Academic literature on the topic 'Masters/PhD Scholarship Program'
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Journal articles on the topic "Masters/PhD Scholarship Program"
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Pinto, Gabriela S., Gustavo G. Nascimento, Matheus S. Mendes, Fabrício A. Ogliari, Flávio F. Demarco, and Marcos B. Correa. "Scholarships for Scientific Initiation Encourage Post-Graduation Degree." Brazilian Dental Journal 25, no. 1 (2014): 63–68. http://dx.doi.org/10.1590/0103-6440201302363.
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This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.
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Brott, Shirley. "News of The Academy of Neonatal Nursing." Neonatal Network 26, no. 5 (2007): 313–15. http://dx.doi.org/10.1891/0730-0832.26.5.313.
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This year’s $1,000 Academic Scholarship Award goes to Carolyn Terry, RNC, BSN. Carolyn is attending State University of New York at Stony Brook, where she plans to complete her master of science degree and the neonatal nurse practitioner program in June of 2008. Lori A. Escallier, PhD, RN, CPNP, clinical associate professor at Stony Brook, wrote, “Ms. Terry’s academic ability has proven outstanding. She is a leader among her colleagues and is an example of the epitome of nursing. She is industriously conscientious of the ever-changing health care environment and leads through example.”
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Oddone Paolucci, Elizabeth, Michele Jacobsen, Lorelli Nowell, et al. "An exploration of graduate student peer mentorship, social connectedness and well-being across four disciplines of study." Studies in Graduate and Postdoctoral Education 12, no. 1 (2021): 73–88. http://dx.doi.org/10.1108/sgpe-07-2020-0041.
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Purpose Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The purpose of this study was to explore how engagement in formal and informal peer mentorship, as described by students across four academic disciplines, impacts the social connectedness and well-being of graduate students. Design/methodology/approach A convergent mixed methods research design was used, with quantitative and qualitative data gathered in parallel to gain a comprehensive, corroborated and integrated understanding of graduate students’ perspectives and experiences with peer mentorship. Online survey and interview data were collected from graduate thesis-based master’s EdD and PhD students in education, medicine, nursing and social work. The data were analyzed using descriptive statistics and thematic analysis. Findings The authors found a commonality of graduate student experiences across disciplines with respect to the diverse psychosocial impacts of graduate peer mentorship. Peer-mentoring relationships offered mentees emotional support, motivation and a sense of community and offered mentors opportunities for self-development and gratification. Originality/value This research is unique in its in-depth exploration of the interdisciplinary perspectives and experiences of graduate students from Education, Nursing, Medicine and Social Work. While further research is needed to explore the implementation of structural approaches to support the development of peer-mentoring relationships in graduate education, the multidisciplinary focus and depth and breadth of this inquiry suggest the potential transferability of the study findings to other disciplines and academic settings. The findings from this study further highlight the need for strategic activation of existing program resources to foster greater connectedness and well-being among graduate students.
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Nikolic, Ruzica, and Danijela Kostic. "An overview of the scientific research work at the Department of Chemistry of the Faculty of Sciences and Mathematics in Nis based on the defended master’s and PhD theses (1971-2017)." Facta universitatis - series: Physics, Chemistry and Technology 16, no. 2 (2018): 191–218. http://dx.doi.org/10.2298/fupct1802191n.
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This paper presents an overview of the scientific research work carried out at the Department of Chemistry of the Faculty of Sciences and Mathematics of the University of Nis. The scientific research work was realized in the form of masters and PhD theses, as well as within the projects funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia. In the field of chemistry, a total of 110 masters? theses and 105 doctoral dissertations were defended during the period 1971-2017. Thirty-nine PhD theses are the result of the PhD program introduced 2006. The Chemistry Department gave a significant contribution in the field of education and science by educating a large number of high-quality masters and PhD students some of which have found positions at the Chemistry Department of the Faculty of Sciences and Mathematics in Nis and other Serbian and foreign scientific institutions.
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Walker, Madeline, and Coby Tschanz. "Stories Are Like Water: An Academic Writing Workshop for Nurses." Creative Nursing 19, no. 2 (2013): 81–85. http://dx.doi.org/10.1891/1078-4535.19.2.81.
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Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.
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Ruban, L. S. "Comparative analysis of the Russian and Western education and scientific-training system." RUDN Journal of Sociology 20, no. 2 (2020): 416–29. http://dx.doi.org/10.22363/2313-2272-2020-20-2-416-429.
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The article compares the Russian and Western strategies of higher education and scientific training and their implementation in the state policy. The author considers the three-level structure of scientific training which includes in the West Bachelors, Masters and PhD programs, while in Russia in the previous period - specialty, PhD program - to defend the thesis and get the degree of Candidate of Science - and Postdoc program - to get the degree of Doctor of Science. After Russia signed the Bologna Declaration at the Berlin Conference of ministers of education in September 2003, these differences were eliminated and already in 2010 Russia implemented all basic principles of the Bologna process by having transformed its system of education and scientific training on the basis of the British-American model. The author considers both advantages and losses of this reform. Thus, Russia introduced the same education standards with the West and accepted the single certification system (Bachelor, Master, PhD), which is certainly a positive side of the reform. On the other hand, by removing the specialty level, Russia lost the basis for mass scientific training without the Masters level: today we have a negative situation in the system of higher education, when thousands of young people with Bachelors degree cannot find job or continue studying and scientific career without Masters degree, but they do not have money to pay for Masters program due to financial difficulties. As a result, the production and science systems do not get enough qualified specialists and young scientists for whose training the state has already spent a lot of money. The author concludes that it is necessary to use effective foreign experience but without ignoring the Russian education and science achievements and with taking into account national traditions and specifics of the national development.
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Paul, P. K., P. S. Aithal, and K. S. Shivraj. "M.Phil. as Masters by Research Work Programs in IT & Computing Fields: A Case Study of Indian Private Universities." Asian Journal of Information Science and Technology 8, no. 1 (2018): 15–21. http://dx.doi.org/10.51983/ajist-2018.8.1.2594.
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Indian higher education system is changing rapidly. During the last few decades after Independence of India, several educational institutions have been developed throughout the nation. During this period apart from the establishment of HEIs various new degrees, diplomas and awards have been started. Like the United Kingdom and its follower countries, degrees in the field of Science and Applied Sciences started and continued both Science and Engineering platform/ stream. Similarly, in research segment two main degrees till continued one is Doctor of Philosophy (PhD) and another is Master of Philosophy (M.Phil.). Both are important and valuable in their own place. The M.Phil. program is a kind of research based master’s program and similar to the Masters of Research (M.Res.) programs available in many countries. M.Phil. is also a smaller and previous part of Doctor of Philosophy (PhD). Normally it requires less time than a PhD program. The program available worldwide and in India also it has offered by the universities. In India, the degree is available in different platform or stream i.e. Arts, Science, and Commerce. Even in Technology and Management stream as well the programs have been started in recent. This paper is conceptual in nature and primary study based on the availability of M.Phil. program nationwide. The research work mainly focuses on the varieties of M.Phil. programs available in IT and Computer fields and especially offered by Private Universities in India.
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Alves, Ana Claudia Tasinaffo, and Irene Cristina de Mello. "AMAZONIAN EDUCATION NETWORK IN SCIENCES AND MATHEMATICS: IMPACTS IN PHD FORMATION FOR NETWORKING." Revista Prática Docente 2, no. 2 (2017): 319–35. http://dx.doi.org/10.23926/rpd.2526-2149.2017.v2.n2.p219-235.id107.
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This paper investigated the impacts of scientific production and insertion in stricto sensu Post-Graduation Programs in the Legal Amazon by graduates of the Amazonian Education Network in Sciences and Mathematics Post-Graduation Program (Programa de Pós-Graduação da Rede Amazônica de Educação em Ciências e Matemática - REAMEC). For such, we ascertained the curricula of twenty-nine graduates of the first class through a Lattes platform in what is constituted as a descriptive, exploratory paper from a quantitative approach. The study shows there has been a significant increase in the production, mainly of chapters of books and publications in journals with Qualis/Capes, in comparison the the period before joining the Program. By February 2017, time of information gathering from the curricula, nine graduates were already registered and working on post-graduation programs. This demonstrates that the Program is being consolidated in the Amazon region with outlook for a growth in research and an increase in the number of Science and Mathematics Teaching Masters Programs.
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Smith, Lisa, and Brian Evans. "Changing petroleum engineering education to meet industry demands." APPEA Journal 50, no. 1 (2010): 309. http://dx.doi.org/10.1071/aj09018.
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The Department of Petroleum Engineering at Curtin University had its inception in 1998. For the last 10 years, it lectured the Masters in petroleum engineering course to local Australian and international students, graduating more than 200 students. The rapid increase in the price of oil during 2006/7 saw a sudden and substantial growth in industry employment opportunities, which resulted in the department losing over half of its staff to industry. At the same time, the supply of local students reduced to less than 10% of those taking the course. This loss in both student numbers and staff at the same time threatened the department’s future, and resulted in the need for a new focus to return the department to stability. A number of new initiatives were introduced, which included: bringing industry into the decision-making processes; introducing a new two-year Masters program to assist high quality migrant students obtain Australian permanent residency; increasing the advertising of petroleum engineering as a career option to schools and industry; linking with UNSW, UWA and Adelaide universities to establish a joint Masters program; introducing a new Bachelor’s degree in petroleum engineering; changing the block form of teaching to a semester-based form; and having the Commonwealth recognise the new Masters program for Commonwealth funding of Australian students as a priority pathway to a career as a petroleum engineer while the Bachelors program gathered momentum. This paper maps the positive changes made during 2008/9, which led to a 100% increase in student numbers, a 50% increase in staff to stabilise teaching, a 400% increase in active PhD students, and industry projects to deliver an increasing stream of high quality, industry-ready, graduate petroleum engineers over the next 10–20 years into the current ageing population where the average age of a petroleum engineer is 51.
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Reid-Merritt, Patricia. "Temple University’s African American Studies PhD Program @ 30: Assessing the Asante Affect." Journal of Black Studies 49, no. 6 (2018): 559–75. http://dx.doi.org/10.1177/0021934718786221.
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Temple University’s Department of Africology and African American Studies is celebrating its 30th year of operation as a PhD program. Since its inception in l988, the doctoral program at Temple has attracted and produced world-class scholars in the discipline of Africology. Initially started by students at San Francisco State University in l968 as Black Studies, the field has been called by many names, including Afro-American Studies, African American Studies, African World Studies, Africana Studies, Pan African Studies, and Africology. As this modern-day field of study marks its 50th anniversary, it is important that we examine the impact of the 30-year history of the establishment of the first PhD program in Black Studies in the nation, founded at Temple University in the City of Philadelphia. This article offers a preliminary assessment of the far-reaching impact of Temple’s academic leadership in establishing a fundamental base for innovative scholarship and the maturing of the discipline of Africology. More specifically, it focuses on Molefi Kete Asante’s influence, his vision for the discipline, and his extraordinary impact on the field of Africology.
Dissertations / Theses on the topic "Masters/PhD Scholarship Program"
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Rocha, Francisco Antônio Moreira. "A formação e a permanência de professores mestres e doutores nas escolas públicas estaduais de São Paulo: o programa Bolsa Mestrado/Doutorado." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9667.
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Previous issue date: 2012-06-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The purpose of this research has as objective to analyze the contributions and impacts of Masters / PhD Scholarship, from the initial question What is the contribution of the PBM / D and its impact on personal development, professional teachers and professional recovery of basic education by SEE-SP, after completion of graduate studies. We assume the configuration of this research from the documentary analysis and semi-structured qualitative character, the concern is with the quality in the interviewees' statements, as well as documentation. The search for answers to some personal questions in order to explain a professional education with academic education, in addition to that required for a position as teacher of Basic Education II, SEE-SP and that went through one of the types of continuing education through PBM / D, teacher Master or PhD in public schools, found the Internet, the sites of SEE-SP, APEOESP lattes and curricula of Fellows and Board of Education 1 North, documents the laws of the past three decades, records registration form sheets and monthly reports submitted for analysis of the regional commission. As conclusion, we present what we consider relevant in an enterprise investigative searching for answers to the survey answers and points, a potential of PBM / D for personal and professional training, as well as for its recovery as a teacher at the school, with its students, but adds the lack of public policies to enhance the professional teacher and researcher<br>A proposta desta pesquisa possui como objetivo analisar as contribuições e os impactos do Programa Bolsa Mestrado/Doutorado, a partir da questão inicial qual a contribuição do PBM/D e seus impactos no desenvolvimento pessoal, profissional dos professores e a valorização desses profissionais da educação básica pela SEE-SP, após a conclusão da pós-graduação? Assumimos a configuração dessa pesquisa a partir da análise documental e de entrevistas semi-estruturada de caráter qualitativa, onde a preocupação é com a qualidade nas falas dos entrevistados, bem como na documentação. A busca de respostas para algumas indagações pessoais, no sentido de explicitar um profissional de educação com formação acadêmica, além da exigida para ocupar um cargo de Professor de Educação Básica II, na SEE-SP e que passou por uma das modalidades de formação continuada por meio do PBM/D, o professor Mestre ou Doutor, nas escolas públicas. Encontramos respostas na internet, nos sites da SEE-SP, APEOESP e currículos lattes dos bolsistas e na Diretoria de Ensino Norte 1: documentos da legislação das últimas três décadas, registros em forma de fichas cadastrais e relatórios semestrais enviados para análise da comissão regional. Nas considerações finais, apresentamos o que consideramos relevante em uma empreitada investigativa à procura de respostas que a pesquisa responde e aponta um potencial do PBM/D para a formação pessoal e profissional, bem como para a sua valorização na escola, como professor e com seus alunos, mas acrescenta a inexistência de políticas públicas para valorizar esse profissional professor e pesquisador
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Silva, Cristina Ribeiro. "O Programa "Bolsa Mestrado/Doutorado" como uma política pública de formação continuada de educadores do Estado de São Paulo: ato e potência." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9582.
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Previous issue date: 2011-05-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study is based on the Programa Masters/PhD Scholarship Program, as a
continuing education public policy for educators in the State of São Paulo, created in 2003,
which grants semiannual scholarships to stricto sensu graduate programs in Education. The
scholarships are awarded to public schools teachers and to students in state and private
universities accredited by the Coordenação de Aperfeiçoamento de Pessoal de Ensino
Superior Capes (Coordination for the Improvement of Higher Education Personnel). The
continuing education policy in which this study is grounded on aims at improving educators
practices by developing their profiles and skills as teachers researchers. This qualitative
research is based mainly on studies by Nóvoa (1995), Pimenta and Ghedin (2005) in regards
to educators training, having employed André (2004) and Lüdke s (2001) propositions
regarding Research Professors. Books, the legislation, official documents and field research,
held by data collection of the Caieiras Board of Education (SP) scholarship grantees and their
Lattes Curriculums, were used as research sources. The dissertation also includes data and
information collected from a community in a social network, Orkut ( Masters Scholarship
Community), polls and interviews. Statements from Masters and PhDs scholarship grantees
and the principal of the school with the largest number os scholarship grantees in the
researched Board of Education are the main empirical source of this study<br>Esta pesquisa tem por objeto de estudo o Programa Bolsa Mestrado/Doutorado .
Trata-se de uma política pública de formação continuada de educadores do Estado de São
Paulo, criada em 2003, que disponibiliza, semestralmente, bolsas de estudos para cursos de
Pós-Graduação stricto sensu na área da Educação. Os contemplados são educadores da rede
de ensino estadual, discentes de universidades públicas ou privadas reconhecidas pela
Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (Capes). A política de
formação continuada em foco tem por finalidade promover a melhoria da atuação profissional
desses educadores mediante seu desenvolvimento como professores pesquisadores. Esta
pesquisa, de caráter qualitativo, apoia-se, sobretudo, nos estudos de Nóvoa (1995), Pimenta e
Guedin (2005) no tocante à formação de professores, tendo sido empregadas as proposições
de André (2004) e Lüdke (2001), referentes ao professor pesquisador. Como fontes de
pesquisa, foram utilizados livros, legislação, documentos oficiais e pesquisa de campo, feita
mediante a coleta de dados sobre os bolsistas da Diretoria de Ensino de Caieiras (SP), e em
seus currículos lattes. O trabalho contou também com o levantamento de informações na rede
social Orkut por meio da comunidade Bolsa Mestrado e com a aplicação de questionários e
entrevistas. Os depoimentos dos mestres e doutores bolsistas, e do diretor de escola com
maior número de bolsistas da Diretoria de Ensino pesquisada, constituem-se na principal fonte
empírica deste trabalho
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Senate, University of Arizona Faculty. "Faculty Senate Minutes February 4, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/271237.
Full textBook chapters on the topic "Masters/PhD Scholarship Program"
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Bippert, Kelli, Bethanie Pletcher, and Corinne Valadez. "Developing Future Reading and Literacy Specialists in a Fully Online Masters of Reading Education Program." In Employability via Higher Education: Sustainability as Scholarship. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26342-3_30.
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Stassun, Keivan G. "The Fisk-Vanderbilt Masters-to-PhD Bridge Program: Broadening Participation of Underrepresented Minorities in the Physical Sciences." In ACS Symposium Series. American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1248.ch006.
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Laksov, Klara Bolander, Charlotte Silén, and Lena Engqvist Boman. "Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program." In Cases on Professional Distance Education Degree Programs and Practices. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch010.
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In this case, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.
Conference papers on the topic "Masters/PhD Scholarship Program"
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Duggal, Sudesh, and Charles Mastruserio. "Survey of Masters Degree Program." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2717.
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The need of professional master’s degree program in Information systems (MSIS) has been in great demand during the past few years. There may be several reasons for the people to pursue this particular degree. May be that obtaining MSIS degree help the people to climb to the next level of their current position, or as a source to networking with other people for future jobs, or for self esteem and their satisfaction, or as a graceful exit from the long road to a PhD program. Whatever the reason may be there is increase in demand for MSIS program. The purpose of this paper is to survey the MSIS degree programs and their curriculums from twenty colleges and universities across the United States. The information gathered from this survey as well as information gathered in previous such surveys is evaluated and used to create a suggested program curriculum, which provides useful information for academic heads and faculty who are interested in starting a new MSIS program, or revising an existing program.
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Porres, Alexandre. "PSYCHO library for Pure Data." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10432.
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This paper describes the PSYCHO library for the Pure Data programming language. This library provides novel functions for Pure Data and is a collection of compiled objects, abstractions and patches that include psychoacoustic models and conversions. Most notably, it provides models related to Sensory Dissonance, such as Sharpness, Roughness, Tonalness and Pitch Commonality. This library is an evolution and revision of earlier research work developed during a masters and PhD program. The previous developments had not been made easily available as a single and well documented library. Moreover, the work went through a major overhaul, got rid of the dependance of Pd Extended (now an abandoned and unsupported software) and provides new features. This paper describes the evolution of the early work into the PSYCHO library and presents its main objects, functions and contributions.
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Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.
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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.