INCREASING STUDENT COMPETENCY VIA A FACULTY DEVELOPMENT SERIES ON ASSESSMENT

Transcription

1 INCREASING STUDENT COMPETENCY VIA A FACULTY DEVELOPMENT SERIES ON ASSESSMENT MAY 1, 2015 ANNE M. HEWITT, PH.D NALIN JOHRI, PH.D MHA PROGRAM DEPT. OF INTERPROFESSIONAL HEALTH SCIENCE AND HEALTHCARE ADMINISTRATION SCHOOL OF HEALTH AND MEDICAL SCIENCES

2 SETON HALL UNIVERSITY S MHA DEGREE 42 credit curriculum On-Campus and Online - 3 credit Course 14 week (On-Campus) 7 week (Online) 19 sections and 15 adjunct faculty in any given semester Blackboard teaching platform Online format includes 3 on-campus Intensive/Residency Only CAHME*-accredited (online and on-campus) MHA program in New Jersey * Commission on Accreditation of Healthcare Management Education (CAHME)

3 FRAMEWORK GUIDING GRANT Source: CAHME Bootcamp Webinar, 2014

4 ONE OF THE BIGGEST CHANGES TO THE TEACHING AND LEARNING PROCESS IS. MOVING AWAY FROM WHAT THE STUDENT KNOWS TOWARD WHAT THE STUDENT CAN DO!

5 PROJECT GOAL The goal of this project is to develop and present a series of selfpaced, online learning modules designed for both adjunct and fulltime faculty members. These Faculty Development s will be delivered using Blackboard Collaborate and focus explicitly on providing faculty with capacity building tools, skills, and experiences that will help them align their course objectives, activities, and assessments with desired student competencies. Each module will include interactive mentoring to help participants review and refine their course learning plans leading to improved individual student and program assessment results.

6 OVERVIEW OF FACULTY DEVELOPMENT SERIES Feb. 5 Feb. 26 Mar. 26 Apr. 9 Apr Objective Development Objectives to MHA Competency Teaching and Learning Strategies Course Activities and Assessment Assessment and MHA Competency April 23, 2015

7 INDIVIDUAL MODULE CONTENTS Resource Materials Short Lesson Review (ppt) HyperLink to CAHME Bootcamp Webinar/Powerpoints Assignment (Worksheet) Assignment Dropbox Collaborate Session Link Recording of Session Available for Review Discussion Board/Q and A Lessons Learned Summary Self Assessment Tool

8 SAMPLE MODULE LEARNING PROTOCOL Pre Post Review Essential and/or -specific material Bring copy of your current course syllabus Collaborate session presentation and discussion Worksheet Activity based on syllabus Submit completed worksheet Feedback and Assessment

9 MHA Course Learning Plan / Design Template Unit/Topic Course Obj./ Competency Readings/ Video Class/Unit Activities and Teaching Strategies Unit Outcomes Assessments Pre-Class Materials Activities Class Exercises/ Activities Unit # Topic: Course objective: Course competencies: Be specific in outlining ALL readings including texts, background material, additional material from websites, videos, etc. Lecture/ Powerpoints/ Audio Ppts, Practice Exercises, practice quiz, sample problems, group work, short written assignments, media assignments and research Describe each component of the lesson: Mini-lecture, practice exercises or examples, Course Title types of group work (role play, simulation, case-study, debates, etc.) and type of synthesis used at end of class session Outline work products to be completed by student: case study analysis, exercises, minireports, presentations, group projects, worksheets etc. Use assessment techniques that emphasize critical thinking and not just spit-back. Include a rubric for each major assignment Provide general feedback to the class and specific feedback to each student.

10 PARTICIPATION BY MODULE Participation in s s 4 &

11 LOOKING AHEAD Mentoring and feedback based on modules underway Follow-up with faculty who missed sessions Assessment tools already approved by IRB Canvassing of surveys underway Analysis of collected data Complete and submit report