Abstract: Providing full instructional support for a diverse community of learners is essential for the mission of any college, as well as for a society in need of professional workforce now and in the future. Learn about the unique relationship of the Academic Coordinator and the Instructional Designer within the context of support for a new, competency-based curriculum serving a large-enrollment, multi-campus cohort of learners in a professional Pharmacy Education program.
Abstract: Providing full instructional support for a diverse community of learners is essential for the mission of any college, as well as for a society in need of professional workforce now and in the future. Learn about the unique relationship of the Academic Coordinator and the Instructional Designer within the context of support for a new, competency-based curriculum serving a large-enrollment, multi-campus cohort of learners in a professional Pharmacy Education program.
Presentation Description and Goals: It is vital that effective educational support is provided for students to enable them to achieve the level of proficiency in both affective and cognitive learning domains. Within a large enrollment, 4-year program in professional health care, we’ll discuss how these goals are defined and supported by the collaborative relationship between the instructional designer, academic coordinator, faculty, and student affairs. This team helps to establish, design and maintain a present, stable and supportive learning environment for all of its learners from admission to graduation. A specific focus of this discovery session is to investigate the integral working relationship between the instructional designer and the academic coordinator to improve and maintain the quality of the course design and support for students and how this partnership serves to define new roles and responsibilities for both the designer and the coordinator. To expand our thinking of what is possible and still needed, we will reflect upon how well these roles and responsibilities are being implemented and through a creative application exercise, we will speculate on how we might expand into new collaborations to address student support needs and innovative course design over time.
Session Activities:
1. Define key objectives related to student success for stakeholders: (Student Affairs, Faculty, Academic Coordinator, ID position.)
2. Analyze key aspects of the collaborative, triadic relationship between the Faculty/ID/AC as it relates directly to support for these student learning objectives via the design and delivery and maintenance of a blended online course.
3. Reflect, Apply and Evaluate: Application exercise – Activity to reflect , self-assess (Create/provide checklist to do this) our own educational programs to determine the degree to which these needs are/are not fulfilled and make plans to achieve future goals