No undergraduate or postgraduate programmes currently exist for the professional education of informal educators. The authors outline the development of previous programmes and consider the emergence of informal education as a discrete concept. The article then highlights some key failings in the professional education of informal educators and…

Higher education resources are dwindling yet postsecondary institutions are expected to do more with less. As a result, institutions of higher learning are having to reimagine and reorganize standard operating procedures to identify solutions for the future. One of the options is to consider interinstitutional collaborations. A primary challenge…

On average, natural disasters directly impact approximately 160 million individuals and cause 90,000 deaths each year. As natural disasters are becoming more familiar, it stands to reason that school personnel, particularly mental health professionals, need to know how to prepare for natural disasters. Current disaster preparation and response…

This chapter focuses on how to negotiate power and interest among multiple stakeholders to develop continuing professional education programs as graduate study for those in the health and medical professions.

A graduate macro practice foundation course was modified to incorporate curriculum content on the paradigm of evidence-based (informed) practice. The author developed an Evidence-Based Program Planning Model that was used as the framework for teaching this paradigm. Students learned to search and appraise the evidence to answer a practice…

A graduate program for dance was designed by San Diego State University (California). Its organizational structure, guest artist program, financing methods, and its perceived success are described. (CJ)

Describes the Personal Career Development Plan for graduate students which aims for the production of a program of graduate study that develops an articulated set of professional competencies that the graduate faculty consider for approval. (CT)

THE BUREAU OF STUDIES IN ADULT EDUCATION WAS FOUNDED AT INDIANA UNIVERSITY IN 1947 AND ASSIGNED THE TASK OF PROVIDING OFF-CAMPUS NONCREDIT COURSES IN ADULT EDUCATION. THE BUREAU BEGAN BY PROVIDING FIELD SERVICES, RANGING FROM PROVIDING ASSISTANCE TO LOCAL COMMUNITIES ON ADULT EDUCATION PROBLEMS TO PROVIDING GENERAL ADULT EDUCATIONAL ACTIVITIES. IT…

Engineering education is going through a difficult period because of burgeoning undergraduate enrollments, falloff in nonforeign graduate students, and rapidly changing technology. The growing high-technology environment may encourage the development of professional programs in engineering. (Author/MLW)

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.

The issue of quality in graduate programs is discussed generally, so that programs in the pharmaceutical sciences can be viewed in the broad context of science, rather than in the narrower confines of the profession of pharmacy. Consideration is given to goals, faculty characteristics, student quality, and development procedures. (LBH)

Rigorous professional standards and review procedures, appropriateness of program goals and activities, and use of mutually reinforcing pedagogical strategies are seen as typical of experiential learning in established graduate education programs. Twelve programs using experiential learning in graduate and professional education are examined.…

The Architecture Study Planning Group (ASPG) makes 62 recommendations for architecture education in Ontario's universities. Based on these recommendations, the Council of Ontario Universities makes several observations about the state of the discipline: that (1) architecture programs are basically sound, but would benefit from greater…

The historic sources of graduate study in the United States, specifically the German influence, are examined, and the relationship of current experiential learning to past traditions of graduate study is discussed. Greater flexibility in the use of experience in graduate instruction and research is suggested. (MLW)

Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)