Tag: higher

PhD in Clinical Psychology #fordham #university, #rams, #undergraduate, #graduate, #college, #school, #higher #education, #bachelor,

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PhD in Clinical Psychology

Accreditation

The program is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program s accreditation status should be directed to the Commission on Accreditation:

Recent Achievements

Dr. Keith Cruise is co-principal investigator for a new grant to improve practices and outcomes for youth in the juvenile justice system at risk of negative after-effects from trauma. The Office of Juvenile Justice and Delinquency Prevention funded this collaborative effort under the direction of staff at the National Center for Mental Health and Juvenile Justice. Center for Trauma Recovery and Juvenile Justice. as well as various state and county level justice departments.

Congratulations to four of our CPDP faculty who have have been awarded six new research grants (5 of which are federally-funded, and 5 multi-year) that total almost $1-million in total direct costs. All of these grants focus on cross-cultural and/or vulnerable, underrepresented minority (URM) populations.

School settings URM youth

Our new research projects add to our CPDP faculty s multi-million dollar research portfolio across numerous faculty. These new projects also bolster our existing strengths in each of our core training areas. As detailed in the last column of the table above, each of the new projects contributes to our training in:

  • Biomedical, Psychosocial, Sociocultural aspects of Clinical Psychology
  • Our rigorous cross-cutting Training Priorities (i.e. Research Methodology, Research Ethics Forensic Issues, Assessment Techniques, and Advanced Analytics)
  • Our four core training settings and the vulnerable populations in these settings (i.e. School, Healthcare, Forensic Mental Health, and Community Engaged Ethics Research; children, adolescents, older adults; and vulnerable and understudied populations such as HIV, refugees, low SES, etc.)

Overview of newly funded research projects

  • Dr. Cruise has two new projects. The first is funded by the National Center for Mental Health and Juvenile Justice. This project will implement a new screening tool for juvenile justice community diversion centers. The second project is funded by SAMHSA and provides trauma support for youths who are at risk of, or already involved with the juvenile justice system. Both projects focus on Forensic Mental Health Settings vulnerable, low-income URM youth.
  • Dr. Rivera Mindt has a new project funded by the Alzheimer s Association that examines how genetic (APOE 4) and nongenetic (cerebrovascular, sociocultural) risk factors contribute to cognitive neural abnormalities in aging HIV+ Latinas/os. Trainees will collect and analyze data using novel Research Methodologies (i.e. genetics, neuroimaging, sociocultural), and this project incorporates Biomedical and Sociocultural training within a Healthcare setting with vulnerable, low-income URM older adults.
  • Dr. Rosenfeld received support from a Health Disparities/Equities Research Supplement to his NCI-funded R21 grant and contributes to our Research Ethics Forensic Issues training. This project focuses on health disparities by adding a sample of Latina/o cancer patients to an on-going study to validate a new measure of prognostic understanding. This project occurs in a Healthcare setting and involves research with Latina/o cancer patients.
  • Dr. Yip has a new project funded by the National Institute of Minority Health and Health Disparities and contributes to our Sociocultural training. This project adds a sample of Chinese adolescents to a study of ethnic/racial discrimination, sleep disturbance and health to an on-going study exploring the same associations among Black and Hispanic youth funded by the NSF. This project takes place in public School settings and involves ethnically diverse youth.

Associated Faculty





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Curriculum, Supervision, Educational Leadership #central, #washington, #university, #main, #home, #homepage, #ellensburg, #eburg, #primary, #cwu,

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Program Overview

The Master of Education, Higher Education program is designed for candidates with an interest in working in administrative positions in institutions of higher education, civic organizations, non-profit organizations, national government organizations, or the social sector. Program coursework provides students with a strong grounding in leadership / management / organizational development with particular attention to the higher education context.

Addressing the growing demand for higher education professionals, the curriculum emphasizes theory, research methods and data analysis, as well as substantive knowledge and skills development in organizational leadership, particularly as it pertains to higher education. Delivered in a convenient online format the M.Ed. Higher Education provides students with a well- rounded foundation in higher education administration, and the ability to personalize the curriculum to meet their needs through elective courses and project / internship experiences.

The M.Ed. Higher Education program is 45 credit hour program that consists of 10 core courses, two electives courses, an Internship or Capstone Project, and Master’s examination. The M.Ed. Higher Education program is offered fully online.

The M.Ed. Higher Education faculty is comprised of professors from multiple fields; several professors currently work in higher education administration and can provide first-hand experience education.

The M.Ed Higher Education Program welcomes graduate candidates interested in working in higher education and similar fields.

In the pursuit of the M.Ed. Higher Education degree, students complete coursework, work on their internship/project, and prepare for graduation.

Take the Next Step to Becoming a Wildcat.





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Higher Education and Administration Master – s Degree #masters #higher #education #administration, #higher #education

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Higher Education and Administration Master’s Degree

Learn about what a higher education administration master’s degree program involves and what it can do for you. Find out what courses may be included in the degree program and what careers you may qualify for after graduation. Schools offering College Administration & Leadership degrees can also be found in these popular choices.

What Is a Higher Education and Administration Master’s Degree?

A higher education administration master’s degree program prepares you for a variety of positions at colleges and universities. Some programs specialize in student affairs administration, while others provide you with a broad education in higher education administration that allows you to pursue other paths of career advancement. You gain insight into student populations, finance policies, higher education laws and new technologies.

You can find both on-campus and online higher education administration master’s degree programs. If you have a job in higher education and want to keep working while you earn your degree, an online program may allow you the flexibility to study on your own time. If you have little or no experience in higher education, an on-campus program often provides you with more hands-on experiences, such as internships and graduate assistantships.

Online programs are available

Courses may cover information on finance, budgeting and historical social contexts of higher education

Median Salary (2014)

$88,390 per year for all postsecondary education administrators

Job Outlook (2014-2024)

9% increase in employment for all postsecondary education administrators

Source: U.S. Bureau of Labor Statistics

What Will My Courses Be Like?

The courses you take in a higher education administration master’s degree program give you the knowledge and skills you need to take on leadership positions throughout your career. You learn about the historical and social contexts of higher education. You also discuss the political and legal considerations that pertain to higher education leaders. College and university organization is also discussed, and you learn about school finance and budgeting issues and methods. Some programs offer concentrations in areas such as community colleges and leadership methods.

In many higher education and administration programs, you gain a deep understanding of administration in colleges and universities through internships, assistantships and hands-on research projects. While not all programs require internships, they’re often recommended.

What Are My Career Options?

With a master’s degree in higher education and administration, you’re prepared to work in many departments of a college or university. Graduates of this program take jobs in areas including student loans, admissions, student services and student development. You can also work for education-related businesses, become a consultant or work in education marketing.

As a higher education administrator, your master’s degree can help you advance your career. The U.S. Bureau of Labor Statistics (BLS) reported that you might need to earn a doctoral degree, though, if you want to advance to the highest positions (www.bls.gov ). The middle 50% of all higher education administrators earned $65,160- $122,680 annually as of May 2014, the BLS said.

To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:

The schools in the listing below are not free and may include sponsored content but are popular choices among our users. Tuition and costs will vary across programs and locations. Be sure to always request tuition information before starting a program.





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Richard Ivey Building #architecture, #educational #architecture, #higher #education, #university, #london

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Richard Ivey Building / Hariri Pontarini Architects

Team

Doron Meinhard, Siva Thiruvampalam, Jeff Strauss, Howard Wong, Patrick Cox, Michael Attard, Dominique Cheng, Jimmy Cho, Michael Conway, John Cook, Gustavo Corredor, Jimmy Farrington, Joanne Heinen, Andrew Jones, Caroline Kim, Sam Laffin, Rico Law, Noberto Rodriguez, George Simionopoulos, Marco Travaglini, Eric Tse, Rolando Valentin

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From the architect. A truly great school of business has three dimensions: it must attract, it must inspire, and it must build a rich sense of community. Therefore, when Hariri Pontarini Architects (HPA) was chosen—from an international competition— to design the new Richard Ivey Building for the Ivey Business School at Western University, the goal was to create an environment that would enable the school to be competitive on the global stage while also celebrating the university’s Gothic architecture and heritage, and adding a signature building to the City of London.

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Conceptual Approach:
Conceptualized as a geode, the building uses stone to expresses a strong exterior gravitas that relates to the form and materiality that Western campus is known for, while the verdant central quadrangle, full of vibrancy and warmth is preserved for the inner experience of the school.

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Design Approach:
HPA approached the design from the inside out, capturing what is meaningful and singular about the Ivey Business School to build community and reflect its unique team-based learning approach. The three storey structure uses a central quadrangle as the primary organizing element, with a full-height Great Hall anchoring the main circulation. The distribution of twenty case-study classrooms and adjacent breakout rooms around this central quadrangle encourages interaction and collaboration both in- and-out of the classroom, and provides a powerful architectural armature for the Ivey Program and an organizing device for the Ivey community.

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A gradation from the active to the contemplative informs the distribution of additional program elements; the eastern wing contains the main entrance, amphitheatre, and the Great Hall. Moving through the building westward, spaces become increasingly quiet as one approaches the Library.

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Ground Floor Plan

The building’s materials—stone, concrete, glass, copper, steel, walnut, and Douglas fir—were selected for their elemental and timeless qualities.

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A Sense of Place:
The siting of Ivey at the active corner of Western Road and Brescia Road, an important intersection, creates an iconic signature building with views back to the main campus roundabout, and out into the landscaped grounds to the north. Setting the stage for the expansion of the university between the core of the main campus and the outlying colleges. Our design, based on the time-honoured archetype of designing around a quadrangle created a building that is economical, optimizes natural light and minimizes its footprint.

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Functional connections with the city and university are improved by clarifying parking and access: student/professor parking via a clear path from the west to the main entry, and visitor parking from the east service road, which is also the means of discreetly servicing the building. A bicycle parking area near the front entrance, and a path leading directly from the Western bus stop provide safe, direct connections to the building entry. In addition, the path from the off-site perimeter parking also leads to the main entrance. Servicing occurs from the shared west driveway, eliminating the need for additional access of the busy Western Road.

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Landscape:
Inspired by the City of London ’s reputation as the “Forest City”, the main approach to the building is lined with trees. The existing landscape is preserved and enhanced, particularly the sweeping arc of trees along Brescia Road. Western Road is reinforced by the deliberate siting of the building, while its fast moving nature is also acknowledged by a stone garden wall that creates a buffer. The remaining perimeter landscape of the building is serene and is an ideal space for “thinking in motion” and mind clearing breaks. Low, cut-stone walls in front of the main entrance ramp set off the rough stone of the amphitheatre enclosure and another garden wall protects the dining pavilion. Two smaller protected gardens extend from the Reading Room and the Dining Pavilion. The idyllic and peaceful campus landscape is a contrast to the livelier interior of the Richard Ivey Building.

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Sustainability and Accessibility:
Strategies and various technologies were employed to achieve a sustainable design. Low-emitting argon windows in thermal frames, lighting occupancy sensors, and heat recovery on ventilated air help improve energy performance by 51%. Efficient washroom features reduce potable water use by 58% and landscaping that favours native species are part of a strategy that extends a “Forest City” sensibility across the entire site. The building is registered and is expected to achieve LEED Gold certification.

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A secure and healthy workplace includes a compact plan with controlled entry points and access to a courtyard. The quadrangle layout of the building maximizes natural light—75% of spaces have access to daylight and operable windows allow cross-ventilation throughout. During construction, 81% of waste was diverted from landfill. Full barrier-free design makes all building areas and landscape paths equally accessible and enjoyable to
all users.

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Community and Identity:
The new Richard Ivey Building supports the Ivey community at all scales and reinforces the Ivey signature by anchoring education in community. Built for quiet contemplation as well as collaboration, HPA’s design attracts, inspires, and unites the school. The new building respects the past by using a contemporary application of timeless materials which echoes the Western University campus tradition. Its siting and massing establish a clear direction for future campus growth while creating a beacon in Western’s renowned forested landscape and a signature building along a main city thoroughfare.

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Public Health #umass, #umass #amherst, #umass #at #amherst, #university #of #massachusetts, #university #of #massachusetts

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Public Health Sciences

The Public Health Sciences undergraduate degree program in the University of Massachusetts School of Public Health and Health Sciences is among the most comprehensive programs in New England. Public health faculty members are experts in many pressing public health concerns such as obesity and diabetes prevention, women’s health, global health, aging and healthy living, and environmental health concerns. The Public Health Sciences major prepares students for entry-level public health positions; graduate programs; and medical, physician assistant, and nursing school.

Departments and Programs

In the Spotlight

UMass Amherst has named Public Health Sciences senior Meghan Berry among this year’s 21st Century Leaders. The university honors a group of graduating seniors each year for their exemplary achievement, initiative and leadership.

Sara J. Hickey, a senior majoring in public health, legal studies and French, was honored at the State House during the state Department of Higher Education’s “29 Who Shine” ceremony saluting public campus graduates for their civic and academic achievements.





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Savings Account #higher #yield #savings #accounts

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Can I really open a savings account with just $5?

Yes. And, Alliant will now pay you $5 for opening a savings account!

Do I have to maintain a minimum balance to have a savings account or to earn interest?

The minimum balance to keep your savings account open is $5. To earn interest, you must maintain a daily average minimum balance of $100. Alliant interest is paid monthly.

Why can’t I get a debit card for my savings account?

Savings accounts are a convenient way for members to save money. Federal regulations restrict the number of electronic transactions on savings accounts to six per month, excluding personal withdrawals. For this reason, we provide members a limited-use Convenience Card, which permits members to withdrawal cash from Alliant network ATMs. We encourage members to open a checking account for more flexible access to their money, while relying on a savings account for their money to remain and grow.

Can I use my convenience card to make purchases?

No. The Alliant Convenience Card is only for making transactions through an Alliant network ATM.

Are there any transaction restrictions for savings accounts?

The number of withdrawal transactions from savings accounts are limited by federal law.

What is a preauthorized transaction?

A preauthorized transaction includes any arrangement with Alliant to pay a third party from your account upon verbal or written requests, including those received through the automated clearing house (ACH).

Have a Question?

Want to know more about this product? Search our friendly help guide!

71. APY= Annual Percentage Yield. Comparison based on Alliant Credit Union 1.05% APY as of 06/01/2017 vs. the bank national average savings rate as of 2017-06-01 sourced from National Association of Federal Credit Unions in cooperation with SNL Financial and Datatrac Corp.

25. A minimum $5 deposit (provided compliments of Alliant) is required to open an Alliant Savings Account. Savings dividends are paid on the last day of the month to accountholders who have maintained an average daily balance of $100 or more in their savings. Savings dividend may change after account is opened and is subject to change monthly. There is no maximum balance limit. Account is subject to approval. Applicant must meet eligibility requirements for Alliant membership.

A fee will apply if you choose to receive an account statement in paper form; refer to the Fee Schedule. To avoid the paper statement fee, log in to Alliant Online Banking to change your statement preference to eStatements.

Refer to the back of the Alliant Convenience Card for a list of networks. Members in good standing and without a ChexSystems record have a $500 daily withdrawal limit and a $10,000 daily deposit limit. Members with a ChexSystems record have a $200 daily withdrawal limit and $0 daily deposit limit. ChexSystems is a consumer reporting agency. Verify deposit capability of ATM. Transactions include balance inquiries, deposits, and withdrawals only. Surcharge-free ATMs include Alliant-owned ATMs and ATMs that are part of the CO-OP Network, Credit Union 24 CU Here, Allpoint, and Alliace One networks. Transactions performed at other ATMs may be subject to the ATM owners surcharge fee. Not every Allpoint ATM is surcharge-free. Not all ATMs accept deposits. Please see our online ATM Locator for a list of ATMs that accept deposits or are surcharge-free.

Surcharge-free ATMs include Alliant-owned ATMs and ATMs that are part of the Alliance One, Allpoint, CO-OP Network, Credit Union 24 CU Here, and Publix Presto networks. Transactions performed at other ATMs may be subject to the ATM owner s surcharge fee. Not all ATMs accept deposits. Please see our online ATM Locator for a list of ATMs that accept deposits or are surcharge-free.

Transfer Limitations. For all types of savings accounts, excluding HSAs, that are eligible for preauthorized, automatic, telephonic, electronic, or audio response transfers, you may make up to six such transfers to an account at another financial institution or to a third party during any calendar month. A preauthorized transfer includes any arrangement with us to pay a third party from your account upon oral or written orders including orders received through the automated clearing house (ACH). You may make unlimited transfers at an ATM, in person at an Alliant Branch, through the mail, or to any Alliant Credit Union Loan. However, we may refuse or reverse a transfer that exceeds these limitations and may assess fees against, suspend, or close your account.

You must open an Alliant Savings Account to be eligible to receive the complimentary $5 savings deposit, which will be deposited directly into your new Alliant Savings Account. One complimentary $5 savings deposit per new member. Member will forfeit the complimentary $5 savings deposit if account is closed within 90 days of establishing Alliant membership.

Limitations apply. Mobile check deposit requires a camera-enabled mobile device. Data and text charges may apply. Check with your mobile service provider.

Overdraft protection is optional. You must opt in to benefit from this free service. Alliant s Overdraft Protection Program honors your overdrafts on your checking account when you don t have enough money in your Alliant Checking Account to cover a transaction, provided you have enough money in your Alliant High Yield Savings or Alliant Supplemental Savings Account. To do so, we automatically transfer funds from your High Yield Savings or Supplemental Savings Account to your Alliant Checking Account to cover your overdrafts. Subject to an overdraft transfer fee, refer to the fee schedule for a list of fees. Certain transactions may be limited by federal regulations. Overdraft protection does not cover ATM transactions.

42. If you have established your Alliant membership online, the terms of the Electronic Signature and Consent to Conduct Business Electronically (PDF) disclosure shall apply.

63. The June savings dividend provides an Annual Percentage Yield (APY) of 1.05%. The APY is accurate as of the 05/23/2017 dividend declaration date. Dividends are paid on the last day of the month to accountholders who have maintained an average daily balance of $100 or more. Savings dividend may change after account is opened and is subject to change monthly. Dividend applies to Savings, Supplemental Savings, Kids Savings Accounts, UTMA Custodial Accounts, Trust Accounts, IRA, ESA.





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State higher education executive officers #state #higher #education #executive #officers

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Welcome to Grapevine. Fiscal Year 2016-17

An Annual Compilation of Data on State Fiscal Support for Higher Education – A joint project of the Center for the Study of Education Policy at Illinois State University and the State Higher Education Executive Officers (SHEEO).

Since 1960, Grapevine has published annual compilations of data on state tax support for higher education, including general fund appropriations for universities, colleges, community colleges, and state higher education agencies. Each year’s Grapevine survey has asked states for tax appropriations data for the new fiscal year and for revisions (if any) to data reported in previous years.

As of fiscal year 2010, Grapevine tables–including both tax and non-tax support–have been produced by Illinois State University’s Center for the Study of Education Policy in cooperation with the State Higher Education Executive Officers (SHEEO). The Grapevine survey has been consolidated with the annual survey used by SHEEO in its State Higher Education Finance (SHEF) project. This consolidated questionnaire asks for data that are compiled in a new State Support for Higher Education database. This database, in turn, is used to produce both the annual Grapevine tables, which provide a first look at state appropriations for the new fiscal year, and the annual SHEF report, which offers a more complete examination of trends in total state support for higher education, factoring in inflation and enrollment. The SHEF report for FY16 will be released shortly by SHEEO.

The results of the Grapevine survey for fiscal year 2016-17 (FY17), including tax and non-tax monies, are compiled in the national tables available on this website. The FY17 data summarized in these tables represent initial allocations and estimates reported by the states from September through December of 2016 and are subject to change. Please see the Grapevine press release for further information.

Sophia Laderman of the SHEEO staff led the data collection effort. Further revisions may be made as states make corrections or adjust their budgets in the face of ongoing revenue shortfalls. In addition, it is important to note that unlike Grapevine reports issued prior to fiscal year 2009-10, the data from the survey for FY17 include only state totals. The new, consolidated questionnaire does not ask states to provide appropriations figures for individual colleges and universities. (View further information on Grapevine data .)

Thank you for your interest in Grapevine. Please feel free to contact me with any questions.

Jim Palmer
Grapevine Editor
February 6, 2017





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Online M #george #washington #university, #gwu, #gw, #gw #university, #george #washington, #dc #universities, #dc

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Program Overview

Students may begin the program in the Fall, Spring or Summer semesters (August, January, or May). Each semester is comprised of fourteen weeks of coursework and generally students will take two classes per module for a total of four per semester.

All coursework is offered completely online, though students may take classes on-campus if desired. Cutting-edge, digital courses are organized into learning episodes and are comprised of videos, video cases, podcasts, animations, and other pre-recorded content in addition to traditional reading assignments. Students progress within each learning unit at their own pace, but must complete the learning unit by assigned target dates.

Each course offers live online classroom sessions where students participate in lectures, case discussions, and/or group activities. Students register for these live sessions at the beginning of each semester. The live sessions are also recorded and made available to students within the digital platform. These sessions provide participants with real-time contact with faculty and other students. This mix of digital and live sessions maximizes learning and flexibility.

In addition to live classroom discussions, faculty are available to students during online office hours offered through the digital classroom platform. Office hours afford students the opportunity to interact informally with faculty and ask questions about course material and assignment feedback. With the GW Online MBA, students have ultimate flexibility. No concentration is required, but you have the option to choose up to two concentrations by customizing your degree to meet your specific career goals.

Online students are also welcome to pursue a hybrid format, taking traditional on-campus coursework alongside the online options.

Admission Requirements

Prior academic records:

Transcripts are required from all colleges and universities attended, whether or not credit was earned, the program was completed, or the credit appears as transfer credit on another transcript. Unofficial transcripts from all colleges and universities attended should be uploaded to your online application. Official transcripts are required only of applicants who are offered admission.

International applicants should upload the English-language version of their transcripts or a copy of a credentials evaluation.

Statement of purpose:

Guidance
The admissions decision is not just about who you are as a candidate, but also what value you will contribute to the MBA class as a whole. The best essays highlight how the MBA will build upon your existing skills and experiences to advance a set of clear short-term and long-term goals. The most compelling essays will include specific examples of programs, experiences, coursework, and opportunities offered by GW. Make sure the content of your responses speak directly to the essay questions, and remember that this is your opportunity to add your voice to your application while distinguishing yourself from the applicant pool!

Please combine your essays into one double-spaced document and upload the document to the Statement of Purpose field in your online application.

Essay 1
Discuss why you are interested in pursuing an MBA at this point in your career (250 words), why GW — and the specific program to which you have applied — is the best fit for your MBA experience (250 words), and discuss how you will leverage both your professional and academic experiences thus far to achieve your post-MBA career goals (250 words). Dual/joint degree applicants should answer each topic with your specific degree experience in mind.

Essay 2
Please answer three of the following six discussion questions. For each short answer, respond in a maximum of 100 words.

  • a. GW graduates use business to create positive, sustainable change. I make an impact by.
  • The best piece of advice I have ever received is…
  • GW students embody a global perspective. During my time as a student, I plan to enhance my international outlook by.
  • I stand out in GW’s MBA applicant pool because…
  • With a location at the heart of Washington, DC, I plan to leverage GW’s strategic location by…
  • If I could do it over again, I would take advantage of…

Optional Essay
Please share any additional information that addresses any concerns you may have regarding your application. Topics from past applicants include explaining gaps in professional experience, standardized test scores that fall below the typical range, or your decision to not ask your direct supervisor for a recommendation. You may also discuss any steps you’ve taken to prepare for the demands of the MBA curriculum, such as recent quantitative coursework.

Re-Applicant Essay: (required only for re-applicants, maximum of 500 words)
Please describe any actions you have taken to strengthen your candidacy since your last application. Focus on any steps you have taken toward professional and personal growth.





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Goal 2025 – Increasing Degree Attainment #goal #of #higher #education

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Lumina Foundation is committed to increasing the proportion of Americans with high-quality degrees, certificates and other credentials to 60 percent by 2025. Lumina s outcomes-based approach focuses on helping to design and build an equitable, accessible, responsive and accountable higher education system while fostering a national sense of urgency for action to achieve Goal 2025.

Goal 2025

Reaching Goal 2025 that 60% of Americans hold degrees, certificates or other high-quality postsecondary credentials by 2025 is essential to meeting our nation s growing need for talent.

Between now and 2025, assuming current rates of degree and certificate production continue, about 24.2 million Americans will earn postsecondary credentials. To reach Goal 2025, 16.4 million more need to be added to that total. Lumina is committed under our current strategic plan to make substantial progress by 2020 toward this total. Specifically, our target is to increase attainment by 5.9 million over the next three years. These credentials will be earned by the millions of Americans who will not obtain postsecondary credentials if we keep doing what we re doing but could be added to the total counting toward Goal 2025.

Over the course of our first two strategic plans. we have made substantial progress toward Goal 2025. With clear and abundant evidence, we now know that to increase postsecondary attainment to the levels we need, we must work with many partners to build an equitable postsecondary learning system out of our current disparate and disconnected systems. Fortunately, the need to increase postsecondary attainment is now widely recognized by the American people, and state and local leaders throughout the nation are mobilized to take action.

It is time to move to action on solutions that dramatically increase attainment to reach Goal 2025. The comprehensive system of postsecondary learning that Lumina is committed to help build will allow all Americans to obtain credentials representing the knowledge and skills they and the nation need. It is the key to meeting the nation s growing demand for talent.

What is the Issue?

The U.S. lags behind its global competitors in postsecondary attainment. America currently ranks a disappointing 11th in global postsecondary attainment, but the pace of attainment among younger adults is even more troubling. According to the OECD data, an astounding 64 percent of young adults (ages 25-34) in South Korea have completed education beyond high school. Those rates in Japan and Canada are approaching 60 percent, while young adults in the U.S. are hovering just above 40 percent.

Why is the Goal so Urgent?

Our rapidly evolving, complex economy is causing a surge in demand for skilled employees. Two-thirds of all jobs created in this decade will require some form of postsecondary education, according to the Georgetown Center on Education and the Workforce. Today, only about 40 percent of adults in the U.S. have achieved that level of education. Americans with a high-school diploma or less accounted for four out every five jobs lost in the recent recession.

Who is Affected?

Students who’ve traditionally been under-represented by the old system. When we talk about access for underserved students, it’s with a focus on today’s student These are low-income, racial and ethnic minorities, working adults, and first-generation students. The students we once called nontraditional are no longer the exception in postsecondary education … they are the rule. These 21st-century students represent our future—not merely the future of the higher education enterprise, but the future of the nation itself.

How Can I Help?

Read about the many ways to contribute to the national effort to reach Goal 2025. We have suggestions for innovative thinkers, institutional leaders, policymakers, student advocates, and families to connect and share strategies with others working to help students succeed. There is a role for everyone in both public and private sectors to contribute. Goal 2025 is not just Lumina Foundation’s goal, it’s the nation’s goal for creating a stronger nation through higher education.

WHAT IS THE ISSUE?

WHY IS THE GOAL SO URGENT?

WHO IS AFFECTED?

HOW CAN I HELP?

What You Can Do

Every American has a role in helping us reach Goal 2025, and we all benefit when we get there. Everyone–from employers to instructors to families–has clear steps to take. And no matter how small, each step toward the goal is essential. Find out how you can contribute to building a stronger nation through higher education.

What Needs to be Redesigned

Lumina’s priority is to fundamentally rethink how higher education is delivered, and what outcomes can be expected from postsecondary completion. Lumina Foundation is leading a national conversation about the disruptive innovations helping to design and build a 21st century system that meets the needs of all students.

Facts & Figures

Read some key facts on how we can increase levels of educational attainment equitably, through the use of quality data to improve student performance, identify problems, measure progress toward the goal and inform policy and decision making at all levels.





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Office of Research #higher #education, #teacher #certification, #teaching #and #learning

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Office of Research

The Office of Research, led by Edward A. Silver, assists faculty with obtaining funding for research projects. The office helps faculty with the grant proposal preparation and submission process and with monitoring awards. The research staff can provide assistance with:

  • framing the structure, purpose, and substance of a grant proposal,
  • crafting the budget,
  • monitoring awards to ensure compliance with applicable laws and sponsor guidelines, and
  • assisting with the management of budgets,expenses, and personnel appointments.

Grant Proposal Process

Budget: The school s research staff play major roles in the budget approval process, ensuring that budgets contain adequate funds for the proposed research, that the university obligations are clear, and that the budget is structured to meet university and sponsor requirements. Because this takes time, faculty are strongly encouraged to contact the Office of Research early in the grant application process.

Timeline: All proposals must be submitted to the Office of Research seven business days prior to the sponsor s due date.

Calculate your submissions deadlines

Please enter the proposal due date below to determine the internal deadlines for each step of the submission process.

Sponsor Due Date

Start the Grant Proposal Process

Principal investigators will submit all proposals to Patricia Kraus, the grants administrator for the School of Education. Patricia will work with the university s Office of Research and Sponsored Projects (ORSP) to submit the proposal to the granting and founding agency.

To begin a grant proposal submission, please complete the Research Proposal Survey. A member of the Office of Research will contact you to follow up.

Be prepared to include the following information:

  • Tentative project title
  • Name of Sponsor
  • Sponsor deadline
  • Solicitation number
  • Tentative start and end date
  • Draft of budget

Project Associate Manager

Sponsored Projects Financial Specialist

Research Development Manager

Contract Grant Specialist

William A. Brownell Collegiate Professor, School of Education; Professor, Department of Mathematics, College of Literature, Science, and the Arts; Senior Associate Dean for Research and Graduate Studies

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