Why EIM
We’re reimagining health care education that takes you to the next next level. With learning that takes place where you are, evidence-based practice, and better outcomes for your patients, our education is transformative. That’s why EIM.
Scholarship, Strategic Growth, and Program Assessment
For: PT, OTP
This capstone course emphasizes faculty development in scholarship, leadership, and program quality improvement. Participants will explore Boyer’s model of scholarship, strategies for building a scholarly agenda, and approaches to dissemination that align with accreditation expectations. The course also examines the faculty role in program self-studies, accreditation reporting, and strategic planning initiatives. Faculty will reflect on their personal career trajectory, developing a professional growth plan that integrates teaching, service, and scholarship. By the conclusion, participants will be prepared to contribute to both individual advancement and the long-term success of their program and institution.
Course Outcomes
Upon completion of the course, the successful learner will be able to:
1. Personal/Professional Development and Evaluation
Develop a personal and professional growth plan aligned with institutional mission and career goals. Faculty will integrate leadership skills, teaching philosophy, and evidence of development to support promotion and advancement.
1.1. Discuss leadership development within professional formation of healthcare curriculum.
1.2. Create a personal development plan based upon career goals.
1.3. Create a teaching philosophy grounded in learning theory to guide development as a master teacher.
2. Scholarship
Explore Boyer’s model of scholarship and create a personalized agenda for scholarly work. Faculty will identify opportunities for research, grants, and dissemination that align with accreditation and institutional priorities.
2.1. Define clarity of interest in scholarship agenda in accordance with Boyer’s Model.
2.2. Develop a scholarship agenda and research bio sketch consistent with accreditation expectations and/or grant applications.
2.3. Explore a network for potential opportunities consistent with faculty scholarship agenda.
2.4. Discuss the IRB process as it relates to research design, grants, and mentoring student research projects.
2.5. Identify two potential grant opportunities in line with the scholarship agenda. 2.6. Explore opportunities for dissemination, considering the scholarship agenda.
3. Program Self-Study Process/Strategic Planning and Program Assessment
Examine the faculty role in program assessment, accreditation self-study, and strategic planning. Faculty will contribute evidence and outcomes that demonstrate program quality, mission alignment, and continuous improvement.
3.1. Appraise contributions you can make as faculty to prepare for the self-study process.
3.2. Conclude evidence that can be mined from courses to meet accreditation standards.
3.3. Elaborate on program assessment strategies that contribute to the demonstration of outcomes that meet a program’s mission and vision.
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Resources
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