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SPRING 2012 INSIDE: Graduate Education ... A Way Out of Debt? www.gradschoolsmag.com OVER 75 PROGRAMS FEATURED

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Graduate Schools Magazine is distributed to more than 65 colleges and universities throughout the United States and reaches nearly 1 MILLION college students. Grad Schools Mag provides readers with a vast array of graduate, postgraduate, and professional programs as well as preparatory courses.

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Page 1: Graduate Schools Magazine Spring 2012

SPRING 2012

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

www.gradschoolsmag.com

OvER 75 PROGRAmS FEAtuRED

Page 2: Graduate Schools Magazine Spring 2012
Page 3: Graduate Schools Magazine Spring 2012

1Visit us online at: www.gradschoolsmag.com

Prince A. mhoonPublisher

Graduate Schools Magazine

SPRING 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.

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.

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.

Publisher's Letter

Welcome to the Spring 2012 issue of Graduate Schools Magazine (GSM). Congratulations to the graduat-ing Class of 2012. You are about

to embark on the next chapter of your life. While this is an exciting time, it can also be very challeng-ing. Trying to figure out what direction you should take on your life journey can be a daunting task. You probably are asking yourself several questions: Should I enter the still volatile job market or should I enroll in a graduate or professional program to increase my knowledge and marketability? In re-cent years, many graduating students as well as working professionals have chosen the latter. Grad-uate Schools Magazine provides you with a wealth of information about a variety of graduate and professional programs. In addition, GSM equips readers with valuable information to navigate the process of choosing a program and finding fund-ing. This information -- as well as a multitude of tips -- can be found within this issue as well at www.gradschoolsmag.com.

“There is a good reason they call these ceremonies "commencement

exercises." Graduation is not the end; it's the beginning”. -O. Hatch

Page 4: Graduate Schools Magazine Spring 2012

Advertise your progrAm in An upcoming issue of grAduAte schools mAgAzinereserve your space for the fall 2012 issue by June 18th and receive the early bird special! nAgAp members recieve a discount. official space reservation deadline is August 3rd.

For more information contact: Prince Mhoon 202-422-4625 | [email protected] visit us at www.gradschoolsmag.com

Find us on Facebook and Twitter.

Page 5: Graduate Schools Magazine Spring 2012

3Visit us online at: www.gradschoolsmag.com

GRADUATE PROGRAMSMaster's Degree Programs

Florida International UniversityMultiple Programs .................................................................................10

George Washington UniversityMolecular Biotechnology .........................................................................18

George Washington UniversityMultiple Programs .................................................................................17

Howard University Public History Program ..........................................................................26

North Dakota State University Multiple Programs .................................................................................21

Quinnipiac University Multiple Programs ...................................................................................7

Rice University Professional Science ................................................................................14

University of PennsylvaniaEducation Programs ...............................................................................24

Doctoral Programs

Howard UniversityPublic History Program ..........................................................................26

Quinnipiac University Multiple Programs ...................................................................................7

University of PennsylvaniaEducation Programs ...............................................................................24

BUSINESS PROGRAMS

Quinnipiac University Multiple Programs ...................................................................................7

MEDIcAl PROGRAMS

George Washington UniversityMolecular Biotechnology .........................................................................18

Quinnipiac University Multiple Programs .................................................................................. 7

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

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

lAW PROGRAMS

Quinnipiac University Joint Degree in Business and Law..............................................................9

Whittier Law School ..................................................... 20

FEATURED ARTIclES

Graduate Education ... A Way out of Debt?By Abena Lewis-Mhoon, Ph.D. ..............................................................12

tAbLE of CONtENtS

SPRING 2012

Page 6: Graduate Schools Magazine Spring 2012

4 Graduate Schools Magazine | Spring 2012

St. George’s University Offers Diverse Program Choices to Medical Students

An international hub of education offering programs in medicine, veterinary medicine, public health, business, liberal arts studies, and an array of options in research and sciences, St. George’s University in Grenada, West Indies, is a pioneer and innovator in global medical edu-cation. On the forefront of international medical edu-cation for almost 35 years, St. George’s University has graduated more than 11,000 doctors and health care professionals who have been licensed in the United King-dom, Canada, and all 50 United States and have gone on to practice in more than 45 countries, continually shap-ing global health care.

Progressive Degree Options For Future Medical Leaders

The University offers multiple degree options tailored to students’ unique career goals. American medical stu-

dents may begin their Basic Sciences studies on the main campus in Grenada, or at St. George’s affiliate in the United Kingdom –– the Keith B. Taylor Global Scholars program, delivered at the University of Northumbria.

An exciting option beyond the stand-alone MD de-gree, dual MD/MPH, MD/MSc, and MD/MBA de-grees 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 positively impact private practices, ru-ral hospitals and health care systems, multifaceted large hospital systems, and more. All students complete clinical training in the University’s 60+ affiliated hospitals and clinical centers around the globe.

CEPH-Accredited Master of Public Health Program

In 2010, the US Council on Education for Public Health accredited St. George’s Master of Public Health program, making the University only the fifth non-US in-stitution, and the only school in the Caribbean region, to

Advertorial

Continued on page 6

Page 7: Graduate Schools Magazine Spring 2012

5Visit us online at: www.gradschoolsmag.com

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

Any patient from any placewith any condition could

arrive at any timeUnpredictability is the new reality for doctors today. So prepare

yourself by studying global medicine at St George’s University,

Grenada, West Indies. On the 2010 USMLE Step 1 – one of the

most important tests medical students take to become doctors

– SGU’s fi rst-time test takers from 49 countries equalled the

92% fi rst-time pass rate of students at US and Canadian medical

schools, while our US and Canadian students scored a 94% fi rst-

time pass rate. Successful preparation like this has helped SGU

train more than 11,000 physicians now practicing in 45 countries

to be leaders in global medicine. See for yourself why SGU places

more doctors into the US healthcare system than two-thirds of

US medical schools. And be ready for anything headed your way.

©20

12 S

t. G

eorg

e’s

Uni

vers

ity

Page 8: Graduate Schools Magazine Spring 2012

6 Graduate Schools Magazine | Spring 2012

be granted this coveted distinction. The University trains practitioners to collaborate with fellow public health pro-fessionals and academic communities, while promoting public health regionally and internationally. The Uni-versity’s students work in 80 practicum sites around the world to provide an international perspective in an in-ternational setting. St. George’s students have completed public health practica across most Caribbean islands, in most states across the US, and in countries that include Canada, Botswana, Cambodia, India, Japan, Kenya, Morocco, Pakistan, Switzerland, Tanzania, Uganda, United Kingdom, and Zimbabwe.

Research PossibilitiesWith its affiliate, the Windward Islands Research and

Education Foundation (WINDREF), St. George’s Uni-versity continues to advance public health and environ-mentally sustainable development through multidisci-plinary research. WINDREF, an independent nonprofit organization located on St. George’s True Blue campus, partners with prestigious North American, Caribbean, European, and African institutions. It draws internation-ally recognized scholars and regional scientists to partici-pate in global research affecting the Caribbean region, including in the areas of medical and veterinary public health, marine and terrestrial biology and ecology.

Leading the Way in Medical Education St. George’s University School of Medicine was the

first private medical school in the Caribbean, the first pri-vate medical school to be accredited by the Caribbean Accreditation Authority for Education in Medicine and Health Professions, and is a leader in the first-time scores on the United States Licensing Examinations. In its more than 35 years of academic achievement, St. George’s has achieved pass rates on the USMLE on par with students from US medical schools. According to a report in the February 2011 Academic Medicine, Grenada has the

highest 10-year average pass rate on USMLE Step 1 of any country in the Caribbean.

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 department is the largest on campus, and is an important component of the University’s students 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.

Recently, St. George’s University’s Department of Educational Services was presented the 2011 Outstand-ing Institutional Advising Program Certificate of Merit Award by the National Academic Advising Association (NACADA) for its Supplemental Learning program. St. George’s is the first Caribbean institution outside of Puerto Rico to be recognized by the NACADA, an or-ganization that has awarded higher education programs which contribute to academic advising and student-relat-ed support services for over 30 years.

A World-Class Campus Over the last decade, more than $125 million US dol-

lars have been spent to create a beautiful, state-of-the-art campus, rivaling some of the most prestigious universi-ties in the world. SGU’s campus includes 65 buildings spread out over 42 acres in a vibrant, tropical seaside lo-cation. The True Blue campus, as it’s called, provides all the amenities and technologically advanced facilities 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, and Twitter at StGeorgesU.

Page 9: Graduate Schools Magazine Spring 2012

The only Thing more

impressiveThan our sTaTs are our

graduates.

1-800-462-1944 | Hamden & North Haven, Connecticut

To find out how Quinnipiac can help you succeed in your career, call 1-800-462-1944, e-mail [email protected] or visit www.quinnipiac.edu/gradstudies.

At Quinnipiac University, our students are our main focus. It’s why we offer 23 graduate degrees in fields ranging from business to health sciences. It’s also why Quinnipiac was ranked a top 10 northern regional

university offering a full range of masters-level programs by U.S. News & World Report and second in the northern region in U.S. News’ Up-and-Coming Schools category.

EducationElementary

Secondary

Educational Leadership

Teacher Leadership*

CommunicationsInteractive Communications**

Journalism

Public Relations

Law

Health SciencesBiomedical Sciences

Cardiovascular Perfusion

Nursing

Occupational Therapy (post-professional)*

Pathologists’ Assistant

Physician Assistant

Radiologist Assistant

Arts & SciencesMolecular & Cell Biology

BusinessInformation Technology*

MBA**

MBA-CFA® Track (Chartered Financial Analyst)

MBA/HCM (Health Care Management)**

MBA-SCM (Supply Chain Management)

MBA/JD (Joint degree in business and law)

Organizational Leadership*

* Program offered only online **Program offered on campus or online

Page 10: Graduate Schools Magazine Spring 2012

8 Graduate Schools Magazine | Spring 2012

Advertorial

Quinnipiac University has once again been named among the nation’s best universities providing a full range of undergraduate and master’s level programs in the U.S. News and World Report 2011 America’s Best Colleges issue. Quinnipiac was ranked a top 10 northern regional university with master’s programs having made the most promising and innovative changes in academics, faculty, campus 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 develop practical and highly marketable professional skills or pre-pare for further graduate degrees.

MBA, MBA in Healthcare Mgt, MBA - Chartered Financial Analyst, MBA – Supply Chain Mgt, JD/MBA, Information Technology, Organizational Leadership

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 prepare and challenge our students to demonstrate

the advanced knowledge, skills, and professional-ism required for excellence in professional

practice and leadership. The high qual-ity of business programs has been ac-

knowledged by both the academic and business communities. We

have earned full accreditation from the Association to Ad-

vance Collegiate Schools of Business (AACSB).

Page 11: Graduate Schools Magazine Spring 2012

9Visit us online at: www.gradschoolsmag.com

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 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, Educational or Teacher 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 pro-grams, our faculty and our teacher candidates.

Biomedical Sciences, Cardiovascular Perfusion, Molecular/Cell Biology, Nursing, Pathologists’ As-sistant, 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, trau-ma, pain, disability, recovery and wholeness, life and … That is why the serious professional chooses Quinnipiac for advanced degrees. A master’s degree from the School of Health Sciences or College of Arts and Sciences at Quinnipiac University helps you develop the resources to contribute to this demanding life. We emphasize the importance of the health care team and the value of in-terdependent health specialties. We show you how ad-vancing technologies in diagnosis and care extends your abilities and effectiveness. We offer volumes of new, us-able 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; loyal, successful alumni; and motivated, focused students. We consider all of these to be essential components of the Quinnipiac University School of Law.

Quinnipiac University Online

We offer the same high academic quality with either on-line or on-ground instructional delivery. The follow-ing graduate programs are available on-line:

MBA, Interactive Communications, Organization-al Leadership, Occupational Therapy (post-pro-fessional only), Teacher Leadership, MBA (Health-Care Management).

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

Your Next Move: Go to: www.quinnipiac.edu/gradstudies E-Mail: [email protected] Call: 203-582-8672 or 800-462-1944

The world is ever changing, and at an increasingly rapid pace. Successful business leaders must

possess the skills necessary to handle current - and future – business challenges and opportunities.

Page 12: Graduate Schools Magazine Spring 2012

Florida International Uni-versity is a leading urban pub-lic research university focused on student learning, innova-tion, and collaboration.

Earning a graduate degree at Florida International Uni-versity means joining a com-munity 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 Amer-ica’s leading research universi-ties. The Carnegie Foundation for the Advancement of Teaching ranks FIU as a Research University in the High Research Activity category of their prestigious classifica-tion system. This is an acknowledgment that in only a few decades since its founding, FIU has reached a high posi-tion of leadership among graduate schools. The creative, energetic minds of our faculty and students promise a future of compelling discovery and unbounded creativity.

FIU offers more than 120 graduate degrees and cer-tificates across nine colleges and schools. In our schools, colleges, research centers, and laboratories, FIU profes-sors and graduate students explore ethical questions in business, study the atomic nucleus at high energy, work to create better schools and to revitalize ailing urban centers, discover new applications for nanotechnology, advance the fields of biomedicine and compose beauti-ful music. A number of FIU’s programs – international relations, Latin American and Caribbean studies, hospi-tality management, music, political science, creative writ-ing, 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 locat-ed at the crossroads of two con-tinents. You will have access to the latest technologies and fa-cilities. You will gain a competi-tive 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 community. Spearhead groundbreaking initia-tives. Take the lead in crafting solutions to some of soci-ety’s greatest challenges. Advancing to the highest levels in their chosen fields, our graduates lead and contribute across a wide range of enterprises 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 nations. 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 possible. Others are working full or part-time and need classes that fit their schedules. We offer gradu-ate programs during the day, evenings, weekends and online.

10 Graduate Schools Magazine | Spring 2012

Advertorial

Continued on page16

For the GlobAl WorkplACe

A VIbrAntUnIVerSIty

Page 13: Graduate Schools Magazine Spring 2012
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12 Graduate Schools Magazine | Spring 2012

During this time of economic crisis, everyone is look-ing for a promising perpetual investment. Historically, education has always been promoted as a worthwhile endeavor, set to triple in value as time progresses. Ob-taining a graduate or professional degree has been touted as the key to unlocking success. Is that still the case? Is earning a graduate or professional degree a risky finan-cial gamble or a good plan to place you on the path to promised prosperity?

The answer is yes…to everything. Graduate and professional school can unlock earning

potential and help you get a better job. But it is also a perilous venture that will cost more money. Students on a blog at Red Deer College debate reasons to go to grad school. Some of them include cynical reasons, citing grad school as a way to “ride out” a tough economy or “everybody else is doing it, so I might as well too.” Sev-eral students stood by the adage that a graduate degree is the key to big money and good jobs.

According to a study by the Project on Student Debt: An Initiative of the Institute for College Access and Suc-cess, two-thirds of college students graduating in 2010 carry an average debt of $25,250. Many of these stu-dents will attend graduate and professional school to get advanced degrees with the mindset that getting an ad-vanced degree will assist them in getting a higher-paying job; therefore, making it easier to pay off accrued debt. To these students, it makes perfect sense to go to further their education. But it’s possible they will compound more debt on top of debt they carry from their under-graduate studies.

But, is it worth it?Usually, an advanced degree is required for certain

jobs. For example, an academic position at the univer-sity level generally requires a Ph.D. A graduate student in pursuit of this type of academic position would have the opportunity to conduct and publish original research; interact with scholars and professionals within the field at

conferences and lectures; and possibly teach undergrad-uate courses. Getting a graduate degree would be well worth it for a student interested in entering academia.

However, there are several variables that make going to graduate or professional School a dicey decision. Dr. Adam Ruben, in his book “Surviving Your Stupid, Stupid Decision to go to Grad School,” satirically examines the outcome of grad students who “consider spending years masochistically overworked and underpaid as a laudable goal.” He claims that graduate students have a tremen-dously difficult time surviving and thriving in graduate school -- one of the reasons being financial. The New York Times recently published the statistics on the post-graduate population, noting the rise in adults with ad-vanced degrees while pointing out financial disparities as women earned at least 72 cents to the dollar for a gradu-ate degree, and 64 cents to the dollar for a professional degree for every dollar made by a man. While those sta-tistics are eye opening, an article exploring “100 Reasons Not to go to Graduate School,” denounces grad school because of health issues due to financial uncertainties. Reason #78 declares that grad students “live in relative poverty,” thereby consuming “cheap processed foods.” Lack of sleep, coursework, research assisting and teach-ing provide a “notoriously effective environment for the spread of illness.” Thus leaving students with little or no health care, at the mercy of the university’s student health center.

While there are many compelling reasons to pon-der on why one should not to go to graduate or profes-sional school, there are many more that exclaim that one should. The most important reason is that students can’t conquer school on their own. Potential graduate students quickly realize the need for a mentor. A coop-erative mentor- mentoree relationship will guide a poten-tial graduate or professional student through the maze of choosing a field, applying and then selecting a school, selecting an advisor, finding a research topic and finally figuring out a financial plan to pay for it all. With an ad-

Abena lewis-Mhoon, Ph.D.coppin State University

Graduate Education….A Way Out of Debt?

Page 15: Graduate Schools Magazine Spring 2012

13Visit us online at: www.gradschoolsmag.com

visor and/or a mentor on a student’s side no issue should be insurmountable.

Most graduate students have some source of finan-cial support that pays for tuition as well as a small hous-ing stipend. So although this may sound unusual, most students are subsidized in some capacity. For example the university, various foundations, government sources, employer support, research and teaching fellowships, and programs within a specific field are all potential sources of funding for students. Finding the right combination of support would lessen the amount of money students would have to potentially borrow to fund their pursuit of an advanced degree. A mentor/advisor would assist the student in finding the best method to finance their gradu-ate or professional education.

It is true that countless numbers of students feel over-whelmed while attempting to strike a balance between surviving financially and completing research and course-work. This is rightly a common concern for many gradu-ate and professional students. Many students must work to support themselves and their families as they navigate through school. Creating a balanced schedule is the key. Carving out time for work, personal relationships, and of course study is a daunting task, especially when the cloud of financial responsibly is constantly looming. Neverthe-less, many students successfully surmount this situation, landing on their feet by using the future as their inspira-tion.

But where does this motivation come from?

How can the average student turn this uncertain wager into a sure thing?

Finding motivation, understanding the risks involved, determining a solution, setting goals and charting a plan to stay on the path to economic empowerment for the future are grand ideas. But potential graduate and pro-fessional students should be encouraged. The burden of this risk does not only fall on you. Program advisors bear some of the load of getting you through unscathed and in the least amount of debt as possible. Advisors are ob-ligated to not only guide students’ research, but to also assist with networking; finding funding for research and travel; encouraging publication; nominating students for awards, prizes; and finding paid positions within the field. The advisor is also supposed to assist the student in em-ployment searches after graduation. Advisors and men-tors also help graduate and professional students deal with criticism for charting their course for an advanced degree. Watching students develop and polish critical skills that make them more marketable in the workplace and more viable candidates for jobs is the responsibility of an advisor. This should foster a potential student’s encouragement for years to come.

Going to graduate or professional school is not an easy decision to make. It is even harder when saddled with debt from undergraduate study. However, when you decide to get an advanced degree, you venture to gain more than you could lose. Therefore you must play your game to win. If you would go to graduate or profes-sional school no matter what the economy looked like or what others were doing, it is for you! If you have always wanted to become a doctor, dentist or lawyer, do it! You can be certain that by putting your money on yourself, you singlehandedly stake the claim for your future and will optimistically find a way out of debt.

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14 Graduate Schools Magazine | Spring 2012

Advertorial

Unconventional career tracks at the intersection of science and business offer new career options for science students.

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. The program prides itself to have a 99% job and internship placement rate since its incep-tion in 2001.

Rice offers the following degrees:

• M.S. in Bioscience Research and Health Policy

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

• M.S. in Nanoscale Physics

• M.S. Subsurface Geoscience Plus

• 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.

The Business of Science

Continued on page16

Page 17: Graduate Schools Magazine Spring 2012

PROFESSIONAL SCIENCE MASTER’S profms.rice.edu

Where do you see yourself in 2 years?If you dream of becoming a well-rounded, technically adept science professional in a non-academic setting, the Professional Science Master’s program at Rice University may be for you.

Unique science courses providing expertise needed by industry and

government • Cohort courses in management and team training

Electives in your interest area • Necessary skills

inter woven with advanced coursework • MBA elective courses

Internship to provide practical experience • Communication and

presentation coaching • Seminar series featuring

corporate leaders, government representatives, and faculty

I nte n s i ve g u i d a n ce l e a d i n g to s u cce s s f u l j o b p l a ce m e nt

Four degree programs: Bioscience Research and Health Policy • Nanoscale

Physics • Environmental Analysis and Decision Making • Subsurface Geoscience

Page 18: Graduate Schools Magazine Spring 2012

16 Graduate Schools Magazine | Spring 2012

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 Entrepreneurship,

• communication and presentation coaching by Rice Communication faculty,

• discussions organized by Rice’s James A. Baker III Institute for Public Policy,

• projects coordinated by the Shell Center for Sus-tainability. <GSM>

Most classes are offered at one of the university’s two major campuses, the University Park Campus in west Miami and the Biscayne Bay Campus in North Miami; however, more than 50 special centers and institutes at FIU add to the multidisciplinary nature of the univer-sity environment. Some of these include the Biomedical Engineering Institute, the High-Performance Database Research Center, the International Hurricane Research Center, the Latin American and Caribbean Center, the Center for Tourism and Technology, the Eugenio Pino and Family Global Entrepreneurship Center and the In-ternational Forensic Research 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 insights 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-thou-sands of periodicals, maps, microfilms, institutional ar-chives, 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 discover possibilities you never imagined, then pursuing a graduate degree at FIU is the best way to discover your true potential. Be Worlds Ahead! <GSM>

A vibrant university for the Global WorkplaceContinued from page 10

the business of ScienceContinued from page 14

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17Visit us online at: www.gradschoolsmag.com

Page 20: Graduate Schools Magazine Spring 2012

Advertorial

18 Graduate Schools Magazine | Spring 2012

Combines the best of science, technology, and business. This program is the up-to-date response to the challenge of entering this expanding field. GW’s innovative program combines critical elements of science, technology, and business to prepare its graduates for a variety of jobs in the biotechnology and pharmaceutical sectors.

Students in the MMB program will learn to design, commercialize, and employ biotechnology devices. Stu-dents will work in state-of-the-art labs, collaborate in in-novation project teams, and get real-world experience through structured internships in the biotechnology in-dustry.

The GW Master of Professional Studies in Molecu-lar Biotechnology is a multi-disciplinary science degree and one of only a handful of biotechnology graduate programs of its kind. Geared for students who want to continue their careers in the sciences but do not have im-mediate plans to pursue a PhD and a research career, the GW MMB program provides a solid basis in both science and business education. An advisory board composed of Washington, DC–area biotech leaders from industry, government, and education works with GW faculty to develop and maintain the currency of the MMB curricu-lum and other program elements.

Located in Washington, DC, the heart of one of the nation’s most dynamic science and technology regions, GW is well positioned to prepare its students for reward-ing careers in small ventures, major corporations, state and federal agencies, and research institutions. Challeng-ing coursework and practical experience through intern-ships in local industry, government, and nonprofit entities give graduates a solid foundation for success in the field of biotechnology.

About the program:The rigorous science curriculum also emphasizes busi-

ness concepts and practices; communication, writing, and presentation skills; and awareness of ethical, policy, and management issues. The Molecular Biotechnology program at GW integrates coursework encompassing physics and biology, computer science, and business, for

a 39-credit-hour curriculum that can be completed in less than 2 years.

Program Objectives:1. Build on basic principles of molecular biology, de-

vice physics, and modeling for the development of new technologies and products.

2. Integrate scientific and technical expertise with preferred business practices in technology manage-ment and innovation.

3. Develop specialized teamwork and leadership skills in projects focused on new product development and technology venture concept creation.

4. Apply classroom learning to real projects through relevant internships in local industry, government, and nonprofit entities.

Curriculum Highlights:Quantitative Biotechnology focuses on the connection

between modeling fundamental forces in cellular systems and applying the understanding gained in the develop-ment of new devices to detect biological activity and to measure biological function.

Genomics, Proteomics, and Bioinformatics provide quantitative insights regarding the biodiversity of life, which can lead to new therapies for genetic and micro-bial diseases.

Management of Innovation teaches the concepts and best practices useful in identifying opportunities and de-veloping new technical products. Topics include strate-gies for innovation, competitive analysis tools, manage-ment of development projects, and key ethical issues.

Technology Entrepreneurship and Intrapreneurship emphasizes creating new biotechnology-related ventures, developing venture proposals within firms, shortening time to market, and marketing for biotechnology prod-ucts.

The students integrate their knowledge and skills gained from the program to address real problems in structured internships.

Molecular Biotechnology

The GW Master of Professional Studies in

Page 21: Graduate Schools Magazine Spring 2012

19Visit us online at: www.gradschoolsmag.com

Program at a Glance:■ 16 courses ■ 39 credit hours ■ Small classes and cohorts ■ Traditional class schedule ■ Degree completion in less than 2 years

Admissions Requirements• A Bachelor’s degree or equivalent in a relevant sci-

ence or technology field

• A GPA of 3.0 or higher on a 4.0 scale in under-graduate coursework from an accredited college or university

• Official results of the Graduate Record Exam (GRE)

• Official results of the Test of English As a For-eign Language (TOEFL) for students from coun-tries where English is not an official language and those who do not hold a degree from an accredited American institution of higher learning (the Test of

Written English, or TWE, is also recommended)

• A 250- to 500-word statement of purpose Two let-ters of recommendation

Request an application from the College of Profes-sional Studies by phone at 202-973-1130, or apply online through GW’s website at http://www.gwu.edu/gradinfo.

Financial Aid:Research fellowships are available for incoming stu-

dents, and students are encouraged to apply for Stafford or alternative education loans and to the federal work study program. Visit the GW graduate financial aid site at www.gwired.gwu.edu/finaid-g.

Contact Information: Program Directors: Mark Reeves, Ph.D. Professor of Phys-ics, 202-994-6279, [email protected]; Richard G. Donnelly, Ph.D. Depart-ment of Information Systems and Technology Management, 202-994-7155, [email protected] Program Representative: Jeff Zitomer 703-248-6209, [email protected] College of Professional Studies Admissions Office 202-994-2083 [email protected]

Typical MMB courses:

Year 1

Fall

PSMB 6263: Management of Biotechnology

Innovation

BIOC 261: Biomedical Instrumentation Lab

PSMB 6224: Biochemical Techniques

Laboratory

Spring

PSMB 6250: Primer on Computation

BISC 2584: Introduction to Bioinformatics

BISC 3210: Nanobiotechnology

or

Bioc 6254: Fundamentals of Molecular

Biology

Summer

PSMB 6264: Biotechnology

Entrepreneurship & Intrapreneurship

PSMB 6262: Quantitative Biotechnology

Year 2

Fall

PSMB 6281: Scientific Computation and

Modeling

Bioc 6236: Fundamentals of Genomics and

Proteomics I

Elective: Science, Engineering, or Business

Spring 2013

PSMB 6265: Commercialization of

Bioscience and Biotechnology

Bioc 6237: Fundamentals of Genomics and

Proteomics II

Elective: Science, Engineering, or Business

PSMB 266: Capstone/Portfolio

Page 22: Graduate Schools Magazine Spring 2012

20 Graduate Schools Magazine | Spring 2012

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, includ-ing two summer sessions, in the flexible day program. A few of the special programs at the law school are Family Law and Children’s Rights, Intellectual Property, Sports & Entertainment Law, Trial and Appellate Law, Inter-national and Comparative Law, Business Law, Criminal Law, Environmental Law, and Immigration Law. Stu-dents may concentrate on these practice areas through fellowships, domestic and international externships, clinics, advocacy competitions, certificate programs, symposia and distinguished speaker series. The Law

School provides students with a global perspective through study abroad opportunities in France, Mexico, Israel, Spain and China, 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 organizations 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>

Advertorial

Whittier law School

Page 23: Graduate Schools Magazine Spring 2012

To learn more about our faculty

and programs or to apply

online, visit our website:

www.ndsu.edu/gradschool

North Dakota State UniversityGraduate SchoolDept. 2820, PO Box 6050Fargo, ND 58108-6050(701) 231-7033E-mail: [email protected]

Follow us on Facebook.facebook.com/ndsugradschool

NORTH DAKOTA STATE UNIVERSITY

LEARN.GROW.

EXPLORE.

GRADUATE SCHOOL

Page 24: Graduate Schools Magazine Spring 2012
Page 25: Graduate Schools Magazine Spring 2012

WHITTIER LAW SCHOOLORANGE COUNTY, CALIFORNIA

Whittier Law School3333 Harbor Boulevard • Costa Mesa, California 92626

www.law.whittier.edu • [email protected]

Preparation for a Practical and Globalized Career

Learn the Skills & Tools of a Lawyer

• Live Client Clinics

• Public & Private Externship Program

• Five Study Abroad Programs in Mexico, Spain, France, Isreal, and China

• Opportunities to specialize in Family Law and Children’s Rights; Intellectual Property, Sports & Entertainment Law; Trial and Appellate Law; International & Comparative Law; Business Law; Criminal Law; Environmental Law and Immigration Law

Page 26: Graduate Schools Magazine Spring 2012

University of Pennsylvania

Graduate School of Education

The Penn Graduate School of Education offers programs leading to the Ph.D., Ed.D., M.S.Ed., M.S.

and M.Phil.Ed degrees. GSE seeksstudents who are interested in promoting a deeper understanding

of educational issues and contributing to societal change. The curriculum places a strong emphasis

on the interactive relationship of theory, research, and practice,often focusing on urban education.

Students engage in extensive fieldwork throughout their studies and are both learners and agents

of change within the university and the surrounding Philadelphia neighborhoods.

Page 27: Graduate Schools Magazine Spring 2012

University of Pennsylvania

Graduate School of Education

The Penn Graduate School of Education offers programs leading to the Ph.D., Ed.D., M.S.Ed., M.S.

and M.Phil.Ed degrees. GSE seeksstudents who are interested in promoting a deeper understanding

of educational issues and contributing to societal change. The curriculum places a strong emphasis

on the interactive relationship of theory, research, and practice,often focusing on urban education.

Students engage in extensive fieldwork throughout their studies and are both learners and agents

of change within the university and the surrounding Philadelphia neighborhoods.

Wa n t t o m a k e a d i f f e re n c e ? W e ’ ll s h ow you h ow.

getting at THE CORE OF EDUCATIONAL issues.

University of PennsylvaniaGraduate School of Education

. Engaging locally and globally

. Linking theory to practice

. Impacting all aspects of the education field

. Committed to social justice and urban education

. World-class faculty teaching in 25 degree program

O f fi c e o f A d m i s s i o n s & Fi na n c i a l A i d3700 Walnut S t reet , Phi ladelphia, PA 19104

(215) 898-6415 h t tp://www.gse.upenn.edu

Page 28: Graduate Schools Magazine Spring 2012

26 Graduate Schools Magazine | Spring 2012

Advertorial

People and community-based research are the focus of the Public History program at Howard University. In its first year, Howard interns conducted interviews for the Smithsonian Institution and developed projects for resi-dents at a District of Columbia public housing complex. The Washington Post praised the award-winning pro-gram’s techniques.

In Howard’s Public History program students take core courses in museum, archives, and preservation. Oth-er classes include park management, film, and material culture. Internships are required. Jim Harper collected artifacts as an intern with the first order of African Amer-ican nuns. Rhonda Jones interned with House speaker Newt Gingrich and chronicled an African American church’s.

Underground Railroad activities. Other students in-terned at the United States Congress, White House, Capitol Historical Society, Library of Congress, National Parks Service, Historic Landmarks Survey, and the Bet-hune Museum and Black Women’s Archive. Howard interns have served at the Departments of State, Com-merce, Labor, Education, Transportation, and Justice. Spike Lee’s 40 Acres & A Mule Filmworks and the Chil-dren’s Defense Fund have employed Howard interns. Public History graduates are employed at many of the above institutions and at the History Factory, Naval Re-search Center Archives, National Security Agency, and Reginald Lewis Museum of Maryland African American History & Culture.

Seminars enhance each student’s experiences. For the Black Fashion Museum Howard students devised public relations plans and access for handicapped visitors view-ing Rosa Parks’ dress, the Black designer Elizabeth Ke-ckly’s creations for first lady Mary Todd Lincoln, or the gown African American designer Ann Lowe created for Jacqueline Bouvier’s and John F. Kennedy wedding.

Howard seminars have been directed by Robert Stan-ton, Director of the National Park Service; Spencer Crew, Director of the National Museum of American History; Walter Hill, National Archives’ African Ameri-

can specialist; Cecil N. McKithan, Chief, National Reg-ister Program; and, Barbara Taggar, Underground Rail-road/Network to Freedom Program.

Established in the pre-World War I era, the History Department of Howard embraced public historians from its inception. After teaching at Howard, Dr. Carter G. Woodson established the Association for the Study of Negro Life and History, the Journal of Negro History, and Negro History Week. Professor Woodson took Afri-can-American history to schools, churches, social clubs, and businesses.

Trust forms the program’s foundation. Ailene L. Stamper and other African Americans would not share their rare materials until the Humanities Council in-volved Howard University. Ruth J. Wilson said the How-ard Public History program made the North Brentwood’s Smithsonian exhibit possible. Dr. Camille Cosby entrust-ed the National Visionary Leadership Project’s syllabi, interviewing, and internet-based videotaping strategies to Howard University interns.

Howard University’s Public History program pro-motes a wide range of enriched community-based re-search. The program infuses students with a sense of the value of contributing to the community. With its new approaches and practices, Howard’s Public History pro-gram documents histories that might otherwise go un-told.

¹From Clark-Lewis’ “Public History at Howard University” (2003) and used with author’s permission; Jones, (1999), Ruffins, (2002); Pelonis, (2002); Washington Post (April and June 1991). ²Frank Rich, “White History Month,” New York Times (1995); Sorin, (2002); Horton, (1999); Wellman, (2002); Little, (1997). ³Goggin, (1993). Washington Post (April 1992), (March 1994), and (July 1996); Wilson, North Brentwood, (1997). Goddard Persistence, Perseverance, and Progress (1996) “Cosby[’s] Project,”Tennessee Tribune (2002); “Visionary,” Washington Post (2002); “Living History,” Washington Times (1995).

Public History Program

Page 29: Graduate Schools Magazine Spring 2012

Contact:Dr. Elizabeth Clark-Lewis | DirectorPublic History Program | Frederick Douglass Hall Howard UniversityWashington, DC 20059202.806.6815

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!!!

Page 30: Graduate Schools Magazine Spring 2012

28 Graduate Schools Magazine | Spring 2012

Advertorial

UAG School of Medicine (México)

Being Bilingualbrings great advantages

Page 31: Graduate Schools Magazine Spring 2012

29Visit us online at: www.gradschoolsmag.com

With the ECFMG’s endorsement of our 5-year cur-riculum, 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 go-ing 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.

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 stu-dents are not only accepted into prestigious rotations but are also invited to interviews for residency spots once they enter our fifth year, Internado. Many of our graduates are picked up before the Match.

This fifth year – Pre-Internship or Internado – can be done in Mexico or the United States. Having an ad-ditional year of clinical, being bilingual and having the experience of working in underserved areas makes our

graduates an enviable commodity for the healthcare needs of today.

Receiving one of the best clinical educations available, UAG graduates differentiate themselves by the way they dress, by the way they respect their peers and by their many accomplishments. What really sets UAG graduates apart from others, in addition to their being bilingual and bicultural, is how they learn to “care” for their patients.

With less than one million physicians actively practic-ing in the United States, the imminent retirement of phy-sicians and an increasing population, there is a great need for healthcare providers. The Universidad Autónoma de Guadalajara School of Medicine is proud to provide our bilingual and bicultural graduates from the International Program of the UAG School of Medicine.

UAG OverviewThe Universidad Autónoma de Guadalajara is a com-

plete University established in 1935 for the purpose of education – period.

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 and three con-vention centers.

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 over 15,000 U.S. graduates from our International Program. Our U.S. graduates are bilingual, bicultural and bi-lit-erate. They speak the language of the patient in many ways. It is not enough to speak a language; you must also “speak a culture.” <GSM>

Page 32: Graduate Schools Magazine Spring 2012