What's Next? Graduate Studies at UC
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Graduate Student Handbook 2019 - 2020
;;;;;;;;;;;;;;; PhD Program Epidemiology and Translational Science Graduate Student Handbook 2019 - 2020 Department of Epidemiology & Biostatistics University of California, San Francisco Updated 9/12/19 TABLE OF CONTENTS INTRODUCTION ..................................................................................................................................................... 4 Welcome! .................................................................................................................................................................. 4 About the Program ................................................................................................................................................... 4 Mission and Objectives ............................................................................................................................................. 5 PART 1: INFORMATION FOR PROSPECTIVE STUDENTS ........................................................................................... 6 Cost of the Program .................................................................................................................................................. 6 Funding Opportunities .............................................................................................................................................. 7 Normative Time from Matriculation to Degree ........................................................................................................ 8 Areas of Concentration ............................................................................................................................................ -
Early Childhood Master's Degree Program (M.Ed.) Prospectus
Kent State University College of Education, Health and Human Services School of Teaching, Learning and Curriculum Studies EARLY CHILDHOOD MASTER’S DEGREE PROGRAM (M.Ed) *NOTE: The M.Ed. requires a minimum of 32 semester hours of course work Name: Home Address: E-mail address: City: State: Zip code: Telephone number: Kent State ID: Date graduate work started: Advisor: Final date for completion (all coursework must be completed within the six year limit): Exit Project: Yes No Expected completion date of exit project: CONCENTRATION (if selected): ENDORSEMENT (if selected): _________________________________________________________________________________________ Instructions for Filing the Prospectus 1. During the first semester of course work, you must schedule a meeting with your advisor to discuss the self assessment form and prospectus. Consult the graduate catalog for electives prior to meeting with advisor. 2. The prospectus must be completed and filed by the end of the first year of course work in 418 White Hall. Prior to filing the prospectus in 418 White Hall, make two (2) copies. Give one (1) copy to your major advisor. Retain one (1) copy for your personal use. 3. Any deviation from the prospectus MUST BE APPROVED IN ADVANCE by the student’s advisor. Changes are to be filed by the student with the Coordinator of Graduate Education Programs, Valorie Adkins, in Room 418 White Hall one semester prior to anticipated graduation. She can be contacted at 330-672-0559 or [email protected]. 4. You have 6 years to complete your program work. The time limit begins when you take your first course toward the degree; or if you are seeking to transfer courses, your time limit begins with the earliest of those transferred courses. -
Ece-Phd-Policy-Handbook.Pdf
The University of Alabama at Birmingham Ph.D. Doctoral Program in Early Childhood Education POLICY HANDBOOK FOR STUDENTS Revised April 12, 2018 This handbook for the Doctoral Program in Early Childhood Education and Development is for the use of students who have been approved for admission. For complete requirements for the Doctor of Philosophy degree, students must consult their program advisor, the UAB Graduate School Catalog where you can find the Graduate Student Handbook, and the UAB Graduate School Policies and Procedures. These documents can be found by browsing the graduate school webpage. http://www.uab.edu/graduate/ 2 TABLE OF CONTENTS Page Contents PURPOSE OF THE Ph.D. PROGRAM ...................................................................................... 3 UNIVERSITY OF ALABAMA AT BIRMINGHAM ................................................................. 3 SCHOOL OF EDUCATION ....................................................................................................... 3 CONCEPTUAL OVERVIEW OF Ph.D. PROGRAM ................................................................. 4 STEPS FOR COMPLETION OF DOCTOR OF PHILOSOPHY DEGREE................................. 5 Benchmark Requirements ........................................................................................................ 6 COURSE OF STUDY................................................................................................................. 7 Prerequisite Courses ............................................................................................................... -
1. List of Active Partners by Country
The University of Victoria holds 288 agreements with 224 partnership institutions and organizations based in 54 countries as of September 2020. This document includes: List of active partners by country Partners by region and agreement type 1. List of Active Partners by Country Australia Australian National University Deakin University Griffith University James Cook University Macquarie University Murdoch University Royal Melbourne Institute of Technology University of Adelaide University of New South Wales University of Newcastle University of South Australia University of Sydney University of Wollongong Austria FH JOANNEUM - University of Applied Sciences Johannes-Kepler-Universität Linz Wirtschaftsuniversität Wien Belgium L'institut Superieur de Traducteurs et Interpretes de la Haute Ecole de Bruxelles (ISTI), - Université Libre de Bruxelles Louvain School of Management Thomas More Mechelen-Antwerpen Bhutan Jigme Singye Wangchuck School of Law Page 1 Updated Sept 2020 Brazil Fundação de Amparo à Pesquisa do Estado de São Paulo Fundação Getulio Vargas - Escola de Administracão de Empresas de São Paulo Pontificia Universidade Católica do Rio de Janeiro Universidade de São Paulo Universidade Estadual Paulista 'Júlio de Mesquita Filho' (UNESP) Universidade Federal de Santa Catarina Canada Camosun College IC-IMPACTS Canada-India Research Centre of Excellence Université de Montréal University of Ottawa University of Waterloo Chile Pontificia Universidad Católica de Valparaíso Universidad Adolfo Ibáñez Universidad del Desarrollo China Beihang -
Community Benefit Report June 30, 2016
Community Benefit Report June 30, 2016 Redefining Possible Report on the community benefit contributions provided by UCSF Health (Medical Center). Includes a strategic implementation plan based on the health priorities determined in the SF County Community Needs Assessment. Table of Contents I. UCSF Health Overview ......................................... 2 V. Psychosocial Health ............................................ 18 II. Community Benefit Planning Process ................... 6 Child & Adolescent Services ............................................ 19 Clinical and Translational Science Institute (CTSI) ....... 6 Citywide Initiatives ........................................................... 19 Center for Community Engagement .............................. 6 HEARTS ............................................................................. 20 Community Health Needs Assessment ............................ 7 Roadmap to Peace ............................................................ 20 UCSF Health Community Benefit Contribution ......... 9 Alcohol Policy Partnership Working Group................. 20 III. Access to Care ..................................................... 10 VI. Nutrition & Activity ............................................ 21 Cancer Screenings ............................................................10 PlaySafe ................................................................................ 21 Skilled Nursing Home Support Program ....................10 SportSmarts ........................................................................ -
How America Pays for Graduate School
Sallie Mae | Ipsos 1 How America Pays for Graduate School Sallie Mae’s national study of graduate school students Conducted by Ipsos Public Affairs 2017 How America Pays for Graduate School 2017 Sallie Mae | Ipsos About Sallie Mae® About Ipsos Sallie Mae is the nation’s saving, planning, and Ipsos is a global independent market research paying for college company. company ranking third worldwide among research firms. We’re proud to offer products and services that promote responsible personal finance and help students and families At Ipsos, we are passionately curious about people, make college happen, including markets, brands, and society. • A range of FDIC-insured savings products, including SmartyPig® We make our changing world easier and faster to navigate, and and other goal-based savings accounts, money market inspire clients to make smarter decisions. We deliver research accounts, and certificates of deposit.* In addition, Upromise® by with security, speed, simplicity, and substance. We believe it’s Sallie Mae provides financial rewards on everyday purchases to time to change the game—it’s time for Game Changers! help families save for college. • A variety of free online tips, tools, and resources that help Our commitment to driving the industry with innovative, best families plan for college and graduate school, including in class research techniques that are meaningful in today’s Scholarship Search, which offers free access to 5 million connected society is our primary goal. scholarships worth up to $24 billion, the College Planning Focusing on six research specializations, our broad range of CalculatorSM, and the College AheadSM mobile app. -
Graduate Enrollment and Degrees: 2006 to 2016 Graduate Enrollment and Degrees: 2006 to 2016 Hironao Okahana Enyu Zhou
Graduate Enrollment and Degrees: 2006 to 2016 Graduate Enrollment and Degrees: 2006 to 2016 Hironao Okahana Enyu Zhou September 2017 The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by: The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by the Council of Graduate Schools (CGS) and the Graduate Record Examinations (GRE) Board. For more information about the survey or the survey reports, please contact: Council of Graduate Schools Graduate Record Examinations Program One Dupont Circle NW, Suite 230 Educational Testing Service Washington, DC 20036-1146 Rosedale Road www.cgsnet.org Princeton, NJ 08541-6000 www.ets.org/gre Hironao Okahana (202) 696-1560 Carol A. Hawkes [email protected] (609) 683-2237 [email protected] Suggested citation: Okahana, H., & Zhou, E. (2017). Graduate enrollment and degrees: 2006 to 2016. Washington, DC: Council of Graduate Schools. Copyright © 2017 Council of Graduate Schools, Washington, DC ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or used in any form 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 230, Washington, DC 20036-1146. Printed in the United States 2 Council of Graduate Schools Quick Takes The CGS/GRE Survey of Graduate Enrollment and Degrees is the comprehensive source of information for master’s and doctoral program applications, enrollment, and degrees in the United States. This report highlights findings from Fall 2016 with detailed data tables. -
Introduction: Postgraduate Studies/ Postgraduate Pedagogy? Alison Lee and Bill Green University of Technology, Sydney and Deakin University
Feature: Postgraduate studies/postgraduate pedagogy Introduction: postgraduate studies/ postgraduate pedagogy? Alison Lee and Bill Green University of Technology, Sydney and Deakin University In recent years, the nature and quality of postgraduate studies in collecting information about postgraduate research students’ experi- higher education has become a matter of increasing interest and ences that can inform guidelines about good supervisory practices (eg concern. This has been partly produced out of the collapse of the binary Parry and Hayden 1994; Powles, 1993), as well as on across-Faculty system in the mid eighties and the subsequent restructuring and re- understandings and practices regarding postgraduate research super- positioning of the higher education sector, following the interventions vision and study (eg Whittle, 1994), with the Zuber-Skerritt and Ryan and decisions of the then Minister for Education in the Federal Labor 1994 collection on ‘quality’ in postgraduate education being a signifi- Government, in direct relation to new and changing economic impera- cant and representative text in this regard. The indications are that such tives. What has emerged on the scene is a greatly expanded number of orientations and regimes in research are likely to be further institution- universities, within an across the board re-assessment and re-organi- alised if rational ‘science’ models of research and supervision are sation of the academic-institutional agenda to take more explicitly and adopted uncritically as normative across the academic-institutional formally into account notions of accountability, efficiency, spectrum, as seems to be the trend, in accordance with new bureau- performativity, professionalisation and vocationalism. More broadly, cratic logics of funding and accountability. -
Allyson Spence Curriculum Vitae, September 2020 Department of Biology 3333 Regis Blvd, D-8 Regis University Denver, CO 80221 303-964-6234 [email protected]
Allyson Spence Curriculum Vitae, September 2020 Department of Biology 3333 Regis Blvd, D-8 Regis University Denver, CO 80221 303-964-6234 [email protected] Education PhD, University of California, San Francisco (UCSF) 2016 Biomedical Sciences Project: Regulatory T cell dynamics in mouse autoimmune diabetes Advisor: Qizhi Tang, PhD Bachelor of Science, University of Texas, Austin 2010 Microbiology Teaching and Professional Experience Assistant professor 2019-present Regis University • Graduate courses: Immunology, Microbiology & Immunology laboratory (team/co-taught with Gena Nichols), Biomedical Externship and Ethics, Human Physiology laboratory, Biomedical Seminar II (team/co-taught with Jay Campisi) • Undergraduate courses: Immunology, Organismic Biology laboratory, Molecular and Cellular Biology laboratory Program Manager, Researchers 2017-2018 Office of Career and Professional Development University of California, San Francisco Research mentor: Laurence Clement • Research project: Assessing the teaching philosophies of participants in a pedagogy course taught by our office Adjunct Faculty 2017 University of California, Berkeley Extension • Post-baccalaureate course: Immunology Adjunct Faculty 2017 Foothill College • Undergraduate course: Human Genetics Postdoctoral Research 2016-2017 Dissertation Research 2011-2016 University of California, San Francisco Principal Investigator: Qizhi Tang • Research project: Regulatory T cell dynamics at the site of chronic inflammation in mouse autoimmune diabetes CV 1 Allyson Spence, PhD Adjunct -
STS Departments, Programs, and Centers Worldwide
STS Departments, Programs, and Centers Worldwide This is an admittedly incomplete list of STS departments, programs, and centers worldwide. If you know of additional academic units that belong on this list, please send the information to Trina Garrison at [email protected]. This document was last updated in April 2015. Other lists are available at http://www.stswiki.org/index.php?title=Worldwide_directory_of_STS_programs http://stsnext20.org/stsworld/sts-programs/ http://hssonline.org/resources/graduate-programs-in-history-of-science-and-related-studies/ Austria • University of Vienna, Department of Social Studies of Science http://sciencestudies.univie.ac.at/en/teaching/master-sts/ Based on high-quality research, our aim is to foster critical reflexive debate concerning the developments of science, technology and society with scientists and students from all disciplines, but also with wider publics. Our research is mainly organized in third party financed projects, often based on interdisciplinary teamwork and aims at comparative analysis. Beyond this we offer our expertise and know-how in particular to practitioners working at the crossroad of science, technology and society. • Institute for Advanced Studies on Science, Technology and Society (IAS-STS) http://www.ifz.tugraz.at/ias/IAS-STS/The-Institute IAS-STS is, broadly speaking, an Institute for the enhancement of Science and Technology Studies. The IAS-STS was found to give around a dozen international researchers each year - for up to nine months - the opportunity to explore the issues published in our annually changing fellowship programme. Within the frame of this fellowship programme the IAS-STS promotes the interdisciplinary investigation of the links and interaction between science, technology and society as well as research on the development and implementation of socially and environmentally sound, sustainable technologies. -
Phd in Rehabilitation Science Handbook
PhD in Rehabilitation Science Handbook Distributed 2019 Table of Contents Introduction ................................................................................................................................................... 4 Signature Page ............................................................................................................................................... 5 PhD in Rehabilitation Science – Program Goals ............................................................................................ 6 Musculoskeletal Biomechanics .................................................................................................................. 6 Clinically Informed Neuroscience .............................................................................................................. 6 Non-discrimination Policy .............................................................................................................................. 7 Contacts ......................................................................................................................................................... 8 Student Liaison .......................................................................................................................................... 8 Faculty Contacts ......................................................................................................................................... 8 ...................................................................................................................................................................... -
Student Handbook for BK Graduate Programs
Student Handbook for BK Graduate Programs (2018-2019) Birth-Kindergarten: Interdisciplinary Studies in Education and Development (BK:ISED) Birth-Kindergarten Initial Licensure Certificate Program (BK:ILP) Leadership in Infant and Toddler Learning Certificate Program (LITL) Leadership in Early Care and Education Certificate Program (LECE) The University of North Carolina at Greensboro School of Education Department of Specialized Education Services and School of Health and Human Sciences Department of Human Development & Family Studies TABLE OF CONTENTS (2018-2019) PHILOSOPHY OF THE BK PROGRAMS 3 ADMINISTRATION OF THE BK PROGRAMS 3 Online Requirements & Recommendations 4 Field and Practicum Experiences 6 Leadership and Mentoring 7 Requirements for Courses 7 Policy for Making Course Accommodations for Students with Disabilities 7 Grading Policy 7 Criminal Background Check 8 Liability Insurance 9 Technical Standards 9 BK:ISED REQUIREMENTS 10 BK:ILP REQUIREMENTS 12 LITL REQUIREMENTS 14 LECE REQUIREMENTS 15 NC TEACHING LICENSURE REQUIREMENTS FOR BK:ISED & BK:ILP 16 Collaborative for Educator Preparation Conceptual Framework 16 NC Standards 16 Procedures for applying for the BK Teaching License 16 BK GRADUATE PROGRAMS ANNUAL REVIEW AND DISPOSITION PROCESS 17 FINANCIAL ASSISTANCE 18 SCHOLARSHIP INFORMATION 18 APPLICATION FOR GRADUATION 19 RELEVANT NAMES, PHONE NUMBERS, & OFFICE LOCATIONS 20 BK:ISED GRADUATE PROGRAM FACULTY 21 APPENDIX: FORMS AND POLICIES/GUIDELINES 22 BK:ISED Plan of Study BK:ILP Plan of Study LECE Plan of Study Technical Standards