Winterthur is a public museum, library, and garden that supports the advanced study of American art, culture, and history. The collections consist of American material culture with strong supporting resources in British and Continental art and culture. Winterthur offers an extensive program of short and long-term fellowships open to academic, independent, and museum scholars, including advanced graduate students. The library holds more than 87,000 volumes and one-half million manuscripts and images. Resources for research from the seventeenth to the early twentieth centuries include period trade catalogs, auction and exhibition catalogs, an extensive reference photograph collection of decorative arts, printed books, and ephemera. These may be searched online, and from remote locations. Museum collections include 85,000 artifacts and works of art made or used in America to 1860, with a strong emphasis on domestic life. Winterthur supports a program of scholarly publ
Winterthur’s collections support research in architectural and art history, design history and the decorative arts, and social and cultural history. Past fellowships have focused on such topics as the history of manners, changing perceptions of the body and dress, the history of advertising, the development of consumer society, American painting, vernacular architecture, Shaker studies, travel and tourism, domestic life, cultural memory and commemoration, gendered culture, colonial culture in the Atlantic World, the history of childhood, sentimental literary culture, food and nationalism, the American arts and crafts movement, and the visual culture of early America.
One to three NEH fellowships are available for 2008-2009. NEH Fellows must have received the Ph.D. prior to beginning the fellowship. NEH Fellows receive office space and computer support, 24-hour access to the library’s circulating collections, and circulating privileges at nearby Morris Library at the University of Delaware. Collections access is available for artifact-based research. A furnished stone farmhouse on the Winterthur grounds serves as the fellows’ residence. NEH Fellows also participate in the lively scholarly community at Winterthur, the nearby Hagley Museum and Library, the University of Delaware, and area museums.
Application deadline: January 15, 2008
Contact:
Katherine C. Grier
Professor of Material Culture Studies
Director, Research Fellowship Program
Winterthur Museum and Country Estate
Winterthur, Delaware 19735
Telephone: 302/888-4627
E-Mail: kgrier@winterthur.org
Website: http://www.winterthur.org/
Tuesday, September 25, 2007
American Academy in Rome
The American Academy in Rome is one of the leading centers for independent study and advanced research in the arts and humanities. For over 100 years, the Academy has offered support, time, and an inspiring environment to some of America’s most gifted artists and scholars. In the historic setting of Rome, Academy artists and scholars pursue their work independently and collaborate with each other and with Italian colleagues. The Academy’s significant resources include a library, photographic archive, and archaeology study collection. The Library is strong in the fields of classical studies and the history of art and architecture. The Photographic Archive provides a visual record of the architecture and topography of ancient Rome and Italy and the Roman Empire, as well as collections on archaeology, art and architecture, landscape architecture, and gardens. Objects in the Archaeology Collection are available for study and educational purposes.
Each year the Academy invites applications for its prestigious Rome Prize Competition. Through a nationally juried process, up to 30 Rome Prize fellowships are awarded in the arts and humanities. Within the humanities, the Academy accepts applications in the following fields: Ancient Studies (through the 6th century), Medieval Studies (6th through the 14th centuries), Renaissance and Early Modern Studies (14th through the 18th centuries) and Modern Italian Studies (18th century to the present). The Academy invites proposals in archaeology, history, the history of art and architecture, literature, and musicology. These disciplines are intended to be suggestive, and comparative projects that cut across the chronological limits listed above are welcome. Two NEH post-doctoral fellowships are available in 2008-2009. The winners of these fellowships, which are 11 months in length, receive room and board, a study, and a stipend of at least $23,000. For further information on the Academy or to apply please visit http://www.aarome.org.
Application deadline: November 1, 2007
Contact:
American Academy in Rome
Programs Department
7 East 60th Street
New York, New York 10022
Telephone: 212/751-7200
E-Mail: info@aarome.org
Website: http://www.aarome.org/
Each year the Academy invites applications for its prestigious Rome Prize Competition. Through a nationally juried process, up to 30 Rome Prize fellowships are awarded in the arts and humanities. Within the humanities, the Academy accepts applications in the following fields: Ancient Studies (through the 6th century), Medieval Studies (6th through the 14th centuries), Renaissance and Early Modern Studies (14th through the 18th centuries) and Modern Italian Studies (18th century to the present). The Academy invites proposals in archaeology, history, the history of art and architecture, literature, and musicology. These disciplines are intended to be suggestive, and comparative projects that cut across the chronological limits listed above are welcome. Two NEH post-doctoral fellowships are available in 2008-2009. The winners of these fellowships, which are 11 months in length, receive room and board, a study, and a stipend of at least $23,000. For further information on the Academy or to apply please visit http://www.aarome.org.
Application deadline: November 1, 2007
Contact:
American Academy in Rome
Programs Department
7 East 60th Street
New York, New York 10022
Telephone: 212/751-7200
E-Mail: info@aarome.org
Website: http://www.aarome.org/
Thursday, September 20, 2007
Switzerland: PhD Position in Scientific computing at EPFL
The Chair of Modeling and Scientific Computing (http://iacs.epfl.ch/cmcs) of the Ecole Polythecnique Federale de Lausanne (EPFL) seeks a PhD student. Fundings are provided for a three years project.
The candidate should be familiar with the Finite Element Method for the solution of PDEs and to have C/C++ programming skills. The area of research will be fluid dynamics and fluid-structure interaction (FSI). The PhD will be carried out under the supervision of Alfio Quarteroni in the framework of the Doctoral School in Mathematics (http://phd.epfl.ch/page55513.html). The candidate will have to
participate to the teaching activities of the group. The official language of the doctoral school is English, while teaching duties will be in French.
The position is expected to be filled before January 1st 2008.
Application (including curriculum vitae and a statement of interest) and inquiries should be directed to:
Simone Deparis (simone.deparis[ at ]epfl.ch)
EPFL is committed to balance genders and most strongly encourages qualified women to apply.
The candidate should be familiar with the Finite Element Method for the solution of PDEs and to have C/C++ programming skills. The area of research will be fluid dynamics and fluid-structure interaction (FSI). The PhD will be carried out under the supervision of Alfio Quarteroni in the framework of the Doctoral School in Mathematics (http://phd.epfl.ch/page55513.html). The candidate will have to
participate to the teaching activities of the group. The official language of the doctoral school is English, while teaching duties will be in French.
The position is expected to be filled before January 1st 2008.
Application (including curriculum vitae and a statement of interest) and inquiries should be directed to:
Simone Deparis (simone.deparis[ at ]epfl.ch)
EPFL is committed to balance genders and most strongly encourages qualified women to apply.
Italy: PhD Scholarships in Economics and Industrial Organization, University of Bergamo
Applications are invited for the PhD program in Economics and Industrial Organization at the University of Bergamo, Department of Economic Studies “Hyman P. Minsky”.
The PhD in “Economics and Industrial Organization” (Dottorato di Ricerca in “Economia ed Organizzazione Industriale”) is an advanced program whose objective is to train professional researchers in Economics, with possible career paths both in the academic field and in public or private firms and organizations.
The program is articulated on three years. English is the teaching language. First year: Full-time attendance to courses and dissertation design. Second year: Research work. A period of no less than 6 months of supervised work at a foreign research institution is compulsory during this year. Third year: Thesis completion.
Ongoing cooperation exists with the following Universities and Research Institutions: Oxford University (UK), Cass Business School - City University of London (UK), University of Kent (UK), Utrecht University (NL), Copenhagen Business School (Druid) (DK), Washington University St. Louis, Missouri (USA), IRER (Milan, IT), Erasmus University - Rotterdam (NL)
Candidates must hold a five-year or four-year degree issued by an Italian University (or an equivalent non-Italian degree). Degrees in Economics, Mathematics, Statistics, Engineering and Political Science are among the most appropriate for this Program. Candidates must pass an admission test, including a written and oral test on Economics subjects. (See the Guidelines for Admission) A number of max 3 candidates will be accepted. Two scholarships of 42.000 euros over the three years are available, to cover living expenses and tuition fees.
For further details on the PhD program in Economics and Industrial Organization, the admission requirements and the selection procedures, please visit the following website:
http://www.unibg.it/struttura/struttura.asp?cerca=dottoratibg_bandimoduli http://www.unibg.it/struttura/struttura.asp?cerca=dse_phd_EOI
or contact the PhD Coordinator, Professor Giancarlo Graziola (giancarlo.graziola[ at ]unibg.it).
Application has to be received by 1. October 2007.
The PhD in “Economics and Industrial Organization” (Dottorato di Ricerca in “Economia ed Organizzazione Industriale”) is an advanced program whose objective is to train professional researchers in Economics, with possible career paths both in the academic field and in public or private firms and organizations.
The program is articulated on three years. English is the teaching language. First year: Full-time attendance to courses and dissertation design. Second year: Research work. A period of no less than 6 months of supervised work at a foreign research institution is compulsory during this year. Third year: Thesis completion.
Ongoing cooperation exists with the following Universities and Research Institutions: Oxford University (UK), Cass Business School - City University of London (UK), University of Kent (UK), Utrecht University (NL), Copenhagen Business School (Druid) (DK), Washington University St. Louis, Missouri (USA), IRER (Milan, IT), Erasmus University - Rotterdam (NL)
Candidates must hold a five-year or four-year degree issued by an Italian University (or an equivalent non-Italian degree). Degrees in Economics, Mathematics, Statistics, Engineering and Political Science are among the most appropriate for this Program. Candidates must pass an admission test, including a written and oral test on Economics subjects. (See the Guidelines for Admission) A number of max 3 candidates will be accepted. Two scholarships of 42.000 euros over the three years are available, to cover living expenses and tuition fees.
For further details on the PhD program in Economics and Industrial Organization, the admission requirements and the selection procedures, please visit the following website:
http://www.unibg.it/struttura/struttura.asp?cerca=dottoratibg_bandimoduli http://www.unibg.it/struttura/struttura.asp?cerca=dse_phd_EOI
or contact the PhD Coordinator, Professor Giancarlo Graziola (giancarlo.graziola[ at ]unibg.it).
Application has to be received by 1. October 2007.
Germany: Postdoctoral Position at Simulation of Large Systems Group, Stuttgart University
For the research project “numerical methods for the accurate and efficient simulation of multiphase-multicomponent reactive flow in the capillary fringe” as part of a newly established DFG research group (Forschergruppe) we seek a person with a recent Ph.D. in physics, mathematics, geoscience or computer science with a strong interdisciplinary interest in modelling and simulation.
In this project improved models for reactive multiphase flows in the capillary fringe region (hysteresis, air entrapment, phase exchange) shall be developed together with a numerical simulator and subsequent application to the experiments carried out in the research group.
The candidate will join the group “Simulation of Large Systems” at the Institute for Parallel and Distributed Systems at Stuttgart University. This interdisciplinary team consists of mathematicians, physicists as wells as computer scientists and geoscientists.
The position is availably for up to three years on the level of TV-L 13 (approximately 40.000 EUR per year). A limited budget for
travelling is available. The position is available from November 1.
To apply and for further information please contact:
Peter Bastian
email: Peter.Bastian[ at ]ipvs.uni-stuttgart.de
Institut fuer Parallele und Verteilte Systeme
Abteilung Simulation grosser Systeme
Universitaet Stuttgart
Universitaetsstrasse 38
D-70569 Stuttgart
Tel: +49 711 7816 465
Fax: +49 711 7816 248
WWW: http://www.ipvs.uni-stuttgart.de/start
In this project improved models for reactive multiphase flows in the capillary fringe region (hysteresis, air entrapment, phase exchange) shall be developed together with a numerical simulator and subsequent application to the experiments carried out in the research group.
The candidate will join the group “Simulation of Large Systems” at the Institute for Parallel and Distributed Systems at Stuttgart University. This interdisciplinary team consists of mathematicians, physicists as wells as computer scientists and geoscientists.
The position is availably for up to three years on the level of TV-L 13 (approximately 40.000 EUR per year). A limited budget for
travelling is available. The position is available from November 1.
To apply and for further information please contact:
Peter Bastian
email: Peter.Bastian[ at ]ipvs.uni-stuttgart.de
Institut fuer Parallele und Verteilte Systeme
Abteilung Simulation grosser Systeme
Universitaet Stuttgart
Universitaetsstrasse 38
D-70569 Stuttgart
Tel: +49 711 7816 465
Fax: +49 711 7816 248
WWW: http://www.ipvs.uni-stuttgart.de/start
France: PhD Studentship in Economics, Cerna, Ecole Nationale Supérieure des mines de Paris
Cerna, the Center of Industrial Economics of the Ecole des mines de Paris, offers a PhD position to work on patents and standards in mobile telecommunications.
The number of cooperative technology standards ensuring compatibility between competing products has increased enormously in the past 20 years, especially in Information and Communication industries (DVD, MPEG, GSM, UMTS…). Innovators have an obvious interest in their patents being chosen by standards developers, since widespread adoption of their patents means that they will receive royalties from a large number of license holders. On the one hand, cooperative R&D can be largely undertaken for many complementary technologies must be put together to create a standard that is useful. On the other hand, competition between technology firms in standard-setting bodies can be fierce as each firm seeks to prove the superiority of its innovation and thus influence the choice of standard of its own patent portfolio. Alongside this above-board rivalry and pro-competitive coordination is the danger of anticompetitive behaviour. A firm can deliberately hide the fact that it owns an essential patent in order to hold-up the manufacturers once they have invested around the standard. Patent holders can also collude to foreclose the technological market and get higher royalties.
The goal of the thesis is to undertake an economic analysis of pro and anticompetitive effects of patents strategies in standards.
Until now, most of literature has focused on patent pools, that is, on the way to reduce transactions costs for standard’s users and to mitigate the multi-marginalisation, or Cournot, problem. By contrast, the thesis will be mainly devoted to ex ante patent strategies, e.g. strategies that took place before the standard is adopted. A special emphasis will be put on patent disclosure rules, the commitment to set reasonable royalties and the features of the R&D competition and cooperation.
The empirical part of the thesis will focus on mobile telecommunications, especially on patent strategies regarding G3 technologies (W-CDMA and UMTS) and mobile TV (DVB-H, MediaFlo).
The job is open to candidates from France or any other country. French speaking is not required. Training in Microeconomics, Econometrics, Industrial Organization, or Economics of Innovation would be appreciated.
The thesis will take place at Cerna within the Law and Industrial Economics team, under the supervision of Professor François Lévêque. It takes place in the wider framework of a research programme on intellectual property. The proposed scholarship is approximately 1400 € monthly.
Contact: meniere[ at ]cerna.ensmp.fr
Application has to be received by 31. October 2007.
The number of cooperative technology standards ensuring compatibility between competing products has increased enormously in the past 20 years, especially in Information and Communication industries (DVD, MPEG, GSM, UMTS…). Innovators have an obvious interest in their patents being chosen by standards developers, since widespread adoption of their patents means that they will receive royalties from a large number of license holders. On the one hand, cooperative R&D can be largely undertaken for many complementary technologies must be put together to create a standard that is useful. On the other hand, competition between technology firms in standard-setting bodies can be fierce as each firm seeks to prove the superiority of its innovation and thus influence the choice of standard of its own patent portfolio. Alongside this above-board rivalry and pro-competitive coordination is the danger of anticompetitive behaviour. A firm can deliberately hide the fact that it owns an essential patent in order to hold-up the manufacturers once they have invested around the standard. Patent holders can also collude to foreclose the technological market and get higher royalties.
The goal of the thesis is to undertake an economic analysis of pro and anticompetitive effects of patents strategies in standards.
Until now, most of literature has focused on patent pools, that is, on the way to reduce transactions costs for standard’s users and to mitigate the multi-marginalisation, or Cournot, problem. By contrast, the thesis will be mainly devoted to ex ante patent strategies, e.g. strategies that took place before the standard is adopted. A special emphasis will be put on patent disclosure rules, the commitment to set reasonable royalties and the features of the R&D competition and cooperation.
The empirical part of the thesis will focus on mobile telecommunications, especially on patent strategies regarding G3 technologies (W-CDMA and UMTS) and mobile TV (DVB-H, MediaFlo).
The job is open to candidates from France or any other country. French speaking is not required. Training in Microeconomics, Econometrics, Industrial Organization, or Economics of Innovation would be appreciated.
The thesis will take place at Cerna within the Law and Industrial Economics team, under the supervision of Professor François Lévêque. It takes place in the wider framework of a research programme on intellectual property. The proposed scholarship is approximately 1400 € monthly.
Contact: meniere[ at ]cerna.ensmp.fr
Application has to be received by 31. October 2007.
Germany: Doctoral Program in Economics, Law and Psychology at Max Planck Institute of Economics, Jena
The International Max Planck Research School
on Adapting Behavior in a Fundamentally Uncertain World
(Uncertainty-School)
combines approaches from Economics, Law and Psychology to explain human decisions under uncertainty more effectively and to better design institutional responses. The Uncertainty-School is jointly hosted by the Max Planck Institutes at Jena, Berlin and Bonn, and the Psychology and Economics Departments of the FSU, Jena. International Partners are the Department of Psychology of Indiana University, Bloomington and the Center for Rationality at the Hebrew University, Jerusalem.
Outstanding candidates are invited to apply for doctoral fellowships in economics, law and psychology.
Applicants are required to hold a Diplom, a Masters Degree or a State Exam with honors in one of the abovementioned disciplines or an equivalent degree in a related discipline.
Fellowships start on Feb. 1, 2008 and include funding for up to 3 years. Research will be conducted in English at either Jena, Berlin or Bonn. Besides the summer school, dedicated to providing a sound knowledge in the neighboring disciplines, doctoral fellows will be benefit from the academic training and intellectual life at the participating institutions.
Program details and the online application form are provided at http://www.imprs.econ.mpg.de/application. Applications have to be
submitted online and should include a CV, transcripts, a letter of interest and 2 letters of recommendations.
Both Max Planck Society and Friedrich Schiller University are committed to improving the opportunities for women in the sciences and
particularly encourage them to apply.
Deadline for applications is Nov 1, 2007.
The International Max Planck Research School on
Adapting Behavior in a Fundamentally Uncertain World
(IMPRS Uncertainty)
Max Planck Institute of Economics
Kahlaische Strasse 10
07745 Jena
Germany imprs @ econ.mpg.de
http://www.imprs.econ.mpg.de
on Adapting Behavior in a Fundamentally Uncertain World
(Uncertainty-School)
combines approaches from Economics, Law and Psychology to explain human decisions under uncertainty more effectively and to better design institutional responses. The Uncertainty-School is jointly hosted by the Max Planck Institutes at Jena, Berlin and Bonn, and the Psychology and Economics Departments of the FSU, Jena. International Partners are the Department of Psychology of Indiana University, Bloomington and the Center for Rationality at the Hebrew University, Jerusalem.
Outstanding candidates are invited to apply for doctoral fellowships in economics, law and psychology.
Applicants are required to hold a Diplom, a Masters Degree or a State Exam with honors in one of the abovementioned disciplines or an equivalent degree in a related discipline.
Fellowships start on Feb. 1, 2008 and include funding for up to 3 years. Research will be conducted in English at either Jena, Berlin or Bonn. Besides the summer school, dedicated to providing a sound knowledge in the neighboring disciplines, doctoral fellows will be benefit from the academic training and intellectual life at the participating institutions.
Program details and the online application form are provided at http://www.imprs.econ.mpg.de/application. Applications have to be
submitted online and should include a CV, transcripts, a letter of interest and 2 letters of recommendations.
Both Max Planck Society and Friedrich Schiller University are committed to improving the opportunities for women in the sciences and
particularly encourage them to apply.
Deadline for applications is Nov 1, 2007.
The International Max Planck Research School on
Adapting Behavior in a Fundamentally Uncertain World
(IMPRS Uncertainty)
Max Planck Institute of Economics
Kahlaische Strasse 10
07745 Jena
Germany imprs @ econ.mpg.de
http://www.imprs.econ.mpg.de
Denmark: PhD Scholarships in Economics, Copenhagen Business School
PhD scholarships at the Department of Economics, Copenhagen Business School (Denmark)
The Department of Economics invites applications for two vacant PhD scholarships within the following research areas:
1. Corporate governance/corporate finance (one scholarship)
2. Energy economics (one scholarship)
The scholarships within corporate governance/finance and energy economics are related to specific grants from the Danish Social Science Research Council. The scholarship on corporate governance/finance is embedded in a research project entitled “Families and Firms: The impact of family risk and organization on the governance of closely held corporations”, directed by Prof. Morten Bennedsen (mb.eco @ cbs.dk). The scholarship on energy economics is embedded in a research project entitled “Risky Power: Choice of technology, security of supply, and market power in power markets”, directed by Prof. Peter Møllgaard (hpm.eco[ at ]cbs.dk). Both projects are described in some detail at the department’s home page http://uk.cbs.dk/econ (“Research Projects”).
Application deadline: 12 October 2007 at 12:00 noon.
For further information please contact: Patrick S. Gram, tel.: +45 3815 2578, e-mail psg.eco[ at ]cbs.dk. Information about the department may be found at www.cbs.dk/
Salary and appointment as a PhD student will be in accordance with the Ministry of Finance’s agreement with the Central Academic Organisation.
Please find the full announcement on www.cbs.dk/jobs
CBS focuses on innovation, partnership with the business community and internationalisation. As a Learning University CBS demands high quality on teaching, research and staff. CBS has around 15.000 students distributed among a wide range of degrees in social science and humanities among these a very dynamic environment for executive programmes. CBS has around 400 full-time researchers and around 500 administrative employees.
Application has to be received by 12 October 2007.
The Department of Economics invites applications for two vacant PhD scholarships within the following research areas:
1. Corporate governance/corporate finance (one scholarship)
2. Energy economics (one scholarship)
The scholarships within corporate governance/finance and energy economics are related to specific grants from the Danish Social Science Research Council. The scholarship on corporate governance/finance is embedded in a research project entitled “Families and Firms: The impact of family risk and organization on the governance of closely held corporations”, directed by Prof. Morten Bennedsen (mb.eco @ cbs.dk). The scholarship on energy economics is embedded in a research project entitled “Risky Power: Choice of technology, security of supply, and market power in power markets”, directed by Prof. Peter Møllgaard (hpm.eco[ at ]cbs.dk). Both projects are described in some detail at the department’s home page http://uk.cbs.dk/econ (“Research Projects”).
Application deadline: 12 October 2007 at 12:00 noon.
For further information please contact: Patrick S. Gram, tel.: +45 3815 2578, e-mail psg.eco[ at ]cbs.dk. Information about the department may be found at www.cbs.dk/
Salary and appointment as a PhD student will be in accordance with the Ministry of Finance’s agreement with the Central Academic Organisation.
Please find the full announcement on www.cbs.dk/jobs
CBS focuses on innovation, partnership with the business community and internationalisation. As a Learning University CBS demands high quality on teaching, research and staff. CBS has around 15.000 students distributed among a wide range of degrees in social science and humanities among these a very dynamic environment for executive programmes. CBS has around 400 full-time researchers and around 500 administrative employees.
Application has to be received by 12 October 2007.
Beinecke Scholarship Foundation
Graduate Study
For juniors who are US citizens or nationals planning to attend graduate school in the arts, humanities, and social sciences. Each scholar receives $2000 immediately prior to entering graduate school and an additional $30,000 while attending graduate school. A maximum of 20 scholarships are awarded annually. Students must apply through the University of Florida.
How to apply for the Beinecke Scholarship nomination from the University of Florida
For questions, see Jeanna Mastrodicasa in the Honors Office (jmastro@ufl.edu).
You submit each of the following things:
* A Certification of Eligibility Form completed by the dean or administrative officer responsible for the nomination and a Financial Data Sheet completed by a financial aid officer certifying that the student qualifies for need-based financial aid. Note: Ron Anderson in Student Financial Affairs will help you with this process.
* A completed Application Form. Application forms are available in 140 Tigert Hall or in electronic format from Jeanna Mastrodicasa at jmastro@ufl.edu.
* A current resume.
* A personal statement of 1,000 words or less from the nominee describing his or her background, interests, plans for graduate study and career aspirations. The statement should include a discussion of some experiences and ideas that have shaped those interests, plans and aspirations.
* Three letters of recommendation from faculty members that assess the nominee’s intellectual curiosity, character and potential for advanced graduate study.
* An official copy of the nominee’s transcript.
* Other material considered directly relevant to the nominee’s application.
This component will come from the nominations committee if you are selected for nomination: A letter from the dean or administrative officer summarizing the reasons for the nominee’s selection.
Application
Campus Deadline: January 18, 2008
Contact: doctord@ufl.edu
Website
Recent Winners from UF
2006 Jenna Batillo
2004 Adena Rottenstein
For juniors who are US citizens or nationals planning to attend graduate school in the arts, humanities, and social sciences. Each scholar receives $2000 immediately prior to entering graduate school and an additional $30,000 while attending graduate school. A maximum of 20 scholarships are awarded annually. Students must apply through the University of Florida.
How to apply for the Beinecke Scholarship nomination from the University of Florida
For questions, see Jeanna Mastrodicasa in the Honors Office (jmastro@ufl.edu).
You submit each of the following things:
* A Certification of Eligibility Form completed by the dean or administrative officer responsible for the nomination and a Financial Data Sheet completed by a financial aid officer certifying that the student qualifies for need-based financial aid. Note: Ron Anderson in Student Financial Affairs will help you with this process.
* A completed Application Form. Application forms are available in 140 Tigert Hall or in electronic format from Jeanna Mastrodicasa at jmastro@ufl.edu.
* A current resume.
* A personal statement of 1,000 words or less from the nominee describing his or her background, interests, plans for graduate study and career aspirations. The statement should include a discussion of some experiences and ideas that have shaped those interests, plans and aspirations.
* Three letters of recommendation from faculty members that assess the nominee’s intellectual curiosity, character and potential for advanced graduate study.
* An official copy of the nominee’s transcript.
* Other material considered directly relevant to the nominee’s application.
This component will come from the nominations committee if you are selected for nomination: A letter from the dean or administrative officer summarizing the reasons for the nominee’s selection.
Application
Campus Deadline: January 18, 2008
Contact: doctord@ufl.edu
Website
Recent Winners from UF
2006 Jenna Batillo
2004 Adena Rottenstein
NIH Undergraduate Scholarships
Award: Scholarships of up to $20000/year renewable up to 4 years
Eligibility:
Undergraduate with GPA of 3.5; from a disadvantaged background; enrolled or accepted for enrollment as a full-time student for the 2000-2001 academic year at an accredited undergraduate institution; a U.S. citizen, permanent resident, or national of the United States
Advisor: Dr. Susan Whitbourne, ONSA Director
Campus Deadline: April 15, 2008
http://ugsp.info.nih.gov/default.htm
Eligibility:
Undergraduate with GPA of 3.5; from a disadvantaged background; enrolled or accepted for enrollment as a full-time student for the 2000-2001 academic year at an accredited undergraduate institution; a U.S. citizen, permanent resident, or national of the United States
Advisor: Dr. Susan Whitbourne, ONSA Director
Campus Deadline: April 15, 2008
http://ugsp.info.nih.gov/default.htm
Singapore: PhD and Postdoc Positions in Mathematical Image Processing and Computer Vision, Nanyang Technological
Applicants are invited to join the computational mathematics and scientific computing group in NTU (Nanyang Technological University) on interdisciplinary computational imaging, computer vision and computer graphics, at the boundaries between mathematics, computer science and engineering. This group has been funded to build a national resource to explore new mathematical and computational methods for PDE-based image processing and analysis, surface processing involving compression, reconstruction, remeshing and encoding for Interactive Digital Media development.
We hereby invite applications for 5 Postdoc positions and up to 9 PhD scholars
* All positions are available from December 1 2007.
* Review process will start October 1 2007 and continue until all positions are filled.
* The postdoc positions will be granted for a period of one year and can be extended up to three years after appropriate probation.
* The PhD scholarships are normally granted for a period of 4 years. Applicants must satisfy the entrance requirements for the doctoral degree program and other regulations related to PhD studies.
Requirements for the Postdoc positions
The postdoc candidates will be working with PDE based image processing and visualization related to surfaces. Thus, it is preferred that the candidate should have sufficient knowledge and experience with numerical simulations for partial differential equations. Optimization methods are also central in the project. Candidates with strong backgrounds in any area of medical imaging, image processing, computer vision and data compression are also encouraged to apply.
Salary will be commensurate with experience and background.
Requirements for the PhD positions
The PhD candidate should have taken sufficient courses in applied mathematics related to numerical approximations or have a strong course record any area of image processing, medical imaging, optimization, computer vision or data compression. Experience with numerical simulations and project work is an advantage. The candidate is supposed to finish a PhD degree in applied mathematics within 4 years.
For more information on the project, please contact
-Professor Tai Xue-Cheng, Email: xctai[ at ]ntu.edu.sg or tai[ at ]math.uib.no; Or
-Recruit committee, Email: compmath[ at ]ntu.edu.sg.
Submission of applications
For the postdoc positions, application forms, obtainable from Tai Xuecheng, need to be filled and submitted. In addition, CV, Degree Scrolls & Transcript (in English), and two independent reference letters shall be sent directly to Tai Xuecheng and Recruit committee via email.
For application for the PhD scholarships, please visit the website www.spms.ntu.edu.sg/mas/home for details and follow the instructions for the submission of the application.
::link source
We hereby invite applications for 5 Postdoc positions and up to 9 PhD scholars
* All positions are available from December 1 2007.
* Review process will start October 1 2007 and continue until all positions are filled.
* The postdoc positions will be granted for a period of one year and can be extended up to three years after appropriate probation.
* The PhD scholarships are normally granted for a period of 4 years. Applicants must satisfy the entrance requirements for the doctoral degree program and other regulations related to PhD studies.
Requirements for the Postdoc positions
The postdoc candidates will be working with PDE based image processing and visualization related to surfaces. Thus, it is preferred that the candidate should have sufficient knowledge and experience with numerical simulations for partial differential equations. Optimization methods are also central in the project. Candidates with strong backgrounds in any area of medical imaging, image processing, computer vision and data compression are also encouraged to apply.
Salary will be commensurate with experience and background.
Requirements for the PhD positions
The PhD candidate should have taken sufficient courses in applied mathematics related to numerical approximations or have a strong course record any area of image processing, medical imaging, optimization, computer vision or data compression. Experience with numerical simulations and project work is an advantage. The candidate is supposed to finish a PhD degree in applied mathematics within 4 years.
For more information on the project, please contact
-Professor Tai Xue-Cheng, Email: xctai[ at ]ntu.edu.sg or tai[ at ]math.uib.no; Or
-Recruit committee, Email: compmath[ at ]ntu.edu.sg.
Submission of applications
For the postdoc positions, application forms, obtainable from Tai Xuecheng, need to be filled and submitted. In addition, CV, Degree Scrolls & Transcript (in English), and two independent reference letters shall be sent directly to Tai Xuecheng and Recruit committee via email.
For application for the PhD scholarships, please visit the website www.spms.ntu.edu.sg/mas/home for details and follow the instructions for the submission of the application.
::link source
PhD Fellowship in Molecular Biology, McGill University
Location: Canada
The Zheng lab in the Department of Biology, McGill University, Canada is seeking for a PhD student to study the function and molecular mechanism of small Rab GTPase signalling pathways in intracellular membrane trafficking and cell and tissue morphogenesis in plants. We are using a combined approach of genetics, genomics, in vivo imaging and molecular biology in the model plant species arabidopsis to investigate those important and interested issues.
Application
Students with or expected to obtain BSc/MSc degree are encouraged to apply by sending me(hugo.zhengatmcgill.ca) a cover letter, CV, transcripts, names of two referees.
Students who have graduated from a non-English language university are also required to provide a TOEFL or IELTS score. Previous training in molecular biology, microscopy, GFP-based in vivo imaging, genetics in Arabidopsis is considered a merit.
Hugo Zheng
Department of Biology, McGill Univ.
1205 Dr. Penfield Avenue
Montreal, QC, H3A 1B1, Canada
phone: 514-398-1328
fax: 514-398-5069
email: hugo.zhengatmcgill.ca
http://www.biology.mcgill.ca/faculty/z heng/index.html
The Zheng lab in the Department of Biology, McGill University, Canada is seeking for a PhD student to study the function and molecular mechanism of small Rab GTPase signalling pathways in intracellular membrane trafficking and cell and tissue morphogenesis in plants. We are using a combined approach of genetics, genomics, in vivo imaging and molecular biology in the model plant species arabidopsis to investigate those important and interested issues.
Application
Students with or expected to obtain BSc/MSc degree are encouraged to apply by sending me(hugo.zhengatmcgill.ca) a cover letter, CV, transcripts, names of two referees.
Students who have graduated from a non-English language university are also required to provide a TOEFL or IELTS score. Previous training in molecular biology, microscopy, GFP-based in vivo imaging, genetics in Arabidopsis is considered a merit.
Hugo Zheng
Department of Biology, McGill Univ.
1205 Dr. Penfield Avenue
Montreal, QC, H3A 1B1, Canada
phone: 514-398-1328
fax: 514-398-5069
email: hugo.zhengatmcgill.ca
http://www.biology.mcgill.ca/faculty/z heng/index.html
Wednesday, September 19, 2007
Geneva Foundation Postdoctoral in Toxicology
The Geneva Foundation is a non-profit organization created in 1993 with the sole purpose to support and promote the advancement of military medicine. Our focus is providing quality service to our medical researchers and excellence in education and training programs nationwide. The Geneva Foundation provides management and administrative expertise in the area of federally funded research grants, privately funded clinical trials, and medical education and training programs.
Multiple full-time Post Doctoral Fellow positions are needed to work with a dynamic research team at Walter Reed Army Institute for Research in Silver Spring, MD.
We seek Post Docs with interest in working toxicology using small lab animals, biochemical
analysis tissue, blood and body fluids cell counting, mechanism of respiratory toxicity/pulmonary injury and developing and evaluating efficacy of targeted therapeutics.
Minimum requirements:
* Postdoctoral Degree in Biology or Biochemistry.
* Basic research experience with Biochemical Toxicology, and/or drug development, and/or pre-clinical evaluation of therapeutics against inhalation exposure to toxic chemicals an advantage.
* Must have hands-onexperience working in a lab setting.
* Immediate availability preferred.
Must be a U.S. Citizen and be able to pass a National Agency Check (NAC).
For more information about The Geneva Foundation, or to view a complete job description please visit our website at www.thegenevafoundation.org.
Application
Interested candidates please send letter of interest with resume and salary expectations to: hr@thegenevafoundation.org
Multiple full-time Post Doctoral Fellow positions are needed to work with a dynamic research team at Walter Reed Army Institute for Research in Silver Spring, MD.
We seek Post Docs with interest in working toxicology using small lab animals, biochemical
analysis tissue, blood and body fluids cell counting, mechanism of respiratory toxicity/pulmonary injury and developing and evaluating efficacy of targeted therapeutics.
Minimum requirements:
* Postdoctoral Degree in Biology or Biochemistry.
* Basic research experience with Biochemical Toxicology, and/or drug development, and/or pre-clinical evaluation of therapeutics against inhalation exposure to toxic chemicals an advantage.
* Must have hands-onexperience working in a lab setting.
* Immediate availability preferred.
Must be a U.S. Citizen and be able to pass a National Agency Check (NAC).
For more information about The Geneva Foundation, or to view a complete job description please visit our website at www.thegenevafoundation.org.
Application
Interested candidates please send letter of interest with resume and salary expectations to: hr@thegenevafoundation.org
The Library Company of Philadelphia
Founded by Benjamin Franklin in 1731, the Library Company was the largest public library in America until the latter part of the 19th century, and it contains printed materials relating to every aspect of American culture and society in that period. The Library Company now holds over half a million rare books and graphics, including the nation’s second largest collection of pre-1801 American imprints and one of the largest collections of 18th-century British books in America. The collections reflect the whole range of early American print culture, including books, pamphlets, and magazines from all parts of the country, as well as books imported from Britain and the Continent. It is especially strong in printed materials relating to the history of women and African-Americans, popular literature, business and economics, popular medicine, philanthropy and reform, education, natural sciences, technology, art, architecture, German Americana, American Judaica, and the history of printing and publishing.
The Library Company also holds strong collections of local newspapers and printed ephemera, and its print and photograph collection is rich in images of the Philadelphia region and graphics by local artists. A catalog of rare books and graphics is available through the website. The Library Company’s Cassatt House fellows’ residence offers rooms at reasonable rates, along with a kitchen, common room, and offices with Internet access. One fellowship will be awarded, tenable from September 2008 to May 2009, or it may be divided between two applicants, each of whom would spend a semester in residence.
Application deadline: November 1, 2007
Contact:
James N. Green, Librarian
Library Company
1314 Locust Street
Philadelphia, PA 19107
Telephone: 215/546-3181
FAX: 215/546-5167
E-Mail: jgreen@librarycompany.org
website: http://www.librarycompany.org
The Library Company also holds strong collections of local newspapers and printed ephemera, and its print and photograph collection is rich in images of the Philadelphia region and graphics by local artists. A catalog of rare books and graphics is available through the website. The Library Company’s Cassatt House fellows’ residence offers rooms at reasonable rates, along with a kitchen, common room, and offices with Internet access. One fellowship will be awarded, tenable from September 2008 to May 2009, or it may be divided between two applicants, each of whom would spend a semester in residence.
Application deadline: November 1, 2007
Contact:
James N. Green, Librarian
Library Company
1314 Locust Street
Philadelphia, PA 19107
Telephone: 215/546-3181
FAX: 215/546-5167
E-Mail: jgreen@librarycompany.org
website: http://www.librarycompany.org
Massachusetts Historical Society
The Massachusetts Historical Society (MHS) was founded in 1791 for the threefold purpose of collecting, preserving, and disseminating resources for the study of American history. It was the first institution anywhere to devote its attention primarily to collecting and publishing in the field. Today the society’s manuscripts form the centerpiece of its holdings. It has more than 12,000,000 manuscript items in 3,600 collections of personal papers and institutional records. These holdings cover such diverse subjects as the history of religion, law, education, and medicine; diplomacy and international commerce; the American Revolution and the Civil War; and Native American and women’s history. Although collections in the history of New England and in the period from colonization through the late 19th century are especially strong, the society also has significant materials for the study of the West Indies, Latin America, the China trade, and the 20th century.
The society’s collection of 200,000 published items complements its manuscript holdings. Printed materials include more than 20,000 broadsides, 30,000 18th- and 19th-century pamphlets, and 5,000 maps. The society also owns more than 150,000 microforms and 200,000 historic photographs as well as major collections of portraits, engravings, silhouettes, busts, and memorabilia. The staff does all it can to make the MHS a friendly, welcoming place for researchers. MHS-NEH fellows join a community that includes active scholars on the staff as well as more than thirty visiting scholars on short-term grants over the course of a typical year. A busy calendar of programs affords frequent opportunities to meet with scholars from across New England. The society hosts three ongoing seminar series — in early American history, immigration and urban history, and environmental history — as well as frequent brown-bag lunches at which fellows and other researchers discuss their work. Many years the MHS also holds a major conference: recent topics have included Transcendentalism, immigration to Massachusetts, the intellectual life of Ralph Waldo Emerson, women’s role in modern warfare, and the environmental history of Boston. The MHS will award at least two MHS-NEH fellowships for 2008-2009. For additional information or to apply, contact the Massachusetts Historical Society.
Application deadline: January 15, 2008
Contact:
Long-Term Fellowships
Massachusetts Historical Society
1154 Boylston Street
Boston, MA 02215
Telephone: 617/536-1608
FAX: 617/859-0074
E-Mail: publications@masshist.org
website: http://www.masshist.org
The society’s collection of 200,000 published items complements its manuscript holdings. Printed materials include more than 20,000 broadsides, 30,000 18th- and 19th-century pamphlets, and 5,000 maps. The society also owns more than 150,000 microforms and 200,000 historic photographs as well as major collections of portraits, engravings, silhouettes, busts, and memorabilia. The staff does all it can to make the MHS a friendly, welcoming place for researchers. MHS-NEH fellows join a community that includes active scholars on the staff as well as more than thirty visiting scholars on short-term grants over the course of a typical year. A busy calendar of programs affords frequent opportunities to meet with scholars from across New England. The society hosts three ongoing seminar series — in early American history, immigration and urban history, and environmental history — as well as frequent brown-bag lunches at which fellows and other researchers discuss their work. Many years the MHS also holds a major conference: recent topics have included Transcendentalism, immigration to Massachusetts, the intellectual life of Ralph Waldo Emerson, women’s role in modern warfare, and the environmental history of Boston. The MHS will award at least two MHS-NEH fellowships for 2008-2009. For additional information or to apply, contact the Massachusetts Historical Society.
Application deadline: January 15, 2008
Contact:
Long-Term Fellowships
Massachusetts Historical Society
1154 Boylston Street
Boston, MA 02215
Telephone: 617/536-1608
FAX: 617/859-0074
E-Mail: publications@masshist.org
website: http://www.masshist.org
Fellowships for Canadian Harvard University
USA Frank Knox Memorial Fellowships Program for Canadian,Harvard University
Fields of study: The Fellows will be required to devote the major part of their time to study in one of the Faculties of Harvard University: Arts and Sciences (including Engineering), Business Administration, Design, Divinity Studies, Education, Law, Public Administration (John F. Kennedy School of Government), Medicine, Dental Medicine and Public Health. The University will try to arrange courses suitable to the requirements of the Fellows.
Eligibility:
Open to Canadian citizens or permanent residents of Canada who have graduated no earlier than the spring of 2006 or will graduate before September 2008 from an institution in Canada, which is a member or affiliated to a member of the Association of Universities and Colleges of Canada (AUCC). Applicants to the Harvard Law School should have graduated no earlier than the spring of 2005.
* Applications from students presently studying in the United States will NOT be considered; although applications will be considered from recent graduates who are working in the United States and will be applying to the MBA program.
* Candidates are responsible for gaining admission to Harvard University by the deadline set by the various faculties. Candidates should note that the competition is very keen and that only candidates with extraordinary records should apply.
* Value: $20,000 U.S. plus tuition fees and student health insurance.
* Number available: Up to three awards for graduate studies (Master’s and Ph.D.) will be offered.
* Duration: The normal duration is for one academic year however, students in degree programs may be eligible for renewal.
* Deadline: November 30, 2007
Eligible institution: Harvard University
Please note: All applications and supporting documents must be submitted in English only.
For more information: Please visit the Harvard University’s Web site
Fields of study: The Fellows will be required to devote the major part of their time to study in one of the Faculties of Harvard University: Arts and Sciences (including Engineering), Business Administration, Design, Divinity Studies, Education, Law, Public Administration (John F. Kennedy School of Government), Medicine, Dental Medicine and Public Health. The University will try to arrange courses suitable to the requirements of the Fellows.
Eligibility:
Open to Canadian citizens or permanent residents of Canada who have graduated no earlier than the spring of 2006 or will graduate before September 2008 from an institution in Canada, which is a member or affiliated to a member of the Association of Universities and Colleges of Canada (AUCC). Applicants to the Harvard Law School should have graduated no earlier than the spring of 2005.
* Applications from students presently studying in the United States will NOT be considered; although applications will be considered from recent graduates who are working in the United States and will be applying to the MBA program.
* Candidates are responsible for gaining admission to Harvard University by the deadline set by the various faculties. Candidates should note that the competition is very keen and that only candidates with extraordinary records should apply.
* Value: $20,000 U.S. plus tuition fees and student health insurance.
* Number available: Up to three awards for graduate studies (Master’s and Ph.D.) will be offered.
* Duration: The normal duration is for one academic year however, students in degree programs may be eligible for renewal.
* Deadline: November 30, 2007
Eligible institution: Harvard University
Please note: All applications and supporting documents must be submitted in English only.
For more information: Please visit the Harvard University’s Web site
Education in Singapore
Education in Singapore is managed by Ministry of Education (MOE), which directs education policy. The ministry controls the development and administration of public schools which receive government funding but also has an advisory and supervisory role to private schools. For both private and public schools, there are variations in the extent of autonomy in their curriculum, scope of government aid and funding, tuition burden on the students, and admission policy.[1]
Children with disabilities attend special special education (SPED) schools run by Voluntary Welfare Organisations (VWOs), which are and partially funded by the Ministry of Education. Education spending usually makes up about 20 percent of the annual national budget, which subsidises public education and government-assisted private education for Singaporean citizens and furnishes the Edusave programme, but the costs are significantly higher for non-citizens.
In 2000 the Parliament of Singapore passed the Compulsory Education Act,[2] which codified compulsory education for children of elementary school age, and made it a criminal offence if parents fail to enroll their children in school and ensure their regular attendance.[3] Exemptions are allowed for homeschooling or full-time religious institutions, but parents must apply for exemption from the Ministry of Education and meet a minimum benchmark.[4]
In Singapore, the English language is the first language learned by half the children by the time they reach preschool age and becomes the primary medium of instruction by the time they reach primary school. English is the language of instruction for most subjects, especially mathematics and the natural sciences, except where other languages are concerned. Certain schools, such as secondary schools under the Special Assistance Plan (SAP) which encourages a richer use of the mother tongue may teach occasionally in English and another language. There are also other schools which have been experimenting with curricula that integrate language subjects with mathematics and the sciences, using both English and a second language.
Former Prime Minister Lee Kuan Yew related the idea of English as a common language in Singapore that both connected citizens of all ethnic-cultural backgrounds, so no ethnic group is forced to learn the language of another, and tied Singapore to the world economy.
::get more information, visit this link
Children with disabilities attend special special education (SPED) schools run by Voluntary Welfare Organisations (VWOs), which are and partially funded by the Ministry of Education. Education spending usually makes up about 20 percent of the annual national budget, which subsidises public education and government-assisted private education for Singaporean citizens and furnishes the Edusave programme, but the costs are significantly higher for non-citizens.
In 2000 the Parliament of Singapore passed the Compulsory Education Act,[2] which codified compulsory education for children of elementary school age, and made it a criminal offence if parents fail to enroll their children in school and ensure their regular attendance.[3] Exemptions are allowed for homeschooling or full-time religious institutions, but parents must apply for exemption from the Ministry of Education and meet a minimum benchmark.[4]
In Singapore, the English language is the first language learned by half the children by the time they reach preschool age and becomes the primary medium of instruction by the time they reach primary school. English is the language of instruction for most subjects, especially mathematics and the natural sciences, except where other languages are concerned. Certain schools, such as secondary schools under the Special Assistance Plan (SAP) which encourages a richer use of the mother tongue may teach occasionally in English and another language. There are also other schools which have been experimenting with curricula that integrate language subjects with mathematics and the sciences, using both English and a second language.
Former Prime Minister Lee Kuan Yew related the idea of English as a common language in Singapore that both connected citizens of all ethnic-cultural backgrounds, so no ethnic group is forced to learn the language of another, and tied Singapore to the world economy.
::get more information, visit this link
Why Study in Hong Kong
There are many reasons why you should choose to study in Hong Kong, below could be just a few reasons that you might find convincing:
1. Hong Kong is the perfect entry point to the exciting China
According to the Hong Kong Tourism Board: "Hong Kong has long been the primary gateway to China; home to an ancient and rich culture as well as stunning natural beauty. Travel to China is better and easier than ever before. Frequent air links from Hong Kong's international airport, efficient rail services and some of the world's largest fleets of high-speed and overnight ferries make China easily accessible.
Some of the world's greatest sites - the Great Wall, the Silk Road, The Bund in cosmopolitan Shanghai, the mighty Yangtze River and the rugged and magical landscape of Guilin are all within reach of Hong Kong."1
While studying in Hong Kong, you will be able to conveniently travel to mainland China both for sightseeing and job interviews if you plan to build your career in China. To get your higher education, graduate diploma, graduate degree or graduate school guide, come with us or click here to discover more about Hong Kong.
2. Hong Kong is a land of vast opportunities
Hong Kong has strong economic competitiveness. According to the Hong Kong SAR Government: "Hong Kong is characterised by its high degree of internationalisation, business-friendly environment, rule of law, free trade and free flow of information, open and fair competition, well-established and comprehensive financial networks, superb transport and communications infrastructure, sophisticated support services, and well-educated workforce complemented by a pool of efficient and energetic entrepreneurs. Added to these are substantial foreign exchange reserves, a fully convertible and stable currency, and a simple tax system with low tax rates." 2
Hong Kong is an international financial centre where many multi-national financial institutions have set up operations. It is also the premier hub of trading between mainland China and the rest of the world. There are tremendous career opportunities in Hong Kong. Attending a Hong Kong university for your postgraduate studies will enable you to establish a social network here in Hong Kong and to best prepare yourself for career and business opportunities once graduated. For your degree graduate research and Hong Kong graduate schools opportunities, click here to see more of Hong Kong's advantages.
3. Hong Kong is a fun and dynamic city to live in
Are you graduate student or graduate trainee? People all around the world come to Hong Kong to study, to work and to live. The city is a melting pot of different nationalities and cultures. As summarized by HKTB: "Culture and heritage is what sets Hong Kong apart from the rest of Asia - indeed the world. Hong Kong is a unique fusion of Eastern and Western cultures where the old and the new live side by side." 3 Graduate program in English and Chinese are welcome all of you. Come to experience the fun and spirit of Hong Kong.
The Universities of Hong Kong offer the overseas students a number of scholarship programs each year, such as Government Grants, College Scholarship, Graduate Student Scholarships, Engineering Scholarship, PhD Scholarship, Graduate Student Loans, Prizes and Student Grants, etc. Those international scholarships are awarded on a competitive basis and the selection takes into account academic ability and financial need. Those awards are open to all international students and each school also has their own awards for overseas students. Studying at a higher scholarship education institution in Hong Kong, located on the southern tip of China, offers a great opportunity to you to open the gate to Asian region and China.
Chinese University of Hong Kong
Academic Scholarship / Graduate Student Aid
City University of Hong Kong
Scholarship Awards / Graduate Student Loan
Hong Kong Baptist University
Education Scholarship / Fellowship Scholarship
The Hong Kong Polytechnic University
Student Scholarship Award
The Hong Kong University of Science and Technology
Graduate Scholarship / Undergraduate Scholarship
Lingnan University
Postgraduate, Graduate and PhD Scholarship
The University of Hong Kong
University Scholarship / Postgraduate Scholarship
Source :
1http://www.discoverhongkong.com/eng/gateway/cities/index.jhtml
2http://www.info.gov.hk/info/hkbrief/eng/econ.htm
3http://www.discoverhongkong.com/eng/heritage/index.jhtml
1. Hong Kong is the perfect entry point to the exciting China
According to the Hong Kong Tourism Board: "Hong Kong has long been the primary gateway to China; home to an ancient and rich culture as well as stunning natural beauty. Travel to China is better and easier than ever before. Frequent air links from Hong Kong's international airport, efficient rail services and some of the world's largest fleets of high-speed and overnight ferries make China easily accessible.
Some of the world's greatest sites - the Great Wall, the Silk Road, The Bund in cosmopolitan Shanghai, the mighty Yangtze River and the rugged and magical landscape of Guilin are all within reach of Hong Kong."1
While studying in Hong Kong, you will be able to conveniently travel to mainland China both for sightseeing and job interviews if you plan to build your career in China. To get your higher education, graduate diploma, graduate degree or graduate school guide, come with us or click here to discover more about Hong Kong.
2. Hong Kong is a land of vast opportunities
Hong Kong has strong economic competitiveness. According to the Hong Kong SAR Government: "Hong Kong is characterised by its high degree of internationalisation, business-friendly environment, rule of law, free trade and free flow of information, open and fair competition, well-established and comprehensive financial networks, superb transport and communications infrastructure, sophisticated support services, and well-educated workforce complemented by a pool of efficient and energetic entrepreneurs. Added to these are substantial foreign exchange reserves, a fully convertible and stable currency, and a simple tax system with low tax rates." 2
Hong Kong is an international financial centre where many multi-national financial institutions have set up operations. It is also the premier hub of trading between mainland China and the rest of the world. There are tremendous career opportunities in Hong Kong. Attending a Hong Kong university for your postgraduate studies will enable you to establish a social network here in Hong Kong and to best prepare yourself for career and business opportunities once graduated. For your degree graduate research and Hong Kong graduate schools opportunities, click here to see more of Hong Kong's advantages.
3. Hong Kong is a fun and dynamic city to live in
Are you graduate student or graduate trainee? People all around the world come to Hong Kong to study, to work and to live. The city is a melting pot of different nationalities and cultures. As summarized by HKTB: "Culture and heritage is what sets Hong Kong apart from the rest of Asia - indeed the world. Hong Kong is a unique fusion of Eastern and Western cultures where the old and the new live side by side." 3 Graduate program in English and Chinese are welcome all of you. Come to experience the fun and spirit of Hong Kong.
The Universities of Hong Kong offer the overseas students a number of scholarship programs each year, such as Government Grants, College Scholarship, Graduate Student Scholarships, Engineering Scholarship, PhD Scholarship, Graduate Student Loans, Prizes and Student Grants, etc. Those international scholarships are awarded on a competitive basis and the selection takes into account academic ability and financial need. Those awards are open to all international students and each school also has their own awards for overseas students. Studying at a higher scholarship education institution in Hong Kong, located on the southern tip of China, offers a great opportunity to you to open the gate to Asian region and China.
Chinese University of Hong Kong
Academic Scholarship / Graduate Student Aid
City University of Hong Kong
Scholarship Awards / Graduate Student Loan
Hong Kong Baptist University
Education Scholarship / Fellowship Scholarship
The Hong Kong Polytechnic University
Student Scholarship Award
The Hong Kong University of Science and Technology
Graduate Scholarship / Undergraduate Scholarship
Lingnan University
Postgraduate, Graduate and PhD Scholarship
The University of Hong Kong
University Scholarship / Postgraduate Scholarship
Source :
1http://www.discoverhongkong.com/eng/gateway/cities/index.jhtml
2http://www.info.gov.hk/info/hkbrief/eng/econ.htm
3http://www.discoverhongkong.com/eng/heritage/index.jhtml
Fulbright Program
The Fulbright Program aka Fulbright-Hays Program [1] is a program of educational grants (Fulbright Fellowships and Fulbright Scholarships), founded by United States Senator J. William Fulbright, and sponsored by the Bureau of Educational and Cultural Affairs of the United States Department of State, governments in other countries, and the private sector. The program was established to increase mutual understanding between the people of the United States and other countries through the exchange of persons, knowledge, and skills.
The program was created through the efforts of Arkansas Senator J. William Fulbright, who promulgated its passage through the US Senate in 1946. It is considered one of the most prestigious award programs and it operates in 144 countries. More Fulbright alumni have won Nobel Prizes than those of any other academic program, including two in 2002.
The Fulbright Program provides funds for students, scholars, and professionals to undertake graduate study, advanced research, university teaching, and teaching in elementary and secondary schools abroad. The initial reach of this program had been primarily European countries, and now the program operates worldwide.
The program is administered by 51 binational Fulbright commissions, US Embassies, and cooperating organizations.
Its first participants went overseas in 1948, funded by war reparations and foreign loan repayments to the United States. Today, it is funded by Congressional appropriations and funding provided by partner governments. The program also receives important in-kind and financial support from academic institutions, foundations, and the private sector.
In the 60 years since it was created, more than 250,000 individuals have received Fulbright grants - more than 100,000 Americans and more than 150,000 citizens of other countries. These individuals have established more than 150 national or sub-national alumni organizations.
Fulbright grants are administered by several organizations, including the Department of Agriculture, the Department of Education, the Institute for International Education and the Council for International Exchange of Scholars.
::get more information about Fullbright Program, visit this link
The program was created through the efforts of Arkansas Senator J. William Fulbright, who promulgated its passage through the US Senate in 1946. It is considered one of the most prestigious award programs and it operates in 144 countries. More Fulbright alumni have won Nobel Prizes than those of any other academic program, including two in 2002.
The Fulbright Program provides funds for students, scholars, and professionals to undertake graduate study, advanced research, university teaching, and teaching in elementary and secondary schools abroad. The initial reach of this program had been primarily European countries, and now the program operates worldwide.
The program is administered by 51 binational Fulbright commissions, US Embassies, and cooperating organizations.
Its first participants went overseas in 1948, funded by war reparations and foreign loan repayments to the United States. Today, it is funded by Congressional appropriations and funding provided by partner governments. The program also receives important in-kind and financial support from academic institutions, foundations, and the private sector.
In the 60 years since it was created, more than 250,000 individuals have received Fulbright grants - more than 100,000 Americans and more than 150,000 citizens of other countries. These individuals have established more than 150 national or sub-national alumni organizations.
Fulbright grants are administered by several organizations, including the Department of Agriculture, the Department of Education, the Institute for International Education and the Council for International Exchange of Scholars.
::get more information about Fullbright Program, visit this link
ERASMUS programme
The ERASMUS programme was established in 1987 and forms a major part of the European Union Lifelong Learning Programme 2007-2013. It is the operational framework for the European Commission's initiatives in higher education.
The aim of the ERASMUS Programme is to encourage and support academic mobility of higher education students and teachers within the European Union, the European Economic Area countries of Iceland, Liechtenstein and Norway as well as candidate countries (such as Turkey). Switzerland is again eligible for membership as from 2007, after a period of absence following the rejection by that country of closer links with the European Union in the late 90's. During that period of absence Swiss universities pursued inter-university collaboration with other European institutions through a system closely based on ERASMUS.
To participate in the ERASMUS programme students must be studying for a degree or diploma at a tertiary-level institution and must have completed their first year. They also have to be a citizen of one of the countries in the wider Lifelong learning programme.
The Erasmus Programme has a number of specific objectives:
1. to improve the quality and to increase the volume of student and teaching staff mobility throughout Europe, so as to reach of at least 3 million student and teacher exchanges by 2012
2. to improve the quality and increase the amount of multilateral cooperation between higher education institutions in Europe
3. to improve and increase cooperation between higher education institutions and enterprises
4. to spread innovation and new pedagogic practice and supports between universities in Europe
Apart from the student mobility mentioned in the first objective, which is the most visible and "ikonic" element in the programme, support is also given to developing closer links between university faculties.
Get more information, click here
The aim of the ERASMUS Programme is to encourage and support academic mobility of higher education students and teachers within the European Union, the European Economic Area countries of Iceland, Liechtenstein and Norway as well as candidate countries (such as Turkey). Switzerland is again eligible for membership as from 2007, after a period of absence following the rejection by that country of closer links with the European Union in the late 90's. During that period of absence Swiss universities pursued inter-university collaboration with other European institutions through a system closely based on ERASMUS.
To participate in the ERASMUS programme students must be studying for a degree or diploma at a tertiary-level institution and must have completed their first year. They also have to be a citizen of one of the countries in the wider Lifelong learning programme.
The Erasmus Programme has a number of specific objectives:
1. to improve the quality and to increase the volume of student and teaching staff mobility throughout Europe, so as to reach of at least 3 million student and teacher exchanges by 2012
2. to improve the quality and increase the amount of multilateral cooperation between higher education institutions in Europe
3. to improve and increase cooperation between higher education institutions and enterprises
4. to spread innovation and new pedagogic practice and supports between universities in Europe
Apart from the student mobility mentioned in the first objective, which is the most visible and "ikonic" element in the programme, support is also given to developing closer links between university faculties.
Get more information, click here
RSM Fellowships Program
Background
The Robert S. McNamara Fellowships Program was established in 1982 by a resolution of the Executive Directors to "award fellowships for full-time study or research at the postgraduate level in fields related to economic development, to be carried out at a recognized institution in a Bank member country other than the applicant's home country". In December 1993, through a resolution by the Executive Directors whereby the Program was restructured, fellows were allowed to conduct their research in their home country. The award amount was fixed at US$7,500 to cover research costs through the twelve months fellowship period.
Funding for the Program was provided by US$1 million contribution from the World Bank and US$1.8 million from the governments of Bangladesh, China, India, Kuwait, Nigeria, Pakistan, Peru, and Yugoslavia. The interest from the endowment funds, almost US$200,000 a year, was used to sponsor about 16 scholars a year (US$142,000) and a workshop for the fellows in Washington, D.C. (US$50,000).
Since the inception of the Program in 1982, 247 fellowships have been granted to fellows from a pool of about 9,000 applicants representing all regions of the World Bank. The fellows have conducted research on a wide variety of topics in development related fields. The Program has achieved wide recognition, especially in developing countries, and has also become well known inside the World Bank, especially with recent efforts to link its research topics to the World Development Report (WDR).
The Program has supported a broad mix of fellows, ranging from promising young men and women on the threshold of their careers to some of the most distinguished thinkers in the field of development. The Program's alumni include a number of eminent academics, policymakers, and leaders of civil society. The Program's Tracer Studies reveal a strong application of McNamara research in subsequent research initiative of the alumni.
Nearly 170 research institutions from over 70 different countries have collaborated with the Fellowships Program. The Program has disseminated the research information through publications
While the Program provides support and encouragement to promising fellows, it has not been able to attract applicants with the highest potential who seem to be more interested in research associated with earning a degree.
Restructuring the Program into a Degree Program
A pragmatic approach to contribute to human resource development in developing countries, and contain administrative costs, would be to restructure the Robert S. McNamara Fellowships Program into a degree program. Because a full degree program is valued much more highly in developing countries, it will attract highly qualified candidates. This would require establishing a partnership program with one or more universities to offer a masters degree in public policy or development economics. A host institution would be required to jointly sponsor up to fifteen Robert S. McNamara fellows a year, funded by approximately US$200,000 from the Robert S. McNamara Fellowships Program and a matching grant from the selected institution.
The Program has been restructurated into a master's degree in public policy at Woodrow Wilson School of Public and International Affairs, Princeton University.
For more information, please visit http://web.worldbank.org</span>
The Robert S. McNamara Fellowships Program was established in 1982 by a resolution of the Executive Directors to "award fellowships for full-time study or research at the postgraduate level in fields related to economic development, to be carried out at a recognized institution in a Bank member country other than the applicant's home country". In December 1993, through a resolution by the Executive Directors whereby the Program was restructured, fellows were allowed to conduct their research in their home country. The award amount was fixed at US$7,500 to cover research costs through the twelve months fellowship period.
Funding for the Program was provided by US$1 million contribution from the World Bank and US$1.8 million from the governments of Bangladesh, China, India, Kuwait, Nigeria, Pakistan, Peru, and Yugoslavia. The interest from the endowment funds, almost US$200,000 a year, was used to sponsor about 16 scholars a year (US$142,000) and a workshop for the fellows in Washington, D.C. (US$50,000).
Since the inception of the Program in 1982, 247 fellowships have been granted to fellows from a pool of about 9,000 applicants representing all regions of the World Bank. The fellows have conducted research on a wide variety of topics in development related fields. The Program has achieved wide recognition, especially in developing countries, and has also become well known inside the World Bank, especially with recent efforts to link its research topics to the World Development Report (WDR).
The Program has supported a broad mix of fellows, ranging from promising young men and women on the threshold of their careers to some of the most distinguished thinkers in the field of development. The Program's alumni include a number of eminent academics, policymakers, and leaders of civil society. The Program's Tracer Studies reveal a strong application of McNamara research in subsequent research initiative of the alumni.
Nearly 170 research institutions from over 70 different countries have collaborated with the Fellowships Program. The Program has disseminated the research information through publications
While the Program provides support and encouragement to promising fellows, it has not been able to attract applicants with the highest potential who seem to be more interested in research associated with earning a degree.
Restructuring the Program into a Degree Program
A pragmatic approach to contribute to human resource development in developing countries, and contain administrative costs, would be to restructure the Robert S. McNamara Fellowships Program into a degree program. Because a full degree program is valued much more highly in developing countries, it will attract highly qualified candidates. This would require establishing a partnership program with one or more universities to offer a masters degree in public policy or development economics. A host institution would be required to jointly sponsor up to fifteen Robert S. McNamara fellows a year, funded by approximately US$200,000 from the Robert S. McNamara Fellowships Program and a matching grant from the selected institution.
The Program has been restructurated into a master's degree in public policy at Woodrow Wilson School of Public and International Affairs, Princeton University.
For more information, please visit http://web.worldbank.org</span>
Postgraduate Studies in Hong Kong
The universities of Hong Kong offer you a wide range of postgraduate education, with opportunities to study taught master's degrees, diploma and certificates; research degrees (MPhil and PhD); and professional doctoral programmes.
In recent years, research activities in Hong Kong have undergone rapid growth, and the research environment in the universities is more favorable than ever. Academic staff are highly qualified and recruited worldwide.
Hong Kong has close links with the Chinese mainland, other Asian countries, and countries worldwide, offering exciting research opportunities. The universities provide excellent teaching and research facilities conducive to learning and academic exchange. Generous postgraduate studentships are available to selected, well-qualified, full-time research degree students.
The following universities in Hong Kong offer you a wide range of postgraduate education opportunities:
In recent years, research activities in Hong Kong have undergone rapid growth, and the research environment in the universities is more favorable than ever. Academic staff are highly qualified and recruited worldwide.
Hong Kong has close links with the Chinese mainland, other Asian countries, and countries worldwide, offering exciting research opportunities. The universities provide excellent teaching and research facilities conducive to learning and academic exchange. Generous postgraduate studentships are available to selected, well-qualified, full-time research degree students.
The following universities in Hong Kong offer you a wide range of postgraduate education opportunities:
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Tuesday, September 18, 2007
Master of Business Administration – Concentration in Accounting & Finance
American InterContinental University's mission is to provide for the varying educational needs of a culturally diverse and geographically dispersed student body with the goal of preparing students academically, personally, and professionally for successful careers.
AIU Online's MBA in Accounting and Finance program educates students with a unique, market-relevant combination of comprehensive business studies and real-world financial applications. This online degree program is designed to give students the advanced knowledge, skills, and practical, experience-based education necessary to focus on finance and accounting careers that are experiencing a dynamic growth rate.
The U.S. Department of Labor expects demand to increase by:
* 18.5% for Accountants & Auditors
* 25.5% for Financial Analysts
* 34% for Personal Financial Advisors
AIU Online created this MBA program to prepare students interested in developing and advancing their careers as Financial Analysts, Comptrollers, Independent Accountants, Professional Investors and other top-tier financial professions.
The MBA in Accounting and Finance lends itself to change and allows us to prepare relevant, timely coursework for students that will benefit them in the real world upon graduation. This helps ensure that AIU Online graduates will be professionally up-to-date upon earning a timely, industry-relevant MBA.
Upper Level concentration courses include:
* Accounting for Managers. This course develops the ability to use cost and financial data in the planning, management, and controlling functions of an organization. Students focus on the budget process, utilization of internal and external data for control and performance analysis, and allocation of resources to achieve corporate objectives.
* Financial Statement Analysis. In this course, students learn how to analyze financial statements and methods used to value companies, including both profitability and risk analysis. They will also use analytical techniques for understanding financial position, operating results and resource flows.
This accelerated, team-based Accounting and Finance MBA program can be completed in just 10 months
::source: http://www.classesusa.com/featuredschools/aiu/form.cfm?promotionID=1&interest1=Master%20of%20Business%20Administration%20-%20Accounting%20and%20Finance
AIU Online's MBA in Accounting and Finance program educates students with a unique, market-relevant combination of comprehensive business studies and real-world financial applications. This online degree program is designed to give students the advanced knowledge, skills, and practical, experience-based education necessary to focus on finance and accounting careers that are experiencing a dynamic growth rate.
The U.S. Department of Labor expects demand to increase by:
* 18.5% for Accountants & Auditors
* 25.5% for Financial Analysts
* 34% for Personal Financial Advisors
AIU Online created this MBA program to prepare students interested in developing and advancing their careers as Financial Analysts, Comptrollers, Independent Accountants, Professional Investors and other top-tier financial professions.
The MBA in Accounting and Finance lends itself to change and allows us to prepare relevant, timely coursework for students that will benefit them in the real world upon graduation. This helps ensure that AIU Online graduates will be professionally up-to-date upon earning a timely, industry-relevant MBA.
Upper Level concentration courses include:
* Accounting for Managers. This course develops the ability to use cost and financial data in the planning, management, and controlling functions of an organization. Students focus on the budget process, utilization of internal and external data for control and performance analysis, and allocation of resources to achieve corporate objectives.
* Financial Statement Analysis. In this course, students learn how to analyze financial statements and methods used to value companies, including both profitability and risk analysis. They will also use analytical techniques for understanding financial position, operating results and resource flows.
This accelerated, team-based Accounting and Finance MBA program can be completed in just 10 months
::source: http://www.classesusa.com/featuredschools/aiu/form.cfm?promotionID=1&interest1=Master%20of%20Business%20Administration%20-%20Accounting%20and%20Finance
MA in English at Brock University
Graduate Director Professor Martin Danahay, email mdanahay@brocku.ca
Type of Program: This Program includes a preferred Major Research Paper option and is designed to be completed in twelve months. A thesis option is also available under exceptional circumstances, with approval of the Graduate Director. The Major Research Paper option requires six courses plus a Research Paper; the Thesis Option requires four courses plus a thesis.
Program length: Twelve months
The Field
As mutually informing concepts, the terms of our Field “text,” “community” and “discourse,” suggest the power of texts to reflect and to shape both communities of origin and communities of reception. The Program also focuses critical attention on the kinds of negotiation - both material and theoretical - attending the production, performance and reception of texts. Literary and textual problems acquire richer significance when viewed in relation to the ways in which texts, both literary and non-literary, are produced and used in the often conflicting discourses that constitute the culture of a community.
The field is strongly supported by the Department’s research expertise. Department members are currently actively researching the intersections of texts, communities and discourses in a wide range of areas.
Course Requirements
This Program includes a preferred Major Research Paper Option and is designed to be completed in twelve months. A thesis option is also available under exceptional circumstances, with approval of the Graduate Director.
Major Research Paper Option
All students are required to take the two core courses, ENGL 5P00 and 5P01. Major Research Paper students must take four additional courses, from the variable topics offerings.
Research Paper students will with the guidance of the Graduate Director arrange for a supervisor and a second reader and shall choose a topic in consultation with the supervisor, the second reader and the Graduate Director.
Thesis Option
All students are required to take the two core courses, ENGL 5P00 and 5P01. Thesis students take two additional courses, from the variable topics offerings.
A Thesis student may, with the permission of the Graduate Director, arrange for a thesis supervisor; the student and the supervisor will, with a supervisory committee appointed by the Graduate Director, choose a thesis topic.
The Courses
Offerings
There are two required courses, ENGL 5P00, “Theoretical Foundations,” and ENGL 5P01, “Graduate Seminar in Research and Professional Development.” With the permission of the Graduate Director a student may take a course from one of the other MA programs in the university or a reading course/tutorial (ENGL 5P02) in place of a course from the variable topics list (“5V—” courses).
Fall and Winter Term 2007-2008:
Fall Term 2007-2008:
In this term the students will with the assistance of the Graduate Director secure their Research Paper supervisor and second reader and begin preliminary work on their project.
ENGL 5P00 — “Theoretical Foundations” Professor Tim Conley
Survey and critical analysis of a broad range of theories bearing on the relation of literary texts to cultural formations.
ENGL 5P01 — “Graduate Seminar in Research and Professional Development” Professor Martin Danahay
Topics such as the nature and requirements of academic work, research methodologies, research resources, the nature and requirements of the graduate thesis and research paper, the development of the research proposal, focused discussion of research and design strategies for the work proposed, the development of and adherence to a schedule, preparation of conference proposals and public presentations.
ENGL 5P02 — “Graduate Tutorial”
Research course with directed study and regular meetings with a faculty member, covering topics not offered in a designated course. Requires permission of the Graduate Director.
ENGL5V51 — “Women Writing Genealogy in Recent Canadian Fiction” Professor Neta Gordon
Exploring discursive frameworks for the relationship between principles governing conceptions of family and the narration of a family's story in the work of authors such as SKY Lee, Carol Shields, Ann-Marie MacDonald, Dionne Brand, and Barbara Gowdy.
ENGL 5V70 — “King Arthur in Popular Fiction and Culture for Young People” Professor Ann Howey
Examination of discursive practices used in literature and popular culture to rewrite the Arthurian legend for young people. After beginning with selections from Malory and Tennyson, we will study primarily twentieth-century novels and films to consider issues of narrative address and audience; censorship and appropriate content; socialization and gender roles.
Winter Term 2007-2008:
In this term the students will register in their Research Paper course and begin work on the paper itself.
ENGL 5V22 — “Jane Austen: Competing Communities” Professor Barbara Seeber
The complete works of Austen in the context of literary histories and contemporary approaches focusing on gender, sexuality, and empire.
ENGL 5V81 — “The Politics of Language: Authority, Consensus and the Standard ” Professor Jaclyn Rea
Examination of ideologies of language as they operate in complex and varied locales. Study of how commonsense beliefs about Standard English might cooperate with larger discourses of colonialism, nationalism, gender, race and morality.
Summer Term 2008:
In this term students complete their Research Paper.
::source: http://www.brocku.ca/english/MA/index.html
Type of Program: This Program includes a preferred Major Research Paper option and is designed to be completed in twelve months. A thesis option is also available under exceptional circumstances, with approval of the Graduate Director. The Major Research Paper option requires six courses plus a Research Paper; the Thesis Option requires four courses plus a thesis.
Program length: Twelve months
The Field
As mutually informing concepts, the terms of our Field “text,” “community” and “discourse,” suggest the power of texts to reflect and to shape both communities of origin and communities of reception. The Program also focuses critical attention on the kinds of negotiation - both material and theoretical - attending the production, performance and reception of texts. Literary and textual problems acquire richer significance when viewed in relation to the ways in which texts, both literary and non-literary, are produced and used in the often conflicting discourses that constitute the culture of a community.
The field is strongly supported by the Department’s research expertise. Department members are currently actively researching the intersections of texts, communities and discourses in a wide range of areas.
Course Requirements
This Program includes a preferred Major Research Paper Option and is designed to be completed in twelve months. A thesis option is also available under exceptional circumstances, with approval of the Graduate Director.
Major Research Paper Option
All students are required to take the two core courses, ENGL 5P00 and 5P01. Major Research Paper students must take four additional courses, from the variable topics offerings.
Research Paper students will with the guidance of the Graduate Director arrange for a supervisor and a second reader and shall choose a topic in consultation with the supervisor, the second reader and the Graduate Director.
Thesis Option
All students are required to take the two core courses, ENGL 5P00 and 5P01. Thesis students take two additional courses, from the variable topics offerings.
A Thesis student may, with the permission of the Graduate Director, arrange for a thesis supervisor; the student and the supervisor will, with a supervisory committee appointed by the Graduate Director, choose a thesis topic.
The Courses
Offerings
There are two required courses, ENGL 5P00, “Theoretical Foundations,” and ENGL 5P01, “Graduate Seminar in Research and Professional Development.” With the permission of the Graduate Director a student may take a course from one of the other MA programs in the university or a reading course/tutorial (ENGL 5P02) in place of a course from the variable topics list (“5V—” courses).
Fall and Winter Term 2007-2008:
Fall Term 2007-2008:
In this term the students will with the assistance of the Graduate Director secure their Research Paper supervisor and second reader and begin preliminary work on their project.
ENGL 5P00 — “Theoretical Foundations” Professor Tim Conley
Survey and critical analysis of a broad range of theories bearing on the relation of literary texts to cultural formations.
ENGL 5P01 — “Graduate Seminar in Research and Professional Development” Professor Martin Danahay
Topics such as the nature and requirements of academic work, research methodologies, research resources, the nature and requirements of the graduate thesis and research paper, the development of the research proposal, focused discussion of research and design strategies for the work proposed, the development of and adherence to a schedule, preparation of conference proposals and public presentations.
ENGL 5P02 — “Graduate Tutorial”
Research course with directed study and regular meetings with a faculty member, covering topics not offered in a designated course. Requires permission of the Graduate Director.
ENGL5V51 — “Women Writing Genealogy in Recent Canadian Fiction” Professor Neta Gordon
Exploring discursive frameworks for the relationship between principles governing conceptions of family and the narration of a family's story in the work of authors such as SKY Lee, Carol Shields, Ann-Marie MacDonald, Dionne Brand, and Barbara Gowdy.
ENGL 5V70 — “King Arthur in Popular Fiction and Culture for Young People” Professor Ann Howey
Examination of discursive practices used in literature and popular culture to rewrite the Arthurian legend for young people. After beginning with selections from Malory and Tennyson, we will study primarily twentieth-century novels and films to consider issues of narrative address and audience; censorship and appropriate content; socialization and gender roles.
Winter Term 2007-2008:
In this term the students will register in their Research Paper course and begin work on the paper itself.
ENGL 5V22 — “Jane Austen: Competing Communities” Professor Barbara Seeber
The complete works of Austen in the context of literary histories and contemporary approaches focusing on gender, sexuality, and empire.
ENGL 5V81 — “The Politics of Language: Authority, Consensus and the Standard ” Professor Jaclyn Rea
Examination of ideologies of language as they operate in complex and varied locales. Study of how commonsense beliefs about Standard English might cooperate with larger discourses of colonialism, nationalism, gender, race and morality.
Summer Term 2008:
In this term students complete their Research Paper.
::source: http://www.brocku.ca/english/MA/index.html
Sunday, September 16, 2007
Institute for Advanced Study, School of Historical Studies
The Institute is an independent private institution founded in 1930 to create a community of scholars focused on intellectual inquiry, without the obligations and distractions associated with the teaching of undergraduates. Scholars from around the world come to the Institute to pursue their own research. Those chosen are offered membership for a set period and a stipend. The Institute provides access to extensive resources including offices, libraries, subsidized restaurant and housing facilities, and some secretarial services. Open to all fields of historical research, the School of Historical Studies’ principal interests are the history of western, near eastern and far eastern civilizations, with particular emphasis upon Greek and Roman civilization, the history of Europe (medieval, early modern, and modern), the Islamic world, East Asian studies, the history of art, the history of science, modern international relations, and music studies. Candidates of any nationality may apply for a single term or a full academic year. Residence in Princeton during term time is required. The only other obligation of Members is to pursue their own research.
To be eligible scholars must have the Ph.D. (or equivalent) and substantial publications. If they wish, Members may participate in seminars and meetings within the Institute. There are also ample opportunities for contacts with scholars at nearby universities. Approximately forty Members are appointed each year. Member awards are funded by the Institute for Advanced Study or by other sources, including the National Endowment for the Humanities. About three NEH fellowships are available for 2008-2009.
Application deadline: November 15, 2007
Contact:
Marian Zelazny, Administrative Officer
School of Historical Studies
Institute for Advanced Study
Einstein Drive
Princeton, New Jersey 08540
Telephone: 609/734-8300
E-Mail: mzelazny@ias.edu
website: http://www.hs.ias.edu
To be eligible scholars must have the Ph.D. (or equivalent) and substantial publications. If they wish, Members may participate in seminars and meetings within the Institute. There are also ample opportunities for contacts with scholars at nearby universities. Approximately forty Members are appointed each year. Member awards are funded by the Institute for Advanced Study or by other sources, including the National Endowment for the Humanities. About three NEH fellowships are available for 2008-2009.
Application deadline: November 15, 2007
Contact:
Marian Zelazny, Administrative Officer
School of Historical Studies
Institute for Advanced Study
Einstein Drive
Princeton, New Jersey 08540
Telephone: 609/734-8300
E-Mail: mzelazny@ias.edu
website: http://www.hs.ias.edu
Friday, September 14, 2007
Albright Institute of Archaeological Research
The W. F. Albright Institute of Archaeological Research in Jerusalem (AIAR) was originally established as the principal overseas center of the American Schools of Oriental Research (ASOR), founded in 1900. In 1970, AIAR was incorporated as an independent institution and renamed after its most distinguished director, W. F. Albright. Since then, AIAR, one of ASOR’s three affiliated centers, has continued the American Schools’ tradition of promoting and supporting resident doctoral and post-doctoral research in Near Eastern studies from pre-history through the early Islamic period in archaeology, anthropology, art history, Bible, epigraphy, historical geography, history, language, literature, philology and religion and related disciplines.
The Albright Institute, located near the Old City of Jerusalem, includes a research library, workshops, computer facilities, and a residence with a hostel and apartments. The living accommodations provide rooms for thirty people, a served dinner, self-service breakfast, and a garden area for tea and coffee, which is also used for receptions. The library, dedicated to ancient Near Eastern studies, contains more than 28,500 volumes, over 600 journal titles, and significant map and artifact collections. In addition to administrative and library computers, the fellows have access to a wide range of hardware and software programs, and the hostel rooms are wired for web access and e-mail communications.
The Albright’s annual program is composed of a series of more than 85 lectures, reports, seminars, workshops, field trips, and social events organized according to its fellows’ interests. More than fifty-three fellows from the United States, Europe, and around the world—as well as those from the Israeli and Palestinian academic communities—participate mainly as long-term research appointees. AIAR also serves as a support base for numerous short-term scholars and visitors and for a large number of staff, student, and volunteer participants in the twenty-four annual excavation and publication projects affiliated with ASOR. AIAR conducts, with the Hebrew University, a joint excavation and publication project on the Philistine site of Tel Miqne-Ekron. It is also the organizing institution for an international research project, The Neo-Assyrian Empire in the 7th Century BC: A Study of the Interaction between Center and Periphery. This project, under the aegis of the Council of American Overseas Research Centers (CAORC), involves 50 scholars working in Bahrain, Cyprus, Egypt, Greece, Iran, Iraq, Israel, Jordan, Spain, Syria, Tunisia, and Turkey. The Albright annually awards up to four NEH fellowships, for periods ranging from four to twelve months, with a maximum grant of $40,000 for 12 months and $20,000 for 6 months.
Application deadline: October 1, 2007
Contact:
AIAR/NEH Fellowship Program
Professor Joan R. Branham
Chair, Albright Fellowship Committee
Department of Art and Art History
Providence College
Providence RI 02918
Telephone:401/865-1789
Fax: 401/865-1036
E-Mail: jbranham@providence.edu
Website: http://www.aiar.org
The Albright Institute, located near the Old City of Jerusalem, includes a research library, workshops, computer facilities, and a residence with a hostel and apartments. The living accommodations provide rooms for thirty people, a served dinner, self-service breakfast, and a garden area for tea and coffee, which is also used for receptions. The library, dedicated to ancient Near Eastern studies, contains more than 28,500 volumes, over 600 journal titles, and significant map and artifact collections. In addition to administrative and library computers, the fellows have access to a wide range of hardware and software programs, and the hostel rooms are wired for web access and e-mail communications.
The Albright’s annual program is composed of a series of more than 85 lectures, reports, seminars, workshops, field trips, and social events organized according to its fellows’ interests. More than fifty-three fellows from the United States, Europe, and around the world—as well as those from the Israeli and Palestinian academic communities—participate mainly as long-term research appointees. AIAR also serves as a support base for numerous short-term scholars and visitors and for a large number of staff, student, and volunteer participants in the twenty-four annual excavation and publication projects affiliated with ASOR. AIAR conducts, with the Hebrew University, a joint excavation and publication project on the Philistine site of Tel Miqne-Ekron. It is also the organizing institution for an international research project, The Neo-Assyrian Empire in the 7th Century BC: A Study of the Interaction between Center and Periphery. This project, under the aegis of the Council of American Overseas Research Centers (CAORC), involves 50 scholars working in Bahrain, Cyprus, Egypt, Greece, Iran, Iraq, Israel, Jordan, Spain, Syria, Tunisia, and Turkey. The Albright annually awards up to four NEH fellowships, for periods ranging from four to twelve months, with a maximum grant of $40,000 for 12 months and $20,000 for 6 months.
Application deadline: October 1, 2007
Contact:
AIAR/NEH Fellowship Program
Professor Joan R. Branham
Chair, Albright Fellowship Committee
Department of Art and Art History
Providence College
Providence RI 02918
Telephone:401/865-1789
Fax: 401/865-1036
E-Mail: jbranham@providence.edu
Website: http://www.aiar.org
Student Fellowship: Folger Shakespeare Library
Known internationally for its preeminent collections of Shakespearean and Elizabethan writings, the Folger Shakespeare Library is also a center for research on virtually every aspect of social, cultural, and political life from the medieval period to the mid-eighteenth century. The Folger holds the largest collection outside Britain of early English books, with about 50,000 volumes from the period 1475-1700 and 30,000 eighteenth-century imprints. Its early Continental imprint collection of 35,000 volumes includes 450 incunables, a 2,000-volume Reformation collection, and significant holdings in French and Dutch political pamphlets.
The manuscript collection, which numbers 55,000, is especially strong in early correspondence and commonplace books and is extended by such microfilm holdings as the State Papers Domestic from Edward VI through Charles I and papers from the Cecil, Loseley, Harleian, and Lansdowne collections. In secondary materials, the Library holds approximately 100,000 titles. Fellows also have easy access to the Library of Congress. Three NEH fellowships carrying stipends of up to $40,000 are available for 2008-2009.
Application deadline: November 1, 2007
Contact:
Gail Kern Paster, Director
Folger Shakespeare Library
201 East Capitol Street, S.E.
Washington, D.C. 20003
Telephone: 202/675-0348
E-Mail: cbrobeck@folger.edu
Website: http://www.folger.edu/
The manuscript collection, which numbers 55,000, is especially strong in early correspondence and commonplace books and is extended by such microfilm holdings as the State Papers Domestic from Edward VI through Charles I and papers from the Cecil, Loseley, Harleian, and Lansdowne collections. In secondary materials, the Library holds approximately 100,000 titles. Fellows also have easy access to the Library of Congress. Three NEH fellowships carrying stipends of up to $40,000 are available for 2008-2009.
Application deadline: November 1, 2007
Contact:
Gail Kern Paster, Director
Folger Shakespeare Library
201 East Capitol Street, S.E.
Washington, D.C. 20003
Telephone: 202/675-0348
E-Mail: cbrobeck@folger.edu
Website: http://www.folger.edu/
Student Admission: All Students are Not Created Equal
Scenario: What If Every Student Went Directly to College, What Then?
The rhetoric is that education is important, but is our economy really prepared for the scenario in which every student does choose to attend a four-year college? First responses are “Sure, no problem.” But if you take up a strong cup of coffee and sit down with some friends to jaw over it, it’s likely you’ll dig up some pretty big reasons why this scenario could backfire, economically.
If everyone suddenly chose to go to a four-year college and earn a degree—Utopian at best, but a mind-bending what-if….
* Would we lose employees in the McDonald’s down the street?
* Would Ford and Chrysler be forced to move operations to countries where there was still a manufacturing work force?
* Would there be builders to make houses with hammers and nails?
* Would asphalt be laid for new super highways?
* Would there be someone to tow your car when it breaks down?
Let’s ease up just a bit on this farfetched concept and try this one: What if every graduating high school student next year entered college right out of high school; just one class of graduating seniors? (Again, Utopian because as rumpled as secondary schools are, too many seniors fail to graduate or be adequately prepared to enroll in college). Right now there is a population that does, in fact, graduate and go directly to school, but there is also a population that divides work with school, and a population that enters the work force. Without the population of high school students that foregoes college to enter the work force, how many jobs would go unfilled?
Get a Technical or Trade Education–Millions of Skilled Jobs to Fill
According to the Bureau of Labor Statistics, by 2012 there will be an upsetting shortage of laborers in a number of key sectors: healthcare, IT, and manufacturing and production, are among them. The reasons are multi-pronged. Since education has re-routed students to college, as opposed to trades, there are fewer and fewer skilled laborers entering the work force. By 2012 more workers in these sectors will retire, leaving jobs unfilled.
Doesn’t sound so competitive, does it?
Since jobs will be unfilled because students are heading to college or dropping out of high school—leaving them totally unprepared for anything but unskilled jobs—then it’s necessary to see the numbers associated. The BLS reports that, between new job creations and retiring workers, over 56 million new and existing jobs will possibly sit vacant! Some of these will require two or four-year degrees, but plenty of them only require career or “on-the-job” training. Are we encouraging well qualified technical students? Is anyone in education brave enough to counsel students, perhaps underachieving in academics, to consider a skilled and well-paying trade as opposed to the alternative—dropping out?
Scholarships Available for Trade/Professional Programs
There has been some recent excitement in some types of career programs: cosmetology (notice increasing number of Aveda Institutes, for example), massage therapy (a high-demand skill), and HVAC, which goes hand in hand with the construction industry. All of these professional trades require a term of specialized schooling and increasing numbers of sources are funding scholarships and grants for interested students.
Lack of Vocational Choices
Once upon a time vocational schools were innately partnered with many public high schools. Students with a drive for auto mechanics, agriculture, and carpentry and construction could spend part of their high school careers learning a trade—a well-paying one, at that. In the 90s, though, in Education’s zeal to see every student remade into a robotic scholar, vocational schools were severed from the public systems and most are defunct, non-existent.
Political Waffling
In 2006, President Bush signed back into action the Carl D. Perkins Vocational and Technical Education Act. The act is designed to allow for increased support for technical and vocational education programs. Currently there is some buzz on the Presidential campaign trail that favors cutting budget spending on technical education. So what’s it going to be?
Education’s One-Track Mind
But as much as one might try to force a square peg into a round hole, there are some students failing out of school simply because they are not the next great academicians. Twenty years ago, he or she had the option to pursue farming or auto repair or welding or computer repair and networking versus so called college prep, but most have no such choice. A growing chorus of career counselors and educators is brave enough at least to suggest we explore steering some students into trade schools versus four-year liberal arts colleges, inspire them to success as opposed to failure. In fact, in surveys, some high school drop-outs cite “boredom” and lack of challenge as significant factors in their decisions to part ways with academia.
Maybe if some of these students had had options for careers, they might have felt less pressure to vacate a one-track system.
In some cases students may have options for scholarship funds to vocational schools—like the state of Kansas Vocational Scholarship—but without the proper guidance in high school many will not likely find these sources on their own.
The New Innovators—Trade and Technical Students Will Drive Economic Growth
If innovation and entrepreneurship will be key to worker success in the future, as many predict, then students with the hutzpah to step off the beaten path and machete a pathway to a vocational or technical career will be the most successful among the innovators and entrepreneurs. God knows they will have to be their own best advocates—no one else is at the helm.
::link source: http://www.collegescholarships.org/blog/
The rhetoric is that education is important, but is our economy really prepared for the scenario in which every student does choose to attend a four-year college? First responses are “Sure, no problem.” But if you take up a strong cup of coffee and sit down with some friends to jaw over it, it’s likely you’ll dig up some pretty big reasons why this scenario could backfire, economically.
If everyone suddenly chose to go to a four-year college and earn a degree—Utopian at best, but a mind-bending what-if….
* Would we lose employees in the McDonald’s down the street?
* Would Ford and Chrysler be forced to move operations to countries where there was still a manufacturing work force?
* Would there be builders to make houses with hammers and nails?
* Would asphalt be laid for new super highways?
* Would there be someone to tow your car when it breaks down?
Let’s ease up just a bit on this farfetched concept and try this one: What if every graduating high school student next year entered college right out of high school; just one class of graduating seniors? (Again, Utopian because as rumpled as secondary schools are, too many seniors fail to graduate or be adequately prepared to enroll in college). Right now there is a population that does, in fact, graduate and go directly to school, but there is also a population that divides work with school, and a population that enters the work force. Without the population of high school students that foregoes college to enter the work force, how many jobs would go unfilled?
Get a Technical or Trade Education–Millions of Skilled Jobs to Fill
According to the Bureau of Labor Statistics, by 2012 there will be an upsetting shortage of laborers in a number of key sectors: healthcare, IT, and manufacturing and production, are among them. The reasons are multi-pronged. Since education has re-routed students to college, as opposed to trades, there are fewer and fewer skilled laborers entering the work force. By 2012 more workers in these sectors will retire, leaving jobs unfilled.
Doesn’t sound so competitive, does it?
Since jobs will be unfilled because students are heading to college or dropping out of high school—leaving them totally unprepared for anything but unskilled jobs—then it’s necessary to see the numbers associated. The BLS reports that, between new job creations and retiring workers, over 56 million new and existing jobs will possibly sit vacant! Some of these will require two or four-year degrees, but plenty of them only require career or “on-the-job” training. Are we encouraging well qualified technical students? Is anyone in education brave enough to counsel students, perhaps underachieving in academics, to consider a skilled and well-paying trade as opposed to the alternative—dropping out?
Scholarships Available for Trade/Professional Programs
There has been some recent excitement in some types of career programs: cosmetology (notice increasing number of Aveda Institutes, for example), massage therapy (a high-demand skill), and HVAC, which goes hand in hand with the construction industry. All of these professional trades require a term of specialized schooling and increasing numbers of sources are funding scholarships and grants for interested students.
Lack of Vocational Choices
Once upon a time vocational schools were innately partnered with many public high schools. Students with a drive for auto mechanics, agriculture, and carpentry and construction could spend part of their high school careers learning a trade—a well-paying one, at that. In the 90s, though, in Education’s zeal to see every student remade into a robotic scholar, vocational schools were severed from the public systems and most are defunct, non-existent.
Political Waffling
In 2006, President Bush signed back into action the Carl D. Perkins Vocational and Technical Education Act. The act is designed to allow for increased support for technical and vocational education programs. Currently there is some buzz on the Presidential campaign trail that favors cutting budget spending on technical education. So what’s it going to be?
Education’s One-Track Mind
But as much as one might try to force a square peg into a round hole, there are some students failing out of school simply because they are not the next great academicians. Twenty years ago, he or she had the option to pursue farming or auto repair or welding or computer repair and networking versus so called college prep, but most have no such choice. A growing chorus of career counselors and educators is brave enough at least to suggest we explore steering some students into trade schools versus four-year liberal arts colleges, inspire them to success as opposed to failure. In fact, in surveys, some high school drop-outs cite “boredom” and lack of challenge as significant factors in their decisions to part ways with academia.
Maybe if some of these students had had options for careers, they might have felt less pressure to vacate a one-track system.
In some cases students may have options for scholarship funds to vocational schools—like the state of Kansas Vocational Scholarship—but without the proper guidance in high school many will not likely find these sources on their own.
The New Innovators—Trade and Technical Students Will Drive Economic Growth
If innovation and entrepreneurship will be key to worker success in the future, as many predict, then students with the hutzpah to step off the beaten path and machete a pathway to a vocational or technical career will be the most successful among the innovators and entrepreneurs. God knows they will have to be their own best advocates—no one else is at the helm.
::link source: http://www.collegescholarships.org/blog/
[Italy] PhD Scholarships in Various Fields at Scuola Interpolitecnica
The Scuola Interpolitecnica di Dottorato (Inter-Polytechnic Doctorate School) is managed jointly by the three Italian polytechnic schools (Institutes of Technology) –of Torino (PoliTO), Bari (PoliBA) and Milano (PoliMI), to realize a joint project of high qualification doctorate focused on the following scientific areas:
* Information and Communication Technologies (ICT)
* Biomedical and Biomechanical Engineering (BBE)
* Environmental and Territorial Safety and Control (ETSC)
* Innovation Management and Product Development (INN.PROD)
* Nanotechnology and Nanostructured Innovative Materials (NANO)
All the awarded positions are granted by specific scholarships; at least half of the scholarships are reserved to graduates from other universities, whether Italian or foreign
Participation in the competitive examination is open to candidates in possession of a Master of Science degree or of an analogous degree obtained abroad; participation is also open to students who will obtain their Master of Science degree by and not later than 31 December 2007.
There are no restrictions in terms of age and nationality. Participation in the selection is open to research grants holders; in case of admission they shall withdraw from the grant before their
enrollment in the school.
Students already enrolled in a Doctorate course and Research Doctors cannot participate to the selection for the S.I.P.D.
Further information about the selection procedure and the presentation of your documents may be found at the page F.A.Q. – section “Admission to S.I.P.D.” See the official announcement link below.
Via: official announcement
Deadline: 28 th September 2007
* Information and Communication Technologies (ICT)
* Biomedical and Biomechanical Engineering (BBE)
* Environmental and Territorial Safety and Control (ETSC)
* Innovation Management and Product Development (INN.PROD)
* Nanotechnology and Nanostructured Innovative Materials (NANO)
All the awarded positions are granted by specific scholarships; at least half of the scholarships are reserved to graduates from other universities, whether Italian or foreign
Participation in the competitive examination is open to candidates in possession of a Master of Science degree or of an analogous degree obtained abroad; participation is also open to students who will obtain their Master of Science degree by and not later than 31 December 2007.
There are no restrictions in terms of age and nationality. Participation in the selection is open to research grants holders; in case of admission they shall withdraw from the grant before their
enrollment in the school.
Students already enrolled in a Doctorate course and Research Doctors cannot participate to the selection for the S.I.P.D.
Further information about the selection procedure and the presentation of your documents may be found at the page F.A.Q. – section “Admission to S.I.P.D.” See the official announcement link below.
Via: official announcement
Deadline: 28 th September 2007
Tuesday, September 11, 2007
UMass Leaders in the Making Scholarships
Award: Four scholarships will be awarded in the amount of $2,000 each.
Eligibility:
* Be a full time student in the Sophomore or Junior class of the UMass Amherst campus in good standing;
* Demonstrate distinctive character, leadership and motivation particularly through active University, community or civic service;
* Present a 500 word essay (details on application);
* Verification of Financial Need form, which can be obtained through the Financial Aid Office;
* Provide one letter of reference from a faculty or staff member;
* Furnish an unofficial academic transcript; and Provide a resume.
Advisor: Wesley J. Dunham, UMass Amherst Alumni Association, Memorial Hall
Campus Deadline: February 23, 2008 at 5 p.m.
Eligibility:
* Be a full time student in the Sophomore or Junior class of the UMass Amherst campus in good standing;
* Demonstrate distinctive character, leadership and motivation particularly through active University, community or civic service;
* Present a 500 word essay (details on application);
* Verification of Financial Need form, which can be obtained through the Financial Aid Office;
* Provide one letter of reference from a faculty or staff member;
* Furnish an unofficial academic transcript; and Provide a resume.
Advisor: Wesley J. Dunham, UMass Amherst Alumni Association, Memorial Hall
Campus Deadline: February 23, 2008 at 5 p.m.
U.S. Department of Energy Computational Science Graduate Fellowship (DOE CSGF)
This fellowship is for undergraduate seniors or first- or second-year graduate students planning full-time study toward a Ph.D. in the physical, engineering, computer, mathematical, or life sciences. Recipients receive payments of all tuition and required fees for up to four years of study, a $31,200 yearly stipend, matching funds for a computer workstation up to $2,500, yearly academic allowance of $1,000, yearly conferences, and the opportunity to complete a practicum at a national DOE laboratory. Applicants must be U.S. citizens or permanent resident aliens. Online applications are at www.krellinst.org/csgf/application. For additional information, visit www.krellinst.org/csgf or contact the CSGF coordinator at csgf@krellinst.org. Application and supporting materials are due in mid January 2008.
Postdoctoral Fellowship on Poverty and Public Policy
ponsored by the National Poverty Centers Research and Training Program on Poverty and Public Policy, these fellowships provide outstanding American minority scholars and other scholars who are members of underrepresented groups in the social sciences an opportunity to spend one or two years conducting research and pursuing extensive training in residence at the National Poverty Center at the Univ of Michigan in Ann Arbor.
Fellows will participate in a number of seminars on poverty research and will be supervised by Dr. Sheldon Danziger, professor of Public Policy and co-director of the National Poverty Center.S
During the fellowship period, scholars receive stipends of $48,000 per calendar year, beginning as early as July 1, 2008, but no later than September 1, 2008. Applicants must have completed their Ph.D. after 2002 and prior to August 31, 2008. Priority will be given to proposals that would benefit from the resources available at the University of Michigan and from interactions with affiliated faculty members.
The deadline for application is January 11, 2008.
Application forms and instructions are available at
http://www.fordscho ol.umich. edu/research/ poverty/fellowsh ip_opps.php
Fellows will participate in a number of seminars on poverty research and will be supervised by Dr. Sheldon Danziger, professor of Public Policy and co-director of the National Poverty Center.S
During the fellowship period, scholars receive stipends of $48,000 per calendar year, beginning as early as July 1, 2008, but no later than September 1, 2008. Applicants must have completed their Ph.D. after 2002 and prior to August 31, 2008. Priority will be given to proposals that would benefit from the resources available at the University of Michigan and from interactions with affiliated faculty members.
The deadline for application is January 11, 2008.
Application forms and instructions are available at
http://www.fordscho ol.umich. edu/research/ poverty/fellowsh ip_opps.php
Financial Aid Calendar 2007
Planning for college can be a little overwhelming to say the least. Most advice you get will tell you to start your financial aid search early. With a little advice, you can stay ahead of your deadlines and maximize your chances of getting more money for college.
Typically you should begin thinking about applying for school and for scholarships before and during your senior year of high school.
August Before Your Senior Year
This is the time to start requesting school applications and
financial aid applications. Be sure you read Where the
Scholarships Are and Application Tips before you begin this
process.
September of Your Senior Year
Google
Enter your search terms
Submit search form
Financial Aid Calendar
This is when you should sit down with your school guidance counselor to look at your different options. Your counselor can
help you develop a plan that can get you into the school you want. You will also want to do a search for scholarship
opportunities in your area of study.
You should also begin to gather your list of required information applicable to most applications. The list can be found here.
October
Many scholarships and schools require an early submission of applications. Check the ones you are applying for to see if
this applies to you.
Submit the FAFSA forms as soon as possible.
Also remember that young men applying to the FAFSA must be registered with the Selective Service at your local post office.
November
Check your applications and be sure you have met all early registration requirements.
December
Expect that most early decision responses will be given to you sometime this month. This may also be the time that you
will receive requests for more information, etc.
Begin gathering financial documents necessary to complete loan and grant applications.
Take the SAT and ACT.
January
This is a good time to remember final financial aid deadlines. Experts recommend sending in your information as soon
after January 1 as possible.
February
This is Financial Aid Awareness Month. Schedule time with your guidance counselor to learn about financial aid fairs and
networking opportunities.
April
Take a look at your acceptances and financial aid packages. In most cases, you have until May 1 to decide, so do your
homework. Visit your top choices, weigh the options, and decide on a school!
Link source: http://www.scholarshipmoney.org/articles/calendar.html
Typically you should begin thinking about applying for school and for scholarships before and during your senior year of high school.
August Before Your Senior Year
This is the time to start requesting school applications and
financial aid applications. Be sure you read Where the
Scholarships Are and Application Tips before you begin this
process.
September of Your Senior Year
Enter your search terms
Submit search form
Financial Aid Calendar
This is when you should sit down with your school guidance counselor to look at your different options. Your counselor can
help you develop a plan that can get you into the school you want. You will also want to do a search for scholarship
opportunities in your area of study.
You should also begin to gather your list of required information applicable to most applications. The list can be found here.
October
Many scholarships and schools require an early submission of applications. Check the ones you are applying for to see if
this applies to you.
Submit the FAFSA forms as soon as possible.
Also remember that young men applying to the FAFSA must be registered with the Selective Service at your local post office.
November
Check your applications and be sure you have met all early registration requirements.
December
Expect that most early decision responses will be given to you sometime this month. This may also be the time that you
will receive requests for more information, etc.
Begin gathering financial documents necessary to complete loan and grant applications.
Take the SAT and ACT.
January
This is a good time to remember final financial aid deadlines. Experts recommend sending in your information as soon
after January 1 as possible.
February
This is Financial Aid Awareness Month. Schedule time with your guidance counselor to learn about financial aid fairs and
networking opportunities.
April
Take a look at your acceptances and financial aid packages. In most cases, you have until May 1 to decide, so do your
homework. Visit your top choices, weigh the options, and decide on a school!
Link source: http://www.scholarshipmoney.org/articles/calendar.html
The 2007 Blogging Scholarship Award
Now Accepting Applicants!
This year we have $10,000 ready for the grand prizewinner of our Blogging Scholarship Contest.
The eligibility requirements are pretty simple:
* U.S. Citizen
* Attending school full-time in a post-secondary institution
* Have your own blog or be a blogger at a community blog
This was a very fun contest for us last year, and we know it will be even better this year. The award will be presented at the Blog World and New Media Expo in Las Vegas, November 8-9. We hope to see you there!
Don’t forget to APPLY TODAY…
This year we have $10,000 ready for the grand prizewinner of our Blogging Scholarship Contest.
The eligibility requirements are pretty simple:
* U.S. Citizen
* Attending school full-time in a post-secondary institution
* Have your own blog or be a blogger at a community blog
This was a very fun contest for us last year, and we know it will be even better this year. The award will be presented at the Blog World and New Media Expo in Las Vegas, November 8-9. We hope to see you there!
Don’t forget to APPLY TODAY…
Why College Freshman Dropout
The Undercurrent in Undergraduate Education
As exciting as college prep can be, there is an alarming undercurrent that threatens almost half the population of incoming freshman—attrition. How do colleges and universities keep disillusioned students from dropping out?
The number of college freshman dropouts is typically cited between 1 in 4 or 1 in 5, with some sources positing arguments that nearly half of all college students fail to graduate. Surveys of high school students show no lack of interest for a college degree, in fact 95% of high school students when asked about college indicated a “very strong desire” to complete a degree program.1 If only a fraction of those respondents actually earns a degree, then what happened to change their attitude and/or desire?
A complex array of contributory factors may be to blame, and a growing stable of remedies offered for their cure. But what are the fundamental causal factors of college freshmen attrition and how can they be more directly halted?
High School Grads Poorly Prepared for Campus Challenges
High schools are generally motivated to make sure students go to college. The drive to go to college has little to do with the success rates of students, however. In fact, a mountain of research clearly illustrates that the motivation to excel in college has little to do with the reality of contemporary campus living. The real meat of the drop out problem is the academic preparation, or lack thereof, that students receive prior to arrival on campus.
High School Seniors that “Blow Off” School Likely to Suffer on Campus
A common practice among high school seniors is to take that last year as easy as possible, blow it off, waste it in easy courses. Perhaps this worked, once upon a time, but today’s high school senior slumming it his or her last year is doing more harm than good, report most studies.2 College advisers these days urge high school seniors to avoid “resting on their laurels,” and instead spend their senior year immersed in courses that pose academic challenge. This is the best method for college prep, say administrators. A Department of Education study proved the importance of academic challenge in regards to college performance:
“…the academic intensity of a student’s high school course work was the top factor influencing whether students earned a college degree — more than family income, high school grades, ethnicity or test scores.”3
Even for students that work very hard and then take it easy their final year of high school the odds are not so good. This is a wasted year, time in which every bit of a student’s good work can be undone. Given the fact that studies show students lose learned knowledge over the course of a summer break, it’s understandable how they could become quite academically bankrupt, after a full year of cushy coursework and time off from serious studies. Their GPAs are still high, but academic agility is low.
High School Students Fail New College Admissions Standards
College admissions standards have also become a major hurdle to clear for students. Add on a “lost” year of academics and students that for all intents and purposes should be college-ready, are unable to make the academic cut. Colorado State University system’s administrators decided, out of sheer necessity, to ease new admissions requirements for incoming freshman in the Fall of 2007, or risk losing about 20% of their incoming freshman class.4
Why the Strong Desire to Go to College?
Problem: 95% of high school students expect to earn a college degree and indicate a strong desire for the same, but, regardless, more and more incoming college freshman are disastrously unprepared and unmotivated to achieve that goal. What, then, drives them in herds onto America’s campuses every fall?
Those same student respondents that expressed the “of course” attitudes about college, also responded that their primary motivators for pursuing college were: good job, good salary.5 Somewhere between the illusion of the American Dream and a Bachelors degree lies the truth. Do students simply expect to earn a degree with little work? It makes sense that students whose educational experiences up through secondary school have been somewhat boring, unchallenging and downright lackluster, may expect that their college experience will be similar. Given this illusion, then of course, most students see a college degree in their future, and are justifiably caught very off guard when their first semester of college rolls around and kicks them squarely between the eyes.
What High-Performing High Schools Know That Others Don’t
Samples of select high school teaching methods and policies, chosen for their success rates with college-ready students, reveal fundamental strategies that consistently nurture college campus-ready high school students:
* High quality, experienced, and flexible teachers.
* Teachers capable of evaluating the teaching-learning paradigm and prepared to adjust techniques given the results.
* Auxiliary mentors, tutors, and after school study assistance, available and engaged.
* Advanced college preparatory coursework “beyond state and district standards.”6
Any suggestion from naysayers that these methods would fail in certain high schools is moot– these methods belong to and were observed in practice in a handful of “high-performing” schools in high minority, high poverty areas. Which means, essentially, that if these methods work to develop the skills of high school students in disadvantaged schools, they should work in almost any high school in America. Furthermore, the study that distilled these findings was ultimately presented as a primer for education lawmakers.7
Some Students Face Deeper Challenges on Campus
Academic shortcomings notwithstanding, there are student populations that statistically struggle even harder.
Why First Generation Students Face Further Adversity
First-generation college students, especially minorities, face challenges stemming first and foremost from lack of familial support. In fact, the majority of ethnic minority students rate “parental influence” as a number one factor in their “educational choices.”8 This is not to say that parents do not want a college education for their children, but parents without experience of academic life beyond high school are less prepared to provide the emotional and psychological support and motivation necessary to keep their first-in-family student on campus. These types of students may also feel disenfranchised from higher education, and out of place with students whose families take college as a matter of course.
Male Freshman May Struggle with College Structure
Males are, on the average, less agile than their female counterparts when it comes to standardizing their on-campus lives, including organizational skills, prioritization and time management, and defining successful study habits and methods. Course assignments tend to fall behind and concrete goals are elusive. When these factors fall apart or are non-existent, males may be unable to remain academically buoyant, further supporting the alarming statistics: for every 100 women that graduate college, only 73 men will do the same.9
If so many college freshmen are surprised by the rigors of college academics—in combination with the traditional transition to campus life—that they are at risk for dropping out, then what’s being done to change the freshman experience?
Since America’s high schools are failing to adequately renovate curriculum or recruit (and pay for) the type of teachers necessary to maintain a high-performing program, then it must become the responsibility of colleges and universities to provide the necessary student support.
Freshman Survival: Retention Programs Stem Anxiety
Some college and university administrators are quite concerned that the drop out rate among college freshman is their responsibility. In response, retention programs have begun to spring up. Whether grassroots, campus-created, or pre-packaged Freshmen Survival courses administered by professional educational coaches, retention programs essentially guide students with bumpy campus transitions and connect them to the resources—academic, social, religious, medical, financial—they will need to succeed on campus.
Preparedness for college life goes well beyond the pale of sheer academics. Fueling the need for transition programs. High school students are equally unprepared for the responsibilities of a more “adult” world. Common challenges that await freshman on traditional college campuses:
* Financial matters
* Study and time management
* Personal organization and prioritization
“Give Them Time, They’ll Find Their Way Around”
Students most likely to drop out do so before they reach their sophomore year. Some leave for holiday breaks, Spring Breaks, and summer vacation, and never return, some with little indication they are leaving. The general excitement about college quickly wanes, but many administrators still believe much of the work is done once kids are on campus. As bright an idea as retention programs seem, they are only being used on a fraction of America’s campuses—29%.10
Factors in College Retention: What Programs Can Be Put in Place to Help Students?
Over the last few years college administrators, as well as students, have tackled the issues inherent to student retention. A large number of colleges and universities of all kinds, collectively assigned the following practices as primary in retention programs:11
* Freshman seminars and courses.
* Academic assistance, from mentors and tutors to remedial courses.
* Available advisors willing to engage with students and offer sooner-than-later guidance on academic goals.
Alternative indicators suggest that there are other factors that make a difference in student engagement and transition:
* Evidence suggests that students with campus-based jobs are less likely to drop out. Perhaps they are more disciplined with study skills and time management.12
* Remediation programs, or high school level courses that help bring students up to speed with essential freshman courses. Remedial coursework remains popular in community college systems, a controversial issue in higher education, but possibly a strong reason why an increasing number of students are opting for 2+2 programs, or community college to four-year transfer programs. Some supporters of remedial programs insist the concept must be accepted among four-year colleges, as well, to stem the dropout rate or discourage transfers to community colleges.13
* Available advisers are seen by students as “concerned person[s] in the campus community” able to interact and connect with freshman. Student responses have suggested this type of “quality interaction” may be one of the simplest solutions for new students away from home for the first time and feeling lost in the shuffle.14
Retention Tools
Colleges and universities unable to design and develop their own retention programs may utilize pre-packaged programs or resources from a number of providers:
* Of the 29% of schools that have retention programs, 1315 so far participate in the “Foundations of Excellence in the First College Year.” Policy Center on the First Year of College administers this program with a mission to inspire college and university campuses to become “engaging” environments for first year students. With tools provided through the Foundations of Excellence program, institutions may conduct careful self-assessment of all aspects of campus life, including “policies and practices.” Eventually changes are developed—the outcome, a totally synthesized campus that embraces first year students and their experiences, instead of excluding and isolating.
* The National Resource Center for the First Year Experience and Students in Transition provides written materials, seminars, conferences, and networking opportunities for institutions interested in creating a “first year experience” worth hanging around to savor. The Center is best known for its University 101 course, an innovative and very successful program that guides new students in their shift to campus life.
* The Center for the Study of College Student Retention provides a stable of resources for institutions. Administrators have access to research specific to the issues, as well as a general guide designed to lead any institution through development of a retention program.
High Dollar Freshman “Coaches” Hit a Mother Lode
Plenty of lip service is paid to for-profit “coaching” services prior to college—professional assistance with admissions forms, guidance during college and financial aid processes, as well as scholarship and grant assistance. But some colleges and universities are paying top dollar for another kind of coaching service—retention coaches.
First year coaches function as a freshman’s guardian angel; they provide motivation when students feel down, guidance in mapping academic goals, and offer tips and advice for improving study habits, managing time, coexisting with roommates, and building successful relationships with campus faculty and advisers.16
A mere handful of student coaching businesses exist, but plenty more are sure to follow—the money making potential is great and this segment of the education market, so far untapped. But with service fees of “$800 to $1,400 per student”17, what colleges and universities are paying? Apparently, plenty.
Freshman Attrition: No Easy Answer
Given the disparity of issues facing contemporary college freshmen, it’s clear there is no one easy answer to halt freshman dropouts. Students begin their college careers with little understanding of the impending rigors. Apparently high schools, save for a few high-performers, dish up less than desirable college preparatory curriculum. Admission to a college would also seem to validate a students’ academic record, but this is misleading, as well.
Retention programs are likely to continue spreading among college campuses; they must. Sources suggest that the federal government may soon challenge higher education on the dropout issue, perhaps with fines for high numbers of students that fail to make it to graduation.
First year on campus, given all the factors at work, is a tricky balancing act. Groundwork for first year transitions must be built. On the other end of the spectrum, is it just a dream that U.S. high school education will make the sweeping changes necessary to lead kids to college level academics; to inspire them as opposed to bore them?
1 National Freshman Attitudes Report, Noel-Levitz, 2007, accessed August 30, 2007,
2 Perez, Gayle, “Educators Support Temporary Lower Admissions Standards,” August 17, 2007, accessed August 27, 2007, http://www.chieftain.com/metro/1187335298/6.
3 “Study: One in Five Drop Out of College Before Sophomore Year,” Albany Democrat-Herald, February 21, 2006, accessed August 27, 2007, http://www.democratherald.com/articles/2006/02/21/news/oregon/state03.txt
4 “Study: One in Five Drop Out of College Before Sophomore Year,” Albany Democrat-Herald, February 21, 2006, accessed August 27, 2007, http://www.democratherald.com/articles/2006/02/21/news/oregon/state03.txt
5 National Freshman Attitudes Report, Noel-Levitz.
6 “Preparing All High School Students for College and Work: What High-Performing Schools are Teaching,” ACT, February 23, 2005, accessed August 30, 2007, http://www.act.org/news/releases/2005/2-23-05.html .
7 Implications for Policymakers, ACT, 2005, accessed August 30, 2007, http://www.act.org/path/policy/pdf/success_implications.pdf.
8 Szelenyi, Katalin, “Minority Student Retention and Academic Achievement in Community Colleges,” 2004, accessed August 29, 2007, http://www.ericdigests.org/2001-4/minority.html .
9 National Freshman Attitudes Report, Noel-Levitz.
10 Draeger, Justin, “An Examination of First-Year College Students,” NASFAA, 2007, accessed August 26, 2007, http://www.nasfaa.org/publications/2007/examinationoffirst-yearcollegestudents.html .
11 Wesley Habley, Randy McClanahan, What Works in Student Retention? All Survey Colleges, ACT, 2004, accessed August 30, 2007, http://www.act.org/path/postsec/droptables/pdf/AllColleges.pdf .
12 Cermak, Katherine, “On-Campus Employment as a Factor of Student Retention and Graduation,” DePaul University, February 19, 2004, accessed August 26, 2007, http://oipr.depaul.edu/open/gradereten/oce.asp .
13 Gehrman, Elizabeth, “What Makes Kids Drop Out of College?” Harvard University Gazette, May 4, 2006, accessed August 26, 2007, http://www.news.harvard.edu/gazette/2006/05.04/13-dropout.html
14 “Many U.S. Colleges Overlooking a Potential Cure for College Dropouts,” ACT News, June 23, 2004, accessed August 26, 2007, http://www.act.org/news/releases/2004/6-23-04.html .
15 “MSU Fights to Retain Freshman Students,” KFYR-TV, August 21, 2007, accessed August 26, 2007, http://www.kfyrtv.com/News_Stories.asp?news=9751 .
16 DeBare, Ilana, “Executive Style Coaches Put College Students on Track to Success,” San Francisco Chronicle, August 19, 2007, accessed August 26, 2007, http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2007/08/19/BU2QRJB29.DTL .
17 DeBare, “Executive Style Coaches Put College Students on Track to Success.”
::link source: http://www.collegescholarships.org/blog/2007/09/05/why-college-freshman-dropout/
As exciting as college prep can be, there is an alarming undercurrent that threatens almost half the population of incoming freshman—attrition. How do colleges and universities keep disillusioned students from dropping out?
The number of college freshman dropouts is typically cited between 1 in 4 or 1 in 5, with some sources positing arguments that nearly half of all college students fail to graduate. Surveys of high school students show no lack of interest for a college degree, in fact 95% of high school students when asked about college indicated a “very strong desire” to complete a degree program.1 If only a fraction of those respondents actually earns a degree, then what happened to change their attitude and/or desire?
A complex array of contributory factors may be to blame, and a growing stable of remedies offered for their cure. But what are the fundamental causal factors of college freshmen attrition and how can they be more directly halted?
High School Grads Poorly Prepared for Campus Challenges
High schools are generally motivated to make sure students go to college. The drive to go to college has little to do with the success rates of students, however. In fact, a mountain of research clearly illustrates that the motivation to excel in college has little to do with the reality of contemporary campus living. The real meat of the drop out problem is the academic preparation, or lack thereof, that students receive prior to arrival on campus.
High School Seniors that “Blow Off” School Likely to Suffer on Campus
A common practice among high school seniors is to take that last year as easy as possible, blow it off, waste it in easy courses. Perhaps this worked, once upon a time, but today’s high school senior slumming it his or her last year is doing more harm than good, report most studies.2 College advisers these days urge high school seniors to avoid “resting on their laurels,” and instead spend their senior year immersed in courses that pose academic challenge. This is the best method for college prep, say administrators. A Department of Education study proved the importance of academic challenge in regards to college performance:
“…the academic intensity of a student’s high school course work was the top factor influencing whether students earned a college degree — more than family income, high school grades, ethnicity or test scores.”3
Even for students that work very hard and then take it easy their final year of high school the odds are not so good. This is a wasted year, time in which every bit of a student’s good work can be undone. Given the fact that studies show students lose learned knowledge over the course of a summer break, it’s understandable how they could become quite academically bankrupt, after a full year of cushy coursework and time off from serious studies. Their GPAs are still high, but academic agility is low.
High School Students Fail New College Admissions Standards
College admissions standards have also become a major hurdle to clear for students. Add on a “lost” year of academics and students that for all intents and purposes should be college-ready, are unable to make the academic cut. Colorado State University system’s administrators decided, out of sheer necessity, to ease new admissions requirements for incoming freshman in the Fall of 2007, or risk losing about 20% of their incoming freshman class.4
Why the Strong Desire to Go to College?
Problem: 95% of high school students expect to earn a college degree and indicate a strong desire for the same, but, regardless, more and more incoming college freshman are disastrously unprepared and unmotivated to achieve that goal. What, then, drives them in herds onto America’s campuses every fall?
Those same student respondents that expressed the “of course” attitudes about college, also responded that their primary motivators for pursuing college were: good job, good salary.5 Somewhere between the illusion of the American Dream and a Bachelors degree lies the truth. Do students simply expect to earn a degree with little work? It makes sense that students whose educational experiences up through secondary school have been somewhat boring, unchallenging and downright lackluster, may expect that their college experience will be similar. Given this illusion, then of course, most students see a college degree in their future, and are justifiably caught very off guard when their first semester of college rolls around and kicks them squarely between the eyes.
What High-Performing High Schools Know That Others Don’t
Samples of select high school teaching methods and policies, chosen for their success rates with college-ready students, reveal fundamental strategies that consistently nurture college campus-ready high school students:
* High quality, experienced, and flexible teachers.
* Teachers capable of evaluating the teaching-learning paradigm and prepared to adjust techniques given the results.
* Auxiliary mentors, tutors, and after school study assistance, available and engaged.
* Advanced college preparatory coursework “beyond state and district standards.”6
Any suggestion from naysayers that these methods would fail in certain high schools is moot– these methods belong to and were observed in practice in a handful of “high-performing” schools in high minority, high poverty areas. Which means, essentially, that if these methods work to develop the skills of high school students in disadvantaged schools, they should work in almost any high school in America. Furthermore, the study that distilled these findings was ultimately presented as a primer for education lawmakers.7
Some Students Face Deeper Challenges on Campus
Academic shortcomings notwithstanding, there are student populations that statistically struggle even harder.
Why First Generation Students Face Further Adversity
First-generation college students, especially minorities, face challenges stemming first and foremost from lack of familial support. In fact, the majority of ethnic minority students rate “parental influence” as a number one factor in their “educational choices.”8 This is not to say that parents do not want a college education for their children, but parents without experience of academic life beyond high school are less prepared to provide the emotional and psychological support and motivation necessary to keep their first-in-family student on campus. These types of students may also feel disenfranchised from higher education, and out of place with students whose families take college as a matter of course.
Male Freshman May Struggle with College Structure
Males are, on the average, less agile than their female counterparts when it comes to standardizing their on-campus lives, including organizational skills, prioritization and time management, and defining successful study habits and methods. Course assignments tend to fall behind and concrete goals are elusive. When these factors fall apart or are non-existent, males may be unable to remain academically buoyant, further supporting the alarming statistics: for every 100 women that graduate college, only 73 men will do the same.9
If so many college freshmen are surprised by the rigors of college academics—in combination with the traditional transition to campus life—that they are at risk for dropping out, then what’s being done to change the freshman experience?
Since America’s high schools are failing to adequately renovate curriculum or recruit (and pay for) the type of teachers necessary to maintain a high-performing program, then it must become the responsibility of colleges and universities to provide the necessary student support.
Freshman Survival: Retention Programs Stem Anxiety
Some college and university administrators are quite concerned that the drop out rate among college freshman is their responsibility. In response, retention programs have begun to spring up. Whether grassroots, campus-created, or pre-packaged Freshmen Survival courses administered by professional educational coaches, retention programs essentially guide students with bumpy campus transitions and connect them to the resources—academic, social, religious, medical, financial—they will need to succeed on campus.
Preparedness for college life goes well beyond the pale of sheer academics. Fueling the need for transition programs. High school students are equally unprepared for the responsibilities of a more “adult” world. Common challenges that await freshman on traditional college campuses:
* Financial matters
* Study and time management
* Personal organization and prioritization
“Give Them Time, They’ll Find Their Way Around”
Students most likely to drop out do so before they reach their sophomore year. Some leave for holiday breaks, Spring Breaks, and summer vacation, and never return, some with little indication they are leaving. The general excitement about college quickly wanes, but many administrators still believe much of the work is done once kids are on campus. As bright an idea as retention programs seem, they are only being used on a fraction of America’s campuses—29%.10
Factors in College Retention: What Programs Can Be Put in Place to Help Students?
Over the last few years college administrators, as well as students, have tackled the issues inherent to student retention. A large number of colleges and universities of all kinds, collectively assigned the following practices as primary in retention programs:11
* Freshman seminars and courses.
* Academic assistance, from mentors and tutors to remedial courses.
* Available advisors willing to engage with students and offer sooner-than-later guidance on academic goals.
Alternative indicators suggest that there are other factors that make a difference in student engagement and transition:
* Evidence suggests that students with campus-based jobs are less likely to drop out. Perhaps they are more disciplined with study skills and time management.12
* Remediation programs, or high school level courses that help bring students up to speed with essential freshman courses. Remedial coursework remains popular in community college systems, a controversial issue in higher education, but possibly a strong reason why an increasing number of students are opting for 2+2 programs, or community college to four-year transfer programs. Some supporters of remedial programs insist the concept must be accepted among four-year colleges, as well, to stem the dropout rate or discourage transfers to community colleges.13
* Available advisers are seen by students as “concerned person[s] in the campus community” able to interact and connect with freshman. Student responses have suggested this type of “quality interaction” may be one of the simplest solutions for new students away from home for the first time and feeling lost in the shuffle.14
Retention Tools
Colleges and universities unable to design and develop their own retention programs may utilize pre-packaged programs or resources from a number of providers:
* Of the 29% of schools that have retention programs, 1315 so far participate in the “Foundations of Excellence in the First College Year.” Policy Center on the First Year of College administers this program with a mission to inspire college and university campuses to become “engaging” environments for first year students. With tools provided through the Foundations of Excellence program, institutions may conduct careful self-assessment of all aspects of campus life, including “policies and practices.” Eventually changes are developed—the outcome, a totally synthesized campus that embraces first year students and their experiences, instead of excluding and isolating.
* The National Resource Center for the First Year Experience and Students in Transition provides written materials, seminars, conferences, and networking opportunities for institutions interested in creating a “first year experience” worth hanging around to savor. The Center is best known for its University 101 course, an innovative and very successful program that guides new students in their shift to campus life.
* The Center for the Study of College Student Retention provides a stable of resources for institutions. Administrators have access to research specific to the issues, as well as a general guide designed to lead any institution through development of a retention program.
High Dollar Freshman “Coaches” Hit a Mother Lode
Plenty of lip service is paid to for-profit “coaching” services prior to college—professional assistance with admissions forms, guidance during college and financial aid processes, as well as scholarship and grant assistance. But some colleges and universities are paying top dollar for another kind of coaching service—retention coaches.
First year coaches function as a freshman’s guardian angel; they provide motivation when students feel down, guidance in mapping academic goals, and offer tips and advice for improving study habits, managing time, coexisting with roommates, and building successful relationships with campus faculty and advisers.16
A mere handful of student coaching businesses exist, but plenty more are sure to follow—the money making potential is great and this segment of the education market, so far untapped. But with service fees of “$800 to $1,400 per student”17, what colleges and universities are paying? Apparently, plenty.
Freshman Attrition: No Easy Answer
Given the disparity of issues facing contemporary college freshmen, it’s clear there is no one easy answer to halt freshman dropouts. Students begin their college careers with little understanding of the impending rigors. Apparently high schools, save for a few high-performers, dish up less than desirable college preparatory curriculum. Admission to a college would also seem to validate a students’ academic record, but this is misleading, as well.
Retention programs are likely to continue spreading among college campuses; they must. Sources suggest that the federal government may soon challenge higher education on the dropout issue, perhaps with fines for high numbers of students that fail to make it to graduation.
First year on campus, given all the factors at work, is a tricky balancing act. Groundwork for first year transitions must be built. On the other end of the spectrum, is it just a dream that U.S. high school education will make the sweeping changes necessary to lead kids to college level academics; to inspire them as opposed to bore them?
1 National Freshman Attitudes Report, Noel-Levitz, 2007, accessed August 30, 2007,
2 Perez, Gayle, “Educators Support Temporary Lower Admissions Standards,” August 17, 2007, accessed August 27, 2007, http://www.chieftain.com/metro/1187335298/6.
3 “Study: One in Five Drop Out of College Before Sophomore Year,” Albany Democrat-Herald, February 21, 2006, accessed August 27, 2007, http://www.democratherald.com/articles/2006/02/21/news/oregon/state03.txt
4 “Study: One in Five Drop Out of College Before Sophomore Year,” Albany Democrat-Herald, February 21, 2006, accessed August 27, 2007, http://www.democratherald.com/articles/2006/02/21/news/oregon/state03.txt
5 National Freshman Attitudes Report, Noel-Levitz.
6 “Preparing All High School Students for College and Work: What High-Performing Schools are Teaching,” ACT, February 23, 2005, accessed August 30, 2007, http://www.act.org/news/releases/2005/2-23-05.html .
7 Implications for Policymakers, ACT, 2005, accessed August 30, 2007, http://www.act.org/path/policy/pdf/success_implications.pdf.
8 Szelenyi, Katalin, “Minority Student Retention and Academic Achievement in Community Colleges,” 2004, accessed August 29, 2007, http://www.ericdigests.org/2001-4/minority.html .
9 National Freshman Attitudes Report, Noel-Levitz.
10 Draeger, Justin, “An Examination of First-Year College Students,” NASFAA, 2007, accessed August 26, 2007, http://www.nasfaa.org/publications/2007/examinationoffirst-yearcollegestudents.html .
11 Wesley Habley, Randy McClanahan, What Works in Student Retention? All Survey Colleges, ACT, 2004, accessed August 30, 2007, http://www.act.org/path/postsec/droptables/pdf/AllColleges.pdf .
12 Cermak, Katherine, “On-Campus Employment as a Factor of Student Retention and Graduation,” DePaul University, February 19, 2004, accessed August 26, 2007, http://oipr.depaul.edu/open/gradereten/oce.asp .
13 Gehrman, Elizabeth, “What Makes Kids Drop Out of College?” Harvard University Gazette, May 4, 2006, accessed August 26, 2007, http://www.news.harvard.edu/gazette/2006/05.04/13-dropout.html
14 “Many U.S. Colleges Overlooking a Potential Cure for College Dropouts,” ACT News, June 23, 2004, accessed August 26, 2007, http://www.act.org/news/releases/2004/6-23-04.html .
15 “MSU Fights to Retain Freshman Students,” KFYR-TV, August 21, 2007, accessed August 26, 2007, http://www.kfyrtv.com/News_Stories.asp?news=9751 .
16 DeBare, Ilana, “Executive Style Coaches Put College Students on Track to Success,” San Francisco Chronicle, August 19, 2007, accessed August 26, 2007, http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2007/08/19/BU2QRJB29.DTL .
17 DeBare, “Executive Style Coaches Put College Students on Track to Success.”
::link source: http://www.collegescholarships.org/blog/2007/09/05/why-college-freshman-dropout/
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