Common use of Student Learning Clause in Contracts

Student Learning. This is a new program, therefore no specific outcomes assessments are available. The purpose of this program is to provide didactic and skill preparation for post-professional education in allied health care fields. This program will enhance the use of current university resources to fit a need for students. Consistent input from students and faculty indicates an underserved population of students seeking post-professional education in allied health care fields, yet do not fit into any current program and therefore extend their education by 12-18 months to acquire pre-requisite coursework. This pre-professional program includes courses specifically devised to provide a foundation in allied health care and requisite hands-on skills in addition to the pre-requisites required for professional health care programs. Unlike pre-medicine which requires students to declare a major and add up to 63 additional credits dependant on the major chosen, the applied medicine studies program provides directed studies to meet the foundation knowledge needs and pre-requisite coursework. Students who seek to enter allied health care fields are often a mismatch for pre-medicine where the coursework is often more science-based versus the patient-based courses which will better prepare allied health professionals. Pre-medicine students seeking allied health care programs could possibly be eliminated based on grade point average, when more pointed coursework would have allowed these students to enter post-professional programs. In addition the current pre-medicine program does not provide all the pre-requisite coursework needed for allied health care fields such as physical therapy, physician assistant or occupational therapy (e.g. Nutrition, Pathophysiology, Abnormal Psychology, Biostatistics, Kinesiology). The applied medicine studies curriculum would provide 27-42 credits of pre-requisite coursework (dependant on post-professional allied health care program) specifically for post-professional programs that students would otherwise have to take in addition to current majors and/or pre-medicine courses, extending their education several semesters. Likewise, the pre-medicine program required 23 credits of coursework which are not pre-requisites for post-professional programs in allied medicine and therefore not productive for students in the pursuit of post-professional education in allied health care fields. The applied medicine studies program is intended to provide a 4-year program of study specifically for students seeking post- professional education in allied health care fields. We anticipate that the pre-medicine students are a different population than individuals pursuing post-professional allied health care fields. We also anticipate that the addition of pre-professional students in the classroom will enhance interdisciplinary education and can be accommodated with current courses and resources. Future evaluation/outcome assessment of the program will include: Student Instructional Reports (SIRs), instructor/faculty peer reviews, student program exit interviews, alumni assessment of program effectiveness, employer/program director assessment of students, retention surveys, and graduate placement information. These assessment tools are already created (electronically) for similar programs within this department and could be easily transferred to meet this program's objectives.

Student Learning. This is a new program, therefore no specific outcomes assessments are available. The purpose of this program is to provide didactic and skill preparation for post-professional education in allied health care fields. This program will enhance the use of current university resources to fit a need for students. Consistent input from students and faculty indicates an underserved population of students seeking post-professional education in allied health care fields, yet do not fit into any current program and therefore extend their education by 12-18 months to acquire pre-requisite coursework. This pre-professional program includes courses specifically devised to provide a foundation in allied health care and requisite hands-on skills in addition to the pre-requisites required for professional health care programs. Unlike pre-medicine which requires students to declare a major and add up to 63 additional credits dependant on the major chosen, the applied medicine studies program provides directed studies to meet the foundation knowledge needs and pre-requisite coursework. Students who seek to enter allied health care fields are often a mismatch for pre-medicine where the coursework is often more science-based versus the patient-patient- based courses which will better prepare allied health professionals. Pre-medicine students seeking allied health care programs could possibly be eliminated based on grade point average, when more pointed coursework would have allowed these students to enter post-professional programs. In addition the current pre-medicine program does not provide all the pre-requisite coursework needed for allied health care fields such as physical therapy, physician assistant or occupational therapy (e.g. Nutrition, Pathophysiology, Abnormal Psychology, Biostatistics, Kinesiology). The applied medicine studies curriculum would provide 27-42 credits of pre-pre- requisite coursework (dependant on post-professional allied health care program) specifically for post-professional programs that students would otherwise have to take in addition to current majors and/or pre-medicine courses, extending their education several semesters. Likewise, the pre-medicine program required 23 credits of coursework which are not pre-requisites for post-post- professional programs in allied medicine and therefore not productive for students in the pursuit of post-professional education in allied health care fields. The applied medicine studies program is intended to provide a 4-year program of study specifically for students seeking post- professional education in allied health care fields. We anticipate that the pre-medicine students are a different population than individuals pursuing post-professional allied health care fields. We also anticipate that the addition of pre-professional students in the classroom will enhance interdisciplinary education and can be accommodated with current courses and resources. Future evaluation/outcome assessment of the program will include: Student Instructional Reports (SIRs), instructor/faculty peer reviews, student program exit interviews, alumni assessment of program effectiveness, employer/program director assessment of students, retention surveys, and graduate placement information. These assessment tools are already created (electronically) for similar programs within this department and could be easily transferred to meet this program's objectives.