Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 1 |
Descriptor
Degree Requirements | 58 |
Higher Education | 58 |
Program Development | 58 |
Program Descriptions | 17 |
Graduate Study | 14 |
Curriculum Development | 10 |
Doctoral Programs | 10 |
Bachelors Degrees | 7 |
Masters Degrees | 7 |
Admission Criteria | 6 |
Teacher Education Programs | 6 |
More ▼ |
Source
Author
Publication Type
Education Level
Higher Education | 1 |
Audience
Practitioners | 8 |
Teachers | 3 |
Administrators | 2 |
Counselors | 1 |
Location
Africa | 1 |
Arizona | 1 |
Canada | 1 |
Florida | 1 |
Idaho | 1 |
Michigan | 1 |
Missouri | 1 |
Nevada | 1 |
North Carolina | 1 |
Oklahoma | 1 |
Pennsylvania | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Smith, David C.; And Others – Phi Delta Kappan, 1984
The University of Florida's 5-year teacher education program--developed over 4 years and adopted in fall 1984--requires deeper academic study, more clinical and field work, more education coursework, and more comprehensive student and program evaluation than the previous traditional program. (MCG)
Descriptors: Degree Requirements, Higher Education, Program Development, Teacher Education Programs

Wakefield, Gay; Cottone, Laura Perkins – Public Relations Review, 1986
Reviews the 1980s literature regarding trends in public relations practice and implications for PR degree programs. Makes specific recommendations for development of effective degree programs. (MS)
Descriptors: Degree Requirements, Education Work Relationship, Higher Education, Program Development
Scannell, Dale P. – Phi Delta Kappan, 1984
Describes how the University of Kansas developed its 5-year teacher education program in the late 1970s and reports the program's design and current status. Presents preliminary observations on the results of the program. (MCG)
Descriptors: Degree Requirements, Higher Education, Program Development, Program Effectiveness
Dowling, William D.; Taylor, Raymond – Adult Leadership, 1974
The development of non-traditional degree programs should be encouraged in those institutions of higher education which have the capability to do them well. Proper planning in preparation for the non-traditional student is important. (AG)
Descriptors: Adult Education, Degree Requirements, Higher Education, Program Development

Seymour, Daniel – Planning for Higher Education, 1989
Four factors--the perceived needs of the faculty, the perceived needs of the market, the competition among institutions, and the competition within institutions--represent the major forces behind the development of new academic programs. Two case studies in Missouri and New England are described. (MLW)
Descriptors: Case Studies, College Curriculum, Degree Requirements, Educational Planning
Reynolds, Sandra L.; Haley, William E.; Hyer, Kathryn – Gerontology & Geriatrics Education, 2007
As state budget allocations for higher education decrease, "specialty" programs such as gerontology must continually demonstrate their productivity. State and private universities increasingly rely on student credit hours (SCH) or tuition generated, which is making it difficult for many gerontology programs to expand. The School of Aging Studies…
Descriptors: Higher Education, Gerontology, Majors (Students), Student Recruitment
CAUSE/EFFECT, 1985
In the fall of 1982 Drexel became one of the first universities to introduce a formal microcomputer requirement by announcing that in September 1983 every entering student would need access to a microcomputer. The heart of the microcomputing program is Apple Computer's Macintosh. The microcomputing program is described. (MLW)
Descriptors: Administrative Organization, College Administration, Computers, Degree Requirements
Osman, Hussein Elsayed – Bulletin of the Association of African Universities, 1974
In light of the need for agricultural specialists in Africa the author analyzes various models for graduate agricultural education in relationship to the stages of development of the agricultural industry and discusses several means of insuring standards: entry qualifications, integration of course work into the program, staffing, and laboratory…
Descriptors: Admission Criteria, Agricultural Education, Degree Requirements, Developing Nations

Cleland, Virginia – Nursing Outlook, 1976
Three model programs are discussed: The nurse-scientist program, the professional doctorate, and the Ph.D. in nursing. Attention is also given to Wayne State University's degree program plan, faculty requirements, and student admission.
Descriptors: Degree Requirements, Doctoral Programs, Educational Development, Graduate Study

Cleveland, Thelma L. – Nursing Outlook, 1977
Describes the first baccalaureate nursing program of its type--the Intercollegiate Center for Nursing Education in Spokane, Washington--to be accredited by the National League for Nursing, with the goal of educating nurses through a cooperative, interinstitutional approach. Topics discussed include how the center began, administrative…
Descriptors: Degree Requirements, Higher Education, Institutional Cooperation, Nursing
Turner, Trevor A.; Williams, Claudette H. – 2002
Ongoing professional development is at the core of Project Reading Excellence at "Boggsville" Elementary School (a pseudonym) and is intricately woven throughout all related activities. This professional development program is built on the pillars of sound scientific-based reading research, best teaching practices, and appropriate…
Descriptors: Degree Requirements, Educational Cooperation, Elementary Education, Faculty Development
Krumme, Ursel – 1976
A project in major curriculum revision for a baccalaureate program in nursing accomplished: (1) extensive review of the present and future educational health and nursing care needs; (2) development of a philosophy of nursing education; (3) development of a set of terminal program objectives; (4) development of a statement about the graduate of the…
Descriptors: Bachelors Degrees, Curriculum Development, Degree Requirements, Educational Assessment
Giardina, Richard C.; And Others – 1973
This report summarizes the key discussions of a Conference of Directors of Carnegie-Funded Time-Shortened Baccalaureate Programs. Discussion centered on five major concerns, the nature of the baccalaureate; time shortening: where, when, and how; financing higher education; evaluation; and the dynamics of change. The report suggests that a number…
Descriptors: Acceleration, Bachelors Degrees, Conference Reports, Degree Requirements

Benedict, L. Kirk; And Others – American Journal of Pharmaceutical Education, 1978
The University of Nebraska College of Pharmacy awards only the Doctor of Pharmacy (PharmD) degree to all of its graduates. The PharmD degree program, including course requirements and credit hour information, is described, and the procedures and budgetary adjustments used to implement the program are discussed. (JMD)
Descriptors: Credits, Degree Requirements, Doctoral Degrees, Doctoral Programs
Wildman, Louis – 1988
A proposal is presented for developing a Master of Arts in Teaching (MAT) program at California State University, Bakersfield. The criteria for a MAT program are examined by outlining existing programs at: (1) Harvard Graduate School; (2) University of California, Berkeley; (3) Portland State University; (4) Stanford University; (5) University of…
Descriptors: Admission Criteria, Course Content, Degree Requirements, Graduate Study