scholarly journals (Re)Introducing the Gerontology and Geriatrics Curricular Standards and Guidelines in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 557-557
Author(s):  
Tamar Shovali ◽  
Marilyn Gugliucci ◽  
Nina Silverstein
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Associate Degree ◽  
Doctoral Degree ◽  
Health Professions ◽  
Degree Programs ◽  
Unique Contribution ◽  
7Th Edition ◽  
Doctoral Degree Programs ◽  
Membership Organization

Abstract The Academy for Gerontology in Higher Education (AGHE), the education member group of GSA, is the only national institutional membership organization devoted primarily to gerontology and geriatrics education. Its mission provides for development and sponsorship of initiatives to advance the field of aging through its focus on education in gerontology/geriatrics. AGHE first published the Gerontology and Geriatrics Curricular Standards over three decades ago – a document that has been an integral resource for implementing/revising programs in liberal arts, the sciences, and more recently, health professions. To meet the needs in the field for increased breadth and depth of content, the new 7th edition of the educational guidelines fully embraces competency-based education for gerontology, as the health professions programs have for years. Our first presenter will provide an overview of the new edition. The second presenter will focus on associate degree programs in gerontology and their unique contribution to higher education. The third will present on undergraduate programs in gerontology explaining how these programs give students an edge in today’s job market. The fourth presenter will address graduate programs in gerontology, describing master’s degree programs and doctoral degree programs in gerontology and aging studies. The fifth presenter will discuss health professions programs including geriatrics curricula for osteopathic medical education, gerontology/geriatrics curricula for health-related programs and the doctor of pharmacy degree programs. Presentations will provide expert recommendations for program development through mapping AGHE’s Gerontology Competencies for Undergraduate and Graduate Education to programs in higher education. Nina Silverstein will serve as discussant.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals Does Proficiency Level Affect Learners’ Lexical Access in L1 and L2?

2021 ◽  
Vol 15 (1) ◽  
pp. 56-67
Author(s):  
Muzakki Bashori
Keyword(s):  
Lexical Access ◽  
Doctoral Degree ◽  
Degree Programs ◽  
Language Performance ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Proficiency Level ◽  
Doctoral Degree Programs ◽  
Insignificant Difference ◽  
L1 And L2

Proficiency level is one important factor that contributes to learners’ language performance. Learners with higher proficiency levels tend to perform lexical access better and faster than those with lower proficiency. This study aims to investigate whether proficiency level affects lexical access in L1 and L2. The research involved seven Indonesian university students of master’s and doctoral degree programs at a university in the Netherlands who possess different proficiency levels. Two scrambled texts in the participants’ L1 and L2 were employed to test the participants. Meanwhile, the paired-samples t-test and correlation analysis were used to report the experiment. The results revealed an insignificant difference and a negative correlation between proficiency level and the number of errors and reading time. However, on average, the more proficient learners outperformed the less proficient, thus indicating that they may possess more complex lexical access in L1 and L2. Further studies are needed to provide other useful insights on this topic.

WPI iCREATE: Graduate Training in Innovative Translation

2013 ◽  
Author(s):  
Kristen L. Billiar ◽  
Glenn Gaudette ◽  
Frank Hoy ◽  
Terri Anne Camesano
Keyword(s):  
Educational System ◽  
Graduate Training ◽  
Doctoral Degree ◽  
Degree Programs ◽  
The Us ◽  
Doctoral Degree Programs

Traditional doctoral degree programs in engineering are generally good at teaching “Linear Thinking,” that is the ability to apply existing knowledge to achieve important, but predictable, outcomes (as defined by Stauffer (2005)). However, with few exceptions, the US engineering educational system falls short in enabling the vital attributes of innovation: adaptability, inventiveness, and the confidence to propose new paradigms.

How to Avoid Doctor of Nursing Practice Reality Shock 2.0: From Clinical Practice to the Classroom

2016 ◽  
Vol 9 (1) ◽  
pp. 115-119 ◽  
Author(s):  
Teresa Dodd-Butera ◽  
Marilyn Smith-Stoner
Keyword(s):  
Nursing Practice ◽  
Doctoral Degree ◽  
Negotiation Process ◽  
Advanced Practice Nursing ◽  
Public Institution ◽  
Degree Programs ◽  
Nursing Graduates ◽  
Doctor Of Nursing Practice ◽  
Reality Shock ◽  
Doctoral Degree Programs

“Reality shock 1.0,” which is experienced by new nursing graduates as they enter the nursing profession, has been an issue of concern for decades. Since the proliferation of multiple nursing doctoral degree programs, beginning in approximately 2004, when the American Association of Colleges of Nursing (2013) recommended that the doctor of nursing practice (DNP) replace the master’s degree as the minimum for advanced practice nursing, an era of reverse “reality shock 2.0” may be developing for graduates of DNP programs. Specifically, early evidence indicates that the acquisition of an academic position, and its attendant transition back to the academia, may be difficult. The purpose of this article is to deconstruct the typical process of being interviewed and accepted (appointed) as a tenure-track faculty member at a teaching-intensive 4-year public institution and to recommend strategies for obtaining the best salary, benefits, and other resources during the negotiation process.

scholarly journals Athletic Training and Physical Therapy Junior Faculty Member Preparation: Perceptions of Doctoral Programs and Clinical Practice

2020 ◽  
Author(s):  
Jessica Barrett ◽  
Stephanie Singe ◽  
Aynsley Diamond
Keyword(s):  
Clinical Practice ◽  
Physical Therapy ◽  
Athletic Training ◽  
Doctoral Degree ◽  
Junior Faculty ◽  
Faculty Members ◽  
Care Practice ◽  
Degree Programs ◽  
Hands On ◽  
Doctoral Degree Programs

Background: Institutions of higher education suffer from a shortage of appropriately prepared faculty members in athletic training and physical therapy programs. Both professional programs have recently undergone curricular reform and degree change. We sought gain an understanding of the preparation mechanisms experienced by athletic training and physical therapy practitioners for their junior faculty positions. Method: Twenty-six athletic trainers and physical therapists participated in this phenomenological study. Data from one-on-one phone interviews were analyzed following the inductive process of interpretive phenomenological analysis. Content experts, pilot interviews, multiple analysts and member checking ensured trustworthiness. Results: Findings indicate two primary mechanisms prepared the practitioners to become junior faculty members: doctoral degree programs and clinical practice. Doctoral degree programs did not provide experiences for all future faculty roles. Hands-on patient care practice provided participants the context for their teaching and confidence in knowledge aptitude. Conclusion: Doctoral institutions should provide a variety of hands on active learning experiences to doctoral students. Future faculty members can maximize the amount of time they provide clinical care to patients, following the attainment of their professional credential. Clinical competence and proficiency will serve as the foundational basis for their future teaching endeavors and may increase credibility and respect.

Promoting Social Learning in Higher Education

2021 ◽  
pp. 22-43
Author(s):  
Walter S. Polka ◽  
Rachael J. Rossi ◽  
Tina M. Huber ◽  
Molly J. Oliverio
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Positive Reaction ◽  
Liberal Arts ◽  
Sense Of Self ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Relationship Building ◽  
Liberal Arts University ◽  
Cohort Groups

Successful completion of a doctoral degree often depends on the support a candidate receives from faculty and classmates. e-portfolios are an application of social learning pedagogy that promotes collaboration among peers while simultaneously archiving an individual's academic accomplishments. In this study, 10 cohort groups of Ph.D. students at a small liberal arts university were tasked with creating and sharing an e-portfolio throughout their doctoral program. The doctors invited all current and former Ph.D. students to participate in a survey about their e-portfolio experience: a potential sample of 140 participants. Thirty-seven current or former students completed the survey. Fifty-six percent of the responses indicated a positive reaction to the e-portfolio project. Specifically, respondents stated that the e-portfolio project promoted an increased sense of self-efficacy, encouraged relationship-building within cohort groups, and helped students to develop their research agendas.

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