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Johns Hopkins University Continuing Education: Unlock Your Potential with Lifelong Learning
Introduction:
Are you looking to advance your career, explore a new passion, or simply enrich your intellectual life? Johns Hopkins University, renowned for its academic excellence, offers a robust and diverse range of continuing education opportunities designed to meet the needs of lifelong learners at every stage of their journey. This comprehensive guide delves into the world of Johns Hopkins University continuing education, exploring the various programs, benefits, application processes, and resources available to help you achieve your educational goals. We'll cover everything from online courses to in-person workshops, helping you navigate the options and find the perfect fit for your individual aspirations.
1. Exploring the Breadth of Johns Hopkins Continuing Education Programs:
Johns Hopkins University offers a remarkably wide array of continuing education programs catering to a diverse spectrum of interests. These aren't just basic refresher courses; they are often taught by leading experts in their fields, providing cutting-edge knowledge and practical skills. The programs are structured to accommodate busy schedules, offering a mix of online, hybrid, and in-person options. Specific areas of study include, but are not limited to:
Healthcare and Medicine: From nursing certifications and advanced medical training to public health initiatives, Johns Hopkins' renowned medical expertise translates into high-quality continuing education opportunities. Many programs focus on emerging trends and technologies in the healthcare sector.
Business and Management: Aspiring and seasoned professionals can benefit from executive education programs, specialized certifications, and workshops focusing on leadership, finance, marketing, and data analytics. These programs often incorporate real-world case studies and interactive learning experiences.
Engineering and Technology: The ever-evolving landscape of engineering and technology demands constant upskilling. Johns Hopkins provides courses and programs in areas like cybersecurity, data science, software engineering, and artificial intelligence, keeping professionals at the forefront of innovation.
Humanities and Social Sciences: Explore diverse subjects including history, literature, art history, and political science through engaging lectures, seminars, and online courses. These programs offer intellectual enrichment and a deeper understanding of the world around us.
2. The Benefits of Choosing Johns Hopkins Continuing Education:
Choosing Johns Hopkins for your continuing education offers several significant advantages:
Prestige and Reputation: The Johns Hopkins name carries significant weight, enhancing your credentials and making you a more competitive candidate in the job market.
Faculty Expertise: Courses are often led by renowned faculty members who are experts in their respective fields, ensuring a high-quality learning experience.
Flexible Learning Options: Whether you prefer online, in-person, or a hybrid approach, Johns Hopkins offers various learning modalities to fit your lifestyle and schedule.
Networking Opportunities: Many programs provide opportunities to connect with fellow students, faculty, and industry professionals, expanding your network and opening doors to new possibilities.
Career Advancement: The skills and knowledge gained through these programs can significantly enhance your career prospects and lead to promotions or new opportunities.
3. Navigating the Application Process and Financial Aid Options:
The application process for Johns Hopkins continuing education programs typically involves submitting an application form, transcripts (depending on the program), and possibly a resume or personal statement. Specific requirements vary depending on the chosen program. Many programs are designed to be accessible and affordable, however, financial aid options may be available. It's advisable to check the specific program details for information on tuition fees and potential financial assistance opportunities.
4. Resources and Support for Continuing Education Students:
Johns Hopkins provides robust support systems for its continuing education students. These often include:
Online Learning Platforms: Access to state-of-the-art learning management systems with interactive features, course materials, and communication tools.
Technical Support: Dedicated technical support teams are available to assist with any technological issues that may arise.
Career Services: Many programs offer career services, including resume review, job search assistance, and networking opportunities.
Student Community Forums: Online forums or communities provide a platform for students to connect, share experiences, and collaborate on projects.
5. Choosing the Right Program for Your Needs:
Selecting the right continuing education program requires careful consideration of your goals, learning style, and available time. Begin by identifying your specific learning objectives. Do you want to acquire new skills, deepen existing knowledge, or explore a new field? Once you've defined your objectives, research the available programs to find the best fit. Consider the program's format (online, in-person, hybrid), duration, and learning methodology. Reading program descriptions, reviews, and contacting program advisors can significantly aid in making an informed decision.
Course Outline: Unlocking Your Potential Through Johns Hopkins Continuing Education
Name: Unlocking Your Potential Through Johns Hopkins Continuing Education
Outline:
Introduction: Overview of Johns Hopkins continuing education and its benefits.
Chapter 1: Exploring the breadth of programs offered (Healthcare, Business, Engineering, Humanities).
Chapter 2: Advantages of choosing Johns Hopkins continuing education (prestige, faculty, flexibility, networking).
Chapter 3: Application process, financial aid options, and student support resources.
Chapter 4: Strategies for choosing the right program based on individual needs and goals.
Conclusion: Recap of key points and encouragement to explore Johns Hopkins continuing education opportunities.
(Detailed explanation of each chapter point would be included here, mirroring the content already provided above.)
Frequently Asked Questions (FAQs):
1. What are the admission requirements for Johns Hopkins continuing education programs? Admission requirements vary depending on the program. Check the program-specific page for detailed information.
2. Are there scholarships or financial aid available? Financial aid opportunities vary by program. Check individual program pages for details.
3. What types of learning formats are offered? Johns Hopkins offers online, in-person, and hybrid learning formats.
4. How long do the programs typically last? Program durations vary significantly depending on the program and its intensity.
5. What kind of career support is provided? Career support services vary depending on the program but may include resume review and networking opportunities.
6. Can I transfer credits from other institutions? Credit transfer policies vary by program. Check with the program coordinator for specifics.
7. What are the technological requirements for online courses? Technological requirements are usually outlined on the program's webpage.
8. What is the student-to-instructor ratio like? This varies by program and course size. Check individual program details.
9. How can I contact someone for more information? Contact information for program advisors and administrators is usually available on the program's webpage.
Related Articles:
1. Johns Hopkins Online Courses: A Guide to Remote Learning: Explores the range of online courses offered by Johns Hopkins.
2. Top 5 Johns Hopkins Continuing Education Programs for Career Advancement: Highlights programs with proven career benefits.
3. Johns Hopkins Healthcare Continuing Education: Meeting the Demands of Modern Medicine: Focuses on healthcare-related programs.
4. The Benefits of Executive Education at Johns Hopkins University: Examines the advantages of executive programs.
5. Funding Your Johns Hopkins Continuing Education: A Guide to Financial Aid: Provides comprehensive information on financial assistance.
6. Networking Opportunities at Johns Hopkins Continuing Education Programs: Explores networking opportunities available to students.
7. Reviews and Testimonials of Johns Hopkins Continuing Education Students: Features student reviews and testimonials.
8. Comparing Johns Hopkins Continuing Education to Other Institutions: Offers a comparison with other universities' programs.
9. Choosing the Right Learning Style for Johns Hopkins Continuing Education Programs: Guides students in selecting programs matching their learning preferences.
| johns hopkins university continuing education: Handbook of Adult and Continuing Education Carol E. Kasworm, Amy D. Rose, Jovita M. Ross-Gordon, 2010-05-27 Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, programme administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship. Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability. |
| johns hopkins university continuing education: Adult and Continuing Education Peter Jarvis, 1995 The first edition of Adult and Continuing Education established itself as one of the most widely used and respected introductory texts on this important area of education. For this second edition, Peter Jarvis has made extensive revisions and has included substantial additional material to take account of the many changes which have occurred in the field of adult education. The book begins with a rationale for the provision of education for adults and analyses contemporary theory before going on to give practical advice on curriculum development and the teaching of adults. |
| johns hopkins university continuing education: Learning Online George Veletsianos, 2020-05-19 What's it really like to learn online?Learning Online: The Student Experience Online learning is ubiquitous for millions of students worldwide, yet our understanding of student experiences in online learning settings is limited. The geographic distance that separates faculty from students in an online environment is its signature feature, but it is also one that risks widening the gulf between teachers and learners. In Learning Online, George Veletsianos argues that in order to critique, understand, and improve online learning, we must examine it through the lens of student experience. Approaching the topic with stories that elicit empathy, compassion, and care, Veletsianos relays the diverse day-to-day experiences of online learners. Each in-depth chapter follows a single learner's experience while focusing on an important or noteworthy aspect of online learning, tackling everything from demographics, attrition, motivation, and loneliness to cheating, openness, flexibility, social media, and digital divides. Veletsianos also draws on these case studies to offer recommendations for the future and lessons learned. The elusive nature of online learners' experiences, the book reveals, is a problem because it prevents us from doing better: from designing more effective online courses, from making evidence-informed decisions about online education, and from coming to our work with the full sense of empathy that our students deserve. Writing in an evocative, accessible, and concise manner, Veletsianos concretely demonstrates why it is so important to pay closer attention to the stories of students—who may have instructive and insightful ideas about the future of education. |
| johns hopkins university continuing education: National Library of Medicine Audiovisuals Catalog National Library of Medicine (U.S.), 1979 |
| johns hopkins university continuing education: Current Catalog National Library of Medicine (U.S.), 1983 First multi-year cumulation covers six years: 1965-70. |
| johns hopkins university continuing education: The Costs of Completion Robin G. Isserles, 2021-12-07 Ultimately, The Costs of Completion offers a deeper, more complex understanding of who community college students are, why and how they enroll, and what higher education institutions can do to better support them. |
| johns hopkins university continuing education: Handbook of Adult and Continuing Education Arthur L. Wilson, Elisabeth Hayes, 2009-04-27 Sponsored by the American Association of Adult & Continuing EducationThis monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context. --Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals. --Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices. |
| johns hopkins university continuing education: School, Family, and Community Partnerships Joyce L. Epstein, Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, Kenyatta J. Williams, 2018-07-19 Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement. |
| johns hopkins university continuing education: The Handbook of Adult and Continuing Education Tonette S. Rocco, M Cecil Smith, Robert C. Mizzi, Lisa R. Merriweather, Joshua D. Hawley, 2023-07-03 Co-published with Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty.The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish.The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field.The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring.Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning.The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education.The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education.The editors culminate with consideration of next steps for adult and continuing education and priorities for the future. |
| johns hopkins university continuing education: Foundations of Adult and Continuing Education Jovita M. Ross-Gordon, Amy D. Rose, Carol E. Kasworm, 2016-11-23 A research-based foundational overview of contemporary adult education Foundations of Adult and Continuing Education distills decades of scholarship in the field to provide students and practitioners with an up-to-date practical resource. Grounded in research and focused on the unique needs of adult learners, this book provides a foundational overview of adult education, and an introduction to the organizations and practices developed to support adult learning in a variety of contexts. The discussion also includes select understandings of international adult education, policy, and methods alongside theoretical frameworks, contemporary and historical contexts, and the guiding principles of adult education today. Coverage of emerging issues includes the aging society, social justice, and more, with expert insight from leading authorities in the field. Many adult educators begin practice through the context of their own experiences in the field. This book provides the broader research, theory, and practice needed for a deeper understanding of adult education and its place in society. Learn the key philosophical and theoretical frameworks of adult education Survey the landscape of the field through contemporary and historical foundations Examine key guiding understandings and practices targeted to adult learners Delve into newer concerns including technology, globalization, and more Foundations of Adult and Continuing Education provides an expertly-led overview of the field, and an essential introduction to real-world practice. |
| johns hopkins university continuing education: Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2014-03-31 Beyond the undergraduate and graduate levels, education has traditionally ceased when students enter the workforce as professionals in their respective fields. However, recent trends in education have found that adult students beyond the traditional university age often benefit greatly from returning to further their education. Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications investigates some of the most promising trends in furthering education and professional development in a variety of settings and industries. With an extensive array of chapters on topics ranging from non-traditional students to online and distance education for adult learners, this multi-volume reference book will provide students, educators, and industry professionals with the tools necessary to make the most of their return to the classroom. |
| johns hopkins university continuing education: An International Dictionary of Adult and Continuing Education Peter Jarvis, 2012-10-02 Containing over 5000 essential references to people, organisations, words and concepts in the field of adult education, this thorough and comprehensive volume represents the standard reference for anyone seeking information on the education of adults. |
| johns hopkins university continuing education: National Library of Medicine Current Catalog National Library of Medicine (U.S.), 1983 |
| johns hopkins university continuing education: Second International Handbook of Lifelong Learning David N. Aspin, Judith D. Chapman, Karen Evans, Richard Bagnall, 2012-01-18 The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all. |
| johns hopkins university continuing education: Gender, Experience, and Knowledge in Adult Learning Elana Michelson, 2015-05-15 In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner’. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field. |
| johns hopkins university continuing education: The Low-Density University Edward J. Maloney, Joshua Kim, 2020-08-18 COVID-19 has placed American higher education at a crossroads. This book is the roadmap. COVID-19 triggered an existential crisis for American higher education. Faced with few safe choices, most colleges and universities switched to remote learning during the 2020 spring semester. The future, however, provides more choices about how institutions can fulfill their mission of teaching and research. But how do we begin to make decisions in an uncertain and shifting environment? In this concise guide, authors Edward J. Maloney and Joshua Kim lay out clear ways colleges and universities can move forward in safe and effective ways. The Low-Density University presents fifteen scenarios for how colleges and universities can address the current crisis from a fully online semester to others with students in residence and in the classroom. How can changing the calendar or shifting to hybrid models of blended classrooms impact teaching, learning, and the college experience? Could we emerge from this crisis with new models that are better and more adapted to today's world? The Low-Density University focuses primarily on teaching and learning, but student life (housing, athletics, health, etc.) are core to the college experience. Can we devise safe and effective ways to preserve the best of that experience? The lessons here extend beyond the classroom. Just as the pandemic will change American higher education, the choices we make now will change what college looks like for generations to come. |
| johns hopkins university continuing education: Continuing Education Gaylord Professional Publications, 1977 Directory of continuing education career development programmes at higher educational institutions or sponsored by occupational organizations in the USA - includes a geographical index by subject as well as lists of accredited home study schools, educational television stations and an annotated bibliography pp. 670 to 675. |
| johns hopkins university continuing education: Questioning the Premedical Paradigm Donald A. Barr, 2010-04-05 This book raises fundamental questions about the propriety of continuing to use a premedical curriculum developed more than a century ago to select students for training as future physicians for the twenty-first century. In it, Dr. Donald A. Barr examines the historical origins, evolution, and current state of premedical education in the United States. One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr’s research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from underrepresented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools, with long-term adverse consequences for the U.S. medical profession. The root of the problem, Barr argues, is the premedical curriculum—which overemphasizes biology, chemistry, and physics by teaching them as separate, discrete subjects. In proposing a fundamental restructuring of premedical education, Barr makes the case for parallel tracks of undergraduate science education: one that would largely retain the current system; and a second that would integrate the life sciences in a problem-based, collaborative learning pedagogy. Barr argues that the new, integrated curriculum will encourage greater educational and social diversity among premedical candidates without weakening the quality of the education. He includes an evaluative research framework to judge the outcome of such a restructured system. This historical and cultural analysis of premedical education in the United States is the crucial first step in questioning the appropriateness of continuing a hundred-year-old, empirically dubious pedagogical model for the twenty-first century. |
| johns hopkins university continuing education: What Universities Owe Democracy Ronald J. Daniels, Grant Shreve, Phillip Spector, 2021-10-05 Introduction -- American dreams : access, mobility, fairness -- Free minds : educating democratic citizens -- Hard facts : knowledge creation and checking power -- Purposeful pluralism : dialogue across difference on campus -- Conclusion. |
| johns hopkins university continuing education: Curriculum Development for Medical Education David E. Kern, Patricia A. Thomas, Mark T. Hughes, 2009-10-22 Curriculum Development for Medical Education is designed for use by curriculum developers and others who are responsible for the educational experiences of medical students, residents, fellows, and clinical practitioners. Short, practical, and general in its approach, the book begins with a broad overview of the subject. Each succeeding chapter covers one of the six steps: problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. Additional chapters address curriculum maintenance, enhancement, and dissemination. The six-step approach outlined here has evolved over the past twenty years, during which time the authors have taught curriculum development and evaluation skills to faculty and fellows in the Johns Hopkins University Faculty Development Program for Clinician-Educators. Program participants have used the techniques described to develop curricula on such diverse topics as preclerkship skills building, clinical reasoning and shared decision making, outpatient internal medicine, musculoskeletal disorders, office gynecology for the generalist, chronic illness and disability, geriatrics for nongeriatric faculty, surgical skills assessment, laparoscopic surgical skills, cross-cultural competence, and medical ethics. This thoroughly revised edition includes a broad discussion of competencies mandated by the Accreditation Council for Graduate Medical Education and other bodies, current information on education technology, increased emphasis on scholarships related to curriculum development, and advice on obtaining institutional review board approval. Updated examples throughout the book illustrate major points. The expanded appendixes include samples of complete curricula and information on funding, faculty development, and curricular resources. |
| johns hopkins university continuing education: University Continuing Education in Canada Michael Brooke, Mark Waldron, 1994 This anthology identifies and discusses the present challenges and future opportunities in Canadian university extension. It consists of articles, written by experts in the field, grouped under five major headings: Overview, Change, Leadership, Programs and Delivery. Authors have been chosen because of their known interest and expertise in an area considered important to the overall composition of this publication. The anthology would be of value to any professional or layperson with an interest in the role and activities of university extension. |
| johns hopkins university continuing education: Handbook of Marketing for Continuing Education Robert Simerly, 1989-04-05 This book brings together original chapters from leading scholars and practitioners to provide comprehensive guidance for effectively marketing continuing education programs and courses. |
| johns hopkins university continuing education: Continuing Education in Colleges and Universities: Challenges and Opportunities Ronald White, Frank DiSilvestro, 2013-12-31 These are times of great opportunity and challenge for continuing education (CE) programs in colleges and universities. While lifelong learning remains central to CE's mission, means of promoting and delivering adult education programs through distance and online learning are undergoing tremendous technological transformation. Within institutions, CE units are increasingly collaborating with academic departments. In addition, demographic shifts have resulted in new audiences and types of programs offered, both credit and noncredit. School are pressured to increase their participation in economic development. All these changes carry administrative considerations. This volume suggests perspective and solutions for the challenges that must be successfully confronted by today's CE programs and the professionals who develop them. This is the 140th volume of this Jossey-Bass series. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. |
| johns hopkins university continuing education: Defending the Community College Equity Agenda Thomas W. Bailey, Vanessa Smith Morest, 2006-12-26 Publisher description. |
| johns hopkins university continuing education: Redesigning Continuing Education in the Health Professions Institute of Medicine, Board on Health Care Services, Committee on Planning a Continuing Health Care Professional Education Institute, 2010-02-12 Today in the United States, the professional health workforce is not consistently prepared to provide high quality health care and assure patient safety, even as the nation spends more per capita on health care than any other country. The absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions is an important contributing factor to knowledge and performance deficiencies at the individual and system levels. To be most effective, health professionals at every stage of their careers must continue learning about advances in research and treatment in their fields (and related fields) in order to obtain and maintain up-to-date knowledge and skills in caring for their patients. Many health professionals regularly undertake a variety of efforts to stay up to date, but on a larger scale, the nation's approach to CE for health professionals fails to support the professions in their efforts to achieve and maintain proficiency. Redesigning Continuing Education in the Health Professions illustrates a vision for a better system through a comprehensive approach of continuing professional development, and posits a framework upon which to develop a new, more effective system. The book also offers principles to guide the creation of a national continuing education institute. |
| johns hopkins university continuing education: Continuing Higher Education Review , 2006 |
| johns hopkins university continuing education: National Medical Audiovisual Center Catalog National Medical Audiovisual Center, 1977 Films for the health sciences. |
| johns hopkins university continuing education: Member Directory National University Continuing Education Association (U.S.), 1995 |
| johns hopkins university continuing education: The International Who's who in Distance Learning , 1998 |
| johns hopkins university continuing education: Teaching Online Claire Howell Major, 2015-03-15 Demystifies online teaching for both enthusiastic and wary educators and helps faculty who teach online do their best work as digital instructors. It is difficult to imagine a college class today that does not include some online component—whether a simple posting of a syllabus to course management software, the use of social media for communication, or a full-blown course offering through a MOOC platform. In Teaching Online, Claire Howell Major describes for college faculty the changes that accompany use of such technologies and offers real-world strategies for surmounting digital teaching challenges. Teaching with these evolving media requires instructors to alter the ways in which they conceive of and do their work, according to Major. They must frequently update their knowledge of learning, teaching, and media, and they need to develop new forms of instruction, revise and reconceptualize classroom materials, and refresh their communication patterns. Faculty teaching online must also reconsider the student experience and determine what changes for students ultimately mean for their own work and for their institutions. Teaching Online presents instructors with a thoughtful synthesis of educational theory, research, and practice as well as a review of strategies for managing the instructional changes involved in teaching online. In addition, this book presents examples of best practices from successful online instructors as well as cutting-edge ideas from leading scholars and educational technologists. Faculty members, researchers, instructional designers, students, administrators, and policy makers who engage with online learning will find this book an invaluable resource. |
| johns hopkins university continuing education: New Directions for Adult and Continuing Education , 2005 |
| johns hopkins university continuing education: Phenomenal Blackness Mark Christian Thompson, 2022-01-21 The essence of the matter -- The politics of Black friendship : Gadamer, Baldwin and the Black hermeneutic -- The Aardvark of history : Malcolm X, language and power -- Black aesthetic autonomy : Ralph Ellison, Amiri Baraka, and literary Negro-ness -- The revolutionary will not be hypnotized : Eldridge Cleaver and Black ideology -- Unrepeatable : Angela Y. Davis and Black critical theory -- Black aesthetic theory. |
| johns hopkins university continuing education: National Library of Medicine AVLINE Catalog National Library of Medicine (U.S.), 1975 Listing of audiovisual materials catalogued by NLM. Items listed were reviewed under the auspices of the American Association of Dental Schools and the Association of American Medical Colleges, and are considered suitable for instruction. Entries arranged under MeSH subject headings. Entry gives full descriptive information and source. Also includes Procurement source section that gives addresses and telephone numbers of all sources. |
| johns hopkins university continuing education: Continued Education for Westinghouse Professional Personnel Westinghouse Electric Corporation. Training and Development Dept, 1969 |
| johns hopkins university continuing education: The Journal of Continuing Education in Nursing , 1990 |
| johns hopkins university continuing education: The Johns Hopkins Medical Journal , 1980 |
| johns hopkins university continuing education: Membership Directory University Continuing Education Association, 2006 |
| johns hopkins university continuing education: Applied Biomedical Engineering Gaetano Gargiulo, Alistair McEwan, 2011-08-23 This book presents a collection of recent and extended academic works in selected topics of biomedical technology, biomedical instrumentations, biomedical signal processing and bio-imaging. This wide range of topics provide a valuable update to researchers in the multidisciplinary area of biomedical engineering and an interesting introduction for engineers new to the area. The techniques covered include modelling, experimentation and discussion with the application areas ranging from bio-sensors development to neurophysiology, telemedicine and biomedical signal classification. |
| johns hopkins university continuing education: The Johns Hopkins Manual of Gynecology and Obstetrics Betty Chou, 2020-04-06 Portable and easy to consult, The Johns Hopkins Manual of Gynecology and Obstetrics is a trusted on-the-spot reference for virtually any issue you’ll encounter in obstetrics, high-risk obstetrics, gynecology, reproductive endocrinology, infertility, and gynecologic oncology. The updated 6th Edition has been reorganized for quick reference, and contains thoroughly revised information culled from the collective expertise of residents and attending physicians at The Johns Hopkins University. |
| johns hopkins university continuing education: Cardiology , 1986 |
