Policies And Procedures For Student And Faculty Performance

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Policies and procedures for student and faculty performance will be defined and consistently applied. Using a process described by Bourke and Ihrke (as cited in Billings & Halstead, 2012), faculty will be evaluated at end of course and annually (including teaching assignments/approaches, advising). Students will be evaluated with formative and summative evaluations including coursework (exam grades), clinical (performance, concept map, and reflective clinical evaluation tool or CET), and simulation. Curriculum will be evaluated at end of course (including clinical requirement/location, clinical site surveys, course sequencing, remediation, admission requirements). Program will be evaluated by retention, progression, and National…show more content…
Class preparation will be ensured by requiring an assigned PrepU mastery level prior to class. Exam preparation will be ensured by requiring an assigned PassPoint mastery prior to exam. Faculty will provide timely, constructive, and thoughtful feedback, including exam reviews. Faculty will provide counsel at risk students at midterm and create a peer mentoring program for at risk students. Individual exam reviews will be provided to students scoring below an 80 on any exam. Students who score below an 80 on any exam or below the designated score on benchmark exams will develop a remediation plan.
Following Dewey’s (1938) experiential learning, hands-on activities and practical exercises will help faculty evaluate student understanding of important course related concepts. Strategies to engage students will include classroom activities, simulations, case studies, and group interactive presentations. Psychomotor skills and clinical reasoning will be evaluated in laboratory, simulation, and clinical settings. Skill check offs will be submitted by video with a self and peer evaluation. Remediation will be required for any unsuccessful students and the peer evaluators. Frequent review of learning outcomes will ensure appropriateness of activities. Faculty will continually assess student’s attention span and understanding of the information delivered, incorporating time for breaks and questions every 50 minutes. Brookfield’s (2006)
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