Comprehensive Standard #3.6.2 (Graduate instruction)

The institution ensures that its graduate instruction and resources foster independent learning, enabling graduates to contribute to a profession or field of study.

Compliance Certification

The College of William and Mary is in compliance with this comprehensive standard.

Explanation

For basic descriptive information about graduate programs at William and Mary, please see Comprehensive Standard 3.6.1. Graduate programs at the College of William and Mary, including those in Arts and Sciences, Education, and Marine Science, foster independent learning and the ability to contribute to a profession or field of study in several general ways. First, all but the Master of Public Policy require successfully passing a qualifying examination. Second, all of the Master of Arts degrees require the completion and defense of an independent research thesis. The Master of Sciences degree programs require a thesis, a substantial research project plus additional advanced course work, or significant additional advanced course work. Third, virtually all of the doctoral degrees require successful completion and defense of an original piece of research that contributes to the body of knowledge of the discipline or field. Specific arrangements for other graduate degrees are described below.

The Master of Public Policy requires a ten-week summer internship (see Public Policy Internships). This internship requires students to work independently and cooperatively within an external office or agency. It facilitates the thoughtful application of skills developed within the curriculum, as well as the learning of new skills.

The second year of the Master of Business Administration program is the "Acceleration Year." Students enroll in Career Acceleration Modules, which build on the course work from the first year and provide students with opportunities to develop leadership and decision making skills. The modules incorporate field consultancies, through which students develop recommendations for client companies. Students use all of their skills, developed through coursework and previous work experience, to present a solution in a consultation that has senior executive visibility.

By its nature, accounting involves independent application of principles and models. Two required courses in accounting (Professional Accounting I and II) provide examples of the solid foundation for independent learning and professional practice offered in the master of accounting program. Professional Accounting I "focuses on expanding and integrating knowledge of generally accepted accounting and auditing standards in rigorous study of the selection, substantiation and consequences of specific accounting choices and auditing procedures; extensive use of cases and simulation" (Master of Accounting Program Curriculum). Professional Accounting II "focuses on the role of financial reporting in capital allocation and contracting decisions, considering the perspectives and incentives of both preparers and users." Graduate accounting students are given the opportunity to use their expertise in the areas of accounting, finance, and statistics to estimate credit risk, equity risk, and firm value. Students apply statistical tools and analytical methods increasingly used in business, including those related to hedge accounting, bankruptcy prediction, stock option valuation, and fraud detection.

Assignments equip students to effectively research issues using the Financial Accounting Research System (FARS) and other databases accessible on the Internet and through the Professional Resource Center (PRC). (See Master of Accounting Program Curriculum.)

The M.A. in Education degree programs promote independence and the ability to contribute to the professional field in the following ways. The programs in elementary and secondary education require field experiences and a 10-week student teaching experience. (See Master's Program in Curriculum and Instruction -- Elementary and Master's Degree Program in Secondary Education.) The M.A. program in Special Education requires a seven-week practicum and a seven-week student teaching experience (see Special Education.) The M.A. programs in Reading, Language, and Literature and in Gifted Education require practica (in diagnosing and correcting reading difficulties and in gifted education, respectively) and a master's research project. (See The Reading Program - College of William and Mary and Master's Program in Curriculum and Instruction, Gifted Education.)

The School of Education also offers the following M.A.Ed. programs: Counseling (School, Community, Community and Addictions, and Family emphases), Educational Leadership (with concentrations in Higher Education Administration, Gifted Education Administration, and K-12 Administration and Supervision), and School Psychology. All of these programs require practica, internships, and/or culminating experiences that ensure that students develop the skills necessary to practice their professions independently in ways that will contribute to the fields.

The M.Ed. in School Psychology is not a terminal degree. It is a component of the Educational Specialist degree (Ed.S.), which is necessary for certification in School Psychology. A combination of practicum and the culminating experience (a 12-credit internship) ensure that students are prepared to work independently and to contribute to the professional field.

The doctoral program in counselor education is oriented to professional contributions at the highest levels. Students take doctoral seminars in selected counseling research topics, courses in statistics and research, counseling practicum, a counselor education internship, and electives approved by their advisors. Through the New Horizons Family Counseling Center, students have the additional opportunity to receive advanced clinical training, learn and conduct supervision, and serve in administrative leadership roles. The goal of the doctoral program is to encourage students to extend their abilities in creative didactic and experiential activities, while developing critical thinking skills and a focused research agenda. Each faculty member is committed to an active mentoring process that promotes professional identity and personal achievement. (See Counselor Education.)

The educational doctorate or Ph.D. in Educational Policy, Planning, and Leadership promotes independent learning and preparation for contributions to the field. The program develops educational leaders who can communicate effectively with their publics, have command of and contribute to the body of knowledge, make effective decisions to manage organizations, and motivate and lead people so that institutional and personal goals are met. Graduates are prepared intellectually, personally, and professionally to provide service to diverse communities through productive work. The faculty achieve these goals through collaborative teaching and mentoring within a learning community. (See Educational Policy, Planning and Leadership.)

The Juris Doctor (J.D.) degree prepares students for the practice of law. The William and Mary School of Law is committed to preparing students for professional service. President of the College and John Stewart Bryan Professor of Jurisprudence offers this perspective: "Our hope is that after three years here you will leave not only with sound basic professional skills but also with a sense of our profession's greatest traditions and a determination to use your talents in the service of mankind." The cutting edge two-year legal skills program contributes significantly to the preparation of graduates to work independently and to make contributions to the field. (See Academic Programs, Degree Requirements.)

The LL.M. in American Legal System provides advanced training for students from outside the United States who are interested in academic careers or who wish to increase their familiarity with the American legal system. The program is designed for legally-trained individuals from outside the United States who intend to return and contribute to the academic or legal professions of their home country. (See LL.M. American Legal System.)

Students in the Doctor of Psychology (Psy.D.) program learn clinical skills through a systematic sequence of eight supervised practica. In addition, they develop the necessary skills for independent research through coursework and the development and completion of a dissertation. (See The Virginia Consortium Program in Clinical Psychology.)

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