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Master of Public Administration (MPA) and Master of Public Policy programs are training grounds for current and future public service leaders. However, many programs may underemphasize the importance of social equity, a pillar of public administration. Without this training, administrators may be poorly placed to understand the causes of inequities and to develop solutions. This article examines these issues in several ways. First, it argues for greater coverage of social equity in graduate programs. Second, it reviews the literature on calls for how to improve teaching social equity. Third, it presents a content analysis detailing the extent to which social equity is integrated into core courses currently offered across 120 MPA programs in the United States. Finally, a case study discusses the authors’ development and teaching of a stand-alone special topics social equity course in a large Network of Schools of Public Policy, Affairs, and Administration-accredited program.

Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers. 

Previous research on nonprofit management education (NME) in the United Kingdom (UK) has raised the question of whether NME provided through public service departments will focus more on third sector distinctiveness, while NME provided through business schools will concentrate more on general, cross-sector management skills. We collect data on courses offered within UK graduate degree programs with an NME concentration and compare them using Mirabella’s (2007) taxonomy and find that there is more commonality than differences between graduate NME offered in both business and public service programs in the UK. However, statistically significant differences in the provision of courses as a proportion of total curriculum do exist for courses related to “advocacy, public policy, and community organizing,” “financial management,” and “social enterprise.”

The COVID-19 pandemic suddenly changed the scene of primary care visits. As clinics abruptly transitioned to telehealth visits, health care providers and students were required to use digital technologies to deliver health care from a distance. This article highlights 5 steps used by faculty to integrate telehealth concepts into the graduate curriculum for all advanced practice registered nurse programs. As patients and providers recognize its widespread acceptance, telehealth will likely have a permanent place in traditional health care delivery long after the COVID-19 pandemic. This article highlights five steps utilized by a major university to integrate telehealth into the graduate curriculum for all APRN programs.As patients and providers recognize its widespread acceptance, telehealth will likely have a permanent place in traditional healthcare delivery long after the COVID-19 pandemic.

Graduate medical education has recently increased focus on the development of medical specialty competency milestones to provide a targeted tool for medical resident evaluation. Milestones provide developmental assessment of the attainment of competencies over the course of an educational program. An educational framework is described to explore the development of Genetic Counseling Milestones for the evaluation of the development of genetic counseling competencies by genetic counseling students. The development of Genetic Counseling Milestones may provide a valuable tool to assess genetic counseling students across all program activities. Historical educational context, current practices, and potential benefits and challenges in the development of Genetic Counseling Milestones are discussed.

Objective:This scoping review identified the emerging and evolving roles of health information professionals (HIPs) in a range of tasks and settings, as they adapt to varied user needs, while keeping up with changing medical landscapes to provide evidence-based information support in grand rounds and scholarly research. The review aims to inform library school students about expected entry-level job qualifications and faculty about adaptable changes to specialized HIP curricula.Methods: The authors examined 268 peer-reviewed journal articles that concentrated on evolving HIP roles, professional settings, and contexts by retrieving results from several multidisciplinary databases.Results: HIPs, who generally serve as “embedded librarians,” are taking on more active roles as collaborators, research experts, and liaisons, replacing more passive and exclusive roles as information providers and outreach agents or research assistants. These evolving roles in the reviewed literature were broken into nine categories in approximate order of prominence.Conclusions: A new model linking these evolving roles to the Medical Library Association (MLA) fundamental professional competencies was developed to provide an operational examination and research-based evidence for adapting HIP continuing education curriculum learning outcomes, course content and delivery, and student career pathways for existing graduate HIP specialization courses in library programs. The model indicates each role’s connection to the MLA professional competencies, based on MLA’s detailed description of each competency. A better understanding of HIP demands and expectations will enhance the capacity of library programs to prepare students in HIP specializations. This article has been approved for the Medical Library Association’s Independent Reading Program.

How doctoral programs train future researchers in quantitative methods has important implications for the quality of scientifically based research in education. The purpose of this article, therefore, is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers. Collective quantitative proficiency is defined as a vision for a culture representative of broader support for quantitative methodology (statistics, measurement, and research design).

Studies and opinions on the future of higher education in the United States have become a true cottage industry. A new book or a new policy proposal seems to appear every week. Most of the attention has focused on the undergraduate experience, especially in regard to costs, content, delivery, and outcomes. For example, outstanding student loans total roughly $1 trillion, and federal grants have increased from $6.4 billion in 1981 to $49 billion today. Despite this massive increase in federal support, the costs of higher education have increased at a rapid pace, making it beyond the reach of many middle class families without financial aid and loans. Given the high costs, students, families, and employers are beginning to question the value of many courses and degrees. Are graduates prepared to be good citizens as well as to be employable? The opportunity for disruption is now apparent, as both students and employers pursue new education delivery systems, such as massively open online courses. Although the initial frenzy for these courses may have abated, the \"unbundling\" of the residential college experience is well underway as students combine various offerings from different sources into a personalized education and universities struggle to respond.

While first highlighted by Romer (J Econ Educ 25:49–66, 1994), economic history has only continued to become more integrated into the broader discipline. This paper utilizes a sample of recent articles in top Economics journals to help assess what characteristics economic history papers share and a sample of recent graduate syllabi to examine the role that a required economic history class can play more broadly in the training of economists. The samples confirm that economic history research utilizing a wide range of topics and tools is being published in top economics journals and taught in economic history classes. The findings suggest that economic history is a complement to the research of other fields and that a required economic history class offers an early applied course that could help students regardless of what field they go on to pursue.

Purpose This paper aims to explore the attractiveness of Library and Information Science (LIS) careers to students and alumni and examine their decision-making process and perceptions of the field with an eye on discerning the best ways to build and develop the recruitment narrative. Design/methodology/approach The authors reached out to 57 LIS graduate programs in Canada and the USA accredited by the American Library Association through a Web-based survey; the questions presented a combination of multiple-choice, short-answer and open-ended questions and generated a wealth of quantitative and qualitative data. Findings The online survey has disclosed that students may not have an in-depth understanding of current trends, the diversity of LIS professions and the wider applications of their education. A significant disconnect exists in how the goals of LIS education are seen by certain groups of practitioners, students and faculty members. Originality/value Creating a program narrative for the purposes of recruitment and retention, departments should not only capitalize on the reach of the internet and the experiences of successful practitioners. They should also ensure that faculty know their students’ personal backgrounds, that students empathize with demands of contemporary academia and that a promotional message connects pragmatic educational goals to broader social applications. By exposing and embracing the complexity of LIS education and practice, the paper chooses a discursive path to start a conversation among major stakeholders.