A Bridge to the Future: Cultivating Academic Leadership Today for Better Communities Tomorrow

The purpose of this project is to develop a plan for expanding and funding the Grace E. Harris Leadership Institute (GEHLI). Currently, teams of leadership scholars selected from Virginia Commonwealth University (VCU) develop projects relating to the academic community in addition to studying the dynamics of effective leadership. Consistent with VCU\u27s vision of partnering with and service to metropolitan Richmond, we propose that future teams of leadership scholars develop outreach projects that involve and benefit the local community. The training in which scholars would participate would include learning about the Richmond community, its needs and goals, as well as the dynamics of leadership. Project teams would collaborate with community groups or leaders, thereby strengthening the bonds between VCU and the community, and providing public service, in accordance with VCU\u27s mission. Projects might include education, outreach, fundraising, mentoring, or research that would benefit Richmond and provide scholars with opportunities to network with local leaders. Financial and philanthropic resources will be investigated and a list of potential funding organizations will be generated

Keeping the collectivity in mind?

The key question in this three way debate is the role of the collectivity and of agency. Collins and Shrager debate whether cognitive psychology has, like the sociology of knowledge, always taken the mind to extend beyond the individual. They agree that irrespective of the history, socialization is key to understanding the mind and that this is compatible with Clark’s position; the novelty in Clark’s `extended mind’ position appears to be the role of the material rather than the role of other minds. Collins and Clark debate the relationship between self, agency, and the human collectivity. Collins argues that the Clark’s extended mind fails to stress the asymmetry of the relationship between the self and its material `scaffolding.’ Clark accepts that there is asymmetry but that an asymmetrical ensemble is sufficient to explain the self. Collins says that we know too little about the material world to pursue such a model to the exclusion of other approaches including that both the collectivity and language have agency. The collectivity must be kept in mind

Are physiotherapy students adequately prepared to successfully gain employment?

This is the post-print version of the final paper published in Physiotherapy. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2010 Elsevier B.V.Objectives - To explore the preparedness of final-year physiotherapy students for their progression into employment, and identify what universities can do to facilitate a smooth transition. Design - A single-cohort study, utilising a qualitative design incorporating a survey followed by transcribed and coded semi-structured interviews. Setting - Interviews were held in the Placement and Careers Centre at Brunel University, London. Participants - Sixty final-year full- and part-time students participated in the survey, and 12 final-year full- and part-time students participated in the semi-structured interviews. Methods - Sixty students completed a questionnaire which explored their preparedness for employment. Questions related to the current job situation, the application process and the student's ideal first post. Responses from the questionnaire were analysed and discussed further through a digitally recorded interview. Twelve students were interviewed by an experienced interviewer from a non-physiotherapy background. Results - Students felt unprepared for employment. Forty-seven per cent wanted a rotational post, but 26% would only spend 6 months and 39% would only spend 1 year looking for a job. Seventy-one percent would change career and 99% would work abroad if they were unable to secure a post in the UK. Most importantly, students could not identify transferable skills required by potential employers; only 25% cited effective communications, and 10% cited flexible working as a transferable skill. Self-management skills (e.g. prioritisation, time management and documentation) were not perceived as essential for employment. Conclusions - The job market requires physiotherapy graduates to possess transferable skills which can be applied to any situation. Many are integral to the profession and the undergraduate curriculum; however, analysis and assimilation of these skills cannot be assumed. Universities should reflect on their curriculum delivery to produce graduates who meet employers’ expectations and make a smooth transition into the workplace

SALUTE TO FACULTY SCHOLARSHIP 2016

A celebration of scholarship and other important faculty accomplishments at a social event in April. Typically this event takes place during the two hours prior to the last Faculty Assembly meeting of the academic year

Commencement Program [Spring 2009]

Annual Commencement Program for graduation ceremonies at Clark University, held on May 17th, 2009.https://commons.clarku.edu/commencement/1107/thumbnail.jp

Commencement Program [Spring 1983]

Annual Commencement Program for graduation ceremonies at Clark University, held on May 22nd, 1983.https://commons.clarku.edu/commencement/1081/thumbnail.jp

Commencement Program [Spring 1962]

Annual Commencement Program for graduation ceremonies at Clark University, held on June 10th, 1962.https://commons.clarku.edu/commencement/1054/thumbnail.jp

Commencement Program [Spring 1923]

Annual Commencement Program for graduation ceremonies at Clark University, held on June 11th, 1923.https://commons.clarku.edu/commencement/1016/thumbnail.jp

Commencement Program [Spring 1910]

Annual Commencement program for graduation ceremonies at Clark College, held on June 16th, 1910. Clark College was established by the university in 1902 as an undergraduate liberal arts college. It remained separate from the university, and independently managed, until 1920 when the two were combined under Clark University.https://commons.clarku.edu/commencement/1005/thumbnail.jp