Academic literature on the topic 'PhD Scholarship Program'

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.

Practical research experience has been seen as an important tool to enhance learning in STEM fields and shape commitment to science careers. Indeed, this was a prominent recommendation of the Boyer Commission. Further, there is evidence this is especially important for minority students. In this paper, we examine the role of practical research experience during the summer for talented minority undergraduates in STEM fields. We focus on the link between summer research and STEM PhD program matriculation. We examine evidence on this question using detailed data on students participating in the Meyerhoff Scholarship Program over a 14 year period at the University of Maryland Baltimore County. Our results provide evidence of strong positive effects of summer research on participation in STEM PhD programs. Further, we show that the effects of summer research vary with the frequency and timing of these experiences. The evidence that educational strategies such as summer research experiences improve academic outcomes of minorities is vital, given concern about the science pipeline in the U.S. and the continuing growth in the racial/ethnic diversity of the college-age population.

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.

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.”

The emerging discourse about the science of social work has urged doctoral social work programs to reexamine assumptions about conducting research and responding to new expectations for scholarship. This article examines three promising models to guide scientific research in social work (evidence-based practice, team science, and multi- and transdisciplinary models). We first conducted a systematic review of social work publications (1985–2016) and found a notable increase in publications that discussed either research-informed or evidence-based practice or multidisciplinary approaches, but not team science or transdisciplinary approaches. Next, we engaged in a comparative analysis of each model’s purpose, number of researchers, and breadth of disciplinary focus. Finally, we completed an exploratory assessment of PhD program websites to identify the presence of these models. Information provided on these websites followed a similar pattern as noted in the publications. Implications of these models for doctoral education in the 21st century are discussed.

This essay narrates and explores the work of Catholic Theological Ethics in the World Church (CTEWC) in developing a network that connects roughly 1500 Catholic ethicists around the world. It highlights the impact that CTEWC has had in encouraging Christian ethics to become more inclusive, active, and mindful in advancing a network that builds bridges beyond the northern paradigm. In this narrative, we see how CTEWC planned and realized three major international conferences in Padua, Trento, and Sarajevo and six regional conferences in Manila, Nairobi, Berlin, Krakow, Bangalore, and Bogota. Together with its monthly newsletter, CTEWC has also sponsored a visiting scholars program in Bangalore, Manila, and Nairobi, a PhD scholarship program for eight women in Africa, and an international book series with eight volumes and over 200 contributors. Throughout, we respond to the challenge of pluralism by answering the call to dialogue from and beyond local culture. As it enters its second generation with new leadership, CTEWC pursues critical and emerging issues in theological ethics by engaging in cross-cultural, interdisciplinary conversations shaped by shared visions of hope, but always mindful that we must engage the Global South and go beyond the northern paradigm where most contemporary theological ethics occur.

I briefly describe my work on race and racism, and the psychology of diversity. Two key aims have been expanding graduate training for students of color and expanding the focus of scientific theorizing, research, and applications in psychology. I argue that history is important for understanding race-related conflict and progress and that cultural context is both a source of obstacles to inclusion (cultural racism) and an important asset in resisting and coping with these obstacles (resilience). I describe ways in which my career represents “doing diversity.” Specifically, I have (a) helped diversify psychological science through a Minority Fellowship Program that provided PhD training opportunities for more than 1,500 students of color, (b) contributed to understanding psychological issues by spearheading psychological science publications on HIV/AIDS, homelessness, and abortion; (c) contributed to national conversations and understanding of race by advising the U.S. Department of Defense on assessments of racial and ethnic discrimination in the military and President Clinton’s Race Initiative; and (d) helped conceive and create an institute of world-class scholarship on race (DuBois Institute for African American Research) at Harvard University. I conclude by discussing challenges I faced, what I might have done differently, and how my work was meaningful in my career and life.

Abstract Background Antibiotic resistance is recognised as a major public health burden. Dentists overprescribe antibiotics and prescribe for unnecessary indications. Tracking and investigating prescribing practices by healthcare professionals provides insights needed to inform targeted antibiotic stewardship interventions. It is unclear how dental antibiotic prescribing patterns differs between countries. The aim of this study was to compare antibiotic prescribing by dentists in Australia, England the United States (US) and British Columbia (BC). Methods This was a cross-sectional study of dispensed dental antibiotic prescriptions between January 1 and December 31, 2017, from Australia, England, US and BC. Dispensed dental antibiotic prescriptions included those from outpatient pharmacies and healthcare settings. Outcome measures included the proportion of dental antibiotic prescriptions by location and prescribing rates by population. Results English dentists prescribed 1.6 times more antibiotics than those in Australia, and dentists in BC and US prescribed around twice more than Australian dentists. (Australia: 33.2 prescriptions/1000population; England: 53.5 prescriptions/1000population; US: 72.6 prescriptions/1000 population; BC: 65.0 prescriptions/1000 population). The types of antibiotics prescribed were similar across all countries, where penicillins were the predominant class prescribed (66.8–80.5% of antibiotic prescriptions). US dentists and dentists in BC prescribed more clindamycin compared to the dentists in other countries. Conclusion Dentists in the US, England and BC prescribed at relatively higher rates than Australian dentists. The findings from this study should initiate an evaluation by dentists of their prescribing practices and responsibilities regarding their contribution towards antibiotic resistance. Further investigations can be aimed at determining country-specific factors that influence dental antibiotic prescription. Disclosures Leanne Teoh, BDSc(Hons) BPharm(Hons), Australian Government Research Training Program Scholarship (Other Financial or Material Support, Scholarship awarded for the PhD candidature)

Aim/Purpose: The purpose of our study was to gain a better understanding of the socialization factors that contribute to the aspirations of doctoral students of Color to pursue teaching careers. Background: Internationally, there has been a renewed call to diversify the professoriate. While the literature often examines early pathway issues and hiring bias, one efficient solution is to continue encouraging the socialization of those doctoral students of Color already interested in pursuing a teaching career. Methodology: We used a sample of 2,717 doctoral candidates of Color from over 221 doctoral-granting institutions in the USA who completed a survey about their graduate experiences. The sample of participants indicated they aspired to a teaching career at the beginning of their doctoral study, yet not all were interested in the same career choice by the end. To analyze our data we used Logistic Regression Modeling (LOGIT) to test which socialization factors (i.e., anticipatory, formal, informal, and personal) contribute to teaching career aspirations. Contribution: We found that factors associated with anticipatory and personal socialization contributed greatest to the continued aspiration of being a teaching faculty member, along with teaching experience. These results are somewhat different than previous literature and practice that places a greater emphasis on formal and informal socialization experiences as contributing to a future teaching faculty career. Findings: Anticipatory (publishing before the start of a PhD program), formal (teaching experience), and personal socialization (sense of belonging) were most related to aspirations to pursue a teaching faculty career, while more factors more traditional in the literature (e.g., relationship with advisor, career and research support, etc.) were not significantly correlated with the desire to pursue a teaching faculty career. Recommendations for Practitioners: We recommend that faculty advisors, graduate education administrators, and academic leaders pay close attention to the personal and social development of doctoral students of Color in order to sustain their interest in teaching in higher education. In addition, it is important for academic leaders to recognize doctoral socialization begins before a student enters a PhD program, so more attention should be given to the opportunities for undergraduate students of Color to learn about the academy through research and publication. Recommendation for Researchers: Doctoral socialization as a topic of study has continued to be of interest to scholars, but there are more quantitative and mixed-method scholarship that could be used to influence academic leaders and policymakers. In addition, scholars should continue to complicate and refine graduate socialization theory in order to understand and represent racially diverse populations. Impact on Society: Multiple interventions will be needed in order to increase the amount of faculty of Color in the professoriate but improving pre-PhD experiences and sense of belonging for doctoral students of Color could be a targeted policy intervention for academic leaders. As researchers and practitioners in the field are looking for ways to better support doctoral students of Color, a nuanced understanding of developmental needs is essential not only for graduation but for intended career aspiration. Future Research: With these findings, we offer opportunities for future research to further our understanding of socialization for doctoral students of Color. Future studies should include more robust measures of socialization factors along with longitudinal research designs in order to understand the temporal developmental needs for students of Color along multiple pathways to the professoriate.

Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Francisco Antonio Moreira Rocha.pdf: 2068401 bytes, checksum: 6f9407df1fc775770507416751181ae3 (MD5) 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

Made available in DSpace on 2016-04-27T14:30:41Z (GMT). No. of bitstreams: 1 Cristina Ribeiro Silva.pdf: 1034249 bytes, checksum: de4f8a12dea7438290b6d8728d43669a (MD5) 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

This chapter shows how PhD mobility across organizations constitutes a source of normative isomorphism that has led towards the “collegialization” of some Spanish Technology Centres (TCs). In particular, the study of nine TCs located in four Spanish regions has been essential to identify the normative mechanisms embedded in doctoral training and scientific careers that have promoted the convergence among R&amp;D organizations. Thus, TCs collaborating intensively with higher education institutions through hybrid researchers have adopted academic models of knowledge production. Interestingly, they have also introduced doctoral training programs to reinforce their legitimacy in the eyes of their collaborators and investors. As a result of these changes, TCs move towards a more proactive position in the processes of knowledge transfer to gain an advantageous position in an innovation system.

At the end of the first decade of the twenty-first century the Fulbright Program celebrated sixty years in Australia. There had been changes, especially in the funding arrangements, but there were also several continuities. Despite the recommendations of the 1976 Rose report that scholarships were preferably left open, they had in fact become far more targeted and there were many fewer available. The number of scholars going on exchange was significantly lower than in earlier decades. Postgraduates stayed for shorter periods to conduct specific research rather than enrol in lengthy PhDs. Indigenous scholars now had a specific award and the gender ratio of successful applicants had improved, so that between 1990 and 2009 women made up approximately 43 per cent of the total. It was even harder for humanities and social science scholars to compete against scientists and medical researchers. The AAFC board had increased in size, but was still disproportionately male, although it had increased the membership of women to three since the first woman was appointed in 1985. While two women had acted temporarily as executive directors at times of transition between appointments, Dr Tangerine Holt was the first woman to be formally appointed as executive director of the Commission, in 2011....

How might teacher education engage pre-service teachers with unfamiliar voices and historical representation in an age of diversity, and view history as a critical project for young citizens? This context is situated in an Aotearoa New Zealand university’s initial teacher education (ITE) secondary programme. As a history educator, I negotiate multiple sites’ cultural practices and legacies of doing and being. I juggle professional, curriculum and assessment discursive practices and teachers’ certainties about their history programmes. This involves history theorising, scholarship and expectations. Tensions exist in relation to ‘sacred’ history contexts and knowledge claims embedded in curriculum and assessment standards that act to lessen possibilities of critical approaches. Critical pedagogy informs my stance that young citizens need to be confident and informed about their identity/ies and lived pasts to question what counts as knowledge and in whose interests this knowledge serves. Problematised history pedagogy (PHP) research aimed to disrupt pre-service teachers’ normative discourses. Emergent findings have subsequently shaped my history programme’s pedagogic approaches and evidence-informed assessment. Recent scholarly and public interest in histories that ‘play out’ in Aotearoa New Zealand’s present, serve to refocus history in ITE and schooling spaces to disrupt pedagogic certainties and exclusive notions of citizenship.

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.