Modesto Junior College Proposed Course Outline RSCR 405 OVERVIEW The following information will appear in the 2016 - 2017 catalog RSCR 405—HEALTHCARE LEADERSHIP AND OPERATIONS MANAGEMENT 3 UNITS 54.00 Lecture Hours Limitations on Enrollment: Enrollment limited to students accepted into the Respiratory Care Baccalaureate Degree Program. Principles, theories and models of leadership and management will prepare students for leadership roles in respiratory care. During the course, students will examine the challenges of decision making, health care access, quality, budget development and cost containment, and the disparities in healthcare reform. Legal and ethical issues are integrated into classroom discussions. Field trips are not required. Not repeatable. (A-F Only) Transfer: (CSU) I. LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goal specified in Section III, Desired Learning: COURSE CONTENT Required Content: Principles of leadership and management A. Leadership models/theories 1. Habits and practices of successful leaders 2. Determining your own leadership style 3. Coaching, mentoring, teamwork and analysis of generational gaps 4. Professionalism 5. Ethics in Health Care leadership 6. Conflict 7. Structure of the Healthcare Organization B. Culture 1. Internal and external environment 2. Mission, vision, values, strategies, and goals 3. Profit versus not for profit organizations 4. Accountable care/affordable care 5. Regulatory agencies 6. 1. A. II. Division: Allied Health 1 of 4 Printed on: 12/08/2015 05:33 PM Meeting Date: RSCR 405 EFFECTIVE: Summer 2016 (Expedited Request) Discipline(s) AWAITING ORIGINATOR ACTION Respiratory technologies (NM)
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Modesto Junior CollegeProposed Course Outline
RSCR 405 OVERVIEW The following information will appear in the 2016 - 2017 catalog
RSCR 405—HEALTHCARE LEADERSHIP AND OPERATIONS MANAGEMENT 3 UNITS
54.00 Lecture Hours Limitations on Enrollment: Enrollment limited to students accepted into the RespiratoryCare Baccalaureate Degree Program.
Principles, theories and models of leadership and management will prepare students for leadership rolesin respiratory care. During the course, students will examine the challenges of decision making, healthcare access, quality, budget development and cost containment, and the disparities in healthcare reform.Legal and ethical issues are integrated into classroom discussions. Field trips are not required. Notrepeatable. (A-F Only) Transfer: (CSU)
I.
LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:
COURSE CONTENT
Required Content:
Principles of leadership and managementA.
Leadership models/theories1.
Habits and practices of successful leaders2.
Determining your own leadership style3.
Coaching, mentoring, teamwork and analysis of generational gaps4.
Professionalism5.
Ethics in Health Care leadership6.
Conflict7.
Structure of the Healthcare OrganizationB.
Culture1.
Internal and external environment2.
Mission, vision, values, strategies, and goals3.
Profit versus not for profit organizations4.
Accountable care/affordable care5.
Regulatory agencies6.
1.
A.
II.
Division: Allied Health 1 of 4 Printed on: 12/08/2015 05:33 PM
RSCR - 405: Healthcare Leadership and OperationsManagementCourse Learning Outcomes
Upon satisfactory completion of this course, the student should be prepared to:
Evaluate the challenges of delivering and maintaining value in healthcare. 1.Analyze and compare organizational management and behavioral theories to current problemswithin healthcare.
2.
Assess the mission, vision, values, culture, and utilization of effective management strategieswithin the structure of healthcare organizations.
PREPARED BY: Bonnie HuntCOURSE PREFIX AND NUMBER: RSCR 405COURSE TITLE: Healthcare Leadership and Operations ManagementEFFECTIVE DATE: 03/23/2016 DISTANCE EDUCATION: MIXED MODALITIES/HYBRID COURSE Some, but not all, class time isreplaced by distance education. Students must have access to a computer and the Internet. Course has oneor more on-campus meetings.
Describe this hybrid option. Typically, what parts of the course are done face-to-face? Typically,what parts are done online?Several sections can be done on-line as the material is heavily dependent on outside readings. This isparticularly important in the area of regulation and health policy. The areas that will be better suited to theclassroom are the presentations, discussions concerning conflict management, team management, andleadership. METHOD OF INSTRUCTION:
On Campus Orientation SessionsGroup Meetings/Review SessionsTelephone ContactE-mailAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsWeb or Computer-based ActivitiesReading Course MaterialsOther Assigned Readings
CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:
DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:Bonding of students in this cohort will allow for study groups to be formed and group discussionsfacilitated. The completion of the assignments, activities, and discussion board postings will demonstratestudent mastery of the learning goals. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?No
DE Addendum
PREPARED BY: Bonnie HuntCOURSE PREFIX AND NUMBER: RSCR 405COURSE TITLE: Healthcare Leadership and Operations Management
EFFECTIVE DATE: 03/23/2016 DISTANCE EDUCATION: ONLINE COURSE All class time is done online. Students must have accessto a computer and the Internet. Course has no on-campus meetings. METHOD OF INSTRUCTION:
Asynchronous DiscussionViewing video/audio MaterialsWeb or Computer-based ActivitiesWritten AssignmentsReading Course Materials
CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:
DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:Students will interact with faculty and other students by weekly assignments and required discussiongroups. The completion of the assignments and discussion postings will demonstrate student mastery oflearning goals. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?no
Modesto Junior CollegeCourse Outline of Record
PHILO 400 OVERVIEW The following information will appear in the 2017 - 2018 catalog
PHILO 400—MEDICAL AND BIOETHICS 3 UNITS
54.00 Lecture Hours Limitations on Enrollment: Enrollment limited to students accepted into the RespiratoryCare Baccalaureate Degree Program.
Explores the application of moral reasoning and ethical theories to issues and situations in medicalsettings. Special focus on the development of self-reflection, critical thinking and the written and verbalcommunication of well-reasoned, reflective positions. Topics include: the Hippocratic tradition; virtues ofhealthcare professionals; paternalism vs. autonomy; informed consent and confidentiality; genetic andreproductive ethics; disability; hospice, death and dying, advance directives; impaired and seriously illinfants; medical error; medical futility and technology; quality and sanctity of life; just allocation ofresources. This upper division course is a required course and limited to those in the Respiratory CareB.S. program. Completion of English 101 or the equivalent is recommended. Not repeatable. Field tripsmight be required. Not repeatable. (A-F Only) Transfer: (CSU) General Education: (CSU-GE: A1, A2,A3, C2, D7 )
I.
LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:
COURSE CONTENT
Required Content:
Moral reasoningA.
Identifying an ethical dilemma including consequences of our actions1.
Argumentation and argument analysis2.
Argument evaluation: good and bad arguments3.
Composing moral arguments4.
Identifying moral motivations5.
Competing perspectives on moral character6.
Competing perspectives on stages of moral reasoning7.
Ethical theories and frameworksB.
Moral relativism1.
Moral absolutism2.
Moral objectivism3.
1.
A.
II.
Division: Business, Behavioral & Social Sciences 1 of 5 Printed on: 12/08/2015 05:45 PM
Meeting Date: PHILO 400
EFFECTIVE: Fall 2016 (Expedited Request) Discipline(s)
LAUNCHED INTO APPROVAL STREAM Philosophy (M)
Moral pluralism4.
Consequentialism5.
Non-consequentialism6.
Egoism7.
Utilitarianism8.
Deontology9.
Virtue ethics10.
Religious-based ethics11.
Non-Western approaches to ethics12.
The Hippocratic tradition and medical ethicsC.
Issues in medical ethicsD.
Virtues of healthcare providers: beneficence, compassion, non-maleficence1.
Personhood2.
Paternalism and autonomy3.
Informed consent, truth-telling, and confidentiality4.
Genetic and reproductive ethics5.
Disability 6.
Hospice, death and dying7.
Advance directives8.
Impaired and seriously ill infants9.
Medical error10.
Medical futility and technology11.
Quality and sanctity of life12.
Legal issues and the law in healthcare13.
Clinical situations in health provider-client relationship14.
Just allocation of resources15.
ENROLLMENT RESTRICTIONS
Limitations on Enrollment
Enrollment limited to students accepted into the Respiratory Care Baccalaureate Degree Program.
1.
B.
HOURS AND UNITS
C.
Division: Business, Behavioral & Social Sciences 2 of 5 Printed on: 12/08/2015 05:45 PM
Meeting Date: PHILO 400
EFFECTIVE: Fall 2016 (Expedited Request) Discipline(s)
METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method:
Lecture1.
Instructor-led class and group discussion 2.
Instructor-led, in-class guided philosophical reflective inquiry on philosophical issues and/orselections in assigned readings
3.
Instructor-mediated formal and informal debates on matters of ethical theory and practice4.
D.
ASSIGNMENTS (TYPICAL)
EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours)
Short argument analysis and/or argument evaluation homeworks on assigned readings (weeklyor bi-weekly)
A.
Close reading of assigned readings (daily or weekly)B.
Review class and reading notes (weekly)C.
Study and prepare for exams (bi-weekly)D.
Participate in group problem/project assignments (bi-weekly) E.
Using assigned readings, web, and library resources, research and write at least one majorcourse term paper
F.
1.
EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking
Typical exam questions:A.
Present Aristotle's conception of "eudaemonia" in his definition of the “good life.” RecentlyCalifornia passed physician-assisted suicide legislation. Evaluate this legislation in light ofAristotle’s conception of eudaemonia.
1.
Describe the tensions and differences between paternalism and autonomy. How do theserespective positions inform California’s passed physician-assisted suicide legislation?
2.
What is your view regarding Higgs' essay, "On Telling Patients the Truth"? Choose anddefend a moral theory (i.e., a non-consequentist (Kant) or consequentiialist (Mill) orteleological) in support of your view.
3.
Explain how deontological and teleological approaches might differ as to whether treatmentshould be withheld for an infant born with an Apgar score of 0-2 weighing 450grams (casestudy 12 discussed in class).
4.
Weekly or Bi-weekly Written Homework Assignments.B.
2.
E.
Division: Business, Behavioral & Social Sciences 3 of 5 Printed on: 12/08/2015 05:45 PM
Meeting Date: PHILO 400
EFFECTIVE: Fall 2016 (Expedited Request) Discipline(s)
LAUNCHED INTO APPROVAL STREAM Philosophy (M)
Paraphrase in your own words paragraph three on page 18 from Kant's "Groundwork on theMetaphysics of Morals" reading. Be sure to capture all of Kant's ideas in that paragraph whilerestating his ideas in your own words, as you naturally speak. Then respond to his argumentin the passage that you have just paraphrased. Do you agree, disagree, or do you needfurther clarification? Provide at least five distinct reasons for why you agree or disagree. Orexplain, in at least two paragraphs, what needs further clarification for you to be able torespond.
1.
Summarize, in two paragraphs, the central argument in the reading regarding "theHippocratic Oath" and the associated virtues. Think of the strongest reason against theessay. What might it be? Respond to this with your own argument.
2.
Final PaperC.
Identify your favored ethical theory and/or framework from one of the following: a) Egoism, b)Emotivism, c) Relativism, d) Utilitarianism, e) Deontology, f) Virtue Ethics, or g) a hybridapproach. Provide the best arguments in favor of your theory followed by the strongestarguments against your theory. Choose one of our case examples discussed in class or thereadings and provide your ethical evaluation, employing moral reasoning, for your view. Inyour conclusion tell me whether your view in the case study is consistent with your moralframework and whether your arguments successfully respond to the strongestcounter-arguments against your position.
1.
TEXTS AND OTHER READINGS (TYPICAL)
Book: Lewis Vaughn (2012). Biomedical Ethics: Principles, Issues and Cases (2nd/e). Oxford, U.K.Oxford University Press.
1.
Book: John Arras & Bonnie Steinbock (2012). Ethical Issues in Modern Medicine (8th/e). New York,N.Y. McGraw Hill.
2.
Book: Ronald Munson (2012). Intervention and Reflection: Basic Issues in Bioethics (9th/e). NewYork, N.Y. Wadsworth.
3.
F.
DESIRED LEARNING OBJECTIVES
Required Objectives Upon satisfactory completion of this course, the student will be able to:
Interpret and evaluate ethical theories and frameworks. a.
Apply moral reasoning and ethical theories to specific medical issues and case studies. b.
Write a well-argued paper on a relevant medical or healthcare issue that includes argumentanalysis of a target argument, evaluation of the argument, and counter-arguments by students tothe target argument.
c.
Communicate in oral and written form one’s views and plausible reasons for one’s viewregarding a contemporary medical or healthcare issue.
d.
Critically reflect upon one’s own values and assumptions regarding medical and healthcareissues.
e.
1.
A.
III.
METHODS OF EVALUATION (TYPICAL) IV.
Division: Business, Behavioral & Social Sciences 4 of 5 Printed on: 12/08/2015 05:45 PM
Meeting Date: PHILO 400
EFFECTIVE: Fall 2016 (Expedited Request) Discipline(s)
LAUNCHED INTO APPROVAL STREAM Philosophy (M)
METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION
Tests and/or quizzes1.
In-class written exercises2.
Class and group participation and contribution3.
Rough drafts of mid-course or final paper4.
Written homework or essays5.
Surveys6.
A.
SUMMATIVE EVALUATION
Midterm exam1.
Final exam2.
Mid-course and/or final paper3.
Group project and/or group presentation4.
B.
IV.
Division: Business, Behavioral & Social Sciences 5 of 5 Printed on: 12/08/2015 05:45 PM
Meeting Date: PHILO 400
EFFECTIVE: Fall 2016 (Expedited Request) Discipline(s)
LAUNCHED INTO APPROVAL STREAM Philosophy (M)
PHILO - 400: Medical and BioethicsCourse Learning Outcomes
Upon satisfactory completion of this course, the student should be prepared to:
Explain, interpret, and evaluate, using moral reasoning, different ethical theories and thenapply their evaluation therein to contemporary issues in medical ethics.
1.
Compare and evaluate competing views, including their own, on important issues in medicalethics to others and relate the compatibility of these positions with broader philosophicalcommitments (i.e., what is a person, what rights to persons have, what constitutes humanflourishing, etc.).
2.
Explain and interpret common medical issues such as: the Hippocratic tradition; paternalismand autonomy; informed consent, truth telling, and confidentiality; genetic and reproductivecontrol; death and dying and advance directives; impaired and seriously ill infants; medicalerror; medical technology; quality and sanctity of life; or just allocation of resources.
3.
Craft well-justified, well-organized papers that a) reconstruct arguments contained in a text, b)critically evaluate the plausibility of the premises and inferences, and c) offer their ownarguments in response to questionable arguments in the target text.
PREPARED BY: Bill AnelliCOURSE PREFIX AND NUMBER: PHILO 400COURSE TITLE: Medical and BioethicsEFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: MIXED MODALITIES/HYBRID COURSE Some, but not all, class time isreplaced by distance education. Students must have access to a computer and the Internet. Course has oneor more on-campus meetings.
Describe this hybrid option. Typically, what parts of the course are done face-to-face? Typically,what parts are done online?Hybrid course. 60% face-to-face in the class room. Parts done face-to-face are synchronous: careful,thoughtful, step-by-step socratic discussions, argument analysis, evaluation, and clarification of key texts,dyad and small group work, short lectures geared to explication of particularly difficult concepts and/ortexts; class discussions; working through case examples. Also exploration and discussion of developmentof philosophical dispositions. 40% online. Parts done online are asynchronous: close reading,summarization, argument analysis, and explication of texts; formulation, at student's individual pace, ofstudent's own arguments and thinking in response to arguments in the text; preparatory reading, writing,and argument for subsequent face-to-face classroom discussion; asynchronous threaded discussions inrelation to text; viewing of web-based videos and presentations that offer contextual background and/orapplied ethics examples. Quizzes, self-tests and exams. METHOD OF INSTRUCTION:
On Campus Orientation SessionsGroup Meetings/Review SessionsTelephone ContactE-mailAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsCommunity ActivitiesReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and SurveysField TripsOther - Describe:
CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:
DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:The course goals emphasize comprehension, analysis, reflection, and evaluation of difficult philosophicaltexts and application therein to common situations found in medical environments. The course goals aimto improve students' critical thinking, writing, argument skills as well as acquisition of philosophicaldispositions. The methods above facilitate these goals via close feedback from instructor and otherstudents.
ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?No.
DE Addendum
PREPARED BY: Bill AnelliCOURSE PREFIX AND NUMBER: PHILO 400COURSE TITLE: Medical and BioethicsEFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: ONLINE COURSE All class time is done online. Students must have accessto a computer and the Internet. Course has no on-campus meetings. METHOD OF INSTRUCTION:
Telephone ContactE-mailSynchronous ChatAsynchronous DiscussionViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsCommunity ActivitiesReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and SurveysGroup Projects
CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:
DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:The course goals emphasize comprehension, analysis, reflection, and evaluation of difficult philosophicaltexts and application therein to common situations found in medical environments. The course goals aimto improve students' critical thinking, writing, argument skills as well as acquisition of philosophicaldispositions. The methods above facilitate these goals via close feedback by instructor and other students. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?No.
Modesto Junior CollegeCourse Outline of Record
SOCIO 400 OVERVIEW The following information will appear in the 2016 - 2017 catalog
SOCIO 400—MEDICAL SOCIOLOGY: HEALTH AND DIVERSITY 3 UNITS
54.00 Lecture Hours Prerequisite: Satisfactory completion of ENGL 101 or qualification by the MJC assessmentprocess. Limitations on Enrollment: Enrollment limited to students who are admitted into theRespiratory Care Baccalaureate Degree program. and.
Advanced critical analysis of the ethos of contemporary western medicine. In particular criticalexamination of disparity in medical access, care, and provision within ethnic groups is unpacked.Determinants of health and illness contemporary theories, reconfiguring the body, the distinction betweendisease and illness, the sick roll- socio-economics of disease and care, medicalization theory, feministtheory and health (women’s embodiment of disease), - labeling theory, healing roles, emotional labor, andpower dimensions within the health care system are examined within the framework of our stratified andmulticultural society are critically measured. Field trips might be required. Not repeatable. (A-F Only) Transfer: (CSU) General Education: (CSU-GE: D0 )
I.
LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:
COURSE CONTENT
Required Content:
Concepts and Theories
Zola's Medicalization- increasing influence on medicine in our livesA.
Parson's Sick role- how patients socialize and conceptualize new roleB.
Luke's - power and authorityC.
Bio-western medical-centrismD.
Wellness vs. health definitions and conceptsE.
WHO and WB globalized wellnessF.
Argots in medicineG.
Ethnocentrism and cultural relativism as health markersH.
Gender and emotional laborI.
Social policy and realityJ.
Health care and socio-politicsK.
Communities and Culture
1.
A.
II.
Division: Business, Behavioral & Social Sciences 1 of 4 Printed on: 12/08/2015 05:46 PM
Each week will have 250-500 word threaded posts based on connect from class or reacquiredreadings. Each post will have an interactive reply provision.
B.
One 1500 word persuasive essay on a prompt of the students choosing, confirmed with theinstructor. This is a fully referenced (APA) collegial and scholarly submission.
C.
Weekly unit work on formative student driven research portfolios.D.
EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking
Typical exam essay question: The body is often studied as a cultural representation of social life.Discuss this sociological tradition, considers the ways in which the body enters into politicaldiscourse as a representation of power, and how power is exercised over the body.
A.
Typical threaded discussion prompt:List and analyze three ways in which the life course differsfrom life-cycles and the intervention of health care provision in each area.
B.
Typical reflexive group project prompt: Examine the consequences of health care provisionwithin an emotional labor context, consider using a dramaturlogical perspective for personalanalysis of your real lived experience within the profession.
C.
2.
TEXTS AND OTHER READINGS (TYPICAL)
Book: William C. Cockerham (2012). Medical Sociology (3/e). New Jersey 07632, USA Prentice Hall. 1.
Manual: Scambler, G. N., & Cockerham, W. . Sociological theory and medical sociology.Prentice-Hall, Inc
2.
F.
DESIRED LEARNING OBJECTIVES
Required Objectives Upon satisfactory completion of this course, the student will be able to:
Evaluate social, economic, and political factors that shape health, sickness and disease,particularly within ethnic and class markers.
a.
Analyze core positions in contemporary social and political debates in health and social policy. b.
Synthesize key concepts in sociology and their relevance for understanding the experience ofethnicity medicine health and illness.
c.
1.
Recommended Objectives Upon satisfactory completion of the course (when the related recommended content is covered) the student willbe able to:
Evaluate how the experience of illness and disability influences the self (as a concept) andrelationships with others.
a.
Synthesize how cultural meanings associated with health and illness and how social and culturalfactors influence patient-provider interactions.
b.
2.
A.
III.
METHODS OF EVALUATION (TYPICAL) IV.
Division: Business, Behavioral & Social Sciences 3 of 4 Printed on: 12/08/2015 05:46 PM
PREPARED BY: Kurt OlsonCOURSE PREFIX AND NUMBER: SOCIO 400COURSE TITLE: Medical Sociology: Health and DiversityEFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: ONLINE COURSE All class time is done online. Students must have accessto a computer and the Internet. Course has no on-campus meetings. METHOD OF INSTRUCTION:
On Campus Orientation SessionsGroup Meetings/Review SessionsTelephone ContactE-mailSynchronous ChatAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsCommunity ActivitiesReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and SurveysField TripsGroup ProjectsOther - Describe: Wikipages- collaborative Group Work- Google Docs- Research group work.
CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:
DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:The methods listed assist in data gathering, information dissemination, guidance and feedback from theinstructor and in the monitoring of group work which is designed to directly facilitate the learningoutcomes set forth in this class. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?All assessments are similar in procedure and protocol to face to face classes.
DE Addendum
PREPARED BY: Kurt OlsonCOURSE PREFIX AND NUMBER: SOCIO 400COURSE TITLE: Medical Sociology: Health and Diversity
EFFECTIVE DATE: 05/02/2016 DISTANCE EDUCATION: MIXED MODALITIES/HYBRID COURSE Some, but not all, class time isreplaced by distance education. Students must have access to a computer and the Internet. Course has oneor more on-campus meetings.
Describe this hybrid option. Typically, what parts of the course are done face-to-face? Typically,what parts are done online?Term paper mechanics, topic development, citation instruction, peer discussion, instructor guidance,handouts including example essays, are all centrally located in an online shell environment. Also termpaper portfolio work and development will take place online. This will constitute 40-50% of of the course.The rest of the class, discussion, presentations, lecture and testing will take place in a face to face format,this will constitute 50-60% of the course time and workload. METHOD OF INSTRUCTION:
On Campus Orientation SessionsGroup Meetings/Review SessionsE-mailAsynchronous DiscussionIndividual MeetingsViewing Text-based MaterialsViewing video/audio MaterialsListening to audio-only materialsWeb or Computer-based ActivitiesWritten AssignmentsReading Course MaterialsOther Assigned ReadingsQuizzes, Exams, and Surveys
CHECK BELOW THE METHODS THAT WILL ENSURE APPROPRIATEINSTRUCTOR/STUDENT CONTACT AS REQUIRED BY TITLE 5:
DESCRIBE HOW THE METHODS SELECTED WILL ALLOW STUDENTS TO MEET THECOURSE LEARNING OUTCOMES OF THE COURSE:Asynchronous discussion assists in helping students Evaluate the impact of social inequality and socialchange of the role and function of health care, medical practice and services, through the use of instructorinitiated discussion prompts. Assigned readings both paper and online focus on the analysis of theintersection among socio-economic indicators (i.e. race/ethnicity, class, gender.) on health care access andquality of provision. Text, video and audio material assist students in the process of differentiating andcomparing the elements, phases, processes and functions of roles and status within the patient/careprovider spectrum. ARE THE METHODS OF EVALUATION DIFFERENT FROM THOSE LISTED ON THEAPPROVED COURSE OUTLINE?IF SO, IN WHAT WAYS DO THEY DIFFER?The evaluation process does not differ from the original course outline.