Section 1: Program Design and Curriculum Planning
|
|
- Amberlynn Hines
- 6 years ago
- Views:
Transcription
1 1 ESTABLISHING COMMUNITY-BASED RESEARCH NETWORKS Deliverable #3: Summary Report of Curriculum Planning and Research Nurse Participant Conference Section 1: Program Design and Curriculum Planning The long term objective of this project is to accelerate high impact -engaged research (CEnR). The overarching goal is to establish -based research networks comprised of research nurses from the Penn State College of Nursing and stakeholders in order to identify, prioritize, and respond to the s health needs in collaboration with Penn State researchers. In order to achieve these goals, we will design and test a model for establishing -based research networks that can be replicated in other settings. The curriculum plan was designed using a design backward/deliver forward approach. This process guides developers to consider the highest level of desired outcomes and then work backward to design specific learning activities. This approach ensures tight alignment as the desired outcomes are reflected in objectives and, ultimately, in the learning activities. We applied a three step process in the design backward phase: Outcomes & Objectives/ Learning Activity Alignment/ Learning Needs Assessment. Outcomes & Objectives In order to reach desired program outcomes, it is essential to focus attention on learner outcomes (i.e., research nurses and partner learners). Thus, the curriculum plan is designed to address three segments: the program model; research nurses; and partners. Desired outcomes and objectives for each segment are described below. Program Model Segment Program Outcomes (as stated in proposal): 1. Development and testing of a model for building capacity for CEnR that supports active engagement across all phases of patient centered outcomes and comparative effectiveness research 2. Model of implementation and tools needs to implement model in other settings 3. Metrics for evaluating outcomes (of project objectives) Program Objectives (as stated in proposal): 1. Provide training in engagement, principles of CEnR, -based participatory research (CBPR) for research nurses, comparative effectiveness research (CER), and patient centered outcomes research (PCOR). 2. Mentor research nurses in conducting a assessment to identify partners relevant to their specialization.
2 2 3. Provide training in basic research principles relevant to CER/PCOR, engagement and the potential impact of CEnR on the health of the for partners. 4. Mentor research nurse and partner interactions to prioritize health needs of targeted populations and expand stakeholder representation. 5. Facilitate linkages to the Penn State research to develop robust CEnR that addresses needs through nurse-led initiatives. Research Nurse-Participant Segment Learner Outcomes: By the conclusion of the two-year project, the research nurses will feel competent to activate a based network of stakeholders in order to collaboratively conceptualize, implement, and disseminate research designed to improve health. Learner Objectives: By the conclusion of the program, the research nurses will be able to: 1. Describe the principles of: a. Community Engagement b. Community Engaged Research c. Community Based Participatory Research d. Comparative Effectiveness Research e. Patient Centered Outcomes Research 2. Conduct a needs assessment to identify needs and resources 3. Identify relevant stakeholders in the by completing a stakeholder analysis 4. Form relationships with key stakeholders in the 5. Demonstrate capacity to lead team meetings in order to achieve desired objectives 6. Apply the CHANGE (Community Health Assessment and Group Evaluation) collaboratively with partners to prioritize health needs 7. Communicate prioritized needs to senior researchers in order to stimulate collaborative research. Community Partners Segment Learner Outcomes: By the conclusion of the two-year project, identified partners will feel competent to engage in research conceptualization, operationalization, and dissemination to enhance the health of the. Learner Objectives: By the conclusion of the program, the stakeholders will be able to: 1. Differentiate varied approaches to engaged research in communities, including: a. Community Engaged Research b. Participatory research c. Comparative Effectiveness Research d. Patient Centered Outcomes Research 2. Discuss strategies for meaningful compensation of partners 3. Contribute to implementation of the CHANGE model to prioritize health needs
3 3 4. Describe the members roles in conceptualizing, implementing, and disseminating research 5. Dialogue with nurse researchers and senior researchers to describe health needs
4 4 Learning Activity Alignment: Working backward from the outcomes/objectives, learning activities were aligned. In this phase, the learning objectives were mapped across the learning activities designed for the Research Nurse-Participant and Community Member Participant segments. Notations in the following tables refer to the nature of the educational experience planned across the project period. I=Introduced; R=Reinforced; A= Applied Table 1. Learning Activity Alignment: Research Nurse-Participants LEARNER OBJECTIVES: Differentiate varied approaches to engaged research in communities Conduct a needs assessment to identify needs and resources Identify relevant stakeholders in the by completing a stakeholder analysis Form relationships with key stakeholders in the Demonstrate capacity to lead team meetings in order to achieve desired objectives Apply the CHANGE (Community Health Assessment and Group Evaluation) collaboratively with partners to prioritize health needs Communicate prioritized needs to senior researchers in order to stimulate collaborative research. Conference 1 I I I I I I (May 2016) Mentoring R A A A R R I Sessions (May December 2017) A Conference 2 A R R A R R (February 2017) Grantsmanship R A A R A A
5 5 Conference (September 2017) Table 2. Learning Activity Alignment: Community Partner Participants LEARNER OBJECTIVES: Differentiate varied approaches to engaged research in communities Discuss strategies for meaningful compensation of partners Contribute to implementation of the CHANGE model to prioritize health needs Describe the members roles in conceptualizing, implementing, and disseminating research Dialogue with nurse researchers and senior researchers to describe health needs Mentoring Sessions* (July December 2017) Conference 2 (February 2017) Grantsmanship** Conference (September 2017) I I R A I R R R A R R A A A I A I R A * Mentoring sessions include team mentoring and on-site group mentoring. Not all mentoring sessions will include partners. ** Not all partners are expected to attend the Grantsmanship Conference; therefore, this learning activity is designated as Reinforcement and Application only
6 6 Learning Needs Assessment In the final phase of curriculum design, the needs of the individual learners are evaluated to specify the content and process of learning activities in order to maximize growth toward objectives. In this project, a Learning Needs Assessment was designed to guide curriculum development to best address the targeted learners needs. A Likert scale was used to measure progression toward competency in each objective (primary learner outcome). Research Nurse Participants The Learning Needs Assessment was implemented using online survey software (REDCap). This program provides easy retrieval of group- and individual- level data. Group-level data is being used to direct booster sessions as needed during the ongoing Mentoring Series. Individual-level data will be used in two ways. First, each participant will be able to view earlier responses as they complete serial measurements to reinforce progress toward goals. In addition, the Co-Leaders will monitor each individual s progress toward achievement of objectives in order to determine if any participants are lagging behind group progress. In these cases, individualized remediation will be developed and implemented. (Please refer to Appendix A to review the online survey format of the Learning Needs Assessment.) During the recruitment phase research nurse participants completed a baseline assessment of competency in each learning objective. These data informed the first learning activity, Conference 1. At the end of Conference 1, the assessment was repeated to gauge movement toward objectives and to inform the content for the Mentoring Series. The Learning Needs assessment will be administered every three months to monitor progress toward achieving program objectives. Based on the curriculum map, our goal is to reach a rating of competency in each objective as follows: LEARNER OBJECTIVES (Nurse-Participants) OBJ 1: Describe the principles of: a. Community Engagement b. Community Engaged Research c. Community Based Participatory Research d. Comparative Effectiveness Research e. Patient Centered Outcomes Research OBJ 2: Conduct a needs assessment to identify needs and resources OBJ 3: Identify relevant stakeholders in the by completing a stakeholder analysis OBJ 4: Form relationships with key stakeholders in the OBJ 5: Demonstrate capacity to lead team meetings in order to achieve desired objectives OBJ 6: Apply the CHANGE (Community Health Assessment and Group Evaluation) collaboratively with partners to prioritize health needs Target Date for achieving Competency December 2016 September 2016 September 2016 October 2016 February 2017 June 2017
7 7 OBJ 7: Communicate prioritized needs to senior researchers in order to stimulate collaborative research Community Partner Participants September 2017 A similar protocol is planned for the partner participants. The nurse-participants will be actively engaging partners in early fall of year 1. As the partnerships are stabilized (i.e., member identified and committed to continued involvement), the baseline needs assessment will be administered to partner participants. These data will inform the curriculum development of Conference 2 (February 2017). The survey will be administered again at the conclusion of Conference 2, then repeated every three months to identify continued learning needs and to monitor progress toward achievement of learning objectives. Co-Leaders will address group and individual needs via ongoing mentoring sessions involving partners and small group meetings, as needed. REDCap surveys are very user-friendly. While we anticipate that our partners will be able to access and complete the online survey, we have contingency plans in case a participant does not have access or is uncertain about their capacity to complete the survey. First, we will provide support by guiding the nurseparticipants to facilitate access or provide support to individuals needing help. Second, if this approach is inconvenient or rejected by the partner, we will revert to paper copy of the survey. In this case, the responses be entered on the paper form will be entered into the survey program by the Co-Leader so that the data set is complete. Based on the curriculum map, our goal is to reach a rating of competency in each objective as follows: LEARNER OBJECTIVES (Community Partner-Participants) OBJ 1: Differentiate varied approaches to engaged research in communities, including: a. Community Engaged Research b. Participatory research c. Comparative Effectiveness Research d. Patient Centered Outcomes Research OBJ 2: Discuss strategies for meaningful compensation of partners OBJ 3: Contribute to implementation of the CHANGE model to prioritize health needs OBJ 4: Describe the members roles in conceptualizing, implementing, and disseminating research OBJ 5: Dialogue with nurse researchers and senior researchers to describe health needs Target Date for achieving Competency March 2017 June 2017 June 2017 September 2017 September 2017
8 8 SECTION 2: RESEARCH NURSE CONFERENCE Curriculum Development for Nurse-Participant Training Conference The key content areas for the Nurse-Participant Training Conference were engagement, principles of -engaged research (CEnR), -based participatory research (CBPR) methods (CBPR), comparative effectiveness research (CER), and patient-centered outcomes research (PCOR). Each nurse-participant completed a self-assessment of their knowledge related to each of our specific objectives for the training conference (see Appendix A). These results assisted with our decisions on the weight and depth of content to include in each of our identified key areas. Using these data, specific objectives, content, and learning activities were designed for the research nurse-participant conference. As noted in our project proposal, we did not want our curriculum to duplicate readily available and vetted teaching-learning products, such as those previously made available by Clinical and Translational Science Award (CTSA) program institutions. Therefore, the second step in our curriculum development process was to conduct a thorough review of currently available teaching-learning materials, online lessons, and webinar content in our key content areas. We began by reviewing training products made available by CTSA member institutions, the Agency for Healthcare Research and Quality (AHRQ), and PCORI, as we had previously identified these organizations as ideal sources for training materials. Next, we collaborated with our colleagues in the College of Medicine, Penn State s Clinical Sciences and Translational Institute (CTSI), and the College of Nursing s research librarian to conduct a broader search. Through this process we identified 29 unique content sources to evaluate, including online training modules, curricula, research guides, and organizational reports. The Project Leader (Penrod) and Co-Leader (Hill) reviewed these materials for their fit with the Nurse-Participant Training Conference objectives. We selected some content for direct inclusion and other content to be adapted for our project s specific needs. Once our curriculum content was drafted, we vetted this content with experts in based research to ensure that our content was comprehensive. Following their positive feedback, we developed the specific content, learning activities, and evaluation strategies for each segment of the training. Conference Summary The Establishing a Community-Based Research Network conference was held on May 18 & 19, 2016 at the Penn Stater Conference Center Hotel. The conference was approved for hours of continuing nursing education units through the Penn State College of Nursing (an approved provider of continuing education by the PA State Nurses Association, an accredited approver by the American Nurses Credentialing Center s Commission on Accreditation). A total of 27 nurse participants from eight Penn State campuses attended the two-day conference, representing eight unique communities across the Commonwealth of Pennsylvania: Abington, Altoona, Erie, Fayette, Mont Alto, Schuylkill, State College, and Worthington- Scranton areas. (See map below for geographic distribution.)
9 9 Each participant was provided a Conference binder including: Participant Directory (photos and full contact information) CBRN Overview (copy of the Memorandum of Understanding and project proposal) Content slides Activity worksheets Supplemental materials for each session Principles of Community Engagement (2 nd Ed.) Community Health and Group Evaluation (CHANGE) Action Guide Community Health Needs Assessment for the home During the first day of the conference, we introduced the Community Based Research Network (CBRN) project, the project team, nurse participants, and project objectives. The curriculum focused on defining communities, the principles of engagement (including the Clinical and Translational Science Awards Consortium book of the same name), needs assessment, as well as the process of stakeholder identification, analysis, and communication. Didactic content was integrated with active practice applying the concepts learned to the participants communities and areas of interest. Over a dinner meeting, Dr. Eugene Lengerich presented to the group and engaged them in discussion regarding his successful experiences with engagement in the Northern Appalachia Cancer Network, a -academic partnership begun in 1992 to reduce cancer health disparities in rural communities of Pennsylvania and New York. The second day of the conference included introducing, comparing, and contrasting -based participatory research, comparative effectiveness research, and patient-centered outcomes research, including the overlap in these research approaches. In the afternoon, Dr. Sheridan Miyamoto joined the group and presented regarding her program of research, including her role in the PCORI-funded project, Patient and Provider Engagement and Empowerment through Technology (P2E2T2) Program to Improve Health in Diabetes. Our final day concluded with introduction of the group mentorship model that will be used to advance the CBRN over the coming months, as well as bringing the group together in collaboration around their areas of research interest and discussing next steps.
10 10 Conference Evaluation The conference was extremely well received by participants, as evidenced by the evaluation ratings obtained through the Continuing Education evaluation presented below. CE Program Content & Speaker Evaluation Scale: 1= Poor, 2 = Fair, 3 = Good, 4 = Excellent Achievement of learning outcomes Mean Rating 1. Describe the Principles of Community Engagement and engaged research 2. Identify the value of a needs assessment (CNA) prior to engagement 3. Identify relevant stakeholders in the 4. Discuss challenges and benefits of engaged research 5. Describe the principles of based participatory research 6. Describe the principles of Comparative Effectiveness Research 7. Describe the principles of Patient Centered Outcomes Research 8. Describe group mentoring Resources and materials used were beneficial (i.e. videos, handouts, PowerPoint, case studies, activities, etc.) I would recommend this course to a colleague Teaching effectiveness (Janice Penrod, PhD, RN) Teaching effectiveness (Nikki Hill, PhD, RN) Teaching effectiveness (Eugene Lengerich, DVM, MS) Teaching effectiveness (Sheridan Miyamoto, FNP, PhD) Overall quality of Establishing a Community-Based Research Network % (n=29) Participants commented on the most helpful parts of the session, including: Stakeholders; approaching those in the Very comprehensive Discussion of difference between CBPR, CER, PCOR The entire session Every part through the 2 days Review of all forms of research and parts of project All of it Group work Activities Guest speakers
11 11 Post-Conference Learning Needs Assessment At the conclusion of Conference 1, the research nurses again completed the Learning Needs Assessment in order to measure progress on the identified objectives. Mean scores improved for all objectives, and those emphasized in the Conference 1 program demonstrated higher levels of improvement. It is important to note that when we aligned learning activities and objectives, this conference was designed as introductory. However, as noted by the green shading below, several project objectives have already met the desired outcome of competency based on participant self-assessment. This achievement amplifies the success of our detailed curriculum planning process. These data will continue to guide project activities, as the objectives are emphasized in subsequent learning activities designed to reinforce and apply content. Learning Needs Assessment: Group Means Pre- and Post-Conference Scale: 1=Not Competent, 2=Somewhat Competent, 3=Competent, 4=Highly Competent Objective Pre-Conference 1 Post- Baseline Conference 1 Describe the principles of Community Engagement Describe the principles of Community-Engaged Research (CEnR) Describe the principles of Community-Based Participatory Research (CBPR) Describe the principles of Comparative Effectiveness Research (CER) Describe the principles of Patient Centered Outcomes Research (PCOR) Conduct a needs assessment to identify needs and resources Identify relevant stakeholders in the by completing a stakeholder analysis Form relationships with key stakeholders in the Demonstrate capacity to lead team meetings in order to achieve desired objectives Apply the CHANGE (Community Health Assessment and Group Evaluation) model collaboratively with partners to prioritize health needs Communicate prioritized needs to senior researchers in order to stimulate collaborative research
12 Appendix A. Learning Needs Self-Assessment 12
Summarizing Webinar Protocol and Guide for Facilitators
Summarizing Webinar Protocol and Guide for Facilitators Bringing STakeholders Together for Engagement in Research for the Selection of Arthroplasty Implant Devices (BeTTER SAID) Title: How can patient
More informationAssessment. the international training and education center on hiv. Continued on page 4
the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationCommunity Based Participatory Action Research Partnership Protocol
Community Based Participatory Action Research Partnership Protocol Community Based Participatory Action Research (CBPAR) is a way of doing research in which community members and academic researchers are
More informationSupplemental Focus Guide
A resource created by The Delphi Project on the Changing Faculty and Student Success www.thechangingfaculty.org Supplemental Focus Guide Non-Tenure-Track Faculty on our Campus Supplemental Focus Guide
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationStatewide Strategic Plan for e-learning in California s Child Welfare Training System
Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,
More informationThe development of our plan began with our current mission and vision statements, which follow. "Enhancing Louisiana's Health and Environment"
The Associate Dean of Assessment and the Assessment Committee are responsible for the collection, analysis, and dissemination of data collected within the School. Sources of information include internally
More informationAn Industrial Technologist s Core Knowledge: Web-based Strategy for Defining Our Discipline
Volume 17, Number 2 - February 2001 to April 2001 An Industrial Technologist s Core Knowledge: Web-based Strategy for Defining Our Discipline By Dr. John Sinn & Mr. Darren Olson KEYWORD SEARCH Curriculum
More informationStandards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS
Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS World Headquarters 11520 West 119th Street Overland Park, KS 66213 USA USA Belgium Perú acbsp.org info@acbsp.org
More informationHSC/SOM GOAL 1: IMPROVE HEALTH AND HEALTHCARE IN THE POPULATIONS WE SERVE.
SOM STRATEGIC PLAN 2017-2020 (with metrics/action plan for 2018) revised 8/30/17 HSC/SOM GOAL 1: IMPROVE HEALTH AND HEALTHCARE IN THE POPULATIONS WE SERVE. Measure of success: Improvement in state ranking
More informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationMapping the Assets of Your Community:
Mapping the Assets of Your Community: A Key component for Building Local Capacity Objectives 1. To compare and contrast the needs assessment and community asset mapping approaches for addressing local
More informationTeaching Excellence Framework
Teaching Excellence Framework Role specification: Subject Pilot and Year Three Panel members and assessors 13 September 2017 Contents Background... 2 Introduction... 2 Application process... 3 Subject
More informationDemystifying The Teaching Portfolio
Demystifying The Teaching Portfolio Faculty Development Workshop January 24, 2012 Helen Emery, MD Andrew Luks, MD Mark Whipple MD On behalf of the 2006-07 Teaching Scholars Cohort Helen Emery, MD Andrew
More informationProgram Guidebook. Endorsement Preparation Program, Educational Leadership
Program Guidebook Endorsement Preparation Program, Educational Leadership The Endorsement Preparation Program in Educational Leadership is a competency-based degree program that prepares students at the
More informationSACS Reaffirmation of Accreditation: Process and Reports
Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More informationA Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners
A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes
More informationNORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual
NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty-first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP-C-006 Policy Title:
More informationEVERYTHING DiSC WORKPLACE LEADER S GUIDE
EVERYTHING DiSC WORKPLACE LEADER S GUIDE Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships MODULE OVERVIEW Length: 90 minutes Activities:
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationStrategic Planning for Retaining Women in Undergraduate Computing
for Retaining Women Workbook An NCWIT Extension Services for Undergraduate Programs Resource Go to /work.extension.html or contact us at es@ncwit.org for more information. 303.735.6671 info@ncwit.org Strategic
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationProgram Change Proposal:
Program Change Proposal: Provided to Faculty in the following affected units: Department of Management Department of Marketing School of Allied Health 1 Department of Kinesiology 2 Department of Animal
More informationUniversity of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online
University of Massachusetts Lowell Graduate School of Education Program Evaluation 07.642 Spring 2014 - Online Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell), 978.934.1943 (office) Email:
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More informationCustom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships
Custom Program Title Leader s Guide Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships by Inscape Publishing MODULE OVERVIEW Length:
More informationGoal #1 Promote Excellence and Expand Current Graduate and Undergraduate Programs within CHHS
Goal #1 Promote Excellence and Expand Current Graduate and Undergraduate Programs within CHHS Objectives Actions Outcome Responsibility Objective 1 Develop innovative alternative methodologies for educational
More informationThe patient-centered medical
Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home
More informationAtlas Reports for NYC Quality Review & PPO 1.1 Ensure engaging, rigorous, and coherent curricula in all subjects a. Common Core Standards Analysis report for ELA & Math alignments in Grades 6-8 Atlas Reports
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationStrategic Goals, Objectives, Strategies and Measures
Strategic Goals, Objectives, Strategies and Measures ISU s Strategic Planning Working Group 12/16/2016 ISU s Strategic Objectives (Proposed) Goal #1: Grow Enrollment Objective: Increase new degree-seeking
More informationState Budget Update February 2016
State Budget Update February 2016 2016-17 BUDGET TRAILER BILL SUMMARY The Budget Trailer Bill Language is the implementing statute needed to effectuate the proposals in the annual Budget Bill. The Governor
More informationVolunteer State Community College Strategic Plan,
Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationSchool Action Plan: Template Overview
School Action Plan: Template Overview Directions: The School Action Plan template has several tabs. They include: Achievement Targets (Red Tab) Needs Assessment (Red Tab) Key Action 1-5 (Blue Tabs) Summary
More informationMonitoring & Evaluation Tools for Community and Stakeholder Engagement
Monitoring & Evaluation Tools for Community and Stakeholder Engagement Stephanie Seidel and Stacey Hannah Critical Path to TB Drug Regimens 2016 Workshop April 4, 2016 Washington, DC Community and Stakeholder
More informationMission Statement To achieve excellence in our Pharm.D. and graduate programs through innovative education and leading edge research.
Mission Statement To achieve excellence in our Pharm.D. and graduate programs through innovative education and leading edge research. We will achieve our mission by graduating outstanding future pharmacists
More informationFY16 UW-Parkside Institutional IT Plan Report
FY16 UW-Parkside Institutional IT Plan Report A. Information Technology & University Strategic Objectives [1-2 pages] 1. How was the plan developed? The plan is a compilation of input received from a wide
More informationDavidson College Library Strategic Plan
Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationProfessional Practices in Engineering, An Introduction for Second Year Civil Engineering Students
Professional Practices in Engineering, An Introduction for Second Year Civil Engineering Students Edward F. Glynn and Frank E. Falcone Department of Civil and Environmental Engineering Villanova University,
More informationDrs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context
Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and
More informationProcedures for Academic Program Review. Office of Institutional Effectiveness, Academic Planning and Review
Procedures for Academic Program Review Office of Institutional Effectiveness, Academic Planning and Review Last Revision: August 2013 1 Table of Contents Background and BOG Requirements... 2 Rationale
More informationThe IDN Variant Issues Project: A Study of Issues Related to the Delegation of IDN Variant TLDs. 20 April 2011
The IDN Variant Issues Project: A Study of Issues Related to the Delegation of IDN Variant TLDs 20 April 2011 Project Proposal updated based on comments received during the Public Comment period held from
More informationChart 5: Overview of standard C
Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table
More informationInnovating Toward a Vibrant Learning Ecosystem:
KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast
More informationUniversity of Toronto
University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST Governance and Administration of Extra-Departmental Units Interdisciplinarity Committee Working Group Report Following approval by Governing
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationEquitable Access Support Network. Connecting the Dots A Toolkit for Designing and Leading Equity Labs
Equitable Access Support Network Connecting the Dots A Toolkit for Designing and Leading Equity Labs JUNE 2017 The (EASN) would like to acknowledge the following organizations that have supported States
More informationThe Oregon Literacy Framework of September 2009 as it Applies to grades K-3
The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools
More informationSTUDENT ASSESSMENT, EVALUATION AND PROMOTION
300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning
More informationPERSONALIZED MEDICINE FELLOWSHIP APPLICATION Irving Institute for Clinical and Translational Research 2014
PERSONALIZED MEDICINE FELLOWSHIP APPLICATION Irving Institute for Clinical and Translational Research 2014 Accelerating Discoveries Toward Better Health irvinginstitute.columbia.edu The Personalized Medicine
More informationJUNE 15, :30 PM 9:15 PM
Nursing THURSDAY, JUNE 15, 2017 5:30 PM 9:15 PM Hilton Philadelphia City Avenue 4200 City Avenue Philadelphia, PA 19131 Penn Medicine s Abramson Cancer Center PRESENTS 2017 UPDATES IN ONCOLOGY PHILADELPHIA
More informationSelf Assessment. InTech Collegiate High School. Jason Stanger, Director 1787 Research Park Way North Logan, UT
Jason Stanger, Director 1787 Research Park Way North Logan, UT 84341-5600 Document Generated On June 13, 2016 TABLE OF CONTENTS Introduction 1 Standard 1: Purpose and Direction 2 Standard 2: Governance
More informationEarly Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
More informationNational Survey of Student Engagement (NSSE) Temple University 2016 Results
Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort
More informationEarly Career Awards (ECA) - Overview
ECA.D.2013.08.28 Research Development and Relations For more information contact Daniela Bianco, biancdan@hhsc.ca Early Career Awards - Application Details Early Career Awards (ECA) - Overview The Hamilton
More informationPROGRAM PRESENTATION
PROGRAM PRESENTATION School of Library and Information Science 228 Marist Hall 620 Michigan Avenue, N.E. Washington, D.C. 20064 Voice: 202-319-5085 Committee on Accreditation American Library Association
More informationThe Teaching and Learning Center
The Teaching and Learning Center Created in Fall 1996 with the aid of a federal Title III grant, the purpose of LMC s Teaching and Learning Center (TLC) is to introduce new teaching methods and classroom
More informationCritical Care Current Fellows
Critical Care Current Fellows Table 341. CRITICAL CARE: CURRENT FELLOWS: Current national standards for fellowship training include expectations of at least 12 months of clinical experience. Do you believe
More informationRevision and Assessment Plan for the Neumann University Core Experience
Revision and Assessment Plan for the Neumann University Core Experience Revision of Core Program In 2009 a Core Curriculum Task Force with representatives from every academic division was appointed by
More informationQUESTIONS and Answers from Chad Rice?
QUESTIONS and Answers from Chad Rice? If a teacher, who teaches in a self contained ED class, only has 3 students, must she do SLOs? For these teachers that do not have enough students to capture The 6
More informationFinal. Developing Minority Biomedical Research Talent in Psychology: The APA/NIGMS Project
Final Report Developing Minority Biomedical Research Talent in Psychology: A Collaborative and Systemic Approach for Strengthening Institutional Capacity for Recruitment, Retention, Training, and Research
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationHealth Literacy and Teach-Back: Patient-Centered Communication. Copyright 2011 NewYork-Presbyterian Hospital
Health Literacy and Teach-Back: Patient-Centered Communication Webinar Logistics: All attendees will be automatically muted and in listen-only mode for the duration of the presentation Participation is
More informationCentre for Excellence Elite Sports Program
Centre for Excellence Elite Sports Program CASUARINA SENIOR COLLEGE ELITE SPORTS PROGRAM Casuarina Senior College has an established Centre for Excellence The program is an opportunity for passionate,
More informationTULSA COMMUNITY COLLEGE
TULSA COMMUNITY COLLEGE ANNUAL STUDENT ASSESSMENT REPORT 2001 2002 SUBMITTED TO THE OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION NOVEMBER 2002 TCC Contact: Dr. John Kontogianes Executive Vice President
More informationFocus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION
Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationQueen's Clinical Investigator Program: In- Training Evaluation Form
Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5
More informationPathways to Health Professions of the Future
Pathways to Health Professions of the Future Stephen C. Shannon, DO, MPH American Association of Colleges of Osteopathic Medicine Copyright 2014 AACOM, all rights reserved. Photo courtesy of LECOM The
More informationTestimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education
Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationIMSH 2018 Simulation: Making the Impossible Possible
IMSH 2018 Simulation: Making the Impossible Possible You do it every day. You tackle difficult - sometimes seemingly impossible circumstances as you work to improve patient care through simulation-based
More informationLecturer Promotion Process (November 8, 2016)
Introduction Lecturer Promotion Process (November 8, 2016) Lecturer faculty are full-time faculty who hold the ranks of Lecturer, Senior Lecturer, or Master Lecturer at the Questrom School of Business.
More informationColorado State University Department of Construction Management. Assessment Results and Action Plans
Colorado State University Department of Construction Management Assessment Results and Action Plans Updated: Spring 2015 Table of Contents Table of Contents... 2 List of Tables... 3 Table of Figures...
More informationThe Consistent Positive Direction Pinnacle Certification Course
PRESENTS The Consistent Positive Direction Pinnacle Course April 24 to May 25, 2017 A Journey of a Lifetime Cultivate increased productivity Save time and accelerate progress Keep groups, teams and yourself
More informationThe Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford Biodesign Fellowship
Annals of Biomedical Engineering, Vol. 45, No. 5, May 2017 (Ó 2016) pp. 1163 1171 DOI: 10.1007/s10439-016-1777-1 The Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford
More informationCity of Roseville 2040 Comprehensive Plan Scope of Services
City of Roseville 2040 Comprehensive Plan Scope of Services The WSB Team will provide the following services related to the City of Roseville 2040 Comprehensive Plan as described in the attached Professional
More informationDESIGNPRINCIPLES RUBRIC 3.0
DESIGNPRINCIPLES RUBRIC 3.0 QUALITY RUBRIC FOR STEM PHILANTHROPY This rubric aims to help companies gauge the quality of their philanthropic efforts to boost learning in science, technology, engineering
More informationCore Strategy #1: Prepare professionals for a technology-based, multicultural, complex world
Wright State University College of Education and Human Services Strategic Plan, 2008-2013 The College of Education and Human Services (CEHS) worked with a 25-member cross representative committee of faculty
More informationN E W S L E T T E R 3. VET Student's appearance concerns and the influence on completion rates in VET and on their success rates on the job market
N E W S L E T T E R 3 VET Student's appearance concerns and the influence on completion rates in VET and on their success rates on the job market The Mirror project Background Negative body image can adversely
More informationBeyond the Blend: Optimizing the Use of your Learning Technologies. Bryan Chapman, Chapman Alliance
901 Beyond the Blend: Optimizing the Use of your Learning Technologies Bryan Chapman, Chapman Alliance Power Blend Beyond the Blend: Optimizing the Use of Your Learning Infrastructure Facilitator: Bryan
More informationStrategic Plan Revised November 2012 Reviewed and Updated July 2014
DUKE UNIVERSITY Medical Center Library & Archives Strategic Plan 2011-2016 Revised November 2012 Reviewed and Updated July 2014 Mission Connecting Duke to biomedical knowledge networks. Vision The vision
More information$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT. &valuation *nstrument adopted +VOF
$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT &valuation *nstrument adopted +VOF ROCKWOOD SCHOOL DISTRICT CONTENT FACILITATOR, DATA ANALYST, AND INSTRUCTIONAL
More informationImplementing Pilot Early Grade Reading Program in Morocco
Implementing Pilot Early Grade Reading Program in Morocco Reading for Success-Small Scale Experimentation (RFS-SSE) September 2015 - March 2018 Shamineh Byramji, Chemonics International March 7, 2017 1
More informationVETERANS AT LA ROCHE
VETERANS AT LA ROCHE La Roche really allowed me to stretch my legs mentally and in terms of leadership. I became very involved with a number of clubs, including the La Roche Activities Forum, the Student
More informationTools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series
RSS RSS Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series DEVELOPED BY the Accreditation council for continuing medical education December 2005; Updated JANUARY 2008
More informationImproving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38
Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38 Introduction / Summary Recent attention to Veterans mental health services has again
More informationTEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable
More informationAGED 4103 METHODS AND SKILLS OF TEACHING AND MANAGEMENT IN AGRICULTURAL EDUCATION
DEPARTMENT OF AGRICULTURAL EDUCATION, COMMUNICATIONS & LEADERSHIP AGED 4103 METHODS AND SKILLS OF TEACHING AND MANAGEMENT IN AGRICULTURAL EDUCATION Theory: 7:30-8:20 a.m. Monday Friday 439 AGH (with scheduled
More informationWorldwide Online Training for Coaches: the CTI Success Story
Worldwide Online Training for Coaches: the CTI Success Story Case Study: CTI (The Coaches Training Institute) This case study covers: Certification Program Professional Development Corporate Use icohere,
More informationFORT HAYS STATE UNIVERSITY AT DODGE CITY
FORT HAYS STATE UNIVERSITY AT DODGE CITY INTRODUCTION Economic prosperity for individuals and the state relies on an educated workforce. For Kansans to succeed in the workforce, they must have an education
More informationGuide for Fieldwork Educators
Guide for Fieldwork Educators Guide for Fieldwork Educators The Department of Occupational Therapy at Tennessee State University appreciates your willingness to provide clinical education for our students
More informationPractices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois
Step Up to High School Chicago Public Schools Chicago, Illinois Summary of the Practice. Step Up to High School is a four-week transitional summer program for incoming ninth-graders in Chicago Public Schools.
More informationModel of Human Occupation
Model of Human Occupation Archived List Serv Discussion Adaptation of assessments... Yes or no? Dear colleagues. I have been reading a lot of messages here about adaptation of assessments and I am a bit
More informationGEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT. Education Leadership Program Course Syllabus
1 GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Education Leadership Program Course Syllabus Course Number and Title EDLE 616.601 Curriculum Development & Evaluation (3 credits) Fall,
More information