fall 2009 issue of graduate schools magazine

Fall 2009

www.gradschoolsmag.com

Five Funding Sources for Financing Graduate and

Professional School

Also Inside:

The MBA Experience

The Importance of Obtaining a Graduate Degree within the S.T.E.M Discipline

Various Graduate and Professional Programs

1Visit us online at: www.gradschoolsmag.com

Welcome to the Fall 2009 issue of Graduate Schools Magazine (GSM). In this issue you will fi nd several articles addressing the current benefi ts of at-

taining a graduate degree and its importance to your professional growth and the American economy. The benefi ts of graduate education will continue over many years, regardless of the nation’s eco-nomic situation. Many experts caution potential students that graduate school should not be their default plan. They suggest that you evaluate career goals; consult with advisors and faculty mentors, then select a program that adds tangible values to your personal and professional growth. According to the Council of Graduate School, enrollment in graduate schools nationwide has grown at a con-sistent three percent average annually, while part-time enrollment has increased by one percent. However, many graduate programs are experienc-ing a 10-15 percent increase in applications as a re-sult of the current shaky economic climate. While more people are exploring the option of going to graduate school, many people are still faced with the challenge of “how do I pay for it.” GSM ad-dresses these challenges and gives several tips for aspiring and current graduate students on how to fund graduate education. So as you examine the graduate programs inside GSM, keep in mind your career goals and pick a program that will assist you in meeting them.

Prince A. MhoonPublisher

Graduate Schools Magazine

Fall 2009

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 DirectorKelvin Ross

Editor Natalie Moore

Feature Article Contributors Yancy Hrobowski, Ph.D.Arrelle Anderson, MBA

For subscription/circulation information contact: [email protected]

Graduate Schools Magazine® is published by Full Moon Media, LLC Copy-right© 2009. All rights reserved. Reproduction in whole or part of any text, photography, or illustration without express written permission of the publisher is strictly prohibited. Correspondence: On matters concerning the magazine, write to: 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 De-partment, 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 offi cial expressions of Full Moon Media or Graduate Schools Magazine® The publisher and Full Moon Media as-sume no responsibility for errors and omissions appearing within. The Publisher and Full Moon Media reserve the right to accept or reject all editorial, advertorial and advertising matter. Neither the publisher nor Full Moon Media assumes any liability for unsolicited, manuscripts, photographs, or artwork.

Fall 2009

Publishers Letter


GRADUATE PROGRAMS

MASTER'S DEGREE PROGRAMS

American University Communications (Film and Media Arts Journalism Public Communication and International Media) .......................................... 21

Boston UniversityOutreach Division of Graduate Medical Services BostonUniversity School of Medicine (Bioimaging, Biomedical Crisis ManagementBiomedical Forensic Sciences, Clinical Investigation, Forensic Anthropology, Medical Anthropology and Medical Nutrition Sciences) ................................... 27

Brown UniversityThe Urban Education Policy Master’s Program ................................Inside Cover

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

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

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

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

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

Howard UniversityPublic History Program ............................................................................... 12

Temple UniversitySchool of Tourism & Hospitality Management .............................................. 21

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

DOCTORAL PROGRAMS


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


Howard UniversityPublic History Program ............................................................................... 12


BUSINESS PROGRAMSQuinnipiac University

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

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

MEDICAL PROGRAMSAmerican Association of Colleges of Osteopathic Medicine

Osteopathic Medicine .................................................................................... 8



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

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


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

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

LAW PROGRAMSLiberty School of Law ...........................................................................9Quinnipiac University

Joint Degree in Business and Law................................................................. 26

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

FEATURED ARTICLESIn Importance of Obtaining a Graduate Degree Within a S.T.E.M. Discipline...............................................................6

Five Funding Sources for Financing Graduate and Professional School ....................................................................20

Refl ecting on my MBA .........................................................................22

Emory University

Table of Contents

Fall 2009

AdVertorial

4 Graduate Schools Magazine | Fall 2009

� ey are Also Accomplished FilmmakersLucy and Philip chose to attend St. George’s Univer-

sity in Grenada, West Indies, where they are now third-term medical students. Together, they have adjusted to the unique culture of Grenada and have allowed them-selves to “live the medicine.” Involved in the University’s student organizations and their own personal projects, Philip and Lucy resemble the ultimate power couple.

Choosing to uproot their lives and move to the Ca-ribbean was no easy decision for them. Infl uenced by a recommendation from an associate and the impres-sive success of St. George’s University graduates, their choice became clear. The most enticing factor in choos-ing St. George’s University, in addition to studying in the Caribbean, was that they would be able to go back home in two years. A return to the States for clinical training made the SGU experience even more desirable.

Life Before Medical SchoolPhilip worked as a cardiovascular technologist at Mas-

sachusetts General Hospital. His experience inspired Skin and Bone, a 30-minute short fi lm directed and written by Philip and Lucy through their fi lm produc-tion company, Milk and Cookie Productions. The com-pany provides a creative outlet for the couple and the people around them, and focuses on independent fi lms, webTV, and wedding videography. The cast members involved with Skin and Bones have careers based in the medical sciences. Philip and Lucy say projects like this allow them to have fun doing something different from the everyday – but in the subject they all love.

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

� e PremiereIn June 2009, Philip and Lucy’s fi lm was invited to

the Rainier Film Festival, dedicated to independent fi lm-makers and set in the tranquil foothills of Mount Rain-ier, Washington. Overall, the opportunity to display the short fi lm was important to the couple – response to it was critical. “I liked that we were able to play the fi lm, see reactions and get feedback immediately,” stated Phil-ip. "Our fi lm was enjoyed by people in and out of the health care industry,” Lucy says. “It was a good experi-ence. Great audience of local people who really cared about the art of fi lm and seeing fi lms that they may not be able to see anywhere else.”

Studying in GrenadaThe third-term students plan to complete their clini-

cal training in the U.S. after they fi nish their basic scienc-

CONTINUED ON PAGE 29

Philip and Lucy Magcalas � rst met in high school in Las Vegas. Lucy went to Boston University. Philip went to the University of Pi� sburgh. She majored in psychology. He majored in bioengineering. � ey were married and wanted to

continue their education in medical school together.

Not Your Average Med Students

Phillip and Lucy on set

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

The third-term students plan to complete their clini-cal training in the U.S. after they fi nish their basic scienc-



One of the most important measures of a nation is sci-entifi c innovation and the production of post-secondary degrees within the key disciplines of Science, Technol-ogy, Engineering and Math (STEM).

The contributions of science and technology to a na-tion’s global impact are nearly limitless; United States economic survival is dependent upon our position among our global competitors. Technology strengthens our economy by stimulating growth via the manufacturing of mechanics, ideas, energy sources, and opportunities that essentially drive our domestic economy. National securi-ty, agriculture, health care, infrastructure, computational and medical advancements, and intelligence are all based on the production of scientists, engineers, and entrepre-neurs that continually provide the ideas necessary to fuel this pipeline. This is the most important reason why the U.S. must increase the proportion of doctorates within STEM areas earned by U.S. citizens. The National Cen-ter for Education Statistics supports several international studies based on student achievement. One such study is the Program for International Student Assessment that compares 57 educational systems including 30 Orga-nization for Economic Cooperation and Development countries. According to the most recent PISA fi ndings in 2006, U.S. students scored lower than the OECD aver-

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

A landmark Congressional report in 1995 revealed that approximately one third of all U.S. students intending to major in engineering switch majors before graduating. Of the U.S. science and technology workforce in 2000, 38 percent of the doctorates held were foreign-born; in 2001, the U.S. spent more on tort litigation than on research. These statistics are not meant to spark any sort of xeno-phobia, but our country’s economic future rests on our ability to produce future leaders in STEM fi elds. While I do not believe that STEM based academic programs offered at graduate institutions within the U.S. are infe-rior to those of other countries, I do believe that we do not teach or promote sciences in the U.S. with the same enthusiasm as other professional vocations. Other coun-tries, particularly in Asia and the Middle East, empha-size the importance of technology early in the academic careers of students, thus fostering an interest before the infl uence of popular culture. This is not to suggest that everyone should be a chemist, engineer or scientist, but many who possess the tools to succeed in such disciplines are often “wiped out” early in their schooling, before the extent of their success can even be accurately measured. I can attest to this phenomenon because I persevered through the Chicago Public Schools and know fi rst-hand the effects of being counted out prior to being counted on.

I graduated from high school with geometry as my high-est level of mathematics, two years of biology and half a year of chemistry. This level of science and mathematics would be low for any Third World country. I spent the fi rst two years of college essentially catching up on what I needed to learn just to maintain a foundation strong enough to build upon. While I did meet many public school high school graduates who had stronger math and science foundations than myself, many attended summer or bridge programs to aid in their educations. By the time I turned 18; I had met rap artist, Ice Cube, Governor William “Bill” Clinton, Michael Jordan, and Muhammad Ali, but not one scientist. If I were asked while growing up on the South Side of Chicago, what would be my cho-

Feature Article

CONTINUED ON PAGE 9


AdVertorial

Osteopathic medicine is growing rapidly! Nearly one in five medical students in the United States is attending an osteopathic medical school. Osteopathic medicine is a distinct form of medical practice in the United States. Osteopathic medicine provides all of the benefits of mod-ern medicine including prescription drugs, surgery, and the use of technology to diagnose disease and evaluate injury. It also offers the added benefit of hands-on diag-nosis and treatment through a system of therapy known as osteopathic manipulative medicine. Osteopathic med-icine emphasizes helping each person achieve a high level of wellness by focusing on health promotion and disease prevention.

Osteopathic medicine was founded in the late 1800s in Kirksville, Missouri, by Andrew Taylor Still, a physi-cian who recognized that the medical practices of the day often caused more harm than good. Dr. Still focused on developing a system of medical care that would pro-mote the body’s innate ability to heal itself. He called this

system of medicine osteopathy, now known as osteopath-ic medicine.

Osteopathic physicians, also known as DOs, are licensed to practice the full scope of medicine in all 50 states. They practice in all types of environments, includ-ing the military, and in all types of specialties, from family medicine to obstetrics, surgery, and aerospace medicine. DOs are trained to look at the whole person from their first days of medical school. This holistic approach to pa-tient care means that osteopathic medical students learn how to integrate the patient into the health care process as a partner. Students are trained to communicate with people from diverse backgrounds, and they get the op-portunity to practice these skills in their classrooms and learning laboratories, frequently with standardized and simulated patients.

One key concept osteopathic medical students learn is that structure influences function. Thus, if there is a problem in one part of the body’s structure, function in that area, and possibly in other areas, may be affected. In addition to studying all of the subjects you would ex-pect student physicians to master, osteopathic medical students receive approximately 200 hours of training in osteopathic manipulative medicine. This system of hands-on techniques helps alleviate pain, restores mo-tion, supports the body’s natural functions and influences the body’s structure to help it function more efficiently.

The osteopathic medical profession has a proud heri-tage of producing primary care practitioners. Today, when the challenge of ensuring an adequate number of primary care physicians extends to osteopathic medicine, a high percentage of osteopathic medical school gradu-ates continue to choose careers in primary care. Osteo-pathic medicine also has a special focus on providing care in rural and urban underserved areas, allowing DOs to have a greater impact on the U.S. population’s health and well-being than their numbers would suggest.

The American Association of Colleges of Osteo-pathic Medicine (AACOM) represents the nation’s osteo-pathic medical colleges and their faculties, students, and administrators.

For more information about osteopathic medical education, or to apply to medical school, visit www.aacom.org.

Especially for Future Medical Students: Explore the Growing Osteopathic Medicine Profession


sen profession as an adult, I can say with certainty that molecular virologist would not have been an answer. While one may not expect to hear virologist as a chosen profession response as often as banker, lawyer or physi-cian, the concern I have is that my answer would not have been derived from the pursuit of another fi eld nor an aversion to science, but from a genuine unfamiliarity with scientifi c careers. I believe that it is this unfamiliar-ity has contributed to the lack of doctorates in science than a genuine lack of interest. This country must fi nd a better approach to teach and promote STEM careers. I obtained my both my bachelor of science and my doctor-ate in the fi eld of microbiology; however, my academic achievements were more the result of a combination of good mentors and coincidence than good schooling.

There are many possible ways to promote STEM ca-reers. One of the easiest ways is to promote interaction between local universities and high schools. Specifi cally, allow post-doctoral researchers and faculty to visit high school science classrooms and explain what an actual re-searcher does.

The multitude of medical television programs that are high on drama and low on science, illustrate an excellent

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

The Importance of Obtaining a Graduate DegreeCONTINUED FROM PAGE 6

Graduate Schools Magazine is currently accepting article submissions from graduates, students and

administrators.

Send article submissions to: [email protected]

1971 University BoulevardLynchburg, VA 24502law.liberty.edu

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

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

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

Mission Driven · Practice Oriented


AdVertorial

Carnegie Mellon University Tackles Complex Issues at the Intersection of Policy, Technology and Management. Research-ers at Carnegie Mellon's H. John Heinz III College have shown that public information readily gleaned from governmental sources, commercial data bases, or online social net-works can be used to routinely predict most — and sometimes all — of an individual’s nine-digit Social Security number.

Project lead Alessandro Acquisti, associ-ate professor of information technology and public policy at Heinz College, and Ralph Gross, a post-doctoral researcher at the Col-lege, have shown that public information readily gleaned from governmental sources, commercial data bases, or online social net-works can be used to routinely predict most — and sometimes all — of an individual’s nine-digit Social Security number. They found that an individual’s date and state of birth are suffi cient to guess his or her Social Security number with great accuracy. The study fi ndings were published in the Pro-ceedings of the National Academy of Sci-ence, and presented at the BlackHat 2009 information security conference in Las Ve-gas.

The predictability of Social Security numbers is an unexpected consequence of seemingly unrelated policies and technologi-cal developments that, in combination, make Social Security numbers obsolete for authen-tication purposes. Because many businesses use Social Security numbers as passwords or for other forms of authentication — a use not anticipated when Social Security was

devised in the 1930s — the predictability of the numbers increases the risk of identity theft. The Social Security Administration could mitigate this vulnerability by assigning numbers to people based on a randomized scheme, but ultimately an alternative means of authenticating identities must be adopted, the authors conclude. “In a world of wired consumers, it is possible to combine infor-mation from multiple sources to infer data that is more personal and sensitive than any single piece of original information alone,” said Acquisti.

”Future Social Security numbers could be made more secure by switching to a random-ized assignment scheme, but protecting peo-ple who already have been issued numbers is harder,” the researchers said. “Considering the ease with which Social Security numbers can be predicted, legislative and policy ini-tiatives aimed at removing the numbers from public exposure, or redacting their fi rst fi ve digits, may be well-meaning but misguided,” Acquisti said. “Given the inherent vulner-ability of Social Security numbers, it is time to stop using them for verifying identities and redirect our efforts toward implement-ing secure, privacy-preserving authentica-tion methods.”

The study is just one example of the unique collaborations made possible by Heinz College’s interdisciplinary curricu-lum, which merges policy, technology and management to produce graduates with the training to tackle society’s most pressing issues.

Heinz College is uniquely positioned for thought leadership at these important intersections.



AdVertorial

People and community-based research are the focus of the Public History program at Howard University. In its fi rst year, Howard interns conducted interviews for the Smithsonian Institution and developed projects for residents at a District of Columbia public housing com-plex. The Washington Post praised the award-winning program’s techniques.

In Howard’s Public History program students take core courses in museum, archives, and preservation. Oth-er classes include park management, fi lm, and material culture. Internships are required. Jim Harper collected artifacts as an intern with the fi rst 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 interned 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 in-terns have served at the Departments of State, Commerce, Labor, Education, Transportation, and Justice. Spike Lee’s 40 Acres & A Mule Filmworks and the Children’s Defense Fund have employed Howard interns. Public History graduates are employed at many of the above institutions and at the History Factory, Naval Research Center Archives, National Security Agency, and Reginald Lewis Museum of Maryland African American History & Culture.

Seminars enhance each student’s experiences. For the Black Fashion Museum Howard students devised pub-lic relations plans and access for handicapped visitors viewing Rosa Parks’ dress, the Black designer Elizabeth Keckly’s creations for fi rst lady Mary Todd Lincoln, or the gown African American designer Ann Lowe created for Jacqueline Bouvier’s and John F. Kennedy wedding. Howard seminars have been directed by Robert Stanton, Director of the National Park Service; Spencer Crew, Di-rector of the National Museum of American History; Wal-ter Hill, National Archives’ African American specialist;

Cecil N. McKithan, Chief, National Register Program; and, Barbara Taggar, Underground Railroad/Network to Freedom Program.

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

Trust forms the program’s foundation. Ailene L. Stamp-er and other African Americans would not share their rare materials until the Humanities Council involved Howard University. Ruth J. Wilson said the Howard Public His-tory program made the North Brentwood’s Smithsonian exhibit possible. Dr. Camille Cosby entrusted the Na-tional Visionary Leadership Project’s syllabi, interview-ing, and internet-based videotaping strategies to Howard University interns.

Howard University’s Public History program promotes a wide range of enriched community-based research. The program infuses students with a sense of the value of contributing to the community. With its new approaches and practices, Howard’s Public History program docu-ments histories that might otherwise go untold.

¹From Clark-Lewis’ “Public History at Howard University” (2003) and used with author’s permission; Jones, (1999), Ruffi ns, (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).

Cecil N. McKithan, Chief, National Register Program; and,

Public History Program

HOWARD UNIVERSITY’S


The School of Public Policy and Management at Car-negie Mellon University ranks among the top ten gradu-ate public affairs schools in the United States. Originally founded in 1968 as the School of Urban and Public Af-fairs (SUPA), the school endeavored to apply quantitative analysis to solve the challenges facing America’s urban centers.

William Cooper, the school’s fi rst dean said the goal of the school was “to prepare men and women for intel-ligent action.” This was not just rhetoric. The program’s quantitative focus was an important departure from other policy institutions that placed more emphasis on political science in the curriculum. Students were encouraged to be action-oriented problem-solvers for real-world orga-nizations, for which they made policy recommendations, based on careful analyses of data, often overturning con-ventional wisdom.

Over the next four decades, SUPA expanded its aca-demic and research leadership to include areas such as Health care, Education Leadership, Crime Policy, and Arts and Entertainment Management. The school also recognized the increasingly important role of informa-tion technology, both as a tool for policy analysis, as well as a policy area itself. This led to the creation of Carne-gie Mellon’s graduate programs in Information Systems.

Today, SUPA has grown to become the H. John Heinz III College, encompassing the School of Public Policy and Management, as well as the School of Information Systems and Management. Separately, these two world class institutions are leaders in their fi elds. However, the schools share a unifi ed faculty, without departmental boundaries. This allows Heinz College faculty and stu-dents to bring expertise in multiple disciplines to bear on the most complex problems.

The pairing of a public policy school and an informa-tion systems school is highly relevant in the digital age. First, policy makers recognize the critical importance of information technology in improving the quality of government and health care services, reducing costs and creating greater transparency to the public. Similarly, the societal-scale adoption of information technologies has elevated the importance of related privacy, security and intellectual property issues. Heinz College is uniquely po-sitioned for thought leadership at these important inter-sections.

If you are looking for a graduate education that fosters innovative solutions to real-

world problems, then visit us at www.heinz.cmu.edu.

Carnegie Mellon UniversityCONTINUED FROM PAGE 10

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

Graduate Schools Magazine | Fall 2009

Every day, research reveals more about how growth and development in the fi rst years of life infl uence the child’s capacity to learn, to work, and to love. One school in the U.S. focuses exclusively on the implica-tions of that research for those who work with, or on behalf of, children from birth to age eight: Erikson In-stitute.

Teachers, therapists, program directors, early in-terventionists, and others from across the country and around the world come to Erikson to take their prac-tice to the next level. Erikson’s master’s degrees in child development and early childhood education, graduate certifi cate programs, and doctoral program are based on the knowledge that to work successfully with chil-dren, you must know and understand them.

At the heart of an Erikson education is an apprecia-tion for whole child. Course work goes beyond physi-cal, cognitive, and social-emotional development to examine the child’s unique context, the complex web of relationships, affi liations, and values called family, culture, and community. It’s a context that helps shape the child’s world as surely as neural networks.

This approach to children has never been more im-portant. From city hall to the White House, there is growing acknowledgement that giving our children a

strong start in life is one of the best investments we can make. Issues such as early childhood policy, universal preschool, early intervention, and infant mental health are the subject of national debate and discussion—dialog that frequently features Erikson faculty and alumni.

State social service agencies and public school systems struggle to serve populations that are more ethnically, racially, and linguistically diverse than at any time, and an increasing number of children—as many as one in fi ve—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 compre-hensive knowledge of child development, Erikson pro-vides the opportunity to put knowledge into practice and develop the habit of professional self-refl ection.

Internships and accompanying integrative seminars allow students to consider the impact of their beliefs, expectations, and actions on children—and vice versa. In the seminar setting, practitioners examine the val-ues, behaviors, and communication 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 re-search is applied research, not basic research, it often compliments students’ professional experience. Exam-ining how second-language learners acquire vocabu-lary, determining the unmet needs of Illinois pediatri-cians with respect to infant mental health, conducting research into how teacher preparation programs ad-dress diversity and whether they prepare teachers to meet needs of underserved children—these and doz-ens of other research projects have welcomed team members who are current students.

Erikson has always been deeply embedded in the community. From its early years, when it trained Head


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

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 certi�cation www.erikson.edu

Chicago, Illinois


AdVertorial

The Dartmouth Institute for Health Policy and Clini-cal Practice (TDI), Center for Education, offers three graduate degree programs: a one-year Master of Science (MS), a one- year Master of Public Health (MPH) and a Doctor of Philosophy (PhD). The overarching educa-tional goal of the graduate degree programs is to prepare leaders in the measurement, organization, and improve-ment of health and health care.

The Dartmouth Institute’s Master of Science program trains its graduate students to be leaders and researchers in health services research and in quality improvement. This unique degree program trains students to review and conduct clinical research and implement quality im-provement initiatives to achieve a patient-centered, high quality, cost-effective health care system with access and excellence for all. There are two concentrations students can choose to take while at TDI- Clinical/Health Ser-vices Research or Health Care Leadership.

The Clinical/Health Services Research concentration provides students with a rigorous understanding of the following areas: fundamentals of epidemiology and bio-statistics; quantitative techniques in the assessment of the outcomes of medical care; historical and contemporary theories in decision making; decision analyses and cost effectiveness analyses; and clinical guidelines, patient sat-isfaction, and survey methods.

The Health Care Leadership concentration provides students with a rigorous understanding of the following areas: macro issues in the U.S. health care system and the major disciplinary approaches to them, focusing on microeconomics, organization theory, systems analysis, operations research, and political theory; skills in leading change and improvement in health care systems; barri-ers to making the health of the population better; and approaches for taking costs out of the care while maintaining or improving quality and enhancing cus-tomer satisfaction.

The Dartmouth Institute's Master of Public Health program is a unique program which exposes students to the evidence behind current public health research and practices and trains students to use that evidence to

conduct research, implement public health programs, and evaluate such programs. MPH students gain skills using the methods and models of quality improvement to initiate change, translate research outcomes into action, improve care and access to care, and ultimately improve public health. Students gain knowledge and skills through the classroom experience and multiple opportunities in the health care arena. The MPH program is accredited by the Council on Education for Public Health (CEPH and both the MPH and MS can be completed full-time in one year or part-time over two-three years.

The Ph.D. program goes beyond the graduate degrees by offering in-depth, multi-disciplinary training in the conduct of research and teaching in the areas of special expertise at The Dartmouth Institute. Joint programs with the Tuck School of Business and Dartmouth Medi-cal School are also offered.

Students enter these programs with a wide range of academic and professional backgrounds including, Eng-lish, Economics, Psychology, History, Math, Geography, Sociology, Biology, Chemistry, and a host of others. TDI’s overall student body is an educationally and profession-ally diverse group. About 40% of students are practicing physicians, 35% are mid-career health professionals, and the last 25% are recent undergraduates. The acceptance rate varies each year as we are committed to ensuring the best possible fi t for the students and the mission of the program.

The Dartmouth Institute is located in beautiful Lebanon, New Hampshire nestled between the Dart-mouth-Hitchcock Medical Center and the Dartmouth College campus. The area is part of the scenic Upper Valley which offers a wide range of year-round outdoor recreational activities as well as diverse social, cultural, and artistic communities. The campus is two hours northwest of Boston, three hours south of Montreal and just fi ve hours north of New York City.

For more information and to apply online, please visit TDI’s website at: www.TDIeducation.dartmouth.edu or contact the Recruitment and Admissions Coordinator, Kimberly Haller at 603-653-3228 or via-e-mail at [email protected].


AdVertorial

It is the oldest and largest private university in Mexico. In fact, it was the fi rst private university in Mexico and has always been non-profi t. 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 fi nd 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 fi rst 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 fi rst 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 benefi ts 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.


MEDICAL SCHOOL GRADUATES AND

74,000MEDICAL SCHOOL 74,000

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


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

Fellowships

Most graduate and professional students receive fel-lowships. These fellowships are often tied to a specifi c fi eld, school, or career path. Fellowships that come from outside of the institution, usually called external fellow-ships, are awarded based on various factors. They in-clude: academic merit, research accomplishments, length of study, chosen fi eld or in some cases fi nancial need.

Institutions offer teaching and research fellowships, commonly called assistantships. Students work with fac-ulty assisting with teaching and/or research duties. Most students provide teaching and/or research assistance for a payment of tuition, fees, and usually health benefi ts. Although most students provide “free work,” some assis-tantships come with a stipend. Assistantships not only pro-vide a debt-free way to matriculate, but they also provide students with mentorship, experience and an excellent foundation for their post-undergraduate resume. Thus, assistantships can be extremely competitive.

Grants

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

of the student and the specifi c discipline. Trade associa-tions and special interest groups within the fi eld often sup-ply grants to attract more students into the career. Grants can be issued in the form of a check or applied to stu-dents’ accounts for tuition, fees, books, housing, or other education related expenses. Many types of grants are widely available and can be found easily by conducting searches within the chosen fi eld. Large grants that assist with tuition or cover specifi c stages of graduate and pro-fessional study, to small grants that fund research projects are often advertised in trade publications and journals.

Financial Aid

Financial aid based on merit, background, gender, ethnicity or fi nancial need is also an option. One of the best methods of securing fi nancial aid is to contact the school’s fi nancial aid offi ce to get information specifi c to that institution, which may not be advertised on the web-site or easily found through an internet search engine. Also, contact the department of interest to inquire about specifi c departmental awards, fellowships, and assistant-ships specifi c to your fi eld.

Non-traditional Methods

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

Feature Article

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


aside by government agencies, are non-traditional means for access to money earmarked by the federal govern-ment for on-line education.

Employer sponsorship and professional development incentives are two other non-traditional methods of se-curing funding for advanced degrees. These options, offered by many employers to assist employees, include remission of tuition, tuition reimbursement, and/or cor-porate scholarship opportunities.

Loans

Last, but not least, there are always options for gradu-ate loans. However, the biggest drawback is the timely repayment of these loans. Government-backed loans usually have fi xed interest rates and must be repaid over a set number of years. These loans offer borrowers pro-tection like deference, forbearance, loan forgiveness and loan cancellation in the wake of unforeseen issues. More than $50 billion dollars is available for students through Perkins, Stafford, and Plus Loans. Perkins loans, for stu-dents demonstrating fi nancial need, are issued by and re-paid directly to the individual school and are awarded in amounts up to $6,000 per year. Graduate Stafford Loans do not require fi nancial need and can be awarded up to $18,500 per year. Direct Stafford Loans are issued by and repaid to the federal government, while Family Federal Education Loans come from private sources and are re-paid to those sources. For students who need additional money, over their granted loan amounts, Graduate Plus Student Loans are available and issued to those able to pass a credit check. In addition, private lending institu-tions also issue graduate loans with varying stipulations. However, Private loans usually have variable interest rates and terms.

It will be challenging to secure money for a post-baccalaureate degree, but it’s not impossible. There is a seemingly endless supply of money to fund your educa-tion through fellowships, grants, fi nancial aid, loans and non-traditional means. With these fi ve fail-safe methods for funding, you are sure to fi nance yourself into a prom-ising future.

Graduate and professional students are turning to

fellowships, grants, fi nancial aid, loans and non-traditional ways to fund post-undergraduate studies.


As I refl ect back to the moment that I decided to pur-sue a business degree, I was 23 years old and sitting in the offi ce with my sales manager. I was two years into local retail advertising sales and clueless about forecasting sales goals, managing budgets or calculating for sales report-ing. Although my sales manager gave me great insight, I realized that an undergraduate degree in journalism did not expose me to the world of business. So I set out to get a business degree before realizing I was really going to… “Master the business world!”

I attended MBA fairs, searched the web and began the application process. When I learned that I was ac-cepted to all of the colleges I applied to, I decided to attend the program in another region of the country. It was described as “a program that will teach you how to make red, yellow, green and blue cars, not just blue cars like some programs.” In retrospect, I truly understand that description.

My perceptions of graduate school were that I was taking two years off work to understand the fundamen-tals of business, but I did not know I would sit next to comptrollers, chief fi nancial offi cers, vice presidents of operations, human resource directors, marketing manag-ers and engineers from the United States, China, Turkey, Chile and Spain. The experience was a crash course on “get it done now, and learn it later.” I was constantly reminded that I did not have to learn everything, but had to understand the basics and which resources to use for solutions. In studying advertising, I was taught to con-vince the reader that one plus one equals two and could sometimes equal three if you add a decimal point. But in business school convincing was not part of the game. Everything was black or white; you either knew it or you did not.

As time progressed, my classes became more interest-ing and my teammates were more valuable. We formed teams for projects in organizational leadership and en-

trepreneurship classes. I learned how to analyze fi nan-cial statements, conduct business process reengineering analysis, develop marketing plans, conduct cost-analysis and build pricing modules. I also wrote business plans, attended lecturers with business gurus such as Warren Buffet and got hired by a local entrepreneur to help with a new media company. While in the MBA program, we witnessed the fall of Enron. That allowed us to study the birth and death of empires; the value of synergy, and the benefi ts of entrepreneurship. I contributed to the suc-cess of teams that competed nationally for MBA Business Case Competitions and provided feedback on business planning processes for national companies that submit-ted proposals to our business center.

Today, I realize that an MBA does not only stand for a Master in Business Administration, but, for me, it is the Most Benefi cial Accomplishment that I have attained, thus far. The journey to the MBA has allowed me to un-derstand the relevance of each business component.

On a daily basis, I apply what I learned from my MBA. The experience was priceless and worth every sec-ond of time and penny invested. I am confi dent that this degree contributed to justifying an additional $30,000 to $50,000 to my salary during negotiations. Increases as such were granted after I shared various measurable ac-complishments that were attained throughout my career.

The wealth of knowledge and access to resources dur-ing the pursuit to the MBA are immeasurable. Have an open mind and be a sponge. Soak up everything; get to know your classmates and your professors. Take classes in other programs, which will allow you to expand your net-work, and do not forget to get to know your peers outside of the classroom. Remember that you are on a journey to master business, but all of the details may not click until years after you graduate. Add your text books to your library hang your degree on the wall and set achievable goals.

Feature Article


AdVertorial

With auction houses consistently breaking sale records and private galleries expanding into Russia, China and India, no one can deny that the art market has remained strong amidst fi nancial turmoil. This past May, Lucien Freud’s Benefi ts Supervisor Sleeping sold for over $33 million dollars at Christie’s Post-War and Contempo-rary evening sale breaking a record for the highest price paid for a work by a living artist. This sale exemplifi ed the strength of the contemporary art market. According to a report at Bloomberg, Gagosian Director, Victoria Gelfand has noticed “a revolutionary moment on the art market” and consequently, Gagosian has opened a space in Russia.

In this international arena, professionals with connois-seurship knowledge and a practical skill set are sought out to meet demands for employment in this ever-expanding market. Gallerists and auction houses alike look for applicants who understand the processes used to create sculptures, installations and paintings, which they can then apply to the logistics involved with ship-ping, caring for, preserving and evaluating artists’ works. These skills cannot be learned from books.

While there are many graduate programs that train art historians, there are not many options for those pur-suing careers that deal directly with the market. Christie’s Education offers a unique Master’s degree in Modern Art, Connoisseurship and the History of the Art Market. Its program blends traditional art history courses with practical seminars that focus on training the viewer’s eye and gaining an understanding of the art market’s inner workings. Alexa Davidson, a 2006 graduate, stated her decision to attend Christie’s Education was because she was “interested in working in the commercial art world, and the art market is one of the most important aspects of the program.” Alexa now works as the Gallery Direc-tor for Lawrence Steigrad Fine Art.

Dr. Véronique Chagnon-Burke, Director of Studies of Christie’s Education New York sums up the program goals: “As Christie’s is the only major auction house in the world that directly runs educational programs, we are extremely fortunate to benefi t from the expertise of our colleagues on a regular basis. The auction saleroom and New York City are our classrooms, from sale previews, to artist’s and conservator studios, we believe that engaging with the direct handling of art works is the best way to learn. Our Master’s program is fi nely tuned to provide students a balance between a rigorous academic training in modern and contemporary art and the acquisition of specifi c skills such as writing catalogue entry, press release or condition report, while focusing also on unraveling the inner working of the global the art world.”

Details on the Master’s program at Christie’s Education can be found at www.christies.edu.

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

Connoisseurship Skills a Necessity in Today’s Art Market

While there are many graduate programs that train art historians, there are not many options for those pursuing careers that deal directly with

the market. Christie’s Education offers a unique Master’s degree in Modern Art, Connoisseurship and the History of the Art Market.

25

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 affi liated 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 fi fth year, Internado. Many of our gradu-ates are picked up before the Match.

This fi fth 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 Universi-dad 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.

BLOGThe Graduate Schools Magazine blog is an online interactive forum for prospective, current and former students.

In addition, graduate faculty and administrators are welcome to discuss various topics of interest in this online community.

JOIN THE CONVERSATION

VIS

IT W

WW

.GR

AD

SCH

OO

LSM

AG

.CO

M

Visit us online at: www.gradschoolsmag.com

74,000 Medical School Graduates and CountingCONTINUED FROM PAGE 18


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 2009 America’s Best Colleges issue. Quinnipiac ranked fi rst among northern universi-ties with master’s programs having made the most prom-ising 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 career catalyst. Whether you’re looking to go further in your current fi eld 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 Health care Mgt, MBA – Chartered Financial Analyst, MBA – Supply Chain Mgt, JD/MBA, Computer Information Systems

The world is ever changing, and at an increasingly rap-id pace. Successful business leaders must possess the skills necessary to handle current – and future – business chal-lenges and opportunities. Our top priority is to prepare and challenge our students to demonstrate the advanced knowledge, skills, and professionalism required for excel-lence 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 Ad-vance Collegiate Schools of Business (AACSB).

Journalism, Interactive Communications, Public Relations

A career in communications is no place for amateurs. It takes a professional to turn ideas into words, creativity into images. You need specialized skills and experience

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, im-age, voice, are the tools, and we have a national reputation for graduate pro-grams that develop those tools like nowhere else. Our students enter media careers upon graduation or excel in their present positions. Our network of alumni testifi es to the strength and reach of our programs.

Teaching – elementary or secondary education, Educational 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 engaging in deeply refl ective, mindful practice. The Master of Arts in Teaching program is fully accredited by the Na-tional Council for Accreditation of Teacher Education (NCATE). NCATE accreditation provides formal recog-nition at the national level of the quality of our programs, our faculty and our teacher candidates.

Biomedical Sciences, Cardiovascular Perfusion, Molecular/Cell Biology, Nursing – family or adult nurse practitioner, Pathologists’ Assistant, Physician Assistant, Radiologist Assistant

Few careers can make a difference as profoundly as health care professionals. Whether you are involved in patient care, testing or research, you face the issues that count – chronic disease, ignorance, malnutrition, trau-ma, pain, disability, recovery and wholeness, life and…

QUINNIPIAC UNIVERSITY GRADUATE PROGRAMS

Making a World of Difference. Making a Different World.

27

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 scientifi c research.

Law – JD, JD/MBA

Excellent law schools share many common traits: faculty members renowned for their scholarship and commitment to teaching; academically rigorous cours-es; loyal, successful alumni; and motivated, focused students. We consider all of these to be essential compo-nents of the Quinnipiac University School of Law.

Quinnipiac University OnLine We offer the same high academic quality with either

on-line, on-ground or hybrid instructional delivery. The following graduate programs are available on-line:

MBA, Interactive Communications, Organizational Leadership, Occupational Therapy (post-professional only).

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

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

Quinnipiac University has once again

been named among the nation’s best

universities providing a full range of

undergraduate and master’s level

programs in the U.S. News and World Report

2009 America’s Best Colleges issue.

Visit us online at: www.gradschoolsmag.com


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

Early childhood knowledge, refl ective practice, and attention to relationships: it’s a powerful combination that produces gifted practitioners who make a difference in the lives of children. Erikson graduates are directing Baltimore’s City Department of Social Services, leading the National Black Child Development Institute, head-ing a child life department at a major hospital, improving early math education in the Chicago Public Schools, and much more.

Like the alumni who have gone before them, today’s Erikson students—whatever their professional aspirations or their fi eld of interest—choose to give themselves the very best preparation for the most important work there is: helping the children of today grow up to be healthy, happy, responsible, and productive adults of tomorrow.

ERIKSON INSTITUTECONTINUED FROM PAGE 14

Learning the Law At Chicago’s John Marshall Law School

The John Marshall Law School offers students an ex-cellent legal education from its location in the heart of Chicago’s city center. This downtown Chicago campus offers students the best of both worlds—as a student you have access to federal and county courts, major law fi rms and national and international business headquarters. As a Chicago resident, a walk from the front door of The John Marshall Law School puts you within walking dis-tance of numerous cultural landmarks, including the Art Institute of Chicago, Millennium Park, the Museum Campus and the theater district. Or, you can explore Chicago’s fi ne restaurants and culturally diverse neigh-borhoods.

The John Marshall Law School curriculum gives stu-dents the opportunity to specialize while completing a J.D. degree. Classes offered by our Centers for Excellence enable students to complete certifi cate programs or com-bine coursework for a joint J.D./LL.M. degree in em-ployee benefi ts, information technology and privacy law, international business and trade law, intellectual property law, real estate law and tax law.

A legal education at John Marshall is combined with practical experience offered through honors programs; intra- and interscholastic competitions; externships with judges, at law fi rms, municipal offi ces and businesses; work in our Fair Housing Legal Clinic, the Veterans Le-gal Support Center & Clinic and a Patent Clinic offered in conjunction with the U.S. Patent and Trademark Of-fi ce. The law school offers opportunities for legal research and writing through its John Marshall Law Review, the John Marshall Journal of Computer and Information Law, and the on-line Review of Intellectual Property Law, or its Morrissey Scholars.

With more than 50 student clubs and organizations, students have opportunities to meet in both school and social settings. Our students are involved in pro bono work and various volunteer efforts. They hold leadership positions with the Student Law Division of the Ameri-can Bar Association, and on state and local association boards and committees.

The John Marshall Law School has more than 16,000 alumni around the world. To learn more about our programs, faculty, events, students and alumni, visit our website at www.jmls.edu.

AdVertorial

"At the heart of an Erikson education is an appreciation for whole child."

Graduate Schools Magazine | Fall 2009

Early childhood knowledge, refl ective practice, and attention to relationships: it’s a powerful combination that produces gifted practitioners who make a difference in the lives of children. Erikson graduates are directing Baltimore’s City Department of Social Services, leading the National Black Child Development Institute, head-ing a child life department at a major hospital, improving early math education in the Chicago Public Schools, and much more.

Like the alumni who have gone before them, today’s Erikson students—whatever their professional aspirations or their fi eld of interest—choose to give themselves the very best preparation for the most important work there is: helping the children of today grow up to be healthy, happy, responsible, and productive adults of tomorrow.

work and various volunteer efforts. They hold leadership positions with the Student Law Division of the Ameri-can Bar Association, and on state and local association

The John Marshall Law School has more than 16,000 alumni around the world. To learn more about our programs, faculty, events, students and alumni, visit our

"At the heart of an Erikson education is an appreciation for whole child."


Fall 2009

www.gradschoolsmag.com

Five Funding Sources for

Financing Graduate and

Professional School

Also Inside:The MBA Experience

The Importance of

Obtaining a Graduate

Degree within the

S.T.E.M Discipline

Various Graduate and

Professional Programs

Graduate Schools Magazine is distributed to more than 65 colleges and universities throughout the United States.

Graduate Schools Magazine reaches nearly 1 MILLION COLLEGE STUDENTS by strategically placing the magazine in high traffi c areas such as: student centers, campus libraries, admissions offi ces, and administration buildings.

Call 202.422.4625 to learn how you can reach nearly 1 million perspective Graduate Students.

Reserve your ad space by December 10, 2009 and recieve a discount.

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

“The fi rst two years of medical school is primarily book studies,” Dr. Shah clarifi es. “Being able to partici-pate in a virtual doctor experience reminds you of why you want to do this. It’s really the human side to it all.”

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

“It’s important to do things that you fi nd satisfying,” Lucy proclaims. ”We’re passionate about what we do and we're glad to have an opportunity to work with a quality group of peers that share our same passion.”

Philip is Vice President of the Pediatrics Club, where the members attend local health fairs, teach children various health-related topics, and conduct health check-ups on them. Every term, the Club hosts an Educational Field Day, where children from the Grenadian orphan-ages come to learn about nutrition and health through health modules designed for them.

As Philip and Lucy enter their last year in Grenada, they continue work with their fi lm company. Skin and Bone has been invited to show at the COMMFFEST (Global) Community Film Festival in Toronto in Septem-ber 2009.

Philip states, ”You have an opportunity to mold a career in medicine into anything you want. Mine could possibly be fi lm.”

To view a clip from Skin and Bone, please visit http://www.milkandcookieproductions.com.

Not Your Average Med StudentsCONTINUED FROM PAGE 4

If your college or university would like FREE copies of

Graduate Schools Magazine

Send all requests to: [email protected]

fall 2009 issue of graduate schools magazine

Documents

graduate degree

graduate programs

financing graduate

current graduate students

council of graduate

discipline various graduate

moon media

publisher prince