Doctorate Recipients from U.S. Universities: 2015, Technical Notes
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PEILING CHEN EDUCATION Doctorate of Optometry May 2018
PEILING CHEN EDUCATION Doctorate of Optometry May 2018 Salus University, Pennsylvania College of Optometry, Elkins Park, PA Bachelors of Science in Biology May 2013 College of Chemical and Life Sciences, University of Maryland, College Park, MD EMPLOYMENT Assistant Faculty of Ophthalmology January 2019- present Wilmer Eye Institute, Johns Hopkins Medicine ◾ Provide comprehensive eye services specializing in the diagnosis and management of ocular diseases, conditions and post-operative surgical care in areas such as: dry eye, ocular allergy, macular degeneration, retinal pathologies, diabetic retinopathy, hypertensive retinopathy, glaucoma, LASIK care, and cataracts; as well as, eye examinations and contact lens fittings Optometrist August 2018- December 2018 National Vision, Inc. ◾ Provide comprehensive eye exams, contact lense fittings and assistance in the referral and management of glaucoma, diabetes and cataract patients ◾ Treat minor ocular service conditions like blepharitis, ocular allergy and dry eye Optical Principles and Ophthalmic Application Teaching Assistant August 2015-May 2016 Pennsylvania College of Optometry, Elkins Park, PA ◾ Assisted first year optometry students at the Pennsylvania College of Optometry with challenging course topics ◾ Mentored underclassmen on how to succeed in the course based on prior experience Vision Therapist September 2011-2014 Appelbaum Eye Care Associates, Bethesda, MD ◾ Provided assistance on vision therapy exercises to patients with binocular vision and ocular motor dysfunctions ◾ Performed -
AAAA Statement on Clinical Doctorate Degrees
AAAA Statement on Clinical Doctorate Degrees The American Academy of Anesthesiologist Assistants is dedicated to maintaining the standards of the profession and the specialty by remaining current with the ongoing changes and emerging needs in health care delivery while promoting the safety and upholding the rights of all patients undergoing medical treatment involving an anesthesia provider. A recent proliferation of entry-level clinical doctorate degrees into the educational models of non-physician providers has caused a commensurate increase in the use of the title “doctor” in the healthcare system. Inappropriately, the title "resident" and "doctor" has been used in the clinical setting by students and graduates of these programs despite their non-physician status. This trend is a recognized source of potential confusion for patients concerning their medical care and has potential negative implications with respect to scope of practice infringement and conflict of interest, decreased professional diversity, increased health care costs, and aggravation of provider shortages. The AAAA believes that the practice of medicine remains the domain of physicians and that the entry-level doctorate degree for the practice of medicine is the MD/DO. Physicians are integral members and leaders of the health care team. In the interest of patient safety, Anesthesiologist Assistants practice exclusively in, promote, and are dedicated to the Anesthesia Care Team as defined by the AAAA and ASA. The AAAA is committed to instilling confidence in the public by encouraging practitioners to adhere to established ethical norms and regional legal constraints. Furthermore, we believe in optimizing the use of all provider resources to deliver health care to everyone. -
The Professional Doctorate: What Are We Waiting For?
FROM THE PA EDITOR-IN-CHIEF The Professional Doctorate: What Are We Waiting for? he increasingly complex health care it matured from the “first-generation” con- system in the United States relies cept (which was quite similar to the PhD in T heavily on quality improvement, in- structure) to “second-generation,” which is terprofessional collaboration, patient out- more focused on discipline and workplace comes, health policy legislation, and advo- realities.3,5 In general, these professional cacy. While important, most of these factors doctorates can be earned in less time are outside the scope of the traditional mas- than a PhD and do not require original ter’s-level education program—necessitat- research. ing the development of methods to help Over the past two decades, more than advanced practice providers, including NPs 500 unique professional practice doc- Randy D. Danielsen, and PAs, obtain additional skills. The solu- torate programs have emerged across PhD, PA, DFAAPA tion of choice, for many professions, has the US, in fields ranging from nursing to been the introduction of the “professional bioethics. One of the most prominent is doctorate” as a complementary alternative the Doctor of Nursing Practice (DNP), to the typical research-focused doctoral designed for RNs seeking a post-profes- program, such as the PhD. sional degree in nursing. In 2004, follow- Traditional PhD curricula prepare in- ing three years of research by a task force, dividuals to perform re- the American Associa- search that is typically tion of Colleges of Nursing specialized and confined To be recognized (AACN) endorsed the DNP, to their field of study.1 as a full professional, with the goal that it would While this research does one must be equipped become the minimum produce new knowledge, educational standard for it usually remains in the to address practical advanced practice nurses realm of academia and problems. -
The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics
Dongbin Kim Cindy Otts The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics Introduction Graduate schools prepare students not only for fu- ture careers in academia, but also for leadership positions in govern- ment, business, non-profit organizations, and other industries. Given the likelihood of doctoral degree recipients being active in research or lead- ership positions, they may have considerable opportunity to influence public policy. In a global, knowledge-driven economy, the need for a highly educated workforce is vital to maintaining the nation’s status and economy. Doctoral-granting institutions, therefore, play an important role in educating academicians and professionals alike who can take the lead in this highly interdependent world. Unfortunately, the nation’s graduate schools fail to fully educate many students who enter doctoral programs because the programs are plagued by high attrition rates. This material is based upon work supported by the Association for Institutional Re- search, the National Center for Education Statistics, the National Science Foundation, and the National Postsecondary Education Cooperative under Association for Institu- tional Research Grant Number 223. Any opinions, findings, and conclusions or recom- mendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Association for Institutional Research, the National Center for Education Statistics, the National Science Foundation, or the National Postsecondary Education Cooperative. Authors thank the anonymous reviewers for comments and encouragements on ear- lier drafts. Dongbin Kim is an assistant professor in the department of Educational Leadership and Policy Studies at the University of Kansas. -
Guidelines for Granting Docent Status
UPPSALA UNIVERSITY GUIDELINES 11 June 2015 JURFAK 2015/49 Appendix 1 UPPSALA UNIVERSITY DECISION Board of the Faculty of Law 17 October 2013 (revised on 11 June 2015) Guidelines for granting docent status 1. Purpose of appointing docents at the Faculty of Law The purpose of granting the title or position of ‘docent’1 at the Faculty of Law is to clearly recognise a person’s special academic expertise. Docent status may be conferred if it may be beneficial to the research and education. A docent is required to be active in education at postgraduate (research) level in various ways, such as providing proficient supervision and undertaking the role of ‘opponent’ in disputations (public defences of PhD theses). Obtaining docent status therefore presupposes academic qualifications over and above a doctoral degree. Docent status may normally be conferred only in a subject in which education at postgraduate level is provided at the Faculty. A person who has gained docent status at another higher education institution may not be granted docent status in the same subject at the Faculty of Law in Uppsala. 2. Consultation A person wishing to be granted docent status is recommended first to raise the matter informally with the Chair of the Research Committee. The Chair must then consult one or more subject representatives on the matter. Advice not to continue does not constitute any formal impediment to proceeding with the application. 3. Conferral requirements for applicants lacking positions at the Faculty of Law If applicants have no permanent or time-limited appointment at the Faculty of Law, subject representatives must issue special statements of opinion regarding the manner in which the grant of docent status could benefit research and education at the Faculty. -
Doctorate Recipients from United States Universities: Summary Report 2004
Doctorate Recipients from United States Universities: Summary Report 2004 Survey of Earned Doctorates SPONSORED BY THE NATIONAL SCIENCE FOUNDATION, THE NATIONAL INSTITUTES OF HEALTH, THE U.S. DEPARTMENT OF EDUCATION, THE NATIONAL ENDOWMENT FOR THE HUMANITIES, THE U.S. DEPARTMENT OF AGRICULTURE, AND THE NATIONAL AERONAUTICS AND SPACE ADMINISTRATION HIGHLIGHTS This report presents data on recipients of research doctorates awarded by U.S. universities from July 1, 2003, through June 30, 2004. This information is taken from the 2004 Survey of Earned Doctorates (SED), an annual census of new doctorate recipients. • The 419 universities in the United States that conferred research doctorates awarded 42,155 doctorates during the 2003-2004 academic year (the eligibility period for the 2004 SED), an increase of 3.4 percent from the 40,770 doctorates awarded in 2003, and the highest number since the all-time high of 42,647 in 1998. • The number of doctorates awarded by broad field in 2004 was greatest in life sciences, which conferred 8,819 Ph.D.s. The numbers in the other broad areas were 6,795 in social sciences; 6,635 in education; 6,049 in physical sciences and mathematics (combined); 5,776 in engineering; 5,467 in humanities; and 2,614 in business and other professional fields. • Women received 19,098 doctorates, or 45 percent of all doctorates granted in 2004. This is very similar to last year’s percentage for women. Women earned 50 percent of the doctorates granted in life sciences, 55 percent in social sciences, 52 percent in humanities, 66 percent in education, and 46 percent in business/other professional fields. -
What Is the Price of College?
Americans are concerned about the price of college. About three- STATS IN BRIEF quarters of Americans believe that college U.S. DEPARTMENT OF EDUCATION DECEMBER 2019 NCES 2020-470 is not affordable for everyone who needs it (Lumina Foundation and Gallup 2016). Such attitudes may reflect the year-over- year increase in college expenses since 1981 (Snyder, de Brey, and Dillow 2017) and the decreasing proportion of college What Is the Price costs that are covered by the maximum Pell Grant award, an important form of federal student financial aid (Cahalan and of College? Perna 2015). To finance the cost of college attendance, undergraduate students are increasingly likely to take out loans, Total, Net, and Out-of-Pocket including private, Stafford, Direct PLUS Prices in 2015–16 Loans (Woo and Velez 2016; Horn and Paslov 2014). Scholars have raised concerns that the amount of debt borne by recent college graduates may delay the attainment of milestones associated with AUTHORS PROJECT OFFICER Courtney A. Moore David Richards adulthood later in life, such as buying a Albert Y. Liu National Center for Education Statistics house, getting married, and having Catharine Warner-Griffin children (Brown, Caldwell, and Sutherland Jackson Miller 2014; Gallup and Purdue University 2015; Insight Policy Research Looney and Yannelis 2015). Students can choose among colleges of various institution controls and levels and face systematically different prices as a result (Radwin and Wei 2015; Wei 2010). Control is a classification of whether the institution is publicly or privately funded and operated, and level is a classification Statistics in Brief publications present descriptive data in of whether the institution offers programs tabular formats to provide useful information to a broad audience, that are 4 years or longer, at least 2 including members of the general public. -
Modernizing the Scope of Practice of Optometry Will Improve Access to Needed Eye and Vision Health Care for All Maryland Citizens
P.O. Box 350, Stevenson, MD 21153 ! T: (410) 486-9662 ! F: (443) 378-8845 ! www.marylandoptometry.org Modernizing the scope of practice of optometry will improve access to needed eye and vision health care for all Maryland citizens. It will ensure patients receive the best quality of care available, improve overall patient health outcomes and lower health care costs for both patients and insurers alike. SUMMARY OF SCOPE EXPANSION OBJECTIVES By removing outdated prohibitions in current statute, the bill seeks to better serve optometric patients by allowing Maryland optometrists to: • Prescribe all FDA Approved Therapeutic and Diagnostic Agents (e.g., oral and topical drugs, vitamins, and other therapies) • Independently Treat Glaucoma (development of patient treatment plan & delivery of pre/post operative care) • Perform In-office Diagnostic Testing (e.g., genetic testing via cheek swab and blood glucose testing for diabetes) • Order Diagnostic Tests (e.g., blood work, MRI, x-ray, sonogram, other lab work related to diseases of the eye and ocular system) • Remove Foreign Bodies “STATE OF THE STATE” SCOPE OF PRACTICE FACTS • Doctors of optometry order diagnostic tests in 45 states • Doctors of optometry prescribe controlled substances in 44 • Doctors of optometry to use oral drugs to treat Glaucoma in 42 states • Doctors of optometry prescribe anti-fungal oral medications in 41 states EDUCATION & TRAINING Optometrists receive a minimum of eight 8 years of education and training to obtain the required undergraduate and doctorate degrees necessary to practice optometry. All optometrists are required to pass a three part comprehensive national exam administered by the National Board of Examiners in Optometry prior to receiving their doctorate degree. -
Building a New Academic Institution: the Singapore University of Technology and Design
CHAPTER 7 Building a New Academic Institution: the Singapore University of Technology and Design Thomas L. Magnanti The creation of any new university provides an opportunity to build upon the great traditions of higher education as well as to do some things differently, even challenge elements of the status quo. This chapter describes the creation of the Singapore University of Technology and Design (SUTD), a university established in collaboration with MIT that, in its design and aspirations, seeks to model MIT, a technically-oriented innovator in education and research that embraces both scholarship and practice. SUTD was established in a mature national environment of higher education alongside several world class institutions. It was intended to provide an alternative path for students, utilizing a distinctive footprint and distinctive approach to education. From the outset, SUTD strived to rethink many elements of a modern technically-oriented university. It was founded with a unique organizational and degree structure, without traditional departments or schools. It abandoned large lectures and instead embraced a hands-on, active learning approach to education, organized around cohort-based learning communities. Its approaches to education and research as well as its facility design and space allocation have been crafted to foster “multidisciplinarity.” It even abandoned the agrarian academic year calendar. It has been developed to date in what might be thought of as four phases: 1 Conception and founding (August 2007–January 2010). Development of the overall footprint, basic organizational structure, blueprint for undergraduate education, and governance structure, as well as collaborations with MIT and Zhejiang University. 2 Early development (January 2010–May 2012). -
CGS Task Force Report on the Professional Doctorate
CGS Task Force Report on the Professional Doctorate COUNCIL OF GRADUATE SCHOOLS CGS Task Force on the Professional Doctorate Carol Lynch, Co-Chair CGSINSF Dean in Residence Clark Hulse, Co-Chair Dean of the Graduate College, Executive Vice Provost, University of Illinois at Chicago Richard Attiyeh Vice Chancellor for Research and Dean of Graduate Studies, University of California, San Diego Robin Bowen Interim Dean, School of Graduate and Professional Studies, Rockhurst University Martin Cadwallader Vice Chancellor, Research and Dean of the Graduate School, University of Wisconsin-Madison Linda Dykstra Dean, The Graduate School, University of North Carolina at Chapel Hill Maureen Grasso Dean of the Graduate School, University of Georgia Daniel Denecke CGS Managing Editor Copyright © 2007 Council of Graduate Schools, Washington, D.C. ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or used in any fonn by any means-graphic, electronic, or mechanical including photocopying, recording, taping, Web distribution, or information storage and retrieval systems-without the written permission of the Council of Graduate Schools, One Dupont Circle, NW, Suite 430, Washington, D.C. 20036-1173. ISBN 10: 1-933042-11-7 ISBN 13: 978-1-933042-11-4 10 9 8 7 6 5 4 3 2 08 07 TABLE OF CONTENTS ••• 4 •••••••••••••••• _••••• ~ f ~ ••••••• ~ ••••••••••••••••••••••••••••••••••••••••••••••• . .. " ......... ~ ......................... ',' ...... , ..... ~ ............................. Executive Summary . • . • . iv Foreword -
SACSCOC Resource Manual for Principles of Accreditation
RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement Southern Association of Colleges and Schools Commission on Colleges 2020 Edition RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement 1866 Southern Lane Decatur, GA 30033-4097 www.sacscoc.org SACSCOC Southern Association of Colleges and Schools Commission on Colleges Third Edition Published: 2020 Statement on Fair Use The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) recognizes that for purposes of compliance with its standards, institutions and their representatives find it necessary from time to time to quote, copy, or otherwise reproduce short portions of its handbooks, manuals, Principles of Accreditation, and other publications for which SACSCOC has protection under the Copyright Statute. An express application of the Copyright Statute would require these institutions to seek advance permission for the use of these materials unless the use is deemed to be a “fair use” pursuant to 17 USC §107. This statement provides guidelines to institutions and their representatives as to what uses of these materials SACSCOC considers to be “fair use” so as not to require advance permission. SACSCOC considers quotation, copying, or other reproduction (including electronic reproduction) of short portions (not to exceed 250 words) of its handbooks, manuals, Principles of Accreditation, and other publications by institutions of higher education and their representatives for the purpose of compliance with SACSCOC’s standards to be fair use and not to require advance permission from SACSCOC. The number of copies of these quotations must be limited to 10. Representatives of institutions shall include employees of the institutions as well as independent contractors, such as attorneys, accountants, and consultants, advising the institution concerning compliance with SACSCOC’s standards. -
Clinical Researchers – Biographies
Clinical Researchers – Biographies Benjamin Backus, PhD Dr. Benjamin Backus is currently a Research Staff Member at SUNY College of Optometry specializing in visual neuroscience. He has served as a Principal Investigator on many studies and mentored a number of Masters, PhD and post doctorate students. He has been Chair of the Graduate Program Committee at the Graduate Center for Vision Research since 2008. Dr. Backus received his PhD from UC Berkeley and continued his post‐doctoral research at Stanford University. He recently co‐developed an NIH funded clinical trial titled Light Deprivation Utilized to Mitigate Amblyopia (LUMA), which tested the effects of binocular visual deprivation as a pre‐ treatment to enhance perceptual learning during treatment of adults with amblyopia. Alexandra Benavente‐Perez, MCOptom, MS, PhD Dr. Alexandra Benavente‐Perez is currently an Associate Clinical Professor at SUNY College of Optometry as well as a Research Staff Member where serves as a Principal investigator on clinical trials and has mentored over a dozen undergraduate, OD and Master students. She specializes in visually guided eye growth and myopia development/control. Dr. Benavente‐Perez received her Doctor of Optometry from the University of Valladolid in Spain, Masters in Investigative Ophthalmology & Vision Sciences from UMIST in Manchester, UK and her PhD in Vision Sciences from Aston University in Birmingham, UK. She completed her post‐doctoral research training at City University in London and at SUNY College of Optometry. She is a Fellow of the American Academy of Optometry and a member of the Association for Research in Vision and Ophthalmology (ARVO). Kenneth Ciuffreda, OD, PhD Dr.