders in the field. These activities are designed to develop peer to peer relationships and are exactly the sort of activities that will engage new students in the community. This paper will describe these activities and show that they are consistent with the needs of graduate students as identified in the limited literature on persistence in graduate education. These activities are also consistent with the conclusions about the well studied problem of retention at the undergraduate level. Activities that help to increase retention will also increase the value of diversity recruitment programs, since it will increase the likeliness that these students will persist to graduation.

KSC-2012-6221

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside the Applied Physics Laboratory in the Operations and Checkout Building at NASA’s Kennedy Space Center in Florida, lead researcher Dr. Bob Youngquist demonstrates a technology developed for the Space Shuttle Program to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

KSC-2012-6220

NASA Image and Video Library

2012-11-08

CAPE CANAVERAL, Fla. -- Inside the Applied Physics Laboratory in the Operations and Checkout Building at NASA’s Kennedy Space Center in Florida, lead researcher Dr. Bob Youngquist describes technologies developed for the Space Shuttle Program to a group of Society of Physics students. About 800 graduate and undergraduate physics students toured Kennedy facilities. A group of about 40 students toured laboratories in the Operations and Checkout Building and the EDL during their visit. The physics students were in Orlando for the 2012 Quadrennial Physics Congress. Photo credit: NASA/Cory Huston

Graduate students in oceanography: Recruitment, success, and career prospects

NASA Astrophysics Data System (ADS)

Nowell, Arthur R. M.; Hollister, Charles D.

Graduate education, student quality, stipend support, and subsequent employment form a triad of concern to many oceanographers. While the number of graduate degree programs in oceanography in the U.S. exceeds 50, remarkably few data are available on numbers of student applications, student survival rates, the quality of the applicants and accepted students, and their subsequent employment.Consequently, most discussions within an institution are based on data from a single school, while most statements made to federal government program managers by scientists are based on personal perceptions and feelings. With the emerging global initiatives, which are very labor intensive, it appears appropriate to ask, “Is there an impending crisis in graduate education in oceanography?” Widespread concern about availability of new talent, the quality of incoming students, and the overall national crisis in science and engineering student recruitment has led many scientists to state that oceanography has widespread problems in terms of student numbers and, more importantly, quality. Often, when a scientist does not find a student in the spring application rites, the scientist declares there is a national shortage of well-qualified students. Moreover, in certain subdisciplines of the field (e.g., physical oceanography) the crisis is perceived as severe and immediate, though as we shall see, physical oceanography is in an improving mode and is also experiencing an interesting increase in the numbers of well-qualified women applicants.

Acoustics: A branch of engineering at the Universidad Austral de Chile (UACh)

NASA Astrophysics Data System (ADS)

Poblete, Victor; Arenas, Jorge P.; Sommerhoff, Jorge

2002-11-01

At the end of the 1960s, the first acousticians graduating at UACh had acquired an education in applied physics and musical arts, since there was no College of Engineering at that time. Initially, they had a (rather modest) four-year undergraduate program, and most of the faculty were not specialized teachers. The graduates from such a program received a sound engineering degree and they were skilled for jobs in the musical industry and sound reinforcement companies. In addition, they worked as sound engineers and producers. Later, because of the scientific, industrial and educational changes in Chile during the 1980s, the higher education system had massive changes that affected all of the undergraduate and graduate programs of the 61 universities in Chile. The UACh College of Engineering was officially founded in 1989. Then, acoustics as an area of expertise was included, widened and developed as an interdisciplinary subject. Currently, the undergraduate program in acoustics at UACh offers a degree in engineering sciences and a 6-year professional studies in Civil Engineering (Acoustics), having two main fields: Sound and Image, and Environment and Industry.

United States Air Force Graduate Student Research Program. 1989 Program Technical Report. Volume 1

DTIC Science & Technology

1989-12-01

Analysis is required to supplement the experimental observations, which requires the formulation of a realistic model of the physical problem...RECOMMENDATION: a . From our point of view, the research team considere the NASTRAN model correct due to the vibrational frequencies, but we are still...structure of the program was understood, attempts were made to change the model from a thunderstorm simulation

Sparking Women's Interest in Physics through Science Education

NASA Astrophysics Data System (ADS)

Merali, Aliya; Wissel, S. A.; Ortiz, M.; Morgan, J. T.; Zwicker, A.

2011-10-01

As of 2010, less than 10% of the members of the APS division of plasma physics are female. Data from a 2005 AIP publication indicate that a lack of female presence in physics exists as early as high school and is perpetuated throughout the educational careers of women. Of the undergraduate programs run by PPPL, 16% of participants are female, and only 11% of participants that continue on to graduate school are female. In an effort to increase the exposure of young women to physics, we have expanded existing programs and initiated new programs such as a mentorship program and an energy focused essay contest. The goal of these programs is to bridge the gap between young and established women in science in order to increase young women's interest in the field of physics and thus increase the likelihood that they will continue on to study higher-level physics. Using data collected from participant surveys we have assessed the short-term effectiveness of PPPL programs in influencing young women to pursue careers in science and plasma physics. Ivie and Ray. AIP Publication Number R-430.02 (February 2005)

Forum: What Has Actually Changed in Physics Departments in the Situation for Women, Graduate Students and Other People?

NASA Astrophysics Data System (ADS)

Mulvey, Patrick; Ivie, Rachel; Campbell, David; Murnane, Margaret; Kirby, Kate; Catlla, Anne

2006-03-01

The decade of the 90's was a period of intense scrutiny of climate issues in physics departments, e.g. the status of women, the job situation for new Ph.D.'s and postdocs, and the preparation of physicists for careers inside and outside of physics. There were many conference sessions on these topics, and both APS members and leadership instigated important efforts to focus on specific areas. These efforts included the program of visiting committees to departments to examine the situation for women by the Committee on the Status of Women in Physics, the AIP's various studies of a statistical nature, and the creation by the APS of a Committee on Careers and the Forum on Graduate Student Affairs, as well as the recent APS-AAPT task force on graduate education. This forum patterned after similar sessions 10 years ago - will examine how physics departments have changed as a result of such efforts. It will begin with short (12-minute) talks by a panel of experts to describe what has happened in key areas. The greater part of the session will be a period of observations, questions, and discussion from the audience and the panel together. The purpose is to have an interchange on these interrelated topics from which we can all learn. THE TOPICS TO BE INTRODUCED IN THE SHORT TALKS AT THE BEGINNING OF THE SESSION ARE: 1) changes in graduate enrollment, composition, and subsequent jobs (Patrick Mulvey); 2) women in physics and astronomy departments 2005 (Rachel Ivie); 3) changes in graduate curricula and environment (David Campbell); 4) CSWP site visits to physics departments what’s been accomplished and learned (Margaret Murnane); 5) survey of ethical issues in physics departments and the physics profession: results and reactions (Kate Kirby); and (6) physics departments from the point of view of younger physicists (Anne Catlla). The bulk of the session will be a public forum, on these and related issues, among the audience and the panel.

PR^2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences.

NASA Astrophysics Data System (ADS)

Labroo, Sunil; Schaumloffel, John; Gallagher, Hugh; Bischoff, Paul; Bachman, Nancy

2007-03-01

The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in chemistry, physics, biochemistry, astronomy, secondary chemistry or physics education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp and other facets of the program will be presented.

Perceptions of Athletic Training Education Program Directors on Their Students' Persistence and Departure Decisions

ERIC Educational Resources Information Center

Bowman, Thomas G.

2012-01-01

The athletic training profession is in the midst of a large increase in demand for health care professionals for the physically active. In order to meet demand, directors of athletic training education programs (ATEPs) are challenged with providing sufficient graduates. There has been a large increase in ATEPs nationwide since educational reform…

United States Air Force Graduate Student Research Program for 1990. Program Management Report

DTIC Science & Technology

1992-06-05

were extensively studied using pencil lead breaks in a center notch. For the fatigue studies center crack samples of 2024 - T351 aluminum were used...Research Program (SFRP) provides opportunities for research in the physical sciences, engineering, and life sciences. The program has been effective ...positive effect on teaching. (WRDC/FDL) Several mentioned the opportunity for introduction to research interests of the Air Force and the opportunity to work

Perspectives and Plans for Graduate Studies. 14. Physics and Astronomy 1974.

ERIC Educational Resources Information Center

Ontario Council on Graduate Studies, Toronto. Advisory Committee on Academic Planning.

On the instruction of the Council of Ontario Universities, the Advisory Committee on Academic Planning has conducted a planning assessment for graduate studies in physics and astronomy. Contents of the report encompass future enrollment projections in physics graduate studies, the distribution of physics graduate students among the universities,…

Retaining STEM women with community-based mentoring

NASA Astrophysics Data System (ADS)

Lozier, M.

2011-12-01

While women have been graduating from physical oceanography programs in increasing numbers for the past two decades, the number of women occupying senior positions in the field remains relatively low. Thus, the disparity between the percentages of women at various career stages seems to be related to the retention of those completing graduate school in physical oceanography, not in recruiting women to the field. Studies indicate that a positive mentoring experience is strongly correlated with success in science, and as such, MPOWIR (Mentoring Physical Oceanography Women to Increase Retention) provides this essential mentoring to physical oceanographers from late graduate school through their early careers. Our network includes over 400 scientists at 70 institutions participating in a variety of online and face-to-face mentoring opportunities. The MPOWIR website (www.mpowir.org) includes resources for junior scientists, ways to get involved, data and career profiles, and a blog with job postings and relevant information. In October 2011, we will hold the third Pattullo conference to bring mentors and mentees together. The 43 participants at this conference will share their research, attend professional development sessions, and openly discuss issues related to the retention of young scientists in the field.

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

PR^2EPS: Preparation, recruitment, retention and excellence in the physical sciences

NASA Astrophysics Data System (ADS)

Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John; Bischoff, Paul; Bachman, Nancy

2007-04-01

The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in physics, chemistry, secondary physics or chemistry education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities, professional conference experiences, and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college and retaining them in their science programs. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp, and the overall impact on science programs at a medium sized college will be presented.

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

NASA Astrophysics Data System (ADS)

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-05-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.

PHYSICS EDUCATION AND THE INTERNET: Graduate education on the Internet

NASA Astrophysics Data System (ADS)

Venables, John A.

1998-05-01

The Internet can be advantageous for specialist graduate and research-based teaching and learning. Positive points include: ( a) faculty members can consult students interactively about the choice of material; ( b) students can access/download notes and interact with faculty members, independent of location and time; ( c) students can access web pages put up by other groups working in related areas, and can incorporate them into course projects; ( d) the fact that specialist courses cannot be given in person each term/semester/year becomes relatively unimportant: they can still be studied at other times; ( e) further material, including working programs/models can be prepared/explored as part of undergraduate projects, and/or in collaboration with other institutions. Experience has been gained delivering graduate courses and individual lectures on surface and thin film physics, and quantum physics, during 1996-8 in an international context, and attending and contributing to related workshops. Points needing further discussion and resolution include: accreditation and costing between institutions, the nature and extent of copyright problems, and most useful forms of student interaction. More details can be found at http://venables.asu.edu/grad/index.html.

MO-DE-BRA-02: From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs

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

Kapur, A

Purpose: The increasing complexity in the field of radiation medicine and concomitant rise in patient safety concerns call for enhanced systems-level training for future medical physicists and thus commensurate innovations in existing educational program curricula. In this work we report on the introduction of three learning opportunities to augment medical physics educational programs towards building systems-based practice and practice-based learning competencies. Methods: All initiatives were introduced for senior -level graduate students and physics residents in an institution with a newly established medical-physics graduate program and therapeutic-physics residency program. The first, centered on incident learning, was based on a spreadsheet toolmore » that incorporated the reporting structure of the Radiation Oncology-incident Learning System (ROILS), included 120 narratives of published incidents and enabled inter-rater variability calculations. The second, centered on best-practices, was a zero-credit seminar course, where students summarized select presentations from the AAPM virtual library on a weekly basis and moderated class discussions using a point/counterpoint approach. Presentation styles were critiqued. The third; centered on learning-by-teaching, required physics residents to regularly explain fundamental concepts in radiological physics from standard textbooks to board certified physics faculty members. Results: Use of the incident-learning system spreadsheet provided a platform to recast known accidents into the framework of ROILS, thereby increasing awareness of factors contributing to unsafe practice and appreciation for inter-rater variability. The seminar course enhanced awareness of best practices, the effectiveness of presentation styles and encouraged critical thinking. The learn-by-teaching rotation allowed residents to stay abreast of and deepen their knowledge of relevant subjects. Conclusion: The incorporation of systems-driven initiatives broadens comprehension of the wider systems context of medical physics, enhances awareness of resources for innovation, communication and sustained learning while maintaining a metric-driven focus on patient safety within the formative phase of student careers. The initiatives were well-received, feasible, and utilized available or shared-resources translatable across educational programs.« less

Female physicist doctoral experiences

NASA Astrophysics Data System (ADS)

Dabney, Katherine P.; Tai, Robert H.

2013-06-01

The underrepresentation of women in physics doctorate programs and in tenured academic positions indicates a need to evaluate what may influence their career choice and persistence. This qualitative paper examines eleven females in physics doctoral programs and professional science positions in order to provide a more thorough understanding of why and how women make career choices based on aspects both inside and outside of school and their subsequent interaction. Results indicate that female physicists experience conflict in achieving balance within their graduate school experiences and personal lives and that this then influences their view of their future careers and possible career choices. Female physicists report both early and long-term support outside of school by family, and later departmental support, as being essential to their persistence within the field. A greater focus on informal and out-of-school science activities for females, especially those that involve family members, early in life may help influence their entrance into a physics career later in life. Departmental support, through advisers, mentors, peers, and women’s support groups, with a focus on work-life balance can help females to complete graduate school and persist into an academic career.

State-by-state variations in cardiac rehabilitation participation are associated with educational attainment, income, and program availability.

PubMed

Gaalema, Diann E; Higgins, Stephen T; Shepard, Donald S; Suaya, Jose A; Savage, Patrick D; Ades, Philip A

2014-01-01

Wide geographic variations in cardiac rehabilitation (CR) participation in the United States have been demonstrated but are not well understood. Socioeconomic factors such as educational attainment are robust predictors of many health-related behaviors, including smoking, obesity, physical activity, substance abuse, and cardiovascular disease. We investigated potential associations between state-level differences in educational attainment, other socioeconomic factors, CR program availability, and variations in CR participation. A retrospective database analysis was conducted using data from the US Census Bureau, the Centers for Disease Control and Prevention, and the 1997 Medicare database. The outcome of interest was CR participation rates by state, and predictors included state-level high school (HS) graduation rates (in 2001 and 1970), median household income, smoking rates, density of CR program (programs per square mile and per state population), sex and race ratios, and median age. The relationship between HS graduation rates and CR participation by state was significant for both 2001 and 1970 (r = 0.64 and 0.44, respectively, P < .01). Adding the density of CR programs (per population) and income contributed significantly with a cumulative r value of 0.74 and 0.71 for the models using 2001 and 1970, respectively (Ps < .01). The amount of variance accounted for by each of the 3 variables differed between the 2000 and 1970 graduation rates, but both models were unaltered by including additional variables. State-level HS graduation rates, CR programs expressed as programs per population, and median income were strongly associated with geographic variations in CR participation rates.

The Masters Degree in Medical Physics at Queensland University of Technology--14 years on.

PubMed

Thomas, B W; Thomas, B J; Treffene, R J

1990-03-01

In 1975, the Masters Degree in Medical Physics was first made available at the Queensland Institute of Technology (now Queensland University of Technology, QUT), and is offered on both a part time and full time basis. An option for a Graduate Diploma award after completion of the in-house course work stage is available. The research project may be undertaken either in Brisbane or elsewhere. Such projects have been undertaken in Perth, Hong Kong, Sydney, etc. It is a broad based program, embracing activities of current professional importance while including aspects which have potential importance. Recognition that medical physics is a dynamic speciality ensures that the content of the program is kept under continuous review, and changes made as required. It is of interest to observe that of graduates from the course, approximately 50% have moved into the hospitals and private medical research, 11% into government health departments, 16% into the mining industry, 9% into tertiary education, and 14% into non medical or sales areas. Many have gained senior positions in their selected vocations. The success of the program in providing a useful professional person is due in no small measure to the collaboration of many dedicated professionals in the field. This collaboration relates to informal and formal contact between academic staff and students within the Physics Department, and personnel in hospitals, public health establishments and industry.

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

Evaluation of Features of Development of Sports Way of Swimming of Students of Various Sports Specialization

ERIC Educational Resources Information Center

Yermahanova, Amina; Nurmakhambetova, Dinara; Bozhig, Zhanbolat; Imanbetov, Amanbek

2016-01-01

Bachelor educational program "Physical culture and sport" must master special, substantive and core competencies, not only in the chosen specialization, but also in the basic sports, including "Swimming." It is a necessity due to the fact that the graduate program in order to protect their health and life should own at least…

Impacting university physics students through participation in informal science

NASA Astrophysics Data System (ADS)

Hinko, Kathleen; Finkelstein, Noah D.

2013-01-01

Informal education programs organized by university physics departments are a popular means of reaching out to communities and satisfying grant requirements. The outcomes of these programs are often described in terms of broader impacts on the community. Comparatively little attention, however, has been paid to the influence of such programs on those students facilitating the informal science programs. Through Partnerships for Informal Science Education in the Community (PISEC) at the University of Colorado Boulder, undergraduate and graduate physics students coach elementary and middle school children during an inquiry-based science afterschool program. As part of their participation in PISEC, university students complete preparation in pedagogy, communication and diversity, engage with children on a weekly basis and provide regular feedback about the program. We present findings that indicate these experiences improve the ability of university students to communicate in everyday language and positively influence their perspectives on teaching and learning.

1980-81 Survey of Physics and Astronomy Bachelor's Degree Recipients.

ERIC Educational Resources Information Center

Ellis, Susanne D.

The postbaccalaureate plans of 1980-1981 physics and astronomy graduates were surveyed and compared with previous graduates. Data are presented on annual changes in postbaccalaureate plans during 1971-1981 with respect to the following options: physics graduate study, other graduate study, civilian employment, military service, and undecided.…

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

PubMed

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

2013-01-01

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

A Science Summer Camp as an Effective Way to Recruit High School Students to Major in the Physical Sciences and Science Education

ERIC Educational Resources Information Center

Bischoff, Paul J.; Castendyk, Devin; Gallagher, Hugh; Schaumloffel, John; Labroo, Sunil

2008-01-01

Now in its fifth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within these programs until graduation. A central feature of the…

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.

Repackaging undergraduate physics programs

NASA Astrophysics Data System (ADS)

Garner, James

1997-03-01

During the nineties the undergraduate physics major has experienced a number of problems that are not especially new. However, the severity of these problems may be at an all time high. The problems concern such matters as the difficulty of recruiting majors, the retention of majors and non-majors in our physics courses, and a poor employment picture for the B.S. physics graduates. The seriousness of these problems has reached such a profound level that it may be time for the physics community to reexamine a disturbing but fundamental question, i.e., what should be the primary purpose of the undergraduate physics program in our universities? Indeed, this question seems to be one of the primary focuses of this physics education conference. In previous eras physics departments did not have to be greatly concerned about these issues. Traditionally, physics was considered one of the liberal arts and we could tell prospective majors that if they wanted to work in a physics-related job then they should enroll in physics graduate studies. We expected most of them, at least the "worthy" ones, to do just that. We often callously disregarded the low retention of students in our courses with flippant phrases like, "we are just weeding them out." There seemed to be plenty of students eager to enter our exciting discipline and industry was quick to snatch up these excellent problem solvers when they finished their degree. Many would agree that this picture changed in the post cold-war nineties and things may never be the way they used to be.

GeoFORCE Texas: An Outreach Program that is Increasing the Number and Diversity of Students Completing STEM Degrees and Entering the Workforce

NASA Astrophysics Data System (ADS)

Snow, E.; Moore, S. L.

2014-12-01

GeoFORCE Texas is an outreach program of the Jackson School of Geosciences, University of Texas at Austin. Established in 2005 with the goal of increasing the number and diversity of students studying geosciences and engineering and entering the high-tech workforce, GeoFORCE has been highly successful. Key elements to that success will be presented here. GeoFORCE targets bright students in rural and inner-city schools where they are generally not academically challenged. Every summer throughout high school we take them on geologic field trips all over the country. In 2014, GeoFORCE led 15 field academies for about 600 students. The program is rigorous and academic. We emphasize college-level thinking skills. Because it is a 4-year program, they have a pretty good grounding in physical geology by the time they graduate. More importantly, they develop confidence in their ability to handle college, and a strong motivation to earn a college degree. GeoFORCE students are mostly minority (85%) and more than half will be the first in their family to graduate from college. GeoFORCE students exceed national averages in rates of going to college (97%), majoring in STEM fields (66%), majoring in geosciences (15%) and engineering (13%), and graduating from college (~85%). GeoFORCE is a public/private partnership and a workforce-focused program. The Jackson School funds staff and operating expenses (37%). Money for student programs comes from private industry (44%), state and federal grants (14%), and foundations and individual donors (5%). Our corporate partners are in the energy sector. In addition to funding, corporate sponsors attend the summer field programs, mentor GeoFORCE students, and provide opportunities for the students to visit the companies. As our students move toward college graduation, our industry and government partners have begun to hire them as interns. GeoFORCE graduates are now entering the workforce. Our first two cohorts are 4 and 5 years past high school graduation. That group of 155 students boasts 70 college graduates and another 60 still pursuing degrees. There are 19 geoscience majors and 9 engineers. They are also contributing to the body of science with a growing list of publications, including at least one at this meeting.

Adaptations to a new physical training program in the combat controller training pipeline.

PubMed

Walker, Thomas B; Lennemann, Lynette M; Anderson, Vint; Lyons, William; Zupan, Michael F

2011-01-01

The United States Air Force combat controller (CCT) training pipeline is extremely arduous and historically has a high attrition rate of 70 to 80%. The primary objective of this study was to evaluate the impact of incorporating a 711 Human Performance Wing (HPW) / Biobehavior, Bioassessment, and Biosurveillance Branch (RHPF)-developed physical fitness-training program into the combat controller (CCT) 5-level training physical fitness program. One-hundred-nine CCT trainees were tested and trained during their initial eight weeks at the 720th Special Tactics Training Squadron (STTS) at Hurlburt Field. Modifications to their physical training program were principally aimed at reducing overtraining and overuse injury, educating trainees and cadre on how to train smarter, and transitioning from traditional to "functional" PT. A battery of physiological measurements and a psychological test were administered prior to and immediately after trainees undertook an 8-week modified physical fitness training program designed to reduce overtraining and injury and improve performance. We performed multiple physical tests for cardiovascular endurance (VO₂max and running economy), "anaerobic" capacity (Wingate power and loaded running tests), body composition (skinfolds), power (Wingate and vertical jump), and reaction time (Makoto eye-hand test). We used the Mental Toughness Questionnaire 48 (MTQ-48) for the psychological test. We observed several significant improvements in physical and physiological performance over the eight weeks of training. Body composition improved by 16.2% (p < 0.05). VO₂max, time-to-exhaustion, and ventilatory threshold were all significantly higher after implementation of the new program than before it. We observed strong trends towards improvement in work accomplished during loaded running (p = 0.07) and in average power per body mass during lower body Wingate (p = 0.08). Other measures of lower body power did not change significantly over the training period, but did show mild trends towards improvement. Upper body average and peak power per kilogram of body mass both improved significantly by 5.8% and 8.1%, respectively. Reaction time was significantly better posttraining as demonstrated by a 7% improvement during the reactive test. Reactive accuracy also improved significantly with the post test accuracy percentage jumping from 61% to 76%. Furthermore, overuse injuries, a major source of attrition fell by a dramatic 67%. The modifications resulted in significant improvement in trainees? graduation rate. In the eight classes prior to implementation of these changes, average CCT graduating class size was nine trainees. For the eight classes following the changes, average CCT graduating class rose to 16.5 trainees, an increase of 83%. Due to its success, STTS leadership expanded the modifications from the eight weeks prior to CDS to include the entire second year of the pipeline. 2011.

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...

Preparing minority undergraduate students for successful science careers.

NASA Astrophysics Data System (ADS)

Akundi, Murty

2008-03-01

Xavier University of Louisiana is well known for being number one in graduating the most minority students in physical and biological sciences. The reason for this success is built on the concept of Standards with Sympathy in the Sciences (Triple S). This is an outgrowth of over twenty years of planning and development by the Xavier science faculty to devise a program for preparing and retaining students in the sciences and engineering. Xavier has been successfully conducting for over ten years, Summer Science Academy (SSA) for middle and high school students; Science Technology, Engineering and Mathematics (STEM) Scholars and Howard Hughes Biomedical programs for in-coming freshmen. Recently, through a grant from NSF, we have developed the Experiential Problem-solving and Analytical Reasoning (EPsAR) summer bridge program for in-coming freshmen who were given conditional admission to the university (i.e., those students who scored below the acceptable range for placement into degree mathematics courses). In this program, EPsAR participants will be engaged in problem-solving and critical thinking activities for eight hours per day, five days per week, for six weeks. Additionally, an interdisciplinary approach is taken to convey the mathematical skills learned to relate to physics, chemistry, biology, and computer science. Sixty-six students have participated in the last two years in the EPsAR program. During the first year 23 of 28 students successfully bi-passed the algebra review course and were placed into a degree credit course in mathematics. In the second year, thirty-one (31) of the 38 were advanced to a higher-level mathematics course. Twenty-three (23) out of 38 went on to degree credit math course. To retain students in the sciences peer tutoring in all the science disciplines are made available to students throughout the day for 5 days per week. Faculty and students are available to give guidance to the needed students. The University has established a Graduate Placement Office and a Center for Undergraduate Research to facilitate students' pursuit of gradate studies. The results of these efforts indicate a 40 percent graduation rate in four years and increased to 90 percent in six years in the natural sciences and 50 percent of these graduates pursue graduate/professional careers.

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...

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...

2015 Final Reports from the Los Alamos National Laboratory Computational Physics Student Summer Workshop

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

Runnels, Scott Robert; Caldwell, Wendy; Brown, Barton Jed

The two primary purposes of LANL’s Computational Physics Student Summer Workshop are (1) To educate graduate and exceptional undergraduate students in the challenges and applications of computational physics of interest to LANL, and (2) Entice their interest toward those challenges. Computational physics is emerging as a discipline in its own right, combining expertise in mathematics, physics, and computer science. The mathematical aspects focus on numerical methods for solving equations on the computer as well as developing test problems with analytical solutions. The physics aspects are very broad, ranging from low-temperature material modeling to extremely high temperature plasma physics, radiation transportmore » and neutron transport. The computer science issues are concerned with matching numerical algorithms to emerging architectures and maintaining the quality of extremely large codes built to perform multi-physics calculations. Although graduate programs associated with computational physics are emerging, it is apparent that the pool of U.S. citizens in this multi-disciplinary field is relatively small and is typically not focused on the aspects that are of primary interest to LANL. Furthermore, more structured foundations for LANL interaction with universities in computational physics is needed; historically interactions rely heavily on individuals’ personalities and personal contacts. Thus a tertiary purpose of the Summer Workshop is to build an educational network of LANL researchers, university professors, and emerging students to advance the field and LANL’s involvement in it. This report includes both the background for the program and the reports from the students.« less

Naval research fellowships

NASA Astrophysics Data System (ADS)

The American Society for Engineering Education (ASEE) is seeking applicants for 40 fellowships that will be awarded by the Office of Naval Research (ONR) in 1984. This program is designed to increase the number of U.S. citizens doing graduate work in such fields as ocean engineering, applied physics, electrical engineering, computer science, naval architecture, materials science) and aerospace a n d mechanical engineering. The fellowships are awarded on the recommendation of a panel of scientists and engineers convened by the ASEE. The deadline for applications is February 15, 1984.The program is open to graduating seniors who already have or will shortly have baccalaureates in disciplines vital to the research aims of the Navy and critical to national defense. As a reflection of the quality of the program, 1983 fellows had an average cummulative grade point average of 3.88; nine had a perfect 4.0.

A Seven-Year Longitudinal Study of the Research Outcomes for the CASPER Physics Circus

NASA Astrophysics Data System (ADS)

Carmona-Reyes, Jorge; Land-Zandstra, Anna; Stark, Gary; Tarman, Lisa; Menefee, Matt; Wang, Li; Cook, Mike; Schmoke, Jimmy; Matthews, Lorin; Hyde, Truell

2014-10-01

The CASPER Physics Circus was specifically designed to increase student interest in science, technology, engineering and mathematics (STEM) careers where the current generation of scientists and engineers is rapidly approaching retirement age. The Physics Circus followed Waco and LaVega ISD students starting in the sixth grade and ending in the twelfth grade with this cohort group attending the Physics Circus event on the Baylor University campus, interacting with CASPER graduate students and participating in hands-on instructional activities. The event was designed as an informal learning environment intervention and operated under the discovery, project and guided-inquiry base framework wrapped in a learner-center ideology. Participating students were allowed to experiment with hands-on manipulatives while interacting with physicists, science educators and graduate students in both STEM and science education fields. Professional Development was also a part of the Physics Circus for all science teachers within the cohort. This paper presents the results of a seven-year longitudinal study on the Physics Circus and presents future plans to expand the program's effectiveness and impact.

Heliophysics

NASA Astrophysics Data System (ADS)

Austin, M.; Guhathakurta, M.; Schrijver, C. J.; Bagenal, F.; Sojka, J. J.

2013-12-01

Title: Heliophysics Presentation Type: Poster Current Section/Focus Group: SPA-Solar and Heliosphere Physics (SH) Current Session: SH-01. SPA-Solar and Heliosphere Physics General Contributions Authors: Meg Austin1, Madhulika Guhathakurta2, Carolus Schrijver3, Frances Bagenal4, Jan Sojka5 1. UCAR Visiting Scientist Programs 2. NASA Living With a Star Program 3. Lockheed Martin Advanced Technology Center 4. Laboratory for Atmospheric and Space Physics, University of Colorado 5. Utah State University Abstract: Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. The first three years of the school resulted in the publication of three textbooks now being used at universities worldwide. Subsequent years have also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The textbooks are edited by Carolus J. Schrijver, Lockheed Martin, and George L. Siscoe, Boston University. The books provide a foundational reference for researchers in heliophysics, astrophysics, plasma physics, space physics, solar physics aeronomy, space weather, planetary science and climate science. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors plan critical roles. Potential hosts may enter information about their research on a central database.

SU-E-E-04: Building and Strengthening the First Master's Program in Medical Physics in The Gulf Region.

PubMed

Maalej, N; Al-Karmi, A; Al-Sadah, J; Abdel-Rahman, W

2012-06-01

The first medical physics Master's program in the Arabian Gulf region was started in 2002 at King Fahd University of Petroleum & Minerals (KFUPM), Dhahran, Saudi Arabia. After consulting with national and international representatives from the AAPM, IOMP, the University of Wisconsin-Madison and King Faisal Specialist Hospital and Research Center (KFSHRC) we constructed a versatile and rigorous curriculum. The program requires the completion of 7 core courses, 7 required labs, a minimum of 3 elective courses, a research project, a four-month clinical rotation and passing and a comprehensive examination. The success of the program required very close collaboration with national hospitals such as King Fahad Specialist Hospital in Dammam (KFSH-D), KFSHRC, and Riyadh Military Hospital. We cemented the collaboration with a formal agreement between KFUPM and KFSH-D, whereby the clinical medical physicists are actively involved in teaching lectures and labs, evaluating students' performance and co-supervising their clinical rotation and research projects. In order to prepare our graduates for their medical physics careers, we emphasize innovative learning methods such as students centered learning, execution of course projects, experiential learning and acquiring research skills and tools such as Monte Carlo simulations. Our graduates have succeeded in securing clinical positions in some of the best hospitals in the region and achieved high employer satisfaction. Some students have gone to pursue their PhD's in North America and Europe. Many of our students succeeded in publishing their projects in international journals and international conferences. One of our students was instrumental in obtaining a US patent (US Patent # 785298) for an innovative x-ray tube design. We have achieved national recognition through the excellence of our graduates. In order to maintain high education quality standards and achieve international recognition, we are presently working to acquire IAEA approval and CAMPEP accreditation. © 2012 American Association of Physicists in Medicine.

A day with the women physicists of Pakistan

NASA Astrophysics Data System (ADS)

Hasnain, Aziz Fatima; Islam, Aquila; Ali, Asima; Qureshi, Riffat Mehmood; Qamar, Anisa

2015-12-01

The Working Group on Women in Physics successfully organized a national-level meeting of women physicists at the National Centre for Physics, Quaid-e-Azam University, to discuss the agenda for the 5th IUPAP International Conference on Women in Physics. This report describes the outcome of the meeting and the status of female physicists in Pakistan. It also includes a comparative study of the enrollment of women in undergraduate and graduate programs in physics, along with a brief description of factors that create hurdles for female students opting for higher education in this field.

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.

United States Air Force Graduate Student Summer Support Program 1986. Program Technical Report. Volume 1

DTIC Science & Technology

1986-12-01

Oxidant Damage Mediates Variant Red Cell Resistance to Malaria. Nature. 280 (1979) p. 245-47. 14. Geary, Timothy G. and James B. Jensen. Effects of...for research in the physical sciences, engineering, life sciences, business, and administrative sciences. The program has been effective in providing...Researcher Volume I 1 The Effects of Fourier Limited Targets Susan M. Abrams Upon Peripheral Perception 2 Studies of the Dimenslonality of William H

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.

PR[superscript 2]EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences, Including Engineering. A Report on the 2004, 2005 and 2006 Science Summer Camps

ERIC Educational Resources Information Center

Bachman, Nancy J.; Bischoff, Paul J.; Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John C.

2008-01-01

Now in its fourth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within the program until graduation. A central feature of the…

MO-DE-BRA-04: The CREATE Medical Physics Research Training Network: Training of New Generation Innovators

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

Seuntjens, J; Collins, L; Devic, S

Purpose: Over the past century, physicists have played a major role in transforming scientific discovery into everyday clinical applications. However, with the increasingly stringent requirements to regulate medical physics as a health profession, the role of physicists as scientists and innovators has become at serious risk of erosion. These challenges trigger the need for a new, revolutionized training program at the graduate level that respects scientific rigor, attention for medical physics-relevant developments in basic sciences, innovation and entrepreneurship. Methods: A grant proposal was funded by the Collaborative REsearch and Training Experience program (CREATE) of the Natural Sciences and Engineering Researchmore » Council (NSERC) of Canada. This enabled the creation of the Medical Physics Research Training Network (MPRTN) around two CAMPEP-accredited medical physics programs. Members of the network consist of medical device companies, government (research and regulatory) and academia. The MPRTN/CREATE program proposes a curriculum with three main themes: (1) radiation physics, (2) imaging & image processing and (3) radiation response, outcomes and modeling. Results: The MPRTN was created mid 2013 (mprtn.com) and features (1) four new basic Ph.D. courses; (2) industry participation in research projects; (3) formal job-readiness training with involvement of guest faculty from academia, government and industry. MPRTN activities since 2013 include 22 conferences; 7 workshops and 4 exchange travels. Three patents were filed or issued, nine awards/best papers were won. Fifteen journal publications were accepted/published, 102 conference abstracts. There are now 13 industry partners. Conclusion: A medical physics research training network has been set up with the goal to harness graduate student’s job-readiness for industry, government and academia in addition to the conventional clinical role. Two years after inception, significant successes have been booked, but the true challenge will be to demonstrate that with this training philosophy CREATE scholars gain access to a much broader job market. Supported by the Natural Sciences and Engineering Research Council (NSERC) Canada.« less

Golden News Nuggets

ERIC Educational Resources Information Center

Diverse: Issues in Higher Education, 2007

2007-01-01

This article provides snapshots of recent events and programs at colleges and universities in the state of California: (1) A graduate student in kinesiology at California State University, Chico, is talking the talk and walking the walk to promote physical fitness; (2) First-generation Latino students enrolled in nutrition science and health…

Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions

NASA Astrophysics Data System (ADS)

Barthelemy, Ramón S.; McCormick, Melinda; Henderson, Charles

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Sexism occurs when men are believed to be superior to women, and is thought to be one of the reasons for women's underrepresentation in physics and astronomy. The issue of sexism in physics and astronomy has not been thoroughly explored in the physics education literature and there is currently no clear language for discussing sexism in the field. This article seeks to begin a conversation on sexism in physics and astronomy and offer a starting point for language to discuss sexism in research groups and departments. Interviews with 21 women in graduate physics and astronomy programs are analyzed for their individual experiences of sexism. Although a subset of women did not report experiencing sexual discrimination, the majority experienced subtle insults and slights known as microaggressions. Other participants also experienced more traditional hostile sexism in the form of sexual harassment, gender role stereotypes, and overt discouragement. These results indicate the existence of sexism in the current culture of physics and astronomy, as well as the importance departments must put on eliminating it and educating students about sexism and microaggressions.

The first year of practice: an investigation of the professional learning and development of promising novice physical therapists.

PubMed

Black, Lisa L; Jensen, Gail M; Mostrom, Elizabeth; Perkins, Jan; Ritzline, Pamela D; Hayward, Lorna; Blackmer, Betsy

2010-12-01

The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first year of practice.

Mentoring by design: integrating medical professional competencies into bioengineering and medical physics graduate training.

PubMed

Woods, Kendra V; Peek, Kathryn E; Richards-Kortum, Rebecca

2014-12-01

Many students in bioengineering and medical physics doctoral programs plan careers in translational research. However, while such students generally have strong quantitative abilities, they often lack experience with the culture, communication norms, and practice of bedside medicine. This may limit students' ability to function as members of multidisciplinary translational research teams. To improve students' preparation for careers in cancer translational research, we developed and implemented a mentoring program that is integrated with students' doctoral studies and aims to promote competencies in communication, biomedical ethics, teamwork, altruism, multiculturalism, and accountability. Throughout the program, patient-centered approaches and professional competencies are presented as foundational to optimal clinical care and integral to translational research. Mentoring is conducted by senior biomedical faculty and administrators and includes didactic teaching, online learning, laboratory mini-courses, clinical practicums, and multidisciplinary patient planning conferences (year 1); student development and facilitation of problem-based patient cases (year 2); and individualized mentoring based on research problems and progress toward degree completion (years 3-5). Each phase includes formative and summative evaluations. Nineteen students entered the program from 2009 through 2011. On periodic anonymous surveys, the most recent in September 2013, students indicated that the program substantially improved their knowledge of cancer biology, cancer medicine, and academic medicine; that the mentors were knowledgeable, good teachers, and dedicated to students; and that the program motivated them to become well-rounded scientists and scholars. We believe this program can be modified and disseminated to other graduate research and professional health care programs.

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.

1977-78 Survey of Physics and Astronomy Bachelor's Degree Recipients. AIP Report.

ERIC Educational Resources Information Center

Ellis, Susanne D.

A 1977-78 survey of bachelor's degree recipients in physics and astronomy investigated graduates' postbaccalaureate plans. Highlights of the findings are: a small shift in postbaccalaureate plans away from graduate study and into employment for both physics and astronomy bachelors; an improved employment outlook for physics graduates with regard…

Relationships between motives to become a physical therapist, delayed graduation, and perceptions of school and internship learning among physical therapy students.

PubMed

Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko

2018-01-01

[Purpose] The purpose of this study is to reveal the relationships between physical therapy students' motives to become physical therapists and their academic performance. This was investigated by their experience of delayed or non-delayed graduation, and their perceptions of learning in school and internship. [Subjects and Methods] Subjects were 245 physical therapists participating in a newcomer orientation by the Hiroshima Prefectural Physical Therapy Association in May, 2017. Subjects' basic attributes and their responses to specially created questionnaires were investigated. [Results] Seventeen of 193 physical therapists in their first year experienced delayed graduation. There were differences between the delayed graduation group and the non-delayed graduation group about motives for becoming a physical therapist. Moreover, there were significant relationships between motives for becoming a physical therapist and perceptions of learning in school as opposed to internship. [Conclusion] We conclude that motives for becoming a physical therapist are related to academic performance.

Relationships between motives to become a physical therapist, delayed graduation, and perceptions of school and internship learning among physical therapy students

PubMed Central

Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko

2018-01-01

[Purpose] The purpose of this study is to reveal the relationships between physical therapy students’ motives to become physical therapists and their academic performance. This was investigated by their experience of delayed or non-delayed graduation, and their perceptions of learning in school and internship. [Subjects and Methods] Subjects were 245 physical therapists participating in a newcomer orientation by the Hiroshima Prefectural Physical Therapy Association in May, 2017. Subjects’ basic attributes and their responses to specially created questionnaires were investigated. [Results] Seventeen of 193 physical therapists in their first year experienced delayed graduation. There were differences between the delayed graduation group and the non-delayed graduation group about motives for becoming a physical therapist. Moreover, there were significant relationships between motives for becoming a physical therapist and perceptions of learning in school as opposed to internship. [Conclusion] We conclude that motives for becoming a physical therapist are related to academic performance. PMID:29410584

A community of scientists: cultivating scientific identity among undergraduates within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Aceves, Ana V.; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. For students who enter as freshmen, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Compass encourages undergraduates to develop an identity as a scientist from the beginning of their university experience.

Postdoctoral Opportunities in Medical Physics

NASA Astrophysics Data System (ADS)

Hogstrom, Kenneth

2006-04-01

The medical physicist is a professional who specializes in the application of the concepts and methods of physics to the diagnosis and treatment of human disease. Medical physicists identify their primary discipline to be radiation therapy (78%), medical imaging (16%), nuclear medicine (3%), or radiation safety (2%). They state their primary responsibility to be clinical (78%), academic (9%), research (4%), etc. Correspondingly, medical physicists reveal their primarily employment to be a private hospital (42%), university hospital (32%), physicist's service group (9%), physician's service group (9%), industry (5%), and government (3%). The most frequent job of medical physicists is clinical radiation therapy physicist, whose clinical duties include: equipment acquisition, facility design, commissioning, machine maintenance, calibration and quality assurance, patient treatment planning, patient dose calculation, management of patient procedures, development of new technology, radiation safety, and regulatory compliance. The number of medical physicists in the United States can be estimated by the number of members of the American Association of Physicists in Medicine (AAPM), which has increased 5.5% annually since 1969, currently being 5,000. New positions plus retirements create a current need >300 new medical physicists per year, which exceeds supply. This is supported by the steady growth in average salaries, being 100,000 for PhDs entering the field and reaching 180,000. Graduate programs alone cannot meet demand, and physicists entering the field through postdoctoral training in medical physics remain important. Details of postdoctoral research programs and medical physics residency programs will provide direction to physics PhD graduates interested in medical physics. [The AAPM, its annual Professional Information Report, and its Public Education Committee are acknowledged for information contributing to this presentation.

Sucessful Strategies for Empowering Students to Get High Paying and Rewarding Employment in Industry (and elsewhere)

NASA Astrophysics Data System (ADS)

Schwartz, Brian

2002-03-01

Physics students entering graduate school rarely think about (and more importantly take actions) concerning developing employment options and wider marketable skills while studying towards their Ph.D. degree. It is only as they are about to graduate that they begin thinking about the job market and start preparing a resume and take some initial steps in their job search. I call this the “series process” towards obtaining employment; that is, first go to graduate school, finish the Ph.D. program and then initiate a serious job search. A far better approach with a much higher success and satisfaction rate is the “parallel process” in which the graduate student takes proactive career steps throughout graduate studies. In this approach, the students treat their future career seriously and as a research and development project in parallel to (and as important as) thesis research. The proactive student sharpens such career management skills as resume and vita preparation, assesses and develops transferable skills, strengthens communication skills (especially oral), practices interviewing skills and most importantly continually and purposefully expands a network to colleagues and potential employers. Through a grant from National Science Foundation the author has operated a program at The Graduate Center to assists Ph.D. students in developing and enhancing their career management skills. We describe proven techniques that, if developed throughout the students’ graduate studies, greatly enhance their employment opportunities. We will focus on strategies that can (and should be used) to identify, qualify for and obtain employment in the industrial sector.

Lincoln Advanced Science and Engineering Reinforcement (LASER) program

NASA Technical Reports Server (NTRS)

Williams, Willie E.

1989-01-01

Lincoln University, under the Lincoln Advanced Science and Engineering Reinforcement (LASER) Program, has identified and successfully recruited over 100 students for majors in technical fields. To date, over 70 percent of these students have completed or will complete technical degrees in engineering, physics, chemistry, and computer science. Of those completing the undergraduate degree, over 40 percent have gone on to graduate and professional schools. This success is attributable to well planned approaches to student recruitment, training, personal motivation, retention, and program staff. Very closely coupled to the above factors is a focus designed to achieve excellence in program services and student performance. Future contributions by the LASER Program to the pool of technical minority graduates will have a significant impact. This is already evident from the success of the students that began the first year of the program. With program plans to refine many of the already successful techniques, follow-on activities are expected to make even greater contributions to the availability of technically trained minorities. For example, undergraduate research exposure, broadened summer, and co-op work experiences will be enhanced.

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;…

Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-04-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-03-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

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.

STAIRSTEP -- a research-oriented program for undergraduate students at Lamar University

NASA Astrophysics Data System (ADS)

Bahrim, Cristian

2011-03-01

The relative low number of undergraduate STEM students in many science disciplines, and in particular in physics, represents a major concern for our faculty and the administration at Lamar University. Therefore, a collaborative effort between several science programs, including computer science, chemistry, geology, mathematics and physics was set up with the goal of increasing the number of science majors and to minimize the retention rate. Lamar's Student Advancing through Involvement in Research Student Talent Expansion Program (STAIRSTEP) is a NSF-DUE sponsored program designed to motivate STEM students to graduate with a science degree from one of these five disciplines by involving them in state-of-the-art research projects and various outreach activities organized on-campus or in road shows at the secondary and high schools. The physics program offers hands-on experience in optics, such as computer-based experiments for studying the diffraction and interference of light incident on nettings or electronic wave packets incident on crystals, with applications in optical imaging, electron microscopy, and crystallography. The impact of the various activities done in STAIRSTEP on our Physics Program will be discussed.

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

Climate Education at the University of Hamburg

NASA Astrophysics Data System (ADS)

Dilly, Oliver; Stammer, Detlef; Pfeiffer, Eva-Maria

2010-05-01

The new graduate School of Integrated Climate Sciences (www.sicss.de) at the KlimaCampus of the University of Hamburg was opened at October 20, 2009 and includes a 2-yr MSc (120 ECTS, 30 compulsory, 90 eligible) and 3-yr doctoral program (12 ECTS). About 40 students were enrolled in early 2010. The interdisciplinary MSc program is based on a number of disciplines such as meteorology, geophysics, oceanography, geosciences and also economics and social sciences. These disciplines are required to address the faced key issues related to climate change effectively. The graduate school is guiding pupils and BSc students with competence in maths and physics on how to become a climate expert. Acquisition is done internationally at fairs, uni days and dircectly at schools and intuitions for higher education. BSc degree in the disciplines listed above is set for positive application. Climate experts are needed for both research and the professional world outside the university and research institutions. In accordance, connection within and outside the university are continuously explored and soft skills for the communication to politics and the public's are included in the MSc and PhD curricula. Since the graduate school was established within the cluster of excellence ‘Integrated Climate Analysis and Predication' (www.clisap.de), this school represents a prototype for graduate programs at the University of Hamburg. Advantages and limitations of this Climate System School concept will be discussed.

Distance Learning Courses and Master of Arts in Physics Education

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2006-11-01

More than twenty distance learning courses in physics have been taken by hundreds of High School Physics Teachers over the past 7 years. The success of these courses helped initiate our 30 credit Master of Arts in Physics Education degree program. We have graduated 28 teachers over the last 6 years and expect 13 more to graduate in 2006. The candidates earn 14 credits in residence at the University of Virginia and 16 credits online. This allows teachers to matriculate, while earning more than half the credits at home. Presently, there are over 50 Master degree candidates. Three of the five online courses utilize CD-ROMS with edited lectures of live Physics courses taught at the University of Virginia by Physics Professors recognized for their teaching. Homework and examinations are submitted using WebAssign. Local high school teachers and administrators proctor the examinations. General communication and pedagogical feedback on homework assignments and exams are submitted through Blackboard as well as email. Screen captured video shots of physics demonstrations are widely used in the audio chat room to facilitate discussion and also used on examinations. We will discuss the changes of our distance-learning model based on what has worked (or not) and new technology.

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…

Utilizing the Scientist as Teacher Through the Initiating New Science Partnerships in Rural Education (INSPIRE) Program

NASA Astrophysics Data System (ADS)

Pierce, D.; McNeal, K. S.; Radencic, S.

2011-12-01

The presence of a scientist or other STEM expert in secondary school science classroom can provide fresh new ideas for student learning. Through the Initiating New Science Partnerships in Rural Education (INSPIRE) program sponsored by NSF Graduate STEM Fellows in K-12 Education (GK-12), scientists and engineers at Mississippi State University work together with graduate students and area teachers to provide hands-on inquiry-based learning to middle school and high school students. Competitively selected graduate fellows from geosciences, physics, chemistry, and engineering spend ten hours per week in participating classrooms for an entire school year, working as a team with their assigned teacher to provide outstanding instruction in science and mathematics and to serve as positive role models for the students. We are currently in the second year of our five-year program, and we have already made significant achievements in science and mathematics instruction. We successfully hosted GIS Day on the Mississippi State University campus, allowing participating students to design an emergency response to a simulated flooding of the Mississippi Delta. We have also developed new laboratory exercises for high school physics classrooms, including a 3-D electric field mapping exercise, and the complete development of a robotics design course. Many of the activities developed by the fellows and teachers are written into formal lesson plans that are made publicly available as free downloads through our project website. All participants in this program channel aspects of their research interests and methods into classroom learning, thus providing students with the real-world applications of STEM principles. In return, participants enhance their own communication and scientific inquiry skills by employing lesson design techniques that are similar to defining their own research questions.

Preparing prospective physics teachers to teach integrated science in junior high school

NASA Astrophysics Data System (ADS)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Got Skills? On-the-Job Activities of Physicists

NASA Astrophysics Data System (ADS)

Ivie, Rachel

2011-03-01

It goes almost without saying that physics doctorates do a lot more than just physics research or teaching at their jobs. But what exactly do they do? First, I will share basic data showing where physics doctorates are employed. Then I will present data from two of AIP's surveys about the employment of physicists. The first set of data comes from our survey of physics PhDs one year after doctorate. We will consider how often physics doctorates do a variety of activities on the job, including management, technical writing, teamwork, design and development, programming, and advanced mathematics. The second set of data comes from AIP's new survey of PhDs in physics 10 to 13 years after graduation. Data for many of the same activities will be shown for physics doctorates who have been in the workplace about a decade. Depending on the type of job, most industrially employed physics doctorates do some type of physics at work, but they are also very likely to report managing projects, writing for technical audiences, working on a team, and collaborating with non-physicists, among many other activities. This examination of the types of activities physics doctorates perform in the workplace will provide insight on the non-scientific training that would benefit graduate students the most.

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...

2007 Annual Report Summer Research Institute Interfacial and Condensed Phase Chemical Physics

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

Beck, Kenneth M.

2007-10-31

The Pacific Northwest National Laboratory (PNNL) hosted its fourth annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from April through September 2007. During this time, 21 PNNL scientists hosted 23 participants from 20 different universities. Of the 23 participants, 20 were graduate students, 1 was a postdoctoral fellow, and 2 were university faculty members. This report covers the essense of the program and the research the participants performed.

1980-81 Graduate Student Survey. AIP Report.

ERIC Educational Resources Information Center

Ellis, Susanne D.

Results of the 1980-81 Graduate Student Survey of physics and astronomy students are presented. Information is presented on the following: employment offers for new physics masters and doctorate recipients, 1976-81; characteristics of the graduate physics student population, 1980-81, including sex, citizenship, professional society membership,…

Master of Arts in Physics Education (MAPE) Program

NASA Astrophysics Data System (ADS)

Lindgren, Richard A.; Thornton, Stephen T.

2001-11-01

In the past 15 years, the Department of Physics at the University of Virginia in collaboration with the Curry School of Education has supported numerous summer high school physics and physical science teacher enrichment programs through the School of Continuing and Professional Studies. As a result of this accumulated experience in working with teachers, we created the Master of Arts in Physics Education (MAPE) program to address the needs of the high school physics teacher of the present and future. Through distance learning and summer study at UVa, participants earn the 30 hours needed for the Masters degree within 2 1/2 years while maintaining their current teaching position. Summer study includes the calculus based primary physics courses 631, 632, and 633 and associated laboratory courses. Summer physics course assignments and responsibilities do not terminate until late in the fall. Distance learning during the academic year is accomplished via the Internet using WebAssign, chat rooms, email, videotapes, and streamline video. Although recently approved in the spring 2000, 12 teachers have already graduated with the MAPE degree.

Genetic Counseling Graduate Student Debt: Impact on Program, Career and Life Choices

PubMed Central

Kuhl, Ashley; Reiser, Catherine; Eickhoff, Jens; Petty, Elizabeth M

2015-01-01

The cost of education is rising, increasing student financial aid and debt for students pursuing higher education. A few studies have assessed the impact of student debt in medicine, physical therapy and social work, but little is known about the impact of student debt on genetic counseling students and graduates. To address this gap in knowledge, a web-based study of 408 recent alumni of genetic counseling programs in North America was conducted to assess the impact of student debt on program, career and life choices. Over half (63%; n=256/408) of the participants reported that loans were extremely important in their ability to attend their training program, with most using subsidized loans no longer available to current graduate students. While participants were generally satisfied with their genetic counseling education, 83% (n=282/342) of participants with student debt reported feeling burdened by their debt, which had a median of $40,000-$50,000. This debt is relatively close to the median starting salary reported by survey participants ($45,000-$50,000), breaching the “20-10 rule” that states student debt should not exceed 20% of annual net income. In response to this critical issue, we propose recommendations for the genetic counseling field that may help alleviate student debt impact and burden. PMID:24578121

Undergraduate optics program for the 21st Century

NASA Astrophysics Data System (ADS)

Palmer, James M.

2002-05-01

We have been offering a successful BS degree in optical engineering for the past ten years. We have produced more than 100 graduates, highly trained in basic optics and electronics. Our Industrial Affiliates, while very pleased with our graduates, requested that we produce some with greater mechanical engineering skills and knowledge. Our response was the creation of a new degree program, retaining the virtues of the previous one, but allowing a high degree of flexibility through the inclusion of minors within the program. The new program allows sufficient room for a variety of minors. Engineering minors identified include aerospace, computer, electrical, materials and mechanical. Science minors include astronomy, computer science, math and physics. Non-science minors accommodated include business, pre-health and pre-law. The new BSO program features: (1) Better structure and flow, more tightly coupling related classes; (2) New laboratory classes for juniors, linked to lecture classes; (3) Expanded optical deign, fabrication and testing classes; (4) New class in electronics for optics; (5) New classes in fiber optics and optical communications; (6) New capstone/senior project class for ABET compliance. This new BSO program will produce better entry-level optical scientists and engineers, and better candidates for graduate school. Our interactions with the external community will provide inputs concerning industrial needs, leading towards improved student counseling and program development. We will better serve national needs for skilled personnel in optics, and contribute even more to the optics workforce pipeline.

A chronicle of BScN honours/ non-honours outcomes and experiences post-graduation.

PubMed

Gillis, Angela

2007-01-01

This paper reports on a graduate follow-up of the outcomes of participation in an honours BScN program, two to seven years post-graduation. It compares two groups of graduates with high GPA scores, both initially eligible to complete the honours program. One group completed the honours program; the other group completed the regular BScN program. In phase 1 of the study, a self-administered mailed questionnaire was sent to participants to assess their involvement in research activities, occupancy of leadership positions, enrollment in graduate studies and demonstration of liberal education competencies in their professional lives after graduation. In phase two, personal interviews were held with a purposive subsample of participants to explore early career workplace experiences with research-based activities and participants' perceptions of factors influencing their decision to complete or not to complete the honours program. Graduates with high GPA scores from both programs demonstrated expected professional outcomes post-graduation. Follow up at 10-12 years post-graduation and replication with larger samples are recommended.

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...

What Does a Physics Undergraduate Education Give You? A Perspective from Australian Physics

ERIC Educational Resources Information Center

Sharma, Manjula; Pollard, Judith; Mendez, Alberto; Mills, David; O'Byrne, John; Scott, Dale; Hagon, Sue; Gribble, Joan; Kirkup, Les; Livett, Michelle; Low, David; Merchant, Alex; Rayner, Anton; Swan, Geoff; Zadnik, Marjan; Zealey, Willam

2008-01-01

In a study to assess how effectively undergraduate physics studies have prepared students for the workplace, we attempted to locate and interview traditional 3-year or 4-year physics students who had graduated in the past five years (2000 to 2004), and the employers of these graduates. The study was limited to recent graduates who have majored in…

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.

Future trends in the supply and demand for radiation oncology physicists.

PubMed

Mills, Michael D; Thornewill, Judah; Esterhay, Robert J

2010-04-12

Significant controversy surrounds the 2012 / 2014 decision announced by the Trustees of the American Board of Radiology (ABR) in October of 2007. According to the ABR, only medical physicists who are graduates of a Commission on Accreditation of Medical Physics Education Programs, Inc. (CAMPEP) accredited academic or residency program will be admitted for examination in the years 2012 and 2013. Only graduates of a CAMPEP accredited residency program will be admitted for examination beginning in the year 2014. An essential question facing the radiation oncology physics community is an estimation of supply and demand for medical physicists through the year 2020. To that end, a Demand & Supply dynamic model was created using STELLA software. Inputs into the model include: a) projected new cancer incidence and prevalence 1990-2020; b) AAPM member ages and retirement projections 1990-2020; c) number of ABR physics diplomates 1990-2009; d) number of patients per Qualified Medical Physicist from Abt Reports I (1995), II (2002) and III (2008); e) non-CAMPEP physicists trained 1990-2009 and projected through 2014; f) CAMPEP physicists trained 1993-2008 and projected through 2014; and g) working Qualified Medical Physicists in radiation oncology in the United States (1990-2007). The model indicates that the number of qualified medical physicists working in radiation oncology required to meet demand in 2020 will be 150-175 per year. Because there is some elasticity in the workforce, a portion of the work effort might be assumed by practicing medical physicists. However, the minimum number of new radiation oncology physicists (ROPs) required for the health of the profession is estimated to be 125 per year in 2020. The radiation oncology physics community should plan to build residency programs to support these numbers for the future of the profession.

The Physics Department of Moscow University: In Its Ladies' Faces

NASA Astrophysics Data System (ADS)

Elena, Ermolaeva

2005-10-01

In commemoration of the 250th anniversary of Moscow University, the Women Council of MSU published a biographical dictionary dedicated to women who contributed significantly to the academic success of their institution and who distinguished themselves both in research and in teaching. The book contains brief biographies of some 619 women employed by MSU; 63 of these entries are for members of the Department of Physics and of its adjacent research institutes. They are doctors of sciences, full professors, recipients of government as well as university awards, and some are WWII veterans. Their lives in science have embodied all tendencies of the Soviet period of the country. The great majority graduated from Moscow State University and have been working at MSU for more than 25 years. At present, the Physics Department consists of 37 sectors with more than two hundred doctors of sciences, 15% of whom are women. The information supplied by the dictionary, combined with data on the younger staff of MSU with similar degrees in physics, lets us compare tendencies in women's professional development, their research and teaching careers, and their success in publishing. It also lets us see some of the key issues. Since 1933 (the year of establishment) more than 25,000 people have graduated from the Physics Department, a quarter of whom were girls. Of 90 students who have graduated with honors this year, one third were girls, and of 22 award-winning thesis this year, 10 were defended by them. About 400 persons are participating in the 3-year postgraduate program of the Physics Department; 30% of all students enrolled this year are girls. Half the winners of annual awards to students, postgraduate students, and ``young scientists'' in physics this year were girls. The percent of successful women in physics is growing.

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.

Follow-Up Study of Fiscal Year 1997 Occupational Program Graduates, 1998.

ERIC Educational Resources Information Center

Illinois Community Coll. Board, Springfield.

This report provides information from graduates of selected occupational programs regarding the effectiveness of their Illinois community college experience. The study surveyed a pool of 2,190 occupational program graduates, which yielded a usable response rate of 58.6%. The majority of graduate respondents (64.5%) came from programs in four…

William Band at Yenching University

NASA Astrophysics Data System (ADS)

Hu, Danian

2008-04-01

William Band (1906-1993) has been widely remembered by his American colleagues and students as ``a fine physicist and teacher,'' who taught at Washington State University in Pullman between 1949 and 1971 and authored Introduction to Quantum Statistics (1954) and Introduction to Mathematical Physics (1959). Not many, however, knew much about Band's early career, which was very ``uncommon and eventful.'' Born in England, Band graduated from University of Liverpool in 1927 with an MsSc degree in physics. Instead of pursuing his Ph.D. at Cambridge, he chose to teach physics at Yenching University, a prestigious Christian university in Beijing, China. Arriving in 1929, Band established his career at Yenching, where he taught and researched the theory of relativity and quantum mechanics, pioneered the study on low-temperature superconductivity in China, founded the country's first graduate program in physics, and chaired the Physics Department for 10 years until he fled from Yenching upon hearing of the attack on Pearl Harbor. It took him two years to cross Japanese occupied areas under the escort of the Communist force; he left China in early 1945. This presentation will explore Band's motivation to work in China and his contributions to the Chinese physics research and education.

Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

NASA Astrophysics Data System (ADS)

Carr, Lincoln D.

2016-05-01

Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

NASA Astrophysics Data System (ADS)

Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

2004-12-01

A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

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.

Guidelines for Teaching Undergraduate Sport Sociology. Guidance Document

ERIC Educational Resources Information Center

Coakley, Jay; Riemer, Brenda; Sailes, Gary; Harrison, Louis; Pittman, Beverly

2009-01-01

Sport sociology is a subdiscipline of sociology that, since the late 1960s, has produced knowledge about sports as social phenomena in a wide range of societies. It may be included as a major specialization area in graduate programs in kinesiology, sports studies and physical education departments, and is widely offered as a single undergraduate…

American Kinesiology Association: A National Effort to Promote Kinesiology

ERIC Educational Resources Information Center

Morrow, James R., Jr.; Thomas, Jerry R.

2010-01-01

The American Academy of Kinesiology and Physical Education (AAKPE) and The American Kinesiology Association (AKA) should work together to help kinesiology thrive. Data are provided about kinesiology that reflects its visibility in PubMed and Google. Survey data from AKA show the rapid growth of the undergraduate major and graduate programs. In…

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…

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…

Heliophysics as a Scientific Discipline

NASA Astrophysics Data System (ADS)

Greb, K.

2015-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. Now in its tenth year, the School has resulted in the publication of five Heliophysics textbooks now being used at universities worldwide. The books provide a foundational reference for researchers in space physics, solar physics, aeronomy, space weather, planetary science and climate science, astrophysics, plasma physics,. In parallel, the School also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors plan critical roles. Potential hosts may enter information about their research on a central database.

Heliophysics as a Scientific Discipline

NASA Astrophysics Data System (ADS)

Greb, K.; Austin, M.; Guhathakurta, M.

2016-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. Now in its tenth year, the School has resulted in the publication of five Heliophysics textbooks now being used at universities worldwide. The books provide a foundational reference for researchers in space physics, solar physics, aeronomy, space weather, planetary science and climate science, astrophysics, plasma physics,. In parallel, the School also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors play critical roles. Potential hosts may enter information about their research on a central database.

Benchmarking the Physical Therapist Academic Environment to Understand the Student Experience.

PubMed

Shields, Richard K; Dudley-Javoroski, Shauna; Sass, Kelly J; Becker, Marcie

2018-04-19

Identifying excellence in physical therapist academic environments is complicated by the lack of nationally available benchmarking data. The objective of this study was to compare a physical therapist academic environment to another health care profession (medicine) academic environment using the Association of American Medical Colleges Graduation Questionnaire (GQ) survey. The design consisted of longitudinal benchmarking. Between 2009 and 2017, the GQ was administered to graduates of a physical therapist education program (Department of Physical Therapy and Rehabilitation Science, Carver College of Medicine, The University of Iowa [PTRS]). Their ratings of the educational environment were compared to nationwide data for a peer health care profession (medicine) educational environment. Benchmarking to the GQ capitalizes on a large, psychometrically validated database of academic domains that may be broadly applicable to health care education. The GQ captures critical information about the student experience (eg, faculty professionalism, burnout, student mistreatment) that can be used to characterize the educational environment. This study hypothesized that the ratings provided by 9 consecutive cohorts of PTRS students (n = 316) would reveal educational environment differences from academic medical education. PTRS students reported significantly higher ratings of the educational emotional climate and student-faculty interactions than medical students. PTRS and medical students did not differ on ratings of empathy and tolerance for ambiguity. PTRS students reported significantly lower ratings of burnout than medical students. PTRS students descriptively reported observing greater faculty professionalism and experiencing less mistreatment than medical students. The generalizability of these findings to other physical therapist education environments has not been established. Selected elements of the GQ survey revealed differences in the educational environments experienced by physical therapist students and medical students. All physical therapist academic programs should adopt a universal method to benchmark the educational environment to understand the student experience.

Conference for Undergraduate Women in Physics

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

Bonnie Fleming

2009-04-01

The Yale Conference for Undergraduate Women in Physics was held on January 18th and 19th, 2008. The conference, targeted toward undergraduates in the Northeast, was a huge success. It was well attended by both a slate of impressive speakers including Janet Conrad, Mildred Dresselhaus, Elsa Garmire, Howard Georgi, Liz Rhodes, Meg Urry and Wendy Zhang, and many interested attendees. Talks were on current research, about issues for women in physics, and on the application process for graduate school. There was also a career panel, student talks, and a student poster session. The conference ran concurrently with the third annual conferencemore » at USC, as well as a first annual conference at the University of Michigan. Our purpose in creating this conference was to provide a supportive atmosphere for young physicists to connect with peers and with successful women in the field. We hope that from this conference, attendees have become confident and knowledgeable about applying to graduate school and be further inspired to pursue a career in physics. The following describes the conference program, participation and impact, logistics of running the conference and plans for the future.« less

Foundations in Science and Mathematics Program for Middle School and High School Students

NASA Astrophysics Data System (ADS)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

Unique educational opportunities at the Missouri University research reactor

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

Ketring, A.R.; Ross, F.K.; Spate, V.

1997-12-01

Since the Missouri University Research Reactor (MURR) went critical in 1966, it has been a center where students from many departments conduct their graduate research. In the past three decades, hundreds of graduate students from the MU departments of chemistry, physics, anthropology, nuclear engineering, etc., have received masters and doctoral degrees based on research using neutrons produced at MURR. More recently, the educational opportunities at MURR have been expanded to include undergraduate students and local high school students. Since 1989 MURR has participated in the National Science Foundation-funded Research Experience for Undergraduates (REU) program. As part of this program, undergraduatemore » students from universities and colleges throughout the United States come to MURR and get hands-on research experience during the summer. Another program, started in 1994 by the Nuclear Analysis Program at MURR, allows students from a local high school to conduct a neutron activation analysis (NAA) experiment. We also conduct tours of the center, where we describe the research and educational programs at MURR to groups of elementary school children, high school science teachers, state legislators, professional organizations, and many other groups.« less

Identifying students’ learning performance as a way to determine the admission process in physical education field

NASA Astrophysics Data System (ADS)

Prihanto, J. B.; Kartiko, D. C.; Wijaya, A.

2018-01-01

The interest in the physical education field has been rising in the past ten years. It can be seen that registrants of the physical education program in several universities increase. This research is meant to analyze students’ admission process and its relation to their performance in the learning activities in the department of physical education at Universitas Negeri Surabaya. The design of this study was quantitative data analysis. The research was conducted by collecting students’ admission data and their transcripts. The result showed that the most influential factor of admission in physical education program was the student’ field of study in high school. In addition, their achievements in sports competitions and family welfare are not likely to be important factors. These results give a recommendation for the next admission process which related to the quality of graduates.

How to double the number of undergraduate physics majors

NASA Astrophysics Data System (ADS)

Kopp, Sacha

2015-03-01

Many colleges and universities around the country have a solid physics program that prepares students bound for graduate physics study. For a variety of reasons, the number of students choosing to major in physics may be small, typically <1% of the student body. When compared to other majors, this population is experiencing negligible growth. I will describe a campaign launched while at the University of Texas at Austin aimed at recruiting and retention of majors. This campaign includes actual programmatic changes in the curriculum and instruction of majors. Additionally, it includes a direct marketing campaign that attempted to change student attitudes about physics and its relation to their current major. Finally, it includes a program to reach out to local high schools and engage students in a discussion about their career choices before they apply for college. I will share some numerical and attitudinal data that suggests positive changes in the student population.

Morehouse Physics & Dual Degree Engineering Program: We C . A . R . E . Approach

NASA Astrophysics Data System (ADS)

Rockward, Willie S.

2015-03-01

Growing the physics major at any undergraduate institution, especially Morehouse College - a private, all-male, liberal arts HBCU, can be very challenging. To address this challenge at Morehouse, the faculty and staff in the Department of Physics and Dual Degree Engineering Program (Physics & DDEP) are applying a methodology and pedagogical approach called ``We C . A . R . E '' which stands for Curriculum,Advisement,Recruitment/Retention/Research, andExtras. This approach utilizes an integrated strategy of cultural (family-orientated), collaborative (shared-governance), and career (personalized-pathways) modalities to provide the momentum of growing the physics major at Morehouse from 10-12 students to over 100 students in less than 5 years. Physics & DDEP at Morehouse, creatively, altered faculty course assignments, curriculum offerings, and departmental policies while expanding research projects, student organizations, and external collaborations. This method supplies a variety of meaningful, academic and research experiences for undergraduates at Morehouse and thoroughly prepares students for graduate studies or professional careers in STEM disciplines. Thus, a detailed overview of the ``We C . A . R . E . '' approach will be presented along with the Physics & DDEP vision, alterations and expansions in growing the physics major at Morehouse College. Department of Physics and Dual Degree Engineering Program, Atlanta, Georgia 30314.

The present and future use of physician extenders in general surgery training programs: one response to the 80-hour work week.

PubMed

Pezzi, Christopher; Leibrandt, Thomas; Suryadevara, Sree; Heller, Janice K; Hurley-Martonik, Donna; Kukora, John S

2009-04-01

The aim of this study was to assess the use of physician extenders (PEs) in general surgery residency programs. We surveyed the program directors in surgery for the number of chief residents, PEs on general surgery services, PE duties, whether PEs were hired in response to Accreditation Council for Graduate Medical Education work-hour restrictions, plans to hire additional PEs, and program type. Data were analyzed using the Student's t-test; p values are two-tailed and considered significant if <0.05. There were 163 programs (65%) that responded, (87 university, 70 nonuniversity, and 6 military programs), with a total of 689 graduating chief residents per year. One hundred sixty programs use 840 PEs (median, 3.5 PEs per program; mean, 5.3 PEs per program, 2 PEs per chief resident). One hundred twenty-seven programs (79%) use at least 1 PE (range 1 to 50 PEs); 93 programs (57%) hired 513 (61%) PEs in response to work-hour restrictions. Before 2003, the mean number of PEs per program was 2.0; after 2003, there were 5.3 per program (p=0.0001). Most common uses of PEs included taking histories and physicals (84%), seeing consults (58%), first-assisting (52%), and seeing patients in the emergency department (47%). Forty-seven of 162 (29%) programs plan to hire more PEs in the next 3 years, 76 programs (47%) would like to, but are unsure of funding; 23 programs (14%) are not planning to increase the total, and 16 programs (10%) are unsure. With available funding, 431 additional PEs may be hired in the next 3 years, for a total of 1,271 PEs in 163 programs, or an average of 7.8 PEs per program and 1.8 PEs per chief resident. PEs have been hired in large numbers to assist on general surgery teaching services, with most hired in response to Accreditation Council for Graduate Medical Education work-hour restrictions, and most of their duties are intended to aid resident education. Almost 80% of programs currently use PEs; 76% would like to hire more. Currently 1.2 PEs are used per graduating chief resident; this could increase to 1.8 PEs per chief resident in the next 3 years.

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.

Covering Science as a Mass Media Fellow

NASA Astrophysics Data System (ADS)

McMeeking, Gavin R.

2006-03-01

I remember my first unpleasant biology lab dissection in high school. I am not sure if the experience was worse for me or for the unfortunate fetal pig we dissected that day. The sights and smells of that fateful morning forever put me on a path toward the physical sciences, and probably have a lot to do with my ending up as a graduate student in atmospheric chemistry instead of at some medical school cutting up dead bodies. So imagine my horror after encountering the leg of a dead horse as I walked into a bioengineering laboratory to report on a story about artificial joint research. Subjecting myself to such biological horrors, though, was part of my duties as an AGU-sponsored American Association for the Advancement of Science Mass Media Fellow. The program places graduate students and recent graduates from scientific fields in major media outlets throughout the country. The aim of the program is to give science-trained individuals a taste of a career in science journalism as well as to help scientists develop better communication skills.

Teaching biophysics. Strategies for recruiting and retaining minorities in physics and biophysics.

PubMed Central

Tanaka, J C; Gladney, L D

1993-01-01

Several strategies directed toward increasing the participation of minority students in physics and biophysics are presented. Since the number of minority students entering college with an interest in science and mathematics must be increased if we expect to see more students graduating in science, several programs aimed at increasing the level of instruction of physics and biology in urban middle schools and high schools are outlined. We also describe approaches designed to increase the retention of science major during the freshman core physics course where many potential science majors are lost. Increasing the number of minority students at the PhD level will rely increasingly on partnerships between research universities and historically black colleges and universities (HBCUs) and several programs already in effect are given as examples of such linkages. PMID:8369460

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

United States Air Force Summer Research Program -- 1993. Volume 1. Program Management Report

DTIC Science & Technology

1993-12-01

IEEE Spectrum and Physics Today. High school applicants can participate only in laboratories located no more than 20 miles from their residence. Tailored...faculty and $37/day for graduate students whose homes were more than 50 miles from the laboratory. Transportation to the laboratory at the beginning of...TX 78212- 7200 Branting, Luther Field: Dept of Computer Science Assistant Professor, PhD Laboratory: AL/HR PC Box 3682 University of Wyoming Vol-Page

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…

Comprehensive rehabilitation of the child with osteogenesis imperfecta.

PubMed

Binder, H; Conway, A; Hason, S; Gerber, L H; Marini, J; Berry, R; Weintrob, J

1993-01-15

Children with osteogenesis imperfecta (OI) that results in considerable deformity are often viewed as poor candidates for aggressive physical therapy and rehabilitation. To determine if this view is realistic, we have entered almost 50 children with OI type III and OI type IV into a comprehensive graduated rehabilitation program, based at the National Institutes of Health, but designed to be implemented by continuing involvement of community resources. Children are begun in the program early with emphasis on gain of head and trunk control and progression to sitting and walking, if possible, with the aid of a variety of physical supports, including internal and external bracing. Although not conducted in a randomized fashion, the program's success in bringing children into graded exercise regimes and fostering their increased involvement in school and social situations suggest that aggressive physical therapy and rehabilitation have a major place in the overall care of the infants and children with OI.

Heliophysics

NASA Astrophysics Data System (ADS)

Austin, M.; Guhathakurta, M.; Bhattacharjee, A.; Longcope, D. W.; Sojka, J. J.; Schrijver, C. J.; Siscoe, G. L.

2011-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliopsphere, and climate environments. Over the past few centuries, our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Programs, sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. The first three years of the school resulted in the publication of three textbooks now being used at universities worldwide. Subsequent years have also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The textbooks are edited by Carolus J. Schrijver, Lockheed Martin, and George L. Siscoe, Boston University. The books provide a foundational reference for researchers in heliophysics, astrophysics, plasma physics, space physics, solar physics, aeronomy, space weather, planetary science and climate science. The Jack Eddy Postdoctoral Fellowship program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation of researchers needed in heliophysics. The fellowships are for two years, and any U.S university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors play critical roles. Potential hosts may enter information about their research on a central database. Application deadline: January 11, 2012

[Undergraduate and postgraduate studies in the biological sciences in Chile (1985)].

PubMed

Niemeyer, H

1986-01-01

A study group of scientists was convened by the Sociedad de Biología de Chile (Biological Society of Chile) and the Regional Program for Graduate Training in Biological Sciences, PNUD-Unesco, RLA 78/024, to assess undergraduate and graduate studies in life sciences in Chile. The group presented this report at the 28th Annual Meeting of the Society. Discussion centered on the features that should characterize the studies leading to the academic degrees of Licenciado (Licenciate), Magíster (Master) and Doctor (Ph. D) in Sciences, and also on the qualifications that the universities should satisfy in order to grant them. After analyzing the present situation of undergraduate and graduate studies in Biological Sciences in Chilean universities, the group made the following main suggestions: 1. It is recommended that Chilean universities agree on a 4-year plan for the Licenciado degree, without the requirement of a thesis. The importance of providing the students with good laboratory exercises and field experience and with the opportunity to perform short research projects is stressed. In addition, a sound theoretical training on mathematics, physics and chemistry in the education of a modern Biologist is important. Licenciate studies ought to be the basis for professional careers and the universities should offer to the Licenciados free access to their professional schools. 2. It is considered appropriate for Chile and its universities to develop graduate programs in those disciplines that have reached a level of excellence. To accomplish this aim, adequate finance of the universities is necessary to permit them to provide the essential facilities for doing research, and to create a wide system of fellowships for graduate students. Direct government support for research and graduate student fellowships is requested. 3. Research experience of the kind needed for the preparation of a doctoral thesis is recommended as the academic level appropriate for those engaged in teaching undergraduate students in sciences. Teachers in graduate programs should be qualified active researchers. 4. The creation is proposed of a Consejo Nacional de Universidades (National Council of Universities), to be autonomous and composed primarily of outstanding scientists. One of the main functions of this Council would be to licence universities to grant undergraduate and graduate academic degrees in science. 5. The Sociedad de Biología de Chile must maintain an interest in the evaluation of undergraduate and graduate studies in life sciences.

The influence of ageism, experience, and relationships with older adults on physical therapy students' perception of geriatrics.

PubMed

Blackwood, Jennifer; Sweet, Christina

2017-01-01

Increased exposure to geriatrics throughout a student's professional education has been reported to improve the desire to work in this area; however, factors that influence the perception of geriatric physical therapy may prohibit students from actively seeking those experiences. The purpose of this study was to examine the perceptions of geriatric physical therapy by first-year graduate physical therapy students. A qualitative case study research approach was performed. Three focus groups were completed using students enrolled in their second semester of a graduate-level physical therapy program. Dialogue was reviewed and coded by three raters. Twenty-five subcategories of open-coding terms were triangulated and grouped into 4 themes via axial coding. Four themes emerged: (1) ageism exists in health care, (2) personal and professional experiences serve as a framework for students' perception of geriatrics, (3) interpersonal relationships formed within geriatric practice are highly valued, and (4) additional contextual barriers exist in geriatrics. To meet the needs of a highly skilled geriatric workforce, students should participate in enhanced geriatric experiences in didactic coursework as well as within interprofessional geriatric clinics throughout their education.

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.

Evolving Graduate Programs in Arizona

NASA Astrophysics Data System (ADS)

Impey, C. D.

2002-12-01

At the University of Arizona, as in many other top-ranked research institutions, there is a tension between the desire to give student broad enough skills for the workplace with the demands of the specific academic discipline. 2/3 of the Astronomy graduate students at Steward Observatory go on to permanent jobs at universities or observatories, but some of our most successful graduates take more diverse career paths. We do not wish to sacrifice academic rigor in astrophysics or the primary goal of training students in research. However, we are creating opportunities for (a) students to take M.Sc. and eventually Ph.D. degrees with a specialization in education, and (b) students with technical skills to have Ph.D. minors in optics, applied physics, or ECE. This second initiative is the subject of a pending NSF/IGERT proposal, with the science theme "Search for other Worlds."

Coordinated Research Program in Pulsed Power Physics.

DTIC Science & Technology

1987-02-16

II 1 Associate Investigator and 11 Graduate Students. Other faculty investigators from Electrical Engineerings, Physics and Chemistry , also...admixtu4 P’.*rs’ OfC0 o as atar 12. i. 4 hws 11.BUNAY FECSAN ... AILTE SCHAEFER AND SCHOENRACH: DIFFUSE DISCHARGE oPENiNG swrrcHEs - 40 increasing velocity...a complete set of cross sections is available for N2 18) and the plasma . chemistry in a mixture of N2 and N20 appeared to be U a s is 2 2 relatively

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…

Do Differences in Programmatic Resource Investments Result in Different 3-Year Pass Rates on the U.S. National Physical Therapy Examination?

PubMed

Covington, Kyle; McCallum, Christine; Engelhard, Chalee; Landry, Michel D; Cook, Chad

2016-01-01

The rising cost of health professions education is well documented and a growing concern among educators; however, little is known about the implications of resource investment on student success. The objective of this study was to determine whether programs with higher National Physical Therapist Exam (NPTE) pass rates invested significantly more on programmatic resources. This observational study used data from the Commission on Accreditation in Physical Therapy Education's (CAPTE) Annual Accreditation Report including all accredited physical therapist programs from the United States who graduated physical therapist students in 2011. Resource expenditures were recorded as both raw and as an index variable (resources per student). Descriptive statistics and comparisons (using chi-square and t-tests) among programs with <100% and 100% pass rates were analyzed from 2009-2011. An ANCOVA was used to determine differences in raw resource expenditures and resource expenditures per student. There were no differences in raw resource expenditures between programs with <100% and 100% pass rates. Programs with 100% pass rates were provided more resource expenditures per student for personnel, overall budget, and core faculty. The results of this study suggest programs with 100% pass rates invested significantly more per student for selected resources.

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.

Characterizing Pedagogical Practices of University Physics Students in Informal Learning Environments

NASA Astrophysics Data System (ADS)

Hinko, Kathleen

2016-03-01

University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between UEs and children in an afterschool physics program facilitated by university physics students from the University of Colorado Boulder. In this program, physics undergraduates, graduate students and post-doctoral researchers work with K-8 children on hands-on physics activities on a weekly basis over the course of a semester. We use an Activity Theoretic framework as a tool to examine situational aspects of individuals' behavior in the complex structure of the afterschool program. Using this framework, we analyze video of UE-child interactions and identify three main pedagogical modalities that UEs display during activities: Instruction, Consultation and Participation modes. These modes are characterized by certain language, physical location, and objectives that establish differences in UE-child roles and division of labor. Based on this analysis, we discuss implications for promoting pedagogical strategies through purposeful curriculum development and university educator preparation.

C.P.R.: Promoting Cooperation, Participation and Respect in Physical Education

ERIC Educational Resources Information Center

Meaney, Karen S.; Kopf, Kelcie

2010-01-01

The Health, Exercise, and Sport Science (HESS) faculty at Texas Tech University, along with many of its graduate and undergraduate students, have been working with overweight youth since the Fun & Fit program launched in 2004. The collaborative effort between Tech and the Lubbock Independent School District, funded by a Carol M. White Physical…

Preparing Social Work Students for Integrated Health Care: Results from a National Study

ERIC Educational Resources Information Center

Held, Mary Lehman; Mallory, Kim Crane; Cummings, Sherry

2017-01-01

Integrated health care serves a vital role in addressing interrelated physical and behavioral health conditions, but social work graduates often lack sufficient training to work on integrated teams. We surveyed 94 deans of master's of social work programs to assess the current and planned integrated health care curricula and the aptitude of…

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.

Two Departments, Two Models of Interdisciplinary Peer Learning

ERIC Educational Resources Information Center

Wenner, Julianne A.; Simmonds, Paul J.

2017-01-01

On graduation, teacher candidates (TCs) are typically underprepared to teach science, particularly physical science, whereas physics graduates frequently lack training in teaching or effective communication. In response, we created two models for interdisciplinary peer learning where TCs were paired with either graduate or undergraduate physics…

Using the TA to Prepare Graduate Students for Research and Employment

NASA Astrophysics Data System (ADS)

Heller, Kenneth

One of the most underused components of the physics graduate program is the time spent being a teaching assistant (TA). Often the TA duties consist of grading and trying to help undergraduates survive a physics course. How those duties are accomplished is left to each TA. The most common TA preparation, if it exists, has a narrow focus on the class being taught. Preparation consists of describing, or perhaps practicing, specific teaching skills and gaining familiarity with the equipment used in the laboratory portion of the class. Instead TAs can be integrated into the entire course in which they function so that they learn the course as a system. This means treating a course in the same way one approaches a research project with the TAs as members of the research team headed by a faculty advisor. TA preparation is broadened and support includes the management, teamwork, and communication skills necessary. This makes the TAs more efficient and effective teachers while explicitly connecting the TA experience to the ``soft'' skills they need in their own research careers whether in industry, national laboratories, or academia. This talk describes such a program, functioning for over 20 years at the University of Minnesota, that takes no more time than the usual TA but results in graduate students that are more satisfied with their TA experience, are better prepared to function in research groups, and provide a better classroom experience for their undergraduate students.

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...

Assessing the Employment Experiences of Community College Vocational Program Graduates: A Review of Institutional Follow-Up Studies.

ERIC Educational Resources Information Center

Palmer, Jim

This paper reviews a sample of follow-up studies conducted by community colleges to determine the employment experiences of occupational program graduates. Part I discusses the types of follow-up studies conducted, including institutional follow-up studies of graduates from individual vocational programs, of all vocational graduates, and of…

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…

The graduate research field choice of women in academic physics and astronomy: A pilot study

NASA Astrophysics Data System (ADS)

Barthelemy, Ramón S.; Grunert, Megan L.; Henderson, Charles R.

2013-01-01

The low representation of women in physics is apparent at the undergraduate level through faculty positions. However, when looking at the percentage of PhD women graduates in the closely related field astronomy (40%) and women PhDs in physics education research (30%), it is found that those areas have higher representations of women compared to women physics PhD graduates (18%). This study seeks to understand the research subfield choice of women in academic physics and astronomy at large US research universities through in-depth interviews and a grounded theory analytical approach. Though preliminary results have not shown why women chose their graduate research field, they have shown that positive pre-college experiences are bringing these women to physics, while supportive advisors and collaboration amongst students are encouraging these women to persist.

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.

Building Community and Fostering Success in STEM Through the Women in Science & Engineering (WiSE) Program at the University of Nevada, Reno

NASA Astrophysics Data System (ADS)

Langus, T. C.; Tempel, R. N.

2017-12-01

The Women in Science & Engineering (WiSE) program at the University of Nevada, Reno (UNR) aims to recruit and retain a diverse population of women in STEM fields. During the WiSE Program's 10 years in service, we have primarily functioned as a resource for 364 young women to expand their pre-professional network by building valuable relationships with like-minded women. More recently, we have introduced key changes to better benefit our WiSE scholars, establishing a new residence hall, the Living Learning Community (LLC). The introduction of the LLC, resident assistants, and academic mentors helped to provide support to a diverse culture of women with varying thoughts, values, attitudes, and identities. To evaluate the progress of our program, demographic data was statistically analyzed using SPSS to identify correlations between math preparation, performance in foundational courses, average time to graduation, and retention in STEM majors. Initial programmatic assessment indicates that students participating in WiSE are provided a more well-rounded experience while pursuing higher education. We have maintained a 90% retention rate of females graduating with bachelor's degrees in STEM disciplines (n=187), with many graduates completing advanced masters and doctoral degrees and seamlessly entering into post-graduate internships, professional, and industry careers. The success of the WiSE program is attributed to a focused initiative in fostering supportive classroom environments through common course enrollment, professional development, and engaging women in their community through service learning. As a continued focus, we aim to increase the inclusivity and representation of women at UNR in underrepresented fields such as physics, math, and the geosciences. Further program improvements will be based on ongoing research, including a qualitative approach to explore how providing gender equitable resources influences the persistence of women in STEM.

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…

Physics Department Accreditation: Preparing our physics students to enter the workforce

NASA Astrophysics Data System (ADS)

Svinarich, Kathryn

Most undergraduate physics majors enter the workforce after graduation instead of heading to graduate school. For most careers, it's clear that subject matter knowledge is not enough. Graduates must be able to effectively articulate that knowledge to multiple audiences at vastly different levels of technical expertise. Foreign language skills, global awareness, an entrepreneurial mindset, and knowledge of societal context are all important to employers today. These facets of workplace readiness are incorporated into learning outcomes at the heart of the ABET accreditation process. Through ABET accreditation, we are assuring employers that our applied physics graduates are achieving these outcomes and are better prepared for careers, both in and outside academia.

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…

Program review. The Interdisciplinary Biophysics Graduate Program at the University of Michigan.

PubMed

Gafni, Ari; Walter, Nils G

2008-04-01

The Michigan Biophysics Graduate Program (MBGP) was established in 1949, making it one of the first such programs in the world. The intellectual base of the program was significantly broadened in the 1980 when faculty members from a number of other units on campus were invited to join. Currently over forty faculty members from a variety of disciplines participate as mentors for the Ph.D. students enrolled in the MBGP providing our students with rich opportunities for academic learning and research. The MBGP has two main objectives: 1) to provide graduate students with both the intellectual and technical training in modern biophysics, 2) to sensitize our students to the power and unique opportunities of interdisciplinary work and thinking so as to train them to conduct research that crosses the boundaries between the biological and physical sciences. The program offers students opportunities to conduct research in a variety of areas of contemporary biophysics including structural biology, single molecule spectroscopy, spectroscopy and its applications, computational biology, membrane biophysics, neurobiophysics and enzymology. The MBGP offers a balanced curriculum that aims to provide our students with a strong academic base and, at the same time, accommodate their different academic backgrounds. Judging its past performance through the success of its former students, the MBGP has been highly successful, and there is every reason to believe that strong training in the biophysical sciences, as provided by the MBGP, will become even more valuable in the future both in the academic and the industrial settings. in the academic and the industrial settings.

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

PubMed

Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

2014-01-01

The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

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…

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.

Ecologically optimizing exercise maintenance in men and women post-cardiac rehabilitation: Protocol for a randomized controlled trial of efficacy with economics (ECO-PCR).

PubMed

Reid, Robert; Blanchard, Chris M; Wooding, Evyanne; Harris, Jennifer; Krahn, Murray; Pipe, Andrew; Chessex, Caroline; Grace, Sherry L

2016-09-01

Exercise-based cardiac rehabilitation (CR) participation results in increased cardio-metabolic fitness, which is associated with reduced mortality. However, many graduates fail to maintain exercise post-program. ECO-PCR investigates the efficacy and cost-effectiveness of a social ecologically-based intervention to increase long-term exercise maintenance following the completion of CR. A three-site, 2-group, parallel randomized controlled trial is underway. 412 male and 192 female (N=604) supervised CR participants are being recruited just before CR graduation. Participants are randomized (1:1 concealed allocation) to intervention or usual care. A 50-week exercise facilitator intervention has been designed to assist CR graduates in the transition from structured, supervised exercise to self-managed home- or community-based (e.g., Heart Wise Exercise programs) exercise. The intervention consists of 8 telephone contacts over the 50week period: 3 individual and 5 group. Assessments occur at CR graduation, and 26, 52 and 78weeks post-randomization. The primary outcome is change in minutes of accelerometer-measured moderate to vigorous-intensity physical activity (MVPA) from CR graduation to 52weeks post-randomization. Secondary measures include exercise capacity, quality of life, and cardiovascular risk factors. Analyses will be undertaken based on intention-to-treat. For the primary outcome, an analysis of variance will be computed to test the change in minutes of MVPA in each group between CR graduation and 52week follow-up (2 [arm]×2 [time]). Secondary objectives will be assessed using mixed-model repeated measures analyses to compare differences between groups over time. Mean costs and quality-adjusted life years for each arm will be estimated. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

Preparing physics students for careers outside of academia

NASA Astrophysics Data System (ADS)

Redmond, Kendra; Czujko, Roman; Sauncy, Toni

2014-03-01

Most undergraduate physics programs focus on preparing students for physics graduate school, but in reality around 40% of physics bachelor's degree recipients go directly into the workforce. In response to calls for more STEM workers and a desire to see more students of all ambitions benefit from a physics education, the American Institute of Physics has been exploring how physics departments can better prepare their students to enter the STEM workforce after the bachelor's degree, and how students can better prepare themselves to enter the STEM workforce. This poster will include results from this NSF-funded Career Pathways Project, including an overview of common features of departments that successfully prepare students to enter the workforce and a career toolbox we have created for physics students. Work supported by NSF award 1011829.

High School Physics Teacher Outreach Programs at California State University Long Beach

NASA Astrophysics Data System (ADS)

Kwon, Chuhee; Pickett, Galen; Henriques, Laura

2013-03-01

One of the goals of the CSULB PhysTEC project has been to establish a physics teaching community that partners CSULB faculty, high school teachers, pre-service teachers, and physics students. In two years, we have created a solid sustainable Physics Teacher Network with local high school teachers. We will discuss the successful outreach programs for high school physics teachers at CSULB and the detailed logistics. Teacher-In-Residence (TIR), high school physics teachers working with the CSULB PhysTEC team, has provided invaluable input for designing and implementing outreach events. The department organizes biannual open house for local high school teachers and their students. The open house event is attended by pre-service teachers, physics undergraduate and graduate students, and faculty. We also host the monthly demo-sharing day that physics teachers bring and share topical demos, which has about 30 - 50 attendees each month. The CSULB PhysTEC project also distributes a monthly newsletter for local physics teachers with upcoming events and information about teaching, and this newsletter is organized and written by TIR. This work is supported by the PhysTEC grant.

Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students.

PubMed

Harrison-Bernard, Lisa M; Naljayan, Mihran V; Eason, Jane M; Mercante, Donald E; Gunaldo, Tina P

2017-12-01

The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies. Copyright © 2017 the American Physiological Society.

Lived Employment Experiences of College Students and Graduates with Physical Disabilities in the United States

ERIC Educational Resources Information Center

Kim, Mikyong Minsun; Williams, Brenda C.

2012-01-01

This phenomenological study aims at understanding lived experiences of college seniors and recent college graduates with physical disabilities seeking employment opportunities after graduation in the USA The extensive interviews revealed that participants' attitudes about and experiences with disability are diverse (pain to pride, denied…

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.

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

Dear, Jody

DOE grant DE-SC0005904 was allocated to fund the faculty development, curriculum development and travel to support the four institutions of the Connecticut State University System’s (CSUS) Initiative for Nanotechnology-related Equipment, Faculty Development and Curriculum Development. DOE grant DE-SC0005072 was also awarded for this program. In 2010, CSUS had identified the establishment of nanotechnology programs and infrastructure as a priority. At that time, the system set the goal of establishing an academic initiative in nanotechnology for the CSUS, beginning with the development of a series of courses at the graduate level. Implementation was planned via a collaborative effort including faculty frommore » all four of the CSUS campuses. The CSUS Nanotechnology Working Group [CSUS NWG] was established to accomplish this goal. A faculty member from the Physics Department at Southern Connecticut State University [SCSU] was assigned the task of organizing and coordinating the work of the CSUS NWG. Representatives from each of the four CSUS campuses were appointed to join the CSUS NWG with the following initial representation: SCSU [Physics and Biology], Western Connecticut State University (WCSU) [Chemistry], Eastern Connecticut State University (ECSU) [Chemistry] and Central Connecticut State University (CCSU) [Chemistry. As a further outcome it was determined that this collaborative effort would lead to the establishment of a formal nanotechnology center, serving as the nucleus of CSUS student and faculty learning and research. This CSUS Nanotechnology Center [CSUS-NC] was to be located at Southern Connecticut State University (SCSU). The goal of this grant was to provide funding for curriculum and faculty development necessary to facilitate the development and implementation of a collaborative Graduate Certificate in Nanotechnology for the Connecticut State University System. This outcome has been successfully achieved. The courses and structure of the Graduate Certificate program have been developed and approved and the program will be completely implemented in the fall of 2013. The Nanotechnology Center will be recognized as the CSCU Center for Nanotechnology and will thus impact both the CSUS and Connecticut Community College Systems.« less

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…

Physical Activity Patterns of Young Women Post-College Graduation

ERIC Educational Resources Information Center

Soliah, LuAnn; Walter, Janelle; Antosh, Deeanna

2008-01-01

Americans need more physical activity in their daily routines. There are numerous physical as well as psychological benefits that can be credited to regular physical activity. The purpose of this research was to examine the physical activity patterns of young women, post-college graduation. The average woman in this study exercised 22 minutes per…

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

Graduate student theses supported by DOE`s Environmental Sciences Division

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

Cushman, Robert M.; Parra, Bobbi M.

1995-07-01

This report provides complete bibliographic citations, abstracts, and keywords for 212 doctoral and master`s theses supported fully or partly by the U.S. Department of Energy`s Environmental Sciences Division (and its predecessors) in the following areas: Atmospheric Sciences; Marine Transport; Terrestrial Transport; Ecosystems Function and Response; Carbon, Climate, and Vegetation; Information; Computer Hardware, Advanced Mathematics, and Model Physics (CHAMMP); Atmospheric Radiation Measurement (ARM); Oceans; National Institute for Global Environmental Change (NIGEC); Unmanned Aerial Vehicles (UAV); Integrated Assessment; Graduate Fellowships for Global Change; and Quantitative Links. Information on the major professor, department, principal investigator, and program area is given for each abstract.more » Indexes are provided for major professor, university, principal investigator, program area, and keywords. This bibliography is also available in various machine-readable formats (ASCII text file, WordPerfect{reg_sign} files, and PAPYRUS{trademark} files).« less

Nursing faculty preparedness for clinical teaching.

PubMed

Suplee, Patricia Dunphy; Gardner, Marcia; Jerome-D'Emilia, Bonnie

2014-03-01

Nursing faculty who teach in clinical settings face complex situations requiring evidence-based educational and evaluative strategies, yet many have had limited preparation for these tasks. A convenience sample of 74 nursing faculty participated in a survey about clinical teaching in prelicensure nursing programs. Most faculty developed teaching skills through conferences (57%), orientation at their educational institution (53%), or exposure in graduate school (38%). Thirty-one percent reported having no preparation for clinical teaching. Faculty felt least prepared to manage students with learning, physical, or emotional disabilities and incivility. Twenty-six percent had no preparation for evaluating students in the clinical setting, and only 17% had worked with a faculty mentor. Few evidence-based teaching strategies were used by the faculty. These findings indicate gaps exist in the preparation of clinical faculty. Graduate education, comprehensive orientation programs, and continuing professional development may help to ensure faculty are effective in managing and evaluating student learning. Copyright 2014, SLACK Incorporated.

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

MO-DE-BRA-02: SIMAC: A Simulation Tool for Teaching Linear Accelerator Physics

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

Carlone, M; Harnett, N; Department of Radiation Oncology, University of Toronto, Toronto, Ontario

Purpose: The first goal of this work is to develop software that can simulate the physics of linear accelerators (linac). The second goal is to show that this simulation tool is effective in teaching linac physics to medical physicists and linac service engineers. Methods: Linacs were modeled using analytical expressions that can correctly describe the physical response of a linac to parameter changes in real time. These expressions were programmed with a graphical user interface in order to produce an environment similar to that of linac service mode. The software, “SIMAC”, has been used as a learning aid in amore » professional development course 3 times (2014 – 2016) as well as in a physics graduate program. Exercises were developed to supplement the didactic components of the courses consisting of activites designed to reinforce the concepts of beam loading; the effect of steering coil currents on beam symmetry; and the relationship between beam energy and flatness. Results: SIMAC was used to teach 35 professionals (medical physicists; regulators; service engineers; 1 week course) as well as 20 graduate students (1 month project). In the student evaluations, 85% of the students rated the effectiveness of SIMAC as very good or outstanding, and 70% rated the software as the most effective part of the courses. Exercise results were collected showing that 100% of the students were able to use the software correctly. In exercises involving gross changes to linac operating points (i.e. energy changes) the majority of students were able to correctly perform these beam adjustments. Conclusion: Software simulation(SIMAC), can be used to effectively teach linac physics. In short courses, students were able to correctly make gross parameter adjustments that typically require much longer training times using conventional training methods.« less

Opportunities for Regenerative Rehabilitation and Advanced Technologies in Physical Therapy: Perspective From Academia.

PubMed

Norland, Ryan; Muchnick, Matthew; Harmon, Zachary; Chin, Tiffany; Kakar, Rumit Singh

2016-04-01

As rehabilitation specialists, physical therapists must continue to stay current with advances in technologies to provide appropriate rehabilitation protocols, improve patient outcomes, and be the preferred clinician of choice. To accomplish this vision, the physical therapy profession must begin to develop a culture of lifelong learning at the early stages of education and clinical training in order to embrace cutting-edge advancements such as stem cell therapies, tissue engineering, and robotics, to name a few. The purposes of this article are: (1) to provide a current perspective on faculty and graduate student awareness of regenerative rehabilitation concepts and (2) to advocate for increased integration of these emerging technologies within the doctor of physical therapy (DPT) curriculum. An online survey was designed to gauge awareness of principles in regenerative rehabilitation and to determine whether the topic was included and assessed in doctoral curricula. The survey yielded 1,006 responses from 82 DPT programs nationwide and indicated a disconnect in familiarity with the term "regenerative rehabilitation" and awareness of the inclusion of this material in the curriculum. To resolve this disconnect, the framework of the curriculum can be used to integrate new material via guest lecturers, interdisciplinary partnerships, and research opportunities. Successfully mentoring a generation of clinicians and rehabilitation scientists who incorporate new medical knowledge and technology into their own clinical and research practice depends greatly on sharing the responsibility among graduate students, professors, the American Physical Therapy Association (APTA), and DPT programs. Creating an interdisciplinary culture and integrating regenerative medicine and rehabilitation concepts into the curriculum will cultivate individuals who will be advocates for interprofessional behaviors and will ensure that the profession meets the goals stated in APTA Vision 2020. © 2016 American Physical Therapy Association.

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…

An ethnographic study: Becoming a physics expert in a biophysics research group

NASA Astrophysics Data System (ADS)

Rodriguez, Idaykis

Expertise in physics has been traditionally studied in cognitive science, where physics expertise is understood through the difference between novice and expert problem solving skills. The cognitive perspective of physics experts only create a partial model of physics expertise and does not take into account the development of physics experts in the natural context of research. This dissertation takes a social and cultural perspective of learning through apprenticeship to model the development of physics expertise of physics graduate students in a research group. I use a qualitative methodological approach of an ethnographic case study to observe and video record the common practices of graduate students in their biophysics weekly research group meetings. I recorded notes on observations and conduct interviews with all participants of the biophysics research group for a period of eight months. I apply the theoretical framework of Communities of Practice to distinguish the cultural norms of the group that cultivate physics expert practices. Results indicate that physics expertise is specific to a topic or subfield and it is established through effectively publishing research in the larger biophysics research community. The participant biophysics research group follows a learning trajectory for its students to contribute to research and learn to communicate their research in the larger biophysics community. In this learning trajectory students develop expert member competencies to learn to communicate their research and to learn the standards and trends of research in the larger research community. Findings from this dissertation expand the model of physics expertise beyond the cognitive realm and add the social and cultural nature of physics expertise development. This research also addresses ways to increase physics graduate student success towards their PhD. and decrease the 48% attrition rate of physics graduate students. Cultivating effective research experiences that give graduate students agency and autonomy beyond their research groups gives students the motivation to finish graduate school and establish their physics expertise.

Characterizing pedagogical practices of university physics students in informal learning environments

NASA Astrophysics Data System (ADS)

Hinko, Kathleen A.; Madigan, Peter; Miller, Eric; Finkelstein, Noah D.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between UEs and children in an afterschool physics program facilitated by university physics students from the University of Colorado Boulder. In this program, physics undergraduates, graduate students, and postdoctoral researchers work with K-8 children on hands-on physics activities on a weekly basis over the course of a semester. We use an activity theoretic framework as a tool to examine situational aspects of individuals' behavior in the complex structure of the afterschool program. Using this framework, we analyze video of UE-child interactions and identify three main pedagogical modalities that UEs display during activities: instruction, consultation, and participation modes. These modes are characterized by certain language, physical location, and objectives that establish differences in UE-child roles and division of labor. Based on this analysis, we discuss implications for promoting pedagogical strategies through purposeful curriculum development and university educator preparation.

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.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

2016 Final Reports from the Los Alamos National Laboratory Computational Physics Student Summer Workshop

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

Runnels, Scott Robert; Bachrach, Harrison Ian; Carlson, Nils

The two primary purposes of LANL’s Computational Physics Student Summer Workshop are (1) To educate graduate and exceptional undergraduate students in the challenges and applications of computational physics of interest to LANL, and (2) Entice their interest toward those challenges. Computational physics is emerging as a discipline in its own right, combining expertise in mathematics, physics, and computer science. The mathematical aspects focus on numerical methods for solving equations on the computer as well as developing test problems with analytical solutions. The physics aspects are very broad, ranging from low-temperature material modeling to extremely high temperature plasma physics, radiation transportmore » and neutron transport. The computer science issues are concerned with matching numerical algorithms to emerging architectures and maintaining the quality of extremely large codes built to perform multi-physics calculations. Although graduate programs associated with computational physics are emerging, it is apparent that the pool of U.S. citizens in this multi-disciplinary field is relatively small and is typically not focused on the aspects that are of primary interest to LANL. Furthermore, more structured foundations for LANL interaction with universities in computational physics is needed; historically interactions rely heavily on individuals’ personalities and personal contacts. Thus a tertiary purpose of the Summer Workshop is to build an educational network of LANL researchers, university professors, and emerging students to advance the field and LANL’s involvement in it.« less

Planning for Graduate Studies in Physics and Related Fields

ERIC Educational Resources Information Center

Henry, Dennis C., Ed.

2002-01-01

This brochure is written for students considering graduate work in physics or related fields such as astronomy, biophysics, and applied physics. It also provides some information for physics undergraduates who plan on pursuing postbaccalaureate studies in the fields of engineering, medicine, law, and other professions that attract significant…

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…

A Department of Atmospheric and Planetary Sciences at Hampton University

NASA Astrophysics Data System (ADS)

Paterson, W. R.; McCormick, M. P.; Russell, J. M.; Anderson, J.; Kireev, S.; Loughman, R. P.; Smith, W. L.

2006-12-01

With this presentation we discuss the status of plans for a Department of Atmospheric and Planetary Sciences at Hampton University. Hampton University is a privately endowed, non-profit, non-sectarian, co-educational, and historically black university with 38 baccalaureate, 14 masters, and 4 doctoral degree programs. The graduate program in physics currently offers advanced degrees with concentration in Atmospheric Science. The 10 students now enrolled benefit substantially from the research experience and infrastructure resident in the university's Center for Atmospheric Sciences (CAS), which is celebrating its tenth anniversary. Promoting a greater diversity of participants in geosciences is an important objective for CAS. To accomplish this, we require reliable pipelines of students into the program. One such pipeline is our undergraduate minor in Space, Earth, and Atmospheric Sciences (SEAS minor). This minor concentraton of study is contributing to awareness of geosciences on the Hampton University campus, and beyond, as our students matriculate and join the workforce, or pursue higher degrees. However, the current graduate program, with its emphasis on physics, is not necessarily optimal for atmospheric scientists, and it limits our ability to recruit students who do not have a physics degree. To increase the base of candidate students, we have proposed creation of a Department of Atmospheric and Planetary Sciences, which could attract students from a broader range of academic disciplines. The revised curriculum would provide for greater concentration in atmospheric and planetary sciences, yet maintain a degree of flexibility to allow for coursework in physics or other areas to meet the needs of individual students. The department would offer the M.S. and Ph.D. degrees, and maintain the SEAS minor. The university's administration and faculty have approved our plan for this new department pending authorization by the university's board of trustees, which will consider the matter during their October, 2006 meeting.

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.

Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

PubMed

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

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…

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

ERIC Educational Resources Information Center

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

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…

The Experiences of an Entrepreneurial Physicist

NASA Astrophysics Data System (ADS)

Kermani, Moe

2012-10-01

The majority of pre- and post-graduate training in physics is focused on the acquisition of hard skills necessary to pursue academic research within a specific discipline of the broader field. Often many physics graduates view a career transition from academia to the private sector with much consternation. In this presentation, Moe Kermani will share his experience in making the transition and discuss how elements of post graduate training in physics provide a good foundation for success as an entrepreneur. This presentation is primarily aimed at young physicists and graduate students that are considering a transition from the academic sector to the world of technology startups.

Physics through the 1990s: Elementary-particle physics

NASA Astrophysics Data System (ADS)

The volume begins with a non-mathematical discussion of the motivation behind, and basic ideas of, elementary-particle physics theory and experiment. The progress over the past two decades with the quark model and unification of the electromagnetic and weak interactions is reviewed. Existing theoretical problems in the field, such as the origin of mass and the unification of the fundamental forces, are detailed, along with experimental programs to test the new theories. Accelerators, instrumentation, and detectors are described for both current and future facilities. Interactions with other areas of both theoretical and applied physics are presented. The sociology of the field is examined regarding the education of graduate students, the organization necessary in large-scale experiments, and the decision-making process involved in high-cost experiments. Finally, conclusions and recommendations for maintaining US excellence in theory and experiment are given. Appendices list both current and planned accelerators, and present statistical data on the US elementary-particle physics program. A glossary is included.

Physics through the 1990s: elementary-particle physics

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

Not Available

1986-01-01

The volume begins with a non-mathematical discussion of the motivation behind, and basic ideas of, elementary-particle physics theory and experiment. The progress over the past two decades with the quark model and unification of the electromagnetic and weak interactions is reviewed. Existing theoretical problems in the field, such as the origin of mass and the unification of the fundamental forces, are detailed, along with experimental programs to test the new theories. Accelerators, instrumentation, and detectors are described for both current and future facilities. Interactions with other areas of both theoretical and applied physics are presented. The sociology of the fieldmore » is examined regarding the education of graduate students, the organization necessary in large-scale experiments, and the decision-making process involved in high-cost experiments. Finally, conclusions and recommendations for maintaining US excellence in theory and experiment are given. Appendices list both current and planned accelerators, and present statistical data on the US elementary-particle physics program. A glossary is included.« less

Physics through the 1990s: Elementary-particle physics

NASA Technical Reports Server (NTRS)

1986-01-01

The volume begins with a non-mathematical discussion of the motivation behind, and basic ideas of, elementary-particle physics theory and experiment. The progress over the past two decades with the quark model and unification of the electromagnetic and weak interactions is reviewed. Existing theoretical problems in the field, such as the origin of mass and the unification of the fundamental forces, are detailed, along with experimental programs to test the new theories. Accelerators, instrumentation, and detectors are described for both current and future facilities. Interactions with other areas of both theoretical and applied physics are presented. The sociology of the field is examined regarding the education of graduate students, the organization necessary in large-scale experiments, and the decision-making process involved in high-cost experiments. Finally, conclusions and recommendations for maintaining US excellence in theory and experiment are given. Appendices list both current and planned accelerators, and present statistical data on the US elementary-particle physics program. A glossary is included.

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…

Development of an advanced undergraduate course in acoustics

NASA Astrophysics Data System (ADS)

Gee, Kent L.; Neilsen, Tracianne B.; Sommerfeldt, Scott D.

2016-03-01

Within many physics undergraduate programs, acoustics is given only a cursory treatment, usually within an introductory course. Because acoustics is a natural vehicle for students to develop intuition about wave phenomena, an advanced undergraduate acoustics course has been developed at Brigham Young University. Although it remains an elective course, enrollment has increased steadily since its inception. The course has been taken by students in physics, applied physics, physics teaching, and mechanical and electrical engineering. In addition to providing training for students motivated by interest in undergraduate research, internship, employment, and graduate schooling opportunities in acoustics, the course facilitates connections between various areas of physics. Explicit connections are made to mechanics, electricity and magnetism, thermodynamics, optics, quantum mechanics, and experimental and computational laboratory courses. Active learning is emphasized through Just-in-Time-Teaching and course structure. Homework exercises are both theoretical and practical and often require making and interpreting of graphs. For example, students may model traffic noise as a series of uncorrelated monopoles or examine highway barrier effectiveness using Fresnel diffraction techniques. Additionally, students participate in resumé-building measurements and learn to report their results in the form of technical memoranda. Course evaluations and post-graduation student surveys rate it among the most valuable undergraduate student courses offered.

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.

Evaluating Active U: an internet-mediated physical activity program

PubMed Central

Buis, Lorraine R; Poulton, Timothy A; Holleman, Robert G; Sen, Ananda; Resnick, Paul J; Goodrich, David E; Palma-Davis, LaVaughn; Richardson, Caroline R

2009-01-01

Background Engaging in regular physical activity can be challenging, particularly during the winter months. To promote physical activity at the University of Michigan during the winter months, an eight-week Internet-mediated program (Active U) was developed providing participants with an online physical activity log, goal setting, motivational emails, and optional team participation and competition. Methods This study is a program evaluation of Active U. Approximately 47,000 faculty, staff, and graduate students were invited to participate in the online Active U intervention in the winter of 2007. Participants were assigned a physical activity goal and were asked to record each physical activity episode into the activity log for eight weeks. Statistics for program reach, effectiveness, adoption, and implementation were calculated using the Re-Aim framework. Multilevel regression analyses were used to assess the decline in rates of data entry and goal attainment during the program, to assess the likelihood of joining a team by demographic characteristics, to test the association between various predictors and the number of weeks an individual met his or her goal, and to analyze server load. Results Overall, 7,483 individuals registered with the Active U website (≈16% of eligible), and 79% participated in the program by logging valid data at least once. Staff members, older participants, and those with a BMI < 25 were more likely to meet their weekly physical activity goals, and average rate of meeting goals was higher among participants who joined a competitive team compared to those who participated individually (IRR = 1.28, P < .001). Conclusion Internet-mediated physical activity interventions that focus on physical activity logging and goal setting while incorporating team competition may help a significant percentage of the target population maintain their physical activity during the winter months. PMID:19744311

Joint Task Force on Undergraduate Physics Programs (J-TUPP): What skills and knowledge are needed for a diverse set of careers and what's the basis for these recommendations?

NASA Astrophysics Data System (ADS)

Woolf, Lawrence

2016-03-01

A wide variety of reports have been issued recently concerning the skills, knowledge, and attitudes needed by employees to be successful. This talk will review findings from reports from the major science and engineering disciplines, from surveys of employers, and from interviews with recent undergraduate physics graduates. Also to be discussed is the correlation between these findings and the detailed J-TUPP recommendations for the skills and knowledge needed by the next generation of undergraduate physics degree holders to be prepared for a diverse set of careers.

Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin Anthony; Foot, Rachel

2017-01-01

Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments,…

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.

A Qualitative Study of the Development of Self-Advocacy and Independence through Symbolic Interaction: A Focus on Wheelchair Basketball Athletes

ERIC Educational Resources Information Center

Kotewa, Brenda K.

2013-01-01

Students with physical disabilities attend college at significantly lower rates, and have a lower college graduation rates, than students without disabilities. Research addressing graduation rates of students with physical disabilities indicates that wheelchair basketball athletes graduate at significantly higher rates than students with physical…

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.

SU-B-213-04: Evaluation of Residency Programs

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

Reft, C.

2015-06-15

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

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.

Preparing Physics and Chemistry Teachers at the University of Arizona

NASA Astrophysics Data System (ADS)

Novodvorsky, Ingrid

2006-04-01

Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.

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.

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.

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience

PubMed Central

Deal, Alex L.; Erickson, Kristen J.; Bilsky, Edward J.; Hillman, Susan J.; Burman, Michael A.

2014-01-01

The University of New England’s Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students’ academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we’ve organized our themes in a “Grow-up, Grow-out” approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students’ skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we’re having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general. PMID:25565921

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.

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

NASA Astrophysics Data System (ADS)

Thompson, L.; Bertram, M. A.

2012-12-01

Education on climate change occurs in many departments at large research universities, but providing a coordinated educational experience for students in this topic is challenging. Departmental boundaries, accounting for student credit hours, and curricula inertia create roadblocks to the creation of interdisciplinary curriculum for both graduate and undergraduate students. We describe a hierarchy of interdisciplinary programs that reach students from seniors in high school to graduate students, targeting students from a variety of disciplines. The UWHS (University of Washington in the High School) program allows high school teachers to be trained to teach UW courses to their own high school students at their own school. The students who enroll receive a UW grade and credit for the course (as well as high school credit). A UWHS course on Climate and Climate Change (Atmospheric Sciences 211) was created in 2011 supported by training to high school science teachers on the fundamentals of climate science. For the 2012-13 academic year we anticipate at least 5 schools in Washington State will be offering this course. Once students matriculate at UW, 211 serves as a prerequisite for the Climate Minor that began in 2011. The minor is hosted by the departments of Atmospheric Sciences, Earth and Space Sciences and Oceanography, offering instruction in three focus areas: climate chemistry and biology, the physical climate, and past climate and ice. Students also take an integrative seminar where they are required to communicate to both scientific and non-scientific audiences some topic in climate science. Students enrolled in graduate programs at UW can participate in the Graduate Certificate in Climate Science that began 2008. The certificate gives students instruction in climate science covering the same topic areas as the minor and with a capstone project where student communicate some aspect of climate science to a non-physical science audience. Projects have included describing to policy students how rainfall is expected to impact crops in Africa, the development of a series of talks on the health impacts of climate change for County Health officials, and the development of hands on curriculum modules for the 211 course. A climate and society track is under development for the Environmental Studies BA students who are also required to take 211. For these students capstone project will focus on societal implications of climate change. A track will be added to the Graduate Certificate focusing on impact, vulnerability and adaptation. This will serve students in natural resource sciences, public health, and social science programs. We are also working to linkage with the Graduate Certificate in Global Health so that group capstone experiences could focus on the climate impacts and adaption strategies for the most vulnerable people in the world. The richness of offerings at a large research intensive university can allow students to engage in all aspects of climate science, with the programs described above providing the structure that students need to be guided towards a deep and nuanced understanding of all aspects of climate change.

Heliophysics

NASA Astrophysics Data System (ADS)

Austin, M.; Guhathakurta, M.

2012-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. The first three years of the school resulted in the publication of three textbooks now being used at universities worldwide. Complementary materials that support teaching of heliophysics at both graduate and undergraduate levels have been developed in subsequent years. The textbooks are edited by Carolus J. Schrijver, Lockheed Martin, and George L. Siscoe, Boston University. The books provide a foundational reference for researchers in heliophysics, astrophysics, plasma physics, space physics, solar physics aeronomy, space weather, planetary science and climate science. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors plan critical roles. Potential hosts may enter information about their research on a central database. Application deadline: January 2013

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.

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

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…

Advancing Minorities and Women to the PhD in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Stassun, Keivan

2017-01-01

We briefly review the current status of underrepresented minorities in physics and astronomy: The underrepresentation of Black-, Hispanic-, and Native-Americans is an order of magnitude problem. We then describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for addressing this problem. Since 2004 the program has admitted 110 students, 90% of them underrepresented minorities (50% female), with a retention rate of 90%. The program has become the top producer of African American master's degrees in physics, and is now one of the top producers of minority PhDs in astronomy, materials science, and physics. We summarize the main features of the program including its core strategies: (1) replacing the GRE in admissions with indicators that are better predictive of long-term success, (2) partnering with a minority-serving institution for student training through collaborative research, and (3) using the master's degree as a deliberate stepping stone to the PhD. We show how misuse of the GRE in graduate admissions may by itself in large part explain the ongoing underrepresentation of minorities in PhD programs, and we describe our alternate methods to identify talented individuals most likely to succeed. We describe our mentoring model and toolkit which may be utilized to enhance the success of all PhD students.

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.

Kentucky DOE EPSCoR Program

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

Grulke, Eric; Stencel, John

2011-09-13

The KY DOE EPSCoR Program supports two research clusters. The Materials Cluster uses unique equipment and computational methods that involve research expertise at the University of Kentucky and University of Louisville. This team determines the physical, chemical and mechanical properties of nanostructured materials and examines the dominant mechanisms involved in the formation of new self-assembled nanostructures. State-of-the-art parallel computational methods and algorithms are used to overcome current limitations of processing that otherwise are restricted to small system sizes and short times. The team also focuses on developing and applying advanced microtechnology fabrication techniques and the application of microelectrornechanical systems (MEMS)more » for creating new materials, novel microdevices, and integrated microsensors. The second research cluster concentrates on High Energy and Nuclear Physics. lt connects research and educational activities at the University of Kentucky, Eastern Kentucky University and national DOE research laboratories. Its vision is to establish world-class research status dedicated to experimental and theoretical investigations in strong interaction physics. The research provides a forum, facilities, and support for scientists to interact and collaborate in subatomic physics research. The program enables increased student involvement in fundamental physics research through the establishment of graduate fellowships and collaborative work.« less

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.

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.

The use of physical assessment skills by registered nurses in Australia: issues for nursing education.

PubMed

Birks, Melanie; Cant, Robyn; James, Ainsley; Chung, Catherine; Davis, Jenny

2013-01-01

The purpose of pre-service nursing education programs is to prepare competent graduates who are able to function as safe, professional registered nurses. An extensive element of these programs is the teaching of physical assessment skills, with most programs educating students to perform over 120 such skills. Previous research from North America suggests that the majority of skills taught to nurses in their pre-service programs are not used in practice. As part of a larger study, an online survey was used to explore use of 121 physical assessment skills by Australian nurses. Recruitment occurred via mailed invitation to members of the Australian Nursing Federation. Data were extracted from 1220 completed questionnaires returned by nurses who were mostly employed in New South Wales, were female and experienced nurses. Respondents indicated that they used only 34% of skills routinely. Results reinforce evidence found in the literature that many of the skills taught to nurses are either not used at all (35.5%) or are used rarely (31%). These findings have implications for the teaching of physical assessment skills in pre-service nursing programs, and raise questions about the value of extensive skills teaching in the context of contemporary health care. Further research into barriers to the use of physical assessment skills in nursing and the need for comprehensive skills preparation for the generalist nurse is likely to offer some solutions to these questions.

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...

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…