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Mission
The mission of The Graduate College of Rush University is to promote diversity and assure excellence in educational and mentoring programs responsible for training outstanding candidates in the basic and clinical sciences that will lead graduates to successful careers as researchers, scholars, and leaders in their respective fields.
Vision
Basic and clinical scientist graduates of The Graduate College will become leaders in their respective research fields, secure leadership positions in academia and/or industry, compete successfully for extramural grants, and train the next generation of research scientists.
Philosophy
The Graduate College was originally established to provide opportunities for students to work with selected members of the University faculty to earn doctoral degrees in the sciences basic to health care. Students underwent highly individualized programs that maximized the students' opportunities for self-realization and the faculties' opportunities for sharing their scholarly development, expertise, and experiences on a personal basis. This goal is still a major emphasis of the Graduate College during the research training years, whereas there is a more common framework taught in the period preceding the mentored research experience. Thus, most basic science students now take an introductory core curriculum. This contributes to significant interaction among the students across divisions while providing a common knowledge base to enter the research phase of their specific programs. It also serves to create a feel of critical mass in divisions that only matriculate a few students each year. The addition of master's programs in Clinical Research and Biotechnology have expanded the course offerings by the College and address the expanding need for clinical scientists and highly trained technical staff, respectively, needed to advance science in the 21st century. Therefore, the organizational pattern still allows a high degree of individualized faculty and student participation in the educational processes of the College consistent with the teacher-practitioner model while providing a more encompassing umbrella structure within the College that creates greater similarity then differences across the divisions and programs. |
