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...

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…

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…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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…

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…

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.

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,…

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

PubMed

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

2015-11-13

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

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.

Graduate Liberal Studies.

ERIC Educational Resources Information Center

Brown, Peggy, Ed.

1982-01-01

An article on graduate liberal studies (GLS) and descriptions of GLS programs are presented. In "The Concept of Graduate Liberal Studies," Allie M. Frazier considers GLS curricular offerings, characteristics of students pursuing these studies, and the future of GLS. GLS degree programs allow adults to pursue a liberal education, which is…

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…

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…

Faculty Perceptions of Core Components Perceived to Be Effective in Their Prominent Graduate Entrepreneurship Education Programs

ERIC Educational Resources Information Center

Taylor, James Grant

2017-01-01

The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study sought to identify the best practices in graduate entrepreneurship education programs from the perceptions of faculty in the field. Research questions guiding the study were: (1)…

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.

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…

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…

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.

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.

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…

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.

Balancing Work, Family, and Student Roles: A Phenomenological Study of the Adult Female Graduate Online Learner

ERIC Educational Resources Information Center

Rousseau, Charlene X.

2012-01-01

The purpose of this phenomenological study was to gain an understanding of the lived experiences of female adult learners pursuing graduate degrees online. As online graduate programs have become increasingly popular and more readily available in the last decade, more women than men are enrolling in online graduate programs in addition to…

Women Entering Agriculture: A Study of College Graduates.

ERIC Educational Resources Information Center

Thompson, Orville E.; And Others

A study examined the educational and labor market experiences of female graduates of agricultural programs. During the study, researchers interviewed 95 female and 84 male graduates of agricultural programs at 3 community colleges and 6 universities in California between the years 1977 and 1979. Survey participants were asked to supply various…

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.

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…

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…

Why Do Students Withdraw from Online Graduate Nursing and Health Studies Education?

ERIC Educational Resources Information Center

Perry, Beth; Boman, Jeanette; Care, W. Dean; Edwards, Margaret; Park, Caroline

2008-01-01

Why do nursing and health studies graduate students who are enrolled in online programs decide to withdraw? The qualitative study reported in this paper investigated students' self-identified reasons for withdrawing from an online graduate program in nursing and health studies. The focus of the study was Athabasca Universities' Centre for Nursing…

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…

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.

Meeting the needs of new graduates in the emergency department: a qualitative study evaluating a new graduate internship program.

PubMed

Glynn, Penelope; Silva, Sheila

2013-03-01

The purpose of this study was to explore the experiences of new graduate emergency nurses participating in a structured internship program. In order to meet the needs of new graduate nurses in emergency departments, these departments have developed a variety of orientation programs, some more successful than others. One type of program involves a combination of didactic content and hands-on clinical experience. This study examines the experiences of new graduate nurses in an internship program at a 200-bed community hospital. A qualitative design was used. Interviews with 8 of 9 nurses who participated in the new graduate internship program between 2006 and 2007 were conducted. Content analysis was used to analyze the data. Three themes were identified from the experiences and expectations reported in the interviews: (1) the acquisition of new knowledge and skills in a specialty area, (2) becoming more proficient, and (3) assistance with role transition. The significant role and importance of the unit-base clinical nurse specialist (CNS) and the nurse preceptors were also identified. The findings of this study suggest that a structured internship program is helpful to new graduate nurses when orienting to a critical care area such as the emergency department. Furthermore, the combination of didactic and clinical content, and the roles of the preceptor and unit-base CNS appear to be key factors in the successful transition from new graduate to emergency nurse. Copyright © 2013 Emergency Nurses Association. Published by Mosby, Inc. All rights reserved.

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…

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…

The Advanced Placement and International Baccalaureate Programs: The Graduates' Perspective

ERIC Educational Resources Information Center

Smith, Shannon Saxby

2009-01-01

This study was designed to solicit the perspectives of AP and IB graduates who have completed at least one semester of postsecondary education about their experiences while in their respective programs. This study was also conducted to determine whether these IB graduates report that they were better prepared for postsecondary studies than…

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.

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…

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…

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)

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

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…

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…

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

ERIC Educational Resources Information Center

Zografi, George

1979-01-01

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

Information Systems Program Graduates: A Qualitative Case Study of Graduates' Preparation and Job Needs

ERIC Educational Resources Information Center

Simon, DeShea A.

2012-01-01

This study examined the academic preparation and job skill needs of information systems program graduates from institutions in an Eastern state, from their perspective. A historical review of the literature surrounding IS skill requirements was conducted for this study to provide the changes in IS over the past several decades. Providing a…

45 CFR 2400.41 - Degree programs.

Code of Federal Regulations, 2013 CFR

2013-10-01

... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

45 CFR 2400.41 - Degree programs.

Code of Federal Regulations, 2012 CFR

2012-10-01

... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

45 CFR 2400.41 - Degree programs.

Code of Federal Regulations, 2010 CFR

2010-10-01

... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

45 CFR 2400.41 - Degree programs.

Code of Federal Regulations, 2011 CFR

2011-10-01

... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

45 CFR 2400.41 - Degree programs.

Code of Federal Regulations, 2014 CFR

2014-10-01

... degree in education that permits a concentration in American history, American government, social studies, or political science. Graduate degrees under which study is excluded from fellowship support are... FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.41 Degree programs. (a) Fellows may pursue a master's...

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.

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

NASA Astrophysics Data System (ADS)

Williamson, Louise M.

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

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

PubMed

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

2010-03-01

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

The support needs of new graduate nurses making the transition to rural nursing practice in Australia.

PubMed

Lea, Jackie; Cruickshank, Mary

2015-04-01

The aim of this paper is to present the findings from the new graduate nurse participants of a larger study that explored the transitional experiences of newly graduated nurses making the role transition in rural health care facilities in Australia. Evidence indicates that workload, skill mix and organizational pressures are still of concern for new nursing graduates within the Australian context and internationally. Many graduates are expected by employers to have high levels of independence, well developed problem solving abilities and be able to assume management and leadership responsibilities early in their graduate year. An exploratory, descriptive, qualitative case study design was utilised to determine the particular support needs over time that would assist with a safe transition to the rural nursing workforce. The aims of the study were to: (1) Explore the new graduate nurses' perceptions and experience of the nature and timing of support throughout their Transition to Practice Program in a rural setting; (2) Identify the functional elements of rural graduate nurse transition programs and develop guidelines that will assist in the design of Transition to Practice Programs that match the rural context and capacity. A purposive sample of 15 new graduate nurses who had commenced a 12 month Transition to Practice Program within a rural health facility from northern New South Wales, Australia, participated in this study. In-depth individual interviews with the new graduate nurses were conducted at time intervals of three to four months, six to seven months and 10 to 11 months. One of the key findings of this study is that as the new graduate nurse making the transition to professional rural nursing practice moves along the transition continuum, there are particular and unique aspects of the rural nurse's role and responsibilities for which the new graduate nurse will require specific learning support during their transition. When the new graduate moves from the role of the student to the less familiar role of professional practitioner, it is important that a rural Transition to Practice Program offers an incrementally staged workload and responsibilities that recognises the graduate's beginning nurse status. The study contributes new knowledge to the discussion of issues concerning support mechanisms for new graduate nurses as they make the transition to rural nursing practice. © 2014 John Wiley & Sons Ltd.

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.

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…

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.

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.

Education for Action: Undergraduate and Graduate Programs That Focus on Social Change. Fourth Edition.

ERIC Educational Resources Information Center

Powell, Joan, Ed.

This book provides graduates and undergraduates with detailed information about progressive programs for current and future activities in a variety of fields. Each entry contains a description of the program with faculty and program contact information. Listings include programs in agriculture, anthropology, area studies, development studies,…

45 CFR 2400.44 - Commencement of graduate study.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Commencement of graduate study. 2400.44 Section... FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.44 Commencement of graduate study. (a) Fellows may commence study under their fellowships as early as the summer following the...

45 CFR 2400.44 - Commencement of graduate study.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Commencement of graduate study. 2400.44 Section... FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.44 Commencement of graduate study. (a) Fellows may commence study under their fellowships as early as the summer following the...

45 CFR 2400.44 - Commencement of graduate study.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Commencement of graduate study. 2400.44 Section 2400.44 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.44 Commencement of graduate study...

45 CFR 2400.44 - Commencement of graduate study.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Commencement of graduate study. 2400.44 Section 2400.44 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.44 Commencement of graduate study...

45 CFR 2400.40 - Institutions of graduate study.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Institutions of graduate study. 2400.40 Section 2400.40 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.40 Institutions of graduate study...

45 CFR 2400.40 - Institutions of graduate study.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Institutions of graduate study. 2400.40 Section 2400.40 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.40 Institutions of graduate study...

45 CFR 2400.44 - Commencement of graduate study.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Commencement of graduate study. 2400.44 Section 2400.44 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.44 Commencement of graduate study...

45 CFR 2400.40 - Institutions of graduate study.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Institutions of graduate study. 2400.40 Section 2400.40 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.40 Institutions of graduate study...

45 CFR 2400.40 - Institutions of graduate study.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Institutions of graduate study. 2400.40 Section 2400.40 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.40 Institutions of graduate study...

45 CFR 2400.40 - Institutions of graduate study.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Institutions of graduate study. 2400.40 Section 2400.40 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.40 Institutions of graduate study...

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

Parkland College Transfer Program Graduate Follow-Up Survey, 2001-2002.

ERIC Educational Resources Information Center

Parkland Coll., Champaign, IL. Office of Institutional Research and Evaluation.

This study presents findings from the 2001-2002 Transfer Program Follow-Up Survey of Parkland College (Illinois) graduates. A total of 423 students from baccalaureate/transfer programs were contacted approximately 6 weeks after graduation. Of those, 253 returned surveys, for a response rate of 59.8%. More than 58% of respondents were female, 81%…

Graduate Teacher Education as Inquiry: A Case Study

ERIC Educational Resources Information Center

Shosh, Joseph M.; Zales, Charlotte Rappe

2007-01-01

Responding to the call for reform in American graduate teacher education programs, the authors of this paper examine the design of a teacher action research-based approach in which teacher inquiry lies at the heart of individual courses and the program as a whole. The authors report on the transformation of program graduates from teachers to…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

The Costs of Commonality: Examination of the JLTV as a Case Study

DTIC Science & Technology

2016-07-15

Acquisition Research Program Graduate School of Business & Public Policy Naval Postgraduate School NPS-16-AM-151 ACQUISITION RESEARCH ... Research Program Graduate School of Business & Public Policy Naval Postgraduate School The research ...presented in this report was supported by the Acquisition Research Program of the Graduate School of Business & Public Policy at the Naval

Do Study Abroad Programs Enhance the Employability of Graduates?

ERIC Educational Resources Information Center

Di Pietro, Giorgio

2015-01-01

Using data on a large sample of recent Italian graduates, this paper investigates the extent to which participation in study abroad programs during university studies impacts subsequent employment likelihood. To address the problem of endogeneity related to participation in study abroad programs, I use a combination of fixed effects and…

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

PubMed

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

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

The Harvard-Yale-Columbia Intensive Summer Studies Program. The Disadvantaged Student in Graduate School.

ERIC Educational Resources Information Center

Stahmer, Harold M.

The Harvard-Yale-Columbia Intensive Summer Studies Program (ISSP) was established in 1965 to prepare students from predominantly black and selected southern white colleges for graduate study in the arts and sciences, law, medicine, and related fields. In 1966, 59% and in 1967, 71% of the ISSP class went on to graduate school. The original plan…

Development, Implementation, and Evaluation of a Professional Skills Development Program: The Case of Concordia University's GradProSkills

ERIC Educational Resources Information Center

Venkatesh, Vivek; Rabah, Jihan; Lamoureux-Scholes, Laurie; Pelczer, Ildiko; Urbaniak, Kathryn; Martin, Frédérica

2014-01-01

The Graduate and Professional Skills (GradProSkills) program is an initiative developed and run by Concordia University's School of Graduate Studies and the university's Office of the Vice-President, Research and Graduate Studies. This paper presents a case study in which we describe the development, implementation, and evaluative components of…

Causes of Low Graduation Rates in a Rural High School Located in South Carolina: A Case Study

ERIC Educational Resources Information Center

Sumter, Pamela Robinson

2013-01-01

This qualitative case study examined causes of low graduation rates for young adults. The purpose of this study was to evaluate students participating in an after-school program and reflect on their perceptions of that program a year after they graduated. The theoretical framework for this study reflected upon an open social system. The research…

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.

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.

Reassessing the Skills Required of Graduates of an Information Systems Program: An Updated Analysis

ERIC Educational Resources Information Center

Legier, John; Woodward, Belle; Martin, Nancy

2013-01-01

The study involves an updated analysis of the job characteristics of information systems graduates based on the status of the job market as well as the perceptions of 72 graduates from an information systems program of a Midwestern university. Approximately one-third of the graduates were working in positions related to technical support.…

Social Work and Public Health: Comparing Graduates from a Dual-Degree Program

ERIC Educational Resources Information Center

Ruth, Betty J.; Wyatt, Jamie; Chiasson, Emily; Geron, Scott Miyake; Bachman, Sally

2006-01-01

This study compared dual-degree master of social work/master of public health (MSW/MPH) and MSW-only graduates with 3 or more years of postgraduate experience. Thirty graduates from an MSW/MPH program were matched with 30 MSW-only graduates. All subjects were randomly selected from the alumni directory and interviewed via telephone. Results showed…

Evaluation of the National Science Foundation's Integrative Graduate Education and Research Traineeship Program (IGERT): Follow-Up Study of IGERT Graduates. Final Report

ERIC Educational Resources Information Center

Carney, Jennifer; Martinez, Alina; Dreier, John; Neishi, Kristen; Parsad, Amanda

2011-01-01

The National Science Foundation's Integrative Graduate Education and Research Traineeship (IGERT) program supports students in science, technology, engineering, and mathematics (STEM) fields who participate in university-developed interdisciplinary graduate training experiences. Faculty members at each IGERT site develop a series of education…

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.

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

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

ERIC Educational Resources Information Center

Knopf, Lucille

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

Exploratory Study about the Implementation of the Competency-Based Approach in Graduate Programs from Two Panamanian Universities

ERIC Educational Resources Information Center

Duran, Rodrigo Alberto; Estay-Niculcar, Christian; Alvarez, Humberto; Randolph, James

2017-01-01

The purpose of this case study was to explore the association between implementing the competency-based approach (CBA) in graduate programs and the student's perception about the aforementioned approach. The research was conducted with 504 graduate students from Universidad Tecnologica de Panama and Universidad Tecnologica Oteima in the Republic…

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.

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

PubMed

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

2014-06-01

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

45 CFR 2400.43 - Required courses of graduate study.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Required courses of graduate study. 2400.43... FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.43 Required courses of graduate study. (a) To be acceptable to the Foundation, those courses related to the Constitution referred to in...

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

ERIC Educational Resources Information Center

Bayrak, Coskun; Kesim, Eren

2005-01-01

In this study, an e-learning platform was formed to enable school teachers and administrators to attend graduate programs in the field of educational administration, supervision, planning and economics. In this framework, for the non-thesis educational administration, supervision, planning and economics graduate programs to be conducted in the…

A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes

ERIC Educational Resources Information Center

Weeks, Faith; Gong, Ruiyang; Harbor, Jon

2015-01-01

Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes…

Graduate Program Culture and Intention to Persist: Working Adults in Cohort and Non-Cohort Programs

ERIC Educational Resources Information Center

Little, Diana Mitchell

2009-01-01

Cohort programs have been instituted at many universities to accommodate the growing number of mature adult graduate students who pursue degrees while maintaining multiple commitments such as work and family. While it is estimated that as many as 40-60% of students who begin graduate study fail to complete degrees, it is thought that attrition may…

45 CFR 1801.30 - Continuation into graduate study.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 1801.30 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.30 Continuation into graduate study. (a... Foundation does not conduct a competition for graduate scholarships and does not add new Truman Scholars at...

45 CFR 1801.30 - Continuation into graduate study.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 1801.30 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.30 Continuation into graduate study. (a... Foundation does not conduct a competition for graduate scholarships and does not add new Truman Scholars at...

45 CFR 1801.30 - Continuation into graduate study.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 1801.30 Public Welfare Regulations Relating to Public Welfare (Continued) HARRY S. TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.30 Continuation into graduate study. (a... Foundation does not conduct a competition for graduate scholarships and does not add new Truman Scholars at...

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.

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.

The Relationship between Graduate Orientation Programs and Satisfaction with Institutional Choice

ERIC Educational Resources Information Center

Stiles, Carl G.

2012-01-01

This research study evaluated graduate orientation programs offered at private institutions of higher education in a New England state. Matriculated master's degree candidates participated in a survey to determine if participation in graduate orientation influenced first semester satisfaction with their college choice. Supporting the…

Attrition among Women and Minorities in Earth and Space Science (ESS) Graduate Programs

NASA Astrophysics Data System (ADS)

Alexander, C. J.; Hawthorne, C.; Allen, W. R.; Alvarez, R.; Geisler, J.

2001-05-01

Recent data collected by the American Geological Institute (AGI) indicates that the rate of enrollment of ethnic minorities in the geosciences has steadily declined since the 1980's, and in that time the number of geoscience degrees awarded to ethnic minorities has been fairly steady at less than 1%. Data from the National Science Foundation suggests that only 43 of 186 Universities offering an ESS program have ever graduated an ethnic minority in the history of their program. Factors contributing to these abysmal figures differ for different ethnic-minority groups. We will address institutional obstacles to graduate learning which result in above-normal attrition of ethnic-minorities in ESS graduate programs. The recent studies show an attrition rate of 70% among African American males in ESS graduate programs, while among Hispanic females the attrition rate is only 3%. Studies by sociologists have recently shown that some law schools and medical schools have traits in common with these geoscience departments in the rates at which degrees are awarded to ethnic minorities. Institutional barriers encountered by ethnic minorities in graduate schools may take many forms, but can also be as simple as a lack of community support. In the 1990's the California Institute of Technology (Caltech) made a commitment to the retention of women in their graduate and undergraduate schools. Their program included mentoring, focussed tutoring, self-esteem support groups, and other retention efforts. Under this program, the attrition rate of women has dramatically slowed. In this paper, we will discuss the AGI data, the program instituted by Caltech, possible causes of attrition among populations of Hispanic, and African American males and females, as well as potential programs to address these problems. We will also present, from the nationwide study, data on geoscience departments which have been relatively successful at retaining and graduating ethnic minorities in Earth and Space Sciences. The AGI Report on the Status of [U.S.] Academic Geoscience Departments is available online at the URL listed below.

Investigating Approaches to Diversity in a National Survey of Physics Doctoral Degree Programs: The Graduate Admissions Landscape

ERIC Educational Resources Information Center

Potvin, Geoff; Chari, Deepa; Hodapp, Theodore

2017-01-01

Graduate admissions play a critical gatekeeping role in the physics community not only because they select students who are allowed to begin their graduate studies, but also because they influence how students perceive graduate school, and in some cases whether or not they will even choose to apply. In conjunction with the APS Bridge Program, we…

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

ERIC Educational Resources Information Center

Friedman, William Marshall

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

Factors affecting academic leadership in dermatology.

PubMed

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

2015-02-01

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

Reasons of Teachers for Applying for Graduate Programs and Their Expectations from Programs

ERIC Educational Resources Information Center

Burgaz, Berrin; Kocak, Seval

2015-01-01

This study aims to find out teachers' motivation for applying for graduate programs and to explore their expectations from the programs and their ideas regarding the necessity of such programs for teachers. The paper is based on a qualitative research method and draws its data from focus group interviews. The study used the criterion sampling…

Program Evaluation of the English Language Proficiency Program for Foreign Students a Case Study: University of the East, Manila Campus

ERIC Educational Resources Information Center

Salimi, Esmaeel Ali; Farsi, Mitra

2016-01-01

This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in…

Graduate School Learning Curves: McNair Scholars' Postbaccalaureate Transitions

ERIC Educational Resources Information Center

Willison, Scott; Gibson, Emily

2011-01-01

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

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

ERIC Educational Resources Information Center

Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

2015-01-01

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

Shaping Graduate Education's Future: Improving the Doctoral Experience.

ERIC Educational Resources Information Center

Beeler, Karl J.

A discussion of graduate higher education suggests that shifts in demography of graduate school students and changes in traditional doctoral programs will lead to increased participation in doctoral study by the nation's best and brightest students. Declines in doctoral program participation due to demographic shifts, decreasing financial support,…

Understanding the Graduate College Experience: Perceptual Differences by Degree Type, Point-in-Program and Disciplinary Subgroups

ERIC Educational Resources Information Center

Hardré, Patricia L.; Hackett, Shannon M.

2015-01-01

This study investigated graduate students' perceptions of their graduate college experiences. Participants were 1704 masters and doctoral students across colleges and disciplines at a research university. They completed questionnaires reporting their perceptions of their teaching and advising faculty, academic programs, centralised services,…

Resistance to Racial/Ethnic Dialog in Graduate Preparation Programs: Implications for Developing Multicultural Competence

ERIC Educational Resources Information Center

Kelly, Bridget Turner; Gayles, Joy Gaston

2010-01-01

This study sought to understand how individuals experienced multicultural courses in graduate preparation programs. The researchers conducted focus groups with 37 current and former graduate students in student affairs. Participants reported resistance to multicultural dialog, both in their direct experiences and through their perceptions of…

Deaf Studies Alumni Perceptions of the Academic Program and Off-Campus Internship

ERIC Educational Resources Information Center

Cooper, Sheryl B.; Emanuel, Diana C.; Cripps, Jody H.

2012-01-01

Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in…

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.

Longitudinal Outcomes of an Institutionally Developed Nurse Residency Program

PubMed Central

Cline, Debbie; La Frentz, Kelly; Fellman, Bryan; Summers, Barbara; Brassil, Kelly

2017-01-01

Nurse residency programs are widely implemented to enhance integration of new graduate nurses entering the workforce. This article presents a retrospective analysis of 10 years of residency data from an internally developed residency program that utilized the Casey-Fink Graduate Nurse Experience Survey. Outcomes of this program were similar to those from studies using commercially available products, suggesting an internally developed residency curricula may be equally beneficial to the development of new graduate nurses. PMID:28727624

Accreditation of University Undergraduate Programs in Nigeria from 2001-2012: Implications for Graduates Employability

ERIC Educational Resources Information Center

Dada, M. S.; Imam, Hauwa

2015-01-01

This study analysed accreditation exercises of universities undergraduate programs in Nigeria from 2001-2013. Accreditation is a quality assurance mechanism to ensure that undergraduate programs offered in Nigeria satisfies benchmark minimum academic standards for producing graduates with requisite skills for employability. The study adopted the…

Sport Management Graduate Programs: Characteristics of Effectiveness.

ERIC Educational Resources Information Center

Li, Ming; And Others

1994-01-01

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

Graduate Student Needs in Relation to Library Research Skills

ERIC Educational Resources Information Center

Young, Shawna; Jacobs, Warren

2013-01-01

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

More Graduates: Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. Policy Brief

ERIC Educational Resources Information Center

Scrivener, Susan; Weiss, Michael J.

2013-01-01

This policy brief presents results from a random assignment evaluation of the City University of New York's Accelerated Study in Associate Programs (ASAP). An ambitious and promising endeavor, ASAP provides a comprehensive array of services and supports to help community college students graduate and to help them graduate sooner. The evaluation…

[The social role of the faculties of medicine: physicians' perception of the dominant orientation of their medical studies and social involvement].

PubMed

Dopelt, Keren; Yahav, Zehava; Urkin, Jacob; Bachner, Yaacov; Davidovitch, Nadav

2014-02-01

Medical education, based on the principles of social medicine, has the ability to contribute to reducing health disparities through the "creation" of doctors who are more involved in community programs. To compare the social and community orientation of graduates from the various medical schools. An online cross-sectional survey among 12,000 physicians who are graduates of Israeli medical schools was conducted in May 2011. The study encompassed 1,050 physicians, Israeli medical school graduates living in Israel and practicing medicine: 36% were Hebrew University graduates, 26% were Tel Aviv University graduates, 22% were Technion graduates and 16% were Ben-Gurion University (BGU) graduates. Higher rates of physicians who studied at the Technion and BGU are working or have worked in the periphery (approximately 50% vs. approximately 30% average of Hebrew and Tel-Aviv University schools). Among BGU graduates, 47% are active in community programs vs. 34-38% in other schools. Among physicians active in community programs, 32% of BGU alumni estimated that their medical education greatly influenced their community involvement vs. 8-15% in other schools. Hebrew University alumni graded their studies as having a higher research orientation. In contrast, BGU graduates graded their studies as having a higher social orientation, and had more positive attitudes on the role of the physician in reducing health disparities. Medical education with a social orientation will induce a socialization process that reinforces human values regarding the doctor-patient relationship and produce positive attitudes among future doctors regarding their social involvement. The findings emphasize the need to develop educational programs with a social orientation and to strengthen medical schools in the periphery.

Graduate Follow-up Study of Lakeland Community College Graduates, June, 1975.

ERIC Educational Resources Information Center

Valvoda, Mary Alice; And Others

In order to determine what its graduates were doing immediately after graduation, Lakeland Community College distributed the "Student Outcomes Questionnaire for Program Completers" to all 463 potential June 1975 graduates just prior to graduation. In early 1976 it sent a copy of the questionnaire to those Associate in Applied Business…

Supporting veterans' transitions from permanent supportive housing.

PubMed

Montgomery, Ann Elizabeth; Cusack, Meagan C; Gabrielian, Sonya

2017-12-01

Little research has assessed the nature of veterans' departures from permanent supportive housing (PSH), which may be of positive valence (e.g., moving into more independent housing). This study aimed to identify participants appropriate for "graduation" from PSH and how to support their transitions. This mixed methods study used qualitative data from PSH program staff, 445 PSH participants' responses to a survey assessing their experiences and administrative records, and qualitative data from a subsample of 10 participants who graduated from the program. Participants were classified as "stayers" (retained in PSH for at least 600 days); "graduates" (exited with improvement in community integration); or "involuntary leavers" (exited for reasons of negative valence). Template analysis of qualitative data from PSH staff described graduation processes; qualitative data from participants were analyzed using a thematic analysis approach. The study compared veterans' characteristics using chi-square and analysis of variance (ANOVA) tests; a multinomial logistic regression assessed correlates of graduates' and involuntary leavers' exits from PSH. Approximately one half of participants who exited the program were graduates. Processes used by program staff to identify potential graduates varied. Participants' self-report of substance use and mental health problems was associated with involuntary leaver status. Frequency of case management, a trusting relationship between participant and case manager, and participants' receipt of compensation related to disability incurred during military service were associated with graduation. To support successful transitions from PSH, programs should focus on providing high-quality case management that may respond flexibly to participants' varying recovery needs. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The 1991/92 graduate student researchers program, including the underrepresented minority focus component

NASA Technical Reports Server (NTRS)

1991-01-01

The Graduate Student Research Program (GSRP) was expanded in 1987 to include the Underrepresented Minority Focus Component (UMFC). This program was designed to increase minority participation in graduate study and research, and ultimately, in space science and aerospace technology careers. This booklet presents the areas of research activities at NASA facilities for the GSRP and summarizes and presents the objectives of the UMFC.

Ten years of Developing International Volcanology Graduate Study Programs

NASA Astrophysics Data System (ADS)

Rose, W. I.

2010-12-01

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

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.

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.

Cooperative Education and Employment Outcomes for Post-Graduation Business Students

ERIC Educational Resources Information Center

Sprandel, Heather

2009-01-01

This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of…

Evaluating a Graduate Professional Development Program for Informal Science Educators

ERIC Educational Resources Information Center

Lake, Jeremy Paul

2017-01-01

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the "Informal Science Institutions Environmental Education Graduate Certificate Program" truly provided the long term…

A Research Based Sport Management Curricular Model: Undergraduate and Graduate Programs.

ERIC Educational Resources Information Center

Kelley, Dennie R.; And Others

This paper brings to closure a series of evaluation/action research studies on needs assessment by: (1) sport management personnel in sport business/agencies; (2) faculty in charge of curriculum in all known undergraduate and graduate sport management programs in higher education; and (3) undergraduate and graduate majors in sport management from…

Graduate Student Library Research Skills: Is Online Instruction Effective?

ERIC Educational Resources Information Center

Shaffer, Barbara A.

2011-01-01

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

GRADUATE EDUCATION IN THE UNITED STATES.

ERIC Educational Resources Information Center

BERELSON, BERNARD

A BRIEF INTRODUCTORY HISTORY OF GRADUATE STUDY IS FOLLOWED BY AN ANALYSIS OF THE CURRENT STATE OF GRADUATE EDUCATION IN THE UNITED STATES. PURPOSES OF GRADUATE STUDY, INSTITUTIONS, STUDENTS, AND PROGRAMS ARE EXAMINED. ALSO CONSIDERED ARE TEACHER SUPPLY AND DEMAND, INSTITUTIONAL GROWTH AND DECENTRALIZATION, AND STUDENT'S PREPARATION AND BACKGROUND.…

7 CFR 3402.6 - Overview of the special international study and/or thesis/dissertation research travel allowance.

Code of Federal Regulations, 2013 CFR

2013-01-01

... SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.6... each USDA Graduate Fellow who desires to be considered for a special international study or thesis...

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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.

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

PubMed

Benham, Brian; Hawley, Diane

2015-05-15

Students leave healthcare academic programs for a variety of reasons. When they attrite, it is disappointing for the student as well as their faculty. Advanced practice nursing and other healthcare professions require not only extensive academic preparation, but also the ability to critically evaluate patient care situations. The ability to critically evaluate a situation is not innate. Critical decision making skills are high level skills that are difficult to assess. For the purpose of this review, critical decision making and critical thinking skills refer to the same constructs and will be referred to globally as critical decision making skills. The objective of this review was to identify the effectiveness of tools used to evaluate critical decision making skills for applicants to healthcare graduate educational programs. Adult (18 years of age or older) applicants, students enrolled and/or recent graduates (within one year from completion) of healthcare graduate educational programs. Types of interventions: This review considered studies that evaluated the utilization of unique tools as well as standard tools, such as the Graduate Record Exam or grade point average, to evaluate critical decision making skills in graduate healthcare program applicants. Types of studies: Experimental and non-experimental studies were considered for inclusion. Types of outcomes: Successful quantitative evaluations based on specific field of study standards. The search strategy aimed to find both published and unpublished studies. Studies published in English after 1969 were considered for inclusion in this review. Databases that included both published and unpublished (grey) literature were searched. Additionally, reference lists from all articles retrieved were examined for articles for inclusion. Selected papers were assessed by two independent reviewers using standardized critical appraisal instruments from Joanna Briggs Institute. Any disagreement between reviewers was resolved through discussion or with a third reviewer. Data was extracted independently by each reviewer from papers included in the review using a Microsoft Excel spreadsheet. Included data included study type, 'r' values, number of subjects and reported 'p' values. These were indexed by author, year and study title. The meta-analysis was performed using the method for effect size analysis from Hunter and Schmidt. The syntax for equations was transposed into a Microsoft Excel spreadsheet for data entry, analysis and graph creation. No articles or paper addressing unique tools for ascertaining critical decision making skills met the inclusion criteria. Standard tools, which were represented in the literature, assess critical decision making skills via prediction of academic and clinical success, which indicates the presence of critical decision making skills in graduate healthcare students. A total of 16 studies addressing standard tools were included in this review. All were retrospective case series studies. The date range for the included studies was 1970 to 2009. The strongest relationship was undergraduate grade point average's correlation to graduate grade point average (small effect size with an 'r' value of 0.27, credibility interval of 0.18-0.37). The second strongest relationship was between Graduate Record Examination’s verbal section and graduate grade point average (small effect size with an r value of 0.24, CrI of 0.11-0.37). An applicant’s undergraduate GPA has the strongest correlation with graduate healthcare program success of the indicators analyzed (r = 0.27, small effect size). The next best predictor of graduate healthcare program success was the GRE Verbal score (r = 0.24, small effect size). However, all of the variables carried positive correlations with graduate success, just of lesser effect size strength. This review supports the continued use of traditional indicators of graduate school potential in the undergraduate grade point average and the various sections of the Graduate Record Examination for the selection of graduate healthcare applicants. Primary studies should be funded and performed to assess the use of unique tools in assessing critical thinking in graduate healthcare students. The Joanna Briggs Institute.

Evolutionary Losses? The Growth of Graduate Programs at Undergraduate Colleges.

ERIC Educational Resources Information Center

McCormick, Alexander C.; Staklis, Sandra

This study examined the addition and expansion of graduate programs at primarily undergraduate colleges. The primary approach of the study was quantitative, consisting of descriptive and multivariate analysis of master's degree programs at colleges that were classified in 1994 as Baccalaureate Colleges. Data came from the 1994 and 2000 Carnegie…

The Effects of Career Magnet Schools. IEE Brief Number 22.

ERIC Educational Resources Information Center

Crain, Robert L.; Allen, Anna; Little, Judith Warren; Sullivan, Debora; Thaler, Robert; Quigley, Denise; Zellman, Gail

A research study compared graduates of career magnet programs to graduates of comprehensive high schools in a large metropolitan area. The career magnet programs studied are located either within regular comprehensive high schools or combined with other magnet programs to fill an entire building. Research was conducted through school records of…

Implementing a Graduate Certificate Program in Cardiovascular Epidemiology: The Jackson Heart Study

PubMed Central

Campbell Jenkins, Brenda W.; Addison, Clifton; Wilson, Gregory; Young, Lavon; Fields, Regina; Woodberry, Clevette; Payton, Marinelle

2015-01-01

The Jackson Heart Study (JHS) is committed to providing opportunities for expanding the understanding of the epidemiology, diagnosis, prevention, and treatment of cardiovascular diseases. The JHS Graduate Training and Education Center (GTEC) has initiated the Daniel Hale Williams Scholar (DHWS) program where students are afforded the opportunity to interact with epidemiologists and other biomedical scientists to learn to identify, predict, and prevent cardiovascular disease using the Jackson Heart Study data. This study describes the structured programs developed by JHS GTEC seeking to alleviate the shortage of trained professionals in cardiovascular epidemiology by training graduate students while they complete their academic degrees. The DHWS program provides: (1) an enrichment curriculum; (2) a learning community; (3) quarterly seminars; and (4) a Summer Institute. Students attend enrichment activities comprising: (1) Applied Biostatistics; (2) Cardiovascular Disease Epidemiology; (3) Social Epidemiology; (4) Emerging Topics; and (5) Research Writing. Training focuses on developing proficiency in cardiovascular health knowledge. The DHWS program is a unique strategy for incorporating rigorous academic and career-focused training to graduate students and has enabled the acquisition of competencies needed to impact cardiovascular disease management programs. PMID:26703701

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...

Use of NCLEX preparation strategies in a hospital orientation program for graduate nurses.

PubMed

Wray, Karen; Whitehead, Tanya; Setter, Robyn; Treas, Leslie

2006-01-01

This article describes outcomes from the first year of a hospital orientation program for graduate nurses that was expanded to systematize and enrich preparation of graduate nurses for success on the NCLEX-RN licensure examination. The study protocol provided the Assessment Technologies Institute predictor examination to assess risk for licensure examination failure, review materials, and a meeting with an education specialist to identify and prioritize study needs. Those at highest risk for failure were also provided an in-depth written study plan and ongoing follow-up and support until the licensure examination was taken. The study sample consisted of 90 graduate nurses who were hired from May through August of 2005 at the University of Kansas Hospital. The pass rate for participants was 86.7% on the first attempt in year 1 of the program. At-risk graduates who reported that the predictor results impacted their study habits and followed the study recommendations were more likely to pass the licensure examination. Graduate nurses reported a high level of satisfaction with the support provided. Specific challenges faced by hospital nurse administrators in recruitment and retention and return on investment over a 3-year improvement plan are described.

The Academic and Post-Graduate Careers of the Master of Arts Graduates in General Humanities in a Liberal Arts College.

ERIC Educational Resources Information Center

Stone, James H.

To identify major strengths and weaknesses in the Master of Arts Program in Humanities at San Francisco State College and assess what the program had contributed to the vocational future of its graduates, an evaluative study was made of forty-seven degree candidates. The study consisted of: (1) the history and curriculum of the M.A. humanities…

Almost Psychiatry: The Impact of Teaching Child and Adolescent Mental Health Studies to Undergraduate College Students.

PubMed

Diamond, Ursula; Di Bartolo, Christina A; Badin, Emily; Shatkin, Jess P

2017-10-01

The Child and Adolescent Mental Health Studies (CAMS) program is housed in a Liberal Arts undergraduate college of a large research university. Psychiatrists, clinical psychologists, and social workers at the university's medical center teach the courses. The purpose of this study is to evaluate the extent to which CAMS encourages graduates of the program to pursue a career in child and adolescent mental health (CAMH). In 2015-2016, graduates of the CAMS program were invited to participate in a mixed methods study. In addition to statistical analyses, qualitative thematic analyses were performed to interpret free-text responses. Forty-five percent (314/702) of invited graduates completed the online survey. Interviews were conducted with 11% (34/314) of participants by study staff over the phone. Quantitative results suggested that 81% (149/185) of participants enrolled in educational programs after graduation due to an interest in CAMH. A significantly higher proportion of the total sample (t = 3.661, p < .001) reported that they changed their career goals while undergraduate students compared to those who did so after graduation. Results of qualitative interviews with 34 participants uncovered five key themes unique to CAMS that may explain the program's influence on graduates' career choices and career development: practitioners-as-instructors, instructor mentorship, novel course content, experiential learning opportunities, and career training and skills. Quantitative and qualitative results indicated that teaching college undergraduate students about CAMH encourages them to set career goals within the field. These findings suggest the utility of implementing similar programs at other undergraduate colleges.

Research Career Persistence for Solar and Space Physics PhD

NASA Astrophysics Data System (ADS)

Moldwin, Mark B.; Morrow, Cherilynn

2016-06-01

Results from a recent graduate student survey found unsurprisingly that Solar and Space Physics (S&SP) PhD graduate students almost all aspire to have research careers in Solar and Space Physics. This study reports on the research career persistence over the first decade of the new millennium for S&SP PhDs. We used publication of science citation indexed articles as the indicator for persistence in a research career. We found that nearly two thirds (64%) of PhDs who graduated between 2001 and 2009 published refereed papers in 2012 or 2013, while 17% of PhDs never published another paper beyond the year they received their PhD. The remaining 19% of PhDs stopped publishing within three years of receiving their PhD. We found no gender difference between research persistence. We also 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 individual programs. This study indicates that a majority of S&SP PhDs find research careers but that a significant fraction pursue careers where publishing in science citation indexed journals is not required. Graduate programs, advisors, and potential graduate students can use these data for career planning and developing mentoring programs that meet the career outcomes of all of their graduates.

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...

The Global Footprint of Oral Medicine Specialists: The University of Pennsylvania Experience.

PubMed

Stoopler, Eric T; De Rossi, Scott S; Greenberg, Martin S; Sollecito, Thomas P

2016-12-01

The aim of this study was to analyze the global footprint of oral medicine specialists who graduated from the University of Pennsylvania oral medicine residency program. In 2016, a cross-sectional electronic survey was distributed to 53 graduates of that program, asking about their current geographical location and professional status. Of those 53 graduates, 23 (43%) completed the survey with 22 reporting their current location and 21 reporting their current professional status. The results showed that 17 graduates were located within the U.S., and five were located internationally. Twelve graduates were in full-time academic positions, three were in part-time academic positions/part-time private practice, three were in full-time private practice, two were in postdoctoral training programs, and one was not employed. This study found that oral medicine specialists trained at the University of Pennsylvania were located both domestically and internationally. The majority held faculty positions at academic institutions with fewer involved in private practice. This program may thus be considered a source of future dental academicians.

Graduate Business Education: Profiling Successful Students and Its Relevance for Marketing and Recruitment Policy

ERIC Educational Resources Information Center

Eddey, Peter; Baumann, Chris

2009-01-01

The authors conducted an analysis of 1,049 graduates from post-graduate business programs at an Australian university primarily to determine whether students from nonbusiness backgrounds, after completing a business preparation program, perform at the same academic level as students with prior studies in business. The authors found that students…

A Follow-up Study of the Graduates of MiraCosta Adult High School Diploma Program 1982, 1983, 1984, 1985.

ERIC Educational Resources Information Center

Pereira, Cecelia

Selected characteristics and conditions of MiraCosta Adult High School Diploma Program graduates were investigated. Data were gathered from 129 respondents by a 35-item mailed questionnaire. Questions pertained to graduates' current status, analysis of their high school experience, and recommendations for improving the adult high school diploma…

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

ERIC Educational Resources Information Center

Hamilton, John

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

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

ERIC Educational Resources Information Center

Ehrlich, Dan J.; Heinemann, Harry N.

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

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

DTIC Science & Technology

1998-05-01

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

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

ERIC Educational Resources Information Center

Nichols, Ruth I.

2012-01-01

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

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

PubMed

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

2013-01-01

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

Follow-Up Study of 1986 Nursing Graduates. Volume XVI, No. 12.

ERIC Educational Resources Information Center

Dincher, J.; Flaherty, A.

In spring 1987, a follow-up study of nursing program graduates was conducted at William Rainey Harper College (WRHC) to examine employment patterns, further education plans, and graduates' evaluation of particular aspects of their WRHC experience. Questionnaires were mailed to 112 nursing students who graduated with an associate degree in 1986.…

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

PubMed

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

2017-07-07

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

Graduate Training at the Interface of Computational and Experimental Biology: An Outcome Report from a Partnership of Volunteers between a University and a National Laboratory

PubMed Central

von Arnim, Albrecht G.; Missra, Anamika

2017-01-01

Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of Genome Science and Technology in partnership with the nearby Oak Ridge National Laboratory. Here, we report outcome data that attest to the program’s effectiveness in graduating computationally enabled biologists for diverse careers. Among 77 PhD graduates since 2003, the majority came with traditional degrees in the biological sciences, yet two-thirds moved into computational or hybrid (computational–experimental) positions. We describe the curriculum of the program and how it has changed. We also summarize how the program seeks to establish cohesion between computational and experimental biologists. This type of program can respond flexibly and dynamically to unmet training needs. In conclusion, this study from a flagship, state-supported university may serve as a reference point for creating a stable, degree-granting, interdepartmental graduate program in computational biology and allied areas. PMID:29167223

Doctoral Study Programs in Social Work at HBCUs: Origin and Program Development

ERIC Educational Resources Information Center

Aubrey, Hal; Jordan, Tina; Stevenson, Andre P.; Boss-Victoria, Rena; Haynes, James; Estreet, Anthony; Smith, Jahmaine; Cameron, Elijah; Williams, Quotasze

2016-01-01

Fisk University began the genesis of HBCU graduate programs in 1880. During the next fifty years, several other HBCUs established graduate programs. That group included Lincoln, Howard, and Morgan State. However, only Lincoln University established a PhD program. The primary goal of this paper is to provide a historical perspective regarding the…

45 CFR 2400.63 - Excluded graduate study.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Excluded graduate study. 2400.63 Section 2400.63 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.63 Excluded graduate study. James...

45 CFR 2400.63 - Excluded graduate study.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Excluded graduate study. 2400.63 Section 2400.63 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.63 Excluded graduate study. James...

45 CFR 2400.63 - Excluded graduate study.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Excluded graduate study. 2400.63 Section 2400.63 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.63 Excluded graduate study. James...

Retaining Aspiring Scholars (retention, Students of Color)

NASA Astrophysics Data System (ADS)

Walters, Nancy Bannister

Tinto's retention model provided the theoretical framework for this research study of the academic and social integration of academically talented students of color into the graduate and professional science degree pipeline. The site for this study was the Life Sciences Summer Undergraduate Research Program of the University of Minnesota. This program recruits academically talented undergraduates from throughout the nation for participation in two months of research, academic study and orientation to science graduate and professional programs. The quantitative data source consisted of survey responses by 108 alumni of the Summer Undergraduate Research Program to the Institutional Integration Scale developed by Ernest Pascarella and Patrick Terenzini. The scale measures academic integration, social integration and institutional and goal commitment of students. The qualitative data source consisted of one-on-one interviews of 14 summer program alumni of Caucasian, Latino and African American background. The quantitative results were not significant, while the qualitative results demonstrated the importance to alumni interviewed of the challenging academic research work, personally confirming peer group socialization, and supportive student faculty interactions. The study showed the importance of programs like these for helping students of color plan upper level college study and graduate/professional school enrollment. Program characteristics that influenced decision making regarding school and career choices by study participants and specifically by students of color were involvement of faculty in recruiting and mentoring students; socialization to the graduate student role through peer group relations and student maturation and empowerment through participation in a high level academic program. Study findings indicated that supportive and empowering faculty contact was considered most important by students of color who continued on to graduate and professional programs.

The status of PhD education in economic, social, and administrative sciences between 2005 and 2008.

PubMed

Farley, Joel F; Wang, Chi-Chuan; Blalock, Susan J

2010-09-10

To describe the funding, education, enrollment, and graduation patterns from economic, social, and administrative sciences PhD programs in colleges and schools of pharmacy in the United States. Economic, social, and administrative sciences PhD programs were identified from the American Association of Colleges of Pharmacy (AACP) Web site. A 41-item online survey instrument was sent to the director of graduate studies of each identified program. Only programs offering a PhD degree were included in the study. Of the 26 programs surveyed, 20 (77%) provided useable responses to the survey instrument. Approximately 91% of PhD programs guarantee funding to incoming students with an average commitment of 2.9 years. On average, students were paid a stipend of $18,000 per year for commitments to research and teaching assistantships, each averaging approximately 2 years in length. Programs admitted an average of 3.5 students per year and graduated approximately 85% of entering students. The majority of students are non-US citizens and accept positions in either academic or industrial positions after graduation. Most economic, social, and administrative sciences PhD programs guarantee funding to incoming PhD candidates. Programs offering funding packages significantly below the average may be at a competitive disadvantage. It is unclear whether the number of students graduating from PhD programs is adequate to fulfill academic and industrial needs.

Evaluation of scientific periodicals and the Brazilian production of nursing articles.

PubMed

Erdmann, Alacoque Lorenzini; Marziale, Maria Helena Palucci; Pedreira, Mavilde da Luz Gonçalves; Lana, Francisco Carlos Félix; Pagliuca, Lorita Marlena Freitag; Padilha, Maria Itayra; Fernandes, Josicelia Dumêt

2009-01-01

This study aimed to identify nursing journals edited in Brazil indexed in the main bibliographic databases in the areas of health and nursing. It also aimed to classify the production of nursing graduate programs in 2007 according to the QUALIS/CAPES criteria used to classify scientific periodicals that disseminate the intellectual production of graduate programs in Brazil. This exploratory study used data from reports and documents available from CAPES to map scientific production and from searching the main international and national indexing databases. The findings from this research can help students, professors and coordinators of graduate programs in several ways: to understand the criteria of classifying periodicals; to be aware of the current production of graduate programs in the area of nursing; and to provide information that authors can use to select periodicals in which to publish their articles.

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

ERIC Educational Resources Information Center

Engler, Karen S.; MacGregor, Cynthia J.

2018-01-01

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

Students' Performance in M. Ed. Programs at the Cleveland State University, 1968-1975.

ERIC Educational Resources Information Center

Gans, Thomas G.

The College of Education of the Cleveland State University opened its first graduate program in 1968. The purpose of the study reported here is to provide information for reflection about the college's past performance and for planning new directions in its graduate programs. The study uses information from college and university records,…

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

ERIC Educational Resources Information Center

Simmons, Christopher L.

2013-01-01

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

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.

Where do all the undergraduate and new graduate nurses go and why? A search for empirical research evidence.

PubMed

Gaynor, Lynda; Gallasch, Tamara; Yorkston, Emily; Stewart, Simon; Turner, Catherine

To review the published scientific literature for studies quantifying or examining factors associated with the attrition of undergraduate nursing students in pre-registration programs and the retention of graduate nurses in the workforce. The following selection criteria were used to systematically search the literature: target populations were either students in pre-registration nursing programs or registered nurses in their graduate year; the studies were to be primary observational or analytical (cross-sectional, case-control or prospective cohort studies) in design; and outcome measures were attrition in undergraduate programs and/or retention of graduates within the workforce. Three authors guided by a standardised procedure performed data extraction and quality assessment independently. Synthesis of the data appears in text and tabular format. Due to the heterogenic nature of the study methods, meta-analysis was not possible. This review found only four studies that met all inclusion criteria. All four studies examined undergraduate attrition as an outcome with two studies reporting a range of 25-27% attrition within the first year. No studies were found that quantified or examined retention of new graduates as an outcome measure. Only two of the four studies followed cohorts of students prospectively and were able to provide a high level of evidence, although each of these studies was designed to assess specific exposures as potential predictors of attrition, rather than assess actual factors associated with students leaving their program. There is a paucity of research studies in the literature from which evidence quantifying attrition and retention and the reasons why students leave undergraduate nursing programs or new graduates leave the profession can be obtained. Clearly there is a need to systematically track undergraduates and new graduates to quantify and understand attrition, retention and workforce choices within the nursing profession and begin to build this evidence-base.

When Professors Bully Graduate Students: Effects on Student Interest, Instructional Dissent, and Intentions to Leave Graduate Education

ERIC Educational Resources Information Center

Martin, Matthew M.; Goodboy, Alan K.; Johnson, Zac D.

2015-01-01

Academia can be a hostile place when faculty members and departments mistreat their graduate students. This study used a survey of 272 graduate students enrolled in a variety of programs and investigated bullying from the graduate student perspective. Our results indicated when graduate students viewed that they had been bullied by professors in…

Graduating into Debt: The Burdens of Borrowing for Graduate & Professional Students.

ERIC Educational Resources Information Center

Education Resources Inst., Boston, MA.

A study of the debt levels of graduate and professional students is reported in narrative, data tables, and graphs. Highlights include: total annual borrowing through federal loan programs has accelerated dramatically, with more than a million graduate and professional students now borrowing nearly $8 billion per year; graduate and professional…

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.

A structural equation model on the attributes of a skills enhancement program affecting clinical competence of pre-graduate nursing students.

PubMed

Rebueno, Ma Carina D R; Tiongco, Dyan Dee D; Macindo, John Rey B

2017-02-01

Clinical competence remains an issue in nursing and has received greater emphasis than academic competence. Although skill enhancement programs are recommended and beneficial, there is limited evidence on its influence on the clinical competence of pre-graduate nursing students. This study explored the attributes of a skills enhancement program that affect the perceived clinical competence of pre-graduate nursing students. A cross-sectional study was conducted in a private higher education institution in the Philippines from April to May 2016. A total of 245 pre-graduate nursing students participated and completed a three-part survey composed of the respondent's robotfoto, the Skills Enhancement Program Questionnaire, and the Clinical Competence Questionnaire. Factor analysis explicated the attributes of the skills enhancement program while structural equation modeling and path analysis analyzed the variables' relationship. Findings showed that a skills enhancement program has 4 attributes: supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment. Although all attributes of the program positively affected clinical competence, a supportive clinical instructor had the strongest influence on all clinical competency dimensions. A skills enhancement program that has a supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment facilitates clinical competency development among pre-graduate nursing students. This knowledge provides momentum for nursing educators to review and refine their skills and the existing design of their skills enhancement program to further develop clinical competency among pre-graduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

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.

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

DTIC Science & Technology

2017-06-16

MDW/SGVU SUBJECT: Professional Presentation Approval 3 MAR 2017 1. Your paper, entitled Leadership Training in Endocrinology Fellowship? A Survey of...PRESENTED: Leadership Training in Endocrinology Fellowship? A Survey of Program Directors and Recent Graduates 7. FUNDING RECEIVED FOR THIS STUDY? D YES...FELLOWSHIP? A SURVEY OF PROGRAM DIRECTORS AND RECENT GRADUATES Mark W . True1, Irene Folaron1, Jana L. Wardian2 , Jeffrey A Colburn1, Tom J. Sauerwein2

Factors associated with successful matching to dermatology residency programs by reapplicants and other applicants who previously graduated from medical school.

PubMed

Stratman, Erik J; Ness, Rachel M

2011-02-01

To identify factors associated with and not associated with successful matching and matriculation (hereinafter "matching") to dermatology residency programs for applicants who previously graduated from medical school and to distinguish which factors are within applicants' control. Observational cohort study. Six accredited academic dermatology residency training programs in the United States. A total of 221 residency applicants who previously graduated from medical school and who applied through standardized electronic application to 1 or more of the participating residency training programs. Matriculation to a dermatology residency program by August 2008 following the 2006 residency application period. Forty-six of 221 former medical school graduates included in this study matched to a dermatology residency program. Factors strongly associated with matching included United States Medical Licensing Examination Step 3 score; submission of letters written by dermatologists from institutions that train dermatology residents; completion of preliminary medicine internships rather than transitional or other internship types; listing of research experience; publishing of medical manuscripts; and completion of non-Accreditation Council for Graduate Medical Examination dermatology fellowships. Factors not associated with increased matching included volunteer work; PhD status; sex; number of posters or presentations at dermatology conferences; quality of journal publications; and first authorship. Most successful applicants limited personal statements to 1 page and did not mention previously failing to match. The study sample represented at least 86% of such nontraditional applicants who matched in 2006. For candidates seeking to match into dermatology residency programs after graduating from medical school, there are factors within their control that are associated with higher rates of match success. This study provides evidence to assist mentors who counsel such candidates. ©2011 American Medical Association. All rights reserved.

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

PubMed

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

2014-01-01

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

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

PubMed Central

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

2013-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation. PMID:24748686

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.

African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program

NASA Astrophysics Data System (ADS)

Maton, Kenneth I.; Hrabowski, Freeman A., III; Schmitt, Carol L.

2000-09-01

This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors.

The professional profile of UFBA nursing management graduate students.

PubMed

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

2011-12-01

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

45 CFR 1801.31 - Approval of graduate programs by the Foundation.

Code of Federal Regulations, 2012 CFR

2012-10-01

.... TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.31 Approval of... nominated for a Truman Scholarship. Factors to be used by the Foundation in considering approval include...

45 CFR 1801.31 - Approval of graduate programs by the Foundation.

Code of Federal Regulations, 2013 CFR

2013-10-01

.... TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.31 Approval of... nominated for a Truman Scholarship. Factors to be used by the Foundation in considering approval include...

45 CFR 1801.31 - Approval of graduate programs by the Foundation.

Code of Federal Regulations, 2010 CFR

2010-10-01

.... TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.31 Approval of... nominated for a Truman Scholarship. Factors to be used by the Foundation in considering approval include...

45 CFR 1801.31 - Approval of graduate programs by the Foundation.

Code of Federal Regulations, 2014 CFR

2014-10-01

.... TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.31 Approval of... nominated for a Truman Scholarship. Factors to be used by the Foundation in considering approval include...

45 CFR 1801.31 - Approval of graduate programs by the Foundation.

Code of Federal Regulations, 2011 CFR

2011-10-01

.... TRUMAN SCHOLARSHIP FOUNDATION HARRY S. TRUMAN SCHOLARSHIP PROGRAM Graduate Study § 1801.31 Approval of... nominated for a Truman Scholarship. Factors to be used by the Foundation in considering approval include...

The 1995 NASA guide to graduate support

NASA Technical Reports Server (NTRS)

1994-01-01

The future of the United States is in the classrooms of America and tomorrow's scientific and technological capabilities are derived from today's investments in research. In 1980, NASA initiated the Graduate Student Researchers Program (GSRP) to cultivate additional research ties to the academic community and to support promising students pursuing advanced degrees in science and engineering. Since then, approximately 1300 students have completed the program's requirements. In 1987, the program was expanded to include the Underrepresented Minority and Disabled Focus (UMDF) Component. This program was designed to increase participation of underrepresented groups in graduate study and research and, ultimately, in space science and aerospace technology careers. Approximately 270 minority students have completed the program's requirements while making significant contributions to the nation's aerospace efforts. Continuing to expand fellowship opportunities, NASA announced the Graduate Student Fellowships in Global Change Research in 1990. Designed to support the rapid growth in the study of earth as a system, more than 250 fellowships have been awarded. And, in 1992, NASA announced opportunities in the multiagency High Performance Computing and Communications (HPCC) Program designed to accelerate the development and application of massively parallel processing. Approximately five new fellowships will be awarded yearly. This booklet will guide you in your efforts to participate in programs for graduate student support.

Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children

ERIC Educational Resources Information Center

Gillis, Margaret C.

2011-01-01

The purpose of this study was to examine the current practices and pre-service preparation of recent graduates of North Carolina Birth-Kindergarten (B-K) teacher licensure programs related to individualizing curriculum and instruction for children. Participants were 142 individuals who graduated from B-K licensure programs in four-year…

Getting a GRiP: Examining the Outcomes of a Pilot Program to Support Graduate Research Students in Writing for Publication

ERIC Educational Resources Information Center

Cuthbert, Denise; Spark, Ceridwen

2008-01-01

This article addresses an under-researched area of graduate studies: the role of writing groups in developing the research and publication potential of university graduates. Drawing on focus group discussions with participants from a pilot program conducted in the Arts Faculty at Monash University in Australia, the authors investigate the outcomes…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

45 CFR 2400.63 - Excluded graduate study.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Excluded graduate study. 2400.63 Section 2400.63... FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.63 Excluded graduate study. James Madison Fellowships do not provide support for study toward doctoral degrees, for the degree of master of...

Our Graduates: More Than a Product. Class of 1988.

ERIC Educational Resources Information Center

Muzeroll, Terry

A study was conducted at Connecticut's Middlesex Community College (MxCC) to develop a profile of the college's 1988 graduates in terms of program area, age, sex, student status, attendance patterns, and grade point average (GPA). Study findings about the 272 graduates included the following: (1) the number of graduates was higher in 1988 than in…

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

NASA Astrophysics Data System (ADS)

Ellis, Jessica Fabricant

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

Innovative strategies for nurse recruitment and retention in behavioral health.

PubMed

Valente, Sharon M; Wright, Ileen

2007-01-01

Successfully recruiting licensed nurses to work in behavioral health is challenging. This article describes and illustrates methods one hospital successfully used to attract, orient, and mentor new graduate nurses to work in mental health. The New Horizons program included a paid internship for new graduate vocational nurses, a mental health curriculum, preceptorship, a state board review course, and a new graduate program. Since 2003, the program has recruited 37 new graduates for the unfilled licensed staff vacancies in mental health who continued their professional education and pursued degrees as registered nurses. The evaluations indicated that more than 100% of graduates rated the program as excellent as well as recommended it to their friends, and retention has been more than 90%. New Horizons graduates have received promotions; one has assumed a new role as a clinical resource nurse who teaches nursing orientation. All stakeholders including nurse management, patients, other disciplines, and coworkers have high praise for the program graduates. The program increased the cultural diversity of the mental health staff because the graduates included high percentages of African Americans, Hispanic Americans, and Asian Americans and less than 10% of White Americans. Adult learning technologies were used including teaching with films, role-playing, case studies, reflective thinking, evidence-based practice, and group performance improvement projects. Research-based fact sheets were used for the course and continued education. These 1-page fact sheets help nurses apply the evidence to improve nursing practice.

Factors of persistence among graduates of athletic training education programs.

PubMed

Bowman, Thomas G; Dodge, Thomas M

2011-01-01

Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Qualitative study. Postprofessional education program accredited by the NATA. Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

Profiles in Retention Part 1: Design Characteristics of a Graduate Synchronous Online Program

ERIC Educational Resources Information Center

Aversa, Elizabeth; MacCall, Steven

2013-01-01

This paper is a case study of a Master of Library and Information Studies degree program online option that has been unusually successful in retaining and graduating students. Design characteristics of this program that has maintained a retention rate of over 90 percent over five years are described and mapped to the literature on distance…

Trainee Impairment in APA Approved Internship and Graduate Programs.

ERIC Educational Resources Information Center

Rangel, Deborah Marie; Boxley, Russell

All programs that are involved in training professionals have some experience with impaired trainees. A study was conducted to examine how different American Psychological Association (APA) approved pre-doctoral internship and graduate programs in psychology handle trainee difficulty and impairment. A 62-item questionnaire was completed by…

The Returns to Quality in Graduate Education

ERIC Educational Resources Information Center

Stevenson, Adam

2016-01-01

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

The Relationship between Career Technology Education and High School Graduation

ERIC Educational Resources Information Center

Schimpf, Patricia Lynn Garnto

2011-01-01

This study examined the relationship between programs in Career Technology and Agriculture Education (CTAE) utilized by a school district in northern Georgia and the relative effect the programs had on high school graduation. Career technology and agriculture education (CTAE) programs engage students and prepare them for college or career…

Factors That Predict Time to In-Field Employment of Associate Degree Graduates: A Study of One College in the Technical College System of Georgia

ERIC Educational Resources Information Center

Futch, Karon Wilkerson

2014-01-01

This regression study examined the set of graduate characteristics (age, gender, ethnicity), as well as Grade Point Average Motivation, and environmental factors (program of study, use of career services, internship completion, Grade Point Average) that predicted time to in-field employment among associate degree graduates. Graduates ranging from…

Resolving Issues in Innovative Graduate Degree Programs: The Metropolitan State University Doctor of Business Administration Experience

ERIC Educational Resources Information Center

Delmont, Tim

2011-01-01

Applied Master's Degree and doctoral programs have been criticized widely for their lack of relevance, rigor and quality. New graduate degree programs have responded to these criticisms by implementing innovative academic policies, program curriculum, and student services. A case study of the Metropolitan State University Doctor of Business…

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

ERIC Educational Resources Information Center

Asmali, Mehmet

2018-01-01

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

The Status of Career and Technical Education Undergraduate and Graduate Programs in the United States

ERIC Educational Resources Information Center

Fletcher, Edward C.; Gordon, Howard R. D.

2017-01-01

The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher,…

An Examination of Program Selection Criteria for Part-Time MBA Students

ERIC Educational Resources Information Center

Colburn, Michael; Fox, Daniel E.; Westerfelt, Debra Kay

2011-01-01

Prospective graduate students select a graduate program as a result of a multifaceted decision-making process. This study examines the selection criteria that part-time MBA students used in selecting a program at a private university. Further, it analyzes the methods by which the students first learned of the MBA program. The authors posed the…

Geohazards Graduate Study With the U.S. Peace Corps

NASA Astrophysics Data System (ADS)

Rose, William I.; Bluth, Gregg J. S.

A unique, new educational program that focuses on geological natural hazards, U.S. Peace Corps field work, and on-campus study has begun its second year at Michigan Technological University, in Houghton, Michigan.While “Masters International” programs that combine Peace Corps service with a graduate degree program are available at 49 different universities in a variety of fields, the program at Michigan Tech is the only one with a natural hazards focus offering geological degree programs.

Comparison of academic and practice outcomes of rural and traditional track graduates of a family medicine residency program.

PubMed

Petrany, Stephen M; Gress, Todd

2013-06-01

The Marshall University Family Medicine Residency (MUFMR) implemented its rural track (RT) in 1994 to help achieve its mission of producing primary care physicians for practice in rural areas and West Virginia. This study examined the impact of the RT on the program's training outcomes and assessed the academic equivalence of the RT and traditional track (TT) curricula. The authors analyzed academic outcomes (in-training examination [ITE] scores, board certification rates) and practice outcomes (location and type following graduation) for the 174 MUFMR graduates who entered the program from 1984 through 2006. They compared RT and TT graduates who entered after RT implementation (1994-2006) with each other and with graduates who entered during the decade before implementation (1984-1993). There were differences between the 12 RT and 94 TT graduates in rural practice upon graduation (RT: 83% versus TT: 40%; P<.01) and practice in West Virginia (RT 83% versus TT 68%; P=.34). RT and TT graduates had similar mean increases in ITE scores and board certification rates. The 106 post-implementation graduates had a significantly higher rate of West Virginia practice than did the 68 pre-implementation graduates (70% versus 52%; P=.02). RT development was associated with a substantial increase in MUFMR graduates practicing in West Virginia. RT graduates were more likely than TT graduates to practice in rural areas and in the state upon graduation. RT graduates seem to advance academically as well as their TT counterparts.

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.

A National Long-term Outcomes Evaluation of U.S. Premedical Postbaccalaureate Programs Designed to Promote Health care Access and Workforce Diversity.

PubMed

McDougle, Leon; Way, David P; Lee, Winona K; Morfin, Jose A; Mavis, Brian E; Matthews, De'Andrea; Latham-Sadler, Brenda A; Clinchot, Daniel M

2015-08-01

The National Postbaccalaureate Collaborative (NPBC) is a partnership of Postbaccalaureate Programs (PBPs) dedicated to helping promising college graduates from disadvantaged and underrepresented backgrounds get into and succeed in medical school. This study aims to determine long-term program outcomes by looking at PBP graduates, who are now practicing physicians, in terms of health care service to the poor and underserved and contribution to health care workforce diversity. We surveyed the PBP graduates and a randomly drawn sample of non-PBP graduates from the affiliated 10 medical schools stratified by the year of medical school graduation (1996-2002). The PBP graduates were more likely to be providing care in federally designated underserved areas and practicing in institutional settings that enable access to care for vulnerable populations. The NPBC graduates serve a critical role in providing access to care for underserved populations and serve as a source for health care workforce diversity.

A National Long-term Outcomes Evaluation of U. S. Premedical Postbaccalaureate Programs Designed to Promote Healthcare Access and Workforce Diversity

PubMed Central

McDougle, Leon; Way, David P.; Lee, Winona K.; Morfin, Jose A.; Mavis, Brian E.; Wiggins, De’Andrea; Latham-Sadler, Brenda A.; Clinchot, Daniel M.

2016-01-01

The National Postbaccalaureate Collaborative (NPBC) is a partnership of Postbaccalaureate Programs (PBPs) dedicated to helping promising college graduates from disadvantaged and underrepresented backgrounds get into and succeed in medical school. This study aims to determine long-term program outcomes by looking at PBP graduates, who are now practicing physicians, in terms of healthcare service to the poor and underserved and contribution to healthcare workforce diversity. Methods We surveyed the PBP graduates and a randomly drawn sample of non-PBP graduates from the affiliated 10 medical schools stratified by the year of medical school graduation (1996-2002). Results The PBP graduates were more likely to be providing care in federally designated underserved areas and practicing in institutional settings that enable access to care for vulnerable populations. Conclusion The NPBC graduates serve a critical role in providing access to care for underserved populations and serve as a source for healthcare workforce diversity. PMID:26320900

The Best and Worst of Graduate School: Graduate Students' Self-Report Narratives of What Helps and Hurts Their Success

ERIC Educational Resources Information Center

Hardré, Patricia L.; Pan, Rui

2017-01-01

Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…

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.

Graduated driver licensing programs and fatal crashes of 16-year-old drivers: a national evaluation.

PubMed

Chen, Li-Hui; Baker, Susan P; Li, Guohua

2006-07-01

Implementation of graduated driver licensing programs is associated with reductions in crash rates of young drivers, but graduated driver licensing programs vary in their components. The impact of programs with different components is unknown. The purpose of this work was to determine which graduated driver licensing programs are associated with the greatest reductions in fatal motor vehicle crashes involving 16-year-old drivers. We conducted a retrospective study of all 16-year-old drivers involved in fatal crashes in the United States from 1994 through 2004 using data from the Fatality Analysis Reporting System and the US Census Bureau. We measured incidence rate ratios of fatal motor vehicle crashes involving 16-year-old drivers according to graduated driver licensing programs, adjusted for state and year. Compared with state quarters with no graduated driver licensing program components, reductions of 16% to 21% in fatal crash involvement rates of 16-year-old drivers occurred with programs that included > or = 3-month mandatory waiting period, nighttime driving restriction, and either > or = 30 hours of supervised driving or passenger restriction. Reductions of 18% to 21% occurred in state quarters with programs that included > or = 5 of the 7 components examined. Drivers aged 20 to 24 or 25 to 29 years did not experience significant reductions. Comprehensive graduated driver licensing programs are associated with reductions of approximately 20% in 16-year-old drivers' fatal crash involvement rates. The greatest benefit seems to be associated with programs that include age requirements and > or = 3 months of waiting before the intermediate stage, nighttime driving restriction, and either > or = 30 hours of supervised driving or passenger restriction.

Developing the Intercultural Competence of Graduate Students

ERIC Educational Resources Information Center

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

2014-01-01

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

Graduate Student Characteristics.

ERIC Educational Resources Information Center

Clements, William H.

As a first step in "improving and building up" the graduate program at the Wisconsin State University at Stevens Point, a study of graduate students was initiated in 1967. It examined the interrelationships of their graduate majors, undergraduate majors and colleges, high school deciles and class size, age, sex, level taught, geographic…

Impact of MPH programs: contributing to health system strengthening in low- and middle-income countries?

PubMed

Zwanikken, Prisca A C; Alexander, Lucy; Scherpbier, Albert

2016-08-22

The "health workforce" crisis has led to an increased interest in health professional education, including MPH programs. Recently, it was questioned whether training of mid- to higher level cadres in public health prepared graduates with competencies to strengthen health systems in low- and middle-income countries. Measuring educational impact has been notoriously difficult; therefore, innovative methods for measuring the outcome and impact of MPH programs were sought. Impact was conceptualized as "impact on workplace" and "impact on society," which entailed studying how these competencies were enacted and to what effect within the context of the graduates' workplaces, as well as on societal health. This is part of a larger six-country mixed method study; in this paper, the focus is on the qualitative findings of two English language programs, one a distance MPH program offered from South Africa, the other a residential program in the Netherlands. Both offer MPH training to students from a diversity of countries. In-depth interviews were conducted with 10 graduates (per program), working in low- and middle-income health systems, their peers, and their supervisors. Impact on the workplace was reported as considerable by graduates and peers as well as supervisors and included changes in management and leadership: promotion to a leadership position as well as expanded or revitalized management roles were reported by many participants. The development of leadership capacity was highly valued amongst many graduates, and this capacity was cited by a number of supervisors and peers. Wider impact in the workplace took the form of introducing workplace innovations such as setting up an AIDS and addiction research center and research involvement; teaching and training, advocacy, and community engagement were other ways in which graduates' influence reached a wider target grouping. Beyond the workplace, an intersectoral approach, national reach through policy advisory roles to Ministries of Health, policy development, and capacity building, was reported. Work conditions and context influenced conduciveness for innovation and the extent to which graduates were able to have effect. Self-selection of graduates and their role in selecting peers and supervisors may have resulted in some bias, some graduates could not be traced, and social acceptability bias may have influenced findings. There was considerable impact at many levels; graduates were perceived to be able to contribute significantly to their workplaces and often had influence at the national level. Much of the impact described was in line with public health educational aims. The qualitative method study revealed more in-depth understanding of graduates' impact as well as their career pathways.

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.

Definition of "rural" determines the placement outcomes of a rural medical education program: analysis of Jichi Medical University graduates.

PubMed

Matsumoto, Masatoshi; Inoue, Kazuo; Kajii, Eiji

2010-01-01

To show the impact of changing the definition of what is "rural" on the outcomes of a rural medical education program. A cross-sectional sample of 643 graduates under obligatory rural service and 1,699 graduates after serving their obligation, all from Jichi Medical University (JMU), a binding rural education program in Japan, were used as the data source. Communities were divided into decile groups according to population density, and the cut-off for "rural/nonrural" was altered in order to study its impact on the data. The rural practice rate of obliged graduates had its peak in the decile groups with the lowest population densities, while the peak rates of postobligation graduates and non-JMU physicians were at the decile groups with the highest population densities. Rural practice rates of all of the 3 groups of physicians increased with the increase in inclusiveness of rural definition. The ratio of rural practice rate of obliged graduates to that of non-JMU physicians ("relative effectiveness") increased remarkably with the increase in exclusiveness of rural definition. The relative effectiveness of postobligation graduates did not substantially increase after the cut-off exceeded a certain point of exclusiveness. Definition of "rural" largely determined the rural practice rate and relative effectiveness of JMU graduates. The results suggest that results of past outcome studies of rural medical education programs are potentially biased depending on how rural is defined.

Accreditation Council for Graduate Medical Education accreditation and influence on perceptions of pediatric otolaryngology fellowship training experience.

PubMed

Bedwell, Joshua R; Choi, Sukgi; Chan, Kenny; Preciado, Diego

2013-09-01

The American Society of Pediatric Otolaryngology (ASPO) has set a goal of universal accreditation of fellowship programs by the Accreditation Council for Graduate Medical Education (ACGME) by 2014. This study offers data comparing trainee experience at accredited vs nonaccredited programs. To evaluate perceptions of pediatric otolaryngology fellowship training experience and to elucidate differences between those who trained in ACGME-accredited fellowships vs those who did not. Web-based survey sent to all members of ASPO, as well as recent fellowship graduate ASPO-eligible physicians. Responses were obtained in an anonymous fashion. The study population comprised 136 ASPO members who recently graduated from pediatric otolaryngology fellowship programs (36 from ACGME-accredited fellowships and 100 from nonaccredited programs). Difference in perceived fellowship experience between graduates of accredited vs nonaccredited programs, specifically, differences in service vs education perceptions. Overall, a majority (64%) of respondents agreed that standardizing the pediatric fellowship curriculum through ACGME accreditation is a worthwhile goal. Those who attended ACGME-accredited fellowships were more likely to favor accreditation vs non-ACGME graduates (83% vs 58%; P = .006). Graduates of ACGME-accredited programs were also more likely to agree that their fellowship provided adequate preparation for a career in academic medicine (100% vs 89%; P = .04), protected time for research (94% vs 60%; P < .001), vacation and academic time (94% vs 78%; P = .03), and opportunities to formally evaluate their superiors (72% vs 32%; P < .001). Non-ACGME graduates reported higher primary call frequency (0.8 days per week vs 0.2 days per week; P = .01), and attending physician participation in rounds (71% vs 53%; P = .05). Most respondents were in agreement with universal ACGME accreditation. Those having trained in accredited programs cite increased allowance for research, academic and vacation time, more formal opportunities to evaluate their faculty, and decreased primary call burden.

Comparative Analysis of High School Graduates in Berks County from Vocational, Academic and General Curricula for the Years 1983, 1986, and 1990. Final Report.

ERIC Educational Resources Information Center

Runkle, Robert A.; And Others

High school, postsecondary education, and work experience records of graduates from four high school programs of study were compared. The population consisted of all graduates (n=7,890) from academic, general, area vocational-technical school (AVTS), and home school vocational programs (HSVOC) from 16 sending school districts in Berks County,…

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

ERIC Educational Resources Information Center

Fahey, John M.

2010-01-01

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

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

ERIC Educational Resources Information Center

Colbert, Robert D.

2013-01-01

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

What Happens When the Apprentice Is the Master in a Cognitive Apprenticeship? The Experiences of Graduate Students Participating in Coursework and Fieldwork

ERIC Educational Resources Information Center

Lee, Bridget Kiger; Dawson, Kathryn; Cawthon, Stephanie

2016-01-01

The University of Texas at Austin Master of Fine Arts (MFA) program offers a cognitive apprenticeship for graduate students in drama-based pedagogy (DBP) through Drama for Schools (DFS), a professional development program for K-12 educators. This article presents findings from an exploratory case study investigation of graduate students'…

Effectiveness of graduated driver licensing in reducing motor vehicle crashes.

PubMed

Foss, R D; Evenson, K R

1999-01-01

To determine whether graduated driver licensing (GDL) systems and nighttime curfews reduce motor vehicle crashes, fatalities, or injuries among young drivers. We used Cochrane Collaboration search strategies to locate studies of graduated licensing or night driving restrictions. Studies were selected if they examined the effects of either (1) a comprehensive graduated driver licensing system including well-integrated components, or (2) nighttime driving restrictions/curfews that could affect young persons' nighttime driving, on a clearly defined crash or injury outcome. Seven studies met inclusion criteria. Two independent studies of the New Zealand graduated licensing program found a sustained 7%-8% reduction in teen driver crash injuries attributable to the program. No other full graduated licensing system has been evaluated to date. Four studies of either a general curfew or a nighttime driving restriction for teens, a key element of graduated licensing, found substantial crash reductions during restricted hours, with 23%-25% lower crash injury and fatality rates for curfews beginning prior to midnight. One study found no change in late night crashes before and after a 1 a.m.-6 a.m. night driving restriction took effect. The logic and empirical bases for graduated licensing are sound. Moreover, there is evidence that one central element, a restriction on nighttime driving by novices, reduces young driver crashes. However, a definitive conclusion about the effectiveness of GDL systems for reducing motor vehicle crashes or crash-related injuries must await examination of other GDL systems. This should be possible within the next few years, as several states and Canadian provinces have recently enacted GDL programs.

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

ERIC Educational Resources Information Center

James, Raven; Simons, Lori

2011-01-01

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

Diploma Recovery: High School Graduates' Perceptions of Online Credit Recovery Programming

ERIC Educational Resources Information Center

Currier, Clay W.

2017-01-01

This phenomenological case study explored student experiences in a technology-based credit recovery program at several central Texas high schools. Students shared their perceptions about utilizing technology-based credit recovery environments. Participants in this study were ten high school graduates who had completed credit recovery courses at…

Graduate Students' Perceptions of Online Learning

ERIC Educational Resources Information Center

Fedynich, LaVonne; Bradley, Karen Sue; Bradley, Jack

2015-01-01

Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions…

"'Knowledge Growth": A Multiple Case Study of English Literature Graduates' Learning Experiences for Teaching Composition

ERIC Educational Resources Information Center

Richards, Kathleen A.

2013-01-01

This multiple case study investigates the learning processes of postsecondary English literature graduates who teach composition to diverse student groups. Since the context of study in English literature graduate programs concentrates on literature and literary theory, the interest of this study examines how teachers learn to teach composition…

Imported tropical neuroinfections: practice skills and knowledge among nurses and nursing students.

PubMed

Rajoo, Maheswaari; Sulicova, Andrea; Mroskova, Slavka; Supinova, Maria; Plackova, Anna; Bystra, Martina; Baranova, Lenka; Grezdova, Iveta; Santova, Tatiana; Janakova, Maria; Simova, Zuzana; Cinova, Jana; Cibrikova, Silvia; Decsiova, Zuzana; Lengyelova, Anna; Hlinovska, Jana; Rovna, Silvia; Igazova, Maria; Nadova, Monika; Rakova, Jana; Lehotska, Maria; Moraucikova, Eva; Mizenkova, Ludmila; Novotna, Zuzana; Paukova, Luba; Semjonova, Alexandra; Schlosserova, Alena; Vicanova, Michaela; Balkova, Hilda; Banasova, Vlasta; Horanska, Valeria; Hudakova, Pavlina; Hudakova, Anna; Majernikova, Ludmila; Poliakova, Nikoleta; Suchanova, Renata; Tirpakova, Libusa; Perinova, Nadezda; Vatehova, Drahormira; Komanicky, Dusan; Koudelkova, Vlasta; Capska, Jana; Maskalikova, Tatiana; Hulkova, Vlasta; Treslova, Marie

2013-09-01

Tropical neuroinfections are still cause of substantial mortality in travelers. Therefore, good knowledge of early symptoms is very important for nurses acting as first contact persons. Nurse's practical skills and knowledge of signs and early recognition of tropical neuroinfections, providing first aid and quick action has been studied among graduates of two Tropical Nursing PhD programs (in EU-Countries vs. tropical country) using a standardized questionnaire. Statistical package EPI info was used to determine potential differences between both groups of graduates. Acceptable knowledge on early symptoms and signs of cerebral malaria and meningococcal meningitis in returning travelers was found among 121 graduates of two PhD programs who were included in the study. Of these, 99 questionnaires were filled in Slovakia, Czech Republic and Germany and another 22 were filled in Malaysia, as a part of the Tropical Nursing PhD Study Programs. Nursing students and recent graduates in two PhD programs demonstrated acceptable, although not large-scaled, knowledge of early signs and symptoms of tropical neuroinfections.

Identification of curriculum content for a renewable energy graduate degree program

NASA Astrophysics Data System (ADS)

Haughery, John R.

There currently exists a disconnect between renewable energy industry workforce needs and academic program proficiencies. This is evidenced by an absence of clear curriculum content on renewable energy graduate program websites. The purpose of this study was to identify a set of curriculum content for graduate degrees in renewable energy. At the conclusion, a clear list of 42 content items was identified and statistically ranked. The content items identified were based on a review of literature from government initiatives, professional society's body of knowledge, and related research studies. Leaders and experts in the field of renewable energy and sustainability were surveyed, using a five-point Likert-Scale model. This allowed each item's importance level to be analyzed and prioritized based on non-parametric statistical analysis methods. The study found seven competency items to be very important , 30 to be important, and five to be somewhat important. The results were also appropriate for use as a framework in developing or improving renewable energy graduate programs.

Fourth Annual Report, 1973-74. (The American Indian Program, Graduate School of Education, Harvard University, Cambridge, Massachusetts).

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

In June 1973 the Harvard Graduate School of Education admitted 4 American Indian students into a Master's degree program and one person into a doctoral program. In addition, there were 5 students continuing in the Doctor of Education degree program and one new student in the Certificate of Advanced Study program for a total of 11 participants in…

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...

Life after Study Abroad: A Narrative Inquiry of Graduate Student Study Abroad Returnees

ERIC Educational Resources Information Center

Wilson, Meredith Fant

2014-01-01

The number of graduate students who chose to participate in study abroad experiences has grown within recent years. As this population of study abroad participants continues to expand, it is necessary for study abroad faculty and staff to understand the learning outcomes that graduate students experience after their study abroad program. This…

Nursing Graduate Follow-Up, Catonsville Community College.

ERIC Educational Resources Information Center

Catonsville Community Coll., MD. Office of Institutional Research.

In 1989, a study was conducted at Catonsville Community College (CCC) to determine the post-graduation experiences and attitudes of the students who had graduated from the nursing program between June 1987 and December 1988. Of the 113 graduates surveyed, 24 responded to the questionnaire. In addition, 10 employers returned questionnaires…

The theory of organisational socialisation and its potential for improving transition experiences for new graduate nurses.

PubMed

Phillips, Craig; Esterman, Adrian; Kenny, Amanda

2015-01-01

Graduate nurse transition continues to remain a difficult time for many new graduate nurses, with significant numbers of graduates being dissatisfied, ultimately considering leaving or exiting the profession. Currently, many graduate nurse programs within Australia and internationally reflect a homogeneous nature pertaining to content and program delivery. A refinement of graduate nurse transition programs through an adaptation of a model of organisational socialisation supports a more individualised approach to transition, improving graduate outcomes and addressing attrition rates. To propose a model which supports the accommodation of new graduates within a health service improving both new graduate and health service outcomes through; greater levels of job satisfaction, increased commitment to an organisation and decreased turnover of new staff. Theoretical paper based on a program of research. An adaptation of a model of organisational socialisation was applied to the process of transition for newly qualified graduate nurses. This adaptation was informed by a larger 2012 Australian study (findings reported extensively elsewhere) with 459 newly qualified graduate nurses reporting their transition experiences of the first year of practice. Newly qualified graduate nurses reported effective socialisation with transition based on the following; enduring and continuous orientation throughout the first year of practice, allocation of patient responsibilities reflecting a level of acuity commensurate with a beginning skill set to meet care needs, and feedback of a respectful nature to improve confidence and competence in practice. Negative transition experiences were noted by many new graduates if these factors were not considered. Graduate nurse turnover is costly and destabilising for health services. One means of addressing this is the creation of positive working environments which appropriately socialise new graduates into health services. Accommodating new employees through; individual recognition, modelling of behaviours and developing positive transition outcomes will improve graduate nurse satisfaction and importantly retention. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

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…

Longitudinal Analysis of Student Performance between Host and Cooperating College Learners in the Dental Hygiene Program at Northcentral Technical College in Wausau, Wisconsin.

ERIC Educational Resources Information Center

Olmsted, Jodi L.

The academic performance of students enrolled in a distance education dental hygiene program at Northcentral Technical College (NTC) in Wausau, Wisconsin, was analyzed in a comparative, quasi-experimental study. The study sample consisted of five cohorts of program graduates (students graduating in 1997-2001). The experiment groups were divided…

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...

The Role of Living-Learning Programs in Women's Plans to Attend Graduate School in STEM Fields

ERIC Educational Resources Information Center

Szelenyi, Katalin; Inkelas, Karen Kurotsuchi

2011-01-01

This paper examines the role of living-learning (L/L) programs in undergraduate women's plans to attend graduate school in STEM fields. Using data from the 2004-2007 National Study of Living Learning Programs (NSLLP), the only existing multi-institutional, longitudinal dataset examining L/L program outcomes, the findings show that women's…

An Examination of the Indiana State University Aerospace Administration Program

NASA Technical Reports Server (NTRS)

Schwab, Gregory L.

2005-01-01

Declining enrollments in the Indiana State University (ISU) aerospace administration program prompted this case study. which evaluates the program in comparison with parallel programs at other universities, industry standards, and an independent audit. Survey instruments were administered to graduates, faculty, and employers for their views on competencies of an excellent aerospace administration program Results show the deficiency of the ISU program. Graduates, faculty, and employers rated all competencies-from moderate to considerable importance-similarly for an excellent program. Recommendations for program improvement were made, and suggestions for further research include studies to evaluate the effectiveness of a revised aerospace administration program.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Post-Evaluation of an Entrepreneurship Program for Inner-City Youth

ERIC Educational Resources Information Center

Doucet, LaRon

2010-01-01

This study evaluated program graduates of National Foundation for Teaching Entrepreneurship 1 to years after completing the program in inner city schools of Los Angeles, California. Twenty-seven out of 150 graduates participated in 2 semi-structured interviews in Northern and Southern California, or long semi-structured telephone interviews for…

Howard University Engineers Success: Interdisciplinary Study Keeps Howard on the Cutting Edge

ERIC Educational Resources Information Center

Chew, Cassie M.

2004-01-01

According to Engineering Workforce Commission annual reports, in 1999 Howard University graduated 108 students, 92 of whom were African American, in its chemical, civil, electrical, and mechanical engineering programs and computer science programs. After two more years of graduating approximately 100 students across programs, in 2002, according to…

Graduate and Undergraduate Students' Teaching Practices in a Place-Based Outreach Program

ERIC Educational Resources Information Center

Nilsen, Katherine Joy

2013-01-01

This study explores how university students (i.e., undergraduate and graduate students) participating in a place-based outreach program practiced teaching strategies on four field trips. The outreach program, Learning in Place-Based Environments (LPBE), provided opportunities for the university students to teach fifth grade students about place,…

Graduated Driver Licensing in the United States: Evaluation Results from the Early Programs.

ERIC Educational Resources Information Center

Shope, Jean T.; Molnar, Lisa J.

2003-01-01

Review of graduated driver-licensing (GDL) programs in six states. Concludes that GDL programs are effective in reducing the crash risk of teenage drivers and that the impact of these studies and others to come will guide future research, practice, and policy. (Contains 2 tables and 19 references.) (AUTHOR/WFA)

Factors Influencing the ABT Phenomenon among Graduate Students in a Master Program in Mexico

ERIC Educational Resources Information Center

Gonzalez-Castillo, Vicente; Cisneros-Cohernour, Edith J.

2007-01-01

This paper presents the findings of a study examining the factors that influence the ABT phenomenon (all but thesis) among graduate students of a Master in Education program in the Southeast of Mexico. Findings of the study identified individual and organizational factors influencing ABT. The study allowed for a better understanding about how…

Effects of NIGMS Training Programs on Graduate Education in the Biomedical Sciences. An Evaluative Study of the Training Programs of the National Institute of General Medical Sciences 1958-1967.

ERIC Educational Resources Information Center

National Inst. of General Medical Sciences (NIH), Bethesda, MD.

This report was prepared by the National Research Council, at the request of the National Institutes of Health, in an attempt to evaluate the Graduate Research Training Grant Program and Fellowship Program in bioscience. One of the purposes of the study was to collect objective data that would provide answers to such questions as: What have been…

Information literacy skills of occupational therapy graduates: promoting evidence-based practice in the MOT curriculum.

PubMed

Powell, Carol A; Case-Smith, Jane

2010-10-01

Are Master of Occupational Therapy (MOT) graduates more successful than BS graduates in accessing and analyzing research literature? This retrospective cohort study used a survey sent to Ohio State University MOT graduates, asking why they need information for their practice, what types of information they seek, and how they search for and use it. Results suggest that the MOT program has fostered higher-level skills than did the BS program in independent writing, a greater focus on evidence-based practice, and the use of bibliographic databases. The MOT graduates report high confidence in their ability to apply research to practice and high satisfaction with the lifelong learning skills they learned. The survey findings support the importance of collaboration between Occupational Therapy faculty and medical librarians in developing MOT educational programs.

U.S. Comparative and International Graduate Programs: An Overview of Programmatic Size, Relevance, Philosophy, and Methodology

ERIC Educational Resources Information Center

Drake, Timothy A.

2011-01-01

Previous work has concentrated on the epistemological foundation of comparative and international education (CIE) graduate programs. This study focuses on programmatic size, philosophy, methodology, and pedagogy. It begins by reviewing previous studies. It then provides a theoretical framework and describes the size, relevance, content, and…

Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs

ERIC Educational Resources Information Center

Walser, Tamara M.; Trevisan, Michael S.

2016-01-01

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

Problematic Students of NASP-Approved Programs: An Exploratory Study of Graduate Student Views

ERIC Educational Resources Information Center

Trimble, Leasha D.; Stroebel, Sandra S.; Krieg, Fred Jay; Rubenstein, Robert L.

2012-01-01

This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs.…

Program Profile: A Follow-Up Study of Rehabilitation Counseling Graduates from 1957 to 1971

ERIC Educational Resources Information Center

Jaques, Marceline E.; And Others

1974-01-01

The initial phase of a follow-up study of rehabilitation counseling graduates from 1957 to 1971 at the State University of New York at Buffalo is described. Results indicated that the majority of graduates secured jobs in the rehabilitation field related to their training. (Author)

An Inquiry into Workplace Incivility: Perceptions of Working Graduate Students

ERIC Educational Resources Information Center

Greene, Ashley E.

2012-01-01

The purpose of this sequential mixed methods study was to examine and determine the level of incivility in the workplace as a growing problem from the perceptional views of graduate students enrolled in accelerated degree programs for graduate studies in Business Administration, Criminal Justice Administration, Gerontology, Health Management, and…

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

PubMed

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Hiebert, James; Berk, Dawn; Miller, Emily

2017-01-01

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

Program Director Participation in a Leadership and Management Skills Fellowship and Characteristics of Program Quality.

PubMed

Carek, Peter J; Mims, Lisa D; Conry, Colleen M; Maxwell, Lisa; Greenwood, Vicki; Pugno, Perry A

2015-01-01

The association between a residency program director completing a leadership and management skills fellowship and characteristics of quality and innovation of his/her residency program has not been studied. Therefore, the aim of this study is to examine the association between a residency program director's completion of a specific fellowship addressing these skills (National Institute for Program Director Development or NIPDD) and characteristics of quality and innovation of the program they direct. Using information from the American Academy of Family Physicians (AAFP), National Resident Matching Program (NRMP) and FREIDA® program characteristics were obtained. Descriptive statistics were used to summarize the data. The relationship between programs with a NIPDD graduate as director and program quality measures and indicators of innovation was analyzed using both chi square and logistic regression. Initial analyses showed significant associations between the NIPDD graduate status of a program director and regional location, mean years of program director tenure, and the program's 5-year aggregate ABFM board pass rate from 2007--2011. After grouping the programs into tertiles, the regression model showed significant positive associations with programs offering international experiences and being a NIPDD graduate. Program director participation in a fellowship addressing leadership and management skills (ie, NIPDD) was found to be associated with higher pass rates of new graduates on a Board certification examination and predictive of programs being in the upper tertile of programs in terms of Board pass rates.

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

PubMed Central

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

2017-01-01

Objectives This study explores how medical graduates and their workplace supervisors perceive the value of a structured clinical audit program (CAP) undertaken during medical school. Methods Medical students at the University of Notre Dame Fremantle complete a structured clinical audit program in their final year of medical school.  Semi-structured interviews were conducted with 12 Notre Dame graduates (who had all completed the CAP), and seven workplace supervisors (quality and safety staff and clinical supervisors).  Purposeful sampling was used to recruit participants and data were analysed using thematic analysis. Results Both graduates and workplace supervisors perceived the CAP to be valuable. A major theme was that the CAP made a contribution to individual graduate’s medical practice, including improved knowledge in some areas of patient care as well as awareness of healthcare systems issues and preparedness to undertake scientifically rigorous quality improvement activities. Graduates perceived that as a result of the CAP, they were confident in undertaking a clinical audit after graduation.  Workplace supervisors perceived the value of the CAP beyond an educational experience and felt that the audits undertaken by students improved quality and safety of patient care. Conclusions It is vital that health professionals, including medical graduates, be able to carry out quality and safety activities in the workplace. This study provides evidence that completing a structured clinical audit during medical school prepares graduates to undertake quality and safety activities upon workplace entry. Other health professional faculties may be interested in incorporating a similar program in their curricula.  PMID:28692425

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...

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

ERIC Educational Resources Information Center

Bowling, Jan

2013-01-01

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

The Relationship between Post Reach Exit Exam (E[superscript 2]) Failure Remediation and NCLEX-RN Success of Graduates of Baccalaureate Nursing Programs

ERIC Educational Resources Information Center

Allen, Patricia Gale

2009-01-01

An ex post facto study was conducted to determine whether any relationship exists between remediation post Reach Exit Exam (E[superscript 2]) failure and NCLEX-RN success of graduates of baccalaureate nursing programs. Data was gathered from responses to the seventh annual validity study (V7S) offered to deans and directors of nursing programs by…

Common attributes of high/low performing general surgery programs as they relate to QE/CE pass rates.

PubMed

Bankhead-Kendall, Brittany; Slama, Eliza; Truitt, Michael S

2016-12-01

This comparative study aims to identify the differences between high and low performing programs as defined by their ABS board pass rates. We identified programs in the top 5% (TP) and lower 5% (LP) for 1st time QE/CE pass rates during the study period with resident and program related variables. All data was pooled and analyzed. TP had more U.S. graduates, higher average USMLE Step 1/2 scores, and all residents took the exam within a year of graduation. TP were more likely to rotate at a Level 1 trauma center, spent more time with simulation, and had numerous fellowship programs. They ascribed their success to mock oral exams, mature curricula, and group educational activities. Graduates of TP chose general surgery twice as often (40% vs 19%). Program related factors (Level 1 trauma, excellent didactics, higher number of fellowships, increased group educational activities, higher percentage of graduates into general surgery) are associated with TP. Our data suggests there may be modifiable program related variables that positively impact QE/CE pass rates. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

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

PubMed

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

2015-11-28

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

Participant and Household Characteristics Associated With Graduation From the Expanded Food and Nutrition Education Program.

PubMed

Cooper, Brittany Rhoades; Barale, Karen; Funaiole, Angie; Power, Thomas G; Combe, Angela

2016-01-01

To examine empirically participant and household characteristics associated with Expanded Food and Nutrition Education Program (EFNEP) graduation and to determine whether they differ across 2 counties. Survey of EFNEP participants from 2011 to 2012. Expanded Food and Nutrition Education Program sites serving limited-resource families in 1 rural and 1 urban/suburban county in Washington State. Expanded Food and Nutrition Education Program participants (urban/suburban: n = 647; rural: n = 569). Expanded Food and Nutrition Education Program completion/graduation. Multivariate logistic regression was used to examine associations of participant (ethnicity, race, age, education, pregnancy status, and nutrition knowledge/behavior at baseline) and household (number of people in the house, place of residence, and public assistance services) characteristics with EFNEP graduation. Associations were moderated by county. For the urban/suburban county, participants living with more people (after controlling for the total number of adults) were more likely to graduate. For the rural county, participants living with fewer total adults (after controlling for the total number in the house) and those with better food safety practices at baseline were more likely to graduate. This study aids in understanding which participants are more or less likely to complete EFNEP successfully, and therefore can inform strategies aimed at increasing graduation rates. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Resident Preparation for Careers in General Surgery: A Survey of Program Directors.

PubMed

Cogbill, Thomas H; Klingensmith, Mary E; Jones, Andrew T; Biester, Thomas W; Malangoni, Mark A

2015-01-01

The number of general surgery (GS) residency graduates who choose GS practice has diminished as the popularity of postresidency fellowships has dramatically increased over the past several decades. This study was designed to document current methods of GS preparation during surgery residency and to determine characteristics of programs that produce more graduates who pursue GS practice. An email survey was sent by the American Board of Surgery General Surgery Advisory Committee to program directors of all GS residencies. Program demographic information was procured from the American Board of Surgery database and linked to survey results. Multiple regression was used to predict postresidency choices of graduates. Totally, 252 US allopathic surgical residencies. Totally, 171 residency program directors (68% response rate). The proportion of programs using an emergency/acute care surgery rotation at the main teaching hospital to teach GS increased from 63% in 2003 to 83% in 2014. An autonomous GS outpatient experience was offered in 38% of programs. Practice management curricula were offered in 28% of programs. Institutions with fewer postresidency fellowships (p < 0.003) and fewer surgical specialty residencies (p < 0.036) had a greater percentage of graduates who pursued GS practice. The addition of each fellowship at an institution was associated with a 2% decrease in the number of graduates pursuing GS practice. Residency size was not associated with predilection for fellowship selection and there was no difference between university and independent residencies vis-a-vis the proportion selecting fellowship vs GS practice. Practice management principles and autonomous GS outpatient clinic experiences are offered in a minority of programs. Graduates of programs in institutions with fewer surgery fellowships and residencies are more likely to pursue GS practice. Increased number of postresidency fellowships and specialty residencies may be associated with fewer GS rotations and fewer GS mentors. Further study of these relationships seems warranted. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Power and Authority in the Student-Instructor Relationship in a Restorative Practices-Based Graduate Program

ERIC Educational Resources Information Center

Bailie, John W., III

2012-01-01

This study examined power and authority in the student-instructor relationship in a restorative practices-based graduate program. This qualitative investigation utilized a narrative approach. Ten alumni of the International Institute for Restorative Practices master's degree programs were engaged in a one-time face-to-face interview and document…

Malpractice Insurance Requirements in Counselor Education Master's Degree Programs: A Survey.

ERIC Educational Resources Information Center

Hastings, Paul B.; D'Aboy, Kari Hansen

To determine what percentage of master's level graduate programs in counselor education recommend or require the purchase of malpractice insurance for their students, a 20 percent random sample of 287 master's level counselor education programs, listed in "Graduate Study in Psychology, 1982-83," were surveyed. The return rate was 80 percent (N=46…

A Survey of Instruments and Practices Associated with Teacher Education Follow-Up Studies

ERIC Educational Resources Information Center

McCoy, Christine Ann Baker

2010-01-01

Teacher education programs that are NCATE accredited are required to have an assessment system that includes follow-up on their graduates. This assessment system is guided by NCATE Standard 2 which judges how each unit uses external information from graduates and employers to refine their teacher education program. These programs use the collected…

Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program

ERIC Educational Resources Information Center

Cole, Tammy Denise

2017-01-01

The purpose of this study was to analyze employment outcomes and leadership practices of graduates from a Leadership Excellence for Middle Managers program conducted at a state-operated university from 2007 to 2014. The target population of the leadership development program graduates included representatives from the public and private sector,…

Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development

ERIC Educational Resources Information Center

Baran, Evrim

2016-01-01

Higher education environments need further evidence of the impact of faculty technology mentoring (FTM) models on graduate students to promote and sustain these programs as well as develop policies related to their support. To address this need, the current study investigated the impact of a university-wide FTM program on participating graduate…

Postsecondary Education Employment and Independent Living Outcomes of Persons with Autism and Intellectual Disability

ERIC Educational Resources Information Center

Ross, Jeffrey; Marcell, Jamia; Williams, Paula; Carlson, Dawn

2013-01-01

The aim of this study is to report employment and independent living outcomes of 125 graduates from the Taft College Transition to Independent Living (TIL) program. The TIL program has served students with intellectual and developmental disabilities, including autism spectrum disorder, since 1995. The TIL program follows graduates from the time of…

Shifting Challenges in Teacher-Education Research and Accreditation: Lessons Learned from Limitations on Studying Program Impact

ERIC Educational Resources Information Center

Contopidis, Ellen; DaBoll-Lavoie, Kathleen; Dunn, Kerry; Darling, Deana; Wieczorek, Kim

2017-01-01

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates' impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program…

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

PubMed

Bitterman, Noemi; Shalev, Ilana

2005-05-01

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

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…

Undergraduate cancer training program for underrepresented students: findings from a minority institution/cancer center partnership.

PubMed

Coronado, Gloria D; O'Connell, Mary A; Anderson, Jennifer; Löest, Helena; Ogaz, Dana; Thompson, Beti

2010-03-01

Students from racially/ethnically diverse backgrounds are underrepresented in graduate programs in biomedical disciplines. One goal of the Minority Institution/Cancer Center partnership between New Mexico State University (NMSU) and the Fred Hutchinson Cancer Research Center (FHCRC) is to expand the number of underrepresented students who are trained in cancer research. As part of the collaboration, a summer internship program has been organized at the FHCRC. The program runs for 9 weeks and involves mentored research, research seminars, coffee breaks, social activities, and a final poster session. This study examined the graduate school attendance rates of past interns, explored interns' perceptions of the training program, and identified ways to improve the program. Thirty undergraduate students enrolled at NMSU participated in the internship program from 2002 to 2007 and telephone interviews were conducted on 22 (73%) of them. One-third of the students were currently in graduate school (32%); the remaining were either working (36%), still in undergraduate school (27%), or unemployed and not in school (5%). Students rated highly the following aspects of the program: mentored research, informal time spent with mentors, and research seminars. Students also reported the following activities would further enhance the program: instruction on writing a personal statement for graduate school and tips in choosing an advisor. Students also desired instruction on taking the GRE/MCAT, receiving advice on selecting a graduate or professional school, and receiving advice on where to apply. These findings can inform the design of internship programs aimed at increasing rates of graduate school attendance among underrepresented students.

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

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...

Best practices of formal new graduate nurse transition programs: an integrative review.

PubMed

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

2013-03-01

The aim of this review was to identify best practices of formal new graduate nurse transition programs. This information would be useful for organizations in their support and development of formal transition programs for newly hired nurses. An integrative review of the nursing research literature (2000-2011). The literature search included PubMed (MEDLINE), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and the Excerpta Medica Database (Embase). Studies that dealt with programs geared toward pre-registration nursing students were removed. At least two researchers evaluated the literature to determine if the article met the inclusion and exclusion criteria. The final number of articles included in this review is 47. Cooper's (1989) five-stage approach to integrative review guided the process: problem formulation, data collection, evaluation of data points, data analysis and interpretation, presentation of results. Transition program literature was examined according to four major themes: Education (pre-registration and practice), Support/Satisfaction, Competency and Critical Thinking, and Workplace Environment. This included new graduates' retrospective accounts of their undergraduate education and examination of orientation and formal supports provided beyond the traditional unit orientation period. Transition programs included residencies, internships, mentorships, extended preceptorships, and generic programs. Common elements of programs were a specified resource person(s) for new graduates, mentor (mentorship), formal education, and peer support opportunities. The length, type of education, and supports provided varied considerably among programs, yet the presence of a transition program resulted in improved new graduate nurse retention and cost benefits. The variability in research designs limits the conclusions that can be drawn about best practices in transition programs for new graduate nurses. The presence of a formal new graduate transition program resulted in good retention and improved competency. The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments. Copyright © 2012 Elsevier Ltd. All rights reserved.

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…

A Collaborative Approach to Designing Graduate Admission Studies: A Model for Influencing Program Planning and Policy. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

Delaney, Anne Marie

This paper presents the rationale, research design, analytical approaches, and results of a graduate admission study which examined the motivation and enrollment decision processes of students accepted to a newly redesigned Master of Business Administration (MBA) Program. The study was developed collaboratively by the institution's Office of…

Positions toward Science Studies in Medicine among University Graduates of Medicine and the Teenaged Participants of the "Medical Systems" Study Program

ERIC Educational Resources Information Center

Ben-Zvi-Assaraf, Orit; Even-Israel, Chava

2011-01-01

The "Medical Systems" program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students' interest in basic science. This study compares the teen-aged graduates of "Medical Systems" with fourth and…

Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College

PubMed Central

Thompson, Rahmelle C.; Monroe-White, Thema; Xavier, Jeffrey; Howell, Courtney; Moore, Myisha Roberson; Haynes, J. K.

2016-01-01

Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM. PMID:27562959

Methods for Analyzing the Attainment of Graduate School Milestones: A Case Study. GRE Board Professional Report No. 86-3P.

ERIC Educational Resources Information Center

Zwick, Rebecca; Braun, Henry I.

Using a data base compiled by the Graduate School of Northwestern University, a longitudinal study of the graduate school careers of 2,211 students in 14 programs was conducted. Among the most prominent findings was the increase in the enrollment of foreign students. The patterns of attainment of graduate school milestones, such as Ph. D.…

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

PubMed

Atsawarungruangkit, Amporn

2017-01-01

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

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs

PubMed Central

Diekroger, Elizabeth A.; Reyes, Charina; Myers, Katherine M.; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-01-01

Objective Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. Methods Developmental-behavioral pediatric fellows and recent graduates less than 5 years out of training from a US-based DBP fellowship program were contacted through their program directors to complete a survey on their mentoring experiences in fellowship and early career. Results A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p<0.001) and receiving mentoring in multiple areas (p<0.001). Qualitative responses suggested that effective mentoring addresses the mentee’s career goals, provides insight into being a developmental-behavioral pediatrician, navigating academics and involves a personal relationship. Conclusion Results suggest an opportunity for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates. PMID:28460369

Trends in Pathology Graduate Medical Education Programs and Positions, 2001 to 2017.

PubMed

Petriceks, Aldis H; Salmi, Darren

2018-01-01

The US medical workforce is facing an impending physician shortage. This shortage holds special concern for pathologists, as many senior practitioners are set to retire in the coming years. Indeed, studies indicate a "pathologist gap" may grow through 2030. As such, it is important to understand current and future trends in US pathology. One key factor is graduate medical education. In this study, we analyzed data from the Accreditation Council of Graduate Medical Education, to determine the change in pathology graduate medical education programs and positions, from 2001 to 2017. We found that pathology programs and positions have increased since the 2001 to 2002 academic year, even after adjusting for population growth. However, this increase is much lower than that of total graduate medical education. Furthermore, many pathology subspecialties have declined in population-adjusted levels. Other subspecialties, such as selective pathology, have grown disproportionately. Our findings may be valuable for understanding the state of US pathology, now and in the future. They imply that more resources-or technological innovations-may be needed for specific pathology programs, in hopes of closing the pathologist gap for both this specialty and its subspecialties.

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

PubMed

Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-05-01

Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p < .001) and receiving mentoring in multiple areas (p < .001). Qualitative responses suggested that effective mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

Student-Development Preparation and Placement: A Longitudinal Study of Graduate Students' and New Professionals' Experiences.

ERIC Educational Resources Information Center

Richmond, Jayne; Sherman, Karen J.

1991-01-01

Examined graduate students' and new professionals' choices and satisfaction with careers, preparation programs, and mentor relationships. Findings from four phases of longitudinal study begun in 1983 with graduate students in student development field suggest that entering students need to be adequately informed about changing career options in…

Follow-Up Study of 1988 Nursing Graduates. Volume XVIII, No. 8.

ERIC Educational Resources Information Center

Dincher, J.; Meltesen, Cal

In 1989, a follow-up study of nursing program graduates was conducted at William Rainey Harper College (WRHC) to examine their employment patterns, further education plans, and evaluate particular aspects of their WRHC experience. Questionnaires were mailed to 105 nursing students who graduated in 1988. Results were compared with previous surveys…

Graduate Study in Psychology: 1971-2004

ERIC Educational Resources Information Center

Norcross, John C.; Kohout, Jessica L.; Wicherski, Marlene

2005-01-01

This article traces the evolution of graduate study in psychology in the United States and Canada during the past 3 decades. The authors summarize the 2003-2004 characteristics of graduate programs and departments in psychology and compare these data to those obtained in 1970-1971, 1979-1980, and 1992-1993. The most recent data were obtained from…

Career Program Completers. 1989-90 Long-Term Follow-Up Study.

ERIC Educational Resources Information Center

Johnson County Community Coll., Overland Park, KS. Office of Institutional Research.

In summer 1994, a long-term follow-up study was conducted of 1989-90 graduates of career programs at Johnson County Community College (JCCC) in Kansas. A survey was mailed to 536 graduates, certificate holders, and students who left JCCC with marketable skills to assess their satisfaction with JCCC and their jobs. With telephone follow-up, a…

Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program

ERIC Educational Resources Information Center

Hughes, Joan E.

2013-01-01

This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…

Perspectives and Plans for Graduate Studies 18. Fine Arts 1974-76.

ERIC Educational Resources Information Center

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

In 1973, a provisional embargo in fine arts by the Ministry of Colleges and Universities mandated an internal study before new graduate programs could be funded. The Council of Ontario Universities' recommendations for dance, film, and theater and drama are: that masters' programs be initiated at York University (dance, film, theater, studio art),…

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

ERIC Educational Resources Information Center

Buettner, Kevin Charles

2013-01-01

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

Moving Forward: College and Career Transitions of LAMP Graduates. Findings from the LAMP Longitudinal Study.

ERIC Educational Resources Information Center

MacAllum, Keith; Yoder, Karla; Kim, Scott; Bozick, Robert

A longitudinal study examined the college and career transitions of graduates of the Lansing Area Manufacturing Partnership (LAMP) program, which is a school-to-career (STC) program sponsored by the United Auto Workers, General Motors Corporation, and Michigan's Ingham County Intermediate School District. The progress of three cohorts of LAMP…

International Students' Perceptions of Their Learning Environment in Graduate Programs at One Normal University in China

ERIC Educational Resources Information Center

Lwin, Thawdar; Aslam, Sarfraz; Mukhale, Phoebe Naliaka

2017-01-01

This study was an investigation of the international students' perceptions of their learning environment in graduate programs at one normal university in China. The study used both quantitative and qualitative research methods. The sample comprised 91 international students, 51 Master and 40 doctoral from three schools: Education, Life Sciences…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Formulating Employability Skills for Graduates of Public Health Study Program

ERIC Educational Resources Information Center

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

2016-01-01

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

Special Programs for Female and Minority Graduate Students. Higher Education Panel Report, Number 41.

ERIC Educational Resources Information Center

Atelsek, Frank J.; Gomberg, Irene L.

A study was conducted to assess the extent to which academic institutions are currently providing special assistance to women and minorities for graduate study. The survey was limited to formal programs designed specifically for female or minority students and is not an inventory of all opportunities. Coeducational and predominantly white colleges…

Influence of Genetic Counseling Graduate Program Websites on Student Application Decisions.

PubMed

Ivan, Kristina M; Hassed, Susan; Darden, Alix G; Aston, Christopher E; Guy, Carrie

2017-12-01

This study investigated how genetic counseling educational program websites affect application decisions via an online survey sent to current students and recent graduates. Program leadership: directors, assistant directors, associate directors, were also surveyed to determine where their opinions coincided or differed from those reported by students and recent graduates. Chi square analysis and t-tests were used to determine significance of results. A two-sample t-test was used to compare factors students identified as important on a 5-point Likert scale with those identified by directors. Thematic analysis revealed three major themes students consider important for program websites: easy navigation, website content, and website impression. Directors were interested in how prospective students use their program website and what information they found most useful. Students indicated there were specific programs they chose not to apply to due to the difficulty of using the website for that program. Directors significantly underestimated how important information about application requirements was to students in making application decisions. The information reported herein will help individual genetic counseling graduate programs improve website functionality and retain interested applicants.

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

PubMed

Ghiabi, Edmond; Taylor, K Lynn

2010-08-01

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

Development of American and Foreign-National Female Graduate Students in Engineering at Research Universities

ERIC Educational Resources Information Center

Morrison, Briana Marie Keafer

2013-01-01

Women continue to be underrepresented among engineering faculty despite decades of reform and intervention. To understand why more graduate women do not pursue careers in academia, this mixed methods study focuses on the experiences of women currently in graduate engineering programs, and how the graduate culture shapes their development and…

The Handbook on the Placement of Foreign Graduate Students (Graduate Handbook, Part III).

ERIC Educational Resources Information Center

National Association for Foreign Student Affairs, Washington, DC.

Information on schooling in 50 countries is provided in the third volume of a handbook on the placement of foreign graduate students. For each country, guidelines concerning placement in U.S. graduate programs are provided. In addition, country profiles cover: years of study included at the primary, secondary, and tertiary levels; diplomas,…

Proceedings of the Seventeeth Annual Meeting, Council of Graduate Schools in the United States.

ERIC Educational Resources Information Center

Ryan, John W., Ed.

In addition to opening remarks and a presentation on graduate education as a national resource, presentations are included on: the uses and limitations of dimensions of quality study; assessment of quality in master's degree programs; the graduate school in the university administration structure; creativity in graduate education; the uses of…

A Lifespan Study of Cooperative Education Graduates: Quantitative Aspects.

ERIC Educational Resources Information Center

Linn, Patricia L.; Ferguson, Jane

1999-01-01

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

Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics

ERIC Educational Resources Information Center

Boman, Jennifer S.

2013-01-01

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and…

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…

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.

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)

Examining Sense of Community among Medical Professionals in an Online Graduate Program

ERIC Educational Resources Information Center

Lewis, Kadriye O.; McVay-Dyche, Jennifer; Chen, Haiqin; Seto, Teresa L.

2015-01-01

As the number of online degree programs continues to grow, one of the greatest challenges is developing a sense of community among learners who do not convene at the same time and place. This study examined the sense of community among medical professionals in an online graduate program for healthcare professionals. We took the sample from a fully…

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

ERIC Educational Resources Information Center

Karazsia, Bryan T.; Smith, Lena

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Dworin, Joel

2011-01-01

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

Training the Next Generation of Teaching Professors: A Comparative Study of Ph.D. Programs in Political Science

ERIC Educational Resources Information Center

Ishiyama, John; Miles, Tom; Balarezo, Christine

2010-01-01

In this article, we investigate the graduate curricula of political science programs and 122 Ph.D.-granting political science programs in the United States and how they seek to prepare political science teachers. We first investigate whether the department offers a dedicated political science course at the graduate level on college teaching, and…

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

Preparing the health workforce in Ethiopia: A Cross-sectional study of competence of anesthesia graduating students.

PubMed

Kibwana, Sharon; Woldemariam, Damtew; Misganaw, Awoke; Teshome, Mihereteab; Akalu, Leulayehu; Kols, Adrienne; Kim, Young Mi; Mengistu, Samuel; van Roosmalen, Jos; Stekelenburg, Jelle

2016-01-01

Efforts to address shortages of health workers in low-resource settings have focused on rapidly increasing the number of higher education programs for health workers. This study examines selected competencies achieved by graduating Bachelor of Science and nurse anesthetist students in Ethiopia, a country facing a critical shortage of anesthesia professionals. The study, conducted in June and July 2013, assessed skills and knowledge of 122 students graduating from anesthetist training programs at six public universities and colleges in Ethiopia; these students comprise 80% of graduates from these institutions in the 2013 academic year. Data was collected from direct observations of student performance, using an objective structured clinical examination approach, and from structured interviews regarding the adequacy of the learning environment. Student performance varied, with mean percentage scores highest for spinal anesthesia (80%), neonatal resuscitation (74%), endotracheal intubation (73%), and laryngeal mask airway insertion check (71%). Average scores were lowest for routine anesthesia machine check (37%) and preoperative screening assessment (48%). Male graduates outscored female graduates (63.2% versus 56.9%, P = 0.014), and university graduates outscored regional health science college graduates (64.5% versus 55.5%, P = 0.023). Multivariate linear regression found that competence was associated with being male and attending a university training program. Less than 10% of the students believed that skills labs had adequate staff and resources, and only 57.4% had performed at least 200 endotracheal intubations at clinical practicum sites, as required by national standards. Ethiopia has successfully expanded higher education for anesthetists, but a focus on quality of training and assessment of learners is required to ensure that graduates have mastered basic skills and are able to offer safe services.

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

PubMed

Randolph, Pamela K

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

Realization of entry-to-practice milestones by Canadians who studied medicine abroad and other international medical graduates: a retrospective cohort study.

PubMed

Mathews, Maria; Kandar, Rima; Slade, Steve; Yi, Yanqing; Beardall, Sue; Bourgeault, Ivy

2017-06-19

International medical graduates must realize a series of milestones to obtain full licensure. We examined the realization of milestones by Canadian and non-Canadian graduates of Western or Caribbean medical schools, and Canadian and non-Canadian graduates from other medical schools. Using the National IMG Database (data available for 2005-2011), we created 2 cohorts: 1) international medical graduates who had passed the Medical Council of Canada Qualifying Examination Part I between 2005 and 2010 and 2) those who had first entered a family medicine postgraduate program between 2005 and 2009, or had first entered a specialty postgraduate program in 2005 or 2006. We examined 3 entry-to-practice milestones; obtaining a postgraduate position, passing the Medical Council of Canada Qualifying Examination Part II and obtaining a specialty designation. Of the 6925 eligible graduates in cohort 1, 2144 (31.0%) had obtained a postgraduate position. Of the 1214 eligible graduates in cohort 2, 1126 (92.8%) had passed the Qualifying Examination Part II, and 889 (73.2%) had obtained a specialty designation. In multivariate analyses, Canadian graduates of Western or Caribbean medical schools (odds ratio [OR] 4.69, 95% confidence interval [CI] 3.82-5.71) and Canadian graduates of other medical schools (OR 1.49, 95% CI 1.31-1.70) were more likely to obtain a postgraduate position than non-Canadian graduates of other (not Western or Caribbean) medical schools. There was no difference among the groups in passing the Qualifying Examination Part II or obtaining a specialty designation. Canadians who studied abroad were more likely than other international medical graduates to obtain a postgraduate position; there were no differences among the groups in realizing milestones once in a postgraduate program. These findings support policies that do not distinguish postgraduate applicants by citizenship or permanent residency status before medical school. Copyright 2017, Joule Inc. or its licensors.

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.

The Major Minor Curriculum Application in Preparing the Communication Science and Community Development Graduates to the World of Work: Graduates Perception (Case Study in Bogor Agricultural University, West Java, Indonesia)

ERIC Educational Resources Information Center

Khairunnisa; Purwito, Agus; Muljono, Pudji

2017-01-01

The gap between numbers of job seeker and employment opportunity had triggered HEIs in developing the best curriculum in equipping their graduates with relevant skills to face the competitive and challenging world of employment. Graduate Tracer Studies are essential as a way of understanding the relevance and quality of programs offered by the…

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

PubMed

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

2018-06-01

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

Case Reports, Case Series - From Clinical Practice to Evidence-Based Medicine in Graduate Medical Education.

PubMed

Sayre, Jerry W; Toklu, Hale Z; Ye, Fan; Mazza, Joseph; Yale, Steven

2017-08-07

Case reports and case series or case study research are descriptive studies that are prepared for illustrating novel, unusual, or atypical features identified in patients in medical practice, and they potentially generate new research questions. They are empirical inquiries or investigations of a patient or a group of patients in a natural, real-world clinical setting. Case study research is a method that focuses on the contextual analysis of a number of events or conditions and their relationships. There is disagreement among physicians on the value of case studies in the medical literature, particularly for educators focused on teaching evidence-based medicine (EBM) for student learners in graduate medical education. Despite their limitations, case study research is a beneficial tool and learning experience in graduate medical education and among novice researchers. The preparation and presentation of case studies can help students and graduate medical education programs evaluate and apply the six American College of Graduate Medical Education (ACGME) competencies in the areas of medical knowledge, patient care, practice-based learning, professionalism, systems-based practice, and communication. A goal in graduate medical education should be to assist residents to expand their critical thinking, problem-solving, and decision-making skills. These attributes are required in the teaching and practice of EBM. In this aspect, case studies provide a platform for developing clinical skills and problem-based learning methods. Hence, graduate medical education programs should encourage, assist, and support residents in the publication of clinical case studies; and clinical teachers should encourage graduate students to publish case reports during their graduate medical education.

The Level of Career Success for Talented Students and Its Relation with Gender, Center and Educational Level

ERIC Educational Resources Information Center

Al Hajjat, Adel Tawfeeq

2017-01-01

The aim of this study is to recognize the level of career success for talented students who are graduates from programs of talented individuals in Jubilee School in Amman city and pioneering center for talented individuals in Salt city. The sample of the study includes (162) graduates from the mentioned programs. Also the study aimed to know the…

A Single Group Multiple Base Line Design: Clinical Hypnosis as a Technique in the Reduction of Stress Related Symptomatology in Graduate Students

ERIC Educational Resources Information Center

Jones-Trebatoski, Kathleen

2009-01-01

The primary purpose of this study was to determine the effectiveness of a hypnosis program with graduate students as a stress management strategy This study identified components of the program that were perceived as beneficial in relieving stress. Additionally, this study determined the amount of time necessary for benefits to be realized. The…

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study

PubMed Central

Skeith, Leslie; Srinivasan, Sushant; Givi, Babak; Youssef, Nazih; Harris, Ilene

2018-01-01

Objectives To explore the thesis experience of recent Master of Health Professions Education (MHPE) graduates in the University of Illinois at Chicago (UIC) program. Methods This is a qualitative case study exploring the experience of MHPE graduates between 2014 and 2016 (n=31). Using convenience sampling, all graduates with an email address (n=30) were invited to participate in an online survey and semi-structured interviews. Interviews were completed in-person or via telephone or video conference; interviewers collected detailed notes and audio recordings.  Two authors independently analyzed the data iteratively using thematic analysis and discrepancies were discussed and resolved. Results Survey results (n=20, 67%) revealed an average graduation of 5.1 years; 10 graduates (33%) were interviewed. Three themes related to the thesis experience were identified: success factors, challenges, and outcomes. Success factors, when present, promoted completion of a thesis; these included: a supportive program environment, time management, available resources, MHPE foundational coursework, aligning theses with career goals, and identifying a project with limited scope. Challenges made thesis completion more difficult for graduates; these included: institutional factors, personal or professional responsibilities, burnout, externally-imposed deadlines, and barriers in the research process. Despite these challenges, completing the thesis resulted in many professional or personal benefits (outcomes). Conclusions Multiple success factors and challenges were identified in the master’s thesis process among MHPE graduates at UIC. These findings can help students conducting education-based scholarship through the master’s thesis process. This study also informs program evaluation and improvements and outlines personal and professional outcomes of completing a master’s thesis. PMID:29705774

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study.

PubMed

Skeith, Leslie; Ridinger, Heather; Srinivasan, Sushant; Givi, Babak; Youssef, Nazih; Harris, Ilene

2018-04-27

To explore the thesis experience of recent Master of Health Professions Education (MHPE) graduates in the University of Illinois at Chicago (UIC) program. This is a qualitative case study exploring the experience of MHPE graduates between 2014 and 2016 (n=31). Using convenience sampling, all graduates with an email address (n=30) were invited to participate in an online survey and semi-structured interviews. Interviews were completed in-person or via telephone or video conference; interviewers collected detailed notes and audio recordings.  Two authors independently analyzed the data iteratively using thematic analysis and discrepancies were discussed and resolved. Survey results (n=20, 67%) revealed an average graduation of 5.1 years; 10 graduates (33%) were interviewed. Three themes related to the thesis experience were identified: success factors, challenges, and outcomes. Success factors, when present, promoted completion of a thesis; these included: a supportive program environment, time management, available resources, MHPE foundational coursework, aligning theses with career goals, and identifying a project with limited scope. Challenges made thesis completion more difficult for graduates; these included: institutional factors, personal or professional responsibilities, burnout, externally-imposed deadlines, and barriers in the research process. Despite these challenges, completing the thesis resulted in many professional or personal benefits (outcomes). Multiple success factors and challenges were identified in the master's thesis process among MHPE graduates at UIC. These findings can help students conducting education-based scholarship through the master's thesis process. This study also informs program evaluation and improvements and outlines personal and professional outcomes of completing a master's thesis.

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.

Graduate Training at the Interface of Computational and Experimental Biology: An Outcome Report from a Partnership of Volunteers between a University and a National Laboratory.

PubMed

von Arnim, Albrecht G; Missra, Anamika

2017-01-01

Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of Genome Science and Technology in partnership with the nearby Oak Ridge National Laboratory. Here, we report outcome data that attest to the program's effectiveness in graduating computationally enabled biologists for diverse careers. Among 77 PhD graduates since 2003, the majority came with traditional degrees in the biological sciences, yet two-thirds moved into computational or hybrid (computational-experimental) positions. We describe the curriculum of the program and how it has changed. We also summarize how the program seeks to establish cohesion between computational and experimental biologists. This type of program can respond flexibly and dynamically to unmet training needs. In conclusion, this study from a flagship, state-supported university may serve as a reference point for creating a stable, degree-granting, interdepartmental graduate program in computational biology and allied areas. © 2017 A. G. von Arnim and A. Missra. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Longitudinal Study Transformed Onboarding Nurse Graduates.

PubMed

Slate, Kimberly A; Stavarski, Debra H; Romig, Barbara J; Thacker, Karen S

The outcomes of a longitudinal research study on a nurse residency program indicated improvement in the onboarding experience for new graduate nurses. Practice changes and implications for nursing professional development practitioners resulting from the study include the number and orientation of preceptors, program length standardization, and improvement of emergency clinical response education. Additional research studies were implemented to further explore issues novice nurses and their proficient registered nurse colleagues experience throughout the organization.

Gender, Race, and Ph.D. Completion in Natural Science and Engineering.

ERIC Educational Resources Information Center

Baker, Joe G.

1998-01-01

Employs data from the National Science Foundation Graduate Fellowship Program and Minority Fellowship Program to examine several factors affecting science and engineering doctoral awards for women and minorities. After controlling for Graduate Record Examination scores, field of study, and undergraduate grade point average, large sex and race…

Data Driven Program Planning for GIS Instruction

ERIC Educational Resources Information Center

Scarletto, Edith

2013-01-01

This study used both focus groups (qualitative) and survey data (quantitative) to develop and expand an instruction program for GIS services. It examined the needs and preferences faculty and graduate students have for learning about GIS applications for teaching and research. While faculty preferred in person workshops and graduate students…

Identifying Best Practices for Multicultural Education in a Psychology Graduate Program

ERIC Educational Resources Information Center

Hunnicutt, Adrienne D.

2010-01-01

This study was designed to examine teaching practices at Fuller Theological Seminary's graduate psychology program, using secondary analysis of existing data. Lee, Shields, and Oh (2008) collected data from approximately 300 students who evaluated the helpfulness of 18 different instructional methodologies used at Fuller, and answered questions…

Compromise in Collaborating with Families: Perspectives of Beginning Special Education Teachers

ERIC Educational Resources Information Center

Hansuvadha, Nat

2009-01-01

This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their…

Interdisciplinary Graduate Studies in Brazil: Lessons from Sustainability and Environmental Sciences

ERIC Educational Resources Information Center

Bursztyn, Marcel; Maury, María Beatriz; Litre, Gabriela

2016-01-01

This article analyzes the process of institutionalizing interdisciplinary graduate programs in Brazil, which has over more than four decades of experience implementing masters and doctoral problem-oriented programs designed to operate outside the disciplinary structure of universities. Brazil has a high degree of centrality and government…

Minority Pre Co-op Program for High School Graduates.

ERIC Educational Resources Information Center

Union Carbide Corp., Oak Ridge, TN. Nuclear Div.

In a program undertaken by Union Carbide to encourage black students to enter science and engineering studies, five black universities recruited high school graduates. The universities were: Howard Univ., North Carolina A and T State Univ., Southern Univ., Tennessee State Univ., and Tuskegee Institute. Union Carbide provided summer employment for…

Exploring Perceptions of Private University Education by Hiring Professionals in Ghana

ERIC Educational Resources Information Center

Mainu, Eric

2012-01-01

This quantitative study explored the perceptions of private university education compared to public university education by hiring professionals in Ghana using four dimensions: quality of degree and diploma programs, credibility of degree and diploma programs, characteristics of graduating student applicants, and skills of graduating student…

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

PubMed

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

2017-06-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The measurement of outcomes in the assessment of educational program effectiveness.

PubMed

Kassebaum, D G

1990-05-01

Postsecondary accrediting agencies recognized by the U.S. Secretary of Education and the Council on Postsecondary Accreditation, including the Liaison Committee on Medical Education (LCME), are required to evaluate educational program effectiveness by determining that institutions and programs document the achievement of their students and graduates in verifiable and consistent ways, indicating that institutional and program purposes are met. For the assessment of medical education programs this represents a departure from the traditional method of inferring quality from institutional compliance with standards for program organization and function. In the new assessment calculus, success is measured as the integrated product of the outcomes, the indicators of achievement that medical schools already are collecting from many sources, for instance, data on premedical achievement and attributes, medical school performance, graduate education ratings and test results, specialty certification, licensure, and practice. Although a recent LCME enquiry showed that 80% of U.S. medical schools were collecting outcome data on students and graduates, there was a lack of coherence and system, little integrated analysis, rare longitudinal study, and limited use of the information to evaluate and revise the curriculum or to validate admissions, promotion, and graduation criteria. The longitudinal study of the quantified results of educational programs need not resurrect old controversies about the linkage between learning in medical school and the quality of doctors' later practice. The purpose of examining outcomes is to gain sharper focus on the achievement of distinctive institutional goals, to facilitate program improvement and renewal, and to better assure the competence of graduates within the boundaries of achievement that schools have drawn as their educational objectives.

Follow-up of the graduates of one curriculum. 1956-1980.

PubMed

Morrison, M A; Linder, M T; Aubert, E J

1982-09-01

A questionnaire was developed to obtain information from the graduates of the Marquette University Program in Physical Therapy from 1956, the year the program was established, to 1980. The response rate was 65 percent, with 433 graduates from 25 classes returning the questionnaire. The profile derived from the responses is of a graduate who remains employed in physical therapy full time or part-time, is satisfied with the undergraduate preparation received, and is a member of the American Physical Therapy Association. Compared with other studies, this survey reveals that lower percentages of physical therapy graduates are employed in hospital settings, higher percentages are earning graduate credits, and the dropout rate from the profession has decreased significantly. Other information obtained from the questionnaire is presented relating ti demographics, continuing education, and participation in professional organizations.

Retention of Women in Geoscience Undergraduate and Graduate Education at Caltech

NASA Astrophysics Data System (ADS)

Alexander, C. J.

2001-12-01

Institutional barriers encountered by women in undergraduate and graduate schools may take many forms, but can also be as simple as a lack of community support. In the 1990's the California Institute of Technology (Caltech) made a commitment to the retention of women in their graduate and undergraduate schools. Their program included mentoring, focussed tutoring, self-esteem support groups, and other retention efforts. Under this program, the attrition rate of women has dramatically slowed. In this paper, we will discuss recent data from the American Geological Institude chronicling the enrollment and successes of women in the geosciences, the program instituted by Caltech, possible causes of attrition among women in the geosciences, as well as potential programs to address these problems. We will also present, from the nationwide study, data on geoscience departments which have been relatively successful at retaining and graduating women in Earth and Space Sciences.

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.

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

NASA Astrophysics Data System (ADS)

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

2009-05-01

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

Reasons for Silence: A Case Study of Two Korean Students at a U.S. Graduate School

ERIC Educational Resources Information Center

Choi, Jung Yun

2015-01-01

This article explores the perception and reasons for Korean students' silence and low levels of oral participation in U.S. graduate programs. It analyzes a case study conducted with two Korean students currently attending graduate school in urban settings. The researcher conducted semi-structured interviews with the participants, using a constant…

Assessing Managerial Competencies of Office Systems/Administration Graduates with Implications for Curriculum Development.

ERIC Educational Resources Information Center

Golen, Steven; Titkemeyer, M. Agnes

A study examined the types of office activities performed by graduates of the office systems and administration program from the College of Business Administration at Arizona State University during the years from 1970 to 1982. To gather data for the study, researchers sent questionnaires to 216 graduates. Based on data from the 118 questionnaires…

A Comparative Follow-Up Study of B.S. Graduates in Criminal Justice.

ERIC Educational Resources Information Center

Jamieson-Inderbitzin, Liselotte M.

The purpose of this study was to determine if the students who graduated from Ferris State University (Michigan) with a bachelor's degree in criminal justice were satisfied with their education and career choices. A questionnaire was mailed to all graduates of Ferris State University's Bachelor's program in criminal justice between 1991 and 1994.…

Follow-Up Study of 1983 Legal Technology Graduates. Volume 12, No. 14.

ERIC Educational Resources Information Center

Hildebrandt, Sharrie; Lucas, John A.

A follow-up study was conducted at William Rainey Harper College (WRHC) to determine the employment and educational status of graduates of the Legal Technology (LTE) program 6 months after receiving their degree. Attempts were made to contact all 59 1983 LTE graduates for telephone interviews and compare their responses to findings from previous…

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

ERIC Educational Resources Information Center

Kucel, Aleksander; Vilalta-Bufi, Montserrat

2013-01-01

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

An Exploratory Study of the Experiences of Recent Graduates Who Participated in the Ronald E. McNair Postbaccalaureate Achievement Program

ERIC Educational Resources Information Center

Thomas, Zaducka T. C.

2012-01-01

The purpose of this qualitative study was to explore the experiences of recent graduates who participated in the Ronald E. McNair Postbaccalaureate Achievement Program at a medium-size southeastern university. This research used a phenomenological approach, as well as qualitative interviews, to provide a detailed and insightful description about…

Using Neural Network and Logistic Regression Analysis to Predict Prospective Mathematics Teachers' Academic Success upon Entering Graduate Education

ERIC Educational Resources Information Center

Bahadir, Elif

2016-01-01

The ability to predict the success of students when they enter a graduate program is critical for educational institutions because it allows them to develop strategic programs that will help improve students' performances during their stay at an institution. In this study, we present the results of an experimental comparison study of Logistic…

The Effectiveness of Marshall University's Master of Arts in Teaching and Post-Baccalaureate Teacher Certificate Programs as Determined by Graduates' and Completers' Perceptions

ERIC Educational Resources Information Center

Spivy, Melissa F.

2010-01-01

This study examined graduates' and completers' perceptions of the effectiveness of Marshall University's alternative certification programs, the Master of Arts in Teaching (MAT) and Post-Baccalaureate Teacher Certificate (PBTC), from 1999-2010. This non-experimental descriptive cross-sectional study used the "Spivy Survey of MAT and PBTC Program…

Long-Term Follow-Up Study of Legal Tech Graduates, 1984-1988. Volume XVIII, No. 5.

ERIC Educational Resources Information Center

Lucas, John A.; Hildebrandt, Sharrie

In order to provide information for the 1989-90 program review at William Rainey Harper College (WRHC) and to fulfill American Bar Association accreditation guidelines, a long-term, follow-up study was conducted of all Legal Tech program alumni who graduated between 1984 and 1988. A telephone survey generated usable responses from 106 (73%) of the…

Syrian pharmacy students' intentions and attitudes toward postgraduate education.

PubMed

El-Hammadi, Mazen

2012-10-12

To investigate Syrian pharmacy students' intentions and attitudes toward postgraduate study, and to determine and evaluate the factors that influence their preferences. A questionnaire was developed and used to collect data from final-year bachelor of pharmacy (BPharm) students at Damascus University. Of the 265 students who responded to the survey, approximately 50% intended to work, 25% intended to pursue further study, and 25% were undecided. Personal fulfillment was the factor that most influenced students' intentions concerning future education. Men were more concerned over their financial future, while women's intentions were more influenced by scientific issues. The 3 most preferred pharmaceutical areas of further study were biochemistry and laboratory diagnosis, pharmaceutics and pharmaceutical industry, and clinical pharmacy. More students favored pursuing graduate school abroad rather than in Syria. The majority of those who intended to enroll in local graduate programs were interested in academic programs while less than a fifth favored residency programs. The graduate programs in Syria do not appear to satisfy pharmacy students' ambitions or have the capacity to accommodate the growing demand associated with the rapid increase in the number of pharmacy graduates in the country. Consequently, a majority of students prefer to pursue postgraduate study abroad.

Measuring success: Results from a national survey of recruitment and retention initiatives in the nursing workforce

PubMed Central

Carthon, J. Margo Brooks; Nguyen, Thai-Huy; Chittams, Jesse; Park, Elizabeth; Guevara, James

2015-01-01

Objectives The purpose of this study was to identify common components of diversity pipeline programs across a national sample of nursing institutions and determine what effect these programs have on increasing underrepresented minority enrollment and graduation. Design Linked data from an electronic survey conducted November 2012 to March 2013 and American Association of Colleges of Nursing baccalaureate graduation and enrollment data (2008 and 2012). Participants Academic and administrative staff of 164 nursing schools in 26 states, including Puerto Rico in the United States. Methods Chi-square statistics were used to (1) describe organizational features of nursing diversity pipeline programs and (2) determine significant trends in underrepresented minorities’ graduation and enrollment between nursing schools with and without diversity pipeline programs Results Twenty percent (n = 33) of surveyed nursing schools reported a structured diversity pipeline program. The most frequent program measures associated with pipeline programs included mentorship, academic, and psychosocial support. Asian, Hispanic, and Native Hawaiian/Pacific Islander nursing student enrollment increased between 2008 and 2012. Hispanic/Latino graduation rates increased (7.9%–10.4%, p = .001), but they decreased among Black (6.8%–5.0%, p = .004) and Native American/Pacific Islander students (2.1 %–0.3%, p ≥ .001). Conclusions Nursing diversity pipeline programs are associated with increases in nursing school enrollment and graduation for some, although not all, minority students. Future initiatives should build on current trends while creating targeted strategies to reverse downward graduation trends among Black, Native American, and Pacific Island nursing students. PMID:24880900

Measuring success: results from a national survey of recruitment and retention initiatives in the nursing workforce.

PubMed

Brooks Carthon, J Margo; Nguyen, Thai-Huy; Chittams, Jesse; Park, Elizabeth; Guevara, James

2014-01-01

The purpose of this study was to identify common components of diversity pipeline programs across a national sample of nursing institutions and determine what effect these programs have on increasing underrepresented minority enrollment and graduation. Linked data from an electronic survey conducted November 2012 to March 2013 and American Association of Colleges of Nursing baccalaureate graduation and enrollment data (2008 and 2012). Academic and administrative staff of 164 nursing schools in 26 states, including Puerto Rico in the United States. Chi-square statistics were used to (1) describe organizational features of nursing diversity pipeline programs and (2) determine significant trends in underrepresented minorities' graduation and enrollment between nursing schools with and without diversity pipeline programs Twenty percent (n = 33) of surveyed nursing schools reported a structured diversity pipeline program. The most frequent program measures associated with pipeline programs included mentorship, academic, and psychosocial support. Asian, Hispanic, and Native Hawaiian/Pacific Islander nursing student enrollment increased between 2008 and 2012. Hispanic/Latino graduation rates increased (7.9%-10.4%, p = .001), but they decreased among Black (6.8%-5.0%, p = .004) and Native American/Pacific Islander students (2.1 %-0.3%, p ≥ .001). Nursing diversity pipeline programs are associated with increases in nursing school enrollment and graduation for some, although not all, minority students. Future initiatives should build on current trends while creating targeted strategies to reverse downward graduation trends among Black, Native American, and Pacific Island nursing students. Copyright © 2014 Elsevier Inc. All rights reserved.

Outcomes of teacher preparation in allied health sciences.

PubMed

Conine, T A; Smith, G T; Jackson, E H

1979-11-01

Formal preparation of allied health instructors for responsibilities of teaching and educational leadership has been encouraged through substantial federal grants, institutional funds and university programming. A review of the literature reveals very little regarding formal measurements of outcomes in terms of career progress of the graduates their professional activities and their level of satisfaction with the educational content and preparation as a teacher. This study focuses on the achievements and opinions of 106 graduates of a master's degree teacher preparation program. Graduates were found to be employed in positions commensurate with their preparation, and rewarded by their employers with career advancement, salary increases and promotions. The graduates believed that they had gained the skills needed. They also identified the strengths and weaknesses of the program. Implications of the findings are discussed.

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

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.

Academic and Demographic Predictors of NCLEX-RN Pass Rates in First- and Second-Degree Accelerated BSN Programs.

PubMed

Kaddoura, Mahmoud A; Flint, Elizabeth P; Van Dyke, Olga; Yang, Qing; Chiang, Li-Chi

Relatively few studies have addressed predictors of first-attempt outcomes (pass-fail) on the National Council Licensure Examination-Registered Nurses (NCLEX-RN) for accelerated BSN programs. The purpose of this study was to compare potential predictors of NCLEX outcomes in graduates of first-degree accelerated (FDA; n=62) and second-degree accelerated (SDA; n=173) BSN programs sharing a common nursing curriculum. In this retrospective study, bivariate analyses and multiple logistic regression assessed significance of selected demographic and academic characteristics as predictors of NCLEX-RN outcomes. FDA graduates were more likely than SDA graduates to fail the NCLEX-RN (P=.0013). FDA graduates were more likely to speak English as a second or additional language (P<.0001), have lower end-of-program GPA and HESI Exit Exam scores (both P<.0001), and have a higher proportions of grades ≤ C (P=.0023). All four variables were significant predictors of NCLEX-RN outcomes within both FDA and SDA programs. The only significant predictors in adjusted logistic regression of NCLEX-RN outcome for the pooled FDA+SDA graduate sample were proportion of grades ≤ C (a predictor of NCLEX-RN failure) and HESI Exit Exam score (a predictor of passing NCLEX-RN). Grades of C or lower on any course may indicate inadequate mastery of critical NCLEX-RN content and increased risk of NCLEX-RN failure. Copyright © 2016 Elsevier Inc. All rights reserved.

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

2015 Meeting of the National Directors of Graduate Studies in Pharmacology and Physiology

PubMed Central

McFalls, Ashley J.; Barnett, Joey V.

2016-01-01

Researchers trained in pharmacology and physiology must possess not only a comprehensive knowledge of chemistry and the nature of compounds but also a deep understanding of physiology and predict how these compounds function in a system or organism. However, graduate programs in pharmacology and physiology have increasingly begun to focus on more reductionist approaches to basic science, neglecting training in integrative/systems physiology. In response to a decline in the competency of recent pharmacology and physiology graduates, a biennial meeting, National Directors of Graduate Studies (NDOGS) in pharmacology and physiology, was conceived to address these concerns and improve the quality of graduate education. NDOGS functions as a forum for directors of pharmacology and physiology programs to exchange ideas and tackle the challenges facing graduate education. The 2015 meeting was held on the campus of the University of Cincinnati, and each day of the meeting was allocated for discussion of a broad topic. On Friday, talks were aimed at “enhancing the professional pipeline.” On Saturday, the theme of “fitting training to emerging needs” tackled ways that universities can respond to the emerging needs of a changing society. Sunday morning updated graduate program directors about changes to National Institutes of Health T32 Training Grant applications and provided a forum for program directors to share their experiences and concerns. Throughout the meeting, presentations and discussions highlighted challenges and opportunities that apply broadly to PhD training in the biomedical sciences and revealed best practices to improve training and career preparation of PhD trainees.

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.

Training rotations at hospitals as a recruitment tool for Certified Registered Nurse Anesthetists.

PubMed

Wachtel, Ruth E; Dexter, Franklin

2012-08-01

Recruiting newly graduating Certified Registered Nurse Anesthetists (CRNAs) is expensive. Recruitment into rural areas is especially challenging. We analyzed the first jobs of all 95 graduates of the University of Iowa's CRNA training program, from the initial graduating class of 1997 through the class of 2009. We compared the location of the student's first job to where the student lived at the time of application to the program. Hospitals enhanced recruitment of CRNAs by having student rotations (P = .001). Most students who joined a practice offering an outside rotation were not from the county or contiguous counties of the hospital they joined (P < .001). In years that hospitals with rotations hired more than the median number of students, significantly more students had rotated through the hospital (P = .02). Offering a CRNA training program did not facilitate the university's retention of nurses already living in its county or contiguous counties (P = 0.58). Consequently, rural hospitals can view sponsoring rotations as a recruitment tool for graduating CRNAs. The university sponsoring the training program did not retain an advantage, however, in hiring its own graduates. Because this case study provided valuable insights, other programs should consider performing similar analyses.

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...

Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States. Clinical article.

PubMed

Campbell, Peter G; Awe, Olatilewa O; Maltenfort, Mitchell G; Moshfeghi, Darius M; Leng, Theodore; Moshfeghi, Andrew A; Ratliff, John K

2011-08-01

Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may be significant.

Establishment of a Graduate Certificate Program in Biobased Industrial Products – Final Technical Report

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

John R. Schlup

2005-11-04

A certificate of graduate studies in Biobased Industrial Products is to be established at Kansas State University (KSU) along with the development of a similar program at Pittsburg State University, Pittsburg, KS. At KSU, the program of study will be coordinated through the steering committee of the Agricultural Products Utilization Forum (APUF); the certificate of graduate studies will be awarded through the Graduate School of Kansas State University. This certificate will establish an interdisciplinary program of study that will: (1) ensure participating students receive a broad education in several disciplines related to Biobased Industrial Products, (2) provide a documented coursemore » of study for students preferring a freestanding certificate program, and (3) provide a paradigm shift in student awareness away from petroleum-based feedstocks to the utilization of renewable resources for fuels and chemical feedstocks. The academic program described herein will accomplish this goal by: (1) providing exposure to several academic disciplines key to Biobased Industrial Products; (2) improving university/industry collaboration through an external advisory board, distance learning opportunities, and student internships; (3) expanding the disciplines represented on the students' supervisory committee; (4) establishing a seminar series on Biobased Industrial Products that draws upon expert speakers representing several disciplines; and (5) increasing collaboration between disciplines. Numerous research programs emphasizing Biobased Industrial Products currently exist at KSU and PSU. The certificate of graduate studies, the emphasis on interdisciplinary collaboration within the students? thesis research, the proposed seminar series, and formation of an industrial advisory board will: (1) provide an interdisciplinary academic experience that spans several departments, four colleges, four research centers, and two universities; (2) tangibly promote collaboration between KSU and PSU; (3) catalyze involvement of plant geneticists with researchers active in the development and utilization of biobased industrial products; and, (4) promote university/industry collaboration.« less

Students’ Satisfaction with a Web-Based Pharmacy Program in a Re-Regulated Pharmacy Market

PubMed Central

Gustafsson, Maria; Mattsson, Sofia; Gallego, Gisselle

2017-01-01

In response to the shortage of pharmacists in Northern Sweden, a web-based Bachelor of Science in Pharmacy program was established at Umeå University in 2003. In 2009, the Swedish pharmacy market was re-regulated from a state monopoly to an open market, but it is unknown what impact this has had on education satisfaction. The objectives of this study were to examine the level of satisfaction among graduates from a web-based pharmacy program and to describe what subjects and skills students would have liked more or less of in their education. A secondary objective was to compare the level of satisfaction before and after the Swedish pharmacy market was re-regulated. A cross-sectional survey was conducted in 2015 with all alumni who had graduated from the pharmacy program between 2006 and 2014 (n = 511), and responses to questions about graduates’ satisfaction with the program were analyzed (n = 200). Most graduates (88%) agreed or strongly agreed that the knowledge and skills acquired during their education were useful in their current job. The graduates stated that they would have wanted more applied pharmacy practice and self-care counselling, and fewer social pharmacy and histology courses. Further, 82% stated that they would start the same degree program if they were to choose again today, and 92% agreed or strongly agreed that they would recommend the program to a prospective student. Graduates were more likely to recommend the program after the re-regulation (p = 0.007). In conclusion, pharmacy graduates were very satisfied with their education, and no negative effects of the re-regulation could be observed on program satisfaction. PMID:28970459

Relationship between internal medicine program board examination pass rates, accreditation standards, and program size.

PubMed

Falcone, John L; Gonzalo, Jed D

2014-01-19

To determine Internal Medicine residency program compliance with the Accreditation Council for Graduate Medical Education 80% pass-rate standard and the correlation between residency program size and performance on the American Board of Internal Medicine Certifying Examination. Using a cross-sectional study design from 2010-2012 American Board of Internal Medicine Certifying Examination data of all Internal Medicine residency pro-grams, comparisons were made between program pass rates to the Accreditation Council for Graduate Medical Education pass-rate standard. To assess the correlation between program size and performance, a Spearman's rho was calculated. To evaluate program size and its relationship to the pass-rate standard, receiver operative characteristic curves were calculated. Of 372 Internal Medicine residency programs, 276 programs (74%) achieved a pass rate of =80%, surpassing the Accreditation Council for Graduate Medical Education minimum standard. A weak correlation was found between residency program size and pass rate for the three-year period (p=0.19, p<0.001). The area underneath the receiver operative characteristic curve was 0.69 (95% Confidence Interval [0.63-0.75]), suggesting programs with less than 12 examinees/year are less likely to meet the minimum Accreditation Council for Graduate Medical Education pass-rate standard (sensitivity 63.8%, specificity 60.4%, positive predictive value 82.2%, p<0.001). Although a majority of Internal Medicine residency programs complied with Accreditation Council for Graduate Medical Education pass-rate standards, a quarter of the programs failed to meet this requirement. Program size is positively but weakly associated with American Board of Internal Medicine Certifying Examination performance, suggesting other unidentified variables significantly contribute to program performance.

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…

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

PubMed

Showers, N

1990-02-01

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

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…

Housing for Single Graduate Students: A Status Report.

ERIC Educational Resources Information Center

Sullivan, Kathleen; And Others

Residence communities which were designed to house graduate students have become facilities for all students aged 21 or older. This study surveyed 25 colleges that offer housing to older students, examining the areas of programming, facilities, relationship with the graduate school, student or community governance, and the population itself. The…

Predictors of Improvement in Critical Thinking Skills among Nursing Students in an Online Graduate Nursing Research Course

ERIC Educational Resources Information Center

Riccio, Patricia A.

2015-01-01

The purpose of this pilot study was to examine predictors of improvement in critical thinking skills among online graduate nursing students in a graduate nursing research course. Thirty-five students who had taken an online Nursing research course within the prior 12 months and who were currently enrolled in the online graduate Nursing program at…

The Preparation, Professional Pathways, and Effectiveness of Bank Street Graduates. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Horng, Eileen; Zheng, Xinhua; Lit, Ira; Darling-Hammond, Linda

2015-01-01

This technical report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis…

The Threads They Follow: Bank Street Teachers in a Changing World. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Lit, Ira; Darling-Hammond, Linda

2015-01-01

This summary report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs by examining the quality of their preparation, their teaching…

Perceived Leadership Styles and Effectiveness of Aviation Program Leaders: A Four-Frame Analysis

ERIC Educational Resources Information Center

Phillips, Ryan

2012-01-01

The aviation industry and higher education environments are ever-changing due to a multitude of economic and external variables. The leaders of aviation higher education programs must successfully lead their organization and followers in preparing student graduates for the industry that awaits them upon graduation. This study examined the…

A Survey of Graduate Training Programs and Coursework in Forensic Psychology

ERIC Educational Resources Information Center

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

2012-01-01

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

Effectiveness of an Online Graduate Preparation Program

ERIC Educational Resources Information Center

Brucato, Brittany; Neimeyer, Greg J.

2011-01-01

The present study reports the results of a controlled examination of the effectiveness of an online graduate preparation program, the Virtual Advisor. The effects of the Virtual Advisor were compared to a website preparation group and a wait-list control group. Results indicated that, compared to the control group, students who utilized the…

Nonprofit Management Education in MPA Programs: Lessons for Successful Track Building

ERIC Educational Resources Information Center

Gerlach, John David

2016-01-01

As the American nonprofit sector continues to grow, so does interest in nonprofit management graduate education. MPA programs play a significant role in preparing students for work in the nonprofit field. This article examines nonprofit management as an area of graduate study, paying particular attention to how NASPAA-accredited MPA programs…

Exploring the Motivational Orientations of Graduate Students in Distance Education Programs

ERIC Educational Resources Information Center

Nolot, Sandra K.

2011-01-01

This study examined the motivational orientations of 166 graduate students enrolled in distance education courses at a state university. Data were collected utilizing Boshier's Education Participation Scale A-Form and analyses were completed for overall results, by gender and age, by academic program and by preferred method of distance course…

A Hands-on Research Experience in Chemistry for Undergraduates in the Southwest.

ERIC Educational Resources Information Center

Hogg, John L.

1988-01-01

Describes a program in chemistry which was designed to encourage undergraduate minority students to enroll in graduate study. States that students attended meetings with their advisors and met as a group for a research lecture. The program included graduate students, staff, and professors who gave lectures and tours. (RT)

Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students' Program Satisfaction

ERIC Educational Resources Information Center

Yang, Qinghua; Orrego Dunleavy, Victoria; Phillips, Jasmine Rene

2016-01-01

This study examined how mentoring initiation and maintenance strategies mediate the relationship between acculturative stress and intercultural communication competence on Chinese graduate students' program satisfaction. Results supported a partial mediation effect for mentoring maintenance strategies. By specifying the mediating effect, the model…

Community College Graduates' Perceptions of Adult Learning Instructional Practices Employed in Continuing Education Programs

ERIC Educational Resources Information Center

Hinkson, Chandris Christina

2010-01-01

The purpose of this mixed methods study was to examine continuing education students' perceptions of adult education instructional practices at an urban community college. The continuing education students recently graduated from programs of law enforcement, truck driving, and health occupations. Perception analysis was based on the six principles…

Member Perceptions of Informal Science Institution Graduate Certificate Program: Case Study of a Community of Practice

ERIC Educational Resources Information Center

Ball, Lois A.

2012-01-01

This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which…

Enhancing Graduate Students' Reflection in E-Portfolios Using the TPACK Framework

ERIC Educational Resources Information Center

Ching, Yu-Hui; Yang, Dazhi; Baek, YoungKyun; Baldwin, Sally

2016-01-01

When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning outcomes. This study examined the extent graduate students in the field of educational technology…

Perceptions of Bachelor-Degree Graduates Regarding General Education Program Quality

ERIC Educational Resources Information Center

Bittinger, Sara-Beth

2017-01-01

This study was directed by a modified Delphi-methodology design to gain perspective of the perceptions of alumni regarding the value and applicability of the general education program. The expert-panel participants were 14 alumni of Frostburg State University from various majors, representative of all three colleges, who graduated between 2006 and…

Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities

ERIC Educational Resources Information Center

Wolf, Amie Caroline

2012-01-01

This pilot study examines the new teaching assistant (TA) preparation programs used by Ohio universities, both public and private, that graduate students to staff first-year composition (FYC) classrooms. I collected information about the preparation programs and the components of preparation from in-house materials from each of the schools,…

Critical Thinking Skill Acquisition in Accelerated LVN to RN Nursing Programs: An Evaluative Case Study

ERIC Educational Resources Information Center

Hutchison, Billy Eugene

2013-01-01

Accelerated transitional nursing programs (ATNPs) designed specifically for licensed vocational nurses (LVNs) to transition to become registered nurses (RNs) are graduating novice nurses who need critical thinking skills to solve patient problems. The health care industry and patient outcomes depend on graduate nurses to be proficient with quality…

Creating, Evaluating, and Improving Humorous Cartoons Related to Design Principles for Gifted Education Programs

ERIC Educational Resources Information Center

Rule, Audrey C.; Schneider, Jean S.

2009-01-01

Humor through cartoons is an interesting way to engage students in learning course content. The purpose of this study was to document the process of graduate student-made cartoons that portrayed content about principles of designing gifted education programs. Seventeen graduate students enrolled in an introductory gifted education course…

Entrepreneurship of dietetic program graduates.

PubMed

Mann, Linda L; Blum, Ilya

2004-01-01

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

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

PubMed

Porter, J; Galfano, V J

1987-01-01

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

"You Just Have to Take a Bit of a Risk Sometimes": Breaking the "Cycle of Tradition" in Primary Mathematics

ERIC Educational Resources Information Center

Frid, Sandra; Sparrow, Len

2009-01-01

The purpose of this study was to explore the mathematics teaching practices of graduates of a pre-service primary/early childhood education program designed to develop teachers' capacities to implement non-traditional mathematics curricula. As a complementary component of a large survey study of graduate teachers, graduates were interviewed to…

How to manage continuing education and retraining programs on optical physics and laser technology at a university: Moscow State experience

NASA Astrophysics Data System (ADS)

Zadkov, Victor N.; Koroteev, Nikolai I.

1995-10-01

An experience of managing the continuing education and retraining programs at the International Laser Center (ILC) of Moscow State University is discussed. The offered programs are in a wide range of areas, namely laser physics and technology, laser biophysics and biomedicine, laser chemistry, and computers in laser physics. The attendees who are presumably scientists, engineers, technical managers, and graduate students can join these programs through the annual ILC term (6 months), individual training and research programs (up to a year), annual ILC Laser Graduate School, graduate study, and post-docs program, which are reviewed in the paper. A curriculum that includes basic and specialized courses is described in detail. A brief description of the ILC Laser Teaching and Computer Labs that support all the educational courses is given as well.

Impact of Gaining Early Awareness and Readiness for Undergraduate Programs on ACT Performance, Graduation Rate, and Staff Perception of Postsecondary Education

ERIC Educational Resources Information Center

Maultsby, SaVon

2016-01-01

This study is a review of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) in the Public Schools of Robeson County and the impact it had on ACT scores, graduation rate, and staff perception of economically challenged and minority student enrollment in postsecondary education. This mixed-methods study used quantitative…

Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs

ERIC Educational Resources Information Center

Pampel, Robert

2017-01-01

This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and…

Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education

ERIC Educational Resources Information Center

Taylor, Maurice; Atas, Sait; Ghani, Shehzad

2017-01-01

The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a…

The Multi-Disciplinary Graduate Program in Educational Research. Final Report, Part IV; The Utilization of Sociological Ideas in Organizational Planning: A Case Study.

ERIC Educational Resources Information Center

Lazarsfeld, Paul F., Ed.

This document, the fourth in the final report on the Multi-Disciplinary Graduate Program in Educational Research, is a qualitative case study designed to show the form of sociological contributions to and the role of sociologists in policy formulation at an American Educational Research Association (AERA) colloquium. Discussions at the conference…

Making a Difference in Science Education: The Impact of Undergraduate Research Programs

PubMed Central

Eagan, M. Kevin; Hurtado, Sylvia; Chang, Mitchell J.; Garcia, Gina A.; Herrera, Felisha A.; Garibay, Juan C.

2014-01-01

To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to students’ intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling (HGLM) and propensity score matching techniques to examine how participation in undergraduate research affects STEM students’ intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program. PMID:25190821

45 CFR 2400.30 - Selection criteria.

Code of Federal Regulations, 2013 CFR

2013-10-01

... teaching American history, American government, social studies, or political science at the secondary school level; (b) Demonstrated intention to pursue a program of graduate study that emphasizes the... classroom teachers; (e) Academic achievements and demonstrated capacity for graduate study; and (f) Proposed...

45 CFR 2400.30 - Selection criteria.

Code of Federal Regulations, 2012 CFR

2012-10-01

... teaching American history, American government, social studies, or political science at the secondary school level; (b) Demonstrated intention to pursue a program of graduate study that emphasizes the... classroom teachers; (e) Academic achievements and demonstrated capacity for graduate study; and (f) Proposed...

45 CFR 2400.30 - Selection criteria.

Code of Federal Regulations, 2011 CFR

2011-10-01

... teaching American history, American government, social studies, or political science at the secondary school level; (b) Demonstrated intention to pursue a program of graduate study that emphasizes the... classroom teachers; (e) Academic achievements and demonstrated capacity for graduate study; and (f) Proposed...

45 CFR 2400.30 - Selection criteria.

Code of Federal Regulations, 2014 CFR

2014-10-01

... teaching American history, American government, social studies, or political science at the secondary school level; (b) Demonstrated intention to pursue a program of graduate study that emphasizes the... classroom teachers; (e) Academic achievements and demonstrated capacity for graduate study; and (f) Proposed...

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

ERIC Educational Resources Information Center

American Chemical Society, Washington, DC.

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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)

Identifying the need for curriculum change. When a rural training program needs reform.

PubMed

Whiteside, C; Pope, A; Mathias, R

1997-08-01

To identify what changes should be made in the University of British Columbia's rural family practice training program curriculum to help graduates be better prepared to practice. Two cross-sectional surveys via mailed questionnaires: one designed to measure physicians' self-reported preparedness for practice and the other to measure the importance of various rural family medicine components. Rural training program graduates and preceptors representing rural communities in British Columbia. Thirty-nine graduates of the rural training program between 1982 and 1991 and 14 community-based rural training program preceptors representing eight communities throughout the province participated in this study. Percentage of graduates of the rural program who reported themselves to be underprepared on each family practice item and preceptors' mean scores for the attributed importance to rural practice of each item on this questionnaire. A list of curriculum areas most in need of reform was created. This list included trauma, counseling skills, radiology, vacuum extraction, fracture care, exercising community leadership, cost-effective use of diagnostic tests, using community health resources, obtaining hospital privileges, ophthalmology, dermatology, otolaryngology, personal and professional growth, relationships with other physicians, and personnel issues. Using both the level of graduates' self-reported underpreparedness and the attributed importance of elements of rural practice, as indicated by the preceptor survey, we developed a list of the areas of the rural training program curriculum most in need of reform.

School-related expenses, living expenses, and income sources for graduate students in nurse anesthesia programs.

PubMed

Heikkila, Dianna

2002-02-01

Nurse anesthesia programs (NAPs) are the highest priced programs for graduate students compared with 7 other nursing master's degree programs. Not only are nurse anesthesia programs expensive, but also most students are encouraged by the policies within their individual programs to terminate full-time employment before matriculation. The purpose of this study was to determine school-related and living expenses, as well as the income and sources of income for graduate students in the second year of their NAP. To obtain the information, a student cost survey was designed and administered to participants attending NAPs across the United States during the 2001 school year. In addition, total degree costs were analyzed using a cost model assessing 4 components: educational costs, living expenses, net income foregone, and loan costs. The results showed that total degree costs incurred by graduate students in NAPs to complete their nurse anesthesia education totals $173,007. The analysis of the sources of income showed the following sources were used by respondents: guaranteed student loans; a spouse's income; agreements with future employers; stipends from universities, hospitals, and/or the military; grants; family support; and self-income. Completing a nurse anesthesia education program is expensive, although the expected return on the investment is high. Nevertheless, the expense may keep qualified graduate students from entering NAPs.

A dedicated research program increases the quantity and quality of orthopaedic resident publications.

PubMed

Torres, Daniel; Gugala, Zbigniew; Lindsey, Ronald W

2015-04-01

Programs seek to expose trainees to research during residency. However, little is known in any formal sense regarding how to do this effectively, or whether these efforts result in more or better-quality research output. The objective of our study was to evaluate a dedicated resident research program in terms of the quantity and quality of resident research peer-reviewed publications. Specifically we asked: (1) Did residents mentored through a dedicated resident research program have more peer-reviewed publications in higher-impact journals with higher citation rates compared with residents who pursued research projects under a less structured approach? (2) Did this effect continue after graduation? In 2006, our department of orthopaedic surgery established a dedicated resident research program, which consisted of a new research policy and a research committee to monitor quality and compliance with this policy. Peer-reviewed publications (determined from PubMed) of residents who graduated 6 years before establishing the dedicated resident research program were compared with publications from an equal period of the research-program-directed residents. The data were assessed using descriptive statistics and regression analysis. Twenty-four residents graduated from 2001 to 2006 (before implementation of the dedicated resident research program); 27 graduated from 2007 to 2012 (after implementation of the dedicated resident research program). There were 74 eligible publications as defined by the study inclusion and exclusion criteria. Residents who trained after implementation of the dedicated resident research program published more papers during residency than did residents who trained before the program was implemented (1.15 versus 0.79 publications per resident; 95% CI [0.05,0.93]; p = 0.047) and the journal impact factor was greater in the group that had the research program (1.25 versus 0.55 per resident; 95% CI [0.2,1.18]; p = 0.005). There were no differences between postresidency publications by trainees who graduated with versus without the research program in the number of publications, citations, and average journal impact factor per resident. A regression analysis showed no difference in citation rates of the residents' published papers before and since implementation of the research program. Currently in the United States, there are no standard policies or requirements that dictate how research should be incorporated in orthopaedic surgery residency training programs. The results of our study suggest that implementation of a dedicated resident research program improves the quantity and to some extent quality of orthopaedic resident research publications, but this effect did not persist after graduation.

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.

Building capacity for research in family medicine: is the blueprint faulty?

PubMed

Curtis, Peter; Dickinson, Perry; Steiner, John; Lanphear, Bruce; Vu, Kieu

2003-02-01

This study compared the training programs and career paths of family medicine graduates in the National Research Service Award (NRSA) Program for Research in Primary Medical Care with general internal medicine and general pediatric peers. We mailed a survey to NRSA fellows graduating from 23 programs nationally between 1988-1997. Personal characteristics, fellowship experience, current professional activities, and academic productivity were compared among primary care disciplines. Of 215 NRSA participants, 146 (68%) completed the survey. Of the 131 primary care respondents, 25% were family physicians. During the fellowship, family physician trainees spent significantly less time in hands-on research activity (32% +/- 12%) than internists and pediatricians (39% +/- 17%). Family physician graduates also had less post-fellowship mentoring and were less likely to hold clinician/researcher faculty positions in academic centers. Family physician faculty spent far more time on clinical work and less time on research. Only 12.5% of family physician fellowship graduates published one or more articles per year, compared with 36.5% of their peers, and 30% had published nothing since graduation. Family physician graduates of this research training program did not achieve academic success comparable to their peers. Family physicians need more protected time for conducting research in their faculty positions and more sustained mentorship.

Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study

PubMed Central

Remich, Robin; Naffziger-Hirsch, Michelle E.; Gazley, J. Lynn; McGee, Richard

2016-01-01

This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. PMID:27496357

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

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.

The Wright Institute Sanctuary Project: Development and Proposed Evaluation of a Graduate Training Program Providing Clinical Services to Asylum Seekers in the Bay Area

ERIC Educational Resources Information Center

Padilla, Brenda Lisa

2012-01-01

This study highlights the development of a graduate training program at The Wright Institute in Berkeley, CA, which provides assessment services for undocumented immigrants seeking asylum. This program focuses on the needs of a general asylum seeking population, with a specific relevance to some of the populations that may be served in the…

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

NASA Astrophysics Data System (ADS)

Osburn, Kathryn Ann

2005-07-01

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

Graduate studies on optoelectronics in Argentina: an experience

NASA Astrophysics Data System (ADS)

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

2014-07-01

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

Report on the American Association of Medical Physics Undergraduate Fellowship Programs

PubMed Central

Avery, Stephen; Gueye, Paul; Sandison, George A.

2013-01-01

The American Association of Physicists in Medicine (AAPM) sponsors two summer undergraduate research programs to attract top performing undergraduate students into graduate studies in medical physics: the Summer Undergraduate Fellowship Program (SUFP) and the Minority Undergraduate Summer Experience (MUSE). Undergraduate research experience (URE) is an effective tool to encourage students to pursue graduate degrees. The SUFP and MUSE are the only medical physics URE programs. From 2001 to 2012, 148 fellowships have been awarded and a total of $608,000 has been dispersed to fellows. This paper reports on the history, participation, and status of the programs. A review of surveys of past fellows is presented. Overall, the fellows and mentors are very satisfied with the program. The efficacy of the programs is assessed by four metrics: entry into a medical physics graduate program, board certification, publications, and AAPM involvement. Sixty‐five percent of past fellow respondents decided to pursue a graduate degree in medical physics as a result of their participation in the program. Seventy percent of respondents are currently involved in some educational or professional aspect of medical physics. Suggestions for future enhancements to better track and maintain contact with past fellows, expand funding sources, and potentially combine the programs are presented. PACS number: 01.10.Hx PMID:23318397

Deaf studies alumni perceptions of the academic program and off-campus internship.

PubMed

Cooper, Sheryl B; Emanuel, Diana C; Cripps, Jody H

2012-01-01

Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.

The professional socialization of the graduate assistant athletic trainer.

PubMed

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

2015-05-01

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

The Professional Socialization of the Graduate Assistant Athletic Trainer

PubMed Central

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

2015-01-01

Context: The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective: To understand the socialization process for graduate assistant ATs during their graduate experience. Design: Qualitative study. Setting: We conducted phone interviews with all participants. Patients or Other Participants: A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis: We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results: The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions: Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity. PMID:25761132

Verbal Feedback in Therapeutic Communities: Pull-ups and Reciprocated Pull-ups as Predictors of Graduation

PubMed Central

Warren, Keith; Hiance, Danielle; Doogan, Nathan; De Leon, George; Phillips, Gary

2012-01-01

The most important proximal outcomes for residents of therapeutic communities (TCs) are retention and successful completion of the program. At this point there has been no quantitative analysis of the relationship between the exchange of corrective reminders, or pull-ups, between peers in TCs and graduation. This study draws on a database of pull-ups exchanged between 5,464 residents of three Midwestern TCs. Residents who send more pull-ups to peers and who reciprocate pull-ups with a larger percentage of peers are more likely to graduate. Residents who receive more pull-ups from peers and staff and a larger percentage of whose peers reciprocate pull-ups that they send are less likely to graduate. Implications of these findings for program theory and program improvement are discussed. PMID:23068980

A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Lit, Ira; Intrator, Sam

2015-01-01

This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education," that examines the preparation, practices, and effectiveness of graduates of Bank Street College of Education teacher certification programs over the last decade. This case study examines…

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

ERIC Educational Resources Information Center

Pendleton, Sham; Sudmant, Walter

2006-01-01

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

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

ERIC Educational Resources Information Center

Sykes, Talia

2012-01-01

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

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

PubMed Central

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

2008-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

STAR Graduate and GRO Undergraduate Fellowship Recipient List

EPA Pesticide Factsheets

EPA's STAR graduate fellowship program supports masters and doctoral candidates in environmental studies. Each year, students in the United States compete for STAR fellowships through a rigorous review process.

Specialized new graduate RN pediatric orientation: a strategy for nursing retention and its financial impact.

PubMed

Friedman, M Isabel; Delaney, Margaret M; Schmidt, Kathleen; Quinn, Carolyn; Macyk, Irene

2013-01-01

New graduate RN retention in the first year of employment is a challenge for hospitals, ranging from a low of 25% to a high of 64%. In 2005, hospitals in New York state spent 11.7% of their nursing budgets on temporary nursing staffing. The objectives of this study were to determine the retention and costs associated with the employment of new graduate RNs before and after the initiation of specialized year-long pediatric critical care, emergency department, and hematology/oncology orientation programs. The major study findings were improved retention of 84% to 94%, significant retention between the two groups at 9 months, and an annual financial savings related to decreased nursing turnover in the specialized orientation group. Specialized orientation programs that support new graduate RNs have documented increased RN retention and decreased RN turnover. In concert with the increased retention and decreased turnover, health care finances were positively impacted by specialized orientation programs.

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.

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.

Participant outcomes, perceptions, and experiences in the Internationally Educated Engineers Qualification Program, University of Manitoba: An exploratory study

NASA Astrophysics Data System (ADS)

Friesen, Marcia R.

Immigration, economic, and regulatory trends in Canada have challenged all professions to examine the processes by which immigrant professionals (international graduates) achieve professional licensure and meaningful employment in Canada. The Internationally Educated Engineers Qualification Program (IEEQ) at the University of Manitoba was developed as an alternate pathway to integrate international engineering graduates into the engineering profession in Manitoba. However, universities have the neither mandate nor the historical practice to facilitate licensure for immigrant professionals and, thus, the knowledge base for program development and delivery is predominantly experiential. This study was developed to address the void in the knowledge base and support the program's ongoing development by conducting a critical, exploratory, participant-oriented evaluation of the IEEQ Program for both formative and summative purposes. The research questions focussed on how the IEEQ participants perceived and described their experiences in the IEEQ Program, and how the participants' outcomes in the IEEQ Program compared to international engineering graduates pursuing other licensing pathways. The study was built on an interpretivist theoretical approach that supported a primarily qualitative methodology with selected quantitative elements. Data collection was grounded in focus group interviews, written questionnaires, student reports, and program records for data collection, with inductive data analysis for qualitative data and descriptive statistics for quantitative data. The findings yielded rich understandings of participants' experiences in the IEEQ Program, their outcomes relative to international engineering graduates (IEGs) pursuing other licensing pathways, and their perceptions of their own adaptation to the Canadian engineering profession. Specifically, the study suggests that foreign credentials recognition processes have tended to focus on the recognition and translation of human and/or institutional capital. Yet, access to and acquisition of social and cultural capital need to receive equal attention. Further, the study suggested that, while it is reasonable that language fluency is a pre-requisite for successful professional integration, there is also a fundamental link between language and cognition in that international engineering graduates are challenged to understand and assimilate information for which they may not possess useful language or the underlying mental constructs. The findings have implications for our collective understanding of the scope of the professional engineering body of knowledge.

Long Term Follow-up of Vocational Education Graduates: A Study Based on Federal Income Tax Data.

ERIC Educational Resources Information Center

Ghazalah, I. A.

A study used federal income tax data to examine the long-term earning, unemployment, and interregional mobility patterns among 15,055 persons who graduated from 14 Ohio vocational education programs in 1979. Income data on the graduates' income earned during the 1983 tax year were also compared with U.S. Census Bureau data on 1983 Money Income of…

The Influence of Campus Racial Climate on Diversity in Graduate Education

ERIC Educational Resources Information Center

Griffin, Kimberly A.; Muniz, Marcela M.; Espinosa, Lorelle

2012-01-01

Persistent disparities in doctoral degree completion have led many institutions to hire graduate diversity officers (GDOs) to increase the presence of underrepresented minorities in graduate programs. This qualitative study of 14 GDOs considers how the dimensions of campus racial climate (CRC) influence the ability of GDOs to carry out this work.…

Comparison of Health Status and Health Behaviors between Female Graduate and Undergraduate College Students

ERIC Educational Resources Information Center

Bulmer, Sandra Minor; Irfan, Syed; Barton, Barbara; Vancour, Michele; Breny, Jean

2010-01-01

Objective: Graduate females represent a substantial and growing proportion of the college student population, yet health promotion research and programming has traditionally focused on undergraduates. This study compared health status and health behaviors of female graduate and undergraduate students at a public university in the northeastern U.S.…

Career Choice of "Fifth Pathway" Graduates from New York State Medical Schools.

ERIC Educational Resources Information Center

Stimmel, Barry; Smith, Harry, Jr.

1985-01-01

Graduates of "fifth pathway" programs at medical schools in New York state between 1976-1978 were studied to determine their professional careers and choice of medical specialties. Fifth pathway graduates, 95 percent from Mexican medical schools, were more likely to select nonprimary care than primary care specialties. (Author/MLW)

Research Anxiety among Turkish Graduate ELT Students

ERIC Educational Resources Information Center

Merç, Ali

2016-01-01

The purpose of this study was to investigate the level and predictors of research-related anxiety among graduate ELT students in the Turkish context. 81 MA and PhD students from 14 universities offering graduate programs in ELT responded to a background questionnaire, a research anxiety scale, and a research self-efficacy survey. The analysis of…

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…

Quality of Education Outcomes: The Role of the Graduate Management Admission Test

ERIC Educational Resources Information Center

Wamala, Robert; Buyinza, Mukadasi

2013-01-01

Although the Graduate Management Admission Test (GMAT) is considered by leading business institutions worldwide as a predictor of success in graduate programs, an issue of contention is whether the introduction of the examination enhances the quality of education outcomes. This study sought to obtain an understanding of this issue, focusing on…

GIS residency footprinting: analyzing the impact of family medicine graduate medical education in Hawai'i.

PubMed

Hixon, Allen L; Buenconsejo-Lum, Lee E; Racsa, C Philip

2012-04-01

Access to care for patients in Hawai'i is compromised by a significant primary care workforce shortage. Not only are there not enough primary care providers, they are often not practicing in locations of high need such as rural areas on the neighbor islands or in the Pacific. This study used geographic information systems (GIS) spatial analysis to look at practice locations for 86 University of Hawai'i Family Medicine and Community Health graduates from 1993 to the 2010. Careful alumni records were verified and entered into the data set using the street address of major employment. Questions to be answered were (1) what percentage of program graduates remain in the state of Hawai'i and (2) what percentage of graduates practice in health professional shortage areas (HPSAs) throughout the United States. This study found that 73 percent of graduates remain and practice in Hawai'i with over 36 percent working in Health Professional Shortage Areas. Spatial analysis using GIS residency footprinting may be an important analytic tool to ensure that graduate medical education programs are meeting Hawai'i's health workforce needs.

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

ERIC Educational Resources Information Center

Dori, Yehudit Judy; Silva, Arlindo

2010-01-01

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

Learning from Follow Up Surveys of Graduates: The Austin Teacher Program and the Benchmark Project. A Discussion Paper.

ERIC Educational Resources Information Center

Baker, Thomas E.

This paper describes Austin College's (Texas) participation in the Benchmark Project, a collaborative followup study of teacher education graduates and their principals, focusing on the second round of data collection. The Benchmark Project was a collaboration of 11 teacher preparation programs that gathered and analyzed data comparing graduates…

Impact of the Special Education Vocational Education Program (VEP) on Student Career Success

ERIC Educational Resources Information Center

Ofoegbu, Nelly E.; Azarmsa, Reza

2010-01-01

The Vocational Education Program (VEP) was established by the special education department in the Long Beach Unified School District (LBUSD) in an effort to assist students with disabilities to graduate from high school and be gainfully employed. This study investigated the impact of VEP on students' careers success after graduation. The…

An Assessment of Prison-Based Drug Treatment; Texas' In-Prison Therapeutic Community Program.

ERIC Educational Resources Information Center

Knight, Kevin; Simpson, D. Dwayne; Chatham, Lois R.; Camacho, L. Mabel

1997-01-01

Provides an overview of a comprehensive, prison-based treatment assessment, including a six-month follow-up study. Results show that 80% of the inmates referred to the program graduated. Graduates demonstrated marked reductions in criminal and drug-use activity and had lower relapse and recidivism rates when compared to other parolees. (RJM)

Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

ERIC Educational Resources Information Center

Li, Lung-Yu; Lee, Long-Yuan

2016-01-01

The purpose of this study was to explore graduate students' competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of…

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

ERIC Educational Resources Information Center

Leonard, Jack; Petta, Katherine; Porter, Christina

2012-01-01

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

Ethics Education in Social Work: Comparing Outcomes of Graduate Social Work Students

ERIC Educational Resources Information Center

Sanders, Scott; Hoffman, Kay

2010-01-01

This research presents findings from a study comparing groups of students enrolled in three U.S. graduate social work programs. Each program represents a differing approach to teaching ethics: (a) infusion of ethics content, (b) a required discrete course emphasizing what the authors term a "mixed-model approach", and (c) a required discrete…

The Professional Experiences of International Counseling Graduates upon Returning to Their Home Country

ERIC Educational Resources Information Center

Duenyas, Deborah Lynn

2017-01-01

This study investigated the first-person accounts of eight international counseling graduates (ICGs) upon re-entry to their home country to work after earning a university counseling degree from a program accredited by the Counsel for Accreditation and Counseling Related Educational Programs (CACREP) in the United States. An assumption of the…

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Kelly, Bridget T.

2007-01-01

The purpose of this study was to assess individuals' perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to…

Appendix: Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012. Trends in Enrollment Management

ERIC Educational Resources Information Center

Noel-Levitz, Inc, 2012

2012-01-01

This paper presents the appendix to "Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012" report. Included in this appendix are: (1) Ratings of the primary practices measured in this study, displayed by institution type; (2) The practice of purchasing prospective student names and addresses; (3) Ratings of…

Writing Goes Back to School: Exploring the "Institutional Practice of Mystery" in a Graduate Education Program

ERIC Educational Resources Information Center

Stooke, Rosamund K.; Hibbert, Kathryn

2017-01-01

Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master's level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate…

Retrospective Perceptions of Graduates of a Self-Contained Program in Taiwan for High School Students Talented in STEM

ERIC Educational Resources Information Center

Jen, Enyi; Moon, Sidney M.

2015-01-01

This retrospective qualitative study was designed to investigate perceptions of the learning experiences of STEM (science, technology, engineering, and mathematics)-talented male students who were in a self-contained, single-gender, gifted program in a selective high school in Taiwan. Twenty-four graduates of the high school's gifted program…

Communities of Practice: The Effects of Interactions among In-Service Music Teachers in a Graduate Program on Their Development as Educators

ERIC Educational Resources Information Center

Shin, Ji Hae

2013-01-01

The purpose of this study was to examine interactions among in-service music teachers in a graduate music teacher education program and their influence on professional growth. To collect data for this research, five different collection methods were used, including participant observation, surveying, artifact collection, nonparticipant…

Employer Perceptions of Graduates from Hawai'i Business Education and Office Skills Programs.

ERIC Educational Resources Information Center

Broadbent, William A.

Conducted at the University of Hawaii in 1997, this study examined the satisfaction level of employers who hired graduates from business education and office skills programs. Since Hawaii's economic focus has changed from agriculture to service-oriented tourism, a large number of employees with generic business skills have become necessary.…