fall 2010 issue of graduate schools magazine

Fall 2010

www.gradschoolsmag.com

The Perfect Time to Take Your

Graduate Test How One Guy's Story Inspired

Me to Stop Procrastinating

Also Inside:

Graduate School Admissions Writing: The Value of Asking Why and

Embracing Imperfection

The ABC’s of a Ph.D.

A Ph.D. is Not Enough: Strategies for Survival Beyond Graduate School

1Visit us online at: www.gradschoolsmag.com

The core objective of Graduate Schools Magazine is to provide its readers with a wealth of information about graduate and professional programs. In addition, we provide an environment for graduate and professional schools to reach potential students by highlighting the features and benefits of their respective programs. With the cost of higher education at an all time high and the slumping job market, it is imperative that aspiring graduate students gather as much information as possible to make the best decision for future success. Inside this issue you will find a multitude of graduate programs from a diverse group of academic disciplines. Also, inside are several feature articles from graduate educational experts discussing a range of topics including, what it takes to get accepted into graduate school and how to prepare for life after graduate school. More information can be found online at gradschoolsmag.com and on our newly created twitter and facebook pages.

Use Graduate Schools Magazine as an informational tool to assist you in making this critical life choice.

Prince A. MhoonPublisher

Graduate Schools Magazine

Fall 2010

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

Online Director/Web DesignerJamal Pope

Green Light Design Studios

Editor Nat Stone

Feature Article Contributors Laura Pepper

Courtney SimonsJason Woodlee

For subscription/circulation information contact: [email protected]

Graduate Schools Magazine® is published by Full Moon Media, LLC Copyright© 2010. 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: Gradu-ate 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 Depart-ment, 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.

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 adver-tising matter. Neither the publisher nor Full Moon Media assumes any liability for unsolicited, manuscripts, photographs, or artwork.

Publishers Letter


GRADUATE PROGRAMS

Master's Degree Programs

Carnegie Mellon University-H.John Heinz III CollegeSchool of Public Policy & Management and School of Information Systems & Management (Multiple Programs) ................................................ 26

Embry-Riddle Aeronautical University Aviation Safety and Occupational Safety ........................................................ 22

Emory UniversityEmory Graduate School (Multiple Programs) ...........................Front Inside Cover

Erikson Institute Graduate School in Child Development (Child Development, Clinical Social Work, Childhood Education and Childhood Education Leading) ............... 6

Howard UniversityPublic History Program ............................................................................... 28

Quinnipiac University Multiple Programs ...................................................................................... 10

Rice University Professional Science ..................................................................................... 18

Doctoral Programs


Howard UniversityPublic History Program ............................................................................... 28


BUSINESS PROGRAMS


MEDIcAl PROGRAMS


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


St. George’s UniversitySchool of Medicine ........................................................................................ 4

Universidad Autonoma de Guadalajara (UAG)School of Medicine ..................................................................................... 16

lAW PROGRAMS

The John Marshall School of Law .................................................17

Quinnipiac University Joint Degree in Business and Law................................................................. 10

Whittier Law School .............................................................................12

FEATURED ARTIclES

The Perfect Time to Take Your Graduate Test How One Guy's Story Inspired Me to Stop Procrastinating

By Laura Pepper ...........................................................................................8

The ABC’s of a Ph.D.By Abena Lewis-Mhoon, Ph.D. ....................................................................14

Graduate School Admissions Writing: The Value of Asking Why and Embracing Imperfection

By Jason Woodlee ......................................................................................20

A Ph.D. is Not Enough: Strategies for Survival Beyond Graduate School

By Courtney Simons, Ph.D. Student, North Dakota State University ..................24

Table of Contents

Fall 2010

Graduate Schools Magazineis currently accepting article submissions from graduates, students and administrators.

For more information call 202-422-4625 or visit us online at www.gradschoolsmag.com

AdVertorial

4 Graduate Schools Magazine | Fall 2010

The worlds of human and veterinary medicine inter-sect at the point of public health and US scientists and educators are paying increasing attention. This month, the Centers for Disease Control and the Association of American Medical Colleges are mounting a Public Health in Medical Education Conference. Physicians and veterinarians with public health backgrounds are at a premium and are highly sought after in today’s global-ized society.

One Medicine is the mantra of our times and St. George’s University, in Grenada, West Indies, leads in examination of cross species disorders. Its 11-year-old Master of Public Health program, delivered both in the School of Medicine and in the School of Veterinary Medicine, is a key driver of the University’s mission. St. George’s students may pursue independent MPH de-grees or joint degrees, such as the MD/MPH and the DVM/MPH.

US-Accredited MPH Program in Grenada


The US Council on Education for

Public Health (CEPH) recently

accredited St. George’s University’s

Master of Public Health program,

making the University only the

fourth non-US institution, and

the only school in the Caribbean

region, to be granted the coveted

distinction.

Center of InternationalismSt. George’s draws students and faculty from 140

countries and the resulting global mix offers academic perspectives far beyond what is available at stateside schools. St. George’s is affiliated with educational insti-tutions and education partners in the United States, the United Kingdom, Canada, Australia, and Ireland. Close to 10,000 St. George’s graduates practice in a variety of professions throughout the world, including medicine, veterinary medicine, public health, the life sciences, business and education. The University’s programs are accredited and approved by many governing authori-ties and repeatedly recognized as the best in the region and the CEPH accreditation for its MPH program is the newest achievement for the University.

While they pursue their degrees, St. George’s stu-dents studying human and animal medicine mix in in-terdisciplinary projects and interact with scholars and

scientists from notable centers of learning across the world. They are also able to participate in projects at the nearby Windward Islands Research and Education Foundation, which maintains a Research Institute on St. George’s Grenada campus. According to the University administration, students in the MPH program may find themselves, on any given day, “involved in a debate with a professor from Turkey, breaking bread with students from Botswana, or enjoying a game of basketball with classmates from England.”

Master of Public Health ProgramSt. George’s comprehensive Masters of Public Health

program aims “to improve the health, quality of life, and well being of populations, communities, and per-sons through education, research, and services in public health and preventive medicine.” The University trains practitioners to collaborate with fellow public health professionals and academic communities, while promot-ing public health regionally and internationally. In the

CONTINUED ON PAGE 9


AdVertorial

Every day, research reveals more about how growth and de-velopment 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 intervention-ists, and others from across the country and around the world come to Erikson to take their practice to the next level. Erik-son’s master’s degrees in child development and early child-hood education, graduate certificate programs, and doctoral program are based on the knowledge that to work successfully with children, you must know and understand them.

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 val-ues 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 acknowl-edgement that giving our children a strong start in life is one of the best investments we can make. Issues such as early child-hood policy, universal preschool, early intervention, and infant mental health are the subject of national debate and discus-sion—dialog that frequently features Erikson faculty and alum-ni.

State social service agencies and public school systems strug-gle to serve populations that are more ethnically, racially, and linguistically diverse than at any time, and an increasing num-ber 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 knowl-edge 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 set-ting, practitioners examine the values, behaviors, and commu-

nication patterns on both sides of the professional relationship and learn to use colleagues for support and problem solving.

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’ pro-fessional 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 diver-sity and whether they prepare teachers to meet needs of under-served children—these and dozens of other research projects have welcomed team members who are current students.

Erikson has always been deeply embedded in the commu-nity. From its early years, when it trained Head Start grant-ees 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 Educa-tion 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 Net-work 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 indi-vidual students, but all students benefit from Erikson’s ground-ing in practice.

Early childhood knowledge, reflective practice, and atten-tion to relationships: it’s a powerful combination that produces gifted practitioners who make a difference in the lives of chil-dren. Erikson graduates are directing Baltimore’s City Depart-ment of Social Services, leading the National Black Child De-velopment Institute, heading a child life department at a major hospital, improving early math education in the Chicago Pub-lic Schools, and much more.

Like the alumni who have gone before them, today’s Erik-son students—whatever their professional aspirations or their field of interest—choose to give themselves the very best prepa-ration for the most important work there is: helping the chil-dren of today grow up to be healthy, happy, responsible, and productive adults of tomorrow. <GSM>

The Biggest Impact You Can Make in Children’s Lives Starts Here


By Laura Pepper

You’re seriously considering taking the GRE, LSAT, GMAT or other graduate school entrance exam. But if I were to ask when, might your answer be ‘someday,’ ‘prob-ably in the summer,’ ‘next year sometime’ or … ‘maybe’?

If this sounds a little bit too much like you, then join the club. Among my close circle of friends, I have heard these responses all too many times. The thought of en-trance exams holds a certain universal trepidation that has the ability to send us all into a panicked frenzy. It tends to get pushed to the bottom of the to-do list as other, more convenient errands and tasks serve as nice distractions. And then we leave it there to rot.

Truthfully, we will probably never be 100 percent ‘ready’ to take a graduate school test. There will never be the so-called perfect time. It will always make us a little nervous. We are always going to be busy. And there will always only be 24 hours in a day. So what can you do to get over the hill of procrastination? Bite the bullet and book that damn thing.

Being at the bottom of ‘Procrastination Hill’ myself, I looked to my good friend and test-taking hero for inspi-ration. Entrepreneur and former MBA student Brandon Wu, unlike some of us, was in no position to put off tak-

ing his graduate test. In February 2005 he found himself enrolled in a Computer Science program that was due to begin in the fall. Computer Science was what he was good at, but definitely not what he enjoyed doing. The idea of sitting behind a computer programming until the wee hours of the morning was making him feel anxious rather than inspired. He had completed all the paper-work and informed friends and family of his plans. What he secretly dreamed of doing though was going to busi-ness school, getting his MBA and starting his own busi-ness. But at this late stage in the game- only a month to go until MBA deadlines- he had a split second choice to make. He could wait another year until he was ‘ready’ or take the Graduate Management Admission Test (GMAT) in 30 days. Brandon did what others advised against, he booked the GMAT test.

A month later, he emerged victorious with a GMAT score in the 99th percentile (780.) In other words, he was up there with the top one percent of GMAT takers. A few weeks later an offer from one of his chosen business schools landed in his mailbox.

Brandon knew little about the GMAT before he began studying and had no time to worry about when to book the test. Brandon said this was a blessing in disguise, as he couldn’t spend time fretting or getting intimidated by the test. It didn’t sit at the bottom of his to-do list gather-ing dust.

The Perfect Timetotake your

Graduate TestHow One Guy’s Story Inspired Me to Stop Procrastinating


As Timothy Ferris suggests in ‘The Four Hour Work Week’, “'Someday' is a disease that will take your dreams to the grave with you.” Perhaps the anxiety and negativ-ity we associate with tests is making it a much more pain-ful experience than it really needs to be.

I asked Brandon what he learned from his 30-day whirlwind experience. His advice, to readers of Gradu-ate Schools Magazine who are considering taking that graduate school test ‘someday’, is as follows. I hope you find his advice as inspiring as I did – my LSAT test is booked and the studies have finally commenced.

Brandon Wu’s Tips for those planning to take a Graduate Test

• Having a test scheduled will keep you dedicated and focused in your studies. You most likely won’t get yourself into gear until that date is booked, but once it is on the calendar, you are guaranteed to be jolted into action. Schedule that test already.

• If you feel nervous about taking the leap, consid-er this, most post-graduates earn double or triple what they did prior to graduate school. Don’t forfeit another paycheck. You owe it to yourself to make this investment sooner rather than later.

• Even if you are not ready to attend graduate school, most test results are valid for five years – so get it out of the way. You will thank yourself in the future, when you are likely to be more busy .

• It is unlikely that you will ever be ‘ready’ to take the test. The fear will always be there, the timing is never right. So just do it!

Brandon Wu is an MBA graduate from the Marshall School of Business at the University of Southern California. He recently shared his experience in the GMAT study guide ’30 Day GMAT Success – How I Scored 780 on GMAT in 30 Days… and How You Can Too!’ It is available on Amazon.com and Barnes & Noble online.

48-credit program, students can specialize in one of the following tracks:

• Epidemiology Track

• Health Policy and Management Track

• Environmental/Occupational Health Track

• Veterinary Public Health

In addition to the public health core and track-re-quired courses, students may take elective courses such as maternal and child health, nutrition, family violence, water resources and waste management. All courses are taught in English. Students may enter the MPH program at the beginning of winter or fall terms.

The University’s students have completed public health practica across most Caribbean islands, in most states across the US, and in countries that include Can-ada, Botswana, Cambodia, India, Japan, Kenya, Mo-rocco, Pakistan, Switzerland, Tanzania, Uganda, United Kingdom, and Zimbabwe.

Breathtaking CampusThe University city that is St. George’s sits on a Gre-

nada peninsula overlooking the Caribbean Sea. Over 60 buildings were constructed in a major expansion over the last 10 years and students enjoy all the amenities of modern campus life in the middle of a tropical paradise. Over 2000 students live on campus and other live in the surrounding neighborhoods, which are served by the University-provided free bus transportation.

A Dedication to Student SuccessSt. George’s dedicated Department of Educational

Services teaches students how to learn and teachers how to teach. This unusual and highly effective faculty is the largest on campus, and is an important component of the University’s student and graduates successes. Close to 100% of St. George’s University’s students and many of the professors in all schools avail themselves of the sup-port offered through a variety of innovative programs, including time management, note-taking skills, and uti-lizing technology effectively in teaching and learning.

Information on the University is available at www.sgu.edu. St. George’s students – in all programs and from many countries – talk about their experiences on the University’s YouTube channel: www.youtube.com/stgeorgesu.

St. George's UniversityCONTINUED FROM PAGE 5


AdVertorial

Quinnipiac Univer-sity has once again been named among the nation’s best universities provid-ing a full range of undergradu-ate and master’s level programs in the U.S. News and World Report 2010 America’s Best Colleges issue. Quinnipiac ranked first among northern universities with master’s programs having made the most promising and innovative changes in academics, faculty, cam-pus or facilities.

There are about 2000 motivated graduate students earning degrees at Quinnipiac. A graduate degree from Quinnipiac will provide each of them with a positive ca-reer catalyst. Whether you’re looking to go further in your current field or break into a new career, a graduate degree from Quinnipiac will set you on your way. Our world class programs are designed to help students de-velop practical and highly marketable professional skills or prepare for further graduate degrees.

Turning Potential into PerformanceMBA, MBA in Healthcare Mgt, MBA - Chartered Fi-nancial Analyst, MBA – Supply Chain Mgt, JD/MBA,

Information Technol-ogy

The world is ever changing, and at an increasingly rapid pace. Successful business leaders must possess the skills necessary to handle current -

and future – busi-ness challenges and

opportunities. Our top priority is to pre-

pare and challenge our students to demonstrate

the advanced knowledge, skills, and professionalism re-

quired 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 Col-legiate 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 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

QuinniPiac universiTy GraduaTe ProGramsMaking a World of Difference. Making a different World.


national reputation for graduate programs that develop those tools like nowhere else. Our students enter media careers upon graduation or excel in their present posi-tions. Our network of alumni testifies to the strength and reach of our programs.Teaching – elementary or secondary education, Edu-cational Leadership

The School of Education takes very seriously its re-sponsibility to graduate new teachers and school leaders who possess the knowledge, skills, and dispositions neces-sary 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 funda-mental attributes: the ability to engage in sound practice which is informed by educational theory, commitment to equity and social justice, and dedication to engag-ing in deeply reflective, mindful practice. The Master of Arts in Teaching program is fully accredited by the National Council for Accreditation of Teacher Educa-tion (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, Pathologists’ Assis-tant, Physician Assistant, Radiologist Assistant

Few careers can make a difference as profoundly as healthcare 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 … That is why the serious professional chooses Quin-nipiac 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 em-phasize the importance of the health care team and the value of interdependent health specialties. We show you how advancing technologies in diagnosis and care ex-tends 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: fac-ulty members renowned for their scholarship and com-mitment to teaching; academically rigorous courses; loy-al, 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-profession-al only), Teacher Leadership.

Experience the Quinnipiac difference by attending a university with more than 75 years’ experience in edu-cating students. Let our outstanding faculty bring learn-ing and education to life.

Your Next Move: Go to: www.quinnipiac.edu/gradstudies E-Mail: graduate@

quinnipiac.edu Call: 203-582-8672 or 800-462-1944

Quinnipiac ranked first among northern universities with master’s programs having made the most promising and

innovative changes in academics, faculty, campus or facilities.


AdVertorial

Whittier Law School, founded in 1966, is located in Orange County, CA on a beautiful 15-acre campus with exceptional facilities, including one of the largest academic law research libraries in the region. Orange County, ranked among the top business centers in the United States, is home to over 10,000 lawyers, more law-yers than half the states in the nation. The Law School is 30 miles south of downtown Los Angeles, 100 miles north of San Diego and minutes away from local beach cities Huntington Beach and Newport Beach. Ideally sit-uated, the Law School enjoys the vibrant economies pro-duced within each area as well as within Orange County. The Whittier tradition stresses concern for individual stu-dent’s intellectual and ethical development. This tradi-tion is reflected in admission practices stressing diversity, a small student to faculty ratio, small elective classes and individual student counseling and placement services.

In addition to the traditional three-year full-time pro-gram, the JD can also be completed in four years, in-cluding two summer sessions, in the flexible day or eve-ning programs. A few of the special programs at the law school are Family Law and Children’s Rights, Intellectual Property Law, Trial and Appellate Law and International and Comparative Law. These practice areas have Cen-ters that allow for fellowships, domestic and international externships, clinics, advocacy competitions, certificate programs, symposia and distinguished speaker series. The Law School provides students with a global perspec-tive through study abroad opportunities in five coun-tries, exchange programs with France and Spain and an LL.M. Degree in U.S. Legal Studies for Foreign Lawyers. Students are also active on campus with student orga-nizations that represent various ethnic groups and legal specialties.

Finally, Whittier Law School offers practical training through externship placements with trial and appellate courts, governmental agencies, law firms, corporate legal departments and non-profit legal services organizations. Working under the supervision of experienced attorneys or bench officers, students are able to gain valuable in-sights into the operation of legal institutions while deal-ing with actual client matters. Students also are able to develop a better understanding of the legal and socioeco-nomic problems common in the practice of law. <GSM>

Whittier Law School

Graduate Programs: [email protected] Graduate Online Programs: [email protected]

Law School: [email protected]

1-800-462-1944 | Hamden, Connecticut

Biomedical SciencesCardiovascular PerfusionEducation – ElementaryEducation – SecondaryEducational LeadershipInteractive CommunicationsJournalismLawMBAMBA-CFA® Track (Chartered Financial Analyst)

MBA/HCM (Health Care Management) MBA/SCM (Supply Chain Management)MBA/JD (Joint degree in business and law)Molecular & Cell BiologyNursingPathologists’ Assistant Physician AssistantPublic RelationsRadiologist Assistant

Graduate Online ProgramsInformation TechnologyInteractive CommunicationsMBAOccupational Therapy (post- professional)Organizational LeadershipTeacher Leadership

Learn more:

THE ONLy THINg gROwINg FASTER THAN OuR gRADuATE

PROgRAMS IS OuR REPuTATION.

www.quinnipiac.edu/gradstudies


Entering a doctoral program or earning a Ph.D. is not something you just jump into. Doctoral programs are considered to be the most arduous, laborious, and rigor-ous educational experiences that one can undergo for a terminal degree. Yet, people who receive the Ph.D. are considered unequivocal intellectuals and scholars in their fields.

The ProgramDoctoral programs consist of coursework; compre-

hensive or oral exams; writing the dissertation; and then defending the dissertation. Whether the degree is pur-sued in the humanities or social science, the path remains the same. Each step is part of a carefully charted course in the journey to the Ph.D. The right conduit, otherwise know as an advisor, will make sure studies are pursued in the best order to facilitate the most direct passage to earning the degree. Therefore, it is essential to closely examine faculty when choosing a university in which to complete doctoral studies. Often the doctoral student’s advisor is sought out because of previous publications and/or a particular research interest. This person gener-ally serves as the dissertation committee chair and will assist the doctoral student in assembling the dissertation committee.

Coursework is completed during the initial years of the doctoral program. Usually two or three classes, at the most, are taken each semester to give the student plenty

of time for additional reading and research. Grad stu-dents are often expected to teach undergraduate courses or serve on research committees. Juggling coursework, teaching, research, and the pressure of impending exams are enough to have most doctoral students wishing for extra hours in the day.

After finishing coursework, the all-inclusive compre-hensive exam (sometimes referred to as orals or comps) is the next leg of the trek. The comprehensive exam is issued in various ways. It can be written, oral or a combi-nation of the two. In addition, there are often major and minor comps. The comprehensive exam assesses the ab-solute knowledge of the doctoral student in their particu-lar field, or in a specific area of the field. The pressure of the comprehensive exam is tremendous. Students may take one semester, and sometimes up to several years, to prepare. But passing allows the student to advance into the status of a doctoral candidate and begin the disserta-tion process.

The Dissertation The tongue-in-cheek title All But Dissertation or

A.B.D. is given to those who pass the comprehensive exam. This title has no academic merit, however it bol-sters job-seeking doctoral students by letting potential employers know that they have completed all require-ments and have the potential to complete a dissertation. At this point the student must choose a topic to write an

The ABC's

of a

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


extensive, yet definitive, original volume of work that will be reviewed and approved by faculty members. Creating the dissertation proposal is a daunting task in which one must detail the topic being examined, research methodol-ogy, and present a skeletal picture of the finished disser-tation. After receiving approval, the student and adviser assembles a team of university faculty and outside readers (faculty of other universities and/or experts in the field) for the dissertation committee. This group will serve as the governing body that will supervise, review, critique, and ultimately pass judgment on the dissertation.

Writing a dissertation can take several years. It can be an isolating process. The doctoral student spends an inor-dinate amount of time researching a particular topic, de-veloping novel opinions, and drawing innovative conclu-sions. There are long hours spent traveling for research, in the library, or in a laboratory. Often, the only people who understand this necessary solitude are those who’ve taken the Ph.D. journey. Yet, the support of family mem-bers and friends is essential for the successful completion of the doctoral degree.

Once the dissertation is written and a draft is submit-ted, the student is given suggestions by the dissertation committee. After the draft is approved, preparations for the dissertation defense begin. The dissertation defense is the oral unveiling of the new ideas written in the dis-sertation. This usually occurs in a constructive environ-ment directed by the dissertation committee chairperson. The doctoral student explains, discusses, and defends the dissertation before the committee and any invited guests. Once the committee deliberates and the dissertation is ac-cepted, the doctoral student will be considered an expert on that topic because the dissertation will contribute new knowledge and add valuable information to that particu-lar field of study once published. The student will have survived the challenge of earning a doctoral degree and will be in the company of a revered few who have been awarded the Ph.D.

…... but is it REALLY worth it? Being referred to as ”doctor” sounds great, but as a

newly conferred Ph.D., one must ask if it was really worth it. In the hallowed realm of academia the doctoral de-gree holds intrinsic value --but not necessarily immediate financial value. The Ph.D., commands instant respect, and the acknowledgement that academic aptitude has been acquired, but does it demand dollars? Remember, the journey to the Ph.D. was long and it was also expen-sive. Some doctoral students will have had assistantships or financial aid to facilitate their mission, while others will have a tremendous amount of debt to deal with. No mat-ter what economic position one is in, employment is the unanswered question for new Ph.D.s.

Finding a job with Ph.D., following the last name may seem easy; however it can prove to be a challenge. Postsec-ondary employers at universities and colleges are now, in many cases, requiring professors to hold the Ph.D., there-fore a job in higher education is a viable option. However, most professors begin as instructors or adjunct professors before slowly advancing up the ranks. The fantasy of a highly revered, highly paid professor is not a reality for the new Ph.D. Many times, outside of academia, people with doctoral degrees can be considered overqualified. How-ever, research has proven to be stable work. Projects rely-ing on grants can help bolster low salaries. People who hold doctoral degrees are considered expert researchers, valuable consultants, and experts in the field. While the promise of large salaries is exciting, it is often not an im-mediate reality.

When considering embarking on the journey to a Ph.D., make sure that it is done for self gratification; the love of research and writing; and not necessarily for im-mediate financial gain. Remember the self-depreciating sacrifice, stifled social life, and intense isolation is not for the faint of heart. <GSM>

Doctoral programs consist of

coursework; comprehensive or

oral exams; writing the dissertation;

and then defending the dissertation.

AdVertorial


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 Guadalaja-ra, 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, continu-ing 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 conven-tion centers, the Ocho Columnas publishing empire and its own television station.

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 gradu-ated more than 74,000 physicians. Within this number you will find over 14,000 U.S. graduates from our Inter-national Program. Our U.S. graduates are bilingual, bi-cultural and bi-literate. They speak the language of the patient in many ways. It is not enough to speak a lan-guage; you must also “speak a culture”.

New CurriculumWith 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 pa-tients from the very first semester through our Program of Medicine in the Community’s 17 community clinics.

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 gener-ated but it also allows them to learn how to apply ap-propriate solutions to community health problems. The UAG still makes great use of the “house call” which helps them identify the social, cultural, biological and econom-ical 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, pre-natal and puerperal care. Students also are able to be-come more involved with the community through talks which touch upon preventive medicine, national vaccina-tion campaigns, the benefits of pap smears, limitations from injuries, rehabilitation, epidemiological studies, morbidity information and basic research.

MediCal SChool GraduateS aNd

CouNtiNG

74,000The Universidad Autónoma de Guadalajara (UGA) is a complete University established in 1935 for the purpose of education – period.


Being bilingual brings great advantages

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.

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 gradu-ates are picked up before the Match.

This fifth year – Pre-Internship or Internado – can be done in Mexico or the United States. Having an ad-ditional 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 avail-able, 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 retire-ment of physicians and an increasing population, there is a great need for health care providers. The Univer-sidad 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. <GSM>


AdVertorial

PROGRAM SUMMARYThe Professional Science Master’s (PSM) is a two-year

degree that prepares students for work outside academia. Instead of specializing in a research area, students will learn what it takes to become a well-rounded, technically adept professional.

Rice offers the following three degrees:

• M.S. in Environmental Analysis and Decision Mak-ing

• M.S. in Nanoscale Physics

• M.S. Subsurface Geoscience Plus

• The new 3-year Dual PSM/MBA Program

The program lasts 21-month requiring both course-work and a three to six month internship.

Program CurriculumIt is the goal of Rice’s Professional Master’s Program

that by integrating a disciplinary course of study with shared experiences that enhance the student’s awareness and key skills in management, communications policy, and ethics, the graduate will be familiar with the cul-ture of business and industry and will see his/her future chances of success enhanced. Each degree track is com-posed of science courses (70% of course work), a set of cohort courses (30%), and an internship.

Each track requires a unique set of science courses that provide students with the core expertise needed by industrial and governmental organizations. Additional skills, such as computational training, are interwoven with the advanced course work. Students supplement these foundation courses by choosing electives in line

with their areas of interest.

In addition to the science course work, students at-tend cohort courses in management and team training, in policy and ethics issues, and a seminar series featur-ing both outside speakers, faculty, and student speakers. These cohort activities provide the additional skills stu-dents needed for a non-academic career.

A key feature of the program is the internship which provides students with the learning and practical experi-ence they seek. For employers, internships are considered the best return-on-invest for recruiting and provide the most economical, efficient and effective means for hiring talent.

Rice recognizes that students may have previous in-dustrial experience in their area of study. In lieu of an internship, these students can choose an appropriate project for their final report. Part-time students who al-ready work in their area of study may be able to fulfill the internship requirement by working on a special project with their current employer. At the conclusion of their internship, students must present a summary of their in-ternship project in both oral and written. This serves as the culmination of each student’s academic program in science and industry.

In addition to the curriculum, students have access to a variety of MBA elective courses offered through the Jones School of Business entrepreneurial development events via the Rice Alliance for Technology and Entre-preneurship, communication and presentation coaching by Rice Communication faculty, discussions organized by Rice’s James A. Baker III Institute for Public Policy, proj-ects coordinated by the Shell Center for Sustainability. <GSM>

Rice University


A key feature of the program is the internship

which provides students with the learning and practical

experience they seek.

The Professional Science Master’s (PSM) is a two-year degree that prepares students for work outside academia.

You’ve worked tirelessly to get perfect grades in high school and college. You’ve amassed an inimitable battery of leadership experiences -- as a student and throughout a young, but promising, career. Now, all that’s left is the graduate school admissions process. One of the many hurdles you will face is writing your statement of purpose.

Fact: the statement of purpose (SOP) is a marketing opportunity that many applicants fail to seize.

It is a valuable barometer for your aptitude, commu-nication skills, vision, values and passion. It is not your resume. Instead, it is a forward-thinking, reflective essay that can make your candidacy more than a sheet of pa-per. The point is for the statement to resonate with an admissions officer.

For many, it can be a daunting task to effectively trans-late an impressive resume into a humanizing application and SOP. In most graduate programs, the SOP is intend-ed to give insight into your academic and/or professional history, your goals and interests, and your reasons for ap-plying to a specific institution. Quite understandably, ap-plicants feel constrained by these criteria and a perceived inflexibility in essay structure. Take the following intro-ductory paragraph for example:

“After graduating from MIT in 2003 with a degree in mechanical engineering, I began working for a start-up that has been an industry pioneer in the development of robotic prosthetic devices. Today, I seek admission to USC’s Biomedical Engineering Program in order to build on my current interests

and help develop a new wave of medical technology that revolutionizes patient care and lives of people everywhere.”

-AnonymousYour introduction may sound like a subtle variation on

this—not poorly constructed per se, but absolutely un-derwhelming and flat. Simply asking the right kinds of questions can give this paragraph more heft: why have you chosen your career goals— is it because of an intel-lectual passion, a unique cultural circumstance or a ser-endipitous event? What about the connectivity between your past, present and future? Have you encountered roadblocks along the way? Why is it important to “revo-lutionize patient care and people’s lives”—what personal values are beneath this cliché?

As admissions processes grow increasingly competitive in every sphere, there is a higher premium on your ap-plication package. And while certain programs will place greater emphasis on communication and writing abil-ity than others, all graduate programs—no matter how small—will want inspired applicants who are self-aware community members and energized contributors. This is where deeper, more authentic writing truly comes into play. You don’t have to be a super-human candidate, and, in fact, embracing certain career missteps or rites of pas-sage can make your application even stronger.

Of course, different types of applicants face very dif-ferent expectations. MBA applicants must answer a diz-zying array of targeted questions that uncover their stra-tegic career goals; medical school applicants must display the prerequisite drive and comprehensive skill set for a medical career; and law school applicants must craft more open-ended statements that underscore their ana-lytical and communication capabilities.


The Value of Asking Why and Embracing Imperfection

Writing:Graduate School Admissions


However, regardless of what type of graduate program you’re applying to, you must launch a persuasive, authen-tic campaign to distinguish yourself from hundreds of other applicants. So, before writing your materials, take the time to consider the more difficult ‘why’ questions: Why do I want this education and what path will it enable? Why did I make certain career decisions and how are they related? What are the drivers behind my ultimate goals?

For many, it can be

a daunting task to

effectively translate

an impressive resume

into a humanizing

application and SOP.

Applicants who adequately answer ‘why’ questions have an advantage. In a recent study, when given a list of a dozen words to describe their CEO, only one in five employees picked “caring” or “warm.” On the other hand, CEO’s picked these words twice as often to de-scribe themselves. Business and academic communities are becoming increasingly sensitive to this marked dis-parity. Across the admissions spectrum, automatons with perfect resumes and test scores are being outnumbered by more authentic, visionary and even imperfect leaders.

Your ability to answer the “why” gives a powerful win-dow into your soft skills, and your potential to develop them to lead tomorrow’s organizations and industries. You may not be the perfect applicant, but your ability to embrace imperfections and craft authentic materials can make you exceptional.

It can also make the critical difference in your admis-sions results.

Janson Woodlee is the Founder of Ivy Eyes Editing (www.ivyeyesediting.com), a writing and admissions company based in Los Angeles. Ivy Eyes Editing prides itself on a new type of admissions guidance, founded on authenticity, collabora-tion, and skill-building. It offers each prospective client a free critique of their first submission.

Join us on Twitter and

Facebook and visit

gradschoolsmag.com for

more articles relating to

Graduate Education.

VIS

IT W

WW

.GR

AD

SCh

OO

LSM

AG

.CO

M

Join Uson Twitter and Facbook


AdVertorial

22

Embry-Riddle Aeronautical University's Campus in Prescott, Arizona

The faculty in the Department of Safety Science, which houses the master’s degree program, have expe-rience and education in both areas of safety. As a re-sult, students graduate with the capability to work in any sector (business or government) in the industry of their choice. Our graduates are employed in aerospace, insur-ance, the airlines, and private flight based operations, to name only a few.

Our graduates have attained a nearly 100% employ-ment rate over the 9-year history of the program (largely due to our active internship program). This figure has not changed even in this difficult economy. The Bureau of Labor Statistics (BLS) predicts that the demand for safety professionals will not decline over the next ten years, but will grow at the same rate as other disciplines.

What is Safety?The field of safety is interdisciplinary. Safety incor-

porates knowledge from ergonomics and human factors, industrial hygiene, epidemiology, accident investigation (including, but not limited to, aircraft), ethics (as applied in a safety context), among a number of other areas.

CurriculumThe curriculum reflects the interdisciplinary nature of

safety. The master’s degree requires 36 graduate units (a typical semester course is 3 units), including the op-tion of a 3-hour graduate research project or a 6-hour thesis. The core curriculum consists of courses in ergo-nomics and human factors, occupational safety, aviation safety, quantitative methods, industrial hygiene, and re-search methods. The elective courses cover the span of occupational and aviation safety covering such topics as aircraft accident investigation, aircraft design for surviv-ability, epidemiology, industrial hygiene instrumentation, and safety ethics, The electives are supplemented by the interests of the graduate students and the faculty.

Departmental resources include:

• the most complete general aviation accident investigation laboratory in the nation,

• new industrial hygiene and ergonomics laboratories,

• aviation safety and security archives,

• expert faculty with field experience, and

• small classes with personal attention.

to Study a Unique Blend of

Real education. Above all.

ContaCt us today to sChedule a visit Graduate admissions | 3700 Willow Creek Road | Prescott, aZ 86301

1-800-888-3728 | [email protected]

Master of science in safety scienceAviAtion SAfetyAccident inveStigAtion occupAtionAl HeAltH & SAfety

prescott.erau.edu/safetyscienceERAU_Ad_Half page.indd 1 1/6/10 2:05:13 PM

Most graduate programs

in safety offer a specialty in either

occupational safety or aviation safety.

However, at Embry-Riddle Aeronautical

University (ERAU) in Prescott, Arizona,

students are afforded the unique

opportunity to study both disciplines in the

same degree program.&Aviation Safety

atOccupational Safety

An Opportunity






An Opportunity to Study a Unique Blend of Aviation Safety and Occupational Safety at Embry-‐Riddle Aeronautical University in Prescott, Arizona

Most graduate programs in safety offer a specialty in either occupational safety or aviation safety. However, at Embry-‐Riddle Aeronautical University (ERAU) in Prescott, Arizona, students are afforded the unique opportunity to study both disciplines in the same degree program.

Embry-‐Riddle Aeronautical University’s Campus in Prescott, Arizona

The faculty in the Department of Safety Science, which houses the master’s degree program, have experience and education in both areas of safety. As a result, students graduate with the capability to work in any sector (business or government) in the industry of their choice. Our graduates are employed in aerospace, insurance, the airlines, and private flight based operations, to name only a few. Our graduates have attained a nearly 100% employment rate over the 9-‐year history of the program (largely due to our active internship program). This figure has not changed even in this difficult economy. The Bureau of Labor Statistics (BLS) predicts that the demand for safety professionals will not decline over the next ten years, but will grow at the same rate as other disciplines. What is Safety? The field of safety is interdisciplinary. Safety incorporates knowledge from ergonomics and human factors, industrial hygiene, epidemiology, accident investigation (including, but not limited to, aircraft), ethics (as applied in a safety context), among a number of other areas. Curriculum The curriculum reflects the interdisciplinary nature of safety. The master’s degree requires 36 graduate units (a typical semester course is 3 units), including the option of a 3-‐hour graduate research project or a 6-‐hour thesis. The core curriculum consists of courses in ergonomics and human factors, occupational safety, aviation safety, quantitative methods, industrial hygiene, and research methods. The elective courses cover the span of occupational and aviation safety covering such topics as aircraft accident investigation, aircraft design for survivability, epidemiology, industrial








The FacultyGary Northam, Ph.D., Chair and Professor, Department of Safety Science

• Dr. Northam was appointed the Chair in July, 2005. He came to ERAU Prescott from Parks College of Engineering and Aviation at Saint Louis University where he was a professor in the Aviation Science department, and Chair of that department for 7 ½ years. Dr. Northam teaches courses in aviation safety, aviation human factors, and pilot training. His areas of research include professional ethics, aviation human factors, and aviation safety.

Maxwell Fogleman, Ph.D., MPH, CPE, Associate Professor, Department of Safety Science

• Dr. Fogleman has been on the faculty since August of 2001. He came to Embry-Riddle from indus-try, where, among other positions, he worked as a research scientist at the Liberty Mutual Research Center in Hopkinton, Massachusetts. He teaches courses in ergonomics and human factors, statis-tics, and epidemiology. Dr. Fogleman’s areas of

research include occupational biomechanics and the epidemiology of occupational musculoskeletal injuries and illnesses.

Nancy Lawrence, Ph.D., Associate Professor, Department of Safety Science

• Dr. Lawrence has been on the faculty since August of 2005. She came from the safety management program at Indiana State University. Dr. Lawrence teaches courses in industrial hygiene, occupational safety, and research methods.

William Waldock, Professor, Department of Safety Science

• Professor Waldock is a retired aviator from the Unit-ed States Coast Guard and has been on the faculty for over 20 years. He is a nationally recognized au-thority in air crash investigation. He teaches course in aircraft crash investigation and aircraft design for survivability.

Information: For more information, contact Dr. Maxwell Fogleman at [email protected].







As graduate students, we look forward to landing our dream job -- one that fits our passion, and pays us well. Unfortunately, in this down economy there are limited opportunities. Many graduates that hold Masters and Ph.D.’s are unemployed or accepting salaries below their worth. How can we be prepared for success beyond grad-uate school?

Acquire Transferable SkillsDr. Charlene Wolf-Hall, professor and assistant dean

of the graduate school at North Dakota State University (NDSU) says that grad students should be aware of the skills set needed for the jobs they want. In other words, you should know what your employer is looking for and equip yourself with those skills. I follow this advice by listing my potential job positions, examining the require-ments for each, and positioning myself to acquire the requisite skills. The knowledge and skills we gain, accord-ing to Dr. Wolf-Hall, should have depth and breadth. In grad school we learn more and more about less and less. This is called depth. However, in today’s society having a range, or breadth, of transferable knowledge and skills is more relevant since your job responsibilities may not be a direct extension of your research. Your research,

for example, may have involved breeding melons, while your job offer involves breeding potatoes. Regardless, you should be able to function well by transferring your skills to the latter.

Be the Best Dr. Kow Ching Chang, professor of cereal science at

NDSU, says students should aim to be the best in their field because getting the jobs they want is easier. How do you become the best? Like outstanding athletes, know your game, have a passion for it, and give it your best shot. This requires setting goals; organizing and efficient-ly managing your time; putting concentrated effort into your research and commanding thorough knowledge of past and present work in your research interest. There will be little competition at the top, since few are willing to do what it takes to be the best.

Network There is some truth in the adage “It’s not what you

know, but who you know.” What you know is absolutely important, but your social and professional network can be a big help. Establish a network. You can do this by

A Ph.D. is Not Enough:Strategies for Survival Beyond Graduate School


making and maintaining important email contacts, at-tending conferences and doing internships.

Don’t feel timid about emailing a distinguished pro-fessor whose paper you have found interesting. Approach the professor if you have questions. I have done this with good results. People appreciate interest and recognition of their work, no matter who they are.

Attend as many conferences as you can. However, conferences are expensive and your department may be unable to fund you if you are not going to present a pa-per. As an alternative, aim to produce at least one paper per year. It will give you visibility and recognition. People will then associate you with a specific research area of interest. For students with an interest in academic ca-reers, “publication is the currency of advancement.”

Try to include an internship in your program. Ann internship is a good opportunity for potential employers to get to know you, see you at work, and build confi-dence in you. Use it to demonstrate your worth.

leadGrad school can easily consume all of your time.

Don’t make this mistake. As vice president for our Grad-

uate Students Association at NDSU, I encourage stu-dents to get involved in leadership opportunities. Student organizations on college campuses are plentiful. After grad school, you will be supporting, leading or manag-ing people. Student leadership is a good way to develop and demonstrate soft skills that employers want. Apart from student organizations, you should also be available to work on committees within your department, outside of your department, or within your professional society. Some professional societies have student divisions where you may work closely with professionals.

VolunteerYou are busy, but true living is more than just what

you know or how much you make. It is also about ser-vice. Volunteer. Demonstrate your ability to think be-yond yourself. Meet human needs in your community. This can be done through graduate student organiza-tions, campus ministry, or university volunteer network. Employers value IQ, but your demonstration of simple values such as selflessness, kindness, commitment and in-tegrity will be priceless. <GSM>

COURTNEY SIMONS, PH.D. STUDENTNorth Dakota State University

Historians Today...Prepare for TomorrowPublic 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-LewisDirector, Public History ProgramFrederick Douglass HallHoward UniversityWashington, DC 20059202.806.6815 HOWARD

U N I V E R S I T Y


AdVertorial

The Department offers the B.S. degree in Comput-er Science (ABET accredited), Computer Engineering (ABET accredited), Business Informatics; the M.S. and Ph.D. degrees in Computer Science. We are also proud to introduce our new Five-Year Joint B.S.+M.S. degree in Computer Science. At the graduate level, we have strong research programs in architecture, compiler, embedded systems, algorithms, computational biology, databases, data mining, computer networks, distributed processing, artificial intelligence, software engineering, and graphics areas.

Our department currently has 5 lecturers and 20 ten-ure-track faculty that include 3 ACM Fellows, 3 IEEE Fellows, 4 AAAS Fellows, 1 NSF Presidential Young In-vestigator, 1 AFOSR Young Investigator, and 7 NSF CA-REER award holders. Our external research funding is around $3.5M per year. Although relatively young, we have quickly become a well established and well known research department, with over 120 Ph.D. and 30 M.S. students enrolled in the 2009-10 academic year. We grad-uate 15-20 Ph.D. students every year and place them in reputed universities and industries.

Why Choose CSE @ UCR?UCR has a beautifully scenic campus that is within a

short driving distance from all Southern California at-tractions. UC Riverside is uniquely situated so that resi-dents may go surfing in the morning, mountain hiking (skiing in winter) in the afternoon and enjoy a winery or Broadway play in the evening. With many community and campus activities and organizations, there is some-thing for everyone at UCR! As a part of the CSE stu-dent body at UCR, students will enjoy the benefits of a smaller campus, which include a relaxed and personal

atmosphere with specialized attention and guidance from faculty. As a part of the prestigious UC system, students may also expect to take advantage of the innovative re-search, first-rate professors and worldwide networking that it has to offer.

• Excellent career opportunities for alumni!

• Very diverse and culturally aware campus.

• New, state of the art facilities.

• Superior student recognition.

• Strong sense of community and pride.

• Worldwide networking through UC connections, graduate research, conferences and more!

• Undergraduates can connect with professors and explore their research side with a senior project.

• Enthusiastic CSE staff and advisers are readily available to assist students throughout their aca-demic careers.

I invite you to further explore our department and the exciting opportunities that we provide on our web site and again, welcome you to Computer Science and En-gineering at UCR! To apply, visit http://gradsis.ucr.edu.

Laxmi N. Bhuyan, Professor and Chair, CSE Department

Welcome to Computer Science and Engineering (CSE) at the University of California, Riverside!

Photo courtesy of Sean Mahoney

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

fall 2010 issue of graduate schools magazine

Documents

graduate students

graduate test

graduate school1visit

multitude of graduate

graduate educational

professional schools

moon media

publisher prince