Course Descriptions

This course provides an overview of instructional strategy and assessment at both theoretical and practical levels. The course begins with students applying professional literature to generate an integrated strategy for a robust learning experience in a health profession (e.g., a three-day short course) including learning outcomes, assessments, and specific learning activities. Students then use both educational research literature and effectiveness feedback to critique, revise, and further integrate their instructional strategy and materials.

The course will cover both theoretical and applied aspects of statistics for use in social sciences and educational research. Students will learn about fundamental statistical concepts, scales of measurement, describing data (exploratory data analysis), the normal distribution and probability, the logic of hypothesis testing, elementary research methods, t-tests, chi-square test, and non-parametric tests. The course will emphasize the use of these methods and the interpretation of results using education and health sciences applications.

Participants in this course will develop proficiency in engaging in critical appraisal of research in the field of education. This course addresses foundational competencies for generating pertinent research questions and conducting academic reviews to facilitate participants contribution to the body of knowledge within evidence-based education and improve outcomes when practicing in the field of health professions education.  

This course will provide students with a comprehensive overview of the process of writing for scholarly journals. Students will read and analyze articles from a variety of journals, focusing on both the form and content of research articles, case studies, meta-analyses, theoretical articles, and book reviews.

The Impact Institute is a hybrid intensive for academic credit, designed around the primary objectives of the HPE program: interprofessional and cross-cultural education and teaching, educational leadership, and research. Each day of the intensive course will focus on different interest areas within these themes. Learners will select, engage with, and complete assignments that align to the themes and further their research. The Impact institute will help learners deeply examine topics and experiences through a more intensive, reflective, educational lens with their peers from many professions

This course will provide a foundation for creating and teaching in online learning environments.  The focus areas are pedagogy, infrastructure, design, and teaching online.  Topics important for online learning will include re-conceptualizing courses from the traditional classroom to online environments, designing, teaching, and managing online and hybrid learning environments, interacting with learner’s online, assessing student learning, and evaluating courses.

This course is designed to introduce students to the history, principles, and methods of qualitative research including field-based, description, and discovery-focused qualitative methods germane to educational research and program evaluation. This course will aid learners in conducting qualitative research and evaluating research studies. The course will cover the theoretical and multi-disciplinary origins of the method as a contrast to methods using quantitative data and experimental studies of phenomenon. We will examine the family of research strategies that fall under the paradigm of qualitative inquiry (such as ethnography, narrative analysis, visual methods, phenomenology, and grounded theory), and practice the qualitative interview and coding process.

This course provides an overview of bivariate inferential statistics, dependent data analytic techniques, and simple regression. This course is designed as an applied statistics course, meaning that we will move beyond abstract theoretical discussions and focus on the applications of statistical theory and knowledge to real-world education and health/social science data. The primary aims of this course are to build students’ capacity to use knowledge and a statistical software program to solve statistical problems, as well as to analyze and to interpret research data.

The primary aims of this course are to provide students with a foundation in multivariate data analytic techniques, including multiple regression, moderation, logistic regression, and principal components, and factor analysis. The course assumes a baseline (or greater) understanding of introductory statistics and simple regression (HPE 615 & HPE 715 are pre-requisites). This course is designed as an applied statistics course. Whereas HPE 715 delved deeply into a regression-based single data analytic strategy, HPE 720 explores multivariate data analytic techniques more broadly.

This course provides advanced concepts regarding the assessment, design, and implementation of evaluations of educational programs. Topics focus on all aspects of assessment design and implementation of educational evaluations, including considering the clinical context, audience, and purposes for evaluations, developing an evaluation plan, preparing the evaluation design, designing evaluation instruments and measures, collecting, analyzing, and reporting evaluation data, and adhering to professional ethical principles.

Theoretical knowledge acquired in concepts and strategies courses will be synthesized through a practicum in an educational setting. The practicum is a precepted experience with a master teacher selected by the faculty facilitator. Individual aspects and deliverables of the practicum experience will be negotiated between the student, preceptor, and faculty facilitator in a learning contract.

This course is designed to create a community of scholar-practitioners working together to explore a variety of constructs, principles, and models of leadership and to apply that learning to current, and future leadership experiences and opportunities. The course encourages a scholar-practitioner analysis of these experiences/opportunities with focused application to academic and professional goals of students. Students are expected to draw on learning from prior life experiences, and new learning acquired in this course to complete the course activities and produce products that focus on context-based problems in urban educational organizations (or others) and demonstrate evidenced-based leadership strategies for leveraging change.

Participants in this course will develop the skills necessary to generate, submit and defend a motivating and viable doctoral dissertation proposal aimed at advancing scholarship within the field of health professions education (by the end of the second year of doctoral study).

Candidates will have completed HPE 851 proposal, literature review, methods, data analysis at this juncture and will continue to work with committee members to advance research and progress of project, dissertation and prepare for publication. Dissertation Boot camp, Defense and publication.