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Relevant bibliographies by topics / Rutgers University Continuing education

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Academic literature on the topic 'Rutgers University Continuing education'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Rutgers University Continuing education"

1

Osborne, Michael, and Iddo Oberski. "University continuing education." Journal of European Industrial Training 28, no. 5 (2004): 414–28. http://dx.doi.org/10.1108/03090590410533099.

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Schindel, Theresa J., James P. Kehrer, Nesé Yuksel, and Christine A. Hughes. "University-Based Continuing Education for Pharmacists." American Journal of Pharmaceutical Education 76, no. 2 (2012): 20. http://dx.doi.org/10.5688/ajpe76220.

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Geertshuis, Susan. "University Continuing Education in New Zealand." Journal of Adult and Continuing Education 14, no. 1 (2008): 34–54. http://dx.doi.org/10.7227/jace.14.1.4.

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Hein, Larry I. "The Purposes of University Continuing Education." Journal of Continuing Higher Education 41, no. 3 (1993): 14–20. http://dx.doi.org/10.1080/07377366.1993.10400882.

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Beywl, Wolfgang, and Katja Harich. "University-Based Continuing Education in Evaluation." Evaluation 13, no. 1 (2007): 121–34. http://dx.doi.org/10.1177/1356389007073685.

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Kuramoto, Alice M. "Marketing University-Based Continuing Education Programs." Journal of Continuing Education in Nursing 24, no. 2 (1993): 61–65. http://dx.doi.org/10.3928/0022-0124-19930301-06.

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Lam, A. C. L. "Continuing Technological Education." Industry and Higher Education 6, no. 1 (1992): 20–23. http://dx.doi.org/10.1177/095042229200600105.

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The author outlines key features of the Japanese approach to continuing technological education and points up the contrasts in skill-development experience in Japan and the UK. She then reviews recent trends in Japan in the development of multi-skilled engineers; describes government initiatives aimed at the promotion of university–industry cooperation; and finally addresses the important policy issue facing Europe and the USA of providing greater access to Japanese science and technology, especially through exchange of researchers and information.

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Lotts, Megan, and Tara Maharjan. "Outreach, engagement, learning, and fun in 60 seconds: Button making at the Rutgers University Libraries." College & Research Libraries News 79, no. 7 (2018): 364. http://dx.doi.org/10.5860/crln.79.7.364.

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In the fall of 2016, the Rutgers University Libraries (RUL)-New Brunswick Learning and Engagement team spent $580 to purchase a button maker and supplies to make 1,000 buttons. Since then, the libraries have collaborated on button projects with many departments on campus, including the Rutgers Art History Student Association, the Zimmerli Art Museum, and the School of Arts and Sciences Honors program. These partnerships have helped the libraries build strong ties with the Rutgers-New Brunswick communities and attracted a devoted group of button makers who regularly attend library events.

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Vasilyeva, S. V. "Continuing education at Danube university Krems (Austria)." Lifelong education: the XXI century 3, no. 3 (2013): 47–56. http://dx.doi.org/10.15393/j5.art.2013.2145.

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Christie *, Hazel, Moira Munro, and Tania Fisher. "Leaving university early: exploring the differences between continuing and non‐continuing students." Studies in Higher Education 29, no. 5 (2004): 617–36. http://dx.doi.org/10.1080/0307507042000261580.

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Dissertations / Theses on the topic "Rutgers University Continuing education"

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Preece, Julia. "Talking differently : discourse positions and margins in university continuing education." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264136.

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Leung, Yau-chi Franklin. "The University of Hong Kong, School of Professional and Continuing Education (SPACE) : branch building : a life long learning center in Central /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953011.

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Thesis (M. Arch.)--University of Hong Kong, 2000.<br>Includes special report study entitled: The computer workstation as the determinant in learning space. Added title page title: HKU Space Branch Building-a Lifelong Learning Centre in Central. Includes bibliographical references.

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Wright-Hayes, Jane F. "Revenue generating and profitability practices of university-based continuing dental education programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2414.

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Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and u

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Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.

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Celik, Goknur. "University Continuing Education Units For Local Development: The Case Of Metu Cec." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608895/index.pdf.

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The aim of this thesis is to point out the critical position of University Continuing Education Units in the context of knowledge economy for their contribution to local development, and to analyse to what extent these units in the case of Turkey serve for this function. For this purpose, first, the nature of knowledge economy and transformations initiated in this process in labour markets and in nature of education are analysed. Next, new understanding of lifelong learning and restructuring process in universities, which are connected with transformation in these two fields, are discussed.

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White, Heather. "Reflections on university learning : one group's experience /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ42460.pdf.

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Jeannin, Loise. "Professional Development Needs of Faculty Members in an International University in Thailand." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.

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<p> In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and

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Irving, Catherine J. "The inessential student : the current climate and future vision of university continuing education /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0025/MQ36139.pdf.

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Espinoza, Larry David. "Advising Learning Method of Andragogy (ALMA): Or university soul." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280508.

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The purpose of this study was to investigate the hypothesis, can academic advising, based on the adult learning characteristics of andragogy, be an effective advising approach in assisting undergraduate students in their developmental learning, decision making strategies, and transition and adaptation into a university. This study examined two groups, each with ten graduating seniors, who were advised in the advising center of a large public institution of higher education in the Southwest. One student group was advised in the university's conventional advising manner; the second group was adv

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Yang, Guode. "University adult and continuing education in Taiwan : some comparisons with its English counterpart." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334304.

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Books on the topic "Rutgers University Continuing education"

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Reinschmidt, J. S. Continuing medical education. OHSU School of Medicine], 1997.

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Wit, Pamela De. Quality assurance in university continuing vocational education. HMSO, 1992.

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Deshmukh, Laj. Women and continuing education programme of S.N.D.T. Women's University. Research Unit on Women's Studies, Smt. Motibai Madhavjee and Shree Madhavjee Damodar Thackersey Women's Research Fund, S.N.D.T. Women's University, 1985.

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University, The Open. The Open University continuing education guide 1985-6. Open University Press, 1985.

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Sokoine University of Agriculture. Institute of Continuing Education. Institute of Continuing Education, Sokoine University of Agriculture. The Institute, 1990.

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6

University Continuing Education in Partnership for Development (Conference) (1997 Dublin). University continuing education in partnership for development: Proceedings. Edited by Hurley Kevin and Universities Association for Continuing Education. Universities Association for Continuing Education, 1998.

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7

University continuing education, 1981-2006: Twenty-five turbulent years. NIACE, 2010.

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8

Tripathi, Chandra Prakash. Role of universities and colleges in continuing education. Vasundhara Prakashan, 1989.

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9

S, Taylor R. K., ed. Lifelong learning and the university: A post-Dearing agenda. Falmer Press, 1998.

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India. University Grants Commission. Review Committee on Adult and Continuing Education. University system and extension as the third dimension: Report of the review committee appointed by UGC, 1985. Edited by Appa Rao V. University Grants Commission, 1987.

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Book chapters on the topic "Rutgers University Continuing education"

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English, Leona M., and Peter Mayo. "University Continuing Education." In Learning with Adults. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_13.

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Segouin, C., E. Rusch, and M. Reninger. "Continuing Medical Education in University Hospital Centers Becomes Strategic." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_21.

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Schulz-Reese, Marion. "Mathematical Continuing Education — A New Task for University." In Proceedings of the Fifth European Conference on Mathematics in Industry. Vieweg+Teubner Verlag, 1991. http://dx.doi.org/10.1007/978-3-663-01312-9_65.

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Findsen, Brian. "Community Engagement through Continuing Education in a University." In Realising Innovative Partnerships in Educational Research. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_23.

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Zuo, Hong-wu, Ze-jian Li, and Ming Pan. "Ambidextrous Development Model of University Continuing Education in Yunnan Province Based on CRM." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_84.

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Kleinschmidt, Jessica, Claire Garner, and Jörg Schwarz. "Studying Adult Education. A comparison of master’s degree programmes on ALE in Germany and the US." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.07.

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Earning a university degree in adult education continues to be one prominent way of becom-ing an adult educator. That is because obtaining a comprehensive academic education is con-sidered essential, especially in conjunction with the aim of professionalising adult education. But how do the contents, structure, and aims of study programmes differ internationally, and how does this relate to different concepts of the professional role? This study compares mas-ter’s programmes in adult education in Germany and the United States. The findings point at characteristic differences in the relation between academics and practice.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, et al. "From Lines of Development to Scenarios." In Higher Education Landscape 2030. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_2.

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Abstract After examining the current developments in the field of knowledge and competence requirements, university teaching and technology, and their effects on a digital society through various background studies, this chapter focuses on modeling and developing different scenarios and discussions with regard to technology and social developments. Different economic and social requirements as well as new forms of didactics and learning environments will lead to necessary changes in higher education. It should provide a link between continuing and higher education by identifying new ways of recognizing skills acquired informally. Strong support most notably for new students, should combine performing, developing, and explorative teaching and learning situations. Meanwhile, it will be essential for the didactics of the future to be sensitive to the needs of learners and offer individualized support for student-learning paths, making education independent of time and place. Finally, selected approaches to developing future scenarios in higher education focusing on institutions and governance issues, technology, and social developments are discussed in more detail.

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"THE CONCEPT OF A UNIVERSITY OF THE WORLD." In Continuing Professional Education. K. G. Saur, 1991. http://dx.doi.org/10.1515/9783111357294.93.

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Reed, Stephen K. "Continuing Education." In Cognitive Skills You Need for the 21st Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197529003.003.0020.

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Continuing education is vitally important as indicated by Amazon’s $700 million commitment to retrain a third of its workforce. A poll by Gallup and Northeastern University indicated that the majority of adults were not confident in knowing which skills are required to adapt to artificial intelligence. A trend is developing for creating focus areas for university freshmen who have not yet selected a major. The purpose is to prevent students from wandering when faced with an overwhelming number of choices. Breadth of training occurs when students receive a master’s degree that differs from their other education. Greater breadth of training in doctoral programs should also allow students greater flexibility in their careers. Role models provide inspiration and guidance.

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Witte, Maria Martinez, Azzam Abd-El Naby Ahmed, and James E. Witte. "Partnerships between University and Adult Education Providers." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch081.

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Lifelong learning can be enhanced through the establishment of academic and societal community partnerships. Adults face a multitude of challenges and roles that impact their ability to succeed in a teaching and learning environment. The motivation to pursue learning experiences will also vary and needs to be accounted for when working with the individual adult education learner. Post-secondary institutions can serve to bridge education, research, training, and service to the community. This chapter discusses current practices and advances within partnerships that have been established between university and adult education providers.

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Conference papers on the topic "Rutgers University Continuing education"

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Ma, Yongbin. "New Perspective to University-government-industry Partnership —A Study of the Innovative Model University-government-industry Econet." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p133.

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LI, Li. "Research on Problems and Strategies of University Accountants' Continuing Education." In 2016 International Conference on Engineering and Advanced Technology (ICEAT 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/iceat-16.2017.16.

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Zhou, Yuanqiang, and Johan Wallin. "University Industry Cooperation in Contiuing Education from Demand Supply Perspective." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p132.

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Putero, Susetyo Hario, Kusnanto, and Rachmawan Budiarto. "Developing Technopreneurship for Engineering Physics Students of Gadjah Mada University." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p037.

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Zhou, Jilin, Jie Huang, Ling Ou, Junwen Zhu, and Zifei Tong. "Practice and Experience on Training Skillful Engineers & Technicians through University-Enterprise Cooperation —Exploration by SPC and East China University of Science and Technology." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p101.

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Figari, M. "Higher Education in Marine Technology at Genova University." In Education, Training & Continuing Professional Development of Marine Engineers in the Maritime Industry. RINA, 2006. http://dx.doi.org/10.3940/rina.et.2006.05.

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Bessmertnyy, Igor, and Vyacheslav Kulagin. "National Research University: New Opportunities for Continuing Engineering Education in Russia." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p034.

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Sklyarov, Kirill A. "Model Of Continuing Education In Context Of Digital Transformation Of University." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.117.

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Earle, Jonathan F. K. "Continuing Education for Practicing Engineers." In ASME 2002 Citrus Engineering Conference. American Society of Mechanical Engineers, 2002. http://dx.doi.org/10.1115/cec2002-4806.

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The professional engineer of the 21st century must have a holistic view of his/her world, and recognize that continuing education is vital for maintenance of professional competitiveness.. Engineering education has generally responded to workforce technology needs which have traditionally changed rather slowly. Today’s professional engineer must be prepared to meet the challenges of an increasingly complex physical, legal, technical, and social climate with which he/she is confronted. Accordingly, today’s engineering education system is structured to prepare graduates for life-long learning, b

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Mourad, Shehab M., M. Iqbal Khan, and Waleed M. Zahid. "Assessment and Evaluation of the Civil Engineering B.Sc. Program – King Saud University." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p163.

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Reports on the topic "Rutgers University Continuing education"

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Qian, Xiaoqing, and Z. T. Deng. Alliance for Computational Science Collaboration: HBCU Partnership at Alabama A&M University Continuing High Performance Computing Research and Education at AAMU. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/967143.

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