2015–16 Graduate Studies Catalog
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Gapsc Certificate Level Upgrade Rule Guidance
GaPSC Certificate Level Upgrade Rule 505-2-.41 GUIDANCE FOR EDUCATORS Introduction and Use of This Document In Georgia the Professional Standards Commission (GaPSC) is the state agency authorized to assume full responsibility for the certification, preparation and conduct of certified, licensed or permitted education personnel employed in Georgia, and the development and administration of educator certification testing. The GaPSC's authority applies to certified, licensed and permitted personnel employed in Georgia public schools and institutions of higher learning that prepare educators. This document is intended to provide guidance to educators regarding the implementation of GaPSC Rule 505-2-.41, Educator Certificate Upgrades. Foci of this guidance document include: Ensuring educators understand Rule 505-2-.41 Explaining how Rule 505-2-.41 affects Georgia educators; and Providing links to other relevant and important documents or resources. Organized by the foci listed above, topics and relevant links are provided in the order and locations referenced below. E-mail suggested additions or improvements to this document to Dr. Bobbi Ford at [email protected]. Topics Pages Section I: Key Components of Rule 505-2-.41 2 - 3 Section II: Advanced Degree Program Options and Requirements 3 - 9 A. Program Options B. In-Field Upgrade Requirements C. New Field Upgrade Requirements D. Three New Fields of Certification E. Grandfathering Timelines F. Voluntary Deletion of Certificate Section III: Seeking Advisement 9 - 10 Section IV: Appendices -
The Graduate Faculty Handbook, 1992)
1 THE GRADUATE FACULTY HANDBOOK SCHOOL OF GRADUATE & PROFESSIONAL STUDIES TENNESSEE STATE UNIVERSITY NASHVILLE, TENNESSEE Revised 9/28/2018 2 TABLE OF CONTENTS SCHOOL OF GRADUATE & PROFESSION STUDIES ......................................................................... 3 Goals of the School of Graduate & Professional Studies................................................... 5 ADMINISTRATION OF THE GRADUATE PROGRAMS ..................................................................... 6 GRADUATE FACULTY ................................................................................................................... 7 Policy on Certification of Full Graduate Faculty Membership ........................................... 7 Application for Full Graduate Faculty Membership ........................................................ 10 Policy on Re-certification of Full Graduate Faculty membership .................................... 13 Application for Re-certification to Full Graduate Faculty Membership ........................... 15 Policy on Certification of Associate Graduate Faculty .................................................... 18 Application for Associate Level 1 Graduate Faculty Membership ................................... 19 Application For Associate Level 2 Graduate Faculty Membership .................................. 20 Policy on Adjunct Graduate Faculty Membership .......................................................... 22 Application For Adjunct Graduate Faculty Membership ................................................ -
Where to Study Jazz 2019
STUDENT MUSIC GUIDE Where To Study Jazz 2019 JAZZ MEETS CUTTING- EDGE TECHNOLOGY 5 SUPERB SCHOOLS IN SMALLER CITIES NEW ERA AT THE NEW SCHOOL IN NYC NYO JAZZ SPOTLIGHTS YOUNG TALENT Plus: Detailed Listings for 250 Schools! OCTOBER 2018 DOWNBEAT 71 There are numerous jazz ensembles, including a big band, at the University of Central Florida in Orlando. (Photo: Tony Firriolo) Cool perspective: The musicians in NYO Jazz enjoyed the view from onstage at Carnegie Hall. TODD ROSENBERG FIND YOUR FIT FEATURES f you want to pursue a career in jazz, this about programs you might want to check out. 74 THE NEW SCHOOL Iguide is the next step in your journey. Our As you begin researching jazz studies pro- The NYC institution continues to evolve annual Student Music Guide provides essen- grams, keep in mind that the goal is to find one 102 NYO JAZZ tial information on the world of jazz education. that fits your individual needs. Be sure to visit the Youthful ambassadors for jazz At the heart of the guide are detailed listings websites of schools that interest you. We’ve com- of jazz programs at 250 schools. Our listings are piled the most recent information we could gath- 120 FIVE GEMS organized by region, including an International er at press time, but some information might have Excellent jazz programs located in small or medium-size towns section. Throughout the listings, you’ll notice changed, so contact a school representative to get that some schools’ names have a colored banner. detailed, up-to-date information on admissions, 148 HIGH-TECH ED Those schools have placed advertisements in this enrollment, scholarships and campus life. -
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. -
Youngstown State University Bulletin Graduate Edition 2006–2008
Youngstown State University Bulletin Graduate Edition 2006–2008 Effective August 2006 Youngstown, Ohio Youngstown State University reserves the right to change without notice any statement in this bulletin concerning, but not limited to, rules, policies, tuition, fees, curricula, and courses. Youngstown State University is committed to a campus environment that values all individu- als and groups, and to nondiscrimination and equal opportunity for all persons without regard to sex, race, religion, color, age, national origin, sexual orientation, handicap/disability, or identifica- tion as a disabled and/or Vietnam Era veteran. The University is also committed to the principles of affirmative action and acts in accordance with state and federal laws. Inquiries should be addressed to Youngstown State University’s director of Equal Opportu- nity and Diversity, who is responsible for coordinating the University’s programs for compliance. Inquiries can be initiated in writing or by calling (330) 941-3370. Youngstown State University Graduate Bulletin VOLUME 73 ISSUE 1 (2006–2007) EFFECTIVE AUGUST 2006 School of Graduate Studies and Research Youngstown State University One University Plaza Youngstown, OH 44555 Contents Ohio Board of Regents, YSU Board of Trustees, and Executive Officers 4 Academic Calendar 2006–2007 5 General Information 7 University Policies 25 Research at YSU 27 The School of Graduate Studies and Research 31 Student Fees, Charges, and Fines 44 State Residency Status 51 Financial Assistance 55 Course Numbering System, Abbreviations, -
Study Into the Need to Regulate Music Therapists in the Commonweath Of
Virginia Department of Health Professions June 2019 THE VIRGINIA BOARD OF HEALTH PROFESSIONS STUDY INTO THE NEED TO REGULATE MUSIC THERAPISTS IN THE COMMONWEALTH OF VIRGINIA JUNE 2019 VIRGINIA BOARD OF HEALTH PROFESSIONS 9960 MAYLAND DR, SUITE 300 HENRICO, VA 23233-1463 (804) 367-4403 1 CONTENTS Executive Summary ................................................................................................................................................................................................ 4 Authority ..................................................................................................................................................................................................................... 4 The Criteria and Their Application .................................................................................................................................................................. 5 Criterion One: Risk for Harm to the Consumer ..................................................................................................................................... 5 Criterion Two: Specialized Skills and Training ..................................................................................................................................... 5 Criterion Three: Autonomous Practice .................................................................................................................................................... 5 Criterion Four: Scope of Practice ............................................................................................................................................................... -
The Business Professional Doctorate As an Informing Channel: a Survey and Analysis
International Journal of Doctoral Studies Volume 4, 2009 The Business Professional Doctorate as an Informing Channel: A Survey and Analysis T. Grandon Gill Uwe Hoppe University of South Florida University of Osnabrueck Tampa, FL, USA Osnabrueck, Germany [email protected] [email protected] Abstract Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are fre- quently seen to be inferior to their academically-focused Ph.D. program counterparts. Further- more, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist glob- ally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and ob- served examples—that the greatest benefit of business professional doctorates may be the crea- tion of enduring informing channels between practice and industry. -
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. -
(MUS) Fall 2021 Department of Music Chairperson Christina Dahl Staller
MUSIC (MUS) Fall 2021 Department of Music Chairperson Christina Dahl Staller Center 3304 (631) 632-7330 Graduate Program Director Erika Honisch Staller Center 3346 (631) 632-4433 Degrees Awarded M.A. in Music History and Theory; M.A. in Ethnomusicology; M.A. in Composition; M.M. in Music Performance; Ph.D. in History and Theory; Ph.D in Ethnomusicology; Ph.D. in Composition; D.M.A. in Music Performance. Website https://www.stonybrook.edu/commcms/music/ Application Applications to our programs can be found on our website here: https://www.stonybrook.edu/commcms/music/academics/_graduate/index.php Description of the Department of Music The Department of Music offers programs that normally lead to the Doctor of Philosophy degree in Music History and Theory, in Ethnomusicology, and in Composition. The Department also offers programs that normally lead to the Doctor of Musical Arts degree in Music Performance. Masters Degrees in Music History and Theory, in Ethnomusicology, in Composition, and in Music Performance are also available. Stony Brook’s programs have grown out of an unusual partnership between the academy and the conservatory. The Music Department has a distinguished and well-balanced faculty in the areas of music history, theory, ethnomusicology, composition, and performance. The degree programs are designed to favor interaction among musical disciplines that have traditionally been kept separate. For example, the performance programs at Stony Brook all have an academic component. Graduate courses typically have a healthy mix of students from all areas. A number of courses are team taught by two or more faculty members, examining topics from several disciplinary viewpoints. -
Campus Locations and Offerings Campus Locations and Offerings
Campus Locations and Offerings Campus Locations and Offerings The home campus of Webster University is in Webster Groves, • Master of Public Administration (MPA) Missouri, a major suburban center of the St. Louis metropolitan area. In addition to the home campus, the University has campuses in downtown St. Louis and in St. Louis County at Little Rock Metropolitan* Westport. In the continental United States, Webster University 200 W. Capitol Ave. Suite 1500 has campuses in 18 states and in the District of Columbia. Little Rock, AR 72201 Internationally, the University has campuses in Austria, China, Ph: (501) 375-1511 Ghana, Greece, The Netherlands, Singapore, Switzerland, Fax: (501) 375-1623 Thailand and Uzbekistan. Webster also offers many of its [email protected] programs online. Programs offered: Not all degrees and majors are offered at every Webster • Cybersecurity (MS) University location. Campus offerings listed below are accurate • Human Resources Management (MA) as of June 1, 2021. Please see individual campus websites • Management and Leadership (MA) or Webster's Program Finder for current offerings. A schedule • Master of Business Administration (MBA) of courses for the academic year is available online and at all • Master of Health Administration (MHA) Webster University locations that offer degree programs. *Campuses marked with this symbol are U.S. campuses that California are approved to enroll international graduate students. For further information, please consult Application for International Webster University provides graduate level studies at its two Students under the Admission section of this catalog. locations in the State of California. Both locations have dedicated classrooms, computer labs, student learning spaces and Graduate Catalog ^Campuses marked with this symbol are located on military administrative offices. -
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. -
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.