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How does a prospective student make a choice among graduate schools? Here, seven former students tell U.S. News why they chose to attend their particular schools.
未來的學生如何在研究生院中做出選擇?在這里，6名前學生告訴U.S. News 的小編，他們?yōu)槭裁催x擇去他們的某所學校就讀。
經(jīng)驗一：為什么我選擇凱斯西儲大學的弗朗西斯·佩恩·博爾頓護理學院?
Cleveland has a world-class health care system, and one of Case Western Reserve University nursing school's strengths is that it finds amazing clinical placements for students. Many schools require you to find your own. I wanted to go into mental health and was able to do psychiatric rotations at the Cleveland Clinic and the Department of Veterans Affairs.Case Western works closely with each student's preceptor, or clinical instructor, to ensure you get great feedback as you gain real-world experience. The program also goes beyond the basics of treatment and medications. It taught me how to be a leader, whether supervising a team or helping direct a health care system.The school ensures students are prepared for changes in nursing requirements and is vocal about the need for national uniformity in nursing education. Case gave me exactly the prep I needed for my current role as associate medical director of a community mental health facility.
克利夫蘭擁有世界級的醫(yī)療保健系統(tǒng)，許多學校要求你找到自己的實習學校，而凱斯西儲大學護理學院的優(yōu)勢之一就是它為學生們提供了驚人的臨床實習機會。我想進入心理健康領(lǐng)域，能夠在克利夫蘭診所和退伍軍人事務(wù)部做精神病治療。案例西方與每個學生的指導老師或臨床指導密切合作，以確保你得到很好的反饋，因為你獲得了真實世界的經(jīng)驗。這個項目也超出了治療和藥物治療的基礎(chǔ)。它教會了我如何成為一名領(lǐng)導者，無論是監(jiān)督一個團隊還是幫助指導一個醫(yī)療系統(tǒng)。學校確保學生做好護理要求的改變，并對護理教育中國家統(tǒng)一的必要性直言不諱。凱斯給了我一份我目前擔任社區(qū)精神衛(wèi)生機構(gòu)副醫(yī)療主任所需要的準備。
經(jīng)驗二：為什么選擇弗吉尼亞大學達頓商學院?
After working at the State Department, I sought a business school that combined public and private sector thinking to more innovatively address 21st-century policy challenges. I chose the Darden School of Business because it emphasizes general management, teaching quality, entrepreneurial thinking and community.Through Darden's case method – students solve a company's problems with a product launch, for example – I've developed the problem-solving skills to start a business or to innovate from within.Initiative is encouraged. When I proposed the Tri-Sector Leadership Fellows program to bring law, public policy and business students together to learn from distinguished leaders, the school and classmates moved mountains to make it happen. The i.Lab, Darden's startup incubator, provides students with advice and connections that enabled a friend and me to launch DreamWakers, a nonprofit that uses technology to connect students in high-need schools with professionals to discuss different careers. Through Darden, I feel that I can have a transformative impact on any environment.
在美國國務(wù)院工作后，我找到了一所商學院，將公立大學和私立大學的思維結(jié)合起來，更創(chuàng)新地應(yīng)對21世紀的政策挑戰(zhàn)。我選擇了達頓商學院，因為它強調(diào)綜合管理、教學質(zhì)量、創(chuàng)業(yè)思維和社區(qū)。通過達登的案例方法——學生通過產(chǎn)品發(fā)布解決公司的問題——我已經(jīng)開發(fā)出了解決問題的技巧來創(chuàng)業(yè)或者從內(nèi)部創(chuàng)新。計劃是鼓勵。當我提出“三部門領(lǐng)導研究員計劃”，將法律、公共政策和商業(yè)學生結(jié)合在一起向杰出的領(lǐng)導人學習時，學校和同學們與我共同努力，使之成為了現(xiàn)實。實驗室，達頓的創(chuàng)業(yè)孵化器，給學生們提供了一些建議和聯(lián)系，使我和朋友能夠啟動DreamWakers，這是一個利用技術(shù)將學生與高需求學校聯(lián)系起來的非營利組織，他們需要專業(yè)人士來討論不同的職業(yè)。通過在達頓商學院的就讀，我覺得我可以對任何環(huán)境產(chǎn)生革命性的影響。
經(jīng)驗三：為什么我選擇了密歇根安娜堡大學工程學院?
University of Michigan's College of Engineering had several strengths that appealed to me. In my area, civil engineering, professors are often professionals actively carrying on projects, many with an international focus – a particular interest of mine.The experiential learning opportunities are superb. Instead of a formal thesis, students are encouraged to engage in independent research. For example, I studied how precipitation into Lake Superior affects the availability of water in the region.I prototyped a low-cost water sensor to measure the rise of water levels in connecting rivers and canals. My prototype later became the basis of a successful Fulbright scholarship application for me to devise an early flood-warning system in Jakarta, Indonesia.The school gave me an engineering grant after my first year to study flooding in Indonesia more closely, and it helped me build language studies into my master's program. All of these experiences gave me a great foundation to start my own drone and aerial mapping company and to continue my engineering work in Indonesia.
密歇根大學工程學院有幾個吸引我的優(yōu)點。在我的領(lǐng)域，土木工程，教授經(jīng)常是專業(yè)人士積極地進行項目，許多有國際焦點-我特別感興趣。經(jīng)驗學習的機會是一流的。學生被鼓勵從事獨立的研究，而不是正式的論文。例如，我研究了降水如何進入蘇必利爾湖，影響了該地區(qū)的水的可用性。我設(shè)計了一個低成本的水傳感器來測量連接河流和運河水位的上升。后來，我的原型成為了富布賴特獎學金申請的基礎(chǔ)，我在印尼雅加達設(shè)計了一個早期的洪水預(yù)警系統(tǒng)。開學后，學校給了我一個工程資助，讓我更密切地研究印尼的洪水，并幫助我在碩士課程中建立語言學習。所有這些經(jīng)歷給了我一個很好的基礎(chǔ)，可以開始我自己的無人機和空中測繪公司，并繼續(xù)我在印尼的工程工作。
經(jīng)驗四：為什么選擇佩珀代因大學法學院(加州馬里布)
Before law school, I served in the military and earned my master's in crisis and emergency management, where I learned how critical it was to solve problems before they deteriorate into conflicts. That's something Pepperdine University, through its Straus Institute for Dispute Resolution, excels at teaching.Through Straus, Pepperdine trains future lawyers to be peacemakers, negotiators and problem solvers – rare and in-demand skills. Offerings range from negotiation to specialized courses in securities arbitration. Students can combine a J.D. with a certificate or a master's in dispute resolution. I chose the latter.Pepperdine provides plenty of clinical experience, like the Investor Advocacy Clinic, where I argued cases for low-income investors against broker-dealers. Straus gave me a better understanding of how to manage disputes, reduce risk and find leverage points in negotiations. I use these skills every day now as an operations attorney for Schlumberger, a global oilfield services company, to avoid crises before they occur and mitigate them when they arise.
在法學院之前，我曾在軍隊服役，并在危機和應(yīng)急管理方面取得了碩士學位，在那里我學會了如何在問題惡化成沖突之前解決問題。這是佩珀代丁大學通過其斯特勞斯爭議解決協(xié)會的教學優(yōu)勢。通過Straus,Pepperdine培訓未來的律師成為和平締造者，談判者和問題解決者——稀缺和需求的技能。從談判到證券仲裁的專業(yè)課程。學生可以將法學博士學位與證書或碩士學位結(jié)合起來。我選擇了后者。佩珀丁提供了豐富的臨床經(jīng)驗，比如我為低收入投資者辯護的投資者維權(quán)診所。斯特勞斯讓我更好地了解如何管理爭端、降低風險，并在談判中找到杠桿。我現(xiàn)在每天都在使用這些技能，作為全球油田服務(wù)公司斯倫貝謝的一名運營律師，在危機發(fā)生前避免危機，并在出現(xiàn)危機時減輕危機。
經(jīng)驗五：為什么選擇阿拉巴馬-伯明翰大學醫(yī)學院?
I was accepted to the National Institute of General Medical Sciences' Medical Scientist Training Program that fully funds the M.D.-Ph.D. programs of future researchers at various medical schools. After going through two days of rigorous interviews at UAB's med and graduate schools, I was sure it was a great fit as it seemed strong in every research area from microbiology to immunology to neurobiology.The first two years of medical school, UAB has students cycle through different labs each summer to choose a specialty. After stints in pathology and microbiology, I found my "family" in the neurobiology lab, where I spent four years looking at how malignant brain cancer spreads.I always found colleagues willing to collaborate and thelp me get the resources I needed for my research, because people at UAB are so committed to advancing treatments and techniques. I plan to pursue a fellowship in hematology and oncology and eventually hope to work at an academic institution where I can see firsthand the problems patients struggle with and then go back to the lab to solve those problems. UAB has prepared me to do just that.
我被國家醫(yī)學科學院的醫(yī)學科學家培訓項目錄取，這是一個完全資助醫(yī)學博士的項目。各種醫(yī)學院校的未來研究人員計劃。在UAB醫(yī)學院和研究生院進行了為期兩天的嚴格面試后，我確信這是一個非常合適的項目，因為它似乎在每個研究領(lǐng)域都很強大，從微生物學到免疫學，再到神經(jīng)生物學。在醫(yī)學院的頭兩年，拉巴馬-伯明翰大學醫(yī)學院每年夏天都會通過不同的實驗室來選擇一個專業(yè)。在病理學和微生物學的研究之后，我在神經(jīng)生物學實驗室找到了我的“家庭”，在那里我花了四年時間研究惡性腦癌如何擴散。我總是能找到愿意合作的同事，我也能得到我的研究所需的資源，因為UAB的人都致力于推進治療和技術(shù)。我計劃在血液學和腫瘤學方面尋求一個獎學金，并最終希望在一個學術(shù)機構(gòu)工作，在那里我可以親眼看到病人與之斗爭的問題，然后回到實驗室去解決這些問題。拉巴馬-伯明翰大學醫(yī)學院已經(jīng)做好了準備。
經(jīng)驗六：為什么選擇華盛頓大學
When I decided to pursue teaching, I knew I wanted to work in a Title I school. UW's College of Education was ideal for me as it emphasizes preparing teachers to serve disadvantaged communities and partners up with many area schools.UW's pipeline program allows students to learn theory and then apply it immediately. Starting in the summer, I was trained to do reading assessments and then to tutor individual students.In the fall, my classmates and I took courses four days a week and began teaching classes once a week. Guided by mentor teachers, we learned to evaluate and instruct kids with diverse abilities. By January, we had moved to full-time teaching, while still meeting regularly with our mentors.UW also matched us with after-school programs so we could understand the life challenges of many students – for example, kids whose parents worked night shifts or who had a language barrier that prevented them from helping with homework. I learned to apply these insights, discussing new concepts in class and using homework solely for review. Now with my master's, I still take advantage of UW's excellent summer programs for teachers to keep up with best practices.
當我決定從事教學工作時，我知道我想在我的學校里工作。華盛頓大學的教育學院對我來說是最理想的，因為它強調(diào)要讓教師為弱勢社群服務(wù)，并與許多地區(qū)學校合作。華盛頓大學的管道項目允許學生學習理論，然后立即應(yīng)用。從夏天開始，我被訓練做閱讀評估，然后輔導學生。在秋季，我和我的同學每周上四天課，每周上一次課。在導師的指導下，我們學會了評估和指導不同能力的孩子。到了一月份，我們已經(jīng)開始了全職教學，同時還定期與導師見面華盛頓大學也給我們提供了課外項目，這樣我們就能了解許多學生的生活挑戰(zhàn)——比如，父母上夜班的孩子，或者有語言障礙的孩子，他們無法幫助他們做家庭作業(yè)。我學會了運用這些見解，在課堂上討論新概念，并且僅僅用作業(yè)來復(fù)習?，F(xiàn)在我的碩士學位，我仍然利用華盛頓大學的優(yōu)秀暑期課程，上老師們的實踐步伐。
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