What is the definition of a scholarship

what is the definition of a scholarship

#Scholarship | Definition of Scholarship by Scholarshipfellow

Definition of scholarship. 1: a grant-in-aid to a student (as by a college or foundation) 2: the character, qualities, activity, or attainments of a scholar: learning. 3: a fund of knowledge and learning drawing on the scholarship of the ancients. Scholarship definition, learning; knowledge acquired by study; the academic attainments of a scholar. See more.

The synonyms of Scholarship are Erudition, financial aid, knowledge, literacy, learning, and learnedness. A scholarship is a type of financial aid awarded to students seeking to further their education. They can be awarded on a different basis but most commonly on the basis of academic merit or need for financial aid to cover tuition fees etc. Scholarship money is not repaid to the organization awarding it. The terms scholarship and grantthough often used interchangeably do not have the same meaning.

Scholarships often have a financial need component but there are other criteria. Academic scholarships use Grade Point Average to select who the award should go to whereas Athletic scholarships depend on athletic performance, and Merit scholarships include performance in specific school areas as well as extracurricular activities.

Sports Scholarships are offered based on the sports performance of a student. Then there are also career-specific scholarships awarded to students pursuing a specific field of study.

These concern areas in high-need such as education and nursing. They are based on both academic merit and personal achievements. Awardees of such a scholarship may be required to work in a rural or remote area for some time or they will be asked to repay the financial support received.

Entries should be about a creative or innovative idea. The best place to start is your home region. Scholarships are typically awarded by institutions and organizations so chances are that the ones offered by your home region will not have as much competition as national scholarships.

Society makes people have certain expectations from health care professionals, professors, academics, etc. They must demonstrate leadership capabilities and pursue ways to learn and grow even further. For example, how to make yourself pee right now expect their faculty members to pursue scholarship opportunities. Climbing higher up the academic ladder requires not only regular promotion and tenure but also demonstrating leadership whilst teaching, researching and doing community activities.

Because they have such a role, society expects of faculty members to contribute towards change. In this respect, a scholarship can be defined as the application of systematic approaches towards acquiring knowledge via intellectual inquiries. It includes dissemination of this knowledge in publications, presentations, and other applicable ways as well as the application of that knowledge in society. There are both traditional and non-traditional ways of judging excellence in scholarship.

Demonstrated through proof of the positive impact of the work with different institutions, voluntary organizations, industries, and other professionals. The next scholarship we will discuss is the S c holarship of engagement. Proposal of the four-dimensional scholarship award declared by an educational national leader named Boyer: discovery, integration, application, and teaching. The scholarship of engagement was added to the list later on. The report of the Commission on Community-Engaged Scholarship in the Health Professions defines engagement between the community, scholarship and community-engaged scholarship as follows:.

As you can see, there are many different types of scholarships and ways to find them. Though the requirements for specific scholarships may vary, they are generally awarded on a financial need or merit basis. On the other hand, scholarships for health care professionals ask for excellence in professional accomplishments, etc. We hope this article was helpful in explaining scholarships and scholarship types for students, academics and health care professionals.

I want to benefit this opportunity. I wish to do graduate studies in agronomy. I am a Liberian. This will help our country in its fight against food insecurity. As I mentioned above i would like to apply for the scholarship i have been accepted to international medical university in Kyrgyzstan. Am writing to request you please consider me for the scholarship so that it can help me to finish my studies and without any problem i hope you will consider it this my first time to apply for the scholarship because of some problems.

I hope i will get good news from you Thanks. Your email address will not be published. This site uses Akismet to reduce spam. Learn how your comment data is processed. Contents hide. Synonyms of Scholarship. Antonyms of Scholarship.

Scholarship Definition:. Scholarship VS Grant. Types of Scholarships College-specific scholarships. Brand scholarships. Creative contest scholarships. Scholarship Types Definition. Scholarships for specific professions For example, presentations must demonstrate:.

Non-traditional ways may include:. Excellence through leadership roles in different organizations along with proof of scholarly contribution. Judging excellence how to view search history on ipad community activities.

Community engagement factor:. Community-engaged scholarship Programs for students:. Muhammad Yousaf Muhammad Yousaf is mentoring new students to win scholarships for a long time. He realized the fact that it is essential to create a platform where students can find authentic opportunities to apply for and ask questions regarding any relevant matters. Related Articles. Pingback: What is Full Ride Scholarship? I want to persue in medicine and I have a financial problem so am I eligible for scholarship?

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Scholarship is knowledge resulting from study, or is a gift of money to pay for academic education. An example of scholarship is when you study for a master's degree. An example of a scholarship is . A scholarship is an award of financial aid for a student to further his or her education. Scholarships are awarded based upon various criteria, which usually reflect the values and purposes of the donor or founder of the award. Scholarship money is not required to be repaid. Jan 01, †∑ Scholarship Definition: A scholarship is a type of financial aid awarded to students seeking to further their education. They can be awarded on a different basis but most commonly on the basis of academic merit or need for financial aid to cover tuition fees etc. Scholarship money is not repaid to the organization awarding it.

For decades, the academic medicine community rarely used the terms, "education, teaching, scholarship, and academic promotion" in combination. Teaching was expected as part of academic citizenship, a necessary but insufficient element for academic promotion. Since its publication, Boyer's work has spurred "reconsideration" of the educators' roles, expectations, and criteria associated with their recognition and academic promotion. Critical questions guiding GEA's work include:.

A brief summary of the conference findings, abstracted from the complete conference summary report and published findings, are presented here to stimulate continued discussion of this critical topic.

These five educator activity categories emerged from the literature as common formats in presenting educational contributions for academic promotion.

They define the contents suitable for inclusion in academic promotion documents. What are the core elements of educational scholarship? Two overriding principles for documenting educator's activities cross all five categories:. The Documentation Frame for Educators' Academic Advancement indicates that documentation of excellence should include both quantity and quality for each educator activity category even though the specific types and forms of evidence may vary.

In short, this model is known as "Q2Engage": Quality, Quantity, and Engagement with the educational community. The breadth and scope of engagement with the educational community e. This engagement with the educational community may be documented by evidence of a scholarly approach that the educators' work is informed by what is known in the field and educational scholarship how, over time, the educator contributes to the knowledge in the field.

Educators seeking academic promotion may present evidence focused on a single category e. Outcomes 1 and 2 address how to document work using an Educator Portfolio. What are the necessary resources and infrastructure required to support educators as scholars?

Institutions reward what they value. As many of our institutions already recognize and support the infrastructure needs of basic science and clinical investigators through mentoring, funding, facilities and uninterrupted time to devote to scholarly activities, a parallel educational infrastructure should be framed. This starts with the institution providing a clear, written statement of faculty educational contributions as core to its mission and goals.

At the individual level, institutions need to align promotion expectations with the educational activities assigned to faculty members. At the organizational level, the standards for academic promotion must not exceed the available education support infrastructure within institutions and from regional, national, and international organizations associated with medical education.

Support infrastructure for educational career development includes forums for educators to share their work and have it peer-reviewed, faculty development to enhance educators' expertise and learn about new advances in the field, access to educational journals and repositories of materials, and physical, virtual and technical resources.

When these things happen, it illustrates an institutional commitment to career advancement through the scholarship of teaching. In order to move this work forward, it is essential that work continue with our institutional and organizational leaders to align academic advancement standards and infrastructure to support educational contributions. Local and national forums coupled with informal collegial discussions remain invaluable resources to further disseminate, build upon, and expand the dialogue about educational scholarship from the GEA Consensus Conference findings.

In addition, seeking new venues for communication and support about these topics through dialoguing with faculty from our research, clinical and administrative medical communities serves to stimulate richer conversations. Answers to emerging questions such as how to document and reward multiple-authored educational materials, or jointly created educational activities are more likely to occur with this kind of inclusive approach and systematic inquiry.

In her presentation at the consensus conference, Pat Hutchings of the Carnegie Foundation for the Advancement of Teaching spoke eloquently about establishing a learning community.

Using these conference outcomes, faculty can work together, with their colleagues and their institutions, to develop robust communities of educators. The contributions of faculty to our unique missionóimproving the health of the public through excellence in the education of physiciansófind ongoing support through a strong educational infrastructure and are valued and recognized through fair and timely academic promotion processes.

By promoting the ideas outlined in this article we can arrive at a time and place where good teaching is not only recognized but is sufficient and necessary for academic promotion.

New section Content Background. Deborah Simpson, PhD. Brownell Anderson, MEd. New section. New section For decades, the academic medicine community rarely used the terms, "education, teaching, scholarship, and academic promotion" in combination.

Critical questions guiding GEA's work include: What are the criteria for educational scholarship? How do educators document their work for recognition and academic promotion? In February , the GEA hosted a consensus conference seeking three outcomes: To re-confirm previously defined educator activity categories and further define their contents; To describe the appropriate forms of evidence and presentations for each category; and To identify areas of ambiguity associated with educators' academic advancement in need of further discussion and investigation.

To reconfirm and further define educator activity contents What are the criteria for educational scholarship? Teaching: Any activity that fosters learning, including direct teaching and the creation of associated instructional materials.

Learner Assessment: All activities associated with measuring learners' knowledge, skills, and attitudes related to one or more of the following activities; development, implementation, analysis, or synthesis and presentation. Curriculum Development: A longitudinal set that is more than one teaching session or presentation of designed educational activities that includes evaluation, which may occur at any training level.

Mentoring and Advising: Mentoring: a sustained, committed relationship from which both parties obtain reciprocal benefits. Advising: a more limited relationship than mentoring that usually occurs over a limited period, with the advisor serving as a guide. Educational Leadership and Administration: Achieving results through others, transforming organizations through the vigorous pursuit of excellence with their work's value demonstrated through ongoing evaluation, dissemination of results, and maximization of resources.

To describe the appropriate forms of evidence and presentations for each educator activity category What are the core elements of educational scholarship?

Two overriding principles for documenting educator's activities cross all five categories: Excellence: Evidence of education excellence must document both the quantity how much, how often, with whom and quality of educational activities. Anker Publishing Company, Inc. Boston, MA, Boyer EL. Scholarship Reconsidered: Priorities of the Professoriate. San Francisco: Jossey-Bass, Rice, RE. Chapter 1. San Francisco: Jossey-Bass, , Pp. Making the Case for the Teaching Scholar.

Acad Med. Medical Education 10 : New section Deborah Simpson , PhD. Brownell Anderson , MEd. Serve on a committee e.

Create a curriculum model Present accepted abstract at a professional conference Devise a learner assessment tool Publish original works. Educational activity is: Systematically designed Implemented Evaluated Redesigned or informed by the literature and best practices of the field. Product is: Accessible to the education community Presented in a form that others can build upon Available to peers to review applying accepted criteria.


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