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Graduate Education (graduate + education)
Selected AbstractsEleven rules for a more successful clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Steven C. Hayes The recommendations put forth in the target article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (C.R. Snyder & T.R. Elliott, this issue), should be regarded in the context of the large need to develop a more progressive and effective discipline. No amount of "brute force" education and empiricism is certain to solve the problems of the scope of our field identified by the authors. Eleven rules are offered and defended that may lead to a more practically and empirically successful field. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Some critical observations on twenty-first century graduate education in clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Gerald C. Davison A number of issues raised in the C.R. Snyder and T.R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy,effectiveness debate in therapy research. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Jack of all trades, master of none?: An alternative to clinical psychology's market-driven mission creepJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Martin Heesacker The authors C.R. Snyder and T.R. Elliott of this special issue's target article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are right that scientific distinctions should sometimes be de-emphasized in service of understanding the larger scientific vision. However, they take their combining too far, arrogating unto clinical psychology elements best left to their original scholarly disciplines. Snyder and Elliott simply present the next logical step in clinical psychology's longstanding tradition of "mission creep," broadening its focus to encompass new potential markets. Instead, the keeping and sharpening of disciplinary and subdisciplinary boundaries might best serve clinical psychology. The emphasis would shift from mission creep to building links with complementary disciplines and subdisciplines, to tackle issues that require true interdisciplinary scholarship. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Academic Research Training for a Nonacademic Workplace: a Case Study of Graduate Student Alumni Who Work in ConservationCONSERVATION BIOLOGY, Issue 6 2009MATTHEW J. MUIR educación en conservación; formación de graduados; habilidades para el trabajo; programas universitarios Abstract:,Graduate education in conservation biology has been assailed as ineffective and inadequate to train the professionals needed to solve conservation problems. To identify how graduate education might better fit the needs of the conservation workplace, we surveyed practitioners and academics about the importance of particular skills on the job and the perceived importance of teaching those same skills in graduate school. All survey participants (n = 189) were alumni from the University of California Davis Graduate Group in Ecology and received thesis-based degrees from 1973 to 2008. Academic and practitioner respondents clearly differed in workplace skills, although there was considerably more agreement in training recommendations. On the basis of participant responses, skill sets particularly at risk of underemphasis in graduate programs are decision making and implementation of policy, whereas research skills may be overemphasized. Practitioners in different job positions, however, require a variety of skill sets, and we suggest that ever-increasing calls to broaden training to fit this multitude of jobs will lead to a trade-off in the teaching of other skills. Some skills, such as program management, may be best developed in on-the-job training or collaborative projects. We argue that the problem of graduate education in conservation will not be solved by restructuring academia alone. Conservation employers need to communicate their specific needs to educators, universities need to be more flexible with their opportunities, and students need to be better consumers of the skills offered by universities and other institutions. Resumen:,La educación en biología de la conservación a nivel licenciatura ha sido calificada como ineficaz e inadecuada para formar a los profesionales que se requieren para resolver problemas de conservación. Para identificar cómo la educación a nivel licenciatura puede satisfacer las necesidades del ámbito laboral en conservación, sondeamos a profesionales y académicos sobre la importancia de habilidades particulares del trabajo y la percepción de la importancia de esas mismas habilidades en la universidad. Todos los participantes en el sondeo (n = 189) fueron alumnos del Grupo de Graduados en Ecología de la Universidad de California en Davis y obtuvieron el grado basado en tesis entre 1973 y 2008. Los académicos y profesionales encuestados difirieron claramente en sus habilidades, aunque hubo considerablemente mayor acuerdo en las recomendaciones de capacitación. Con base en las respuestas de los participantes, los conjuntos de habilidades en riesgo de no ser consideradas en los programas educativos son la toma de decisiones y la implementación de políticas, mientras que las habilidades de investigación tienden a ser sobre enfatizadas. Sin embargo, los profesionales en diferentes puestos de trabajo requieren una variedad de conjuntos de habilidades, y sugerimos que los constantes llamados a ampliar la capacitación para responder a esta multitud de labores conducirán a un desbalance en la enseñanza de otras habilidades. Algunas habilidades, como el manejo de programas, pueden desarrollarse en proyectos colaborativos o de capacitación en el trabajo. Argumentamos que el problema de la educación en biología de la conservación a nivel licenciatura no se resolverá solo con la reestructuración de la academia. Los empleadores deben comunicar sus requerimientos específicos a los educadores, las universidades deben ser más flexibles con sus oportunidades y los estudiantes necesitan ser mejores consumidores de las habilidades ofrecidas por las universidades y otras instituciones. [source] Perceptions of Professionalism: Interior Design Practitioners Working for the Top 100 FirmsJOURNAL OF INTERIOR DESIGN, Issue 1 2001Craig Birdsong M.S. ABSTRACT A necessary gauge of a profession is its members' commitment to the components of a profession. This study examined interior design practitioners' perceptions of selected components. Interior designers employed by the top 100 firms identified in Interior Design magazine were surveyed about their perceptions of accreditation of undergraduate programs, state licensing, the NCIDQ examination, research and graduate education. Ninety-four (94) responses representing 34 firms were analyzed using frequencies, percentages, and mean scores. Spearman rho correlation coefficients were calculated to determine relationships and Horowitz's categorizations and descriptions of coefficient values were used for summarizing the Spearman correlation coefficients. In general, practitioners perceived an advantage of most components of a profession for interior design. Graduate education was the one professional component they did not view as important or advantageous as the other four. Practitioners might consider increased involvement in the various components interior design has developed to meet the requirements of a profession and acquire additional credentials for themselves. Educators and the professional organizations must work more diligently to help practitioners understand the importance of graduate education and its relevance to the continuing and successful growth of the profession. [source] Graduate education and community engagementNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 113 2008KerryAnn O'Meara Windows of opportunity for integrating community engagement throughout the doctoral career are offered in this chapter along with a description of the knowledge, skills, and value orientations needed for future faculty to become engaged scholars. [source] Java-powered virtual laboratories for earthquake engineering educationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2005Y. Gao Abstract This paper presents a series of Java-Powered Virtual Laboratories (VLs), which have been developed to provide a means for on-line interactive experiments for undergraduate and graduate education. These VLs intend to provide a conceptual understanding of a wide range of topics related to earthquake engineering, including structural control using the tuned mass damper (TMD) and the hybrid mass damper (HMD), linear and nonlinear base isolation system, and nonlinear structural dynamic analysis of multi-story buildings. A total of five VLs are currently available on-line at: http://cee.uiuc.edu/sstl/java and have been incorporated as a reference implementation of educational modules in the NEESgrid software (http://www.neesgrid.org/). © 2005 Wiley Periodicals, Inc. Comput Appl Eng Educ 13: 200,212, 2005; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20050 [source] Academic Research Training for a Nonacademic Workplace: a Case Study of Graduate Student Alumni Who Work in ConservationCONSERVATION BIOLOGY, Issue 6 2009MATTHEW J. MUIR educación en conservación; formación de graduados; habilidades para el trabajo; programas universitarios Abstract:,Graduate education in conservation biology has been assailed as ineffective and inadequate to train the professionals needed to solve conservation problems. To identify how graduate education might better fit the needs of the conservation workplace, we surveyed practitioners and academics about the importance of particular skills on the job and the perceived importance of teaching those same skills in graduate school. All survey participants (n = 189) were alumni from the University of California Davis Graduate Group in Ecology and received thesis-based degrees from 1973 to 2008. Academic and practitioner respondents clearly differed in workplace skills, although there was considerably more agreement in training recommendations. On the basis of participant responses, skill sets particularly at risk of underemphasis in graduate programs are decision making and implementation of policy, whereas research skills may be overemphasized. Practitioners in different job positions, however, require a variety of skill sets, and we suggest that ever-increasing calls to broaden training to fit this multitude of jobs will lead to a trade-off in the teaching of other skills. Some skills, such as program management, may be best developed in on-the-job training or collaborative projects. We argue that the problem of graduate education in conservation will not be solved by restructuring academia alone. Conservation employers need to communicate their specific needs to educators, universities need to be more flexible with their opportunities, and students need to be better consumers of the skills offered by universities and other institutions. Resumen:,La educación en biología de la conservación a nivel licenciatura ha sido calificada como ineficaz e inadecuada para formar a los profesionales que se requieren para resolver problemas de conservación. Para identificar cómo la educación a nivel licenciatura puede satisfacer las necesidades del ámbito laboral en conservación, sondeamos a profesionales y académicos sobre la importancia de habilidades particulares del trabajo y la percepción de la importancia de esas mismas habilidades en la universidad. Todos los participantes en el sondeo (n = 189) fueron alumnos del Grupo de Graduados en Ecología de la Universidad de California en Davis y obtuvieron el grado basado en tesis entre 1973 y 2008. Los académicos y profesionales encuestados difirieron claramente en sus habilidades, aunque hubo considerablemente mayor acuerdo en las recomendaciones de capacitación. Con base en las respuestas de los participantes, los conjuntos de habilidades en riesgo de no ser consideradas en los programas educativos son la toma de decisiones y la implementación de políticas, mientras que las habilidades de investigación tienden a ser sobre enfatizadas. Sin embargo, los profesionales en diferentes puestos de trabajo requieren una variedad de conjuntos de habilidades, y sugerimos que los constantes llamados a ampliar la capacitación para responder a esta multitud de labores conducirán a un desbalance en la enseñanza de otras habilidades. Algunas habilidades, como el manejo de programas, pueden desarrollarse en proyectos colaborativos o de capacitación en el trabajo. Argumentamos que el problema de la educación en biología de la conservación a nivel licenciatura no se resolverá solo con la reestructuración de la academia. Los empleadores deben comunicar sus requerimientos específicos a los educadores, las universidades deben ser más flexibles con sus oportunidades y los estudiantes necesitan ser mejores consumidores de las habilidades ofrecidas por las universidades y otras instituciones. [source] Curricular Planning along the Fault Line between Instrumental and Academic Agendas: A Response to the Report of the Modern Language Association on Foreign Languages and Higher Education: New Structures for a Changed World,DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 2 2009Ingeborg Walther In calling for new governance structures and unified curricula, the MLA Report distinguishes between instrumental and constitutive views of language that characterize our often schizophrenic agendas of language acquisition on the one hand, and disciplinary knowledge on the other. This paper explores some common theoretical insights from the fields of language acquisition and cultural studies that interrogate these views, providing a basis for sustained collaboration around curricula among faculty on both sides of the divide. While these have already yielded the kinds of curricular innovations recommended by the Report, a case is made for more radical changes in hiring practices, distribution of teaching and service, reward structures, and graduate education , changes which have the capacity to transform the institutional values upon which they will also depend. [source] Research Trends in Textiles and Clothing: An Analysis of Three Journals, 1980,1999FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 2 2001Sharron J. Lennon The purpose of this research was to assess trends in research, research strategies, data analysis techniques, funding sources, affiliations, and the use of theoretical frameworks in textiles and clothing research. Empirical research focused on textiles and clothing and published in three home economics,related journals,Journal of Family and Consumer Sciences, Family and Consumer Science Research Journal, and Clothing and Textiles Research Journal,from 1980 to 1999 was content analyzed (N = 586). Although survey methodology and experimentation were the first and second most-used research strategies in all but one 5-year period from 1980 to 1999, fieldwork has increased. Data analysis techniques were primarily quantitative, with increases in the use of some advanced statistical techniques. However, the qualitative treatment of data also increased. Suggestions for graduate education and faculty development are offered. [source] Some critical observations on twenty-first century graduate education in clinical psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2005Gerald C. Davison A number of issues raised in the C.R. Snyder and T.R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy,effectiveness debate in therapy research. © 2005 Wiley Periodicals, Inc. J Clin Psychol. [source] Perceptions of Professionalism: Interior Design Practitioners Working for the Top 100 FirmsJOURNAL OF INTERIOR DESIGN, Issue 1 2001Craig Birdsong M.S. ABSTRACT A necessary gauge of a profession is its members' commitment to the components of a profession. This study examined interior design practitioners' perceptions of selected components. Interior designers employed by the top 100 firms identified in Interior Design magazine were surveyed about their perceptions of accreditation of undergraduate programs, state licensing, the NCIDQ examination, research and graduate education. Ninety-four (94) responses representing 34 firms were analyzed using frequencies, percentages, and mean scores. Spearman rho correlation coefficients were calculated to determine relationships and Horowitz's categorizations and descriptions of coefficient values were used for summarizing the Spearman correlation coefficients. In general, practitioners perceived an advantage of most components of a profession for interior design. Graduate education was the one professional component they did not view as important or advantageous as the other four. Practitioners might consider increased involvement in the various components interior design has developed to meet the requirements of a profession and acquire additional credentials for themselves. Educators and the professional organizations must work more diligently to help practitioners understand the importance of graduate education and its relevance to the continuing and successful growth of the profession. [source] Creating the infrastructure for graduate education and research at a new research universityNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 139 2007Keith E. Alley Building undergraduate and graduate programs simultaneously highlighted the tensions between disciplinary-based undergraduate programs and interdisciplinary graduate programs. [source] Using doctoral education to prepare faculty to work within Boyer's four domains of scholarshipNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 129 2006Ann E. Austin This chapter focuses on the role of graduate education in preparing future faculty members for engagement not only in the domain of discovery but also in the scholarships of application, integration, and teaching. [source] Receiving: The Use of Web 2.0 to Create a Dynamic Learning Forum to Enrich Resident EducationACADEMIC EMERGENCY MEDICINE, Issue 2009Adam Rosh Receiving (http://www.drhem.com) is a powerful web-based tool that encompasses web 2.0 technologies. "Web 2.0" is a term used to describe a group of loosely related network technologies that share a user-focused approach to design and functionality. It has a strong bias towards user content creation, syndication, and collaboration (McGee 2008). The use of Web 2.0 technology is rapidly being integrated into undergraduate and graduate education, which dramatically influences the ways learners approach and use information (Sandars 2007). Knowledge transfer has become a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. We created this blog to facilitate resident education, communication, and productivity. Using simple, freely available blog software (Wordpress.com), this inter-disciplinary web-based forum integrates faculty-created, case-based learning modules with critical essays and articles related to the practice of emergency medicine (EM). Didactic topics are based on the EM model and include multi-media case presentations. The educational modules include a visual diagnosis section (VizD), United States Medical Licensing Examination (USMLE) board-style cases (quizzER), radiographic interpretation (radER), electrocardiogram interpretation (Tracings), and ultrasound image and video clip interpretation (Morrison's Pouch). After viewing each case, residents can submit their answers to the questions asked in each scenario. At the end of each week, a faculty member posts the answer and facilitates an online discussion of the case. A "Top 10 Leader Board" is updated weekly to reflect resident participation and display a running tally of correct answers submitted by the residents. Feedback by the residents has been very positive. In addition to the weekly interactive cases, Receiving also includes critical essays and articles on an array of topics related to EM. For example, "Law and Medicine" is a monthly essay written by an emergency physician who is also a lawyer. This module explores legal issues related to EM. "The Meeting Room" presents interviews with leading scholars in the field. "Got Public Health?", written by a resident, addresses relevant social, cultural, and political issues commonly encountered in the emergency department. "Mini Me" is dedicated to pediatric pearls and is overseen by a pediatric emergency physician. "Sherwin's Critical Care" focuses on critical care principles relevant to EM and is overseen by a faculty member. As in the didactic portion of the website, residents and faculty members are encouraged to comment on these essays and articles, offering their own expertise and interpretation on the various topics. Receiving is updated weekly. Every post has its own URL and tags allowing for quick and easy searchability and archiving. Users can search for various topics by using a built-in search feature. Receiving is linked to an RSS (Really Simple Syndication) feed, allowing users to get the latest information without having to continually check the website for updates. Residents have access to the website anytime and anywhere that the internet is available (e.g., home computer, hospital computer, IphoneÔ, BlackBerryÔ), bringing the classroom to them. This unique blend of topics and the ability to create a virtual interactive community creates a dynamic learning environment and directly enhances resident education. Receiving serves as a core educational tool for our residency, presenting interesting and relevant EM information in a collaborative and instructional environment. [source] Economics research in Canada: a long-run assessment of journal publicationsCANADIAN JOURNAL OF ECONOMICS, Issue 1 2008James B. Davies Abstract., We examine the publications of authors affiliated with an economics research institution in Canada in (1) the Top-10 journals in economics according to journals' impact factors, and (2) the Canadian Journal of Economics. We consider all publications in the even years from 1980 to 2000. Canadian economists contributed about 5% of publications in the Top-10 journals and about 55% of publications in the Canadian Journal of Economics over this period. We identify the most active research centres and identify trends in their relative outputs over time. Those research centres successful in publishing in the Top-10 journals are found to also dominate the Canadian Journal of Economics. Additionally, we check the robustness of our findings with respect to journal selection, and we present data on authors' PhD origin, thereby indicating output and its concentration in graduate education. Les auteurs examinent les publications d'auteurs affiliés à une institution de recherche économique au Canada dans (1) les dix meilleures revues en science économique telles que déterminées par les facteurs d'impact, et (2) la Revue canadienne d'économique. On examine les publications dans les années paires entre 1980 et 2000. Les économistes qui ont une adresse au Canada contribuent 5% des publications dans les dix meilleures revues, et 55% des articles dans la Revue canadienne d'économique dans cet échantillon. Les auteurs identifient les centres de recherche les plus actifs et les tendances dans leur production relative au fil du temps. Les centres qui réussissent le mieux dans les meilleures revues dominent aussi la scène dans la Revue canadienne d'économique. On vérifie la robustesse des résultats pour ce qui est de la sélection des revues, et on présente des données sur les centres où les auteurs résidant au Canada ont obtenu leur doctorat, établissant ainsi un rapport entre le niveau de production et la concentration sur certains centres d'enseignement supérieur. [source] Comment on "On the Origins of Clinical Psychology Faculty: Who Is Training the Trainers?"CLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 4 2000Deborah C. Beidel The study by Ilardi et al. (this issue) provides more than just another ranking of graduate training programs in clinical psychology. Importantly, it provides a framework by which to begin to examine the factors that lead to quality graduate education. It is suggested that this process can be conceptualized as one of construct validation and that it is incumbent upon all training programs to conduct outcome-based assessment of their educational efforts. [source] | |||||||||||||||||||