MD Program Evaluation Plan. (August, 2009)
|
|
- Ross Hoover
- 8 years ago
- Views:
Transcription
1 MD Program Evaluation Plan (August, 2009) The Commonwealth Medical College (TCMC) requires its medical students to develop competency in the areas of patient care, medical knowledge, practice based learning and improvement, interpersonal and communication skills, professionalism, and systems based practice. The ACGME s Core Competencies were used when the curriculum was originally planned in 2007 and have remained in the forefront as we revisit the initial curricular vision to make it a reality for our first cohort of students who arrive in August, The expected level of competency attained must be sufficient to allow these new physicians to be successful in graduate medical education programs as well as to reflect the vision and mission of The Commonwealth Medical College. The defines the milestones of competency development. Components of self reflection and assessment are important for both faculty and students. Within each program course, assessment and feedback becomes part of the culture of professional behavior and develops proclivity toward lifelong learning. As a new institution, evaluation and assessment are integral parts of curricular development, linking learning outcomes to authentic forms of assessment that will provide indicators of a student s path of accomplishment as they matriculate through their program of study. The course directors and faculty have committed to designing a program of instruction that incorporates active learning strategies along with formative and summative assessment opportunities. TCMC has obtained PDE approval and preliminary accreditation from the LCME to begin offering the medical curriculum to students beginning in August Key components of the MD curriculum include: The medical school will function with a distributive model of medical education developing three Regional Campuses (Scranton, Wilkes Barre and Williamsport) to provide students experiences in diverse clinical settings. Clinical education starts on day 1 with students assigned to a Learning Community that corresponds to their Regional Campus, a family from that Regional Campus to follow for a continuity experience and a clinical mentor. Additional clinical experiences will provide students with training in an interdisciplinary setting by working with health professional training programs at regional colleges and universities. Particular emphasis has been placed on admitting students with a propensity for community
2 service. Students will be exposed to community health improvement projects throughout their medical school experience. The curriculum is an integrated competency based system. Competency based implies a developmental curriculum with multiple measures to document the path to mastery. It is not a one sized fits all course model. Each course has identified key measures that will document the competencies contained therein. Narrative evaluations by course directors and clinical faculty are imperative for many of the competencies not measured by traditional examinations. Course based assessment provides for both formative and summative measures. Students begin year one with basic science, move through an organ based system in year two, an integrated clerkship in year three, and subinternships in year four. Years one and two will occur on the Scranton campus with three one week experiences at the student s regional campus (assigned upon entry). Years three and four will occur at the student s regional campus. With the distribution of students across three regional campuses, consistency is provided through the use of the TCMC portal where technology provides a common opportunity for academic activities and evaluation procedures. This is imperative in years three and four when students are at their regional campus. The LCME Database and PDE Application provide roadmaps for curricular development and assessment of competencies. Overall Review Process The MD Program Evaluation Plan covers a four year academic year program delivery cycle with data collection points throughout the four academic years. Programmatic review occurs in May through July of each year with an extensive, systemic review occurring the first four year cycle of the program. This allows for continued development as the first cohort of students matriculates through the program. After the first cohort completes the four year program cycle, the normal cycle of periodic review of the four year cycle begins. In addition, student performance is reviewed on an annual basis (at minimum) or as necessary if the Associate Dean for Academic or the Associate Dean for Student requires review of a student s record. All students are reviewed annually by the on Academic and professional Standards (CAPS). The first four year cycle of the MD program will have full review of each year of the curriculum each year. The first class arrives in August, 2009 resulting in a complete review of year one in May thru July, In August, 2010 the second cohort arrives and the first cohort moves into the second year of the curriculum. In May, 2011 a full review of the curriculum will be undertaken for both years one and two. The same process holds for the 2011/2012 academic year when the first three years will be reviewed. The final full review occurs in 2012/2013 with the graduation of cohort one and the full review of years one through four. The AAMC Graduation Survey, which is the gold standard for medical school overall program evaluation, is administered to students upon graduation from the college, will give us an overall view of the four year program in the summer of Each subsequent graduating class will have AAMC Graduation Survey data that provides for overall program review from a four year
3 perspective in addition to the annual data collected internally. Longitudinal data analysis begins in year five. Five and Ten year TCMC Post Graduation Surveys will be sent to graduates beginning in 2018(Fiveyear) and 2023(Ten year). The annual program review process enables the faculty and administration of TCMC to make corrections to the curriculum long before the first cohort completes the program. The Curriculum Action (CAC) has overall institutional oversight for the curricula of the college. There is an MD of the CAC that oversees the for compliance with LCME and ACGME competencies. There are four subcommittees of the : Year One, Year Two, Clinical Years (3 & 4), and. Members of the Subcommittee of the MD Curriculum are charged with conducting the program review on an annual basis. This is a full curricular review for the first four years of the program ( ). After that a periodic review schedule will be maintained with 25% of the courses in the program undergoing full review each year, the remaining 75% partial review. The entire program will cycle through complete review every four years. Full review requires each course director to do a self study of their course reviewing learning outcomes and competency assessment through the review of student data, evaluation data and course fit within the overall curriculum map. Curriculum maps are reviewed and updated as necessary. Partial review uses student data and evaluation data such as course evaluations to ensure curriculum compatibility and student satisfaction. The on Academic and Professional Standards (CAPS) of TCMC is responsible for the annual review of all student records. The Associate Dean for Academic handles the initial review of student records and preparation of reports for the on Academic and Professional Standards. At any time, the Associate Dean for Academic or the Associate Dean for Student may request that the group convene if either officer determines that a student is in significant academic or behavioral difficulty. The CAPS convenes to review student records and suggest a course of action for remediation or dismissal. MD Annual Program Evaluation Plan The Curriculum Action provides oversight for all curricula at TCMC. It currently has two major curricular committees: the MD and the MBS. (See Figure Two: Curriculum Action Structure at the end of this document).the Sub will meet annually to review the for the. A report with recommendations will be sent to the. That group will review the report and suggest program revisions as needed. The MD Subcommittee is comprised of a rotating group of program course directors. Each year of the program has a sub committee within this structure. All course directors are members of their respective year sub committees. The will send the report completed by the Sub and the subsequent actions taken to the TCMC Curriculum Action (CAC), who has curricular oversight for the institution in June of each academic year. The CAC will review the recommendations/actions of the MD
4 Curriculum in early July to ensure overall impact with all TCMC academic programs (for the present MD and MBS). The CAC sends their findings to the Associate Dean for Academic. In July, the MD Course Directors and Faculty will make changes to the program recommended by the MD Curriculum and approved by the CAC. In August, the MD Program Curriculum and Progress Reports are reviewed by the Dean s Cabinet (presented by the Associate Dean for Academic ). A report to the TCMC Board of Trustees follows in September. This process occurs annually in order to provide students with the most relevant and up to date program. Figure One: MD/MBS Program Review Cycle provides an overview of the program evaluation process. Later tables detail the program and student evaluation process components on an annual basis. Figure One: MD Program Review Cycle MD Program Review (April/May) by Course Directors and MD Sub committee of Data Collection throughout academic year Curriculum Advisory Review of MD Program Evaluations and Recommendations (July) Evaluation and Reports to TCMC Board of Trustees (September) Leadership Review and Implementation of Curricular Recommendations (July/August) Evaluation and Cycle Begins Again (August) The MD Annual Program Evaluation Plan allows for review of program curriculum and student data. In addition, budget analysis and program unit analysis is completed for all program units who serve the such as Student, Center for Learning Excellence and the Library among others. This is accomplished as part of the TCMC Institutional Evaluation and Plan.
5 Table One: MD Annual Program Evaluation Plan Activity Dates Collection of Data Product Due Responsible Activity August thru June Admissions Data On going Admissions Projection December Final Admissions Report June Director of Admissions and MD Admissions December and May Course Grades Registrar August thru May Review of narrative course data for each student Formative (December) and Final Grades (May) Student Narrative Reports for each course in MD Program Grade Analysis Report December and May Review of narrative course data by Course Directors at the conclusion of each course using Competency Based Rubrics. Students experiencing difficulty will have their narrative reports reviewed by additional course faculty, the Associate Dean for Student or the Associate Dean for Academic as needed. A final report on each student will be submitted to the Associate Dean for Academic in May by all course directors. Course Directors
6 Activity Dates December, May and June March/April Course Conclusion Course Conclusion Activity Review of Student Records Request for Program Review Course Evaluations by Students Course Evaluations by Faculty Collection of Data Product Due Responsible Review of grades and student narrative reports by the on Professional and Academic Standards Sub requests a full or partial review of Year Based Programs. First four years of cycle all will be full review, thereafter 25% of all courses in each year will be full review, 75% will be partial review Student Course Evaluations Faculty Course Evaluations Students experiencing difficulty will meet with the Associate Dean for Academic and a remediation plan will be put into place MD Program Report Statistical Analysis and Qualitative Comments Reported to Course Faculty, Course Directors, and Associate Dean of Academic Statistical Analysis and Qualitative comments reported to Program Director and Associate Dean of Academic Associate Dean for Academic, Director, Center for Learning Excellence, and Associate Dean for Student MD Course Directors and Sub Office of Evaluation and Office of Evaluation and
7 Activity Dates April Activity Advising Evaluations by Students Collection of Data Product Due Responsible Student Advising Evaluations April Advisor Survey Faculty Analysis of Advisees May (prior to May 15) May (after May 15) Program Retreat Curriculum and Progress Review Associate Dean for Academic, MD Course Directors and Course Faculty, others as invited Sub review of all related data and reports Statistical Analysis and Qualitative comments reported Center for Learning Excellence, Advisors, Program Director and Associate Dean of Academic and Associate Dean of Student Statistical Analysis and Qualitative comments reported Center for Learning Excellence, Advisors, Program Director and Associate Dean of Academic MD Program Review Report and Recommendations Compiled and Reported to MD Curriculum Sub Report Office of Evaluation and Office of Evaluation and Associate Dean for Academic Sub
8 Activity Dates June July July/ August August September Activity of the Curriculum Action (CAC) Curriculum Action (CAC) MD Program Report Presented to Cabinet MD Program Report presented to TCMC Board of Trustees Collection of Data Product Due Responsible Review of MD Program Report from MD Sub and others as needed Review of MD Program Report from the MD Curriculum of the CAC Review of MD Program Report Review of MD Program Report Program is reviewed at the Level and recommendations forwarded to the CAC for institutional approval Changes made to Program as needed after Curriculum Action (CAC) review of the CAC Associate Dean for Academic and MD Curriculum of the CAC Course Directors and Faculty Associate Dean of Academic Associate Dean of Academic Table Two: First Five Year Evaluation Process details the evaluation process over the next 6 years providing details for the first four year curriculum cycle and subsequent annual reviews.
9 Table Two: First Five Year Evaluation Process August, 2009 First Cohort (Class of 2013) arrives MD Program and Student Evaluation Process Begins July, 2010 TCMC Curriculum Action Review Program Changes made as needed June, 2011 Review May, 2012 Full review of Year 1, 2, and 3 Courses by MD Course Directors and MD Sub September, 2012 April 2013 Data collected September MD Curriculum Report and Student Data Analysis to TCMC Board of Trustees September, 2009 April 2010 Data collected August, 2010 Cohort 2 arrives Cohort 1 enters Year 2 Report and Student Data Analysis to TCMC Leadership July, 2011 TCMC Curriculum Action Review Program Changes made as needed June, 2012 Review May, 2013 Cohort 1 Graduation AAMC Graduation Survey Full review of Year 1, 2, 3 & 4 Courses by MD Course Directors and May, 2010 Full review of Year 1 Courses by MD Course Directors and MD Sub September, 2010 April 2011 Data collected September MD Curriculum Report and Student Data Analysis to TCMC Board of Trustees August, 2011 Cohort 3 arrives Cohort 2 enters Year 2 Cohort 1 enters Year 3 Report and Student Data Analysis to TCMC Leadership July, 2012 TCMC Curriculum Action Review Program Changes made as needed June, 2013 Review June, 2010 Review May, 2011 Full review of Year 1 and 2 Courses by MD Course Directors and MD Sub September, 2011 April 2012 Data collected September MD Curriculum Report and Student Data Analysis to TCMC Board of Trustees August, 2012 Cohort 4 Arrives Cohort 3 enters Year 2 Cohort 2 enters Year 3 Cohort 1 enters Year 4 Report and Student Data Analysis to TCMC Leadership July, 2013 TCMC Curriculum Action Review Program Changes made as needed
10 MD Sub August, 2013 Cohort 5 Arrives Cohort 4 enters Year 2 Cohort 3 enters Year 3 Cohort 2 enters Year 4 Report and Student Data Analysis to TCMC Leadership July, 2014 TCMC Curriculum Action Review September, 2013 April 2014 Data collected September MD Curriculum Report and Student Data Analysis to TCMC Board of Trustees August, 2015 Cohort 6 arrives Cycle repeats as in 2013/2014 May, 2014 Cohort 2 Graduation AAMC Graduation Survey Regular Annual Review Cycle Begins by MD of the. 25% of courses in the 4 years of the program are given full review, remaining 75% receive partial review. Full review involves all facets of curriculum, compliance with LCME and ACGME competencies, student progress, course evaluations, sample student work review, narrative review, etc. Partial review is course evaluations and student data review. June, 2014 Review Program Changes made as needed MD Student Data Collection The MD Program will collect data for each MD student during the four years they are enrolled in the program. This data is compiled from a variety of sources: 360 Student Evaluation, examination grades, USMLE Scores (after years 2 and 4), exams with USMLE type questions, narrative review by
11 course directors and faculty, checklist evaluations by clinical faculty, standardized patient and clinical simulations, objective structured clinical examinations (OSCE), case analysis, oral examinations, laboratory practical examinations, presentations, preceptor ratings, NBME Subject Exams, essays, papers, and community research project. 360 Student Evaluation includes advisor and patient surveys, self and peer assessment along with grades and narrative information from courses. Data collection varies by course and year in program. All are detailed in the LCME Database. Data collection begins with pre matriculation surveys completed in the summer before the first year classes and concludes with the AAMC Graduation Survey and 5 Year and 10 Year Post Graduation Surveys. (See LCME Database for details of competencies assessed: medical knowledge, practice based learning and improvement, interpersonal skills and communication, professionalism, patient care, and systems based practice. Questions about the MD Student and Program Evaluation Plan should be directed to Dr. Barry Linger, Associate Dean for Academic or Dr. Susan Perlis, Assistant Dean for Evaluation and. In addition to the MD Program Evaluation Plan which addresses curricular improvement and student matriculation progress based upon student outcomes, components of the MD Program are evaluated through program unit offices that service the program. Student, Admissions, the Center for Learning Excellence, among others, all participate in the TCMC Institutional Evaluation and Plan at the unit level assuring that all components of the organization that touch the MD Program are carefully reviewed for mission integration and service to constituents. Update: August 6, 2009
12 Figure Two: Curriculum Action Structure Curriculum Action MBS Curriculum Technology Library Year 1 Year 2 Clinical Curriculum
MEDICAL BOARD STAFF REPORT
Agenda Item 5 MEDICAL BOARD STAFF REPORT DATE REPORT ISSUED: April 16, 2014 ATTENTION: Medical Board of California SUBJECT: Recognition of International Medical School Medical University of the Americas
More information2015-2016 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION. www.medicine.wsu.edu
2015-2016 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION www.medicine.wsu.edu 1 STANDARD 11: MEDICAL STUDENT ACADEMIC SUPPORT, CAREER ADVISING, AND EDUCATIONAL RECORDS A medical school provides
More information2015-2016 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION. www.medicine.wsu.edu
2015-2016 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION www.medicine.wsu.edu 1 STANDARD 8: CURRICULAR MANAGEMENT, EVALUATION, AND ENHANCEMENT The faculty of a medical school engage in curricular
More informationStudent and Academic Support Services Assessment Information Packet
Student and Academic Support Services Assessment Information Packet Assessment Plan and Status Report Format for Student and Academic Support Services Review Schedule Examples of Assessment Activities
More information2015-2016 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION. www.medicine.wsu.edu
2015-2016 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION www.medicine.wsu.edu 1 STANDARD 9: TEACHING, SUPERVISION, ASSESSMENT, AND STUDENT AND PATIENT SAFETY A medical school ensures that its
More information2011 Outcomes Assessment Accreditation Handbook
2011 Outcomes Assessment Accreditation Handbook Associate Degree Programs Baccalaureate Degree Programs Master Degree Programs Accreditation Policies can be found in a separate document on the ATMAE website
More informationNorth Dakota State University College of Pharmacy, Nursing, and Allied Sciences Strategic Plan 2013 2016
North Dakota State University College of Pharmacy, Nursing, and Allied Sciences Strategic Plan 2013 2016 CRITICAL ISSUE I Secure sufficient financial, physical and human resources to maintain high quality
More informationStandard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.
Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements
More informationQUESTIONS FOR The Commonwealth Medical College
Page 1 QUESTIONS FOR The Commonwealth Medical College PROCESS OF CURRICULUM REDESIGN Why did you redesign your curriculum? What were your goals? What was the timeframe? What lessons were learned while
More informationLCME ACCREDITATION GUIDELINES FOR NEW AND DEVELOPING MEDICAL SCHOOLS
LCME ACCREDITATION GUIDELINES FOR NEW AND DEVELOPING MEDICAL SCHOOLS LIAISON COMMITTEE ON MEDICAL EDUCATION Chicago, Illinois 60611 312-464-4933 Association of American Medical Colleges 655 K Street NW,
More informationMD/MS Guidelines. A) Thesis Option:
f. Leave periods for either students or employees will not extend the maximum time requirement to complete a degree. g. The enforcement of this policy will be the responsibility of the mentor to document
More informationMARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK
MARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK PURPOSE This handbook offers basic information about the procedures and practices of the Honors College at Marshall University. The information presented
More informationDEPARTMENT OF EDUCATIONAL LEADERSHIP CREDENTIAL/ MASTERS PROGRAM HANDBOOK
DEPARTMENT OF EDUCATIONAL LEADERSHIP CREDENTIAL/ MASTERS PROGRAM HANDBOOK September 2012 Educational Leadership College of Education San Diego State University 5500 Campanile Drive San Diego, CA 92182-1190
More informationAssessment of Student Learning Mental Health Counseling Program Indiana University- Purdue University Columbus 2013-2014 Progress Report
1 Assessment of Student Learning Mental Health Program Indiana University- Purdue University Columbus 2013-2014 Progress Report Submitted by Cheryl Warner, PhD Director, Mental Health Program The IUPUC
More informationThe Graduate School:
The Graduate School: A Model to Enhance Quantity and Quality in PhD Production Maresi Nerad South African PhD Panel Report October 2009 South Africa s universities are confronted with two major challenges.
More informationCOMPREHENSIVE ASSESSMENT PLAN (CAP)
COMPREHENSIVE ASSESSMENT PLAN (CAP) MASTER OF SCIENCE (M.S.) AND SPECIALIST IN EDUCATION (Ed.S.) DEGREES IN COUNSELING AND HUMAN SYSTEMS Career Counseling and Mental Health Counseling Psychological and
More informationThe Medical Curriculum in Florida State Schools
THE FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE Information Management Skills within a Medical Curriculum: Defining the Competencies Nancy B. Clark Director Medical Informatics Education FSU College of
More informationTRANSITION TO RESIDENCY
TRANSITION TO RESIDENCY The Medical Student Performance Evaluation (MSPE) The Medical Student Performance Evaluation (MSPE), formerly called the dean s letter, is a formal document, completed by medical
More informationProfessional Education Unit
NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...
More informationGENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE
GENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE Each of the standards in this section is followed by relevant questions. In some cases, two closely related standards are placed together, followed by a
More informationCharacteristics of Clinical Clerkships
N a t i o n a l B o a r d o f M e d i c a l E x a m i n e r s Characteristics of Clinical Clerkships Fall 2014 Table of Contents Summary... 3 Table 1. Unweighted and Weighted Clerkship Responses... 5 Chart
More informationAACSB Self Evaluation Report Documentation. Supporting Materials and Timeline
AACSB Self Evaluation Report Documentation Supporting Materials and Timeline The Self Evaluation Report is a critical document in achieving initial accreditation. Ours is due May 15, 2012. To reach this
More informationNORTHERN ILLINOIS UNIVERSITY. College: College of Business. Department: Inter-Departmental. Program: Master of Business Administration
NORTHERN ILLINOIS UNIVERSITY College: College of Business Department: Inter-Departmental Program: Master of Business Administration CIP Code: 52.0201 Northern Illinois University s M.B.A. program follows
More informationStrategic Plan 2012-2014 2012-2014. San Luis Obispo County Community College District
Strategic Plan 2012-2014 2012-2014 S Strategic Plan 2012-2014 San Luis Obispo County Community College District San Luis Obispo County Community College District STRATEGIC PLAN 2012-2014 San Luis Obispo
More informationNORTH CAROLINA STATE UNIVERSITY. The Graduate School. Graduate Degree Program Review. Revised Format for the Self-Study Report
NORTH CAROLINA STATE UNIVERSITY The Graduate School Graduate Degree Program Review Revised Format for the Self-Study Report Instructions: Designed for the eight-year review of graduate degree programs,
More informationDOCTORAL HANDBOOK IN MUSIC EDUCATION
DOCTORAL HANDBOOK IN MUSIC EDUCATION Admission Standards To be admitted to the doctoral program in music education, an applicant must have a master s degree in music education or a total of 30 credits
More informationThe University of Texas System Online Consortium Kinesiology Online Master s Degree Program Handbook of Operating Procedures
The University of Texas System Online Consortium Kinesiology Online Master s Degree Program Handbook of Operating Procedures Revised October 2009 TABLE OF CONTENTS 1. SECTION 1: INTRODUCTION AND DEFINITION
More informationRevised August 2013 Revised March 2006 Presented to Planning Council December 1993
1 Revised August 2013 Revised March 2006 Presented to Planning Council December 1993 Table of Content Mission, Vision, and Core Values... 3 Institutional Goals... 4 Historical Perspective and Current View...
More informationRequirements for a Graduate Degree (M.S. or Ph.D.) in Oceanography at the University of Maine
Requirements for a Graduate Degree (M.S. or Ph.D.) in Oceanography at the University of Maine Mission Statement The University of Maine's Oceanography Program creates and communicates integrated understanding
More informationUniversity of the District of Columbia
University of the District of Columbia School of Engineering and Applied Sciences Continuous Improvement Process And ABET Outcomes Assessment Protocol BASED ON ABET 2008-2009 Criteria April 2008 School
More informationMONTANA BOARD OF REGENTS
MONTANA BOARD OF REGENTS LEVEL II REQUEST FORM Item No.: 136-2853-R0907 Date of Meeting: September 19-21, 2007 Institution: Program Title: Montana State University-Great Falls College of Technology Associate
More informationCLINICAL AND TRANSLATIONAL SCIENCES, DOCTOR OF PHILOSOPHY (PH.D.) WITH A CONCENTRATION IN PSYCHIATRIC, BEHAVIORAL AND STATISTICAL GENETICS
VCU 1 CLINICAL AND TRANSLATIONAL SCIENCES, DOCTOR OF PHILOSOPHY (PH.D.) WITH A CONCENTRATION IN PSYCHIATRIC, BEHAVIORAL AND STATISTICAL GENETICS Program goal The doctoral program in clinical and translational
More information3.4.4. Educational Programs: All:Acceptance of academic credit. Judgment. Narrative
3.4.4 Educational Programs: All:Acceptance of academic credit The institution publishes policies that include criteria for evaluating, awarding, and accepting credit for transfer, experiential learning,
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
More informationGuidelines and Proposal for the Master of Arts (MA) or Master of Science (MS) in Interdisciplinary Studies Degrees
Guidelines and Proposal for the Master of Arts (MA) or Master of Science (MS) in Interdisciplinary Studies Degrees California State University, Fresno Division of Graduate Studies SECTION I GUIDELINES
More informationCurriculum Development & Procedures
Curriculum Development & Procedures Contents Curriculum Program, Course Development, and Revision Procedures... 3 Program of Study: Required Actions... 7 Program Termination... 8 Transfer Agreement Process...
More informationTemplate for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic)
Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Standard One: Mission and Goals, Planning and Effectiveness
More informationTexas A&M University-Kingsville. College of Graduate Studies. Graduate Council. Doctoral Program Review Instrument
Texas A&M University-Kingsville College of Graduate Studies Graduate Council Doctoral Program Review Instrument Texas A&M University-Kingsville College of Graduate Studies Doctoral Program Review Instrument
More informationGovernance Of Teacher Education Programs
Policy: 04-04-00 Governance Of Teacher Education Programs OFFICE OF RECORD: College of Education ISSUED BY: Dean, College of Education APPROVED BY: 04-04-00 EFFECTIVE DATE: 1/16/95 Last Revised (8/14/01)
More informationCalifornia State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan
California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual
More informationTemplate for Academic Standards Committee Review
Template for Academic Committee Review The numbered titles in this document that appear in boldface print represent the standards being evaluated as met, not met, or partially met on the Program Report
More informationLeadership and Learning: The Journey to National Accreditation and Recognition
VOLUME 31, NUMBER 4, 2013 Leadership and Learning: The Journey to National Accreditation and Recognition Lisa Bertrand, EdD Professor and Program Coordinator Department of Educational Leadership and Counseling
More informationDepartment of Business Administration, Management, & Marketing
Department of Business Administration, Management, & Marketing Assessment Report 2010-2011 Mission/Purpose The purpose of the Department of Business Administration, Management and Marketing is to provide
More informationCLINICAL AND TRANSLATIONAL SCIENCES, DOCTOR OF PHILOSOPHY (PH.D.) WITH A CONCENTRATION IN CANCER AND MOLECULAR MEDICINE
VCU 1 CLINICAL AND TRANSLATIONAL SCIENCES, DOCTOR OF PHILOSOPHY (PH.D.) WITH A CONCENTRATION IN CANCER AND MOLECULAR MEDICINE Program goal The doctoral program in clinical and translational sciences offers
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
More informationRutgers Robert Wood Johnson Medical School - Princeton University MD/PhD Program 2014-2015
Rutgers Robert Wood Johnson Medical School - Princeton University MD/PhD Program 2014-2015 Program Policies and Administration A Joint Initiative with Rutgers, Robert Wood Johnson Medical School and the
More informationThe Professional Practice Committee. Frank Muñoz. Summary
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: SUBJECT: The Professional Practice Committee Frank Muñoz Oversight of International Medical Schools
More informationDraft Policy on Graduate Education
Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master
More informationW. Frank Barton School of Business Executive MBA Program 2007-2008 Assessment Plan Year End Report
W. Frank Barton School of Business Executive MBA Program 2007-2008 Assessment Plan Year End Report A. Mission Statement The Barton School of Business is committed to providing the highest level of quality
More informationComprehensive Assessment Plan (CAP) Report 2012-2013. The University of Alabama. Executive Summary Report for the Public
Comprehensive Assessment Plan (CAP) Report 2012-2013 The University of Alabama Executive Summary Report for the Public (Adopted by Faculty - January 31, 2014 (Approved by the Counselor Education Advisory
More informationMEDICAL SCHOLARS PROGRAM MD / PhD UNIVERSITY OF ILLINOIS COLLEGE OF MEDICINE AT URBANA-CHAMPAIGN
MEDICAL SCHOLARS PROGRAM MD / PhD UNIVERSITY OF ILLINOIS COLLEGE OF MEDICINE AT URBANA-CHAMPAIGN As of May 13, 2009 1 SEQUENCE OF STUDIES AND ACADEMIC PROGRESS (Approved by the MSP Steering Committee on
More informationTEXAS CHRISTIAN UNIVERSITY
TEXAS CHRISTIAN UNIVERSITY Department of Psychology Application for Graduate Program Master of Developmental Trauma (M.S.) Students applying for graduate training in the Department of Psychology must complete
More informationThe Medical School of the Future: Training Physicians and Health Care Professionals in 2025
The Medical School of the Future: Training Physicians and Health Care Professionals in 2025 SUSAN SKOCHELAK, MD, MPH GROUP VICE PRESIDENT, MEDICAL EDUCATION CME Disclaimer Employed by the American Medical
More informationMechanical Engineering Program. Policies and Procedures
Mechanical Engineering Program Policies and Procedures For M.S. and Ph.D. Degrees in Mechanical Engineering At the University of California, Merced Submitted by: Ashlie Martini Chair of the Mechanical
More informationSELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS
SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS Although programs engage in continual self-assessment and review of their work, periodic program reviews are designed to provide a broader view
More informationGRADUATE PROGRAM IN BIOTECHNOLOGY
GRADUATE PROGRAM IN BIOTECHNOLOGY I. Governance 2 II. Admission....... 3 III. Counseling...... 3 IV. Course of Study...... 3 V. Student Seminars... 4 VI. Teaching... 4 VII. Research...... 4 VIII. Qualifying
More informationLLED Doctoral Program Requirements
LLED Doctoral Program Requirements Students are responsible for information on the Graduate School website. See, especially the Graduate Bulletin and the Graduate School s Academic Regulations & Procedures
More informationPolicies and Procedures SECTION:
ISSUED: REV. A 1/10/00 12/15/04 PAGE 1 OF 6 PURPOSE The purpose of this policy is to describe the principles and processes designed to ensure quality in distance education at Creighton University and to
More informationR470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination
R470, General Education, Common Course Numbering, Lower-Division Pre- Major Requirements, Transfer of Credits, and Credit by Examination R470-1. Purpose: To assure reciprocity and consistency in the structure
More informationMaster Degree (M.Ed.) Program. Foundations in Behavior Analysis. 18 MED-DL FNBA-DL and 18 MED FNBA CECH
+ Master Degree (M.Ed.) Program Foundations in Behavior Analysis 18 MED-DL FNBA-DL and 18 MED FNBA CECH 2014 Primary Faculty: James Hawkins 556-5722 James.hawkins@uc.edu I. Program Overview The Master
More informationSchool of Accounting Florida International University Strategic Plan 2012-2017
School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursue
More informationSouthwest Baptist University
Doctoral Program in Educational Leadership Application Packet Southwest Baptist University College of Education and Social Sciences Department of Graduate Studies in Education Page 1 Overview of Program
More informationInterdisciplinary Studies Doctorate. Graduate Student Handbook
Interdisciplinary Studies Doctorate Graduate Student Handbook Graduate College April 2015 Introduction The Interdisciplinary Studies Doctorate at Western Michigan University is a unique degree that offers
More informationADMISSIONS COMMITTEE 2013-2014. In addition, specifically for the 2013-2014 academic year, the committee is asked to:
ADMISSIONS COMMITTEE This committee will establish and implement criteria for admission to the professional pharmacy program according to the University and College Council regulations and will identify
More informationDoctor of Nursing Practice (DNP)
REQUEST FOR NEW PROGRAM APPROVAL Catalog Copy for New Program Doctor of Nursing Practice (DNP) The doctor of nursing practice (DNP) degree prepares nurses with a blend of clinical, organizational, economic,
More informationUNIVERSITY OF MASSACHUSETTS PROCEDURES FOR UNIVERSITY APPROVAL OF NEW ACADEMIC DEGREE PROGRAMS, PROGRAM CHANGES, AND PROGRAM TERMINATION
Doc. T92-012, as amended Passed by the BoT 4/8/92 Revised 8/6/97 UNIVERSITY OF MASSACHUSETTS PROCEDURES FOR UNIVERSITY APPROVAL OF NEW ACADEMIC DEGREE PROGRAMS, PROGRAM CHANGES, AND PROGRAM TERMINATION
More informationProfessional Education Unit Assessment System School of Education and Child Development Drury University
Plan 7-30-12 1 Professional Education Unit Assessment System School of Education and Child Development Drury University Overview and Goals The PEU assessment system is designed to facilitate collection
More informationDoctorate Degree Program (DBA) Objectives. Doctoral Program Committee. Applicant Qualifications. Application Material
Doctorate Degree Program (DBA) The School of Business and Information Technology offers one professionally-oriented doctorate degree program: Doctor of Business Administration (DBA) The doctorate degree
More informationBaker College - Master of Business Administration Program Assessment Report 2013-2014. CGS Assessment Report: MBA Program 2013-2014
CGS Assessment Report: MBA Program 2013-2014 Table of Contents Assessment Process Overview... 2 Assessment Report... 4 Assessment Process... 4 Results: Direct Measures of Student learning... 5 Results:
More informationGUIDE TO EVALUATING INSTITUTIONS
GUIDE TO EVALUATING INSTITUTIONS A Publication of the Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges JULY 2013 Edition ACCJC/WASC 10 Commercial Blvd.
More informationMD Curriculum Committee Terms of Reference Policy
MD Curriculum Committee Terms of Reference Policy Office of Accountability: Office of Administrative Responsibility: Approver: Scope: Dean, Faculty of Medicine & Dentistry MD Program MD Program Committee
More informationEligibility Requirements for an Application for Institutional Accreditation
Eligibility Requirements for an Application for Institutional Accreditation The process for accreditation of an institution involves a rigorous self evaluation in relation to the eleven standards specified
More informationAcademic Program Review SUMMARY*
Academic Program Review SUMMARY* Department under review: Physician s Assistant Program Date self-study received in Dean s office: August 2012 Date of external consultant s review: April 2010 Date APR
More informationEvaluation Method Degree candidates are asked to document their immediate post-graduation employment decision.
Academic Assessment Plan University of Florida Academic Affairs Academic Colleges Veterinary (DVM) DVM Veterinary The UF (CVM) is the state s only veterinary college, graduating its first class of veterinarians
More informationDepartment of Accounting, Finance, & Economics
Department of Accounting, Finance, & Economics Assessment Report 2010-2011 Mission/Purpose The mission of the Department of Accounting, Finance and Economics is to provide a quality education in accounting,
More informationChapter Three: Challenges and Opportunities
Chapter Three: Challenges and Opportunities The preparation of Orange County Community College s Periodic Review Report occurs at a time when the College and New York State are experiencing an economic
More informationCPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE
CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE COUNCIL ON PODIATRIC MEDICAL EDUCATION This document is concerned with ensuring the quality and improvement of colleges
More informationSTANDARD 4 ELEMENT RATING TABLE and ELEMENT EVALUATION FORMS. Survey Team Standard 4 Element Rating Table
STANDARD 4 ELEMENT TABLE and ELEMENT EVALUATION FORMS STANDARD 4: FACULTY PREPARATION, PRODUCTIVITY, PARTICIPATION, AND POLICIES The faculty members of a medical school are qualified through their education,
More informationUAMS College of Medicine and UALR William H. Bowen School of Law
UAMS College of Medicine and UALR William H. Bowen School of Law Combined Degree Program for the MD and JD degrees I. Curricular Requirements A student at the University of Arkansas for Medical Sciences
More informationHIM 2012. Baccalaureate Degree. Standards and Interpretations for Accreditation of Baccalaureate Degree Programs in Health Information Management
HIM 2012 Baccalaureate Degree Standards and Interpretations for Accreditation of Baccalaureate Degree Programs in Health Information Management Who We Are The Commission on Accreditation for Health Informatics
More information9. The ad hoc joint committee drafts a formal program implementation proposal. (See Attachment B for a description of the contents of this document.
GENERAL PROCEDURES FOR DEVELOPING JOINT DOCTORAL PROGRAMS WITH INDEPENDENT INSTITUTIONS These procedures are based on documents developed by the CSU and California Postsecondary Education Commission (CPEC)
More informationAdvancing the Health of Our Community Strategic Plan 2010 UMKC School of Medicine 2010-2015
Advancing the Health of Our Community Strategic Plan 2010 UMKC School of Medicine 2010-2015 Mission The mission of the UMKC School of Medicine is to provide and foster excellence, innovation, and scholarship
More informationWichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05
School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates
More informationBachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH
Bachelors of Science in Education (BSED) Middle Childhood Education School of Education CECH 2014 Primary Faculty: Emilie M. Camp Emilie.Camp@uc.edu 513-556-0388 I. Program Overview The Middle Childhood
More informationNAAS - inacol Standards for Quality Online Programs
NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define
More informationDOCTORATE IN in EDUCATIONAL LEADERSHIP
1 DOCTORATE IN in EDUCATIONAL LEADERSHIP Cabrini College s Doctor of Education (Ed.D) in Educational Leadership program is a 60-credit post-master s program that continues Cabrini s dedication to academic
More informationDelivered in an Online Format. Revised November 1, 2014. I. Perspectives
1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree
More informationGuide to Graduate Degree Programs
Learning Design and Technology Guide to Graduate Degree Programs Educational Technology Department of Curriculum and Instruction Purdue University West Lafayette, IN 47907-2098 Phone: (765) 494-5669 Email:
More informationMechanical Engineering Technology 2011-12 Assessment Report
Mechanical Engineering Technology 2011-12 Assessment Report I. Introduction The Bachelor of Science program in Mechanical Engineering Technology is offered in three locations Klamath Falls, Portland Metro
More informationMEDICAL STUDENT ANESTHESIA RESEARCH FELLOWSHIP SUMMER PROGRAM 2014 APPLICATION CYCLE
MEDICAL STUDENT ANESTHESIA RESEARCH FELLOWSHIP SUMMER PROGRAM 2014 APPLICATION CYCLE Contents Introduction Summer Program 3 Year-Long Program. 3 MSARF Symposium 3 MSARF Summer Program Information for Students
More informationDOCTOR OF EDUCATION IN EDUCATIONAL LEADERSHIP AND CERTIFICATION OPTIONS FOR PRINCIPAL K 12 AND SUPERINTENDENT S LETTER OF ELIGIBILITY
DOCTOR OF EDUCATION IN EDUCATIONAL LEADERSHIP AND CERTIFICATION OPTIONS FOR PRINCIPAL K 12 AND SUPERINTENDENT S LETTER OF ELIGIBILITY Overview The Doctor of Education (Ed.D.) in Educational Leadership
More informationMASTERS HANDBOOK IN MUSIC EDUCATION
MASTERS HANDBOOK IN MUSIC EDUCATION M.M. IN MUSIC EDUCATION Admission Standards To be admitted to the Master of Music degree program in Music Education on a regular status, an applicant must have a bachelor
More informationUniversity of Connecticut Department of Allied Health Sciences
GRADUATE STUDENT REQUIREMENTS FOR THE MASTER S DEGREE IN HEALTH PROMOTION SCIENCES The Graduate Program in Health Promotion Sciences prepares students with education and training in diverse health related
More informationNEW PROGRAM PROPOSAL. and Policy Studies ]
NEW PROGRAM PROPOSAL College: [ Eisner College of Education ] New Program Proposal Page 1/13 Department: [ Educational Leadership and Policy Studies ] 1. Title of Proposed Program: (e.g. B.S. in, Option
More informationEvaluation of Undergraduate Academic Programs. Self-Study Guidelines
Evaluation of Undergraduate Academic Programs Self-Study Guidelines Office of the Provost Fall 2009 Purpose This guide is designed to support academic unit efforts to evaluate undergraduate academic programs
More informationSt. John s University. College of Pharmacy and Allied Health Professions. Annual Objectives. 2010-2011 Revised 7/22/10
1 St. John s University College of Pharmacy and Allied Health Professions Annual Objectives 2010-2011 Revised 7/22/10 Institutional Goal I: Develop our academic and institutional culture to be studentcentered
More informationDell Medical School Educational Objectives and Competencies
Dell Medical School Educational Objectives and Competencies The Educational Objectives and Competencies are shown in relationship to the corresponding course(s) that covers the subject, as well as the
More informationSoutheastern Oklahoma State University. Graduate Studies Handbook. for. Master of Education Degree in Reading Specialist
Southeastern Oklahoma State University Graduate Studies Handbook for Master of Education Degree in Reading Specialist Revised: April, 2009 Reading Specialist Program Handbook Department of Educational
More informationResponsibilities for quality assurance in teaching and learning
Responsibilities for quality assurance in teaching and learning This section is intended to provide an overview of the responsibilities of both university staff and students for quality assurance in teaching
More informationFlorida A&M University and University of Florida. Collaborative Proposal to Enhance Dental Education in Florida
Florida A&M University and University of Florida Collaborative Proposal to Enhance Dental Education in Florida The submission of this proposal constitutes a commitment by Florida A&M University and the
More information