Graduate-level Programs Research Articles

A Proposed Interdisciplinary Curriculum in Forensic Kinesiology

To meet the ever-increasing demand for expertise in human movement as applied to civil and criminal litigation, both private and public organizations have begun to seek the help of highly trained kinesiology specialists with advanced graduate-level university education and training. This paper will begin by identifying the key elements of the emerging specialization/subdiscipline of forensic kinesiology. Further discussion will outline the requirements for a university-based, graduate-level program designed to prepare students for specialization in forensic kinesiology. Based on this discussion, a proposed interdisciplinary curriculum will be presented.

Da concepção à implantação da pós-graduação na UFABC: o Programa em Nanociências e Materiais Avançados

A Nanociência abrange diversas áreas de atuação e seu crescimento permitirá o desenvolvimento das chamadas Nanotecnologias. No mesmo cenário de inovação, em 2006, surge a Universidade Federal do ABC, a partir de um plano de expansão do Ministério da Educação e Cultura. Em março de 2007, a Universidade submete à Capes um conjunto de APCNs, que incluía Nanociências e Materiais Avançados como uma área multidisciplinar, o que gerou um programa de pós-graduação com esse mesmo título. Pouco mais de dois anos depois, o programa tem diversas dissertações de mestrado defendidas com sucesso e um futuro bastante promissor. Este artigo conta a história da concepção da pós-graduação da UFABC, com ênfase no Programa de Nanociências e Materiais Avançados.

Creating global networks through an online engineering graduate programme

Internationally, the railway industry is facing a severe shortage of engineers with high-level, relevant, professional and technical knowledge and abilities, in particular amongst engineers involved in the design, construction and maintenance of railway infrastructure. A unique graduate level programme has been created to meet that global need via a fully online, distance education format. The development and operation of this Master of Engineering degree is proposed as a model of the process needed for industry-relevance, flexible delivery, international networking and professional development required for a successful graduate engineering programme in the twenty-first century. In particular, this paper demonstrates how a mix of new and more familiar technologies are utilised through a variety of tasks to overcome the huge distances and multiple time zones that separate the participants across a growing number of countries, successfully achieving close and sustained interaction amongst the participants and railway experts.

How the AMIA Scholarships and Fellowships Program Helped Pave the Way for a New Generation of Moving Image Archivists

How the AMIA Scholarships and Fellowships Program Helped Pave the Way for a New Generation of Moving Image Archivists Robert Dirig (bio) The Association of Moving Image Archivists (AMIA) has always supported and fostered education. The organization brings together professionals who are involved with, in one way or another, the management of moving image materials. This network of archivists shares knowledge and experience through conferences, workshops, symposiums, committee work, and Listservs. Sometime during AMIA’s first decade, an increasing number of graduate students became involved and were interested in becoming moving image archivists. AMIA soon started an impressive scholarship program that has grown to currently offer four scholarships, two fellowships, and an internship, funded by major film studios, laboratories, foundations, and other film-related institutions. By 2010, seventy-six students and archivists had benefited from the program and had been chosen as recipients. Former AMIA president Sam Kula summed it up well by stating, “One of AMIA’s goals is to foster the education and training of young moving image professionals and the AMIA Scholarship Program is a key component to carrying out that goal.”1 The first scholarship that AMIA offered was the Mary Pickford Scholarship in 1997. This offering was historic because it not only triggered the commencement of the AMIA Scholarship Program but was also the first scholarship ever granted specifically to students studying moving image archiving. Keith Lawrence, Mary Pickford Foundation president and CEO, approached AMIA for ideas on how his organization could help support the field. Through a conversation with then board member William O’Farrell at a conference in the mid-1990s, the idea of a scholarship for students emerged. This proposal was welcomed by AMIA and its then president Eddie Richmond. According to Richmond, there was already a desire within the community to enhance the professionalism of people working in the field, and one way to do that would be to support education for students.2 Richmond worked with Lawrence and the Mary Pickford Foundation in 1996 to establish and set up the guidelines for the scholarship. The scholarship awarded three thousand dollars to the recipient, paid directly to the academic institution to be used for tuition and fees. The eligibility requirements were that the student had to be enrolled in a graduate-level program in a related field and have a grade point average of at least 3.0. Applicants had to submit an application form consisting of basic résumé-type information, an official transcript, letters of recommendation, and an essay of one thousand words or fewer describing career goals, relevant experience, and interest in moving image archives. The AMIA office gathered all of the applications, and an Education Committee Scholarship Subcommittee reviewed and selected Ann Wilkens, a student at University of Wisconsin, as the inaugural recipient. Subsequent recipients have included Rita Belda, Julie Lofthouse, Diana King, Heather Sabin, Claudy Op den Kamp, Doron Galili, Caitlin Devereaux Lewis, Thelma Ross, Sarah Resnick, Stephanie Sapienza, Heather Heckman, Walter Forsberg, and Nino Dzandzava. Eddie Richmond would go on to play an integral role on the Education Committee beginning in 1997, helping establish two other scholarships: the Sony Pictures Scholarship in 1998 and the Consolidated Film Industries (CFI) Sid Solow Scholarship in 1999. These scholarships also awarded three thousand dollars for tuition and fees, were administered by AMIA, and had the same eligibility requirements as the Mary Pickford Scholarship. Grover Crisp, vice president of Asset Management and Film Restoration for Sony Pictures Entertainment, worked with AMIA on behalf of Sony to create a scholarship that would be endowed on a permanent basis. This not only ensured the future of the award but also symbolically demonstrated Sony’s belief that educating future moving image archivists was crucial. The first recipient, in 1998, was Ann Butler, a student from Rutgers University. Subsequent recipients have included Sarah Ziebell Mann, Katie [End Page 132] Trainor, Laura Bradshaw, Susan Busam, Violet Matangira, Lindsay Harris, Guy Edmonds, Ishumael Zinyengere, James Gamble, Tracy Popp, Michael Araizaga, and Caitlin Hammer. The CFI Sid Solow Scholarship was announced at the 1998 AMIA annual conference by Paul Stambaugh, vice president of CFI and named in honor of CFI’s founder, Sid Solow. This was...

Mapping space‐based systems engineering curriculum to government‐industry vetted competencies for improved organizational performance

AbstractThis paper demonstrates a method that can be used to analyze the degree to which an organization's systems engineering capabilities meet government‐industry defined systems engineering needs. To demonstrate this process, using universities as the case study, we summarize secondary research completed for nine institutions from various countries that offer systems engineering graduate level programs in the space domain. Next, we select a Masters degree program from three universities, one from each country, and map their space‐based systems engineering courses to the 37 systems engineering capabilities within the 10 systems engineering competencies. These capabilities represent the knowledge, skills, and behaviors that systems engineers are expected to possess and perform as a part of their job. We then review a process for a more detailed mapping of the curriculum to one of four levels of proficiency within each capability, using the Stevens Institute of Technology as the example. The result is a systems engineering competency‐based approach that can be used by universities or companies to compare the “as is” state of their systems engineering capabilities development against a government‐industry defined set of needs to identify and address gaps or opportunities in the curriculum, training, or experience of their students and/or employees. © 2009 Wiley Periodicals, Inc. Syst Eng

Graduate Education in Clinical Laboratory Science Is the Glass Half Full or Half Empty?

To evaluate the 2007 and 1990 data on the number and characteristics of programs offering graduate level degrees in Clinical Laboratory Science. DESIGN/SETTING/PARTICIPANT: Data were collected from published sources (Directory of Graduate Programs for Clinical Laboratory Practitioners) and analyzed at the University of Minnesota. Specific data regarding the kinds of advanced programs and the number of graduates per year, the number of program openings and closures, program requirements were collected, as well as data regarding the number and employment of graduates of Master's degree programs at two long-standing public institutions. Not Applicable. The tabulation of degree, program, and graduate data, together with the first position taken by graduates of two M.S. programs. The numbers of graduate level programs and graduates decreased between 1990 and 2007, from 39 to 28 identified Master's level programs, but with only a slight increase from two to five doctoral programs. Several prominent and historically important Master's level programs have closed since the first edition (1990) of the Directory. Detailed analysis of the data from two Master's level programs showed that the first positions for graduating students were predominantly research related and in the same state as the degree-granting institution. The number of advanced programs and graduates are relatively small in clinical laboratory science; however M.S. graduates are successful in obtaining positions. These positions are predominantly geographically related to the degree-granting institution, indicating an intellectual and economic impact of the programs in the regions they are located.

Dennis Paustenbach: I Never Thought of it as Work

Suitable for graduate level and executive education programs, this undisguised case describes the life of Dennis Paustenbach, president and CEO of ChemRisk, and what, to his mind, is the typical life of a senior executive: many demands on one’s time, multiple projects, and serious consequences for inattention, both personally and professionally. This case can be used to teach students about individual behavior, Type A behavior, time and priority management, balancing work and family life, managing performance, managing energy in professional life styles, organizational behavior, and leadership.

A Survey of Dental Hygiene Program Directors: Summary Findings and Conclusions

To assist the ADEA Council of Allied Dental Program Directors in focusing future goals and actions, an online survey was developed and administered to the directors of the 300 Commission on Dental Accreditation (CODA)-accredited U.S. dental hygiene programs in November 2008. The survey solicited directors' opinions about certain contemporary dental hygiene issues such as entry-level education, the use of articulation agreements, the advanced dental hygiene practitioner (ADHP) model proposed by the American Dental Hygienists' Association, and accreditation. Over three-quarters of survey respondents indicated it is "important" or "somewhat important" to advance the entry-level educational requirements for dental hygiene practice to the baccalaureate level. Educational setting (four-year versus two-year) was a significant determinant in whether a respondent thought a baccalaureate degree should result from a dental hygiene educational program. Fifty-six percent of respondents' programs either have or are in the process of developing articulation agreements with other institutions. Seventy percent of all respondents felt it was important to support advancing the ADHP model. Over 60 percent of respondents noted the importance of developing competencies for degree completion and graduate programs, and 42 percent of respondents indicated that it was important to have a separate accreditation process for graduate-level programs. Conclusions suggest advancing entry-level education for dental hygiene is desired if it can maintain a role for both four-year and two-year institutions.

What Are Graduate Students Really Thinking?: A Metacognitive Example

Abstract The ability to integrate academic and clinical knowledge to achieve a metacognitive level of performance is paramount to being a strong clinician in the field of speech-language pathology. The support and encouragement provided by supervisors strengthens the students' abilities to develop and integrate their knowledge and strategy use in the clinical setting. This article examines the development of metacognitive thinking skills of two first-year graduate students enrolled in a graduate-level speech-language pathology program during their first semester of clinical practicum. A pilot study utilizing a qualitative approach of semi-structured interviews and video-taped therapy sessions was conducted to illustrate how differently graduate clinicians can mature in their clinical program.

Exploring Urban Commitment of Graduates from an Urban-Focused Teacher Education Program

Teacher turnover is a significant problem for many urban schools. Teachers who are committed to urban schools may be more likely to remain in urban schools and may provide a higher quality education for the students they teach. This article explores the changing urban commitment reported by four cohorts of teacher candidates enrolled in a graduate-level teacher education program focused on preparing teachers for work in urban schools. Using survey data collected at several points during the 11 month teacher education program, we explore how individual candidates' commitment changed, how these changes varied across candidates' demographic and personal characteristics, and what factors predict candidates' urban commitment upon graduation from the program. We reflect on the implications of these findings for teacher preparation programs seeking to prepare future urban educators who begin and remain committed to work in urban schools.

Developing and Leading the Quality Enhancement Planning Committee

Quality enhancement in higher education is rapidly emerging as a major national and internationalissue. Rahman (2005) identifies an international movement to promote quality enhancement through"accreditation councils, degree program standardization, quality enhancement cells, quality faculty, andcurriculum review." According to Rahman, the movement is intended to develop "a vision for the highereducation system with quality, equity, and efficiency." Rahman also points out that the United Statesfaces the need to evaluate the validity and quality of accreditation processes in light of the increase indot-com universities and diploma mills. El-Khawas (1998) indicates that world-wide attention hasshifted to an expanded focus on quality improvement in both undergraduate and graduate levelprograms. In the United States federal and state funding have become the rewards for attainment ofrecognized accreditations. In 1998, the Commission on Higher Education (CHE) shifted the oversightof the reporting process to programmatic, national, and regional accrediting agencies.

Articulating “Responsivity” in Context: Re-making the M.A. in Composition and Rhetoric for the Electronic Age

To foster a meaningful graduate-level program in writing studies, we as a discipline need to attend more explicitly to a greater range of stakeholders (e.g., our states’ citizens, government, and community and business leaders; university administration; fellow academic departments) than are usually at the table in local curricular design. These stakeholders call for innovative programs that prepare students to respond to evolving economic conditions, social practices, and ways of making and using knowledge. At the University of Wyoming, we believe our in-progress program development addresses these challenges and in so doing can function as a telling case for those seeking to position their programs as responsive to the range of constituencies with legitimate stakes in contemporary writing studies. Throughout our collaborations, we identify new media—the tools, relationships, and novel rhetorical situations it creates—as a key mediator providing us with a domain in which to both enact and respond to contemporary calls for innovation. Investigating complex problems with new tools and entrepreneurial orientations can both drive program innovation and foster greater engagement with social challenges in order to pursue sustained responsivity to diverse stakeholders.

Trends in Canadian faculties of education: An overview of graduate programs, curricular offerings, exit requirements, and modes of delivery.

Introduction This research investigated universities registered with the Association of Universities and Colleges of Canada (AUCC) whose primary instructional language was English. A content analysis was performed on university web pages related to the following content: (a) frequency of graduate programs being offered, (b) types of degrees being offered, (c) frequency and variation of program of study offerings, (d) variation of exit requirements, and (e) modalities of course delivery. This research provides an overview and analysis of graduate level programs, more precisely Masters and Doctorate degrees, offered through faculties of education in Canada. An understanding of the findings of this research may benefit Canadian university administrative bodies in providing a source in which they may compare findings with their current offerings and programming. Prospective students of graduate programs in education may also benefit from the information provided in this study when choosing a program of study by ameliorating their knowledge of current programs, curriculum offerings, and modes of course delivery being offered by faculties of education in Canada.

Leadership skills and competencies for cross-cultural construction projects

Cross-cultural projects are increasingly common in construction. Project leaders need to develop skills and competencies that can help them to effectively perform their leadership roles in such projects. In order to examine the leadership competencies and skills required to lead projects in a multicultural environment, questionnaire surveys and interviews were conducted with project leaders on a mega construction project in Thailand. A total of 78 respondents from ten different nationalities participated in the study. They belonged to various construction stakeholders such as clients, consultants, designers and contractors. Leadership competencies such as communication, teamwork, and personal and interpersonal skills were perceived to be vital for project leaders in a multicultural environment. Flexibility in decision making, persistent performance, good listening skills and problem-solving style were also highlighted among the top-rated competencies of cross-cultural leaders. In order to develop cross-cultural leadership competencies, the respondents emphasised comprehensive training and orientation as well as inclusion of cross-cultural leadership courses at graduate-level programmes in universities.

Ethics in Turkish Nursing Education Programs

This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.

Transferring Leadership Skills: When Community College Presidents Become University Professors

University graduate-level programs are striving to address needs for community college leaders. One way they are doing this is by strengthening their graduate programs with relevant community college courses. Increasingly, however, community college presidents are being invited to join universities in professorial roles. These new graduate faculty leaders are bringing valuable transferable skills and experiences, but they are also experiencing transitional challenges. Studies have been conducted about other university executive administrators transitioning to university professor roles, but no studies have been conducted about community college presidents making this transition. This article represents an initial effort to explore a distinct class of leaders within academe—community college presidents-turned-professor. The findings of this exploratory study of 12 former community college presidents who transitioned to graduate university professors are reported along with stories, lessons learned, and advice for successfully crossing over from the community college sector to the university one.

Nurturing Multicultural Competence in an Early Childhood Graduate Teacher Licensure Program

This study was designed to describe effective ways to address cultural competency in the education of early childhood teachers in a graduate-level alternative preparation program. The study's 2 major questions were as follows: Can a 15-month graduate-level intensive alternative licensure program's coursework and field experiences provide students with the knowledge and dispositions to teach in culturally competent ways? Is it possible for a teacher preparation institution, through an alternative educational program, to provide schools with culturally competent teachers? Both quantitative and qualitative data demonstrate that students perceive that they have the knowledge and dispositions to interact appropriately with diverse classroom populations. Implications for future programs, as well as a description of the graduate-level program, are provided.

Physician Assistant Students Take the Plunge

INTRODUCTION The Department of Physician Assistant Studies at Wake Forest University School of Medicine is a graduate-level program that has a history of curricular innovation using clinical problem-based learning (PBL) strategies that emphasize a small-group approach to learning. Graduates of the program complete a 24-month course of study, and one class of 48 students is enrolled in early June each year. In the spring of 2007, just prior to the clinical year for the students in the class of 2008, the Northwest Area Health Education Center assisted the PA faculty in revising the AHEC’s Community Plunge program, developed initially for primary care interns, for PA students. The faculty felt that the Community Plunge experience would enhance the PA program’s current efforts, which include digitally delivered PowerPoint cases and master’s projects, by providing direct interaction with various community organizations that serve the diverse needs of our community and its members. Such exposure can stimulate ideas and discussion to enrich the clinical expertise and cultural competence of the PA students and aid them in their understanding of patient perspective. The goals of the Community Plunge were:

Preparing High-Quality Teachers for Urbanized Schools

The Professional Immersion Master of Arts in Teaching (ProMAT) program is a cooperative venture between Johns Hopkins University and Montgomery County (Maryland) Public Schools, a large school district that has experienced increased urbanization. This graduate-level teacher preparation program provides candidates with extensive internship experiences, a high degree of supervisory support, and significant financial assistance. The school district provides tuition assistance in return for a multiyear commitment by candidates to teach in the district. Data from an exit survey indicate candidate satisfaction with the program. A comparison of Praxis II Pedagogy examination scores with state minimum passing scores shows that in two thirds of the ProMAT certification areas, candidates score significantly higher than the state’s required passing scores.

Introduction - Space education

It is a great pleasure for us to present this group of papers devoted to space education (SS-SE). The subject of a group of papers devoted to space education was proposed by Professor Okyay Kaynak of Bogazici University, Istanbul in 2005. He was involved in organizing two conferences: Recent Advances in Space Technology (RAST), held in 2003 and 2005, as well as being familiar with space-related education in several universities, Evelyn Hirt, Editor-in-Chief of IEEE AE we were pleased by the response, and the five papers presented here are representative of the work being done today in European and US universities. The first paper describes the pioneering role of the International Space University, now with a permanent campus in France, which offers a Master's degree program in space studies. The next two discuss graduate level programs in Germany and Turkey, followed by two from Denmark and Pennsylvania where both graduate and undergraduate programs are offered. The last two discuss undergraduate programs in Rorida and New Jersey. A feature common to all programs is the emphasis on a multi-disciplinary curriculum, and the requirement of a spacecraft design and construction project by student teams.