College-level Programs Research Articles

How we developed a university program in nursing in Turkey.

While only the experiences of the faculty of the Florence Nightingale School of Nursing have been discussed, it is my belief that most of the steps would be desirable if not essential in the development of any university-level program. The following is a summarization of the six steps: 1. Select and appoint nurses as teachers who have had university-level preparation for their responsibilities of teaching, student supervision, and curriculum development in a higher educational program, or if necessary, arrange for nurses to secure such preparation prior to their appointment. 2. Formulate a philosophy of nursing and nursing education suitable for the country to guide the development of the school and its educational program. 3. Organize the faculty for curriculum development. 4. Plan the curriculum including courses of study. 5. Plan for the administration of the educational program. 6. Recruit, interview applicants, and select students. The philosophy of the Florence Nightingale School of Nursing is based on the principle that a nurse should cooperate with other health professional workers to work in a constructive manner for the protection and development of the physical and mental health of community, family, and the individual. By establishing a university-level educational program in nursing, we feel confident that the young women who are graduated from our School will have a future that is unlimited in the opportunity to improve health care in Turkey.

The Coming Separation of Leisure Studies from Parks and Recreation Education

The basic premise of this paper is that leisure studies or the scientific study of “leisure” should not be housed with college level programs in parks and recreation education. The present connecti...

Teaching program design through program structure maps

It is well known that college and university level programs in the computing sciences continue to turn out graduates who are schooled in topics such as compiler writing, automata theory and numerical analysis, while the vast majority of potential employers of these graduates are seeking people knowledgeable in administrative systems and application programming. This point was brought home during a recent visit I made to a graduate course in data structures at a major university. When the instructor asked the more than forty students to list all the programming languages they knew, COBOL went entirely unmentioned. Although COBOL is not an ideal language for instructional purposes, the fact that it is rarely taught in computing science programs is probably due more to the tastes of instructors than to intrinsic weaknesses of COBOL. My remarks here take the position that COBOL can be used quite successfully as a demonstration language to help teach information processing principles and good programming practices, while providing students with a much sought after skill.

Formal Education in Construction Management

The building industry is one of the most important sectors of the national economy in any country. Due to the distinctive features of the engineering processes involved, it differs from its conventional manufacturing counterparts in many economic and legal aspects, and is particularly problematic from the viewpoint of effective management. A special university level program of study in construction management should be adaptable both to needs of engineers without managerial background and of managers employed in construction without formal engineering education. A general outline of such a program is presented.

Profile and educational opportunities of health physics technicians.

More than 320 technicians responded to a questionnaire distributed through local chapters of the Health Physics Society querying them with regard to personal, educational, and occupational background. The “average” technician is a 36 yr old married male with 2.4 children. Two-thirds have been in military service. About half live on each side of the Mississippi River, with the largest concentration in the Rocky Mountain states. He has spent about 10 yr in the nuclear field, usually with one employer, averaging about 6 yr on his present job. The median technician has completed about 2 yr of college and obtained his health physics training on the job. Irrespective of the duration and extent of his job preparation, he finds it adequate, and characterizes his job with the title “health physics technician”, “nuclear technician”, or “monitor”. In general, he is well satisfied with his job and its location, but does not feel fully challenged nor adequately paid. If he has changed jobs, he has done so because of pay. Virtually all technicians favor a certification program and feel one would be of benefit to them. Although most health physics technicians have received their training on the job or in other curricula, several hundred have attended formal college level programs in radiation technology or related fields. At least I6 institutions have offered such programs, and these are analyzed and compared in terms of course content, emphasis, instructors, sponsorship and geographical factors. Essentially all programs are of 2 yr duration, with semester hour requirements ranging from 21 to 90, and wide variation in general education and specialty requirements.