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Fall 2009

Five Funding Sources for Financing Graduate and Professional School Also Inside: The MBA Experience The Importance of Obtaining a Graduate Degree within the S.T.E.M Discipline Various Graduate and Professional Programs

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Publishers Letter Fall 2009

Publisher Prince A. Mhoon

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Editorial Director Abena Lewis-Mhoon, Ph.D. Director of Advertising Prince A. Mhoon Creative Director Darlene Jones Powell Executive Design Consultant Jason Charter Online Director Kelvin Ross Editor Natalie Moore Feature Article Contributors Yancy Hrobowski, Ph.D. Arrelle Anderson, MBA

For subscription/circulation information contact: pmhoon@ gradschoolsmag.com Graduate Schools Magazine® is published by Full Moon Media, LLC Copyright© 2009. All rights reserved. Reproduction in whole or part of any text, photography, or illustration without express written permission of the publisher is strictly prohibited. Correspondence: On matters concerning the magazine, write to: Graduate Schools Magazine, 2720 7th Street NE, Lower Level, Washington, DC 20017; www.gradschoolsmag.com; 202.422.4625; fax 301.585.3696. Send address changes to: Graduate Schools Magazine®, Circulation Department, 2720 7th Street NE, Lower Level, Washington, DC 20017. All inquires regarding subscriptions should be directed to: Graduate Schools Magazine, Subscription Services, 2720 7th Street NE, Lower Level, Washington, DC 20017.

elcome to the Fall 2009 issue of Graduate Schools Magazine (GSM). In this issue you will find several articles addressing the current benefits of attaining a graduate degree and its importance to your professional growth and the American economy. The benefits of graduate education will continue over many years, regardless of the nation’s economic situation. Many experts caution potential students that graduate school should not be their default plan. They suggest that you evaluate career goals; consult with advisors and faculty mentors, then select a program that adds tangible values to your personal and professional growth. According to the Council of Graduate School, enrollment in graduate schools nationwide has grown at a consistent three percent average annually, while parttime enrollment has increased by one percent. However, many graduate programs are experiencing a 10-15 percent increase in applications as a result of the current shaky economic climate. While more people are exploring the option of going to graduate school, many people are still faced with the challenge of “how do I pay for it.” GSM addresses these challenges and gives several tips for aspiring and current graduate students on how to fund graduate education. So as you examine the graduate programs inside GSM, keep in mind your career goals and pick a program that will assist you in meeting them.

Opinions expressed within are not to be considered official expressions of Full Moon Media or Graduate Schools Magazine® The publisher and Full Moon Media assume no responsibility for errors and omissions appearing within. The Publisher and Full Moon Media reserve the right to accept or reject all editorial, advertorial and advertising matter. Neither the publisher nor Full Moon Media assumes any liability for unsolicited, manuscripts, photographs, or artwork.

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Prince A. Mhoon

Publisher Graduate Schools Magazine

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Fall 2009 Emory University Emory Graduate School (Multiple Programs) ................................................... 7

Table of Contents

Howard University Public History Program ............................................................................... 12

Quinnipiac University Multiple Programs ...................................................................................... 26

GRADUATE PROGRAMS

BUSINESS PROGRAMS Quinnipiac University

MASTER'S DEGREE PROGRAMS American University Communications (Film and Media Arts Journalism Public Communication and International Media) .......................................... 21

Multiple Programs ...................................................................................... 26

Willamette University Master of Business Administration (MBA) ................................................... 23

Boston University Outreach Division of Graduate Medical Services Boston University School of Medicine (Bioimaging, Biomedical Crisis Management Biomedical Forensic Sciences, Clinical Investigation, Forensic Anthropology, Medical Anthropology and Medical Nutrition Sciences) ................................... 27

MEDICAL PROGRAMS American Association of Colleges of Osteopathic Medicine Osteopathic Medicine .................................................................................... 8

Brown University The Urban Education Policy Master’s Program ................................Inside Cover

Carnegie Mellon University-H.John Heinz III College School of Public Policy & Management and School of Information Systems & Management (Multiple Programs)................................................ 10

Christie’s Education Art (Modern Art, Connoisseurship and the History of the Art Market).............. 24

Boston University Outreach Division of Graduate Medical Services Boston University School of Medicine (Bioimaging, Biomedical Crisis Management Biomedical Forensic Sciences, Clinical Investigation, Forensic Anthropology, Medical Anthropology and Medical Nutrition Sciences) ................................... 27

Emory University Emory Graduate School (Multiple Programs) ................................................... 7

Dartmouth College The Dartmouth Institute for Health Policy and Clinical Practice Center for Education Recruitment and Admissions Master of Public Health, Master of Science........................................................................................ 16

Erikson Institute

Lake Erie College of Osteopathic Medicine Osteopathic Medicine, Pharmacy and Medical Education ................................ 27

Ohio College of Podiatric Medicine (OCPM) Podiatric Medicine ....................................................................................... 2

Graduate School in Child Development (Child Development, Clinical Social Work, Childhood Education and Childhood Education Leading) ............. 14

Emory University Emory Graduate School (Multiple Programs) ................................................... 7

Howard University Public History Program ............................................................................... 12

Quinnipiac University Multiple Programs ...................................................................................... 26

St. George’s University School of Medicine ........................................................................................ 4

Universidad Autonoma de Guadalajara (UAG) School of Medicine ..................................................................................... 18

Temple University School of Tourism & Hospitality Management .............................................. 21

Quinnipiac University Multiple Programs ...................................................................................... 26

LAW PROGRAMS Liberty School of Law ...........................................................................9 Quinnipiac University Joint Degree in Business and Law................................................................. 26

DOCTORAL PROGRAMS

John Marshall School of Law ..........................................................28

Boston University Outreach Division of Graduate Medical Services Boston University School of Medicine (Bioimaging, Biomedical Crisis Management Biomedical Forensic Sciences, Clinical Investigation, Forensic Anthropology, Medical Anthropology and Medical Nutrition Sciences) ................................... 27

Dartmouth College The Dartmouth Institute for Health Policy and Clinical Practice Center for Education Recruitment and Admissions Master of Public Health, Master of Science........................................................................................ 16

FEATURED ARTICLES In Importance of Obtaining a Graduate Degree Within a S.T.E.M. Discipline...............................................................6 Five Funding Sources for Financing Graduate and Professional School ....................................................................20 Reflecting on my MBA .........................................................................22

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Not Your Average Med Students

Philip and Lucy Magcalas first met in high school in Las Vegas. Lucy went to Boston University. Philip went to the University of Pittsburgh. She majored in psychology. He majored in bioengineering. They were married and wanted to continue their education in medical school together.

Aerial View of St. Geroge's University in Grenada, West Indies

Life Before Medical School Philip worked as a cardiovascular technologist at Massachusetts General Hospital. His experience inspired Skin and Bone, a 30-minute short film directed and written by Philip and Lucy through their film production company, Milk and Cookie Productions. The company provides a creative outlet for the couple and the people around them, and focuses on independent films, webTV, and wedding videography. The cast members involved with Skin and Bones have careers based in the medical sciences. Philip and Lucy say projects like this allow them to have fun doing something different from the everyday – but in the subject they all love.

Phillip and Lucy on set

They are Also Accomplished Filmmakers Lucy and Philip chose to attend St. George’s University in Grenada, West Indies, where they are now thirdterm medical students. Together, they have adjusted to the unique culture of Grenada and have allowed themselves to “live the medicine.” Involved in the University’s student organizations and their own personal projects, Philip and Lucy resemble the ultimate power couple. Choosing to uproot their lives and move to the Caribbean was no easy decision for them. Influenced by a recommendation from an associate and the impressive success of St. George’s University graduates, their choice became clear. The most enticing factor in choosing St. George’s University, in addition to studying in the Caribbean, was that they would be able to go back home in two years. A return to the States for clinical training made the SGU experience even more desirable.

Skin and Bone focuses on the interpersonal relationships that coexist to make medicine possible. It has a realistic approach to the world of medicine – the situations people deal with when they are facing critical medical issues.

The Premiere In June 2009, Philip and Lucy’s film was invited to the Rainier Film Festival, dedicated to independent filmmakers and set in the tranquil foothills of Mount Rainier, Washington. Overall, the opportunity to display the short film was important to the couple – response to it was critical. “I liked that we were able to play the film, see reactions and get feedback immediately,” stated Philip. "Our film was enjoyed by people in and out of the health care industry,” Lucy says. “It was a good experience. Great audience of local people who really cared about the art of film and seeing films that they may not be able to see anywhere else.”

Studying in Grenada The third-term students plan to complete their clinical training in the U.S. after they finish their basic sciencCONTINUED ON PAGE 29

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Graduate Schools Magazine | Fall 2009


Feature Article

age on the combined science and mathematics literacy scales. Other research has shown that the U.S. is in serious jeopardy due to the lack of leaders within science and technology.

One of the most important measures of a nation is scientific innovation and the production of post-secondary degrees within the key disciplines of Science, Technology, Engineering and Math (STEM). The contributions of science and technology to a nation’s global impact are nearly limitless; United States economic survival is dependent upon our position among our global competitors. Technology strengthens our economy by stimulating growth via the manufacturing of mechanics, ideas, energy sources, and opportunities that essentially drive our domestic economy. National security, agriculture, health care, infrastructure, computational and medical advancements, and intelligence are all based on the production of scientists, engineers, and entrepreneurs that continually provide the ideas necessary to fuel this pipeline. This is the most important reason why the U.S. must increase the proportion of doctorates within STEM areas earned by U.S. citizens. The National Center for Education Statistics supports several international studies based on student achievement. One such study is the Program for International Student Assessment that compares 57 educational systems including 30 Organization for Economic Cooperation and Development countries. According to the most recent PISA findings in 2006, U.S. students scored lower than the OECD aver-

A landmark Congressional report in 1995 revealed that approximately one third of all U.S. students intending to major in engineering switch majors before graduating. Of the U.S. science and technology workforce in 2000, 38 percent of the doctorates held were foreign-born; in 2001, the U.S. spent more on tort litigation than on research. These statistics are not meant to spark any sort of xenophobia, but our country’s economic future rests on our ability to produce future leaders in STEM fields. While I do not believe that STEM based academic programs offered at graduate institutions within the U.S. are inferior to those of other countries, I do believe that we do not teach or promote sciences in the U.S. with the same enthusiasm as other professional vocations. Other countries, particularly in Asia and the Middle East, emphasize the importance of technology early in the academic careers of students, thus fostering an interest before the influence of popular culture. This is not to suggest that everyone should be a chemist, engineer or scientist, but many who possess the tools to succeed in such disciplines are often “wiped out” early in their schooling, before the extent of their success can even be accurately measured. I can attest to this phenomenon because I persevered through the Chicago Public Schools and know first-hand the effects of being counted out prior to being counted on. I graduated from high school with geometry as my highest level of mathematics, two years of biology and half a year of chemistry. This level of science and mathematics would be low for any Third World country. I spent the first two years of college essentially catching up on what I needed to learn just to maintain a foundation strong enough to build upon. While I did meet many public school high school graduates who had stronger math and science foundations than myself, many attended summer or bridge programs to aid in their educations. By the time I turned 18; I had met rap artist, Ice Cube, Governor William “Bill” Clinton, Michael Jordan, and Muhammad Ali, but not one scientist. If I were asked while growing up on the South Side of Chicago, what would be my choCONTINUED ON PAGE 9

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Graduate Schools Magazine | Fall 2009


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Especially for Future Medical Students: Explore the Growing Osteopathic Medicine Profession Osteopathic medicine is growing rapidly! Nearly one in five medical students in the United States is attending an osteopathic medical school. Osteopathic medicine is a distinct form of medical practice in the United States. Osteopathic medicine provides all of the benefits of modern medicine including prescription drugs, surgery, and the use of technology to diagnose disease and evaluate injury. It also offers the added benefit of hands-on diagnosis and treatment through a system of therapy known as osteopathic manipulative medicine. Osteopathic medicine emphasizes helping each person achieve a high level of wellness by focusing on health promotion and disease prevention. Osteopathic medicine was founded in the late 1800s in Kirksville, Missouri, by Andrew Taylor Still, a physician who recognized that the medical practices of the day often caused more harm than good. Dr. Still focused on developing a system of medical care that would promote the body’s innate ability to heal itself. He called this

system of medicine osteopathy, now known as osteopathic medicine. Osteopathic physicians, also known as DOs, are licensed to practice the full scope of medicine in all 50 states. They practice in all types of environments, including the military, and in all types of specialties, from family medicine to obstetrics, surgery, and aerospace medicine. DOs are trained to look at the whole person from their first days of medical school. This holistic approach to patient care means that osteopathic medical students learn how to integrate the patient into the health care process as a partner. Students are trained to communicate with people from diverse backgrounds, and they get the opportunity to practice these skills in their classrooms and learning laboratories, frequently with standardized and simulated patients. One key concept osteopathic medical students learn is that structure influences function. Thus, if there is a problem in one part of the body’s structure, function in that area, and possibly in other areas, may be affected. In addition to studying all of the subjects you would expect student physicians to master, osteopathic medical students receive approximately 200 hours of training in osteopathic manipulative medicine. This system of hands-on techniques helps alleviate pain, restores motion, supports the body’s natural functions and influences the body’s structure to help it function more efficiently. The osteopathic medical profession has a proud heritage of producing primary care practitioners. Today, when the challenge of ensuring an adequate number of primary care physicians extends to osteopathic medicine, a high percentage of osteopathic medical school graduates continue to choose careers in primary care. Osteopathic medicine also has a special focus on providing care in rural and urban underserved areas, allowing DOs to have a greater impact on the U.S. population’s health and well-being than their numbers would suggest. The American Association of Colleges of Osteopathic Medicine (AACOM) represents the nation’s osteopathic medical colleges and their faculties, students, and administrators. For more information about osteopathic medical education, or to apply to medical school, visit www.aacom.org.

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Graduate Schools Magazine | Fall 2009


The Importance of Obtaining a Graduate Degree CONTINUED FROM PAGE 6

sen profession as an adult, I can say with certainty that molecular virologist would not have been an answer. While one may not expect to hear virologist as a chosen profession response as often as banker, lawyer or physician, the concern I have is that my answer would not have been derived from the pursuit of another field nor an aversion to science, but from a genuine unfamiliarity with scientific careers. I believe that it is this unfamiliarity has contributed to the lack of doctorates in science than a genuine lack of interest. This country must find a better approach to teach and promote STEM careers. I obtained my both my bachelor of science and my doctorate in the field of microbiology; however, my academic achievements were more the result of a combination of good mentors and coincidence than good schooling. There are many possible ways to promote STEM careers. One of the easiest ways is to promote interaction between local universities and high schools. Specifically, allow post-doctoral researchers and faculty to visit high school science classrooms and explain what an actual researcher does. The multitude of medical television programs that are high on drama and low on science, illustrate an excellent

albeit misguided promotion of medical careers. Medical television shows are made to be sexy, in a general sense. Popular culture showcases the fields of law, medicine, and law enforcement, but little is done to popularize other important fields. It is unfortunate that the fate of our country's technological future may very well rest on a television producer somewhere, waiting to make science sexy. Until then, I encourage everyone who has the least bit of interest in math, science and engineering to find a niche within these fields and make your mark. The future of the United States may very well depend on it.

Graduate Schools Magazine is currently accepting article submissions from graduates, students and administrators. Send article submissions to: pmhoon@gradschoolsmag.com

Mission Driven · Practice Oriented At Liberty University School of Law, law is studied in the context of the Western legal tradition and the Christian worldview. Students learn professional skills in one of the most innovative lawyering skills programs anywhere. The culture at Liberty encourages faith and the desire to do justice, as well as career preparation and success.

Liberty law students and alumni are high achievers: championship competitive teams, high bar passage rates, and legal positions in every sector.

If you are thinking about a legal career or know someone who is—please visit law.liberty.edu/info, call 434-592-5300, or email lawadmissions@liberty.edu.

law.liberty.edu

1971 University Boulevard Lynchburg, VA 24502

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Heinz College is uniquely positioned for thought leadership at these important intersections. Carnegie Mellon University Tackles Complex Issues at the Intersection of Policy, Technology and Management. Researchers at Carnegie Mellon's H. John Heinz III College have shown that public information readily gleaned from governmental sources, commercial data bases, or online social networks can be used to routinely predict most — and sometimes all — of an individual’s nine-digit Social Security number. Project lead Alessandro Acquisti, associate professor of information technology and public policy at Heinz College, and Ralph Gross, a post-doctoral researcher at the College, have shown that public information readily gleaned from governmental sources, commercial data bases, or online social networks can be used to routinely predict most — and sometimes all — of an individual’s nine-digit Social Security number. They found that an individual’s date and state of birth are sufficient to guess his or her Social Security number with great accuracy. The study findings were published in the Proceedings of the National Academy of Science, and presented at the BlackHat 2009 information security conference in Las Vegas. The predictability of Social Security numbers is an unexpected consequence of seemingly unrelated policies and technological developments that, in combination, make Social Security numbers obsolete for authentication purposes. Because many businesses use Social Security numbers as passwords or for other forms of authentication — a use not anticipated when Social Security was

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devised in the 1930s — the predictability of the numbers increases the risk of identity theft. The Social Security Administration could mitigate this vulnerability by assigning numbers to people based on a randomized scheme, but ultimately an alternative means of authenticating identities must be adopted, the authors conclude. “In a world of wired consumers, it is possible to combine information from multiple sources to infer data that is more personal and sensitive than any single piece of original information alone,” said Acquisti. ”Future Social Security numbers could be made more secure by switching to a randomized assignment scheme, but protecting people who already have been issued numbers is harder,” the researchers said. “Considering the ease with which Social Security numbers can be predicted, legislative and policy initiatives aimed at removing the numbers from public exposure, or redacting their first five digits, may be well-meaning but misguided,” Acquisti said. “Given the inherent vulnerability of Social Security numbers, it is time to stop using them for verifying identities and redirect our efforts toward implementing secure, privacy-preserving authentication methods.” The study is just one example of the unique collaborations made possible by Heinz College’s interdisciplinary curriculum, which merges policy, technology and management to produce graduates with the training to tackle society’s most pressing issues.

Graduate Schools Magazine | Fall 2009

CONTINUED ON PAGE 13


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HOWARD

UNIVERSITY’S

Public History Program

People and community-based research are the focus of the Public History program at Howard University. In its first year, Howard interns conducted interviews for the Smithsonian Institution and developed projects for residents at a District of Columbia public housing complex. The Washington Post praised the award-winning program’s techniques. In Howard’s Public History program students take core courses in museum, archives, and preservation. Other classes include park management, film, and material culture. Internships are required. Jim Harper collected artifacts as an intern with the first order of African American nuns. Rhonda Jones interned with House speaker Newt Gingrich and chronicled an African American church’s Underground Railroad activities. Other students interned at the United States Congress, White House, Capitol Historical Society, Library of Congress, National Parks Service, Historic Landmarks Survey, and the Bethune Museum and Black Women’s Archive. Howard interns have served at the Departments of State, Commerce, Labor, Education, Transportation, and Justice. Spike Lee’s 40 Acres & A Mule Filmworks and the Children’s Defense Fund have employed Howard interns. Public History graduates are employed at many of the above institutions and at the History Factory, Naval Research Center Archives, National Security Agency, and Reginald Lewis Museum of Maryland African American History & Culture. Seminars enhance each student’s experiences. For the Black Fashion Museum Howard students devised public relations plans and access for handicapped visitors viewing Rosa Parks’ dress, the Black designer Elizabeth Keckly’s creations for first lady Mary Todd Lincoln, or the gown African American designer Ann Lowe created for Jacqueline Bouvier’s and John F. Kennedy wedding. Howard seminars have been directed by Robert Stanton, Director of the National Park Service; Spencer Crew, Director of the National Museum of American History; Walter Hill, National Archives’ African American specialist;

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Cecil N. McKithan, Chief, National Register Program; and, Barbara Taggar, Underground Railroad/Network to Freedom Program. Established in the pre-World War I era, the History Department of Howard embraced public historians from its inception. After teaching at Howard, Dr. Carter G. Woodson established the Association for the Study of Negro Life and History, the Journal of Negro History, and Negro History Week. Professor Woodson took African-American history to schools, churches, social clubs, and businesses. Trust forms the program’s foundation. Ailene L. Stamper and other African Americans would not share their rare materials until the Humanities Council involved Howard University. Ruth J. Wilson said the Howard Public History program made the North Brentwood’s Smithsonian exhibit possible. Dr. Camille Cosby entrusted the National Visionary Leadership Project’s syllabi, interviewing, and internet-based videotaping strategies to Howard University interns. Howard University’s Public History program promotes a wide range of enriched community-based research. The program infuses students with a sense of the value of contributing to the community. With its new approaches and practices, Howard’s Public History program documents histories that might otherwise go untold. ¹From Clark-Lewis’ “Public History at Howard University” (2003) and used with author’s permission; Jones, (1999), Ruffins, (2002); Pelonis, (2002); Washington Post (April and June 1991). ²Frank Rich, “White History Month,” New York Times (1995); Sorin, (2002); Horton, (1999); Wellman, (2002); Little, (1997). ³Goggin, (1993). Washington Post (April 1992), (March 1994), and (July 1996); Wilson, North Brentwood, (1997). Goddard Persistence, Perseverance, and Progress (1996) “Cosby[’s] Project,” Tennessee Tribune (2002); “Visionary,” Washington Post (2002); “Living History,” Washington Times (1995).

Graduate Schools Magazine | Fall 2009


Carnegie Mellon University CONTINUED FROM PAGE 10

The School of Public Policy and Management at Carnegie Mellon University ranks among the top ten graduate public affairs schools in the United States. Originally founded in 1968 as the School of Urban and Public Affairs (SUPA), the school endeavored to apply quantitative analysis to solve the challenges facing America’s urban centers. William Cooper, the school’s first dean said the goal of the school was “to prepare men and women for intelligent action.” This was not just rhetoric. The program’s quantitative focus was an important departure from other policy institutions that placed more emphasis on political science in the curriculum. Students were encouraged to be action-oriented problem-solvers for real-world organizations, for which they made policy recommendations, based on careful analyses of data, often overturning conventional wisdom. Over the next four decades, SUPA expanded its academic and research leadership to include areas such as Health care, Education Leadership, Crime Policy, and Arts and Entertainment Management. The school also recognized the increasingly important role of information technology, both as a tool for policy analysis, as well as a policy area itself. This led to the creation of Carnegie Mellon’s graduate programs in Information Systems. Today, SUPA has grown to become the H. John Heinz III College, encompassing the School of Public Policy and Management, as well as the School of Information Systems and Management. Separately, these two world class institutions are leaders in their fields. However, the schools share a unified faculty, without departmental boundaries. This allows Heinz College faculty and students to bring expertise in multiple disciplines to bear on the most complex problems. The pairing of a public policy school and an information systems school is highly relevant in the digital age. First, policy makers recognize the critical importance of information technology in improving the quality of government and health care services, reducing costs and creating greater transparency to the public. Similarly, the societal-scale adoption of information technologies has elevated the importance of related privacy, security and intellectual property issues. Heinz College is uniquely positioned for thought leadership at these important intersections. If you are looking for a graduate education that fosters innovative solutions to realworld problems, then visit us at www.heinz.cmu.edu.

Historians Today... Prepare for Tomorrow Public History gives you the Employment advantage Focus: - Museums - Archives - Documentary Filmmaking - Preservation - Public Policy - Cultural Resources Management And much, much more!!! Contact: Dr. Elizabeth Clark-Lewis Director, Public History Program Frederick Douglass Hall Howard University Washington, DC 20059 202.806.6815

HOWARD

UNIVERSITY

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The Biggest Impact You Can Make in Children’s Lives Starts Here Every day, research reveals more about how growth and development in the first years of life influence the child’s capacity to learn, to work, and to love. One school in the U.S. focuses exclusively on the implications of that research for those who work with, or on behalf of, children from birth to age eight: Erikson Institute. Teachers, therapists, program directors, early interventionists, and others from across the country and around the world come to Erikson to take their practice to the next level. Erikson’s master’s degrees in child development and early childhood education, graduate certificate programs, and doctoral program are based on the knowledge that to work successfully with children, you must know and understand them.

strong start in life is one of the best investments we can make. Issues such as early childhood policy, universal preschool, early intervention, and infant mental health are the subject of national debate and discussion— dialog that frequently features Erikson faculty and alumni. State social service agencies and public school systems struggle to serve populations that are more ethnically, racially, and linguistically diverse than at any time, and an increasing number of children—as many as one in five—have one or more risk factors that threaten to prevent them from reaching their full potential. Erikson’s programs directly address the issues that early childhood professionals must face if they are to be effective in their practice with children and families from a variety of backgrounds. Along with comprehensive knowledge of child development, Erikson provides the opportunity to put knowledge into practice and develop the habit of professional self-reflection. Internships and accompanying integrative seminars allow students to consider the impact of their beliefs, expectations, and actions on children—and vice versa. In the seminar setting, practitioners examine the values, behaviors, and communication patterns on both sides of the professional relationship and learn to use colleagues for support and problem solving.

At the heart of an Erikson education is an appreciation for whole child. Course work goes beyond physical, cognitive, and social-emotional development to examine the child’s unique context, the complex web of relationships, affiliations, and values called family, culture, and community. It’s a context that helps shape the child’s world as surely as neural networks. This approach to children has never been more important. From city hall to the White House, there is growing acknowledgement that giving our children a

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Students also join faculty on research projects and a variety of community initiatives. Because faculty research is applied research, not basic research, it often compliments students’ professional experience. Examining how second-language learners acquire vocabulary, determining the unmet needs of Illinois pediatricians with respect to infant mental health, conducting research into how teacher preparation programs address diversity and whether they prepare teachers to meet needs of underserved children—these and dozens of other research projects have welcomed team members who are current students. Erikson has always been deeply embedded in the community. From its early years, when it trained Head

Graduate Schools Magazine | Fall 2009

CONTINUED ON PAGE 28


To know their world, step into ours. M.S. in child development Dual degree: M.S. in child development/M.S.W. in clinical social work with Loyola University Chicago M.S. in early childhood education (on campus and online) M.S. in early childhood education leading to initial Type 04 certification

www.erikson.edu Chicago, Illinois


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The Dartmouth Institute for Health Policy and Clinical Practice (TDI), Center for Education, offers three graduate degree programs: a one-year Master of Science (MS), a one- year Master of Public Health (MPH) and a Doctor of Philosophy (PhD). The overarching educational goal of the graduate degree programs is to prepare leaders in the measurement, organization, and improvement of health and health care. The Dartmouth Institute’s Master of Science program trains its graduate students to be leaders and researchers in health services research and in quality improvement. This unique degree program trains students to review and conduct clinical research and implement quality improvement initiatives to achieve a patient-centered, high quality, cost-effective health care system with access and excellence for all. There are two concentrations students can choose to take while at TDI- Clinical/Health Services Research or Health Care Leadership. The Clinical/Health Services Research concentration provides students with a rigorous understanding of the following areas: fundamentals of epidemiology and biostatistics; quantitative techniques in the assessment of the outcomes of medical care; historical and contemporary theories in decision making; decision analyses and cost effectiveness analyses; and clinical guidelines, patient satisfaction, and survey methods. The Health Care Leadership concentration provides students with a rigorous understanding of the following areas: macro issues in the U.S. health care system and the major disciplinary approaches to them, focusing on microeconomics, organization theory, systems analysis, operations research, and political theory; skills in leading change and improvement in health care systems; barriers to making the health of the population better; and approaches for taking costs out of the care while maintaining or improving quality and enhancing customer satisfaction. The Dartmouth Institute's Master of Public Health program is a unique program which exposes students to the evidence behind current public health research and practices and trains students to use that evidence to

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conduct research, implement public health programs, and evaluate such programs. MPH students gain skills using the methods and models of quality improvement to initiate change, translate research outcomes into action, improve care and access to care, and ultimately improve public health. Students gain knowledge and skills through the classroom experience and multiple opportunities in the health care arena. The MPH program is accredited by the Council on Education for Public Health (CEPH and both the MPH and MS can be completed full-time in one year or part-time over two-three years. The Ph.D. program goes beyond the graduate degrees by offering in-depth, multi-disciplinary training in the conduct of research and teaching in the areas of special expertise at The Dartmouth Institute. Joint programs with the Tuck School of Business and Dartmouth Medical School are also offered. Students enter these programs with a wide range of academic and professional backgrounds including, English, Economics, Psychology, History, Math, Geography, Sociology, Biology, Chemistry, and a host of others. TDI’s overall student body is an educationally and professionally diverse group. About 40% of students are practicing physicians, 35% are mid-career health professionals, and the last 25% are recent undergraduates. The acceptance rate varies each year as we are committed to ensuring the best possible fit for the students and the mission of the program. The Dartmouth Institute is located in beautiful Lebanon, New Hampshire nestled between the Dartmouth-Hitchcock Medical Center and the Dartmouth College campus. The area is part of the scenic Upper Valley which offers a wide range of year-round outdoor recreational activities as well as diverse social, cultural, and artistic communities. The campus is two hours northwest of Boston, three hours south of Montreal and just five hours north of New York City. For more information and to apply online, please visit TDI’s website at: www.TDIeducation.dartmouth.edu or contact the Recruitment and Admissions Coordinator, Kimberly Haller at 603-653-3228 or via-e-mail at kimberly.r.haller@dartmouth.edu.

Graduate Schools Magazine | Fall 2009


AdVertorial The Universidad Autónoma de Guadalajara (UGA) is a complete University established in 1935 for the purpose of education – period.

74,000 MEDICAL SCHOOL GRADUATES AND COUNTING

Yet by and large the most recognized of our schools in the United States is our highly-acclaimed School of Medicine in Guadalajara, Jalisco. Providing health care to the community at large and excellent physicians to many countries, the UAG School of Medicine has graduated more than 74,000 physicians. Within this number you will find over 14,000 U.S. graduates from our International Program. Our U.S. graduates are bilingual, bicultural and bi-literate. They speak the language of the patient in many ways. It is not enough to speak a language; you must also “speak a culture”.

New Curriculum With the ECFMG’s endorsement of our new 5-year curriculum, the UAG begins a new era for U.S. students. During the first two years of basic sciences, our students are able to begin honing their skills as physicians by going out in the community. UAG students start seeing patients from the very first semester through our Program of Medicine in the Community’s 17 community clinics.

It is the oldest and largest private university in Mexico. In fact, it was the first private university in Mexico and has always been non-profit. With 5 campi in Guadalajara, Jalisco, a campus in the state of Nayarit and a campus in the state of Tabasco, which includes another medical school, the UAG educational system runs the gamut from Pre-K to post graduate studies. Our system, which offers 38 undergraduate degrees, 20 masters and 3 doctorals, is comprised of an elementary school, two middle schools, three high schools, a community college system, continuing education and post graduate studies. In addition to an Olympic-sized pool, baseball and softball stadiums, a professional basketball court and a professional soccer stadium, the UAG has four major libraries, three convention centers, the Ocho Columnas publishing empire and its own television station.

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Established in the early 1970’s, the PMC is the perfect venue for students to begin their clinical training early in their education. Not only does it reinforce their medical education in the environment where diseases are generated but it also allows them to learn how to apply appropriate solutions to community health problems. The UAG still makes great use of the “house call” which helps them identify the social, cultural, biological and economical factors that form part of the patient and the family. Structured activities for learning in the PMC include clinical history taking, basic suturing, health surveys, prenatal and puerperal care. Students also are able to become more involved with the community through talks which touch upon preventive medicine, national vaccination campaigns, the benefits of pap smears, limitations from injuries, rehabilitation, epidemiological studies, morbidity information and basic research.

Graduate Schools Magazine | Fall 2009

CONTINUED ON PAGE 25


Feature Article

Financing graduate and/or professional School is not an easy task. During these challenging financial times it’s even harder. However, programs funded by the government, private organizations, proponents of higher learning, and individual schools themselves provide viable options for students. Graduate and professional students are turning to fellowships, grants, financial aid, loans and non-traditional ways to fund post-undergraduate studies.

Fellowships Most graduate and professional students receive fellowships. These fellowships are often tied to a specific field, school, or career path. Fellowships that come from outside of the institution, usually called external fellowships, are awarded based on various factors. They include: academic merit, research accomplishments, length of study, chosen field or in some cases financial need. Institutions offer teaching and research fellowships, commonly called assistantships. Students work with faculty assisting with teaching and/or research duties. Most students provide teaching and/or research assistance for a payment of tuition, fees, and usually health benefits. Although most students provide “free work,” some assistantships come with a stipend. Assistantships not only provide a debt-free way to matriculate, but they also provide students with mentorship, experience and an excellent foundation for their post-undergraduate resume. Thus, assistantships can be extremely competitive.

Grants Grants are usually awarded based on field of study, concentration, focus, interests and commitment to study within the field. They are generally tailored to the needs

of the student and the specific discipline. Trade associations and special interest groups within the field often supply grants to attract more students into the career. Grants can be issued in the form of a check or applied to students’ accounts for tuition, fees, books, housing, or other education related expenses. Many types of grants are widely available and can be found easily by conducting searches within the chosen field. Large grants that assist with tuition or cover specific stages of graduate and professional study, to small grants that fund research projects are often advertised in trade publications and journals.

Financial Aid Financial aid based on merit, background, gender, ethnicity or financial need is also an option. One of the best methods of securing financial aid is to contact the school’s financial aid office to get information specific to that institution, which may not be advertised on the website or easily found through an internet search engine. Also, contact the department of interest to inquire about specific departmental awards, fellowships, and assistantships specific to your field.

Non-traditional Methods Funding for degrees and online courses is a fairly new trend. However, government- backed funding has solidified distance learning as a competitive alternative to traditional methods of earning a graduate or professional degree. Online degrees and distance learning programs offer students cost-effective options for completing graduate and professional studies. In some cases the cost per credit hour is less than a traditional course, and the student is able to save money on commuting and other supplementary expenses. E-scholarships and e-grants, set

By Abena Lewis-Mhoon, Ph.D. Coppin State University

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Graduate Schools Magazine | Fall 2009


Graduate and professional students are turning to fellowships, grants, ďŹ nancial aid, loans and non-traditional ways to fund post-undergraduate studies. aside by government agencies, are non-traditional means for access to money earmarked by the federal government for on-line education. Employer sponsorship and professional development incentives are two other non-traditional methods of securing funding for advanced degrees. These options, offered by many employers to assist employees, include remission of tuition, tuition reimbursement, and/or corporate scholarship opportunities.

Loans Last, but not least, there are always options for graduate loans. However, the biggest drawback is the timely repayment of these loans. Government-backed loans usually have fixed interest rates and must be repaid over a set number of years. These loans offer borrowers protection like deference, forbearance, loan forgiveness and loan cancellation in the wake of unforeseen issues. More than $50 billion dollars is available for students through Perkins, Stafford, and Plus Loans. Perkins loans, for students demonstrating financial need, are issued by and repaid directly to the individual school and are awarded in amounts up to $6,000 per year. Graduate Stafford Loans do not require financial need and can be awarded up to $18,500 per year. Direct Stafford Loans are issued by and repaid to the federal government, while Family Federal Education Loans come from private sources and are repaid to those sources. For students who need additional money, over their granted loan amounts, Graduate Plus Student Loans are available and issued to those able to pass a credit check. In addition, private lending institutions also issue graduate loans with varying stipulations. However, Private loans usually have variable interest rates and terms. It will be challenging to secure money for a postbaccalaureate degree, but it’s not impossible. There is a seemingly endless supply of money to fund your education through fellowships, grants, financial aid, loans and non-traditional means. With these five fail-safe methods for funding, you are sure to finance yourself into a promising future. Visit us online at: www.gradschoolsmag.com

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Feature Article

As I reflect back to the moment that I decided to pursue a business degree, I was 23 years old and sitting in the office with my sales manager. I was two years into local retail advertising sales and clueless about forecasting sales goals, managing budgets or calculating for sales reporting. Although my sales manager gave me great insight, I realized that an undergraduate degree in journalism did not expose me to the world of business. So I set out to get a business degree before realizing I was really going to… “Master the business world!” I attended MBA fairs, searched the web and began the application process. When I learned that I was accepted to all of the colleges I applied to, I decided to attend the program in another region of the country. It was described as “a program that will teach you how to make red, yellow, green and blue cars, not just blue cars like some programs.” In retrospect, I truly understand that description. My perceptions of graduate school were that I was taking two years off work to understand the fundamentals of business, but I did not know I would sit next to comptrollers, chief financial officers, vice presidents of operations, human resource directors, marketing managers and engineers from the United States, China, Turkey, Chile and Spain. The experience was a crash course on “get it done now, and learn it later.” I was constantly reminded that I did not have to learn everything, but had to understand the basics and which resources to use for solutions. In studying advertising, I was taught to convince the reader that one plus one equals two and could sometimes equal three if you add a decimal point. But in business school convincing was not part of the game. Everything was black or white; you either knew it or you did not. As time progressed, my classes became more interesting and my teammates were more valuable. We formed teams for projects in organizational leadership and en-

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trepreneurship classes. I learned how to analyze financial statements, conduct business process reengineering analysis, develop marketing plans, conduct cost-analysis and build pricing modules. I also wrote business plans, attended lecturers with business gurus such as Warren Buffet and got hired by a local entrepreneur to help with a new media company. While in the MBA program, we witnessed the fall of Enron. That allowed us to study the birth and death of empires; the value of synergy, and the benefits of entrepreneurship. I contributed to the success of teams that competed nationally for MBA Business Case Competitions and provided feedback on business planning processes for national companies that submitted proposals to our business center. Today, I realize that an MBA does not only stand for a Master in Business Administration, but, for me, it is the Most Beneficial Accomplishment that I have attained, thus far. The journey to the MBA has allowed me to understand the relevance of each business component. On a daily basis, I apply what I learned from my MBA. The experience was priceless and worth every second of time and penny invested. I am confident that this degree contributed to justifying an additional $30,000 to $50,000 to my salary during negotiations. Increases as such were granted after I shared various measurable accomplishments that were attained throughout my career. The wealth of knowledge and access to resources during the pursuit to the MBA are immeasurable. Have an open mind and be a sponge. Soak up everything; get to know your classmates and your professors. Take classes in other programs, which will allow you to expand your network, and do not forget to get to know your peers outside of the classroom. Remember that you are on a journey to master business, but all of the details may not click until years after you graduate. Add your text books to your library hang your degree on the wall and set achievable goals.

Graduate Schools Magazine | Fall 2009


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Connoisseurship Skills a Necessity in Today’s Art Market With auction houses consistently breaking sale records and private galleries expanding into Russia, China and India, no one can deny that the art market has remained strong amidst financial turmoil. This past May, Lucien Freud’s Benefits Supervisor Sleeping sold for over $33 million dollars at Christie’s Post-War and Contemporary evening sale breaking a record for the highest price paid for a work by a living artist. This sale exemplified the strength of the contemporary art market. According to a report at Bloomberg, Gagosian Director, Victoria Gelfand has noticed “a revolutionary moment on the art market” and consequently, Gagosian has opened a space in Russia. In this international arena, professionals with connoisseurship knowledge and a practical skill set are sought out to meet demands for employment in this everexpanding market. Gallerists and auction houses alike look for applicants who understand the processes used to create sculptures, installations and paintings, which they can then apply to the logistics involved with shipping, caring for, preserving and evaluating artists’ works. These skills cannot be learned from books. While there are many graduate programs that train art historians, there are not many options for those pursuing careers that deal directly with the market. Christie’s Education offers a unique Master’s degree in Modern Art, Connoisseurship and the History of the Art Market. Its program blends traditional art history courses with practical seminars that focus on training the viewer’s eye and gaining an understanding of the art market’s inner workings. Alexa Davidson, a 2006 graduate, stated her decision to attend Christie’s Education was because she was “interested in working in the commercial art world, and the art market is one of the most important aspects of the program.” Alexa now works as the Gallery Director for Lawrence Steigrad Fine Art.

Students examine prints with Jennifer Farrell, the Florence B. Selden Curatorial Fellow for the Department of Prints, Drawings, and Photographs at the Yale University Art Gallery on a field study with Christie’s Education.

Dr. Véronique Chagnon-Burke, Director of Studies of Christie’s Education New York sums up the program goals: “As Christie’s is the only major auction house in the world that directly runs educational programs, we are extremely fortunate to benefit from the expertise of our colleagues on a regular basis. The auction saleroom and New York City are our classrooms, from sale previews, to artist’s and conservator studios, we believe that engaging with the direct handling of art works is the best way to learn. Our Master’s program is finely tuned to provide students a balance between a rigorous academic training in modern and contemporary art and the acquisition of specific skills such as writing catalogue entry, press release or condition report, while focusing also on unraveling the inner working of the global the art world.” Details on the Master’s program at Christie’s Education can be found at www. christies.edu.

While there are many graduate programs that train art historians, there are not many options for those pursuing careers that deal directly with the market. Christie’s Education offers a unique Master’s degree in Modern Art, Connoisseurship and the History of the Art Market. 24

Graduate Schools Magazine | Fall 2009


74,000 Medical School Graduates and Counting CONTINUED FROM PAGE 18

Being bilingual brings great advantages

Harvard, University of California medical schools, Tulane, University of Texas medical schools, Baylor, Albert Einstein and USC Keck are some of the schools where our students do 4th-year electives. Because of the UAG’s quality of education and the great advantage of having students learn another language/culture, our students are not only accepted into prestigious rotations but are also invited to interviews for residency spots once they enter our fifth year, Internado. Many of our graduates are picked up before the Match. This fifth year – Pre-Internship or Internado – can be done in Mexico or the United States. Having an additional year of clinical, being bilingual and having the experience of working in undeserved areas makes our graduates an enviable commodity for the health care needs of today. Receiving one of the best clinical educations available, UAG graduates differentiate themselves by the way they dress, by the way they respect their peers and by their many accomplishments. What really sets UAG graduates apart from others, in addition to their being bilingual and bicultural, is how they learn to “care” for their patients. With less than one million physicians actively practicing in the United States, the imminent retirement of physicians and an increasing population, there is a great need for health care providers. The Universidad Autónoma de Guadalajara School of Medicine is proud to provide our bilingual and bicultural graduates from the International Program of the UAG School of Medicine.

BLOG

JOIN THE CONVERSATION The Graduate Schools Magazine blog is an online interactive forum for prospective, current and former students. In addition, graduate faculty and administrators are welcome to discuss various topics of interest in this online community.

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Third year of the curriculum takes the students through the core disciplines preparing them for 4th year rotations in the U.S. or in Mexico through any of the 150 affiliated hospitals. To become familiar with the US medical system, students can do all or part of their 4th-year rotations in the U.S.

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Turning Potential into Performance MBA, MBA in Health care Mgt, MBA – Chartered Financial Analyst, MBA – Supply Chain Mgt, JD/MBA, Computer Information Systems The world is ever changing, and at an increasingly rapid pace. Successful business leaders must possess the skills necessary to handle current – and future – business challenges and opportunities. Our top priority is to prepare and challenge our students to demonstrate the advanced knowledge, skills, and professionalism required for excellence in professional practice and leadership. The high quality of business programs has been acknowledged by both the academic and business communities. We have earned full accreditation from the Association to Advance Collegiate Schools of Business (AACSB). Journalism, Interactive Communications, Public Relations A career in communications is no place for amateurs. It takes a professional to turn ideas into words, creativity into images. You need specialized skills and experience

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to get into the game. We can do that: get you ready. We know that the bottom line is communicating the real and truthful. Word, image, voice, are the tools, and we have a national reputation for graduate programs that develop those tools like nowhere else. Our students enter media careers upon graduation or excel in their present positions. Our network of alumni testifies to the strength and reach of our programs.

Teaching – elementary or secondary education, Educational Leadership The School of Education takes very seriously its responsibility to graduate new teachers and school leaders who possess the knowledge, skills, and dispositions necessary to provide all children with the education they need and deserve. The School envisions that its graduates will be teachers and school leaders who display three fundamental attributes: the ability to engage in sound practice which is informed by educational theory, commitment to equity and social justice, and dedication to engaging in deeply reflective, mindful practice. The Master of Arts in Teaching program is fully accredited by the National Council for Accreditation of Teacher Education (NCATE). NCATE accreditation provides formal recognition at the national level of the quality of our programs, our faculty and our teacher candidates. Biomedical Sciences, Cardiovascular Perfusion, Molecular/Cell Biology, Nursing – family or adult nurse practitioner, Pathologists’ Assistant, Physician Assistant, Radiologist Assistant Few careers can make a difference as profoundly as health care professionals. Whether you are involved in patient care, testing or research, you face the issues that count – chronic disease, ignorance, malnutrition, trauma, pain, disability, recovery and wholeness, life and…

Graduate Schools Magazine | Fall 2009


Quinnipiac University has once again been named among the nation’s best universities providing a full range of undergraduate and master’s level programs in the U.S. News and World Report 2009 America’s Best Colleges issue. That is why the serious professional chooses Quinnipiac for advanced degrees. A master’s degree from the School of Health Sciences or College of Arts and Sciences at Quinnipiac University helps you develop the resources to contribute to this demanding life. We emphasize the importance of the health care team and the value of interdependent health specialties. We show you how advancing technologies in diagnosis and care extends your abilities and effectiveness. We offer volumes of new, usable knowledge about medical techniques and scientific research. Law – JD, JD/MBA Excellent law schools share many common traits: faculty members renowned for their scholarship and commitment to teaching; academically rigorous courses; loyal, successful alumni; and motivated, focused students. We consider all of these to be essential components of the Quinnipiac University School of Law.

Quinnipiac University OnLine We offer the same high academic quality with either on-line, on-ground or hybrid instructional delivery. The following graduate programs are available on-line: MBA, Interactive Communications, Organizational Leadership, Occupational Therapy (post-professional only). Experience the Quinnipiac difference by attending a university with more than 75 years’ experience in educating students. Let our outstanding faculty bring learning and education to life. Your Next Move: Go to: www.quinnipiac.edu/grad studies E-Mail: graduate@ quinnipiac.edu Call: 203-582-8672 or 800-462-1944 Visit us online at: www.gradschoolsmag.com

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ERIKSON INSTITUTE CONTINUED FROM PAGE 14

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Learning the Law At Chicago’s John Marshall Law School The John Marshall Law School offers students an excellent legal education from its location in the heart of Chicago’s city center. This downtown Chicago campus offers students the best of both worlds—as a student you have access to federal and county courts, major law firms and national and international business headquarters. As a Chicago resident, a walk from the front door of The John Marshall Law School puts you within walking distance of numerous cultural landmarks, including the Art Institute of Chicago, Millennium Park, the Museum Campus and the theater district. Or, you can explore Chicago’s fine restaurants and culturally diverse neighborhoods. The John Marshall Law School curriculum gives students the opportunity to specialize while completing a J.D. degree. Classes offered by our Centers for Excellence enable students to complete certificate programs or combine coursework for a joint J.D./LL.M. degree in employee benefits, information technology and privacy law, international business and trade law, intellectual property law, real estate law and tax law. A legal education at John Marshall is combined with practical experience offered through honors programs; intra- and interscholastic competitions; externships with judges, at law firms, municipal offices and businesses; work in our Fair Housing Legal Clinic, the Veterans Legal Support Center & Clinic and a Patent Clinic offered in conjunction with the U.S. Patent and Trademark Office. The law school offers opportunities for legal research and writing through its John Marshall Law Review, the John Marshall Journal of Computer and Information Law, and the on-line Review of Intellectual Property Law, or its Morrissey Scholars. With more than 50 student clubs and organizations, students have opportunities to meet in both school and social settings. Our students are involved in pro bono work and various volunteer efforts. They hold leadership positions with the Student Law Division of the American Bar Association, and on state and local association boards and committees. The John Marshall Law School has more than 16,000 alumni around the world. To learn more about our programs, faculty, events, students and alumni, visit our website at www.jmls.edu.

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Start grantees on the reservations of Arizona and New Mexico, to just last year, when it opened the Center for Children and Families to provide diagnostic assessment and therapy to children and families throughout metropolitan Chicago, Erikson’s presence and influence touches an astonishing variety of work within the field of early childhood. The Early Mathematics Education Project works with 300 Chicago Public School teachers to improve the quantity and quality of mathematics education at the preschool and primary school levels. The Fussy Baby Network assists new parents whose babies cannot be comforted or who experience sleep disturbance or feeding problems. Erikson consultants help develop successful children’s museums and museum education programs that serve children and families. These and other projects have provided opportunities to individual students, but all students benefit from Erikson’s grounding in practice.

"At the heart of an Erikson education is an appreciation for whole child." Early childhood knowledge, reflective practice, and attention to relationships: it’s a powerful combination that produces gifted practitioners who make a difference in the lives of children. Erikson graduates are directing Baltimore’s City Department of Social Services, leading the National Black Child Development Institute, heading a child life department at a major hospital, improving early math education in the Chicago Public Schools, and much more. Like the alumni who have gone before them, today’s Erikson students—whatever their professional aspirations or their field of interest—choose to give themselves the very best preparation for the most important work there is: helping the children of today grow up to be healthy, happy, responsible, and productive adults of tomorrow.

Graduate Schools Magazine | Fall 2009


Not Your Average Med Students CONTINUED FROM PAGE 4

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es education in Spring 2010. In the meantime, they both will continue to be active in student organizations relevant to their interests. Lucy, President of the Neuroscience Society, coordinates Skype meetings with Dr. Nilay Shah of New York. Dr. Shah is a 1998 SGU graduate who donates his time to allow students to conduct hypothetical patient meetings with his volunteer neurology patients. Students are able to ask the patients questions about their medical history as well as request Dr. Shah to perform specific physical exam tasks. After the examination, Dr. Shah holds a roundtable discussion to determine a diagnosis and possible treatment.

Graduate Schools Magazine is distributed to more than 65 colleges and universities throughout the United States. Graduate Schools Magazine reaches nearly 1 MILLION COLLEGE STUDENTS by strategically placing the magazine in high traffic areas such as: student centers, campus libraries, admissions offices, and administration buildings.

“The first two years of medical school is primarily book studies,” Dr. Shah clarifies. “Being able to participate in a virtual doctor experience reminds you of why you want to do this. It’s really the human side to it all.”

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Her experiences visiting the Mount Gay Psychiatric Hospital in Grenada have instilled in Lucy a desire to develop programs through the Neuroscience Society to collect supplies for the hospital. The student organization also coordinates a Brain Awareness program for Grenadian high school students.

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“It’s important to do things that you find satisfying,” Lucy proclaims. ”We’re passionate about what we do and we're glad to have an opportunity to work with a quality group of peers that share our same passion.” Philip is Vice President of the Pediatrics Club, where the members attend local health fairs, teach children various health-related topics, and conduct health checkups on them. Every term, the Club hosts an Educational Field Day, where children from the Grenadian orphanages come to learn about nutrition and health through health modules designed for them. As Philip and Lucy enter their last year in Grenada, they continue work with their film company. Skin and Bone has been invited to show at the COMMFFEST (Global) Community Film Festival in Toronto in September 2009. Philip states, ”You have an opportunity to mold a career in medicine into anything you want. Mine could possibly be film.” To view a clip from Skin and Bone, please visit http://www.milkandcookie productions.com.

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If your college or university would like FREE copies of Graduate Schools Magazine Send all requests to: pmhoon@gradschoolsmag.com

Visit us online at: www.gradschoolsmag.com

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Fall 2009 issue of Graduate Schools Magazine