Chicago State University - Emblem Yearbook (Chicago, IL)

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Berlean M. Burris Dr. Berlean M. Burris, dean of the College of Nursing, is working very diligently to see to that the College of Nursing continues to progress as it has in recent years. Dr. Burris wel- comes the challenges inherent in helping to meet some of the needs of society by managing G program that prepares more nurses to provide care for the sick, injured, and handicapped. Chicago State University, as Dr. Burris pointed out, graduates the largest number of black nurses with a Bachelor of Science in Nursing in the state of Illinois. The nurses who graduate from CSU not only obtain their degrees in their practice. We try very hard to make sure that our students are competent and the reports that I get back Dean of The College of Nursing from the agencies indicate that they are indeed competent. Once you get a degree in nursing it doesn ' t mean a thing until you can pass the National Licensing Examination. But once you do pass it you be- come a registered nurse (RN) with a bachelors degree and stand an excellent chance of being hired right away. Our stu- dents must be able to meet that challenge when they leave here and that is a major chal- lenge for me and my faculty members. So far, we have been able to meet that challenge and, OS a matter of fact, in 1985, our students scored 100% on that examination, being the only baccalaureate program in the state of Illinois to have every one of their stu- dents walk out and have passed their exam. As far as internships and jobs are concerned, CSU ' s College of Nursing has students in ev- ery major health care institu- tion in the state of Illinois. With the current shortage nurses, institutions are calling me up and asking me to please send over my students over to work for them, stated Dr. Burris. She went on to explain that, she recently set up an internship program with V.A. Lakeside Hospital that is willing to pay junior-level nursing stu- dents to receive their clinical training there with the hopes that they will stay there after graduation. Every student who graduates has at least three job opportunities made available to them. When students graduate from our program, I want them to be able to perform their skills at least as well as the graduates of other universities, but a training program can only do so much, and that means that the student himself should see to it that he gets all they can get out of it. I recommend that students strive for excellence. It is the student ' s responsibility to spend the necessary time studying, going to the library and doing all the things neces- sary that prepare him for his profession.

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Barbara J. Kardos Our students learn to teach ef- fectively, stated Dr. Barbara J. Kardas, dean of the College of Education. But teaching is not al- ways easy to learn. Teaching is not an exact sci- ence. The teacher must apply his or her knowledge to the complex world of the classroom and make decisions that lead to improved student performance. Teaching will then lead to learning. In the College of Education, stu- dents (prospective teachers) are taught to become aware of the learner ' s present level of function- ing, the appropriate level of in- structional objectives and activi- ties for his or her level of aware- ness and style of learning, and the problems resulting from instruc- tional activities. This in turn, will point out the direction for remedi- ation when learning does not oc- cur. Students also learn that the teacher ' s behavior causes learn- ing and directs him to different areas in which he must become proficient. One of the important decisions to make in teaching is to decide upon an instructional objective; that is, what is to be learned? A number of earlier decisions must intervene during this process such as the teacher ' s familiarity with the content area and particularly his or her ability to determine what the learners already know about the control. The second dimension of a Dean of the College of Education learning task is i ts decisions about the levels of complexity; will the learner merely posses knowledge, understand or summarize it, apply it, analyze it, synthesize it with oth- er knowledge, or evaluate it? The synthesis of the two teach- ing decisions, what the student will learn? and, how he will learn it? constitutes the instructional objec- tive of a lesson. The determination of this objective in advance will help you decide at o later time whether or not you have been suc- cessful in changing the learner ' s behavior. Too often teachers start out with instructional techniques or strategies before they know what they are trying to teach or identify objective s before they analyze the individual abilities of the stu- dents. Planning objectives with- out first assessing the needs and abilities of the leaners is a risky pro- cedure that often leads to inappro- priate, irrelevant, or unnecessary teaching. Another major decision, as Kardas pointed out, is how will the teacher facilitate learning? Teachers differ greatly in their styles of teaching. These beha- viors involve degree of planning, amount of control of student be- haviors, method of presentation of material, types of grouping, and so forth. According to Dean Kardas, teachers must pay particular at- tention to the evaluation of learn- ing outcomes at the end of instruc- tion: Did the students learn any- thing from the instructional lesson? If teachers failed to devel- op any specific objectives at the beginning of the lesson he or she may be hard pressed to answer the question. When the unexpected does not occur, teachers must ask themselves: What went wrong? Were the objectives appropriate for the students? Was my teach- ing method appropriate for the ob- jectives? Should I teach all or part of the lesson? Should the class move to another topic? With this self-questioning technique, a teacher can properly evaluate and revise his or her teaching.

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Dr. William Prigge, Dean of Library and Learning Re- sources, has been an adminis- tration at Chicago State Uni- versity for over 6 years. He was named acting Dean in January of 1982; and was then ap- pointed Dean in August of 1983. As Dean, his job involves be- ing responsible for the Library, Television and Audio Visual Center, The Academic Com- puters and the Learning Assis- tance Center. The Learning Assistance Center provides tu- toring for students who are ex- periencing difficulty in math and English. The Center helps the students reach the stan- Dean of Library Science and Learning Resources dards set by the university de- partments. He also provides leadership, sets policies develops goals and objectives. This will enable the library and Learning Resource Department to continue to strengthen and upgrade the collection of library materials not only to fit the university ' s academic program but the stu- dent ' s need as well. Besides us- ing the library for research, the library can be used for study and recreational reading. One of Dr. Prigge ' s most memorable moments as Dean was assisting in equipping the library with a computerized sys- tem which gives students ac- cess to 30 different libraries at various institutions of higher education in the state of Illinois. The library computer system (LCS) makes students accessi- ble to one of the world ' s largest libraries. Dr. Prigge ' s career in Audio visual did not began at Chicago State University. He has been in the Audio visual field for thir- ty-eight years. During this time, he has had the pleasure and experience of teaching at the University of Nebraska, Univer- sity of Virginia, University of Tennessee, University of Puer- to Rico, Arizona State Universi- ty and Eastern Illinois Universi- ty.