Perspectives Winter/Spring 2018

Kathleen Hagen, Ed.D., HPD director of faculty development, assisted the team by formatting the survey and disseminating it to all the graduates of CAPE courses and academies. She collected the responses and provided the results to the team in early 2017. The survey garnered 32 responses. Specifics for each academy included 10 respondents for the Leadership and Management Academy (LMA), 4 respondents for the Research Academy (RA), 14 respondents for the Teaching and Learning Academy (TLA), and 4 respondents for the ACE Academy. The Survey The survey results indicated the following themes regarding suggested options for improving courses: variability in availability of courses throughout the year; duration changes for courses; mentoring options for graduates, as well as options for graduates to mentor others; starting courses later in the semester; and variability in course provisions, such as self-study and increased synchronous class sessions, intensive course options, and a-la-carte options. For the first theme, variability in availability referred to offering courses during different semesters since the current schedule offers the courses in the same semester each year. Regarding duration changes for courses, respondents delivered many options, including shortening the courses or offering modules in an a-la-carte format or intensive formats, relating to the variability in course provision interest highlighted throughout. Suggestions for how to embed mentoring within the CAPE academies included offering mentoring options for gradu- ates, offering a mentee credit for those who mentor (graduates and instructors), providing a mentor credit for hybrid course graduates for the LMA mentorship program, and tying a-la-carte options to mentoring to provide freedom and encourage generalization of skills obtained. Furthermore, respondents recommended connecting the RA projects with HPERS and other HPD events to promote carryover of the course graduation projects. Additional recommendations included adding a grant-writing module for the RA, adding a Hybrid II course within the TLA that focuses on games and strategies, as well as a module on critical thinking. Graduates of the ACE Academy recommended adding multiple course modules, such as dealing with difficulty people, effective communication, management skills, business ethics, and building self-esteem. Finally, the incentive for faculty members to attend and graduate from the academies proved interesting and attested to the intrinsic motivation within the college. LMA graduates reported interest in enhancing skills, while TLA graduates indicated improving comfort with academia. Since receiving the committee’s recommendations, the Executive Council has continued to evolve its course provi- sions, as demonstrated by the addition of the conflict resolution courses and continued work to meet the needs of the PCHCS faculty and staff members. The CAPE Course Development Committee will continue to analyze the data and work with other CAPE committees to determine other recommendations to improve the CAPE moving forward. ● Survey Results Dr. Pallavi Patel College of Health Care Sciences 17