APA Presidential Elections

Size: px
Start display at page:

Download "APA Presidential Elections"

Transcription

1 APA Presidential Elections Bill Macey Back in May, I wrote a letter to each of the five APA Presidential Candidates after nomination results were published in the APA Monitor. I asked them to provide information that might help SIOP members to individually determine whom to support in the upcoming election. As a structure for their comments, I asked four questions. I included some basic background information about SIOP, including membership data, the April 2001 issue of TIP, SIOP s Mission Statement, and a copy of Kevin Murphy s presidential column in the April 1998 issue of TIP which articulates SIOP s strategic initiatives. Importantly, I noted in my letter that SIOP will not endorse or recommend any candidate to the membership; my objective was simply to provide information SIOP members need to make an informed choice. Four of the candidates graciously responded to my letter. Here are the questions and their responses, extracted verbatim from larger bodies of text where appropriate: Question 1 How will you ensure that you hear the point of view of I-O psychology and other groups given the strongly clinical focus of APA? I am an active scientist-practitioner-educator-advocate and deal with all of these issues in my daily professional life. As president I can and will effectively represent the multiple points of view within APA and foster an ongoing collaborative approach for the organization. Throughout my life I have made associations and friends with a broad spectrum of psychologists and people who represent interests in I-O psychology, business, the arts, science and other areas. I believe our profession is stronger because of these multiple viewpoints. With the retirement of Ray Fowler, APA will soon transition to a new executive leader. I believe that it is important that APA use the expertise of I-O psychologists to help with this transition to make APA a more effective organization. I will also encourage I-O psychologists to be more involved in organizational development and human resource management within the organization. As president, I will have several groups of advisors from I-O and other areas to insure that our diversity is represented in APA policies. Coming from a small state, living and practicing in rural areas, and serving in the public sector, I am keenly sensitive to the voices of those who believe they are not heard or represented in the power structure. I will establish a means to listen to those voices. 20 The Industrial-Organizational Psychologist

2 I will schedule regular conference calls with invited participants (recommended by directorates or requests brought by a recognized group), selected board and/or council members, and directorate staff, with a specific topic and time for open discussion. Further, participation in the Consolidated Meetings would facilitate communication. I was pleased to see SIOP has been actively nominating individuals to APA governance, but until the elections increase the voice of I-O or other small groups in governance, alternative ways to participate should be explored. I am a clinical psychologist in private practice. I helped create the Rutgers University Graduate School of Applied and Professional Psychology and served as a visiting professor for 14 years. We have three programs: clinical, school, and organizational. I learned when I served on the APA Board of Directors that at that level you represent all of psychology and not just the constituency that helped elect you. As president I will represent every division of APA. You can reach me by phone, fax or , and you will be heard and responded to. That is a promise. I have been president of two larger divisions (1 and 15) and two smaller divisions (10 and 24) of APA, so I am familiar with and responsive to the needs of all sizes and kinds of divisions. As president, I would represent the needs of all constituencies of APA, not just my own. I have a long-standing interest in I-O psychology. As an undergraduate, I did independent work with Richard Hackman and took the I-O course from Ben Schneider. As a graduate student, Lee Cronbach was a member of my dissertation committee. Much of my work is in I-O psychology. I have been funded for over 20 years by the military first the Office of Naval Research and then the Army Research Institute to do research and development on human abilities. Out of this work have emerged situational-judgment tests (requiring display of tacit knowledge) used to test the skills of and develop training programs for managers at various organizational levels, as well as military leaders and people in various other occupations. We have worked in many corporations construct-validating our instruments. Our measures supplement (but do not substitute for) conventional measures of general ability and can help somewhat to improve prediction of job success. I have also studied conflict resolution as it applies to individual and organizational settings. These days, I am especially interested in leadership, and Victor Vroom and I have been invited to exchange letters as part of a series for Leadership Quarterly. I have argued that intelligence is multifaceted and that general ability is part of but not the whole story with regard to ability-based prediction of occu- The Industrial-Organizational Psychologist 21

3 pational success. I know some SIOP members may disagree. But I would hope that these members would find our mutual interest in these issues more important than possible (relatively small) ideological differences. Question 2 There are currently nine states where I-O psychologists cannot be licensed, and many others where it is extremely difficult for I-O psychologists to be licensed. Less than 1/3 of SIOP members are currently licensed. What are your thoughts on whether I-O psychologists should be licensed and how the proposed changes by APA to licensure laws will affect I-O psychology? Specifically, do you support a tightening of the model licensing act to restrict licensure to only those with a degree from an APA accredited program? Would you support exclusions for areas such as I-O where the clinical model does not apply? The proposed psychology training and licensure model developed as part of Norine Johnson s presidency is an admirable step toward resolving some of the very difficult issues faced primarily by clinical psychologists. I have raised a number of concerns within the APA Council of Representatives with the current proposal, because it does not adequately allow for the diversity of psychologists, especially for I-O and consulting psychologists. As a member of the Board of Educational Affairs and APA Council, I strongly supported the I-O training guidelines developed by SIOP. I was very impressed with the quality of the guidelines. I believe that we need to incorporate the relevant I-O training guidelines into our APA model. Licensure is for the regulation and protection of the profession and the clients whom we serve. I believe that our licensure laws should be crafted to accomplish these goals. Thus, I support the rights of states to determine the appropriate regulation, but to make sure that it does not exclude areas such as I-O psychology. I also support the rights of states and psychologists to choose to exclude certain areas of psychology from licensure. The primary purpose for licensure is protection of the public, so the most logical starting point is the question: Is I-O licensure desirable for protection of the public? To the extent that licensure evolved in response to clinical practice, and the political arena has been so perilous that opening laws even for our own changes was avoided, the model act is outdated in a number of ways. The issues obviously are broader than licensure and accreditation relative to I-O psychologists. With that said, I recognize that there is some immediacy in the I-O situation which should not be deferred to a time uncertain! The whether-ornot part of this question is clearly tied to SIOP s own strategic goals, in par- 22 The Industrial-Organizational Psychologist

4 ticular to the identity clarification and globalization goal. I-O psychologists are best qualified to address details relating to licensure developments affecting them. Recently proposed changes to the model licensure act resulted from external changes in health care delivery. If in the identity clarification process, SIOP adopts functions in the definition of an I-O psychologist which clearly fall in the realm of health, then there is no whether or not. Rather, it becomes a question of how does SIOP work with APA and the state associations to craft appropriate language with rationale and justification as necessary for public testimony. The accreditation question becomes one of what is to be included in the language for licensure, and not one of exclusion. Your issues need to be heard. Whereas a policy statement needs to be concise, the discussion can be extensive and thoughtful. The proposal regarding restriction to a person with a degree from an APA-accredited program is reasonable if APA is to remain internally consistent we believe that our accreditation serves many purposes, including emphasizing quality over quantity. The Accreditation Committee is continually looking at this. Recently, there has been more flexibility and adapting to the needs of the field, within the parameters set by those to whom our Accreditation Office must answer, rather than being a top down process. If SIOP s identity clarification yields a good fit with licensure parameters (generically speaking, not APA-defined), but APA accreditation is nonexistent or not appropriate in its present state, then what standards address quality, and how are these incorporated into a paradigm acceptable to APA? As president, I would not support a simple exclusion. I would rather say what is than what is not, and I would provide a forum for hearing that. Regarding licensure for I-O psychologists The division is split on its expectations for its members. I will support the division in however they decide. I support those who wish to be licensed and support those who wish to be excluded from licensure until such time as the division decides which way it needs to go. I spent 4 years on the Accreditation Committee and studied the programs that sought accreditation as well as those who didn t. I was convinced that those who didn t had fatal flaws (like the returns on my e- mail addresses which are incorrect) that meant the program was not strong enough for accreditation. I was a strong supporter of getting those programs up to speed. Ultimately, programs should be accredited so their graduates can know they have received the best education offered. Ultimately, licensure should be available to those from an accredited program only. Meanwhile programs have time to improve themselves. I believe it s to everyone s advantage to have some kind of voluntary certification procedure in I-O psychology, with individuals deciding of their own The Industrial-Organizational Psychologist 23

5 free will whether to pursue it. First, it can help clients of I-O psychologists ensure that the psychologists they hire are truly qualified. Second, it can protect I-O psychologists from competition from unqualified people who falsely claim to have I-O expertise. In the current regulatory climate, I expect the demand for licensing to spread. Other possible ways to show competence are through diplomas or certification by an organization such as SIOP. The clinical model, which largely was devised for people who are providers of psychotherapy, does not furnish a precise analogy to the kinds of demands made on I-O psychologists. Thus I do not believe the issue is one of tightening or loosening a licensing act that may apply well for clinical psychologists but less well for I-O psychologists, but rather, one of devising a model that works well for I-O psychologists. Question 3 How will your initiatives reflect both the practice and science of I-O psychology? My two top priorities as APA president are to expand practice opportunities for all psychologists and expand funding for psychological science and education. I-O psychologists can contribute their expertise to the demands of healthcare systems for evaluation and documentation of effectiveness interventions and programs. One of my areas of scholarship is applied methodology (Bray & Maxwell, Multivariate Analysis of Variance, SAGE), as a result I know that I-O psychologists have the training, experience, and methodologies to help clinically oriented psychologists improve their evaluation skills and methodologies. I strongly encourage I-O psychologists to become more involved in these areas. I also have a personal interest in aviation. As president, I will encourage stronger links and initiatives with the aviation industry, Federal Aviation Administration and NASA to use the expertise of psychologists, especially I-O psychologists. APA s lead in creating the Decade of Behavior sets the stage for increasing federal funding for psychological and behavioral science. Over 50% of health problems are caused by psychosocial and lifestyle factors, yet less than 5% of the National Institutes of Health budget is spent on research in these areas. Congress is in the process of doubling the NIH budget over the next 5 years. This is a propitious time for APA to join with other behavioral science groups to increase the percentage of the NIH budget for psychological science. Congress is also considering increased funding for training of psychologists. I have been an active advocate with the Science and Education Directorates through the Public Policy Advocacy Network. As president, I will strongly advocate for APA to spend the resources to take advantage of these unprecedented opportunities. Without communication from I-O psychologists, even the possibility that the initiatives are inclusive of both science and practice is not going to 24 The Industrial-Organizational Psychologist

6 exist! I firmly believe that the APA president is responsible to the entire membership and that our science and practice are interdependent and supportive of each other, whether for I-O or any other specialty. As noted in Question 1, I will establish a way to be informed about I-O psychology s science and practice as it pertains to my initiatives. I have planned three initiatives: increased public education, prescription privileges for qualified psychologists, and greater opportunities for diverse groups in psychology and APA governance. The first, public education, means more funding for our initiatives. Workplace stress is one of the aspects of the public education campaign. This also includes determining what is causing the stress. Is it a personal problem for a clinical person to help with, or is it an organizational problem requiring investigation and problem solving? The third initiative, diversity, means recruiting applicants from minority groups into psychology as well as into APA. What they choose to major in is a personal matter and I am not looking for one kind of psychologist. I assume I-O folks can be helpful in this recruiting process. I am myself both a scientist and a practitioner. As a scientist, I have published many (800+) books and articles, have won many awards, and have held $15 million in government grants. As a practitioner, I have consulted with close to a thousand organizations over the years and am guiding the formation of the new practice wing at the Center for the Psychology of Abilities, Competencies, and Expertise at Yale, which I direct. We train and employ I-O psychologists through our Center, and we have presented papers at SIOP for the past several years. I have two interests that bear strongly on I-O psychology training and assessment, and conflict resolution and if I am elected, would work to ensure APA s leadership, with guidance and participation from SIOP, use I-Obased techniques to improve training, assessment, and conflict resolution in organizations ranging from schools to corporations to countries. Question 4 For a variety of reasons, many clinically trained psychologists are seeking opportunities to practice in areas that have traditionally been considered the domain of I-O psychology. Consequently, many I-O psychologists are quite concerned that individuals receive the appropriate retraining necessary to practice competently. As APA president, what position would you take to ensure that such individuals receive the appropriate retraining? Psychologists should only practice within their scope of training and licensure. There is some overlap among the various specialty areas of psychology, and cross-fertilization among areas can only serve to strengthen our profession. SIOP has properly pointed out that it is important to not only learn a particular technique or assessment method, but to also have the train- The Industrial-Organizational Psychologist 25

7 ing on how and when to apply it. As president I would highlight the need for appropriate training for practice in this area and support SIOP s efforts to insure appropriate training. I am also concerned about other professionals branching out into I-O psychology s areas (e.g., small business consulting and evaluation) and would ask APA to raise concerns about these types of activities to protect our profession. As with any area of practice, APA s ethics code addresses one s responsibility to practice only within areas of competency. The majority of those who seek opportunities in the traditional I-O areas more than likely would argue they have the competency! Consequently, it appears that the root and solution for the problem may lie in areas identified in your strategic goals visibility and public policy initiatives. Whereas your process was more externally focused (except for the student and introductory psychology components), addressing this internal component is central to any solution. The approach appears at least two-fold: bringing the issue to the attention of practitioners within the context of marketplace or other initiatives, and defining the competencies and concerns if one does not have that full range of competencies. I believe in our ethics code which says you practice what you have been trained to do and you don t practice what you haven t been trained to do. It is as unethical for a clinical psychologist to do organizational work as it is for an I-O psychologist to do clinical work. Either should be retrained if they choose to enter a different domain. The problem occurs in the grey areas where overlap exists. Here the best judgment of the psychologist must be respected. I support retraining. I have been involved in working with students at Rutgers who came with a doctorate and required new course work and supervision to qualify for a PsyD in clinical. The same holds for I-O or clinical. I will represent psychology in all of its areas. As APA president, I would consider that part of my job description. I ask for your support. First, it is important that anyone who is not trained in I-O (or any other area of) psychology who wishes to practice in a new area is indeed retrained, rather than believing that training for one specialization is adequate for practice in another specialization. I think the best way to ensure that clinical practitioners who wish to retrain are adequately retrained is to establish a joint committee composed of distinguished I-O psychologists from SIOP and clinical psychologists to formulate guidelines for such retraining. Given that the field of entry is I-O, I would expect the chair of and the majority on the committee to be from I-O psychology (and would recommend the reverse chair and majority were the committee to advise on I-O psychologists who wish to retrain as clinical psychologists). 26 The Industrial-Organizational Psychologist

Printer Friendly Version

Printer Friendly Version Printer Friendly Version EXAMINATION PREPARATION MANUAL FOR BOARD CERTIFICATION IN ORGANIZATION AND BUSINESS CONSULTING PSYCHOLOGY BY The American Board of Organizational and Business Consulting Psychology,

More information

Fellowship Criteria. Nomination Process

Fellowship Criteria. Nomination Process Fellowship Criteria Division 14 The Society for Industrial and Organizational Psychology (Most of these points were taken directly or adapted from the APA Fellowship Status Manual, 1994, SIOP Administrative

More information

INDUSTRIAL-ORGANIZATIONAL (I-0) PSYCHOLOGY

INDUSTRIAL-ORGANIZATIONAL (I-0) PSYCHOLOGY INDUSTRIAL-ORGANIZATIONAL (I-0) PSYCHOLOGY Nurcan Ensari, Ph.D. Associate Professor Management I-O Psychology - An Overview What is I-O Psychology? What do I-O Psychologists Do? What are typical I-O Psychology

More information

The Licensing of I-O Psychologists

The Licensing of I-O Psychologists The Licensing of I-O Psychologists Bill Macey Last February, the APA Council of Representatives received a report from its Commission on Education and Training Leading to Licensure in Psychology (Commission).

More information

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 Introduction: The Clinical Faculty College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 In accordance with University guidelines most professional programs

More information

RESOLUTIONS PASSED BY CUDCP FROM 1990 2001 BUSINESS MEETING NOTES

RESOLUTIONS PASSED BY CUDCP FROM 1990 2001 BUSINESS MEETING NOTES RESOLUTIONS PASSED BY CUDCP FROM 1990 2001 BUSINESS MEETING NOTES August 1990 1. Discussion on the issue of 2-year internships concluded that members consider their graduates ready to provide independent

More information

Frequently Asked Questions about the revision of APA s Model Act for State Licensure of Psychologists

Frequently Asked Questions about the revision of APA s Model Act for State Licensure of Psychologists Frequently Asked Questions about the revision of APA s Model Act for State Licensure of Psychologists Why does APA have a Model Act? APA s Model Act consolidates APA s policies relevant to the licensed

More information

American Board of Emergency Medicine. Executive Director Position Profile October 2009

American Board of Emergency Medicine. Executive Director Position Profile October 2009 American Board of Emergency Medicine Executive Director Position Profile October 2009 This profile provides information about the American Board of Emergency Medicine (ABEM) and the position of Executive

More information

Building Bridges. Career Building. Leadership. Professional Identity. Networking. Opportunities for Learning, Networking, and Leadership

Building Bridges. Career Building. Leadership. Professional Identity. Networking. Opportunities for Learning, Networking, and Leadership Building Bridges Opportunities for Learning, Networking, and Leadership COMMITTEE ON EARLY CAREER PSYCHOLOGISTS Career Building Leadership Networking Professional Identity A M E R I C A N P S Y C H O L

More information

College of Education. Department of Educational Psychology. New EPS Graduate Student Orientation Meeting Fall 2015

College of Education. Department of Educational Psychology. New EPS Graduate Student Orientation Meeting Fall 2015 College of Education Department of Educational Psychology New EPS Graduate Student Orientation Meeting Fall 2015 Northern Arizona University Approximately 27,715 undergraduate and graduate students, with

More information

Immune Therapeutics. Corporate Governance Guidelines.

Immune Therapeutics. Corporate Governance Guidelines. Immune Therapeutics Corporate Governance Guidelines The Board of Directors has adopted these Guidelines in order to reflect the Company s commitment to good corporate governance. The Board believes that

More information

The HRM program, originally known as the Personnel and Administration Studies program, began to accept students in Fall 1981.

The HRM program, originally known as the Personnel and Administration Studies program, began to accept students in Fall 1981. HUMAN RESOURCES MANAGEMENT PROGRAM Senate Undergraduate Council Report to Senate April 16, 2012 Attachment #1 Review Process The previous self study of the Human Resources Management (HRM) program was

More information

http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers

http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings *

More information

TENTATIVE SUGGESTIONS FOR THE CERTIFICATION OF PRACTICING PSYCHOLOGISTS

TENTATIVE SUGGESTIONS FOR THE CERTIFICATION OF PRACTICING PSYCHOLOGISTS FURTHER COMMUNICATIONS REGARDING "A PLAN FOR THE TECHNICAL TRAINING OF CONSULTING PSYCHOLOGISTS " Dr. Leta S. Hollmgworth, Teachers College, Columbia University, sends the following: TENTATIVE SUGGESTIONS

More information

A Message from Dr. Linda M. Raffaele Mendez, Coordinator of Admissions

A Message from Dr. Linda M. Raffaele Mendez, Coordinator of Admissions A Message from Dr. Linda M. Raffaele Mendez, Coordinator of Admissions Welcome to the School Psychology Program at the University of South Florida in Tampa, FL. Thank you for your interest in our program!

More information

Organization and Bylaws College of Education and Human Development

Organization and Bylaws College of Education and Human Development Organization and Bylaws College of Education and Human Development I. Mission The College of Education and Human Development (EHD) has a special mission within the University of fostering healthy human

More information

KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011

KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 I. EXECUTIVE AUTHORITY KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 As a non-profit public benefit corporation, the University of Southern California (USC) is governed by the Board of Trustees.

More information

Search for a Senior Academic Officer Associate Dean, Graham School of Business and Chloe Eichelberger Endowed Chair in Business Education

Search for a Senior Academic Officer Associate Dean, Graham School of Business and Chloe Eichelberger Endowed Chair in Business Education Search for a Senior Academic Officer Associate Dean, Graham School of Business and Chloe Eichelberger Endowed Chair in Business Education York College of Pennsylvania seeks a dynamic, solutions-oriented,

More information

IOA Committee and Task Force Description

IOA Committee and Task Force Description IOA Committee and Task Force Description Mission Statement The mission of the International Ombudsman Association is to support and advance the global Organizational Ombudsman profession and ensure that

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

Assumed Practices. Policy Changes Proposed on First Reading

Assumed Practices. Policy Changes Proposed on First Reading Assumed Practices Policy Changes Proposed on First Reading Background Adjustments to the Criteria for Accreditation or Assumed Practices are considered by the Board annually, usually with first reading

More information

Mission Through principle, policy, and activity:

Mission Through principle, policy, and activity: CANADIAN PSYCHOLOGICAL ASSOCIATION STRATEGIC PLAN: 2013-2018 CPA s Vision To be the national voice of the discipline and profession of psychology in Canada by supporting and promoting the science, practice

More information

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) 1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

More information

A 5 STANDING COMMITTEES. Academic and Student Affairs Committee

A 5 STANDING COMMITTEES. Academic and Student Affairs Committee A 5 Collegiate-Level Unit Headed by a Dean RECOMMENDED ACTION It is the recommendation of the administration and the Academic and Student Affairs Committee that the status of the Education Program at the

More information

1. Establishing general standards of education and training; 2. Encouraging and helping training programs to meet these standards;

1. Establishing general standards of education and training; 2. Encouraging and helping training programs to meet these standards; Letters from CAMPP CAMPP Mission It is the Mission of the Council of Applied Master s Programs in Psychology to increase the confidence of the professional psychology community and the public in the education

More information

Competency Requirements for Executive Director Candidates

Competency Requirements for Executive Director Candidates Competency Requirements for Executive Director Candidates There are nine (9) domains of competency for association executives, based on research conducted by the American Society for Association Executives

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS Updated January 2007 1. General Introduction and Principles These Guidelines have been developed for use by tertiary institutions

More information

Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State

Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State The New York State Board of Regents and The New York State Education Department Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State "The factor that empowers the people

More information

The US Bureau of Labor Statistics 2008-2009 Edition

The US Bureau of Labor Statistics 2008-2009 Edition The US Bureau of Labor Statistics 2008-2009 Edition Public Relations Specialists http://www.bls.gov/oco/ocos086.htm#outlook Nature of the Work An organization s reputation, profitability, and even its

More information

PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014

PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 This document describes procedures and evaluative guidelines

More information

Career Opportunities in Industrial/Organizational Psychology

Career Opportunities in Industrial/Organizational Psychology Career Opportunities in Industrial/Organizational Psychology Faculty Presenters: Lori LaCivita, Ph.D. Donna DiMatteo-Gibson, Ph.D. Stephen Lifrak, Ph.D. Alumni Panelist: Brigit Olsen, Ph.D. Career Services

More information

Department of Nursing

Department of Nursing 1 Statement of Understanding Thank you for your interest in becoming a part of the Carroll College Nursing Program. The decision to apply to the nursing program is one that you have already spent time

More information

Master s Programs in I-O: Should They Be Accredited? 1

Master s Programs in I-O: Should They Be Accredited? 1 Master s Programs in I-O: Should They Be Accredited? 1 Jo Ann Lee University of North Carolina at Charlotte William Siegfried University of North Carolina at Charlotte Rosemary Hays-Thomas University of

More information

Academic Affairs Strategic Plan 2012

Academic Affairs Strategic Plan 2012 Academic Affairs Strategic Plan 2012 The Academic Affairs Strategic Plan is a continually evolving plan, building on the university s Strategic Plan and its three pillars: learner-centered, discovery driven,

More information

American Association Of Chairs of Departments Of Psychiatry (AACDP) Constitution

American Association Of Chairs of Departments Of Psychiatry (AACDP) Constitution American Association Of Chairs of Departments Of Psychiatry (AACDP) Bylaws Revised May 16, 2015 Constitution Preamble MISSION STATEMENT The American Association of Chairs of Departments of Psychiatry will

More information

Mission The mission of the Oncology Nursing Society is to promote excellence in oncology nursing and quality cancer care.

Mission The mission of the Oncology Nursing Society is to promote excellence in oncology nursing and quality cancer care. President-Elect Position Description Mission The mission of the Oncology Nursing Society is to promote excellence in oncology nursing and quality cancer care. Vision The vision of the Oncology Nursing

More information

The University of Southern Mississippi. Detailed Assessment Report As of: 10/01/2014 04:22 PM EST 2013-2014 Psychology PhD

The University of Southern Mississippi. Detailed Assessment Report As of: 10/01/2014 04:22 PM EST 2013-2014 Psychology PhD The University of Southern Mississippi Detailed Assessment Report As of: 10/01/2014 04:22 PM EST 2013-2014 Psychology PhD Mission / Purpose Psychology is the scientific study of behavior, and application

More information

SHARED GOVERNANCE IN THE UNIVERSITY OF CALIFORNIA AN OVERVIEW. Daniel L. Simmons * 1995, 2009 DELEGATIONS OF AUTHORITY TO THE ACADEMIC SENATE

SHARED GOVERNANCE IN THE UNIVERSITY OF CALIFORNIA AN OVERVIEW. Daniel L. Simmons * 1995, 2009 DELEGATIONS OF AUTHORITY TO THE ACADEMIC SENATE SHARED GOVERNANCE IN THE UNIVERSITY OF CALIFORNIA AN OVERVIEW * 1995, 2009 Shared governance with the Academic Senate is one of the distinctive features of the. The system of shared governance gives University

More information

Specialty Guidelines for the Delivery of Services by Industrial/Organizational Psychologists

Specialty Guidelines for the Delivery of Services by Industrial/Organizational Psychologists Specialty Guidelines for the Delivery of Services by Industrial/Organizational Psychologists The Specialty Guidelines that follow are supplements to the generic Standards for Providers of Psychological

More information

Quality Professionals. Quality Practice. Transforming the Ontario Professional Planners Institute

Quality Professionals. Quality Practice. Transforming the Ontario Professional Planners Institute Transforming the Ontario Professional Planners Institute While it is true to say that change is constant, the current professional and societal context in Ontario makes it imperative that OPPI continues

More information

Historical perspective

Historical perspective The Organization of Nurse Leaders of Massachusetts and Rhode Island (ONL of MA& RI) is submitting the following narrative and letter of reference as a selfnomination for the AONE Chapter Achievement Award

More information

GETTING READY TO WORK IN PSYCHOLOGY

GETTING READY TO WORK IN PSYCHOLOGY GETTING READY TO WORK IN PSYCHOLOGY I f you are interested in a career as a psychologist, you have to complete graduate school in psychology. While most graduate programs in psychology are in academic

More information

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program Minnesota State University, Mankato Department of Counseling and Student Personnel Doctorate of Education (Ed.D.) in Counselor Education and Supervision ADMISSIONS INFORMATION AND FORMS The Doctorate of

More information

COVER LETTER WRITING GUIDE

COVER LETTER WRITING GUIDE weissman graduate career services COVER LETTER WRITING GUIDE WEISSMAN GRADUATE CAREER SERVICES OFFICE Baruch College, 55 Lexington Newman Vertical Campus Box B8 252, New York, NY 10010 Phone (646) 312

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

College of Education Idaho State University. Faculty and Staff Handbook

College of Education Idaho State University. Faculty and Staff Handbook College of Education Idaho State University Faculty and Staff Handbook Approved by the College Faculty and Dean on April 3, 2009 Table of Contents Letter from the Dean... 4 Conceptual Framework... 5 Authority

More information

University Of Alaska Anchorage College Of Health Department Of Human Services. Criteria and Guidelines For Faculty Evaluation

University Of Alaska Anchorage College Of Health Department Of Human Services. Criteria and Guidelines For Faculty Evaluation University Of Alaska Anchorage College Of Health Department Of Human Services Criteria and Guidelines For Faculty Evaluation This document is to be used in conjunction with the UNAC and UAFT Collective

More information

Doctor of Psychology (Psy.D.) in School Psychology Concept Paper Fall 2012

Doctor of Psychology (Psy.D.) in School Psychology Concept Paper Fall 2012 Doctor of Psychology (Psy.D.) in School Psychology Concept Paper Fall 2012 I. Proposed by: Department of Psychology, College of Liberal Arts Department Chair: Andrew Herbert, Ph.D. Psy.D. Committee: Suzanne

More information

Mission The mission of the Oncology Nursing Society is to promote excellence in oncology nursing and quality cancer care.

Mission The mission of the Oncology Nursing Society is to promote excellence in oncology nursing and quality cancer care. Treasurer Position Description Mission The mission of the Oncology Nursing Society is to promote excellence in oncology nursing and quality cancer care. Vision The vision of the Oncology Nursing Society

More information

CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS

CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS CRITERIA FOR ACCREDITING APPLIED SCIENCE PROGRAMS Effective for Reviews During the 2015-2016 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 2014

More information

2. Identify ethical issues and be able to apply the rules of professional conduct

2. Identify ethical issues and be able to apply the rules of professional conduct ASSESSMENT REPORT COLLEGE OF SOUTHERN NEVADA Paralegal Studies/ AAS and Post-Degree Certificate of Achievement Degree Program, Unit, or Office 2008-2009 Academic Year Dr. Clarissa M. Cota Assessment Coordinator/Contact

More information

GRADUATE PROGRAMS IN THE FACULTY OF PHARMACY INCLUDING SUPPLEMENTARY POLICIES AND GUIDELINES

GRADUATE PROGRAMS IN THE FACULTY OF PHARMACY INCLUDING SUPPLEMENTARY POLICIES AND GUIDELINES Update Jan 22, 2010 GRADUATE PROGRAMS IN THE FACULTY OF PHARMACY INCLUDING SUPPLEMENTARY POLICIES AND GUIDELINES This document summarizes the general guidelines governing the admission and conduct of graduate

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

ROLE OF THE REGISTERED NURSE IN CLINICAL MANAGEMENT POSITIONS

ROLE OF THE REGISTERED NURSE IN CLINICAL MANAGEMENT POSITIONS ROLE OF THE REGISTERED NURSE IN CLINICAL MANAGEMENT POSITIONS 2005 This Position Statement was approved by ARNNL Council in 2005. Role of the Registered Nurse in Clinical Management Positions Introduction

More information

Job Profile 1. Job Title Industrial/ Organizational Psychologist (consultant)

Job Profile 1. Job Title Industrial/ Organizational Psychologist (consultant) Job Profile 1 Job Title Industrial/ Organizational Psychologist (consultant) General Overview Industrial/Organizational (I/O) Psychologists in the consulting field, operate in many areas relating to their

More information

Final Assessment Report of the Review of the Cognitive Science Program (Option) July 2013

Final Assessment Report of the Review of the Cognitive Science Program (Option) July 2013 Final Assessment Report of the Review of the Cognitive Science Program (Option) July 2013 Review Process This is the second program review of the Cognitive Science Option. The Cognitive Science Program

More information

Doctor of Psychology in CLiniCAL PsyChoLogy

Doctor of Psychology in CLiniCAL PsyChoLogy Doctor of Psychology i n C L I N I C A L P s yc h o logy A full-time Doctoral program that integrates coursework with practical training from day one A dynamic, intellectually rigorous, student-oriented

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

TABLE OF CONTENTS. Accreditation and Educational Outcomes 1. Curriculum of the Post-Master s DNP Program 1-2. Program of Study 2-3

TABLE OF CONTENTS. Accreditation and Educational Outcomes 1. Curriculum of the Post-Master s DNP Program 1-2. Program of Study 2-3 DNP 2015 2016 TABLE OF CONTENTS Accreditation and Educational Outcomes 1 Curriculum of the Post-Master s DNP Program 1-2 Program of Study 2-3 Course Descriptions for Core Courses 4-6 The E-Portfolio 6-7

More information

Criminal Justice Program Standards Aligned with College Standards

Criminal Justice Program Standards Aligned with College Standards 1 Criminal Justice Program Standards Aligned with College Standards 5.00 COLLEGE STANDARDS FOR FACULTY EVALUATION The additional Criminal Justice Program Standards, where relevant, appear in italics. This

More information

JOHN JAY COLLEGE OF CRIMINAL JUSTICE CHARTER OF GOVERNANCE Approved by the CUNY Board of Trustees on June 23, 2008

JOHN JAY COLLEGE OF CRIMINAL JUSTICE CHARTER OF GOVERNANCE Approved by the CUNY Board of Trustees on June 23, 2008 JOHN JAY COLLEGE OF CRIMINAL JUSTICE CHARTER OF GOVERNANCE Approved by the CUNY Board of Trustees on June 23, 2008 ARTICLE I SECTION 1. Powers The College Council shall be the primary governing body of

More information

Standards for Graduate Preparation of School Psychologists

Standards for Graduate Preparation of School Psychologists Standards for Graduate Preparation of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Senate Bill 2155 Department of Human Services Senate Human Services Committee Senator Lee, Chairman February 14, 2011

Senate Bill 2155 Department of Human Services Senate Human Services Committee Senator Lee, Chairman February 14, 2011 Senate Bill 2155 Department of Human Services Senate Human Services Committee Senator Lee, Chairman February 14, 2011 Chairman Lee, members of the Senate Human Services Committee, I am Paul Kolstoe, Clinical

More information

The Industrial-Organizational Psychologist 105

The Industrial-Organizational Psychologist 105 David Costanza The George Washington University Jennifer Kisamore University of Oklahoma-Tulsa David and I are excited about taking over the Education and Training in I-O Psychology column. We hope to

More information

CALIFORNIA STATE UNIVERSITY, LONG BEACH College of Business Administration

CALIFORNIA STATE UNIVERSITY, LONG BEACH College of Business Administration 1 CALIFORNIA STATE UNIVERSITY, LONG BEACH College of Business Administration CONSTITUTION OF THE COLLEGE OF BUSINESS ADMINISTRATION (Adopted: September 2000 Last Amended: Spring 2015) Preamble We, the

More information

Internship and Postdoctoral Consortia: Requirements, Challenges and Rewards. Joyce Illfelder-Kaye, Ph.D. Pennsylvania State University

Internship and Postdoctoral Consortia: Requirements, Challenges and Rewards. Joyce Illfelder-Kaye, Ph.D. Pennsylvania State University Internship and Postdoctoral Consortia: Requirements, Challenges and Rewards Joyce Illfelder-Kaye, Ph.D. Pennsylvania State University Linda K. Knauss, Ph.D., ABPP Widener University Paul Margolies, Ph.D.

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

Clayton State University Master of Health Administration Program Fall 2009 Assessment

Clayton State University Master of Health Administration Program Fall 2009 Assessment Clayton State University Master of Health Administration Program Fall 2009 Assessment MHA Program Mission: The mission of the Health Care Management program is to prepare ethical and socially responsible

More information

Program Overview. General Training Approach and Specialization: Both MA and Ph.D programs have four broad training objectives:

Program Overview. General Training Approach and Specialization: Both MA and Ph.D programs have four broad training objectives: Program Overview The M.A. and Ph.D. programs in Clinical Psychology at The University of Tulsa train students to do what psychologists actually do in today s society: ethically apply knowledge of psychological

More information

Master Program in Department of Psychology (MS), 2015~2016

Master Program in Department of Psychology (MS), 2015~2016 Master Program in Department of Psychology (MS), 2015~2016 Approved at the University Curriculum Committee meeting on 04/22/2015 The Department of Psychology offers graduate work incorporating both the

More information

Reading Hospital Student Nurses Association Bylaws

Reading Hospital Student Nurses Association Bylaws Reading Hospital Student Nurses Association Bylaws Organized 2002 Revised 2013 Preamble We, students of nursing preparing for initial licensure as registered nurses, believe there is a common need to organize,

More information

2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago

2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago 2011-2012 Program Guidebook Industrial and Organizational Psychology, M.A. - Chicago Table of Contents Department Educational Model and Goals... 3 TCSPP Individual and Cultural Differences... 3 Program

More information

16- Doctoral Degree in Public Health and Public Health Sciences (Majoring Health Management, Planning and Policy)

16- Doctoral Degree in Public Health and Public Health Sciences (Majoring Health Management, Planning and Policy) 16- Doctoral Degree in Public Health and Public Health Sciences (Majoring Health Management, Planning and Policy) Students should fulfill a total of 44 credit hours: 1- Compulsory courses: 14 credit hours.

More information

HIRING A MAIN STREET MANAGER

HIRING A MAIN STREET MANAGER HIRING A MAIN STREET MANAGER The following information contains general guidelines for hiring a Main Street project manager and includes an outline of the selection process, sample interview and reference

More information

ACCREDITATION MANUAL FOR GOVERNING BOARDS

ACCREDITATION MANUAL FOR GOVERNING BOARDS ACCREDITATION MANUAL FOR GOVERNING BOARDS A Publication of the Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges May 2012 Edition ACCJC/WASC 10 Commercial

More information

Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty

Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty 1 Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty Appointment, Reappointment, and Promotion of Clinical Track Faculty (Policy 60.5.10) Individuals whose status is qualified

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

ASAE s Job Task Analysis Strategic Level Competencies

ASAE s Job Task Analysis Strategic Level Competencies ASAE s Job Task Analysis Strategic Level Competencies During 2013, ASAE funded an extensive, psychometrically valid study to document the competencies essential to the practice of association management

More information

Program description and rationale: overview of the degree program and its goals

Program description and rationale: overview of the degree program and its goals Program description and rationale: overview of the degree program and its goals In the south Puget Sound region, educators often find themselves in administrative positions requiring not only teaching

More information

2013-2016 NASW CA STRATEGIC PLAN MISSION STATEMENT

2013-2016 NASW CA STRATEGIC PLAN MISSION STATEMENT MISSION STATEMENT To promote the quality, effectiveness and image of the social work profession and to promote social change and social justice in order to improve the well being of all residents of California.

More information

Comparison Between Joint Commission Standards, Malcolm Baldrige National Quality Award Criteria, and Magnet Recognition Program Components

Comparison Between Joint Commission Standards, Malcolm Baldrige National Quality Award Criteria, and Magnet Recognition Program Components Comparison Between Joint Commission Standards, Malcolm Baldrige National Quality Award Criteria, and Magnet Recognition Program Components The Joint Commission accreditation standards, the National Institute

More information

Program: Educational Administration Masters, Director of Vocational Education

Program: Educational Administration Masters, Director of Vocational Education 1.3.1 facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school. Program: Educational Administration Masters, Director

More information

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive)

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site

More information

Department of Psychology Policies and Procedures Revised by Faculty Vote February 8, 2012

Department of Psychology Policies and Procedures Revised by Faculty Vote February 8, 2012 Department of Psychology Policies and Procedures Revised by Faculty Vote February 8, 2012 PsychByLaws_gm_04292012.doc This document describes the policies and procedures by which the Department of Psychology

More information

Policy Changes Adopted on Second Reading

Policy Changes Adopted on Second Reading Assumed Practices Policy Changes Adopted on Second Reading The Board of Trustees adopted these policies on second reading at its meeting on June 26, 2015. Background Adjustments to the Criteria for Accreditation

More information

SCB Marine Section By-laws

SCB Marine Section By-laws Article 1: Membership Section 1. Voting Members SCB Marine Section By-laws Passed by Marine Section vote Nov. 2015 Any member of the Society for Conservation Biology who has an interest in the objectives

More information

Program Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership

Program Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership Program Revision Proposal M.Ed. in Educational Leadership Respectfully submitted by The Educational Leadership Faculty School of Education and Human Services 2003 PROPOSED PROGRAM REVISION FOR A M.ED.

More information

COLLEGE OF HEALTH & HUMAN SERVICES

COLLEGE OF HEALTH & HUMAN SERVICES COLLEGE OF HEALTH AND HUMAN SERVICES 165 COLLEGE OF HEALTH & HUMAN SERVICES Degree Program Troy Phenix City Atlantic Region Pacific Region Southeast Region Western Region Dothan Montgomery M.S. Nursing

More information

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements

Purpose. Admission Requirements NURSING EDUCATION STUDENT LEARNING OUTCOMES RESIDENCY REQUIREMENTS. Clinical Requirements NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations

More information

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive)

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

TABLE OF CONTENTS. National Society of Professional Engineers Strategic Plan Linkage 3-5. LES Values and Critical Success Factors 5

TABLE OF CONTENTS. National Society of Professional Engineers Strategic Plan Linkage 3-5. LES Values and Critical Success Factors 5 TABLE OF CONTENTS Vision 3 Mission 3 National Society of Professional Engineers Strategic Plan Linkage 3-5 LES Values and Critical Success Factors 5 LES Goals, Objectives and Strategies 6-10 Strategic

More information

ASAE s Job Task Analysis Applied Level Competencies

ASAE s Job Task Analysis Applied Level Competencies ASAE s Job Task Analysis Applied Level Competencies During 2013, ASAE funded an extensive, psychometrically valid study to document the competencies essential to the practice of association management

More information

BYLAWS OF THE DEPARTMENT OF INTERIOR DESIGN COLLEGE OF VISUAL ARTS, THEATRE AND DANCE THE FLORIDA STATE UNIVERSITY

BYLAWS OF THE DEPARTMENT OF INTERIOR DESIGN COLLEGE OF VISUAL ARTS, THEATRE AND DANCE THE FLORIDA STATE UNIVERSITY BYLAWS OF THE DEPARTMENT OF INTERIOR DESIGN COLLEGE OF VISUAL ARTS, THEATRE AND DANCE THE FLORIDA STATE UNIVERSITY Approved by a majority of the faculty, January 11, 2013 ARTICLE I. Purpose, Parameters,

More information

The mission of the Graduate College is embodied in the following three components.

The mission of the Graduate College is embodied in the following three components. Action Plan for the Graduate College Feb. 2012 Western Michigan University Introduction The working premises of this plan are that graduate education at WMU is integral to the identity and mission of the

More information

Psychology (MA) Program Requirements 36 credits are required for the Master's Degree in Psychology as follows:

Psychology (MA) Program Requirements 36 credits are required for the Master's Degree in Psychology as follows: Psychology (MA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, carla.marquez-lewis@cuny.edu

More information

UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES. Approved by SBA General Faculty (April 2012)

UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES. Approved by SBA General Faculty (April 2012) UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES Approved by SBA General Faculty (April 2012) Introduction In 1926, we embarked on a noble experiment the creation

More information

A CFO s Guide to Corporate Governance

A CFO s Guide to Corporate Governance A CFO s Guide to Corporate Governance By Linda D. Henman, Ph.D. Few people can define governance in concrete terms, yet it remains one of those allencompassing words that people use frequently. The dictionary

More information

CAREER SERVICES. So You Want To Be A Therapist UCSB

CAREER SERVICES. So You Want To Be A Therapist UCSB So You Want To Be A Therapist Compiled by Micael Kemp; revised by Maya Salmon Introduction Careers Requiring An M.D. Careers Requiring a Doctoral Degree Careers Requiring A Master s Degree Other Careers

More information