DOCSLIB.ORG

Attachment 2: Summaries of Proposed Multi-Year Plans and Multi-Year Proposals for Professional Degree Supplemental Tuition Table of Contents 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Attachment 2: Summaries of Proposed Multi-Year Plans and Multi-Year Proposals for Professional Degree Supplemental Tuition Table of Contents 1 Attachment 2: Summaries of Proposed Multi-year Plans and Multi-year Proposals for Professional Degree Supplemental Tuition Table of Contents 1. Berkeley Master of Development Practice……………… .............................................................................................................................................. 2 2. Berkeley Principal Leadership Institute (Educational Leadership M.A.) ....................................................................................................................... 7 3. Berkeley Engineering M.Eng .......................................................................................................................................................................................... 11 4. Berkeley Journalism ........................................................................................................................................................................................................ 16 5. Berkeley Optometry ........................................................................................................................................................................................................ 20 6. Berkeley Product Development ....................................................................................................................................................................................... 24 7. Berkeley Teacher Education ........................................................................................................................................................................................... 28 8. Davis Capital Area North Doctorate in Educational Leadership (CANDEL) ................................................................................................................. 32 9. Davis Master of Preventive Veterinary Medicine ........................................................................................................................................................... 37 10. Davis Doctor of Veterinary Medicine ............................................................................................................................................................................. 42 11. Irvine Biotechnology Management M.S. ........................................................................................................................................................................ 47 12. Irvine Engineering Management M.S. ............................................................................................................................................................................ 52 13. Irvine Master of Public Health ........................................................................................................................................................................................ 57 14. UCLA Art M.F.A. ........................................................................................................................................................................................................... 63 15. UCLA Dentistry D.D.S. .................................................................................................................................................................................................. 68 16. UCLA Master of Public Health ....................................................................................................................................................................................... 73 17. Riverside Medicine M.D. ................................................................................................................................................................................................ 78 18. Riverside Public Policy... .................................................................................................................................................................................... ……… 83 19. San Diego Pharmacy ........................................................................................................................................................................................... ……… 88 20. San Francisco Pharmacy. .................................................................................................................................................................................... ……… 93 21. Santa Barbara Master of Technology Management ............................................................................................................................................ ……… 99 22. Santa Cruz Applied Economics and Finance M.S. .............................................................................................................................................. ………105 23. Santa Cruz Games and Playable Media M.S... .................................................................................................................................................... ………110 24. Santa Cruz Serious Games M.S. ......................................................................................................................................................................... ………115 Page 1 of 118 All information presented in this document has been rigorously reviewed by UCOP. Questions (if any) regarding the proposed plan or the accompanying information have been addressed by the program prior to the presentation of the plan to the Regents. Campus and Program: UC Berkeley Master of Development Practice Multi-Year Plan for PDST Levels to be Approved: Current Increases/Decreases Over Prior Year Year Year 1 Year 2 Year 3 Year 4 Year 5 2018-19 2019-20 2020-21 2021-22 2022-23 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 % $ % $ % $ % $ % $ Resident: $18,600 $19,344 $19,924 $20,522 $21,138 $21,772 4% $744 3% $580 3% $598 3% $616 3% $634 Nonresident: $18,600 $19,344 $19,924 $20,522 $21,138 $21,772 4% $744 3% $580 3% $598 3% $616 3% $634 Statement of Purpose of Multi-Year Proposal The purpose of the multi-year proposal is to modestly increase PDST each year to maintain and enhance the quality of instruction and student services while ensuring affordability for our students and financial sustainability in light of increased costs. The increase will also underwrite additional recruitment and external development efforts to attract a higher proportion of students from underrepresented populations by increasing financial and other support. Brief Description of Program The UC Berkeley Master of Development Practice (MDP) is a two-year professional program designed to prepare a new generation of leaders in business, the social sector, government, and international organizations to confront the challenges and opportunities of sustainable development at community, national, regional, and global scales. Compared to the approximately 30 professional graduate programs that are members of the Global MDP Association, our program is known for its quantitative rigor, infusing into its curriculum market-based approaches, innovation, entrepreneurship, and finance to position our graduates for both domestic and international sustainable development positions. Evaluation of Goals Set in Previously Submitted Multi-Year Proposal (Not Applicable to Programs Proposing to Initiate PDST) The purpose of our first multi-year plan for AY 2012-13 through AY 2014-15 was to establish the MDP program and generate PDST funds to pay for the following expenses: 1. Course development, faculty, and other instructional costs for the program’s “core” courses: The program’s ten “core” courses were developed with faculty recruited from eight of the university’s fourteen colleges/schools. 2. Establishment of student services (admissions, academic, and career counseling): The student services functions were developed and staffed. Indicators of achievement include: increasing application processing capacity from 94 applications in 2012 to 165 in 2017; effective advising led to all but 3 of the 90 students who entered the program to graduate on time; after poor job placement rates for our first cohort, our career assistance efforts resulted in 88% of the respondents in our 2016 survey indicating that they were employed full-time, with over 81% reporting employment consistent with their aspirations within six months of graduation. The median salary was $77,500. 3. Administrative and operational costs not covered by the University: Program staff were recruited, classroom and office space furnished. 4. Student aid to maximize accessibility: Average student support rose to over $7,000 (37% of PDST) in 2016-17. 5. Speaker events and panel discussions to benefit the university community: Two annual major public speaking events were held each year. Speakers included economist Prahbu Pingali, geographer Jared Diamond, Raj Shah, former Director of USAID, philosopher Martha Nussbaum, and gender specialist Judith D’Souza. 6. Fundraising to enhance program quality and provide additional student support: Over $200,000 raised from external sources for summer Practicums and $60,000 for tuition support. 7. Diversity and retention services: A mix in nationalities is seen as essential to providing the critical diversity of global perspectives for a program of this nature. We currently have students from sixteen countries. Our staff have worked to connect admitted students from URM communities and different countries to fellowship resources in order to ensure retention and timely graduation. Goals
Load more

Recommended publications
  • Open House Program
    Open House Agenda Monday, October 7, 2019 | 8:45 a.m. - 5:00 p.m. | North Gate Hall Twitter: @UCBSOJ | Instagram: @BerkeleyJournalism Hashtags: #UCBSOJ #BerkeleyJournalism Open House is designed for prospective students to attend as many of the day’s sessions as they wish, creating a day that best suits their needs. The expectation is that attendees will come and go from classes and information sessions as needed. Events (See Bios and Descriptions for more info) 8:45 am – 9:00 am Coffee & Refreshments (Courtyard) 10:00 am – 10:30 am Career Planning (Room B1) 10:30 am – 11:00 am Financial Planning (Room B1) 11:30 am – Noon Welcome Address by Dean Wasserman (Library) Noon – 1:00 pm Lunch (Courtyard) We’ll have themed lunch tables which you can join in order to learn more about different reporting areas. Table Reporting Themes: Audio | Democracy & Inequality | Documentary | Health, Science & Environment | Investigative | Multimedia | Narrative Writing | Photojournalism | Shortform Video 1:00 pm - 1:30 pm Investigative Reporting Program Talk (Library) 1:30 pm - 2:15 pm Chat with IRP (IRP Offices across the street, 2481 Hearst Avenue - Drop-In) 2:15 pm - 3:00 pm Chat with the Dean (Dean’s Office - Drop-In) 3:00 pm - 4:00 pm Student Panel: The Student Perspective (Library) 4:00 pm - 5:00 pm Reception with current students, faculty & staff Classes (See Bios and Descriptions for more info) 9:00 am – Noon Reporting the News J200 Sections: Democracy & Inequality Instructor: Chris Ballard | Production Lab Health & Environment Instructor: Elena Conis
    [Show full text]
  • Journalism and Mass Communica- Tions Accreditation
    Journalism and Mass Communica- tions Accreditation 2017 – 2018 Accrediting Council on Education in Journalism and Mass Communications © 2017 ACEJMC publishes Journalism and Mass Communications Accreditation in August each year. The Council also maintains a website, accessible at www.acejmc.org and publishes an online newsletter at: | http://www.acejmc.org/publications/newsletters/ Susanne Shaw ACEJMC Executive Director © 2017, The Accrediting Council on Education in Journalism and Mass Communications. Material may be copied for personal or educational use but may not be republished in any form or used for com- mercial purposes without written permission of the copyright owner. ACEJMC 3 Table of Contents Table of contents Administrators: Council and Committee Officers ............ 6 Part V: Accrediting Standards Fundamentals: ACEJMC Mission Statement ............... 7 1Preamble .................................................. 41 11: Mission, Governance and Administration ......................... ACEJMC Vision Statement ............... .8 42 12: Curriculum and Instruction ................................... 44 Preamble: Purposes and Benefits of Accreditation ....... 9 13: Diversity and Inclusiveness ................................... 47 14: Full-time and Part-time Faculty ................................ 48 Part I: Accreditation Authority 15: Scholarship: Research, Creative and Professional Activity ............. Accreditation Defined .......................................... 49 10 16: Student Services ..........................................
    [Show full text]
  • Associate Professor, Communication University of China, China Times and the U.S. Weeklyjewish Journal of Greater Los Angeles,In
    Alex Marciuc Informational Policy Institute, Republic of Moldova Alex Marciuc is in the process of obtaining a PhD degree in international law. He is a practicing attorney at law, licensed member of the Bar of the Republic of Moldova, and is engaged in various research and teaching activities. Alex is representing Moldova in the international project OpenNet Initiative and Eurasian Informational Policy Network. Several years ago, he co-founded the Informational Policy Institute, a non-governmental organization which supports such rights and freedoms as access to information; freedom of expression; training of specialists and dissemination of international experience in these areas; provision of legal assistance to media; and the establishment of legal and regulatory framework on informational policy in the Republic of Moldova. Alex has a large experience in lawsuits for protection of electronic and printed mass-media at the national level and also at the European Court of Human Rights. Over recent years, he has participated as a national expert in a number of Council of Europe projects. The most recent project deals with the development of “Human rights guidelines for Internet service-providers.” Alex is also the author of scientific and publicistic works on different aspects of human rights and on informational law and judicial practice in this field. Amanda Ting Zhou Associate Professor, Communication University of China, China Amanda Ting Zhou graduated with a Ph.D. degree from Journalism School of Fudan University in China, now she lives in Beijing and is working as an Associate Professor in National Center for Radio and Television Studies, Communication University of China.
    [Show full text]
  • ABSTRACT Title of Thesis: SOCIAL MEDIA INSTRUCTION in JOURNALISM and MASS COMMUNICATIONS HIGHER EDUCATION Brooke Elizabeth Auxi
    ABSTRACT Title of Thesis: SOCIAL MEDIA INSTRUCTION IN JOURNALISM AND MASS COMMUNICATIONS HIGHER EDUCATION Brooke Elizabeth Auxier, Master of Arts, 2012 Thesis directed by: Professor, Dr. Linda Steiner Philip Merrill College of Journalism The purpose of this research is to examine how university-level journalism programs throughout the country are teaching, utilizing, and confronting the new and developing topic of social media. Examined in this research is how journalism programs incorporate social media instruction into their curriculum, how they put it to practice on their program’s website, and how and if their tracks or sequences have changed in name and content to reflect an industry shift towards digital, interactive and social media. The questions this thesis will answer are (1) how are journalism schools throughout the country are teaching social media, teaching with social media, and teaching about social media; (2) do social and new media have a place in journalism curricula; and (3) how do changes in the media industry and journalism school curricula coincide. SOCIAL MEDIA INSTRUCTION IN JOURNALISM AND MASS COMMUNICATIONS HIGHER EDUCATION by Brooke Elizabeth Auxier Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2012 Advisory Committee: Dr. Linda Steiner, Chair Dr. Ira Chinoy Dr. Kalyani Chadha TABLE OF CONTENTS Chapter 1: Pages Introduction ………………………………………………………………….. 1- 14 Chapter 2: Methods ………………………………………………………………………. 15 – 17 Chapter 3: Review of Literature …………………………………………………….…… 18 – 30 Chapter 4: Findings ……………………………………………………………….…..…. 31 – 53 Chapter 5: Conclusions ……………………………………………………………..……. 54 – 60 Works Cited …………………………………………………………………… 61 – 64 ii APPENDICES Appendix 1: Undergraduate Digital Degrees ……………………………….….
    [Show full text]
  • Journalism and Mass Communication Schools
    Alabama • Alabama, University of mail: Box 870172, Tuscaloosa, AL 35487-0172. street: Reese Phifer Hall, 901 University Blvd., Tuscaloosa, AL 35487; Tel: (205) 348-4787, FAX: (205) 348-3836; Email: [email protected], College of Communication and Information Sciences, 1927. ACES, SPJ, NABJ, NPPA. Loy Singleton, Dean. FACULTY: Profs.: Elizabeth Aversa, Beth S. Bennett (chair, Communication Studies), Bruce Berger (Phifer professor), Andrew Billings (Reagan chair), Kimberly Bissell (assoc. dean Research, Southern Progress prof.), Rick Bragg, Matthew Bunker (Phifer prof.), Jeremy Butler, Karen J. Cartee, William Evans, William Gonzenbach, Karla Gower (Behringer prof.), Heidi Julien (dir., School of Library and Information Studies), Steven Miller, Yorgo Pasadeos, Joseph Phelps (chair, Advertising and Public Relations), Pamela Doyle Tran, Danny Wallace (EBSCO chair), Shuhua Zhou (assoc. dean, Graduate Studies); Assoc. Profs.: Jason Edward Black (asst. dean, Undergraduate Student Services), Gordon Coleman, Caryl Cooper (asst. dean, Undergraduate Studies), George Daniels, Anne Edwards, Janis Edwards, Anna Embree, Jennifer Greer (chair, Journalism), William Glenn Griffin, Lance Kinney, Margot Lamme, Wilson Lowrey, Steven MacCall, Carol Bishop Mills, Jeff Weddle, Glenda Williams (chair, Telecommunication and Film); Asst. Profs.: Dan Albertson, Meredith Bagley, Jane Baker, Laurie Bonnici, Robin Boylorn, Jennifer Campbell-Meier, Alexa Chilcutt, Kristen Heflin, Suzanne Horsley, Hyoungkoo Khang, Eyun-Jung Ki, Doohwang Lee, Regina Lewis, Mary Meares, Jamie Naidoo (Foster-EBSCO prof.), Matthew Payne, Rachel Raimist, Robert Riter, Chris Roberts, Adam Schwartz, Lu Tang, Kristen Warner; Lecturers: Chip Brantley, Dwight Cammeron, Andrew Grace, David Grewe; Instrs.: Angela Billings, Dianne Bragg, Michael Bruce, Chandra Clark, Nicholas Corrao, Treva Dean, Meredith Cummings, Susan Daria, Naomi Gold, Teri Henley, Robert Imbody, Michael Little, Daniel Meissner, Jim Oakley (placement dir.), Tracy Sims, Charles Womelsdorf.
    [Show full text]
  • University of King's College Academic Calendar 2020/21
    THE UNIVERSITY OF KING’S COLLEGE (Founded A.D. 1789) CALENDAR 2020/2021 Bachelor of Arts (Minor, Major and Honours) Bachelor of Music Bachelor of Science (Minor, Major and Honours) (granted by Dalhousie University) Bachelor of Arts (Combined Honours with Contemporary Studies) Bachelor of Arts (Combined Honours with Early Modern Studies) Bachelor of Arts (Combined Honours with History of Science & Technology) Bachelor of Science (Combined Honours with Contemporary Studies) Bachelor of Science (Combined Honours with Early Modern Studies) Bachelor of Science (Combined Honours with History of Science & Technology) Master of Journalism Master of Fine Arts (Creative Nonfiction ) (granted jointly by Dalhousie University and the University of King’s College) Bachelor of Journalism (Honours) Bachelor of Journalism (Combined Honours with a Second Subject) Bachelor of Journalism (One year after first degree) (granted by the University of King’s College) HALIFAX, NOVA SCOTIA 232nd Session IMPORTANT NOTICES Regulations: Students are advised that the matters dealt with in this Calendar are subject to continuing review and revision. This Calendar is printed some months before the year for which it is intended to provide guidance. Students are further advised that the content of this Calendar is subject to change without notice, through the regular processes of University of King’s College / Dalhousie University, and every student accepted for registration in the University shall be deemed to have agreed to any such deletion, revision or addition, whether made before or after said acceptance. Additionally, students are advised that this Calendar is not an all-inclusive set of rules and regulations but represents only a portion of the rules and regulations that will govern the student’s relationship with the University.
    [Show full text]
  • 1 Faculty Opportunities: Research and Practice 1. Temerlin Advertising
    Faculty Opportunities: Research and Practice 1. Temerlin Advertising Institute Research Fellows Research program: a. Temerlin Advertising Institute (TAI) at Southern Methodist University invites applications for its research fellows program. Located in Dallas, TAI is a research- oriented institute composed of distinguished faculty with both industry and academic backgrounds. The purpose of the TAI research fellows program is to foster research collaboration and provide catalysts for advancing our understanding of the field of advertising. We are looking for people who have a vision for their research and need time and support to make it come to life! Visiting fellows can be faculty members on sabbatical, faculty-emeritus, post-docs, or even industry researchers asking thoughtful questions. All are invited to collaborate on research projects and publications with the TAI faculty members, and pursue independent research. The Institute provides office space, a monthly stipend of $1000-$2000, funding for research up to $5000, and travel support up to $2000. Formal teaching duties are not required, but may be available for additional compensation. Deadline for Applications June 1st – visit to begin the following fall or spring semester November 15th – visits to begin the following spring or fall semester Application Procedure Prospective fellows are requested to supply the following information: 1. a cover letter that conveys your interest, brief background about you, overview of project or projects, and requested time frame for visit. 2. a current curriculum vitae 3. a two-page description of intended research project(s) you wish to pursue. For information, contact: Dr. Steven Edwards: Director, Temerlin Advertising Institute [email protected], 214-768-4196 2.
    [Show full text]
  • Views with Key Informants, Instructors of Data Journalism At
    RUNNING HEAD: DATA JOURNALISM EDUCATION IN CANADA Data Journalism Education in Canada: Challenges and Opportunities By Jennifer Leask Submitted to the Faculty of Extension University of Alberta in partial fulfillment of the requirements for the degree of Master of Arts in Communications and Technology August 3, 2017 DATA JOURNALISM EDUCATION IN CANADA 1 Acknowledgements Always first in my mind, my family: my husband James, whose support for this endeavor started on a highway between Vancouver and Penticton three years ago and has never wavered. My children, Ellen and Cameron, who make everything more fun, and who see the world through a lens full of love and joy, have been instrumental in making this project successful. I am fortunate to have many strong, smart women in my life. Three who made all the difference are my mother Cathie, who showed me how to never give up; my aunt Laurie, who showed me how rewarding it is to go back to school when your kids are little, and illuminated the challenges and rewards of academic research; and my aunt Gina, who helped me focus this project through our long talks about news media and the state of the world. My parents cheered me on throughout the MACT program, and Bill, Cathie, and my mother-in law Carol pitched in when I had to be away from home. My extended family of Leasks, McCrearys, Flynns, and Macaulays have helped in countless ways, with long chats, a spare bedroom in Edmonton, and wise advice on everything from software tools to group work dynamics. Dr.
    [Show full text]
  • Journalism 2021 - 2022 | the University of Hong Kong Why Seek a Bachelor of Journalism Degree at HKU?
    Bachelor of Journalism 2021 - 2022 | The University of Hong Kong Why seek a Bachelor of Journalism degree at HKU? • The University of Hong Kong is a world-class university located on the doorstep of China in the heart of Asia, one of the world’s most vibrant regions. • The university offers English-language instruction in a multicultural environment. • The JMSC boasts a faculty of distinguished international journalists and educators. • The course leads to a dual-major, communications-focused degree that is highly valued by employers. • The course includes integrated training in print, broadcast and online media. • The programme features small, skills-oriented classes and personal career guidance. • There are exclusive seminars with experts and media professionals. • HKU offers exchange programmes with universities in the US, Europe and elsewhere. About HKU Journalism The Journalism and Media Studies Centre Journalists should have a broad education, (JMSC) at The University of Hong Kong (HKU) so we require Bachelor of Journalism began as a graduate-level programme in 1998 students to acquire a second major. We also and later added a Bachelor of Journalism require students to participate in internship programme. At the undergraduate level, we programmes. These requirements, along offer 36 courses on topics including news with exchange programmes with leading reporting and writing for all forms of universities in the US, Europe, Asia and traditional and new media; media law and elsewhere, as well as other special ethics, and journalism history and traditions programmes and seminars held throughout from regional and global perspectives. The the year, help us equip our students with the curriculum includes a strong element of abilities they need to become the next instruction in the new, digital media, which generation of leaders in the rapidly changing are changing the nature of journalism.
    [Show full text]
  • Journalism in the Curriculum of Southern Baptist
    JOURNALISM IN THE CURRICULUM OF SOUTHERN BAPTIST COLLEGES AND UNIVERSITIES A THESIS SUBMITTED TO THE FACULTY OF BAYLOR UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY SHERRY BOYD CASTELLO Waco, Texas August, 1960 PERMISSION TO COPY BY AUTHOR APPROVED BY THE DEPARTMENT OF AMERICAN STUDIES SIGNED: SIGNED: APPROVED BY THE GRADUATE COUNCIL SIGNED: DEAN OF THE GRADUATE SCHO' DATE f f) 0 ACKNOWLEDGMENTS The writer wishes to acknowledge gratefully the assistance and inspiration received from Dr. Charles D. Johnson, founder of the Baylor University journalism department and now Distinguished Professor of Sociology, who directed this thesis. S. B. C. iii PREFACE In 1959 newspaper readership reached an all-time high in the United States. N. W. Ayer & Son's Directory of News­ papers and Periodicals has reported that the combined circula­ tion of English language dailies in this country is now more than fifty-seven and one-half million. Such increasing demands on the nation's press will mean more jobs in coming years for young people interested in journalism. And since Southern Bap­ tists own and operate thirty colleges and universities, located in sixteen states, the combined importance of these elements-- the urgency of increased professional journalistic training and the responsible position of Southern Baptists in higher educa­ tion—suggested the subject of "Journalism in the Curriculum of Southern Baptist Colleges and Universities" as worthy of study. This thesis is an attempt to determine the present status of journalism education within the framework of Southern Baptist institutions. The first chapter is a study of the development of jour­ nalism as a curriculum subject in Southern Baptist colleges and universities.
    [Show full text]
  • Economics "Student" Or "Unknown" Is Excluded
    Most Common Current Employment for Carleton Graduates Carleton Graduates from Class of 1990 to present Notes: Reports show a summary of the most recent employment information as reported and recorded . Employment recorded as Undergraduate Major: Economics "student" or "unknown" is excluded. One record per graduate. Source: Institutional Research and Assessment, with data as reported in the alumni data warehouse. Who Employs Carleton Graduates? In What Broad Fields Do Carleton Graduates Work? What Jobs Do Carleton Graduates Do? Industry Sector of Employer Employee's Field of Work Job Function (Only the most frequent categories are listed here) Employer Industry Sector N % Employee's Field of Work N % Employee Job Function N % For-Profit Organizations 139 26.0% Business/Finance/Sales 327 61.1% Investment/Market Analyst 30 5.7% Finance/Banking/Accounting 115 21.5% Legal Professions 46 8.6% Consulting - Business 24 4.6% Consulting 75 14.0% Science/Lab Research 33 6.2% Marketing/Sales 23 4.4% Education 53 9.9% Healthcare 25 4.7% Banker 22 4.2% Government/Social Services 39 7.3% Education (Higher Ed) 18 3.4% Economist 22 4.2% Law/Legal Services/Courts 36 6.7% Other Careers 16 3.0% Consultant, other area 22 4.2% Computers/Information Systems 27 5.0% Info Systems/Technology/Library 15 2.8% Attorney - Other 20 3.8% Health Care/Medical 23 4.3% Education (Pre K-12) 15 2.8% Other Finance 19 3.6% Non-profit Organizations 19 3.6% Environment/Agriculture 9 1.7% Manager 19 3.6% Media/Entertainment 8 1.5% Government/Public Service 9 1.7% Business/Commerce
    [Show full text]
  • Most Common Current Employment for Carleton Graduates
    Most Common Current Employment for Carleton Graduates Carleton Graduates from Class of 1990 to present Notes: Reports show a summary of the most recent employment information as reported and recorded . Employment recorded as Undergraduate Major: English "student" or "unknown" is excluded. One record per graduate. Source: Institutional Research and Assessment, with data as reported in the alumni data warehouse. Who Employs Carleton Graduates? In What Broad Fields Do Carleton Graduates Work? What Jobs Do Carleton Graduates Do? Industry Sector of Employer Employee's Field of Work Job Function (Only the most frequent categories are listed here) Employer Industry Sector N % Employee's Field of Work N % Employee Job Function N % Education 197 30.6% Business/Finance/Sales 123 19.1% Pre K-12 - Instructor/Teacher 64 10.2% For-Profit Organizations 160 24.8% Communications/Media 105 16.3% Postsecondary - Instructor/Professor 61 9.7% Non-profit Organizations 70 10.9% Education (Higher Ed) 80 12.4% Editor 30 4.8% Media/Entertainment 57 8.9% Education (Pre K-12) 73 11.3% Attorney - Other 29 4.6% Government/Social Services 44 6.8% Legal Professions 61 9.5% Librarian/Library Services 19 3.0% Law/Legal Services/Courts 42 6.5% Arts/Museums 50 7.8% Manager 19 3.0% Health Care/Medical 27 4.2% Info Systems/Technology/Library 39 6.1% Journalist/Reporter 19 3.0% Consulting 18 2.8% Healthcare 39 6.1% Communications/Media - Other 17 2.7% Computers/Information Systems 16 2.5% Other Careers 30 4.7% Author/Poet/Playwright 16 2.5% Finance/Banking/Accounting 13 2.0%
    [Show full text]