This essay surveys continuing education/staff development (CE/SD) in large academic libraries and reviews pertinent library and management literature. The steps leading to the development of a comprehensive CE/SD program at Indiana University are detailed. (Author)

Describes a one quarter hour graduate continuing education course for high school chemistry teachers. (SL)

Experience with pretests at Wright State University School of Medicine indicates that they serve as a preinstructional strategy that increases motivation, enthusiasm, and acceptance of the program. Pretests possibly enhance cognitive learning during the ensuing program, as well as improve the attitudinal set. (Author/LBH)

Self-assessment inventories set a proper tone for the adult learning process not only because the impetus for learning resides in the individual but also because there is immediate feedback. Implications for continuing education in veterinary medicine are discussed briefly. (Author/LBH)

Reports results from a survey of 417 members of Professional Secretaries International from New York State. Findings indicate that most respondents are happy with their career choice and would recommend it to others. Other topics covered include (1) job titles, (2) salaries, (3) promotions, (4) skills, and (5) continuing education. (CH)

The Association of School Business Officials has focused on workshop programs that (1) provide general orientation to new subject matters, (2) reinforce and/or illustrate new techniques of established practices, and (3) provide a structured instructional learning environment. (MLF)

Discusses the value of continuing education for staff members of special libraries as reported by information professionals in a study of excellence in corporate libraries. Background on the Special Libraries Association's Professional Development Program is also provided, and the importance of keeping current with the literature is emphasized.…

The explosion of new knowledge and increased specialization have heightened the nurse's need for continuing education. The concepts of motivation, obsolescence, competence, and lifelong learning are inherent in the continuing education process. These concepts and the theories of learning and change are presented and related to nursing practice.…

The authors describe how the University of South Carolina School of Nursing uses closed circuit television to deliver instruction to registered nurses who are pursuing an advanced degree in nursing. Topics covered include (1) guidelines, (2) faculty training; (3) student recruitment, (4) admissions, (5) implementation, and (6) evaluation. (CH)

A survey of 292 secondary vocational agriculture teachers in Alabama found six factors that deter them from participating in credit and noncredit courses: (1) lack of course relevance; (2) cost; (3) lack of confidence; (4) lack of time; (5) lack of encouragement; and (6) personal problems. (JOW)

A survey of registered nurses (RNs) in the Battle Creek, Michigan, area identified the barriers they faced in continuing their education. Barriers include (1) commuting distance, (2) work schedule, (3) finances, and (4) anxiety. Michigan State University's Lifelong Education program was designed to help nurses overcome these barriers. (CH)

To determine whether self-identified independent learners differed significantly from their colleagues regarding preferred learning methods or sources of information, this study assessed physicians who scheduled independent learning activities and physicians who attended a traditional refresher course. Both groups rated learning methods and…

Examines some of the tasks and challenges of planning and developing continuing professional education programs within the context of accreditation. It considers the planner's role from two fundamental and interdependent perspectives: the planner as a manager of information and the planner as a manager of education. (Author/CT)

A discussion of the relationship between theory and practice in professional continuing education considers the different kinds of professional knowledge (according to its generalizability or explicitness), modes of knowledge (replication, application, interpretation, association), and the contexts of knowledge use. (MSE)

Relates interview responses of seven information brokers on proper practice of information and extent of malpractice (e.g., industrial espionage, breaches of client or source confidentiality). Types of protection against malpractice--contracts, good educational background for entry-level positions, continuing education, personal values,…