MEMORANDUMChair, Academic Council for the Medical CenterFall, 2003Seminar/DiscussionA = 91 – 100%GUIDELINES FOR ARTICLE CRITIQUES:POLICY ANALYSIS PAPERSeminar/Discussion and Electronic DiscussionsA = 90 – 100%POLICY ANALYSIS PAPERMEMORANDUM DATE: May 2, 2003 TO: Dr. James Holsinger, Jr. Chair, Academic Council for the Medical Center Deans, Department Chairs, Members of the University Senate FROM: Dr. Carolyn A. Williams Dean, College of Nursing SUBJECT: Application for course teaching methodology changes The faculty of the College of Nursing have approved and submit for your approval an application for a change in the teaching strategies used for NUR 778 Proseminar in Contemporary Health and Nursing Policy Issues (3 CH). Effective Dates: Fall, 2003 Rationale for proposed change: This course is a requirement for both the PhD in Nursing and the Doctor of Nursing Practice Programs. The course has been taught as part of the PhD Program since its inception 16 years ago, but not using a distributed learning format. Presently, it is only offered on Wednesdays in a 3-hour block to meet the scheduling needs of our PhD students. In order to accommodate the needs of our DNP students’ schedule, we plan to offer the course alternating the teaching approach (either distributed learning format combined with face-to-face seminar/lecture or face-to-face seminar/lecture instruction only) on a yearly basis (i.e., one year seminar lecture only as it has been taught, the next year in distributed learning format plus seminar/lecture). DNP and PhD students will have the option of registering for the course when it is offered via either method. The learning strategies will include a combination of in-class seminars, technologically-enhanced learning activities, self-directed reading and analysis, and experiential learning activities. We would like to highlight that the pedagogy is technologically-enhanced, and is not solely Web-based. Hence, the syllabus includes a variety of learning strategies. 1APPLICATION FOR CHANGE IN EXISTING COURSE: MAJOR & MINOR 1. Submitted by College of Nursing Date 5/2/03 __ Department/Division offering course College of Nursing_______________________________ 2. Changes proposed: (a) Present prefix and number NUR 778____ Proposed prefix and number ___No change_ _ __ (b) Present Title Proseminar in Contemporary Health and Nursing Policy Issues ______ ____ ___ (c) New Title ______________No Change ______ (d) Present credits: _____3_ Proposed credits: __no change____ __ ___ (e) Current lecture:laboratory ratio _____lecture only __ Proposed: ____no change_________ (f) Effective Date of Change: (Semester & Year) ______Fall, 2003 ___________________ 3. To be Cross-listed as ___________N/A_____________________________________________ 4. Proposed change in Bulletin description: (a) Present description (including prerequisite(s): A critical analysis of the development of policy related to health and nursing is emphasized. Attention is focused on the formation of a policy strategy to address a major policy issue affecting health care and the discipline of nursing Prerequisite: None (b) New description: No change in course description. (c) Prerequisite(s) for course as changed: No changes in prerequisities. 5. What has prompted this proposal? This course is a requirement for both the PhD in Nursing and the Doctor of Nursing Practice Programs. The course has been taught as part of the PhD Program since its inception 16 years ago, but not using a distributed learning format. Presently, it is only offered on Wednesdays in a 3-hour block to meet the scheduling needs of our PhD students. In order to accommodate the needs of our DNP students’ schedule, we plan to offer the course alternating the teaching approach (either distributed learning format combined with face-to-face seminar/lecture or face-to-face seminar/lecture instruction only) on a yearly basis (i.e., one year seminar/lecture only as it has been taught, the next year in distributed learning format plus seminar/lecture). DNP and PhD students will have the option of registering for the course when it is offered via either method. We believe that a distributed learning format will equally well meet the learning needs of students in both programs. Dean Carolyn Williams has taught this course for many years and will be teaching the course via the new format. The learning strategies will include a combination of seminar, lecture, and technologically-enhanced as well as experiential learning activities. This will bring the pedagogy in line with a distributed learning approach. Such an approach is similar to distance-learning, but differs in that multiple teaching strategies are used (including in-class time) and this methodology is unrelated to distance issues. Another 2difference is that distributed learning is not related to where the student is physically located. Instead, students learn when and where they are ready to do so. Contact hours in a course with more traditional pedagogy are based on in-class time. In distributed learning courses, contact hours are accounted for by a wider range of learning strategies, including in-class time and time students spend in organized learning activities delivered electronically and experientially. This includes discussions with faculty that occur electronically and face-to-face during individual conferences. Just as with more traditional pedagogies, students have additional assignments (homework) that supplement and expand what they are learning. College of Nursing students are oriented to this pedagogy in three ways: (1) they receive printed information in their Back To School packets; (2) all students receive in-depth, hands-on orientations during the first class of each course provided by the College of Nursing’s Manager of Instructional Technology; and (3) syllabi for each distributed learning course contain printed information on distributed learning and how to participate for maximal effectiveness. 6. If there are to be significant changes in the content or teaching objectives of this course, indicate changes: No changes in content or teaching