Nursing Education Concept By Ursula Springer Who is Ursula Springer
Dr. Ursula Springer, originally from Berlin, pursued her higher education at the Universities of Berlin, Bologna, and Munich. She earned her Master of Arts degree from the University of Minnesota and completed her Doctor of Philosophy (PhD) at Teachers College, Columbia University.
Initially embarking on an academic career, Dr. Springer served for fifteen years as a Professor of Comparative and International Education at the City University of New York. After the passing of her husband in 1970, she assumed control of Springer Publishing Company, demonstrating exceptional leadership that garnered widespread recognition. Under her guidance, many Springer publications have become industry benchmarks, receiving numerous accolades from professional organizations, including multiple American Journal of Nursing Book of the Year awards.
Early in her career, Dr. Springer was honored with an invitation for honorary membership by Sigma Theta Tau International. In more recent years, she has been named a Fellow by both the American Academy of Nursing and the Gerontological Society of America, further acknowledging her significant contributions to the field.
Way to Nursing Education
Dr. Ursula Springer emphasizes that effective teaching requires empathy towards the learner’s mindset. She believes that educators should not merely instruct students on what to learn but should guide them on how to learn. According to her, passionate mentors who are expert practitioners and genuinely interested in their students’ learning processes are vital for delivering outstanding education.
Early Interest in Teaching
Coming from a family deeply committed to education, Dr. Springer was greatly influenced by her mother, an exceptional teacher. Her fascination with psychology and pedagogy led her to meticulously document the development of her three children from birth until they were 17 or 18 years old. Even into her seventies and eighties, her mother continued to tutor high school students in subjects like French, English, and mathematics before exams. Additionally, her grandfather was a distinguished principal of a modern gymnasium (a type of high school for boys) in Berlin. Conversations about school and education were a common and integral part of her household, nurturing her early passion for teaching.
Journey to Education
Dr. Springer exhibited a keen interest in teaching from a young age. At six years old, she began teaching neighborhood children, prompting her mother to gift her a portable blackboard instead of traditional toys. Throughout her high school years, she frequently tutored girls two or three years her junior, earning pocket money and reinforcing her own learning—a testament to the Latin adage “docendo discimus,” meaning “by teaching, we learn.”
Upon starting her university studies in Berlin, she focused on languages and literature in German, English, and Italian, spending a year at the University of Bologna in Italy. By this time, her career aspirations had shifted towards university-level teaching in pedagogy, with a focus on modern teaching methods. After completing seven semesters at various European universities, she secured a scholarship for a year of study at the University of Minnesota. There, she was exposed to educational methods and styles that challenged traditional European approaches, leading her to pursue her master’s degree and continue towards doctoral studies.
The theories of John Dewey and his contemporaries particularly intrigued her, heightening her awareness of her own teaching styles and methods. During this period, she also obtained certificates to teach Latin, French, Italian, German, and Social Studies from the State of Minnesota.
Life as a Teacher
Dr. Springer’s hands-on teaching experience began with instructing Latin at a small college-affiliated secondary school for girls in St. Paul. Her students were more intrigued by her personal background—being of German origin and not dressed in nun attire—than by the subject of Latin itself.
One of her most memorable students was Kate Millet, who frequently stayed after class to discuss the world beyond her limited environment. Millet expressed aspirations to travel to New York, London, and beyond, eventually becoming a prominent figure in the women’s movement and the “sixties” generation. Dr. Springer later encountered Millet at a theater party in Greenwich Village, where Millet affectionately greeted her as “My Latin teacher!”
After completing her PhD in Education at Columbia University, Dr. Springer became actively involved in the newly established Comparative Education Society. During her three years in New York, she taught at Pelham High School, instructing students in German and Social Studies for eighth and ninth grades. Unlike her own school experiences, she found teaching Social Studies—an American blend of history, geography, and basic social and political sciences—fascinating. She particularly emphasized geography, a subject largely neglected by her college instructors.
At Pelham High School, which catered to children from affluent suburban backgrounds, teaching was generally smooth. One impressive student was a tenth grader with extensive knowledge of opera, an art form she adored. Conversely, she occasionally encountered challenging students, such as a ninth grader who resembled a young gang member, complete with a visible knife and a background from “the other side” of the railroad tracks. These experiences occurred in the late 1950s when “homeroom” was a standard practice, allowing teachers personal contact with students each morning for twenty minutes.
One particularly touching incident involved a ninth-grade girl who became pregnant and requested to be placed in Dr. Springer’s homeroom with the guidance counselor. This request affirmed the trust and support her students felt towards her, making Dr. Springer immensely proud.
Educational Style
Dr. Springer’s teaching methodology integrates elements from both German and American educational systems. While American schools typically rely heavily on textbooks for presenting new material, German schools emphasize the teacher’s role in delivering content as a professional skill. Emulating this German tradition, Dr. Springer actively engages in presenting new materials rather than depending solely on textbooks.
Another German influence in her teaching is her firm insistence on providing written corrections after tests are returned. Although this approach sometimes meets resistance from students who prefer to focus solely on their strengths, Dr. Springer maintains that addressing weaknesses is crucial—much like athletes who train to improve their shortcomings rather than solely enhancing their strengths.
Qualities of a Teacher
Dr. Springer contends that individuals who learn quickly and have amassed substantial knowledge are often not the most effective teachers, as they may lack patience with slower learners. Her early experience tutoring average students provided her with valuable skills in teaching those who require more time to grasp concepts, simultaneously enhancing her patience.
She emphasizes the importance of specific praise, moving beyond generic compliments like “You are a good student” to more detailed acknowledgments such as “Look how you solved this problem” or “You found all those facts for your report; tell us some details.” This approach allows students to feel recognized for their efforts and achievements.
Dr. Springer demands complete attention from her students, regardless of class size. While teaching a large “Introduction to Education” course at Brooklyn College with over 150 students in an auditorium, she employed a dynamic teaching style, moving around the stage with a mobile microphone to engage and “entertain” her audience. However, some students in the back rows became distracted, reading newspapers instead of paying attention. To address this, she candidly confronted them mid-lecture, expressing her disappointment and urging them to focus, which successfully redirected their attention back to the lesson.
Memorable Events
Humor plays a significant role in Dr. Springer’s classroom, provided it never targets an individual. She values mutual assistance within her classes, recalling her teenage years when she helped classmates with homework and test preparations. This collaborative spirit is essential for fostering a positive and supportive learning environment. Dr. Springer believes that chemistry among students and the ability to connect “two together” based on similar achievement levels enhance the educational experience, making learning more effective and enjoyable.
Embarrassing Event
One of Dr. Springer’s most embarrassing moments occurred during her final year as a college professor, teaching a postgraduate course composed entirely of male students majoring in physical education. These students showed little interest in the course content, often misbehaving by talking to neighbors, reading, or even sleeping during classes. The situation escalated when some students began passing underpants below their tables while laughing. Dr. Springer addressed the behavior by warning them that such actions were unacceptable for passing the graduate course. Consequently, several students received failing grades, preventing them from completing their degrees. When the dean requested grade changes, Dr. Springer firmly refused, prioritizing academic integrity over appeasing the students’ parents. This incident served as a sobering experience in an otherwise fulfilling teaching career.
Additionally, Dr. Springer found that managing Springer Publishing Company required teaching skills. She conducted teaching sessions for her staff, guiding them through various aspects of book production, including acquisitions, editing, production, marketing, selling, and shipping. By asking department members to prepare “introductions” to their daily work, she fostered an environment of learning and collaboration. As President of Springer Publishing Company, Dr. Springer naturally extended her passion for education by establishing the Springer Series on Nursing Education, which continues to thrive over 25 years later. Through publishing, she has indirectly continued to educate by providing essential texts for students and teachers alike.