Developing Intra-University Collaborations to Increase Program Visibility, Strengthen Perceived Program Value and Enhance Student Opportunities
Brooke Hollis, MBA and Julie Carmalt, PhD, of Cornell University
Most programs are in a constant struggle for resources. Some have moved from another school and others, such as Chicago and Washington, have even closed. In the battle for resources, developing intra-university collaborations is a way to gain program recognition, develop political capital to secure funding support, and enhance opportunities for student learning. Learn how Cornell’s graduate program implemented intra-university collaborations that helped cement its “home college” relationship, yielded increased financial support, and earned a CAHME commendation. Participants will learn how to develop simple and low-cost intra-university collaborations (Ambassadors), learn how to identify ways to build more integrated intra-university partnerships (Connectors), and finally, be challenged to create programs, courses, and events to generate resources, recognition (internal and external), and student opportunities (Innovators).
Portfolios in the Applied Setting: Assessing Student Performance & Competency Achievement in Graduate Health Management Education
Bradley Beauvais, PhD; Forest Kim, PhD; and Lawrence Johnson, PhD, of Army Baylor University
Discover how Army-Baylor Univeristy embarked on a evolutionary process to fully integrate portfolio assessment in parallel with competency based education within the applied or integrative setting. Presenters will note the transition from a traditional thesis requirement to a “portfolio of projects” approach that allows for: (1) assessment of competency-based requirements through multiple preceptor-led experiences and projects, (2) flexibility to capitalize on emergent opportunities within the applied setting, (3) the opportunity to evaluate and disseminate best practices from across multiple residency locations to inform the broader health management field. Presenters will also share several portfolio and competency assessment tools while showcasing the lessons learned in this process.
Diverse Responses to Program Assessment: Where We Are and Where We Are Headed
Susan Lawler, PhD, Rush University; Steven Davidson, EdM, Boston University; Tina Smith, MHSc, University of Toronto; Jane Banaszak-Holl, PhD, University of Michigan
Program Assessment is an important requirement by various accrediting bodies. An effective process is often a challenge to implement at institutions. Program leaders may be struggling with their own program assessment and will want to learn about the various methods, processes, and challenges from several institutions. This session is a frank discussion on implementing competency based assessment. It will examine specific challenges, lessons learned, and ideas that may shed some light for the audience as they strategically think about and plan their assessment efforts. This session will help the target audience think through the necessary tools and techniques as they make a decision on how they are going to assess their program.
Leading the Way: Innovations in Successful Portfolios for Student Assessment
Diane Bridges, MSN and Linda Mast, PhD, of Rosalind Franklin University
The online graduate program at Rosalind Franklin University has designed curricula to map course learning objectives with program outcomes that meet student learning objectives and employer demands. Upon entering the program students are introduced to the Final Portfolio, a capstone experience designed to demonstrate five competencies. Faculty collaborate to create artifacts that achieve program objectives. Learn about the innovative strategies and components of the Final Portfolio including, assessment criteria, artifacts and reflection papers. Program outcomes will be shared with an emphasis on adaptability to other programs.
A Proposed Agenda for the Future of Graduate Health Management Education
Stephen Loebs, PhD, The Ohio State Universiy; David Burda, Modern Healthcare; Larry Tyler, FACHE, Tyler and Company; Stephanie S. McCutcheon, McCutcheon and Co.; Christy Lemak, PhD, University of Michigan, Moderator
Evidence on the status of graduate health management education since the 2001 National Summit on the Future of Education and Practice in Health Management and Policy reflects that improvements and growth have occurred. On the other hand, there are also unresolved and new challenges since that Summit. Trends and issues have emerged that create a perfect storm for the future. Review the current history, hear current analyses of the situation, and explore an agenda for the future from the author of a new report on graduate health management education and a reactor panel.
Peer-Reviewed Publishing on the AUPHA Network: Achieving Scholarly Recognition for Your Educational Works
S. Robert Hernandez, DrPH, University of Alabama at Birmingham
The AUPHA Network was developed in 2009 as a site for networking and resource sharing among undergraduate, graduate and doctoral faculty in healthcare administration education programs. In an effort to garner scholarly recognition for curricular contributions, a faculty-led committee has developed a submission process that will formally review submitted contributions at the request of the author. Approved and published contributions (on the AUPHA Network site) will be marked as such, and should provide an opportunity for scholarly achievement. As the AUPHA Network moves toward becoming a prestigious publishing platform via which faculty can receive scholarly recognition for their educational works, we invite your preliminary feedback and input on this process during this session.
