Graduate and Doctorate Programs
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
In Christian Leadership
DOCTOR OF EDUCATION IN CHRISTIAN LEADERSHIP PROGRAM PROSPECTUS SCHOOL OF DIVINITY 2017-2018 ACADEMIC YEAR PROGRAM DESCRIPTION The Doctor of Education (EdD) in Christian Leadership is a fully online, praxis degree. It is the highest academic degree offered in the theory and practice of Christian leadership. As an applied theological degree, the EdD in Christian Leadership intentionally seeks to integrate a Christian worldview with study in the fields of leadership, education, and the social sciences. Since leadership, education, and the social sciences are connected fields of study, rooted in a shared theory base; this program will enable students to acquire a breadth of knowledge across these disciplines and gain the skills needed to conduct doctoral level research appropriate to diverse educational, organizational, and ministry contexts. This document is intended to acquaint the reader with the program and answer many initial questions. Please feel free to contact the program director, Dr. Gary Bredfeldt, at [email protected], with any additional questions. PURPOSE The EdD in Christian Leadership program is a research-based, terminal degree, designed to prepare further and equip demonstrated leaders with research, teaching, management, and leadership competencies for executive-level leadership roles in churches, mission organizations, faith-based organizations, non-profit organizations, and Christian academic institutions. LEADERSHIP AND EDUCATION PHILOSOPHY With regards to leadership philosophy, this program is built upon an analytical framework that understands faith-based organizations to be dynamic and developmental. This program promotes a balanced model of Christian leadership that recognizes the importance of biblical values, inspiring vision, godly virtues, and attention to the details of venture management. -
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. -
What Is a Doctorate? CGS Acknowledges the Generous Support of Our Sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents
Tenth Annual Strategic Leaders Global Summit on Graduate Education November 15-17, 2016 University of São Paulo Brazil What Is a Doctorate? CGS acknowledges the generous support of our sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents 2016 Strategic Leaders Global Summit on Graduate Education: Agenda Papers Introduction Suzanne T. Ortega, Council of Graduate Schools 10 1: Current and Evolving Definitions of the Doctorate Presented Papers Hans-Joachim Bungartz, Technical University of Munich 14 Denise Cuthbert, Royal Melbourne Institute of Technology University 17 Susan Porter, University of British Columbia 20 Mark J.T. Smith, Purdue University 23 Shireen Motala, University of Johannesburg 26 Brenda Yeoh, National University of Singapore 30 2: Doctoral Admissions and Recruitment: Assessing Readiness to Pursue Doctoral Study David G. Payne, Educational Testing Service 36 Adham Ramadan, American University in Cairo 39 Yaguang Wang, Shanghai Jiao Tong University 42 Kate Wright, University of Western Australia 44 3: Doctoral Mentoring & Supervision Vahan Agopyan, University of São Paulo 48 Mee-Len Chye, The University of Hong Kong 50 Richard (Dick) Strugnell, University of Melbourne 52 Tao Tao, Xiamen University 56 Qiang Yao, Tsinghua University 59 4: Career Preparation & Innovations in Doctoral Curricula and Training Jani Brouwer, Pontificia Universidad Católica de Chile 62 Karen Butler-Purry, Texas A&M University 64 Barbara Crow, York University 66 5: Doctoral Dissertations and Capstones Marie Audette, Laval University 68 Alastair McEwan, University of Queensland 71 Christopher Sindt, Saint Mary’s College of California 74 6: How Do Doctoral Assessment & Career Tracking Influence Definitions of Doctoral Education? Philippe-Edwin Bélanger, Université du Québec 78 Luke Georghiou, University of Manchester 80 Barbara A. -
Doctoral Pathway Frequently Asked Questions
Doctoral Pathway Frequently Asked Questions What are the different types of doctoral programs in education? Broadly speaking, there are two types of educational doctoral degrees: a Ph.D. (Doctor of Philosophy) and Ed.D. (Doctor of Education). A Ph.D. tends to be more theoretical, while a Ed.D. tends to be more applied. We sometimes refer to a Ph.D. as being an academic doctoral degree, while an Ed.D. degree is called a professional doctoral degree. Ph.D programs almost always have a thesis component as a culminating assignment. Ed.D. degrees usually have either a thesis or a major project as a culminating assignment. People tend to be more familiar with Ph.Ds than Ed.D. degrees, although there are some high profile Ed.D degrees around the world (e.g., Harvard has one). You’ll find that there are lots of university and college professors who have Ed.Ds rather than Ph.Ds. You’ll also find people with Ed.Ds and Ph.Ds working at the Ministry as well as in senior leadership positions at the Board level. Both are prestigious doctoral-level degrees. Why would I want a Ph.D or an Ed.D? If you want to be a university professor, you will need a Ph.D. or Ed.D. Many Ontario Colleges are also preferentially hiring instructors with a Ph.D. or Ed.D. An Ed.D. or Ph.D. might make you a stronger candidate if you want to work at the ministry, or at a school board, or as an educational consultant of some kind. -
Master of Education
MASTER OF EDUCATION THE M.ED. PROGRAM Rockhurst offers a number of different program options for you to choose from, whether you’re looking to teach or eager to expand your professional knowledge. Classes are offered in the evenings to accommodate teaching or work schedules, with start Whether you want to dates in the fall, spring and summer semesters. start a new teaching Program options include: career or advance in your current position, ¡ Elementary certification, grade levels 1-6 our Master of Education Program requires 51 graduate credit hours with the possible addition of six hours degree will lead you of undergraduate math courses to ensure compliance with Missouri certification there. Here, you’ll requirements. become a passionate, confident teacher with a ¡ Secondary certification, grade levels 9-12 solid background in your Certification areas include biology, business, chemistry, English, French (K-12), chosen field. In short, mathematics, physics, social science and Spanish (K-12). Program requires 40 you’ll be ready to lead credit hours with the possible addition of undergraduate content courses to ensure your future classroom. compliance with Missouri certification requirements. ¡ Special education certification, grade levels K-12 Through a rigorous core Designed for those looking to work with children who have mild to moderate cross- curriculum and a variety categorical special needs. You may simultaneously earn your elementary education of field experiences, certification. The program requires 67 credit hours with the possible addition of six you’ll acquire a deep hours of undergraduate math courses to ensure compliance with Missouri certification. understanding of and a special sensitivity to the ¡ Educational studies, non-licensure track challenges and rewards Created for those looking to teach who do not need, or already have, licensure. -
MASTER of EDUCATION (M.Ed.) in Curriculum & Instruction with A
MASTER of EDUCATION (M.Ed.) in Curriculum & Instruction with a Specialization in Elementary Education Overview The School of Education offers a Master of Education (M.Ed.) degree in Curriculum & Instruction which provides certified teachers with advanced coursework to pursue a specialization in elementary education. The program extends teachers’ knowledge beyond initial teacher preparation and/or alternative teacher preparation by focusing on advanced coursework that targets foundations, philosophies, research, content disciplines, pedagogical methods, and materials. Once enrolled, students have five years to complete all requirements for the degree. Program Structure The Master of Education (M.Ed.) degree in Curriculum & Instruction with a Specialization in Elementary Education is a 36 hour program beyond the baccalaureate degree which includes the following required courses: EDCI 7824 – Elementary School Curriculum (3 hours), EDCI 4800 – Teaching in the Multicultural Classroom (3 hours), ELRC 4507 – Computer Technology in Education (3 hours), and 3 hours of research. Beyond required coursework, a total of 12 hours of coursework must be taken in an area of specialization (early childhood, literacy, math, reading, science, social studies, or special education), as well as 6-12 hours of electives. The number of electives, 6-12 hours, depends on whether a student decides to: 1) respond to comprehensive exam questions, 2) complete a final culminating research project, or 3) compose a thesis on a topic related to their area of specialization. DEGREE OPTION TOTALS Degree program option Option hours Total program hours Final Exam option No final exam course 36 Research project option 3 hours EDCI 7475 36 Thesis option 6 hours EDCI 8000 36 Students should meet with their advisor upon acceptance into the degree program to plan a course of study. -
To Get Your Master of Education Degree Table of Contents Top 9 Reasons to Get Your Master’S Degree
Top 9 Reasons To Get Your Master of Education Degree Table of Contents Top 9 Reasons To Get Your Master’s Degree 1. Career Advancement and Opportunity 4 2. Salary Increase 6 3. Higher Education Creates Better Teachers 8 4. Networking Opportunities Expand 10 5. Specialization 12 6. It’s Affordable 15 7. Make Positive Change in the School and Community 17 8. Flexible Degree Options 19 9. Reignite a Love of Learning 21 Deciding to go back to school for your master’s degree is a big decision. In the education field, holding a master’s degree or obtaining an advanced degree is often a common goal among teachers. According to the Wall Street Journal, “Of the 730,635 master’s degrees awarded in U.S. colleges in 2011, about 25% were in education, the second highest percentage of any field, behind only business, according to the federal data.” In a competitive field that is centered on learning, obtaining a master’s degree makes sense for most serious educators. But fitting study into a full-time job and family life can be a challenge. Luckily, with the adoption of online learning and flexible formats coupled with educational grants and loans for teachers, obtaining an advanced degree in education has never been easier. If you are a teacher weighing the pros and cons of advancing your education, use this eBook to examine the many benefits a Master of Education degree can offer. 3 Reason One Career Advancement and Opportunity REASON ONE Career Advancement and Opportunity One of the driving forces behind the obtainment of a Master of Education degree, for most teachers, is career opportunity. -
College of Education
College of Education William Speer, College of Education Interim Dean (1998), Professor; B.S., M.S., Ed., Northern Illinois The College of Education is committed to creating an University; Ph.D., Kent State University. intellectual environment that promotes quality instruction, significant research, and professional Types of Degrees Offered through the College of service. Particular attention is focused on preparing Education professionals for diverse educational settings and on Doctoral Degrees in Education contributing to educational and pedagogical Masters and Educational Specialist Degrees knowledge through scholarly endeavors. The College Licensure Programs provides leadership in both the art and science of educational practice. Furthermore, the College is Doctoral Degrees in Education committed to creating an inclusive learning The College of Education offers the Doctor of environment that values and promotes diversity. Philosophy (Ph.D.) and the Doctor of Education Collaboration among students, faculty, other (Ed.D.) degrees. professionals, and community members is essential to Doctor of Philosophy programs are designed to the College in achieving its goals. Integral to the prepare individuals to become skilled researchers, mission is a dedication to being a premier college of university faculty, and leaders in school districts and education that serves our dynamic and expanding community agencies. community, the state, the region, and the nation. Doctor of Education (Ed.D.) programs are designed The College of Education provides dynamic graduate to prepare candidates for a lifetime of professional programs that engage students in field-based practice service, effective practice, and the application of and research, offering students an exciting inquiry. opportunity to study at a nationally recognized The following doctoral degrees are offered: university situated within one of the fastest growing Ed.D.