fall 2012 issue of graduate schools magazine

FALL 2012

Technology and Today’s Graduate and Professional Student: Pathways for EducationTesting the LSAT: The Law School Admissions Exam and Its Future

More feature articles available online at www.gradschoolsmag.com

INSIDE THIS ISSUE

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INSIDE: Graduate Education ... A Way Out of Debt?

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OVER 75 PROGRAMS FEATURED

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Prince A. MhoonPublisher

Graduate Schools Magazine

FALL 2012

Publisher Prince A. Mhoon

Editorial Director Abena Lewis-Mhoon, Ph.D.

Director of Advertising

Prince A. Mhoon

Creative Director

Darlene Jones-Powell

Executive Design Consultant Jason Charter

Cover EditorAmari Mhoon

Online Director/Web DesignerJamal Pope

Green Light Design Studios

Editor Nat Stone

Feature Article Contributors Abena Lewis-Mhoon, Ph.D.

Melissa MillerAida Rodriguez

For subscription/circulation information contact: [email protected]

Graduate Schools Magazine® is published by Full Moon Media, LLC Copyright© 2012. 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, Washing-ton, DC 20017; www.gradschoolsmag.com; 202.422.4625. Send address changes to: Graduate Schools Magazine®, Circulation Department, 2720 7th Street NE, Lower Level, Washington, DC 20017. All inquires re-garding subscriptions should be directed to: Graduate Schools Magazine®, Subscription Services, 2720 7th Street NE, Lower Level, Washington, DC 20017.

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Publisher's Letter

Welcome to the Fall 2012 issue of Graduate Schools Magazine (GSM.) The primary mission of GSM is to provide its readers with a

wealth of information about graduate and profes-sional programs. In addition, it gives higher educa-tional institutions the opportunity to highlight their respective programs to potential students across the nation and abroad. With the price of educa-tion at an all time high and a slumping job market, it is essential that aspiring graduate students attain as much information as possible to make one of the most important decisions of their lives. Inside this issue you will find a vast array graduate and professional school programs. Also, we are featur-ing articles from graduate educational experts on topics such as test preparation and the inclusion of digital technology and graduate education. More content is available at www.gradschoolsmag.com. Use Graduate Schools Magazine as a tool to assist you in making this critical life choice.

“Let us never be betrayed into saying we have finished our education;

because that would mean we had stopped growing.”

Julia H. Gulliver

2 Graduate Schools Magazine | Fall 2012

TAbLE of CONTENTS

GRADUATE PROGRAMSMaster's Degree PrograMs

UCR Bourns College of EngineeringEngineering .............................................................................................6

Howard University Public History Program ............................................................................9

William and Mary Educational Program ..............................................................................14

Florida International UniversityMultiple Programs .................................................................................17

Clark Atlanta UniversityMultiple Programs .................................................................................20

University of OregonMultiple Programs .................................................................................25

Doctoral PrograMs

UCR Bourns College of EngineeringEngineering .............................................................................................6

Howard UniversityPublic History Program ............................................................................9

William and Mary Educational Program ..............................................................................14

Florida International UniversityMultiple Programs .................................................................................17

Clark Atlanta UniversityMultiple Programs .................................................................................20

HONOR PROGRAMS

Golden Key International

Honour Society ...............................................................................22

MEDicAl PROGRAMS

St. George’s UniversitySchool of Medicine ..................................................................................3

Universidad Autonoma de Guadalajara (UAG)School of Medicine ................................................................................28

FEATURED ARTiclES

Testing the LSAT: The Law School Admissions Exam and its Future

By Aida Rodriguez and Melissa Miller. ....................................................10

Technology and Today's Graduate and Professional Student: Pathways for Education

By Abena Lewis-Mhoon, Ph.D ...............................................................12

FALL 2012


WHERE WE STAND STuDyiNg DivERSE pATiENT populATioNS

HElpS STuDENTS pRoDucE Top uSMlE STEp 1 fiRST-TiME pASS RATES

TESTiNg WEll AND KNoWiNg THE WoRlD EvEN BETTER

Will MAKE you STAND ouT

US/Canada: 1 (800) 899-6337 ext. 9 1280 sgu.edu/future-students • [email protected]

©2012 St. G

eorg

e’s University

Grenada, West Indies


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A pioneer in global medical education, St. George’s Uni-versity School of Medicine offers unique cross-cultural and international learning experiences to faculty and students from all over the world. On the forefront of international medical education for 35 years, St. George’s University has graduated almost 10,000 doctors who have gone on to prac-tice in 45 countries and in all 50 United States. Building upon the institution’s international approach to education and renowned graduate programs, St. George’s graduates become vital professionals who are shaping global health care.

St. George’s was founded in 1976 as the first private medical school in the Caribbean region, and its leaders built the young school with rigorous academic standards, which resulted in accreditations and approvals from every government authority and accrediting body that studied it. In 2009, The Caribbean Accreditation Authority for Edu-cation in Medicine and other Health Professions granted accreditation to St. George's University School of Medi-cine, making it the first private medical school to be evalu-ated and receive provisional accreditation by the prestigious organization.

The University broadened its mission to offer the best of international education overall and in the late 1990s opened a School of Veterinary Medicine, a School of Arts and Sci-ences and a Research Institute. St. George’s also created the Graduate Studies Program to offer advanced degrees in the sciences, public health, research, and business.

Prestigious Public Health ProgramsAn exciting option beyond the stand-alone MD degree,

dual MD/MPH, MD/MSc, and MD/MBA degrees are available to St. George’s medical students. Dual degree graduates are able to participate in a wide range of classes with practical exercises that hone many of the skills required to impact the world of public health care. The University trains practitioners to collaborate with fellow public health

professionals and academic communities, while promoting public health regionally and internationally. The Universi-ty’s students work in 80 practicum sites around the world to provide an international perspective in an international set-ting. Students are able to complete their public health prac-tica across most Caribbean islands, in most states across the US, and in countries that include Canada, Botswana, Cam-bodia, India, Japan, Kenya, Morocco, Pakistan, Switzer-land, Tanzania, Uganda, United Kingdom, and Zimbabwe.

Mirroring the academic standards established by St. George’s School of Medicine, St. George’s University’s Master of Public Health Program was accredited by the US Council on Education for Public Health in 2010, making the University only the fourth non-US institution, and the only school in the Caribbean region, to be granted the cov-eted distinction.

Innovative Business ProgramsBecause St. George’s University leaders aim to provide

students with the skills needed to run a health care business in today’s rapidly changing environment, they developed in-novative new MBA degrees in International Business and Multi-Sector Health Management. These programs meet the Association to Advance Collegiate Schools of Business standards and are built on a creative mix of in-person and online learning. MBA students begin their coursework with a one-week stay on the Grenada campus in which they be-come part of an international project team from around the world. They then return to their homes for the bulk of the program, following the course online, before re-joining their team for another short stay in Grenada.

Progressive Research PossibilitiesThe University-affiliated Windward Islands Research

and Education Foundation, a research institute on campus, collaborates with prestigious North American, European, Caribbean and African institutions. Founded nearly two de-

st. george’s university: Developing Tomorrow’s Medical Leaders


cades ago, this Foundation provides first-class academic and research opportunities for St. George’s University students. It draws internationally recognized scholars and regional scien-tists to research various communicable and non-communica-ble diseases and health issues affecting the Caribbean region. Since its inception, the Foundation has conducted numerous research projects, including HIV/AIDS in rural Botswana and Sickle Cell Anemia in Grenadian primary and second-ary school children.

Through multi-disciplinary research and academic pro-grams, the research institute of the Windward Island Re-search and Education Foundation aims to advance public health and environmentally sustainable developments. Each research project encourages collaborative relationships be-tween internationally recognized scholars, regional scientists and St. George’s University students.

Breathtaking CampusOver the last decade, more than $250 million US dollars

have been spent to create a beautiful, state-of-the-art campus, rivaling some of the most prestigious universities in the world. St. George’s campus includes 65 buildings spread out over 42 acres in a vibrant, tropical seaside location. Over 2,000 students live on-campus and others live in the surrounding neighborhoods, which are served by the University-provided free bus transportation. The True Blue campus, as it’s called, provides all the amenities and technologically advanced fa-cilities of a world-class institution, while offering beautiful scenery and majestic views of the Caribbean Sea.

Information on the University is available at www.sgu.edu, and through YouTube, Facebook, Twitter, and Google Plus at StGeorgesU.


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The research and graduate programs at the Bourns College of Engineering (BCOE) provide students in-terested in pursuing graduate degrees with numerous research opportunities in cutting edge technology areas within a nurturing academic environment. Engineering students at UCR enjoy the benefits of a smaller campus, which include a more relaxed and personal atmosphere with specialized attention and guidance. In addition, our students can also take advantage of the innovative research, first-rate professors, and worldwide networking that comes from being part of the prestigious UC Sys-tem.

The National Research Council's (NRC) data-based assessment of U.S. research doctorate programs dem-onstrated the excellence of the Bourns College of En-gineering's faculty and the rapid rise in the quality of its programs. Among the 27 UCR doctorate programs that were evaluated, eight of them were ranked in the NRC's top quartile, and four of those were in engineering.

The graduate degree programs offered through the Bourns College of Engineering are designed to deepen student understanding of fundamental principles and applications in their chosen field of study. The Ph.D. pro-grams are heavily integrated with the College's research activities and are intended for well-qualified individuals who wish to pursue careers in academic or industrial re-search. The College offers Master of Science (M.S.) and Doctor of Philosophy (Ph.D.) degrees in Bioengineering, Chemical & Environmental Engineering, Computer Sci-ence, Electrical Engineering, Materials Science & Engi-neering, and Mechanical Engineering.

BIOENGINEERING www.bioengineering.ucr.edu

The Department of Bioengineering in the Bourns College of Engineering was established in 2006 by Distinguished Professor and Member of the National Academy of Engineering, Jerome S. Schultz. The de-

partment’s mission is to forge future leaders in bioen-gineering while focusing on solutions to critical themes that impact advanced bioengineering and biomedical engineering research. The core department has five fo-cus areas: Biomaterials and Regenerative Medicine; Bio-medical Imaging; Molecular and Cellular Engineering; Computational Bioengineering; Medical Devices. The department’s interdisciplinary research and educational training effort extends through the BIG (Bioengineer-ing Interdepartmental Graduate) Program, the umbrella for graduate level research effort associated with the fac-ulty in the Department of Bioengineering as well as 40 other participating faculty at UCR who have a passion for training graduate students in bioengineering. BIG combines a solid fundamental foundation in biological science and engineering, and aims to equip the students with diverse communication skills and training in the most advanced quantitative bioengineering research so that they can become leaders in their respective fields. Now one of the most diverse programs, Bioengineering at UCR is already recognized for its many accomplish-ments including ranking 3rd in the nation in 2011 for its students receiving NSF Graduate Research Fellowships.

CHEMICAL AND ENVIRONMENTAL ENGINEERING www.cee.ucr.edu

The Department of Chemical and Environmental Engineering at UC Riverside offers leading-edge re-search and education in fields that will change the future of health, energy, public safety, and the quality of our air, water, and land. The main research areas include, Bio-technology; Advanced Materials and Nanotechnology; Air Quality Systems Engineering; Water Quality Systems Engineering; Sustainable Energy; Molecular Theory and Modeling.

The department and two closely affiliated research centers (the College of Engineering-Center for Environ-mental Research and Technology and the Center for Na-


noscale Science and Engineering) are leading the way on overcoming some of the most challenging scientific and technological problems of our time. For example, CEE faculty and students are leaders in the development of innovative methods to control air pollution and emissions from transportation and industrial sources. They are de-veloping technologies to assure abundant supplies of safe drinking water. They are applying nanoscience principles to the creation of new sensors that can detect toxic sub-stances in air or water rapidly, accurately, and inexpen-sively. And they are advancing toward the development of clean and renewable fuels and energy that can provide for society's needs sustainably and economically.

COMPUTER SCIENCE AND ENGINEERING www.cs.ucr.edu

The department offers the B.S. degree in Computer Science (ABET accredited), and Business Informatics, the M.S. and Ph.D. degrees in Computer Science, and they participate in the Computer Engineering Program (ABET accredited). They are also proud to introduce a new Five-Year Joint B.S.+M.S. degree in Computer Sci-ence, the Five-Year Joint B.S.+M.S. degree in Computer Engineering and the M.S. degree in Computer Engineer-ing. They have strong research programs in architecture, compilers, embedded systems, algorithms, computation-al biology, databases, data mining, computer networks, distributed processing, artificial intelligence, software engineering, and graphics. CSE offers excellent career opportunities for alumni; new, state of the art facilities; superior student recognition; a strong sense of commu-nity and pride; worldwide networking through UC con-nections, graduate research, conferences and more; en-thusiastic CSE staff and advisers that are able to assist students through their academic careers.

ELECTRICAL ENGINEERING www.ee.ucr.edu

The graduate program in Electrical Engineering fo-cuses on research leading to M.S. and Ph.D. degrees. The research involves strong interaction with campus and sys-tem wide research centers: the Center for Nanoscale Sci-ence and Engineering, the Center for Research in Intel-ligent Systems, the Center for Environmental Research and Technology, and the UC Light Center. Three of the Center Directors are EE professors. A shared class 100 clean room is available for fabrication of nanodevices such as graphene transistors. UCR EE students travel nationally and internationally to present their research at conferences. Several faculty and graduate students have earned best paper awards. The EE faculty research ex-pertise covers Communications and Signal Processing; Controls and Robotics; Integrated circuits and VLSI System Design; Intelligent Systems; Nanoscale Materials and Devices.

MATERIALS SCIENCE AND ENGINEERING www.mse.ucr.edu

The Materials Science & Engineering (MSE) gradu-ate program at the University of California, Riverside (UCR) offers M.S. and Ph.D. degrees. The program is comprised of a large and diverse faculty from vari-ous disciplines in both Bourns College of Engineering (BCOE) and the College of Natural and Agricultural Sci-ences (CNAS). Both BCOE and CNAS host a number of faculty members who carry out experimental, theo-retical, and computational research in materials science and engineering. The program structure emphasizes the interdisciplinary nature of the field and encourages interdepartmental collaboration resulting in dynamic and original research. In addition to receiving a world-class education in the classroom, students enrolled in the MSE program benefit from distinctive research fa-


FALL 2012

Technology and Today’s Graduate and Professional Student: Pathways for Education

Testing the LSAT: The Law School Admissions Exam and Its Future

More feature articles available

online at www.gradschoolsmag.com

INSIDE THIS ISSUE

cilities, both existing and currently under development, at UCR. These facilities include the materials synthesis, processing, characterization and property measurement resources available in the departments of Bioengineer-ing, Chemical & Environmental Engineering, Chemistry, Electrical Engineering, Mechanical Engineering, and Physics as well as those in the MSE program itself which is housed in the newly opened Materials Science and En-gineering Building. The Center for Nanoscale Science and Engineering (CNSE) and the Central Facility for Ad-vanced Microscopy and Microanalysis (CFAMM) offer additional instrumentation, which is available for use by all students. Modern materials science and engineering allows those with both engineering and non-engineering backgrounds to join together in bringing technological innovations to fruition by applying the principles of engi-neering and the chemical and physical sciences.

MECHANICAL ENGINEERING www.me.ucr.edu

The Department of Mechanical Engineering (ME) at UCR offers the opportunity for graduate study in specialized areas of Mechanical Engineering. Research within the department spans seven broad areas. They include Energy processing; Bio-applications; Nano and microscale engineering; Computation and design; Ma-terials properties and processing; Multiphase flow, heat transfer and combustion; Air quality and fire engineer-ing. Interdisciplinary research by many faculty and their groups is also carried out across inter-departmental pro-grams and centers, such as Materials and Science and En-gineering (MS&E), Center for Environmental Research and Technology (CE-CERT) and the Winston Chung Energy Center. Faculty directed research is sponsored by federal agencies (NSF, NIH, DOE, ARO, AFOSR, USDAFS, ONR, etc.), state agencies (Cal Trans, CIEE, UCTC, etc.), and industrial sponsors (Raytheon, Aeptec, Lockheed, Bourns Inc., 3M, etc.).Highlights of the ME graduate program include active, modern and inter/multidisciplinary research programs rapidly growing in size and prestige, combined with the diversity, personal advising and close contact with all faculty.

We invite you to get connected with BCOE @ UCR! Follow us and join our social network groups at www.engr.ucr.edu. Applications for fall 2013 are now being accepted; apply online at https://gradsis.ucr.edu today!

More feature articles available online at gradschoolsmag.com

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Historians Today...Prepare for TomorrowPublic History gives you the Employment advantage

Focus: - Museums

- Archives

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And much, much more!!!

Contact:Dr. Elizabeth Clark-LewisDirector, Public History ProgramFrederick Douglass HallHoward UniversityWashington, DC 20059202.806.6815 HOWARD

U N I V E R S I T Y


If you are considering going to law school, traditionally the Law School Admissions Test, or LSAT, is the first step in the application process. The downturn in the job market and unprecedented amount of law school debt is causing intelligent young people to question the basic premise that law school is a good investment. Accordingly, it is not surprising, with all the criticism of law school, the American Bar Association committee is reconsid-ering the LSAT admission requirement.

Testing the LSAT:The Law School Admissions Exam and Its Future

By Aida Rodriguez & Melissa Miller, graduates of UC Hastings College of the Law and co-founders of the Law School Project.


What is the LSAT & Its Purpose?Questioning the LSAT as a predictor of success is not a new concept. However, it is only recently that this issue has divided the ABA. Currently, the ABA standards require prospective law students to take a “valid and reliable” test for admission purposes. The LSAT is the only standardized test used to de-termine eligibility for law school. The purpose of the LSAT is to measure skills that are essential for law school success including reading and compre-hension, organization and management of informa-tion, the ability to draw reasonable inferences, ana-lyze and evaluate arguments, and critical thinking skills. Students who perform well on the LSAT tend to perform well in the first year of law school. In addition, each state's bar exam tests not only rules of law but, like the LSAT, reading comprehension, analytical and logical reasoning. The LSAT is not only a reliable predictor of academic law school success but also a good predictor of bar exam per-formance.

What is Wrong with the LSAT?There are several common critiques of the LSAT. First, it has been argued that the test disproportion-ately impacts minorities who generally are at a dis-advantage in taking standardized tests. As evidence of this, critics point to the low number of minority students represented at top tier law schools. Sec-ond, the exam does not test specific subjects that can be mastered by sheer hard work; thus many ap-plicants find that no matter how much they prepare, they cannot excel on the exam. Third, the LSAT is given too much weight by law schools, overshad-owing grade point average, experience, and other achievements. Finally, the LSAT only accurately measures success in law school and not ultimate success in the practice of law.

Is there an Alternative to LSAT? A Different Kind of TestThe University of California, Berkeley is currently researching alternatives to the LSAT and is consid-ering a test that would reveal desirable qualities of a lawyer; for instance, measuring the ability to write and research well, manage stress, and perform un-der pressure. Even though this new test purports to

predict success as a lawyer, it is unclear whether it can predict academic success in law school and on the bar exam.

Pre-Law School Coursework As a Replacement for LSATThe ABA also grants LSAT waivers to select schools with specific pre-law coursework. Law schools such as University of St. Thomas and University of Alabama have implemented such programs as al-ternatives to the LSAT. Since the programs have only recently been implemented, it is still unclear if how the students have fared in law school, on the bar exam, and in employment.

LSAT As One Factor Among ManyThe Law School Admissions Council (LSAC) rec-ommends that law schools use the LSAT as just one of several factors in making admissions deci-sions. This more "holistic" approach appears to be a reasonable compromise. However, there are sig-nificant problems with this approach. The ABA has not identified the factors that are relevant in assess-ing eligibility for law school and there is no spe-cific mathematical formula to determine how much weight each factor should be given in the evaluation process. Many have argued that undergraduate GPA should be given greater weight than the LSAT be-cause it is measures success over a longer period of time. However, research has shown that LSAT is a better predictor of first year law school success than GPA alone. A combination of LSAT score and GPA is a better predictor than either one alone.

What Does LSAT Mean for Applicants?In short, the LSAT was designed to measure first year success in law school and accurately does so. Applicants who continually produce low LSAT scores should give serious thought to whether law school is the right choice. On the other hand, many people who do not receive top grades in law school go on to become excellent lawyers. Applicants who want to attend an ABA-accredited law school and who are convinced that they have the skills to be a good attorney, should inquire into schools with al-ternative admission requirements or that give less weight to the LSAT score.


Today’s graduate and professional students are dif-ferent than those in years past. Students often face issues dealing with more responsibility, less time, and inadequate emotional and financial support. Many graduate students are searching for the fastest and least stressful way to complete graduate school. One solution for students looking to solve this problem is the use of digital technology for learn-ing. Digital technology has created new pathways for education while providing resources through distance learning to encourage students to achieve graduate and professional educational goals.

According to a study by the U.S. Department of Education’s Office of Adult and Vocational Edu-cation, digital technology for learning supports students and extends educational opportunities. “The thoughtful integration of digital technologies into the traditional scheme of education and their use in developing new ways of learning is neces-sary to ensure students have the tools to thrive in a complex and rapidly changing technological soci-ety,” the report says. This digital integration into traditional programs is a revolutionary idea, which assists the growing number of graduate and profes-

sional students who need advanced education to get jobs within their fields. Traditional classroom-based graduate programs inadvertently exclude students who are unable to attend classes due to life limi-tations such as family, childcare, employment or transportation. These constraints reduce the number of students who can profit from a worthwhile gradu-ate or professional education.

Based on the findings from “Distance Education in Higher Education Institutions,” a report conducted by the U.S. Department of Education, National Center for Education Statistics, which surveyed postsecondary institutions and their use of distance education, there is a distinct need to provide op-tions for students who prefer digital learning. The increased number of institutions offering distance education courses, the varying types of programs and courses being offered, and the rapid develop-ment of technology used to deliver distance educa-tion to students proves the demand for this type of integrated technology exists. This type of education offers access to graduate and professional courses, advanced degree programs offered by four-year universities, continuing education, and professional certificates. Technology-integrated programs ca-ter to convenience thereby encouraging students to complete courses faster. Studies documenting the cost effectiveness of online courses or programs are becoming more and more appealing to potential stu-dent patrons worried about tuition and fees. It also appeals to universities concerned with budgetary is-sues, as well as student recruitment and retention.

TECHNOLOGYand Today’s Graduate and Professional Student: Pathways for Education

CoPPin STaTe UniverSiTy

By Abena Lewis-Mhoon, Ph.D.


Graduate and professional education infused with instructional technology is beneficial to university programs and the graduate and professional students that who to enroll in the courses. But how do stu-dents actually feel about technology in gradate and professional programs? Nate Kaufman, a graduate student at San Francisco State University, appreci-ates the option of flexibility while taking courses at SFSU while residing in Napa, Calif., about 60 miles away, and not necessarily having to sit in traditional classrooms on campus. He is taking blended learn-ing courses, a cross between a hybrid and flexible course, which give him the option of completing his courses in the traditional classroom, participating in an asynchronous online environment, or mixing the two.

Many other students like Kaufman also appreci-ate the flexibility offered in hybrid and fully online courses. They feel that the online class experience adds learning value through the student to student interaction and offers the convenience of having materials readily available online. This averts the need for carrying papers, books etc.; everything is accessible via the Internet. It has been said that the tools and techniques used in the online or blended courses give students a more thorough understand-ing of the course material. For example, the abil-ity to watch missed class lectures and review media postings a number of times allows students to en-gage and re-engage course concepts several times. Some students prefer the online experience and do not miss the face-to-face interaction of a traditional classroom. They have found that the social nature of the classroom can be replicated with a small group of peers in a discussion environment.

STEPS TO SUCCESS IN GRADUATE & PROFESSIONAL TECHNOLOGY INTEGRATED COURSES

1. Create and accomplish listed learning goals2. Meet the instructional objectives3. Read ALL posted content4. Complete all instructional activities5. Follow instructions 6. Complete learning supports and supplemental

materials

As studies explore the effects of online learning to determine various types of programs of study and courses students could most benefit from, there are small groups of students who prefer traditional face-to-face learning methods. However, even these stu-dents recognize the value of having options when they are unable to attend class. More students are using hybrid learning as a supportive tool to supple-ment face-to-face interaction with professors.

Finally, it is important to remember that self-moti-vation drives students in technologically enhanced courses. While students and have their learning assessed through the same core assignments, proj-ects, papers, quizzes, and tests, having an alterna-tive participation mode enables students to success-fully navigate the life limitations that might slow or stop graduate and professional matriculation. If you have life limitations yet you are determined to fulfill graduate and professional educational goals, harness that self-motivation and, then consider pro-grams at universities that offer flexible, hybrid, and/or online learning courses.


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Large enough for excellence - small enough for community. The School of Education at the College of William and Mary is nationally accredited and recognized. Its faculty are actively engaged in up-to-date research, both synthesizing and generating it. Programs are small, thus faculty are accessible and maintain close supportive relationships with their students. Graduates are prepared for what is, and what will be, by being connected to the present and being provided the skills to shape the future.

Students participate in relevant, engaging field ex-periences early in the program. William and Mary graduates leave with the leadership skills to advo-cate for change in the profession. Alumni achieve early recognition for outstanding teaching - they quickly become school leaders and innovators. The School’s graduate programs are designed to meet the needs of a diverse student population that includes full-time and part-time students, different-ly abled students, mid-career professionals respond-ing to rapid changes in their respective fields, home-makers re-entering the paid work force, and recent recipients of bachelor's or master's degrees prepar-ing for advanced positions in the field of education.

Founded in 1693, William and Mary is the second oldest educational institution in the U.S. Four U.S. Presidents benefited from educational programs of-fered by the College: George Washington, Thomas Jefferson, James Monroe and John Tyler. Students attend classes in rooms where Thomas Jefferson studied and at the same time use some of the most sophisticated computer technology and scientific instrumentation in the world. The Sunken Garden isn't just a place for playing Ultimate Frisbee these days. Now students can log into their favorite blog or web site anytime, anywhere.

The Sir Christopher Wren Building, completed in 1700, has been called "the soul of the College." Survivor of three fires, its classrooms, offices and chapel still welcome student daily, despite the ru-mor that it’s haunted. Students at William & Mary have a living museum and an amusement park as the local backdrop. Williamsburg, Virginia, is ap-proximately 150 miles south of Washington, D.C. Far from having seen its heyday as the Capital of Virginia in 1698, Williamsburg offers the ideal set-

William and mary

Continued on page 16


ting for a modern, collegiate atmosphere. Adjacent to the campus is Colonial Williamsburg, which along with Jamestown and Yorktown comprise the Historic Triangle. It's like the Bermuda Triangle, but instead of wrecking ships, it provides insights into American History. Tourists flock to Williams-burg every summer, but William & Mary students have the run of the place during less humid months.The School of Education has 38 tenure line faculty members, of which, eight hold endowed professor-ships, combined with other personnel for a total of 90 faculty & staff.

The School’s education professors have garnered more than $64 million in research grants over the past 10 years with $19 million in the past 3 years.

The Curriculum & Instruction programs prepare students to shape the future of a nation through teacher preparation programs and specialty en-dorsement programs. Impact the future - become a teacher through a graduate program in elementary education, secondary education, or special educa-tion. Already a teacher? - Then consider special-izing in reading, gifted, or special education.

The Educational Leadership programs provide ex-citing opportunities for graduate studies for pro-fessionals who want to be educational leaders and impact change. Choose a master’s degree program with an emphasis in K-12 Administration, Gifted Administration, or Higher Education Adminis-tration. Already have a master’s degree? Then consider a doctoral program in General K-12 Ad-ministration, Gifted Administration, Curriculum Leadership, Curriculum & Educational Technology, or Higher Education Administration.

The School Psychology and Counselor Education programs prepare highly qualified professionals for exciting and challenging careers in educational and mental health settings. At William and Mary, stu-dents don’t wait until after graduation to start mak-ing a difference in the lives of children and clients. These programs in School Psychology and Counsel-ing place students in area school divisions to tackle real world issues as they prepare to become highly qualified professionals. The New Horizons Family Counseling Center provides advanced graduate stu-dents in counseling with practicum and internship opportunities.

The School of Education is continually ranked as one to the top 50 Schools of Education in the U.S. News & World Report's Best Graduate Schools Guide. Professional education programs in the School of Education are nationally recognized and accredited by the Virginia Department of Educa-tion. The School of Education is accredited by the National Council for Accreditation of Teacher Edu-cation (NCATE). The School Psychology program is accredited by the National Association of School Psychologists (NASP) and the Counselor Educa-tion programs are accredited by The Council for Ac-creditation of Counseling and Related Educational Programs (CACREP).

William and mary AdvertorialContinued from page 14

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Find out more about our 120 graduate degrees by visiting gradschool.fiu.edu


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Earning a graduate degree at Florida International Uni-versity means joining a community of scholars whose re-search pushes the frontiers of knowledge. It means working with faculty whose innovative, relevant scholarship places FIU among the ranks of America’s leading research univer-sities. The Carnegie Foundation for the Advancement of Teaching ranks FIU as a Research University in the High Research Activity category of their prestigious classification system. This is an acknowledgment that in only a few de-cades since its founding, FIU has reached a high position of leadership among graduate schools. The creative, energetic minds of our faculty and students promise a future of com-pelling discovery and unbounded creativity.

FIU offers more than 120 graduate degrees and certifi-cates across nine colleges and schools. In our schools, col-leges, research centers, and laboratories, FIU professors and graduate students explore ethical questions in business, study the atomic nucleus at high energy, work to create bet-ter schools and to revitalize ailing urban centers, discover new applications for nanotechnology, advance the fields of biomedicine and compose beautiful music. A number of FIU’s programs – international relations, Latin American and Caribbean studies, hospitality management, music, po-litical science, creative writing, public administration, and business administration, among others – are regularly cited among the nation’s best.

As a graduate student at FIU, you will collaborate with top scholars and researchers who are shaping our future. You will study in Miami, a city of remarkable resources lo-cated at the crossroads of two continents. You will have ac-cess to the latest technologies and facilities. You will gain a competitive edge in the career market. Most importantly, you will earn a degree from a university that has garnered international respect. The value of an FIU degree can be seen in what our graduates do every day. Serve the commu-nity. Spearhead groundbreaking initiatives. Take the lead in crafting solutions to some of society’s greatest challenges. Advancing to the highest levels in their chosen fields, our graduates lead and contribute across a wide range of enter-prises throughout the world.

An International Community of Scholars with a Multidisciplinary Focus

A research university that takes diversity seriously, FIU attracts students from all 50 states and more than 130 na-tions. The graduate student community includes more than 7,000 students. Some of these students choose to attend full-time and complete their degree programs as quickly as pos-sible. Others are working full or part-time and need classes

A vibrant university for the global WorkplaceFlorida International University is a leading urban public research university focused on student learning, innovation, and collaboration.


that fit their schedules. We offer graduate programs during the day, evenings, weekends and online.

Most classes are offered at one of the university’s two major campuses, the University Park Campus in west Mi-ami and the Biscayne Bay Campus in North Miami; how-ever, more than 50 special centers and institutes at FIU add to the multidisciplinary nature of the university environ-ment. Some of these include the Biomedical Engineering Institute, the High-Performance Database Research Cen-ter, the International Hurricane Research Center, the Latin American and Caribbean Center, the Center for Tourism and Technology, the Eugenio Pino and Family Global En-trepreneurship Center and the International Forensic Re-search Institute.

FIU is committed to discovering new knowledge through research with annual research expenditures exceeding $100

million. Our faculty look for students whose ideas and in-sights will contribute to the university’s proactive research mission, ensuring that FIU remains a model of progress. From our computing facilities to our engineering campus to our world-class laboratories, FIU also offers world-class research resources. The libraries at Modesto Maidique and Biscayne Bay Campus house more than one million volumes along with tens-of-thousands of periodicals, maps, microfilms, institutional archives, curriculum materials and government documents. In addition, there is access to more than 10,000 journals and serials and a wide range of on-line resources.

If you want to go beyond the world you know and dis-cover possibilities you never imagined, then pursuing a graduate degree at FIU is the best way to discover your true potential. Be Worlds Ahead!


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Clark Atlanta University (CAU) is one of an elite group of Historically Black Colleges and Universities (HBCUs) designated a doctoral research university by the Carnegie Foundation. Graduate programs were first established in 1929 at Atlanta University that later be-came part of CAU. Atlanta University offered the first advanced degree programs among HBCUs in the U.S. Because of this legacy, CAU was offering graduate de-grees to African American students long before many majority institutions in Georgia.

The University has a culturally diverse, robust gradu-ate program with masters and doctoral level degrees from four schools: Arts and Sciences, Business Administration, Education and Social Work. The campus is nestled in the heart of Atlanta, blocks from downtown. In 2012, enrollment among graduate students at CAU programs reached over 700.

“Clark Atlanta University offers a nurturing environ-ment,” says CAU Dean of Graduate Studies Dr. Bettye Clark. With over 29 years at CAU as an educator, depart-ment chair, associate provost and now Dean, Dr. Clark advocates mentoring as a priority in graduate programs – both faculty and peer.

Because many students are working professionals, many of the graduate departments offer evening pro-

grams. Weekend classes are available in the Masters in Business Administration (MBA) program. Class sizes are small with many cohort-based programs that allow for more individualized attention. Students also benefit from competitive stipend awards in the STEM disciplines.

Clark Atlanta University’s MSW program ranks as one of the oldest in the U.S. For over six decades, our MBA program has remained at the cutting edge of managerial theory and practice, historically delivering outstanding placement rates. The doctoral program in Educational Leadership program is one of two doctoral programs in Georgia and the School of Education is one of only six HBCUs accredited by CACREP. Unique to CAU, the Africana Women’s Studies program is nationally the only graduate program of its kind.

Adding to its clout, Diverse Issues in Higher Educa-tion ranks CAU (2010) among the Top 100 Degree Pro-ducers of Graduate and Professional Degrees for African Americans in the following doctoral degrees: fourth in physical sciences, ninth in social sciences and nineteenth in education.

Applications are currently being accepted for Spring and Fall 2013 enrollment. Call 404-880-8667 or visit www.cau.edu/graduatestudies.aspx for further de-tails.

clark Atlanta university – An excellent choice for graduate education


GRADUATE ADVANTAGE

THECLARK ATLANTAUNIVERSITY

O�ce of Graduate Studies223 James P. Brawley Dr, SW

Thomas Cole Research Center, Suite 3045

Atlanta, GA 30314

www.cau.edu/graduatestudies/aspx

[email protected]

p 404-880-8714

ENROLL NOW FOR FALL GRADUATE COURSES! YOUR GRADUATE DEGREE IS WITHIN REACH!

38 Areas of Study including MBA, MSW, MPA, MEd, EdD & PhD | Convenient Schedules

GRADUATESTUDIESAdvantageThe

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2 million members worldwide. $1,000,000 in scholarships.

Over 205,000 hours of annual community service.

1 International Honour Society.

These are impressive numbers, but there is more to tell.

Although the criteria for membership is based on scho-

lastic achievement, membership in Golden Key offers

much more than a typical academic honor society. Joining the

Society means that you become part of a worldwide organization

dedicated to community service, developing members leadership

capabilities and recognizing top-performing graduate students in

all fields of study. Through participation in local chapter com-

munity service projects and attendance at regional, national and

international summits, Golden Key members have a unique op-

portunity to prepare themselves for a successful and well rounded

career long after college and graduate school days have passed.

If you are interested in an organization that offers so much more

than another tassel on your cap and gown, visit www.goldenkey.org

and discover the benefits and opportunities Golden Key offers

it’s members.

for more information please visit: www.goldenkey.org

2 million members worldwide. $1,000,000 in scholarships.

Over 205,000 hours of annual community service.

1 International Honour Society.

These are impressive numbers, but there is more to tell.

Although the criteria for membership is based on scho-

lastic achievement, membership in Golden Key offers

much more than a typical academic honor society. Joining the

Society means that you become part of a worldwide organization

dedicated to community service, developing members leadership

capabilities and recognizing top-performing graduate students in

all fields of study. Through participation in local chapter com-

munity service projects and attendance at regional, national and

international summits, Golden Key members have a unique op-

portunity to prepare themselves for a successful and well rounded

career long after college and graduate school days have passed.

If you are interested in an organization that offers so much more

than another tassel on your cap and gown, visit www.goldenkey.org

and discover the benefits and opportunities Golden Key offers

it’s members.


Golden Key InternationalHonour Society 2011-2012

Graduate Scholar Award winners.

Iam incredibly

honored to receive

the Graduate Scholar

Award. This scholarship

will help fund my medical

school education and will

allow me to focus on my

studies and community

work. This generous

award brings me closer

to realizing my goal of

serving the community

through medicine and

education. I cannot thank

Golden Key enough

for this wonderful

opportunity!”

Ican now more fully

focus on my medical

education as well as

research and volunteer

endeavors instead

of worrying about making

ends meet for my wife,

daughter, and I.”

Igraduated from

the University of

North Carolina at

Chapel Hill with a B.A in

Psychology and a double

minor in English and

Creative Writing. Thanks

to this award, in the fall,

I will be attending the

Brown School of Social

Work at Washington

University in St. Louis to

focus on my Masters in

Social Work.”

II am honored to

be the recipient of

the 2012 Golden

Key Scholar Award.

Beyond the incredible

daily support that it will

provide, this award means

new possibilities of higher

development for my

master’s research project

and for me.”

Iam so pleased to be

announced as one of the

winners of the Graduate

Scholar Award. It is such a

huge acknowledgement

of my work.

Beili Yin (Clara)

Marie Dauverné

Caroline Fish

Corbin Jacobs

Diana Nguyen


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Now you have to pay for it.

If you are accepted to Graduate School you more than likely

qualify to become a member of Golden Key International Hon-

our Society. Golden Key offers US and International members

$1,000,000 in scholarships annually. In addition, as a member of Golden

Key you qualify for more scholarships as well as fellowships, fee waivers,

events and book stipends, through our partner graduate schools. With

over 350 chapters in the US alone, you probably have a chapter on your

campus, but if you don’t you can still become a member by going to our

website at goldenkey.org and filling out an application. A Golden Key

membership can make the transition to graduate school less stressful

and most importantly less expensive.

Graduate School Scholarships:

• Graduate Scholar Award – A $10,000.00 scholarship for the winners to pursue any post-graduate degree.

• QS MBA Tour Award – A $5,000.00 for the winners to pursue a Masters in Business Administration.

• QS World Tour Award – A $5,000.00 scholarship for the winners to pursue any post-graduate degree.

• Geico Life Scholarship – A $1,000.00 scholarship for the winners to pursue any post-graduate degree.


CONFLICT HAPPENS.

Haven’t decided on graduate school yet? Consider Conflict Resolution at the

University of Oregon.

You can make a difference!For information, visit conflict.uoregon.edu or contact

Tim Hicks, Program Director, at [email protected]

EO/AA/ADA institution committed to cultural diversity


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People are not born knowing how to deal construc-tively with conflict. Bridging our differences peacefully is not an innate skill. We are inclined to feel threatened, angry, defensive, aggressive, self-righteous, scared, or competitive. The good news is that we can learn how to be more conflict-competent. In today’s world, few things can be considered more important than finding constructive ways to solve problems and resolve disputes, whether in our families, our communities, or at the na-tional or international levels.

Corporations, nongovernmental organizations, and other institutions are becoming increasingly aware of the cost of poorly managed conflict. Communities deal-ing with environmental, land use, and development dis-

putes are looking for ways to find solutions and avoid gridlock. There are proven skills and techniques to ad-dress these very issues, and they are teachable. That is fundamentally what the University of Oregon’s Conflict & Dispute Resolution Master’s program is about.

The ExperienceIn this program you will join intense, creative, and

committed students bonded in an intimate learning community as they explore the profound personal and global subjects of conflict and its resolution, competition and cooperation, war and peace, communication and consciousness, relationship and responsibility. You will learn from a passionate faculty engaged in a rich cur-

Conflict and Dispute Resolution at the university of oregonYou Can Make a Difference


riculum. You will participate in symposia, conferences, projects, and internships. You will engage with other disciplines. You will develop practical skills and broaden your theoretical frameworks.

Program HighlightsThis two-year graduate program is built upon the

cohort model. A maximum of 28 students each year become colleagues as they pursue the core courses to-gether as a group. The cohort model facilitates a learn-ing community within which students study, discuss, and experience the foundational concepts and skills related to conflict resolution theory, research, and practice.

Your first year is structured to provide you with a firm foundation in both theory and skills. During the second year, you will develop an individualized path of study based upon your specific interests in the field. You may want to help deal with the social consequences of climate change or work with other environmental and public policy issues; you may pursue work in the inter-national arena, in the corporate or non-profit sectors, or in community settings; perhaps you seek to work in

peace and reconciliation contexts, with interpersonal and family-based conflicts, within the justice system, or in some other area of the conflict resolution field. What-ever your path, we will support your exploration as you gain knowledge and critical experience in the field.

Learn MoreIf you are interested in exploring this type of work,

check out our website, give us a call, send us an email, or come for a visit. We are housed in the University of Oregon School of Law’s Appropriate Dispute Reso-lution Center, which U.S. News and World Report has ranked 6th in the nation among programs of its kind. Our university is an urban campus located amidst the beauty of the South Willamette River Valley - two hours from Portland, an hour from the coast, an hour from the mountains, and on the road to a more collaborative future.

For more information visit us online at [email protected]

fall 2012 issue of graduate schools magazine

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