In working toward a goal of encouraging all nurses to participate in continuing education programs, the Florida Nurses Association has defined its standards for continuing education certification. A certification board was established, and the purpose for certification outlined. Four concepts are explained in the standards: certification, the…

The guidelines are divided into two parts. Part 1 lists four principles and explains the rationale for the American Nurses' Association (ANA) position regarding continuing education. It enumerates nine responsibilities of the ANA for continuing education and itemizes the five responsibilities of the State Nurses' Association (SNA). Part 2 presents…

This instructor guide contains four lessons to be used in a course for Support Assistants for Fire Emergencies. The course is arranged by class sessions of three hours each, with each session divided into two or more sections. Each lesson plan has the same format: Course Title and Number; Objectives; Instructional Aids; Selected References;…

After briefly reviewing the correspondence study method and procedures in general, an extensive and detailed survey is made of the correspondence study programs of 59 National University Extension Association member institutions which offer such programs, with a listing of all courses offered, application procedures; credit procedures, costs, and…

Questionnaires were sent to 23 state directors of community college systems during fall 1976 to determine funding patterns for community college community services noncredit offerings. Eighteen responses were received. Results of the survey indicated that over half of the states do not support community services noncredit courses. At least three…

At the request of students and the Board of Trustees, the Connecticut Community Colleges began a system to develop a common course number system. The reasons for creating a common course number system include: (1) it simplifies comparisons between colleges in the system; (2) it facilitates course comparisons, easing the transcript evaluation…

This document discusses Fall 2001 enrollment and budget trends for Connecticut Community Colleges. It provides a map of the geographic planning regions as well as the geographic distribution of credit enrollments for the regions. The document shows the total credit enrollment for Fall 2001 was 42,642 students, which consisted of 28% full time and…

A five-year longitudinal student flow analysis was conducted on students who first enrolled in a two-year college's noncredit continuing education classes. Over half of this group reenrolled at least once during the five years, and 49 percent of these persisters enrolled in a college credit course. (Author/MLW)

A graduate studies program conducted by the Center for Teaching International Relations at the University of Denver (Colorado) is described. The center trains inservice teachers in global education themes, concepts, and issues. Course titles are given, and factors considered important for the program's success are discussed. (PP)

Adult students enrolled in noncredit courses display a diversity of backgrounds, needs and motives. The importance of teacher accommodation of these factors is addressed, including such issues as homework, counseling, course structure, and student skills. (JMD)

States that community colleges serve their communities through programs that make available lifelong learning opportunities, continuing education, and training for local and global industries. Presents a list of citations and abstracts for ERIC documents and journal articles that address the theme of planning noncredit programs and services in…

Discusses the issues surrounding Virginia's need for training classes in the areas of small business management and entrepreneurship. Finds an apparent lack of communication between businesses and community colleges, particularly in rural areas, where community colleges are virtually the only source of employee training. (NB)

Examining the flow of students between the credit and noncredit programs at the City College of San Francisco (CCSF), in California, this report analyzes the patterns of student enrollment, attendance, persistence, and transition between programs from fall 1984 to fall 1994. Following a brief introduction and a discussion of terminology and trends…

In fall 1981, entering freshmen at Bronx Community College (BCC) were encouraged to attend a 10-week non-credit orientation course (SPD-99), in which counselors used a variety of materials and instructional procedures to assist students with their educational, career, and personal development and to introduce students to various campus resources…

This summary of the written responses of participants in the Plenary Session of the 1985 World Conference of the International Council for Distance Education begins with a review of the session's specific goals: (1) to present selected ideas and arguments from two perspectives--a traditional pedagogical one and an open, andragogical one; allow…