Seton Hall University Doctor of Science Degree Program

2004 ◽  
Vol 13 (1) ◽  
pp. 9-15
Author(s):  
Janet Koehnke ◽  
Joan Besing ◽  
Kelly Shea-Miller ◽  
Brett Martin

This article provides an overview of the clinical doctoral program in audiology at Seton Hall University. It is a full-time, 4-year program that includes academic course work, clinical practica, and research experience. In concert with the university mission, the program is designed to enable students to develop the skills they need to be leaders in the field of audiology, providing assessment and intervention to individuals with hearing problems and enhancing the knowledge base of the profession. As part of the School of Graduate Medical Education, students in the program have access to a wealth of resources in related health professions. The close proximity to New York City provides many opportunities for outstanding clinical education with a diverse population.

2017 ◽  
Vol 12 (1) ◽  
pp. 46-50 ◽  
Author(s):  
Jessica R. Edler ◽  
Lindsey E. Eberman ◽  
Stacy Walker

Context: Clinical education is a foundational component of healthcare education by which students acquire, practice, and demonstrate competency in clinical proficiencies through classroom, laboratory, and clinical experiences. Currently, the most common practice of clinical education in athletic training is clinical integration. Objective: The purposes of this article are to describe how athletic training and similar health professions implement clinical education and to present clinical immersion as an alternative to clinical integration. Background: Clinical education is delivered differently across healthcare disciplines. Some disciplines use clinical immersion, while others use clinical integration. Some professions have specific requirements, while others are left to the discretion of the program administrators. However, few professions are measuring the effectiveness of each, leading to questions about best-practice models in clinical education. Description: Clinical integration occurs when students complete clinical and didactic course work concurrently, while in the clinical immersion model, students are immersed in patient care full time with little or no didactic course work. A hybrid model of clinical education includes both integration and immersion. Clinical Advantage(s): Preliminary research within nursing suggests that students engaged in clinical immersion perform better on certification examinations than do those from an integration model. The clinical immersion model is enhanced by the implementation of standardized patients and simulations to prepare students for immersive experiences. These encounters provide an opportunity for students to demonstrate competency before engaging in patient care, which promotes patient safety. Conclusion(s): Program administrators have the opportunity and professional responsibility to explore different curricular models and to ultimately develop better methods of preparing future athletic trainers. Moreover, educators have a responsibility to measure and report outcomes to help provide a body of knowledge regarding best practices in clinical education.


2004 ◽  
Vol 28 (2) ◽  
pp. 68-72 ◽  
Author(s):  
David C. Randall ◽  
Frank H. Wilbur ◽  
Timothy J. Burkholder

68A realistic research experience is beneficial to undergraduate students, but it is often difficult for liberal arts colleges to offer this opportunity. We describe two approaches for developing and maintaining an interdisciplinary research program at small colleges. An active and continuing involvement of an individual with extensive research experience is an essential element in both. One model was developed by the faculty of Taylor University, Upland, IN and a research scientist who had retired from a major university to join the Taylor faculty as their first Research Professor. The school’s Science Research Training Program was initially funded by a modest endowment provided by interested alumni and by extramural grants awarded to the Research Professor and to the institution; the program now enjoys significant funding from diverse sources. Taylor is not located near any large research university and consequently supplies all resources required for the experiments and stipends for students pursuing projects full-time during the summer. The second model was developed by the faculty at Asbury College in Wilmore, KY, working with a scientist having a full-time appointment at the University of Kentucky and a part-time appointment at the college. In this approach, Asbury faculty may place their students for a period of training, often during the summer, in a laboratory of a cooperating host faculty at the University of Kentucky or other institution. The host faculty funds the research and pays a stipend to those students who work full-time during the summer. Relationships established between faculty at the College and at the University of Kentucky have been mutually beneficial. The success of both programs is evidenced by the students’ presenting their data at state and national scientific meetings, by their publishing their results in national journals, and by the undergraduate school faculty developing independent research programs.


2016 ◽  
Vol 50 (2) ◽  
pp. 238-239
Author(s):  
Nicholas Heer

Farhat Jacob Ziadeh, founder and first chairman of the Department of Near Eastern Languages and Civilization at the University of Washington, and a distinguished scholar in the field of Islamic law, writer, teacher, and administrator, died on 8 June 2016 at the age of ninety-nine. Ziadeh was born on 8 April 1917 in Ramallah, Palestine where he received his early education. After graduating from the American University of Beirut in 1937, he studied law at the University of London, receiving an LL.B. degree in 1940. For the next eight years he worked as a lawyer and Arabic instructor in the United States, England, and Palestine. In 1948, he joined the Princeton University faculty as a lecturer in Arabic. The following year he married Suad Salem, who, like himself, was also from Ramallah. They raised five daughters: Shireen, Susan, Rhonda, Deena, and Reema. In 1950, Ziadeh began working with the Voice of America in New York as the editor of the Arabic desk. Since this was a full-time job, he could continue as a lecturer at Princeton only on a part-time basis. In 1954, however, Princeton offered him an assistant professorship, which he accepted. At Princeton, Ziadeh collaborated with the late R. Bayly Winder to write An Introduction to Modern Arabic (1957). It was during this period also that Ziadeh began to work on his translation of Ṣubḥī Maḥmaṣānī’s Falsafat al-Tashrīʿ fī al-Islām under the title, Mahmassani's Philosophy of Jurisprudence in Islam (1961).


2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
T Lobjanidze ◽  
G Kamkamidze ◽  
K Antia

Abstract Structured Doctoral Program of Public Health has been modernized from “consultation” to combined “Multi-methods” teaching module at the University of Full PhD program consists of 180 ECTS, 3 years for the full-time, and maximum of 7 years for the part-time. The programme consists of 60 teaching and 120 ECTS Research component. Doctoral student, together with a supervisor, starts working on his/her dissertation from the 1st academic year/semester of enrollment Transition from “consultation” model to the “combined multi-methods” model advances the learning outcomes, straight research skills, internationalization, modern professional communication. PH PhD Program aims to prepare a public health researcher who will be able to identify and solve public health issue/problem, produce the best evidence possible and make an evidence-based decisions, create a novelty, and expand the knowledge borders of public health. Self-administrated semi-structured questionnaire were used: How much “consultation” model is effective? What kind of skills are is necessary for scientific carrier?Focus-group discussion was conducted with PhD program graduates. Questions discussed: How you applied acquired skills and knowledge to your work/practice?In focus group discussion employers were asked to discuss what skills and knowledge they are requiring from the employees, if they are considering involvement of local and International experts in teaching process. 98 % of questionnaire students underline the Combined multy- methods with intensive theoretical and practical teaching with international activities. The deep knowledge of scientific methods and project writing skills are very important. Results of researches must be presented at the international scientific conferences and published. Research methods course was improved (amounts of credits was increased 2 times).The frame of teaching is Combined multy-methods with internationalization involvement and with intensive timeline. Key messages The learning process consist of Combined multy-method, with deep research methods and internationalization activities. The elements of Research component starts from the 1st semester. Result Internationalization.


1996 ◽  
Vol 05 (01) ◽  
pp. 135-139
Author(s):  
P. Fisher ◽  
D. Protti

AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.


Author(s):  
Catherine Calloway

E. L. (Edgar Laurence) Doctorow (b. 1931–d. 2015) is a well-established American writer of twelve novels, three collections of short stories, one play, several screenplays, and numerous essays and miscellaneous items. A native of New York City and a descendent of Russian Jewish immigrants, Doctorow grew up in the Bronx. After graduating from the Bronx High School of Science, he studied philosophy at Kenyon College in Ohio, where he was influenced by John Crowe Ransom and the New Critics, and then began graduate work in playwriting at Columbia University. When the military draft interrupted his graduate work in 1953, Doctorow served two years with the US Army Signal Corps in Germany. In 1954 he married Helen Setzer, also a writer, with whom he had three children. After leaving the military in 1955, Doctorow returned to New York, where he worked at various jobs. His time as a script reader at Columbia Pictures, as a senior editor for the New American Library, and as editor-in-chief, vice president, and publisher at Dial Press led to his writing fiction full time. By 1969 Doctorow had published two novels, one of which had been made into a movie, and was a writer-in-residence at the University of California at Irvine. Over the course of his career, he also held writer-in-residence or teaching positions at Sarah Lawrence College, the Yale School of Drama, the University of Utah, and Princeton University. In 1982 he became the Glucksman Professor of English and American Letters at New York University. With the publication of The Book of Daniel, which was nominated for a National Book Award in 1972, and Ragtime, which received the National Book Critics Circle Award in 1976, Doctorow was established as a major American writer and best-selling author. His works, which appeared in such forums as the New Yorker, Kenyon Review, Atlantic, Paris Review, and Gentleman’s Quarterly, continued to receive accolades. World’s Fair received the National Book Award in 1986, Billy Bathgate the PEN/Faulkner Award in 1990, and The March the PEN/Faulkner Award in 2006. Doctorow was also the recipient of a Guggenheim Fellowship, a William Dean Howells Medal, the Edith Wharton Citation of Merit for Fiction, a Chicago Tribune Literary Award, a National Humanities Medal, and a PEN/Saul Bellow Award, among others. Doctorow is well known for his structural innovation; his political, social, and historical concerns; his blurring of the boundaries between fiction and fact; and his treatment of such themes as family relationships, the horrors of war, identity, alienation, sexuality, history, justice, societal institutions, the American past, human consciousness, epistemological uncertainty, and the evils of corruption.


Author(s):  
Juan Oliveras ◽  
Lloyd E. Barrett ◽  
Ronald D. Flack

This paper describes cooperative research and graduate instructional activities by the University of Virginia (UVA) and Universidad Simon Bolivar (USB) which focus on research and developments in rotor dynamics and turbomachinery, including gas turbines. The cooperative efforts have been underway since 1991. Both universities have independently developed programs in this area with strong ties to industry. At the University of Virginia a program has been in place for 25 years that specializes in rotor dynamics, bearings, seals, turbomachine flows; including an industrial consortium base of over 40 companies. The program at the University of Virginia comprises the typical curricula in the US for Master of Engineering, Master of Science, and Doctoral degrees. Universidad Simon Bolivar has more recently developed a Postgraduate Program for engineers in the Venezuelan oil and petrochemical industry. The course focuses on turbomachinery issues, has the typical academic structure of a Master of Engineering with a duration of two years, and is tailored to the needs of students working full time in industry. Multiple cooperative efforts have proceeded in a number of areas. UVA faculty have taught portions of the Postgraduate courses at USB; USB and UVA faculty have developed joint research projects; USB faculty have conducted research activities and taught at UVA; and several USB faculty have attended UVA to obtain graduate degrees. Discussions between the two universities are underway to permit the exchange of course credits for graduate degrees; the final aim is to establish a Doctoral Program in the turbomachinery area at USB.


2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Marilyn Svejda ◽  
Janet Goldberg ◽  
Maureen Belden ◽  
Kathleen Potempa ◽  
Margaret Calarco

The University of Michigan School of Nursing and the Health System partnered to develop an undergraduate clinical education model as part of a larger project to advance clinical education, practice, and scholarship with education serving as the clinical bridge that anchors all three areas. The clinical model includes clusters of clinical units as the clinical home for four years of a student's education, clinical instruction through team mentorship, clinical immersion, special skills preparation, and student portfolio. The model was examined during a one-year pilot with junior students. Stakeholders were largely positive. Findings showed that Clinical Faculty engaged in more role modeling of teaching strategies as Mentors assumed more direct teaching used more clinical reasoning strategies. Students reported increased confidence and competence in clinical care by being integrated into the team and the Mentor's assignment. Two new full time faculty roles in the Health System support education, practice, and research.


2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.


2016 ◽  
Vol 1 (5) ◽  
pp. 4-12
Author(s):  
David P. Kuehn

This report highlights some of the major developments in the area of speech anatomy and physiology drawing from the author's own research experience during his years at the University of Iowa and the University of Illinois. He has benefited greatly from mentors including Professors James Curtis, Kenneth Moll, and Hughlett Morris at the University of Iowa and Professor Paul Lauterbur at the University of Illinois. Many colleagues have contributed to the author's work, especially Professors Jerald Moon at the University of Iowa, Bradley Sutton at the University of Illinois, Jamie Perry at East Carolina University, and Youkyung Bae at the Ohio State University. The strength of these researchers and their students bodes well for future advances in knowledge in this important area of speech science.


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