This statistic shows the tuition at Harvard University's Graduate School of Arts and Sciences from the academic year 2008 to the academic year 2021. During the academic year 2020 to 2021, tuition for the Graduate School of Arts and Sciences was 49,448 U.S. dollars.

Study 5: Down from the Ivory Tower: Exploring Implementation of the ESTRO Core Curriculum at the National Level. An anonymous, 37-item, survey was designed and distributed to the Presidents of the National Societies who have endorsed the ESTRO Core Curriculum (n=29). The survey addressed perceptions about implementation factors related to context, process and curriculum change. The data was summarized using descriptive statistics.

Study 4 (Chapter 5 in dissertation): The effects of a Biomedical Sciences curriculum reform on students’ perceived competency development. In this study we report on the results of a longitudinal study aimed at investigating whether the curriculum reform within the Biomedical Sciences bachelor program had the desired effects on the self-perceived competency development of students.

Folder containing all material necessary to reproduce descriptive statistics, tables, and figures in the article including R code.

IntroductionThis STEM advising outreach program was developed for undergraduate students who are contemplating future applications to PhD programs in the life sciences. The audience of ~60 students ranged in academic stage, mostly pursuing research in neuroscience fields, in that summer’s cohort of students at Wellesley College.

We have previously described our first outreach event covering these topics (ref. 1); this 90-minute combination of seminar and discussion built on that pilot program. This session was intended to complement the advising that students receive from their primary research mentors on campus. Although undergraduates at many excellent institutions have access to extensive pre-professional advising for careers in medicine, law and some other directions, the structure of advising for scientific research and the many career options that rely on PhD training is less consistent. Independent study or thesis research mentors are often a student’s primary source of advice. Therefore, this outreach program’s content was developed with a goal of demystifying PhD programs and the benefits that they provide. The topics covered included: (a) determining the key differences between programs, (b) understanding how PhD admissions works, (c) preparing an effective application, (d) proactive planning to strengthen one’s professional portfolio (internships, independent research, cultivating mentors), (e) key transferable skills that most students learn in graduate school, (f) what career streams are open to life science PhDs, and, (g) some national and institutional data on student career aspirations and outcomes (ref. 2). MethodsThe approach of bringing a faculty member and an administrative staff member who both have life science PhD training backgrounds was intentional. This allowed the program to portray different perspectives and experience to guide student career development, while offering credible witnesses to the types of experiences, skills and knowledge gained through PhD training. Central to the method of this outreach program is the willingness of graduate educators to meet the students on their own ground. In addition to recruiting prospective applicants to Harvard summer internships and PhD programs, the speakers made an explicit appeal to students to hone their professional portfolio proactively. By discussing important skills that undergraduates need to be competitive in admissions and the career workplace including acquiring training in statistics and programming, soliciting diverse mentorship, acquiring authentic research experiences/internships, conducting thesis research, and obtaining fellowships). By reinforcing much of the anecdotal and formal advising content that is made available by faculty mentors and career counselors, our host saw the value of external experts to validate guidance.

In contrast to our first offering of this program for undergraduates, our session utilized a panel format at the end of presentation, in addition to interspersed Q&A during the talk. In addition to the authors, a guest postdoc from HMS (who was aspiring to - and eventually attained - a faculty position) was also part of the panel. Our hosts were asked to prompt with questions that students might be curious to ask. The students received a meal, as the session was held at midday to avoid conflicts with other academic or extracurricular events. ResultsAs the principal goal of the session was to encourage and engage students, not to test them, and the students ranged widely in stage and long-term career objectives, there were no assessment surveys of learning gains. Informally, student engagement was excellent as judged by the frequency and thoughtful nature of questions asked during the discussion phase of the session. Ad hoc student feedback directly following the event was extremely positive, as was our host’s follow up by email after the event.DiscussionThis advising session was a refinement of our prototype, and thus served to prepare us for a series of similar events across a larger network of colleges. Our decision to incorporate a current research postdoc in the panel was very helpful, and also brought some gender balance. Each panelist had pursued their PhD training in a different institutional setting (UCLA, Tufts University, University of Wisconsin, Madison), thus providing a more diverse set of prior experiences and programmatic structures, in addition to information on the life sciences programs available at Harvard.

Survey questions and raw data results for ‘Library Research Support Staff Survey (White Rose Libraries)’. The survey was conducted by the author on behalf of Leeds University Library, Research Support Team, in May 2017. It investigates the educational background of staff working at the White Rose University Libraries (Leeds, Sheffield, and York) in roles supporting researchers.

Recent debates about the state of International Relations (IR) raise the possibility that the field is losing its theoretical innovativeness due to professional incentives to churn out publications. Yet the claims made about IR far outstrip the availability of empirical data. Important assertions derive from a handful of examples rather than systematic evidence. This paper presents an investigation of what gets taught to doctoral students of IR in the United States. I find, among other things, that the type of research most frequently published in IR journals differs in systematic ways from the type of research taught to graduate students. In turn, this raises important questions such as whether certain types of valuable research face a relative disadvantage when it comes to getting published in the first place. The evidence also points to the partial separation of IR from Political Science in the United States. Further, it casts doubt on the growing practice of using Google Scholar to measure research influence. A new metric, which I call the Training Influence Score (TIS), supports the analysis.

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a “boot camp” in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students’ engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.

The motivation to measure food policy research capacity stems from a pressing need to understand what a country's primary constraints are in undertaking food policy research and using it effectively in the policy process. With such understanding, capacity-development interventions can become easier to design and capacity building programs can be more effective. Food policy research is defined here as any socioeconomic or policy-related research in the food, agriculture, and natural-resource sectors. In this database, two country-level food policy research capacity indicators are presented. The first indicator is the number of full-time equivalent analysts or researchers with PhDs or their equivalent analysts or researchers with PhDs or their equivalent per one million rural citizens. This number is indicative of a country's investment in policy research activities. Although financial and physical resources are not explicitly included in this measure, it is assumed that the number of researchers acts as a proxy for these other food policy research inputs. This indicator includes staff at government ministries, higher education institutes, and research organizations that undertake food policy research as defined above. Staff members with a master's degree are valued at half of a PhD, and those with a bachelor's degree are valued at a quarter of a PhD. The number of staff is also scaled by the proportion of time spent on food policy research which is dependent on the type of institution. The second indicator is the number of food policy relevant journal articles published internationally within the last five years per full-time PhD-equivalent researcher. This input-output ratio measure is indicative of the efficiency of the policy research environment. The number of publications was determined from searches in the EconLit and Web of Science databases for journal articles related to food policy and authored by experts who were counted in the assessment of the first indicator. Earlier attempts to quantify and collect comparable data on other policy research outputs, such as policy briefs, interactions with government ministries, or conference contributions presented numerous challenges. For this reason, and because international publications guarantee a minimum and comparable level of quality, this indicator was chosen.

37 of the United States' 45 presidents (officially 46 as Grover Cleveland is counted as both the 22nd and 24th president) attended a university, college or other institution of higher education; 34 of these completed their studies and graduated. After completing their undergraduate studies, twenty U.S. presidents attended a graduate school, with eleven attaining a qualification (seven of which were law degrees). Only eight U.S. presidents, including two of the most highly regarded, George Washington and Abraham Lincoln, did not attend college, while all presidents since Dwight D. Eisenhower have attained some form of degree or equivalent qualification.

Institutions Harvard University, the oldest institution of higher education in the U.S., has the highest number of presidential alumni, with eight in total. Of the eight Ivy League schools, widely regarded as the most prestigious universities in the United States, five include U.S. presidents among their alumni, and fifteen U.S. presidents have attained a qualification these universities. Only two U.S. presidents have studied abroad; they were John Quincy Adams, who studied at Leiden University in the Netherlands while his father was stationed in Europe, and Bill Clinton, who studied at Oxford University in England. John F. Kennedy had planned to study at the London School of Economics, but fell ill after enrolling and transferred stateside to Princeton, before illness again forced his withdrawal a few months later. Two U.S. presidents founded universities; the University of Virginia was founded by Thomas Jefferson (and attended by Woodrow Wilson), and the State University of New York at Buffalo was founded by Millard Fillmore; one of the eight U.S. presidents who never attended college. Donald Trump did establish a company called "Trump University" in 2004, however this provided training for potential property realtors, and was not an educational institution (in 2016, Trump paid 25 million U.S. dollars to settle a lawsuit with the State of New York, as Trump University was deemed to have defrauded customers and made false statements).

Most educated presidents

In 1751, John Adams was the first future-president to go to college, entering Harvard at the age of sixteen, and graduating with a Bachelor of Arts in 1755. The most recent presidential graduate is Barack Obama, who attended Occidental College from 1979 to 1981, before transferring to Columbia University where he majored in political science, graduating in 1983; Obama later obtained his law degree from Harvard Law School in 1991. Woodrow Wilson is the only U.S. president to have obtained a Ph.D., which he received from Johns Hopkins University in 1886 for his work titled "Congressional Government: A Study in American Politics", and George W. Bush is the only U.S. president to have attained an MBA degree. Three U.S. presidents attended military universities, with both Ulysses S. Grant and Dwight D. Eisenhower graduating from West Point Military Academy, and Jimmy Carter graduating from the U.S. Naval Academy (Eisenhower also attended three other U.S. Army colleges during his military career, which began in 1915 and ended in 1969). Incumbent President Donald Trump obtained a B.S. in economics from the Wharton School of the University of Pennsylvania in 1968.

This is the replication package for "The Global Distribution of College Graduate Quality," accepted in 2023 by the Journal of Political Economy.

Student enrollment in QMBC, Spring 2012 to Spring 2014Student enrollment in QMBC.

Learning goals for QMBC, categorized into the three domains of thinking, doing, and feeling.Learning goals for QMBC.

Snapshot of extracted data from 101 universities towards the documentary analysis.

The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs. A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

This paper advances our understanding of the Brazilian IR scholarship by exploring the topics addressed and the geographic scope adopted by its authors, tracing their evolution over time. We utilize data from 2417 master’s theses and doctoral dissertations from all IR graduate programs in the country, spanning the years 1987 to 2018. By employing a structural topic model, we identify latent topics present in the abstracts of these documents. This analysis not only allows us to trace a thematic profile of the Brazilian IR scholarship but also provides evidence that the expansion of the Brazilian IR scholarship in the 2000s has led to 01. an increased diversity of topics explored by researchers, and 02. analyses with a broader geographic scope, extending beyond the immediate region. Therefore, as the Brazilian IR scholarship has consolidated, there has been a transition from a policy-oriented approach to a more active involvement in international debates across different subjects and regions.

The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance. Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors.

This document describes data collected from dental students on their perception about a teaching proposal of Evidence-Based Dentistry in undergraduate level. The component was proposed in the end of the dental course in a Southern Brazilian university. One of the questionnaires applied to the students verified their perception of the component, while the other, based on the Questionnaire to Evaluate the Competency in Evidence-Based Practice (EBP-COQ Prof©) assessed questions pertaining to attitudes, knowledge and skills towards Evidence-Based Dentistry. The datasets present the original data based on the answers of the students.

These data originate from an evaluation of the entertainment education interventions of MTV Shuga Naija undertaken by Tulane University (Drs. Paul Hutchinson, PhD and Dominique Meekers, PhD), Boston University (Dr. Christopher Beaudoin, PhD), and the Centre for Research, Evaluation Research, and Development (Dr. Elizabeth Omoluabi, PhD and Dr. Akanni Akinyemi, PhD). Data were collected to assess the impact of MTV Shuga Naija on youth behaviors related to sexual health, contraceptive use, and sexual violence in three states of Nigeria. More information on MTV Shuga can be found here: https://www.mtvshuga.com/naija/. Data for the evaluation were collected from a panel of youth at three points in time: prior to the implementation of MTV Shuga activities in March 2018, after the airing of a full season of the MTV Shuga Naija television drama in October 2019, and again after the airing of the second and concluding season of the television drama in September 2020. These data are from the endline survey. The baseline and midline surveys were conducted using face-to-face interviews. Due to the COVID-19 pandemic, the endline was conducted via phone. Of the original 2,856 youth, only 899 were able to be recontacted and consented to participate in the endline survey. This work was funded by the Bill and Melinda Gates Foundation (OPP1162691).