DNHY!635!PRACTICUMI! COURSESYLLABUS! Winter2015!9582a3b18a6394d0bf2a... · 2 Table!of!Contents!...

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DNHY 635 PRACTICUM I COURSE SYLLABUS

Winter 2015

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Table of Contents COURSE DESCRIPTION: ................................................................................................................................................. 4 GENERAL INSTRUCTIONAL OBJECTIVES: ................................................................................................................ 4 COURSE REQUIREMENTS ............................................................................................................................................. 5 PREREQUISITES: ............................................................................................................................................................. 5 PRIMARY COURSE TEXTS: ........................................................................................................................................... 5 SUPPLEMENTAL TEXTS: ............................................................................................................................................... 6 OTHER RESOURCES: ...................................................................................................................................................... 7 COURSE INSTRUCTOR: .................................................................................................................................................. 8 COURSE HOURS: .............................................................................................................................................................. 8 OFFICE HOURS: Physical and Electronic ................................................................................................................. 8 ATTENDANCE POLICY: .................................................................................................................................................. 9 KEY DATES: ....................................................................................................................................................................... 9 MINIMUM TECHNICAL REQUIREMENTS: ............................................................................................................. 11 GETTING STARTED IN CANVAS ............................................................................................................................... 12 COMMUNICATING ELECTRONICALLY: .................................................................................................................. 13 SENDING AND RECEIVING EMAIL: .......................................................................................................................... 13 SPECIFIC LEARNING 0BJECTIVES: .......................................................................................................................... 14 REQUIRED COMPETENCIES: ..................................................................................................................................... 15 EWU MSDH COMPETENCIES ..................................................................................................................................... 15 REQUIRED LEARNING EXPERIENCES (also posted with Schedule and Syllabus) ................................... 19 LEARNING CONTRACT: .............................................................................................................................................. 20 BI WEEKLY DISCUSSIONS: ......................................................................................................................................... 21 BI-‐WEEKLY CONFERENCES: ...................................................................................................................................... 22 WEEKLY PLANS: ........................................................................................................................................................... 23 PARTICIPATION IN TEACHING/PROGRAM DEVELOPMENT AND/OR ADMINISTRATION: ................. 24 PRACTICUM EVALUATION METHODS: .................................................................................................................. 24 ELECTRONIC PORTFOLIO .......................................................................................................................................... 26 REFLECTIVE BLOGS: ................................................................................................................................................... 27 LEARNING CONTRACT ................................................................................................................................................ 28 SELF-‐ASSESS/REFLECTION PAPER: ....................................................................................................................... 28 REFLECTIVE BLOG RUBRIC ....................................................................................................................................... 29 WRITTEN ASSIGNMENT CRITERIA: ....................................................................................................................... 30 EWU WRITING CENTER: ............................................................................................................................................ 30

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OTHER WRITING SOURCES: ..................................................................................................................................... 30 EXAMPLE OF WRITTEN ASSIGNMENT CRITERIA/FORMAT .......................................................................... 31 WRITING RUBRIC ......................................................................................................................................................... 33 COURSE EVALUATION CRITERIA: ........................................................................................................................... 34 LATE ASSIGNMENT POLICY: ..................................................................................................................................... 35 EASTERN WASHINGTON UNIVERSITY GRADE SCALE: ..................................................................................... 35 TENTATIVE COURSE SCHEDULE: ............................................................................................................................ 36 OTHER RESOURCES: ................................................................................................................................................... 37 APPENDIX A ADMINISTRATIVE PRACTICUM EVALUATION .......................................................................... 38 APPENDIX B CLINICAL TEACHING PRACTICUM EVALUATION ..................................................................... 40 APPENDIX C DIDACTIC TEACHING PRACTICUM EVALUATION ..................................................................... 42 APPENDIX D TEACHER/COURSE EVALUATION ................................................................................................. 45 APPENDIX E HOST DIRECTOR EVALUATION OF PRACTICUM EXPERIENCE ............................................. 47 APPENDIX F PROGRAM DEVELOPMENT PRACTICUM EVALUATION .......................................................... 49

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DNHY 635 PRACTICUM I 5 credits

COURSE SYLLABUS

Winter 2015 COURSE DESCRIPTION: This course focuses on an individualized learning experience to apply principle and theories in an emphasis area. Approval required for off-‐campus sites. GENERAL INSTRUCTIONAL OBJECTIVES: At the end of the course the student should be able to: General Instructional Objectives Program Competency Provide students hands-‐on experience with the duties of a full-‐time dental hygiene faculty member or responsibilities of a community program developer.

F-‐1,F-‐2,F-‐3 F-‐4,F-‐6,G-‐1,G-‐4,G-‐7

Expose students to a variety of teaching and/or program development methods through interaction with experienced mentors.

C-‐5, C-‐6,G-‐1, G-‐2, G-‐3, G-‐4, G-‐7, H-‐6

Provide students with an administrative experience in program and/or curriculum development and/or management.

C-‐5, C-‐6,G-‐1, G-‐2, G-‐3, G-‐4,G-‐7, H-‐6

Develop and foster collaborative relationships with participating dental hygiene programs that assist in the development of future dental hygiene educators.

F-‐1,F-‐2,F-‐3,F-‐4, G-‐1,G-‐4, G-‐7

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COURSE REQUIREMENTS PREREQUISITES: DNHY 605 Components of Program Development DNHY 610 Educational Methodology DNHY 615 Advanced Educational Theory and Methods DNHY 625 Clinical Administration and Teaching PRIMARY COURSE TEXTS: Davis, B. G, (2009) Tools for Teaching, 2nd Ed. San Francisco, CA: Jossey-‐Bass. Subscription to LiveText program for electronic portfolio management. **An active LiveText account is a required resource for this course because at least one assignment must be submitted electronically using this online platform. LiveText is used by Eastern Washington University to provide an electronic platform to create an electronic portfolio, and it allows the department to demonstrate quality of learning. Students have the option to use their account for secure online storage of your academic work, and to create digital documents such as electronic portfolios or reflective journals, which can be shared with prospective employers or other audiences. You can purchase your account at online with a credit or debit card at www.livetext.com for $98.00. LiveText is a required resource in most of your MSDH courses and you can use the same account for any course that requires it for up to five years, so you only need to purchase the account one time. If you already have an active LiveText account, you do not need to purchase another one. After five years, you can extend your membership if you continue to need it for additional coursework or would like to maintain it for your personal use.

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SUPPLEMENTAL TEXTS: Billings, D.M. & Halstead, J.A. (2012). Teaching in nursing: A guide for faculty, 3rd Ed. St. Louis, MO: Elsevier Saunders.

Diamond, R. (2008). Designing and assessing courses & curricula. San Francisco, CA: Jossey-‐Bass. Huba, M.E. & Freed, J.E. (2000). Learner-‐centered on college campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon Merriam, S. B., and Caffarella, R. S. (2007). Learning in adulthood: A comprehensive guide.3rd Edition San Francisco, CA: Jossey-‐Bass.

Textbooks may be purchased from EWU Bookstore at: http://bookstore.ewu.edu/store1/home.aspx

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OTHER RESOURCES: Active Learning Practice for Schools (ALPS) Wide World’s Collaborative

Curriculum Design Tool (Harvard Graduate School of Education) Click on the CCDT-‐Create curriculum units online link and register to be a user. Review the site to determine if it might be useful for curriculum or course design. http://learnweb.harvard.edu/alps/home/index.cfm

American Dental Association Commission on Dental Accreditation. (2013). Accreditation Standards for Dental Hygiene Education. Chicago, IL: ADA.

http://www.ada.org/~/media/CODA/Files/dh.pdf American Dental Hygienists’ Association. Standards for Clinical Dental Hygiene

Practice http://www.adha.org/resources-‐docs/7261_Standards_Clinical_Practice.pdf

Professional Roles of the Dental Hygienist. Chicago, IL: ADHA.

http://www.adha.org/professional-‐roles Chickering, A.W. & Gamson, Z. F. Seven Principles of Good Practice in Undergraduate

Education http://files.eric.ed.gov/fulltext/ED282491.pdf Prideaux, D. (2003). ABC’s of learning and teaching in medicine. BMJ. 326; 268-‐

270. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/

Ramer, S.L., Hay, M. L. (2003). Using Electronic Portfolios to Measure Student Achievement and Assess Curricular Integrity. Nurse Educator. 28(1): 31-‐26. http://www.stanford.edu/dept/SUSE/projects/ireport/articles/e-‐portfolio/Using%20Electronic%20Portfolios%20to%20measure%20student%20achievement.pdf

Richardson, W. (2006). The Educator’s Guide to the Read/Write Web.

Educational Leadership, 63(4): 24-‐27. http://jdorman.wikispaces.com/file/view/An+Educators+Guide+to+the+Read+Write+Web.pdf

University of Minnesota Center for Teaching & Learning

http://www1.umn.edu/ohr/teachlearn/resources/index.html Reading materials from online sources, databases and websites, may be assigned to enhance the learning experience.

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COURSE INSTRUCTOR: Ann O’Kelley Wetmore, RDH, BSDH, MSDH Assistant Professor, Course Director 310 N. Riverpoint Blvd. Box E Room 270N Spokane, WA 99202 (509) 828-‐1321 COURSE HOURS: This is an asynchronous online course with the following time commitment and weekly interaction requirements. In order to be successful the student should devote 3 hours per week for each credit. Although the majority of course time will be spent in practicum experiences students will gain valuable knowledge from sharing experiences with other students on a weekly basis. Therefore, the student should plan on discussion board activities that require logging in to the course at least 3 times a week to participate fully in course activities. Noting that course participants may have work responsibilities during the week and course work may affect weekend time, time management strategies can minimize time spent in the course on weekends. The instructor will determine the best days for discussion deadlines according to student feedback. OFFICE HOURS: Physical and Electronic I have an open door office policy therefore; I will be available to you, as you need me both in the office and online. I will notify you when I will be away from my office or email. Please feel free to call me as needed. Office Phone: (509) 828-‐1321 Cell/Home Phone (713) 408-‐1321 Email: “I will respond to all emails within 48 hours except weekends and holidays unless otherwise posted via email to all course participants.” Primary Course Email: [email protected] I will be available by appointment either for SKYPE sessions to discuss the course and or answer questions individually or as a group by appointment. I would request that these meetings be scheduled at least 4 days so that I can plan accordingly, however you may use email, text, or the EagleExpresso shop also. Additionally conferences may be set up in CANVAS. EWU Email is the main form of communication for this course. If at any time there is a problem with EWU email, students may call the instructor to discuss another form of electronic communication.

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ATTENDANCE POLICY: Whenever possible, students should notify the instructor if they are unable to participate in course activities and discussions. Participation in online discussion boards and group activities will be monitored by the instructor. The student will receive an email from the instructor if the student is not “attending” to the course. KEY DATES: Beginning Date: January 5, 2015 Last day of Instruction: March 16, 2015 Finals Week: March 17-‐20, 2015 Ending Date: March 20, 2015 Grades Posted by March 25, 2015

ACADEMIC INTEGRITY STATEMENT: EWU looks at issues of academic integrity (ie. plagiarism and/or cheating) as a very serious offense subject to dismissal from the university after repeated incidences. Failure to exhibit academic integrity in this course will result in a grade deduction that will be based on a case by case basis, pending severity.

EQUAL OPPORTUNITY STATEMENT: No person shall, on the basis of age, race, creed, religion, color, gender, pregnancy, marital status, sexual orientation, gender identity or expression, national origin, genetic information, families with children, protected veteran or military status, HIV or hepatitis C, status as a mother breastfeeding her child, or the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of Eastern Washington University as provided for and to the extent required by state and federal laws. AFFIRMATIVE ACTION STATEMENT: Eastern Washington University adheres to affirmative action policies to promote diversity and equal opportunity for all faculty and students.

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ADA STATEMENT: Eastern Washington University is committed to providing support for students with disabilities. If you are a student with physical, learning, emotional, or psychological disabilities needing an accommodation, you are encouraged to stop by Disability Support Services (DSS), TAW 124 and speak with Kevin Hills, the Manager DSS or call 509-‐359-‐6871. INTERPROFESSIONAL EDUCATION (IPE) STATEMENT The Department of Dental Hygiene strongly values interprofessional education (IPE). IPE is essential to prepare health professions students for deliberative collaboration with a common goal of safer and better patient-‐centered care. Dental Hygiene students should be offered opportunities to engage in interactive learning with those outside their own profession as a routine part of their education. IPE ultimately results in increased value for other health care professionals, improved quality of care for the community, and enhanced skills and communication. The Department alerts students to potential IPE opportunities in hopes that each student can participate in quarterly IPE events.

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MINIMUM TECHNICAL REQUIREMENTS: Must be able to e-‐mail and access the Internet using a computer with a current version of an operating system ( PC: Windows XP, Vista, or Windows 7 320GB preferred, 3GB of RAM minimum or Mac : System 10.2 or later (Snow Leopard OS preferred ), a word processing package, a spreadsheet package, and presentation software,

Macromedia Flash Player, and QuickTime player. Notebooks and iPads are not acceptable Hardware: 1. Modem, minimum 56 kbps. Since this course involves sending and receiving large files of information and meeting online, you may find that a high-‐speed DSL or cable internet connection is advantageous.

2. CD burner and/or USB port 3. CD ROM with sound card 4. 100 MB free space on hard drive 5. Microphone for group presentations 6. Web Camera and or video camera with access to wmv. OR avi. files Software: 1. Microsoft WORD and PowerPoint are required as your word processing program to assure that every faculty member can read your attachments.

2. Browsers for Windows or Macintosh: • Microsoft Internet Explorer Web Browser v.6 or 7 (for Win XP only),Firefox 15.1 (Win XP, Vista or Mac), OR Apple Safari Web Browser for Mac

• Ensure Java, JavaScript, and Cookies are enabled on your browser. • Adobe Acrobat Reader 10.0 or later plug-‐in and RealAudio plug-‐in (free internet download)

• QuickTime player (free internet download) • iTunes (free internet download)

3. Allow popups and configure your firewall to trust/allow https://canvas.ewu.edu/ 4. Email program from which you can send and receive attachments. ([email protected]) Outlook and Entourage are options for managing calendars and emails.

5. Microsoft Office Word, Power Point, and Excel 2007 or later are required. You must have the option of saving a document as a pdf. (If using a MAC, you need to make sure you can convert documents to Microsoft Word 2003)You may purchase a student version of Microsoft Word with Power Point and Excel at a discounted price as a student through many companies. Note: Check with the University Bookstore to find out discounted student prices at www.bookstore.ewu.edu or call (509)456-‐2800.

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GETTING STARTED IN CANVAS The electronic classrooms for this course are located in CANVAS. Open your Internet browser; preferably Mozilla or Google Chrome. Login using your EWU LADP/Net Student ID [username] and Password. 1. Your student “Home” page has a list of current activity and a link to your calendar. 2. Inbox in upper right for messages both written and voice. 3. Courses, Assignments, Grades, and Calendar are located in tabs at the top of the page 4. Use the Drop-‐down Menu under Courses to enter the CANVAS Classroom.

The CANVAS Classrooms (Left side Menu) Home Course Description and Goals MSDH Competencies

Announcements Course Announcements from Instructor

Syllabus Syllabus Schedule

Modules Weekly Course Content Presentations Readings Link to Blog Questions & Blog Link to Discussion Questions & Discussion Board Links to pages

Assignments Assignments Rubrics both pdf and built-‐in Submit Assignments here

Discussions Eaglexpresso Coffee Shop Discussion Forums

Grades Lists of grades on assignments Weighted grade totals

People Info about Instructor Info about Students

Pages EWU Library Resources Database Information Instructor Resources List of Required Texts Supplement Texts Links for media production and help sheets

Left Menu Resources APA,EWU Library, EWU Online Writing, PDP, Livetext, Research, Browser

Conferences Area for instructor to discuss with student

Collaboration Area for students to work on projects together

Technical Assistance Use Help in Upper Right corner or the Helpdesk.

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COMMUNICATING ELECTRONICALLY: Netiquette Expectations (courtesy from Clemson University; retrieved on 6/26/2009 http://www.hehd.clemson.edu/ode/pages/syllabustemplate.php) Always practice Internet Etiquette when communicating electronically. The purpose of communicating electronically in an online course is to share information. • Be respectful of other participants, their time, their bandwidth, and their opinions. • Remember that you are communicating with people who do not have the advantage of seeing your body language or hearing your voice inflections, and who may interpret your message differently than you intended. • Using ALL CAPS may be interpreted as shouting

• Use humor and sarcasm carefully (we can't see the "twinkle in your eye"); add emoticons to provide a visual representation of your intent • Keep your critiques constructive; antagonistic criticism is called "flaming" and may cause an unwanted reaction • Remember that you are judged by the quality of your writing.

o Spelling and grammar do count o Be coherent and succinct o Do not plagiarize; respect copyrights o Do not depend on a single source when contributing new information from external resources

• Be professional SENDING AND RECEIVING EMAIL: I will respond to all inquiries, questions, and other electronic correspondence within a timely, but not necessarily immediate, manner. I will answer most electronic communications within 48 hours. All e-‐mail messages from the instructor will be sent to the student's EWU e-‐mail address.

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SPECIFIC LEARNING 0BJECTIVES: At the end of the course, the student will be able to: 1. Formulate a learning contract for an individualized practicum experience with objectives that link to EWU MSDH competencies.

2. Utilize prior MSDH coursework, to fulfill the responsibilities of a teacher, administrator, program developer, and or researcher in a chosen practicum experience.

3. Implement a course syllabus or program developed in DNHY 615.

4. Use critical thinking, reflection, and self-‐assessment skills to evaluate learning contract objectives upon completion of practicum.

5. Enhance learning through participation in weekly discussions and bi-‐weekly conferences with peers and practicum course director.

6. Document learning in an electronic portfolio.

7. Critique cultural sensitivity skills by providing examples of being culturally sensitive.

8. Support the role of advocate by relating to a personal experience during the practicum.

9. Integrate skills in technology within the practicum experience.

10. Value feedback from practicum mentors, students, program directors, clients through reflective writing.

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REQUIRED COMPETENCIES: The student must provide supporting evidence to demonstrate the following competencies by the completion of DNHY 635 Practicum I and DNHY 645 Practicum II; however, they may be finished in any order. It is suggested that the student complete one 5-‐credit practicum with an administrative emphasis and one 5-‐credit practicum with a clinical and/ or didactic teaching/ program development emphasis to meet all competencies.

EWU MSDH CORE COMPETENCIES

Diversity, Social, and Cultural Sensitivity refers to the ability to engage and interact with individuals and groups across and within diverse communities and cultures in an effective and respectful manner. 1. Recognize the impact of health status and ability, age, gender, ethnicity, and social, economic, and cultural factors on health and disease, health beliefs and attitudes, health literacy, and the determinants of health. 2. Model cultural sensitivity in all professional endeavors. 3. Identify the needs of vulnerable populations and communities to prevent and control oral diseases and reduce health disparities. 4. Develop programs and strategies responsive to the diverse cultural and ethnic values and traditions of the communities served. Health Care Policy, Interprofessional Collaboration, and Advocacy refers to the understanding of policy and its development, the value of collegiality and interprofessional collaboration, and advocacy related to the promotion of health, education, and the profession of dental hygiene. 1. Examine legislative and regulatory processes that determine policy, health priorities, and funding for health care and education programs. 2. Identify principles related to the organization and financing of various health care delivery systems. 3. Evaluate the impact of legislation, regulation, and policy on oral and general health, education, policy issues, and trends at the national, state, and local levels. 4. Participate in the public policy process to influence consumer groups, businesses, and governmental agencies to support education and oral health care initiatives.

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5. Determine evidence and data needed to support the development of new workforce models including their impact on oral health and overall health from a policy perspective. 6. Examine methods of facilitating access and partnerships to enhance health care and education. 7. Establish and promote interprofessional collaborations with other professionals, interest groups, and social service agencies to promote and restore health. Health Informatics and Technology relates to the ability to recognize and utilize technology to advance research, health care, teaching, and education. 1. Demonstrate the ability to access, evaluate, and interpret data from various information systems. 2. Identify existing and emerging technologies and their applications. 3. Determine the appropriate technology and software systems in the design, implementation, and evaluation of community or educational programs. 4. Demonstrate knowledge of the legal, ethical, and social issues related to emerging technology and communication/social networks. 5. Utilize information technology and health informatics in health care, educational, business, and/or other employment settings. 6. Use information technology to promote and advocate for programs and policies. 7. Demonstrate effective written, oral, and electronic communication skills. Health Promotion and Disease Prevention refers to all aspects of health promotion, risk assessment and reduction, and education of individuals, families, and communities in the promotion of optimal oral health and its relationship to general health. 1. Design programs to reduce risks and promote health that are appropriate to health status and ability, age, gender, ethnicity, social, economic, cultural factors, and available resources. 2. Use epidemiological, social, and environmental data to evaluate the oral health status of individuals, families, groups, and communities. 3. Incorporate health promotion theories and translational research into developing teaching and oral health counseling strategies that preserve and promote health and healthy lifestyles. 4. Foster interprofessional collaborations to optimize health for individuals and/or communities. 5. Evaluate the impact of oral disease on overall health to determine patient or community risk and in the development of intervention and prevention strategies to optimize positive health outcomes.

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Leadership refers to the ability to inspire individual, community, and/or organizational excellence, create and communicate a shared vision, and successfully manage change to attain an organization’s strategic ends and successful performance. 1. Examine the dynamic interactions of human and social systems and how they affect relationships among individuals, groups, organizations, and communities. 2. Disseminate new knowledge and contribute to best practices in the profession. 3. Apply leadership skills, theories, and principles in interactions with groups and organizations to enhance innovation and change. 4. Advocate for the advancement of the dental hygiene profession and oral health improvement through service activities and affiliations with professional associations. 5. Develop strategies to motivate others for collaborative problem-‐solving, decision making, and evaluation. 6. Demonstrate team-‐building, negotiation, and conflict management skills. 7. Demonstrate knowledge of coaching, mentoring, and networking skills in interactions with individuals, groups, organizations, and/or communities. Professionalism refers to the ability to demonstrate, through knowledge and behavior, a commitment to the highest standards of competence, ethics, integrity, responsibility, and accountability in all professional endeavors. 1. Apply self-‐assessment skills and lifelong learning to enhance professional development. 2. Demonstrate a commitment to standards of excellence in any role of the dental hygienist. 3. Employ a professional code of ethics in all endeavors. 4. Demonstrate responsibility and accountability for actions within the various roles of the dental hygienist according to defined standards, regulations, and policies. 5. Recognize one’s obligation to take action to enhance the health, welfare, and interest of a diverse society. 6. Promote high standards of personal and organizational integrity, honesty, and respect for all people and communities. Program Development and Administration relates to the assessment, planning, implementation, and evaluation of programs and systems related to an area of emphasis such as teaching, education, community outreach, or other area. 1. Demonstrate a program development process to include assessment, planning, implementation, and evaluation to meet the goals of a developed program. 2. Develop collaborative partnerships to accomplish program goals.

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3. Select program development models to meet specific program objectives. 4. Apply outcomes assessment and quality improvement models that apply to and evaluate programs. 5. Examine financing and resource management processes within organizational systems. 6. Formulate a comprehensive strategic plan for a department, organization, association, or other entity. 7. Employ basic managerial, administrative, interpersonal, and human relations skills in a team-‐based environment. Scholarly Inquiry and Research relates to the ability to utilize scientific theory, research methodology, and research findings, as well as critical and reflective thinking for clinical and/or organizational evidence-‐based decision making. 1. Apply the research process to an identified problem. 2. Demonstrate professional writing and presentation skills in the dissemination of research findings. 3. Conduct a comprehensive systematic literature search relevant to a specific topic and critically evaluate the evidence gathered. 4. Demonstrate skill in proposal development and writing. 5. Analyze and interpret quantitative and qualitative data from the research literature to guide problem-‐solving and evidence-‐based decision making. 6. Synthesize information from evidence-‐based literature to apply to a community health, education, clinical practice, and/or research problem. 7. Design and implement a scholarly project in an area of emphasis.

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REQUIRED LEARNING EXPERIENCES (also posted with Schedule and Syllabus) Assignment Content Due Date Evaluation Points % of

Grade Learning Contract

Plan for meeting MSDH Competencies

January 9, 2015

100 10%

Self-‐Assessment March 15, 2015

Self-‐Assessment of Practicum based on Learning Contract

100

Bi Weekly Discussions/ Conferences

Weekly Topic As assigned

Alternating BiWeekly Discussion Boards on Friday at midnight and BiWeekly Conferences TBD

Online Discussion Rubric

10/ week

10%

Weekly Plans Template in CANVAS

Every Thursday at midnight

Lesson Plan Rubric/ To Do Rubric

100/week 20%

Participation in selected course/program development/ delivery and/or administrative related experiences as assigned by host institution

To be determined by practicum emphasis, host institution needs, and fulfillment of student learning contract

March 15, 2015

Evaluations (see evaluation information in this syllabus)

100 points per completed evaluation process required by practicum content

20%

Learning Outcomes E-‐Portfolio

Documentation, reflection, and artifacts to prove MSDH competency

March 17, 2015

Electronic Portfolio Rubric And MSDH competencies.

300 30%

Ten Reflective Blogs

Weekly Reflections Weekly on Monday at midnight

Reflective Blog Rubric 40/ Week for 400 total points

10%

Compilation of Blogs

March 17, 2015

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LEARNING CONTRACT: The student will develop a learning contract in conjunction with the instructor and/or the host institution mentor using the following template (see sample below). The learning contract should propose learning experiences you plan to complete this quarter to meet competencies. All EWU MSDH competencies should be met by the completion of DNHY 645 therefore the student should plan wisely when developing their learning contract. It is advised that you identify the EWU MSDH competency in your objectives of your learning contract. This will aid in electronic portfolio management.

Learning Contract Sample Student Name Practicum Type: Quarter/Year: Practicum Site: Mentor: Learning Objective

Learning Resources and Activities

Evidence of Accomplishment

Evaluation Criteria and Validation

Competency Number

Attend ADEA Annual Session Comp. VII 3-1

ADEA Lunch and Learns, Plenary Sessions, and Poster Sessions

Certificate of Attendance

Certificate of Attendance and Written Report in E-Portfolio

Domain IV 8.1

OR Attend ADEA Annual Session Comp. VII 3-1

ADEA Lunch and Learns, Plenary Sessions, and Poster Sessions

Certificate of Attendance

Certificate of Attendance and Written Report in E-Portfolio

8.1

Key: Green describes Domain IV You may want to use ink or shading colors to identify the domains and use numbers for the competency or just add another column as illustrated above. Identification of the competency/ies will help you organize your e-‐portfolio.

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BI WEEKLY DISCUSSIONS: Every two weeks a discussion question relevant to student experiences and or the weekly topic is posted in the Discussion Board and Weekly Course Material areas in CANVAS. It is expected that the quality of the initial posting be of a graduate student caliber and reflect critical analysis as outlined in the Excellent category of the Online Discussion rubric. Points are deducted for late postings as well as quantity of postings. Full points are earned based on quality and quantity of postings. All students are responsible for posting bi-‐weekly in the CANVAS Discussion Board by midnight on Friday and responding to classmates by midnight on Tuesday.

Discussion Evaluation

Modified from: http://www.hehd.clemson.edu/ode/pages/syllabustemplate.php

Weekly Discussions 10 points per week Total points for qtr.=100 Criteria Excellent (5) Good (4) Average (3) Below

Average (2) Poor (1)

Postings/ Timeliness

Responded at least once to each classmate in addition to original post Initial posting and all responses to classmates completed on time

Responded to each classmate at least once in addition to original post Most postings are completed on time

Did not respond to each classmate at least once Some postings completed on time

Minimal postings No postings

Description of Contribution

Use of analysis, synthesis, and evaluation; Critical and/or creative contribution; Very clear that readings are understood and incorporated well into responses; Asks questions that extend the discussion; makes insightful, critical comments; Contributes new information and identifies the source

Use of comprehension and application; Readings are understood and incorporated into responses; Exhibits good insights and understanding of discussion question; Relates the issue to prior material covered in the course.

Use of knowledge; Postings are not on track with readings; Repeats basic correct information related to discussion

Seemingly no evidence that readings were understood or incorporated into the discussion; Did not do the readings

No participation

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BI-‐WEEKLY CONFERENCES: On the alternating weeks with the DiscussionBoard, students are required to participate in an online conference using the Conference tool in CANVAS. Students receive a poll to determine the best time for these conferences. Students have an opportunity to suggest topics. All conferences are arranged by the instructor. Unlike the weekly discussions and blogs that are organized around concepts in order for the student to demonstrate synthesis of previous coursework, conference topics are related to specific student experiences and or questions that arise during the practicum. In addition to the bi-‐weekly required conferences students may request a conference with the instructor at any time. Virtual office hours are posted in CANVAS.

Students must have a microphone headset and a webcam. Students who try to attend a conference without these will receive 0 points for the week.

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WEEKLY PLANS: All students submit weekly plans to the Practicum Course Director. These reports have different formats depending on the student’s practicum focus or foci.

• For those students working on a didactic teaching practicum o Students will create weekly lesson plans using the Lesson Plan Format template in CANVAS.

• For those students working on a clinical teaching practicum o Students will create a list of teaching goals for the week using the EWU Clinical Teaching Weekly Goals template in CANVAS

• For those students working on a program practicum o Students will create weekly lesson plans using the Lesson Plan Format template in CANVAS.

• For those students working on an administrative practicum (either academic or programmatic)

o Students will create a weekly report using the Practicum Weekly Tracking Sheet template in CANVAS.

• For those students working on both a teaching and administrative practicum o Students will create a weekly Lesson Plan or a Activity Report using the templates provided in CANVAS depending on the assignments agreed upon between the student and their mentor.

The instructor will attempt to provide feedback by Friday at midnight so students have an opportunity to make adjustments as needed to their weekly plan and track what they will be doing. Students may submit prior to Thursday at midnight if they require feedback sooner. Students may also submit up to 2 weeks of plans for review prior to implementation. DUE DATE: Weekly plans are due on Thursday at midnight. Students must follow templates provided and submit via CANVAS Assignment tool. Late submissions will result in a grade deduction. See late assignment policy.

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PARTICIPATION IN TEACHING/PROGRAM DEVELOPMENT AND/OR ADMINISTRATION: Students are required to participate in selected course/program development / delivery and administrative experiences as assigned by the host institution and approved by EWU graduate faculty and program director. The EWU graduate program strongly suggests that all graduate students seeking an academic career, upon completion of this course and DNHY 645, have documented experience in didactic and/or clinical course management as well as program administration. All paperwork required for practicum experiences is included in the EWU Practicum guidelines. PRACTICUM EVALUATION METHODS: Practicum Emphasis

Evaluation Methods

Points

Who What How Teaching Didactic and/or Clinical

Host Program Director

Benefit of hosting practicum

Appendix E* 100

Host Mentor MSDH Student Learning Objectives Met

Student Designed Form See Practicum Guidelines

100

Students Course Evaluations of content and methodology

Student designed form, example in Appendix D**

100

Faculty member other than Mentor

Content and methodology

Appendix B or C*

100

MSDH Student Self-‐Assessment of Learning Contract

100

Administrative Host Program Director


Appendix E* 100

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Host Mentor ( may be program director as well)

MSDH Student Learning Objectives Met


100


100

Program Development

Host Program Director


Appendix E* 100

Host Mentor MSDH Student Learning Objectives Met


100

Program Content Expert


Appendix F*

Program participants


Student designed form, example in Appendix D**


100

All Practicums: Students must complete the Practicum Evaluation included in the Practicum guidelines in order to provide feedback on the practicum experience. If both Practicum II and I are completed at the same site, the student only needs to evaluate the site once. * This form is available in CANVAS as a pdf fillable form that can be emailed to the appropriate evaluator and submitted back to the course director and student by email. **Student must contact the course director by January 16, 2015 if they want this form in a pdf fillable electronic course evaluation. Student will submit an example using this template and objectives appropriate to practicum experience either clinical teaching, didactic teaching, or program presenter. It is suggested that clinical teaching evaluations be completed in this manner because it may be difficult to access all learners at the same time.

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ELECTRONIC PORTFOLIO Course participants will create an e-‐portfolio in LiveText. Students may share their e-‐portfolio for peer learning. Students are encouraged to collect all documentation and artifacts related to this course and save them in an online file. The electronic portfolio is a means by which the student demonstrates mastery of the core competencies for the MSDH program. Assignments, projects, and practicum experiences for each course are designed to assist the student in meeting these competencies. Students should post artifacts, with reflection, that support the competencies for each course in the e-‐portfolio. Students are encouraged to collect all documentation and artifacts related to this course and save them in an online file. It may be helpful to identify the MSDH Domain and Competency in organizing documentation. Artifacts that prove competency include collection of work samples, such as digital video, digital pictures, PowerPoints, lesson plans, course/teaching evaluations, self-‐assessments, reflections, and other documents that demonstrate competence in each of the required learning experiences. Students must provide evidence of improvement in competencies as they progress through the curriculum; therefore, some competencies will have more than one artifact as the artifacts and reflections demonstrate growth over time. Students will receive full credit each quarter for their e-‐portfolio if all MSDH competencies addressed in all courses that the student is enrolled in for that quarter are updated with appropriate course materials, artifacts, and relevant reflection. DUE DATE: March 17, 2015

E-‐Portfolio Evaluation An MSDH electronic portfolio rubric is posted in CANVAS for feedback.

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REFLECTIVE BLOGS: Discuss your learning this quarter including an evaluation of what you learned from the various readings, assignments, and discussions by blogging at least once a week in the MSDH Class of 2015 Blog. Guiding questions are posted in CANVAS to enhance your reflective learning. In addition, students should collect blogs in a Word document and include this document in their electronic portfolio. A reflective rubric is posted in CANVAS for evaluating the quality of reflection. Late postings will have point deductions unless the instructor is notified.

DUE DATE: Weekly blogs are due on Monday at midnight. First blog is due: January 12, 2015. Late submissions will result in a grade deduction. A compilation of all blogs is due in the Eportfolio by midnight on March 17, 2015. See late assignment policy.

Reflection Blog Evaluation The instructor will provide feedback in the following manner. See written assignment criteria for format. Content Reflection Rubric to be posted in CANVAS 100 Total Points 100

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LEARNING CONTRACT SELF-‐ASSESS/REFLECTION PAPER: Reflect on your practicum experience this quarter in a 3-‐5 page double-‐spaced paper. Use your learning contract for guidance to self-‐assess your learning and competency. In addition, utilize the readings, assignments, and discussions, weekly blogs, and personal calendar to assist you in development of this paper. This paper must written using academic conventions and APA format. DUE DATE: Student will submit Learning Contract Self-‐assess/Reflection paper through the Submit Assignment Tool in CANVAS by midnight on March 15, 2015. See late assignment policy.

Reflection Evaluation The instructor will provide feedback in the following manner. See written assignment criteria for format. Blogs Reflective Blog Rubric 100 Learning Contract Self-‐Assessment/ Reflection Paper

Learning Contract Rubric 100

Study without reflection is a waste of time; reflection without study is dangerous.

Confucius

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REFLECTIVE BLOG RUBRIC

Reflective Blog Rubric

ELEMENTS OF REFLECTIVE PROCESS

BEGINNING NON REFLECTOR

REFLECTOR

CRITICAL REFLECTOR

Attending to feelings Sharing Personal Experience

Blog has no reference to personal learning experiences.

Blog conveys a single personal feeling about one’s learning experiences.

Blog conveys some personal feelings about one’s learning experience but does not relate them to personal learning.

Blog always conveys personal feelings as the student reflects on learning experiences and relates them to future personal learning.

Association Relating the old and the new…Making way for the new.

Blog is only descriptive and does not provide evidence of linking prior knowledge with new experiences.

Blog provides little evidence of linking prior knowledge with new clinical experiences.

Blog provides evidence of student considering whether prior knowledge is consistent with new experiences.

Blog provides evidence of reassessing and modifying prior knowledge, feelings, and attitudes to accommodate new and future experiences.

Integration

Relating old and New… Emerging originality

Blog entries make no reference to issues raised through readings, and/or class activities

Blog entries make a brief reference to issues raised through readings, and/or class activities

Blog entries demonstrate student awareness of the key issues raised through readings, and/or class activities

Blog entries demonstrate student comprehension of key issues raised through readings, and/or class activities

Validation

Sell-assessing new and old knowledge

Blogs are superficial and do not provide evidence of self-assessment.

Blogs demonstrate student self-assessing the experience.

Blogs demonstrates student self-assessing the experience and occasionally relating knowledge gained in experience to prior knowledge and beliefs

Blogs demonstrate student self-assessing the experience and consistently relating knowledge gained in experience to prior knowledge and beliefs.

Appropriation

Inference of learning

Blog does not demonstrate that student comprehends or making inferences on learning experiences.

Blog demonstrates student has some basic comprehension of learning experience but does not infer experiences to prior knowledge or experiences.

Blog demonstrates student comprehends learning experiences and makes inferences to prior knowledge and experiences.

Blog demonstrates student is able to make inferences and synthesize learning experiences, prior knowledge, and experiences.

Outcome of Reflection

Does not reflect on own work at all and no examples are provided

Reflects on own work and improvements in knowledge, feelings, and attitudes on occasion but does not consistently provide examples.

Demonstrates an ability to reflect on own work and change knowledge, feelings and attitudes by providing examples of new actions most of the time.

Demonstrates an ability to reflect on own work; apply new knowledge, feelings, and attitudes by always providing examples of committing to new actions.

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WRITTEN ASSIGNMENT CRITERIA: *Note: All written assignments must be typed and doubled spaced and must include a title unless otherwise instructed. As professionals, you are expected to effectively manage your time to ensure that all assignments will be turned in on time. You will not be allowed to submit late assignments via the Submit Assignment Tool in CANVAS. In the case of an emergency, students are to contact the instructor as soon as possible to arrange to turn in the assignment. Late assignments may have points deducted accordingly. Any written assignment that does not meet the competent areas of the EWU Writing Rubric will receive a 10-‐point score deduction from the total points for that particular assignment. The instructor will provide timely feedback on all writing. If the instructor deems the assignment needs to be rewritten, the student will have 5 days to edit the document accordingly and resubmit to the instructor. The opportunity is meant for student learning and growth in academic writing and the original grade will not be changed. The student must edit all assignments based on instructor feedback prior to posting in E-‐Value in order to receive full rubric credit. EWU WRITING CENTER:

EWU has an online writing center that you may access via http://access.ewu.edu/Writers-‐Center.xml The Writing Center is intended to guide the student in organizing their writing and helping with structure. It is not an editing service. You must make an appointment. Online learners who are returning to academia may find this service to be very helpful. OTHER WRITING SOURCES: APA MANUAL 6th Edition

http://owl.english.purdue.edu/owl/resource/560/01/ http://www.iupui.edu/~uwc/handouts.html

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EXAMPLE OF WRITTEN ASSIGNMENT CRITERIA/FORMAT

Title Page Running head: REFLECTIONS ( All upper case)

Reflections (Upper and Lowercase Centered) by

Ann O’Kelley Wetmore

In partial fulfillment

of the requirements for

DNHY 615: Advanced Educational Theory And Methods

Date

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Body

REFLECTIONS (just the title, not the words running head) 1

Introduction

Directions

Body of the paper should be typed, double-spaced. Use an Arial or Times New Roman 12

point font. Note the Times New Roman does not take so much room and will help you with

managing page space. Use APA margin format with .5 inch left indent. Use page numbers in top

right with a running head that includes a shortened version of the title. Use headings to organize the

contents as needed.

Body of the paper should be typed, double-spaced. Use an Arial or Times New Roman 12 point font.

Note the Times New Roman does not take so much room and will help you with managing page space. Use

APA margin format with .5 inch left indent. Use page numbers in top right with a running head that includes

a shortened version of the title. Use headings to organize the contents as needed.

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WRITING RUBRIC

Abilities Competent (3 pts) Novice (2 pts) Beginner (1 pt)

Clarity Expresses thoughts clearly. Provides examples to illustrate points.

Most thoughts are clear, but some are ambiguous or unclear. Some examples are occasionally used.

Most thoughts are unclear and examples are not used.

Accuracy Thoughts are accurate and based on credible evidence. Evidence is provided and identified

Most thoughts are accurate and based on credible evidence. Some evidence is base on authority or tradition.

Thoughts are inaccurate and some evidence is based on authority or tradition.

Relevance Thoughts are connected to the purpose of the activity or assignment.

Most thoughts have a bearing on the purpose of the activity or assignment.

Thoughts have an obscure connection or are unrelated to the purpose of the activity or assignment.

Depth Thoughts examine the complex issues and details surrounding the purpose of the activity or assignment.

Thoughts examine some of the complex issues and details surrounding the purpose of the activity or assignment.

Thoughts examine a superficial review of the issues surrounding the purpose of the activity or assignment.

Breadth Multiple points of view or a broad perspective are recognized and carefully examined for consideration.

Some perspectives are recognized and examined for consideration. A few egocentric thoughts might be evident.

Some perspectives are recognized, but not considered. OR Most thoughts are egocentric.

Logic Thoughts make sense by following a rational line of reasoning. Thoughts follow from the evidence.

Most thoughts follow one another. Most thoughts follow from the evidence.

Thoughts do not follow each other. Thoughts do not follow from the evidence.

Writing Style Follows a scientific writing style. Communicates needed information effectively and efficiently according to a given format. Uses complex and varied sentence structure. Effective word choice. Transitions are used.

Approximates the scientific style. Communicates needed information according to a given format. Minimal errors in grammar, sentence structure, spelling, or usage. Transitions are used occasionally.

No sense of the scientific writing style. Lack of communication of needed information. Persistent errors in grammar, sentence structure, spelling, or usage. Transitions are not used.

APA style and Paper Format

References are properly cited within the paper. Reference page is properly completed with a few errors. Paper includes a title page, headings and page numbers at the top right. Paragraphs and double-spacing are used in the text.

References within the paper and on the reference page contain errors. Minor revisions needed to APA style and format.

Reference style does not follow the APA format. Major revisions needed. Paper format is not followed and key components are missing. Unacceptable APA style and format.

*Modified and used with permission from Ellen Rogo, RDH, MS, Idaho State University, Dental Hygiene Department (The critical thinking components of the rubric are based on the Universal Intellectual Standards from the Foundation of Critical Thinking)

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COURSE EVALUATION CRITERIA: Course Requirement Due Date % of Grade

Learning Contract

Learning Contract January 9, 2015.

10%

Final Reflection/Self-‐Assessment March 15, 2015.

Participation in bi-‐weekly discussions and conferences.

Bi-‐Weekly initial postings due by Friday at midnight. Conferences TBD

10%

Weekly Plans Every Thursday night at midnight for the following week

20%

Participation in practicum experience ( Host Director, Mentor, Faculty member/Program content expert, Student/ Participant evaluations of content and methodology, and Self-‐assessments)

March 15, 2015 20%

Learning Outcomes E-‐Portfolio

March 17, 2015 30%

Reflective Blogs Weekly due by Monday at midnight.

10%

Compilation due March 17, 2015

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LATE ASSIGNMENT POLICY: As a graduate student and a colleague, effective time management is expected in order to ensure that all assignments are turned in on time. You will not be able to submit late assignments using the CANVAS Submit Assignment tool. In case of an emergency, please contact your instructor as soon as possible to arrange to turn in your assignment. Late assignments may have points deducted accordingly.

EASTERN WASHINGTON UNIVERSITY GRADE SCALE: 100% = 4.0 A 86% = 2.9 B-‐ 99 = 4.0 A 85 = 2.8 B-‐ 98 = 4.0 A 84 = 2.7 B-‐ 97 = 4.0 A 83 = 2.6 C+ 96 = 3.9 A 82 = 2.5 C+ 95 = 3.8 A 81 = 2.4 C+ 94 = 3.7 A-‐ 80 = 2.3 C+ 93 = 3.6 A-‐ 79 = 2.2 C 92 = 3.5 A-‐ 78 = 2.1 C 91 = 3.4 B+ 77 = 2.0 C 90 = 3.3 B+ 76 = 1.9 C-‐ 89 = 3.2 B 75 = 1.8 C-‐ 88 = 3.1 B 74 = 1.7 C-‐ Any student earning a course grade below 74% (1.7) will receive a 0.0 for DNHY 635 (see Academic Achievement Policy of Dental Hygiene Department). A dental hygiene graduate student at EWU must maintain a 3.0 grade point average in all courses taken since admission to Graduate Studies to remain as a graduate student at EWU. The student must complete all course work to receive a grade for the course. See MSDH Handbook for EWU and Dental Hygiene Department Grading Policies.

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TENTATIVE COURSE SCHEDULE:

DATE TOPIC(S) ASSIGNMENTS Week 1 Review of Syllabi and Practicum

Guidelines CANVAS Enrollment & Orientation

Learning Contract/Weekly Plan

Week 2 Course Design and Implementation/ Program Development

Blogs/Conference/Weekly Plan

Week 3 Teaching Methodology/Program Implementation

Discussion/Blogs/Weekly Plan

Week 4 Evidence Based Practice/ Organizational Culture


Week 5 Cultural Competence Discussion/Blogs/Weekly Plan Week 6 Financial Implications for the MSDH in

Academia, Corporate, Research, and Community


Week 7 Advocacy Discussion/Blogs/Weekly Plan Week 8 Evaluation

Critical Analysis of Instruction/ Course or Program Development/ Administration


Week 9 Professional Development Discussion/Blogs/Weekly Plan Week 10 Professionalism Blogs/Conference/Weekly Plan Finals Week

Evaluations Reflecting on Learning Contracts and Working on E-‐Portfolios

Evaluations Reflection papers E-‐Portfolios

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OTHER RESOURCES: EWU Graduate School Information: http://www.ewu.edu/grad Help with Technology: http://access.ewu.edu/it/services/help-desk Library Services: http://www.ewu.edu/library Jonathan Potter (509) 368-‐6557 [email protected] Registrar’s Office: Debbie Fockler (509) 359-‐6348 [email protected] MSDH Practicum Guidelines: In CANVAS Course Materials MSDH Student Handbook: On CANVAS MSDH Competencies: In CANVAS Course Materials Eastern Washington University is accredited by: Northwest Commission on Colleges and Universities and the American Dental Association Committee on Dental Accreditation

This syllabus is subject to change/improvement as needed. The most current version is posted in CANVAS.

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APPENDIX A ADMINISTRATIVE PRACTICUM EVALUATION Administrative Practicum Evaluation MSDH Student Name: Mentee Name: Exemplary Competent Emerging

1. Student contributed to the improvement of the program through appropriate advocacy channels.

2. The student asked appropriate questions in order to understand the roles of faculty and/or administration.

3. The student was flexible, was willing to learn new things, and volunteered for activities and events.

4. The student utilized leadership principles in completing administrative tasks and activities.

5. The student was professional in appearance and manner at all times.

6. The student utilized effective written, oral, and electronic communication.

7. The student was reliable and dependable.

8. The student was receptive to feedback, profited from critique by implementing suggestions.

9. The student employed organization and planning skills.

10. The student utilized creative and original thoughts to complete assigned projects.

11. The student demonstrated effective time management.

12. The student demonstrated ethical, moral, and legal behavior.

13. The student modeled cultural competence to influence others.

14. The student was actively engaged in the overall practicum experience.

15. The student exhibited critical thinking and evidence-‐based decision making as an administrator.

16. The student demonstrated self-‐

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reflection and self-‐evaluation skills to improve professional effectiveness.

17. The student conformed to and met the learning objectives of the Learning Contract.

Please provide an overall assessment of this intern, describing strengths, and student’s fulfillment of responsibilities and learning goals (from the Learning Contract) Please describe the areas of greatest competence and growth. What further training would be beneficial? Return to: Please complete and e-‐mail a copy to the student and e-‐mail another copy to: Ann O'Kelley Wetmore, RDH, MSDH Eastern Washington University [email protected]

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APPENDIX B CLINICAL TEACHING PRACTICUM EVALUATION

Clinical Teaching Practicum Evaluation Exemplary Competent Emerging The instructor provided evidence of advanced preparation and planning for clinical teaching.

The instructor utilized formative evaluations to improve teaching practices and improve student learning.

The instructor conducted clinical demonstrations and organized content in a logical and well-‐developed manner.

The instructor provided clear directions to enhance student learning.

The instructor utilized evidence-‐based clinical teaching methods, like Socratic questioning to elicit student critical thinking and clinical reasoning.

The instructor was professional in appearance and manner at all times.

The instructor was comfortable and knowledgeable in answering learner questions.

The instructor demonstrated an overall enthusiasm for the subject.

The instructor demonstrated continuous improvement in knowledge in order to instruct learners.

The instructor demonstrated the ability to teach independently.

The instructor was reliable and dependable.

The instructor was receptive to mentor feedback and profited from critique by implementing suggestions.

The instructor modeled ethical, moral, and legal behavior.

The instructor modeled cultural competence to influence others.

The instructor demonstrated leadership in the clinical environment.

The instructor promoted faculty calibration.

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The instructor was innovative and contributed to improvements in student clinical learning experiences.

The instructor modeled collaboration and teamwork with both colleagues and students.

The instructor was actively engaged in the overall practicum experience.

The instructor exhibited critical thinking and evidence-‐based decision making as an administrator.

The instructor demonstrated self-‐reflection and self-‐evaluation skills to improve clinical teaching effectiveness.

The instructor conformed to and met the learning objectives of the Learning Contract.

Please provide an overall assessment of this mentee, describing strengths, and student’s fulfillment of responsibilities and learning goals (from the Learning Contract) Please describe the areas of greatest competence and growth. What further training would be beneficial? Return to: Please complete and e-‐mail a copy to the student and e-‐mail another copy to: Ann O'Kelley Wetmore, RDH, MSDH Eastern Washington University [email protected]

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APPENDIX C DIDACTIC TEACHING PRACTICUM EVALUATION

Didactic Teaching Practicum Evaluation Exemplary Competent Emerging The instructor provided evidence of advanced preparation and planning for course implementation.

Course objectives were appropriate to learners and developed in all domains of learning.

Course syllabi was reviewed by mentee and students and adjustments made accordingly.

The course was designed using evidence-‐based educational theory.

The instructor modeled reflective and critical thinking through effective course design and ongoing revisions.

The instructor utilized formative evaluations to improve teaching practices and improve student learning.

The instructor used evidence-‐based teaching methods to address all student-‐learning styles.

The instructor used a variety of evidence-‐based learning resources and materials to deliver course content.

The instructor delivered content in a logical and organized manner.

The instructor related course content to clinical application.

The instructor provided clear directions to enhance student learning.

The instructor developed evidence-‐based evaluation tools to measure student learning.

The instructor used the appropriate technology to appeal to today's learners.

The instructor developed networks and collaborations to advocate for improved student learning.

The instructor was professional in appearance and manner at all times.

The instructor used appropriate clarity in speech and volume of voice.

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The student utilized effective written, oral, and electronic communication.

The instructor was comfortable and knowledgeable in answering learner questions.

The instructor maintained eye contact with learners.

The instructor demonstrated an overall enthusiasm for the subject.

The instructor demonstrated continuous improvement in knowledge in order to instruct learners.

The instructor demonstrated the ability to teach independently.

The instructor was reliable and dependable. The instructor was receptive to mentor feedback and profited from critique by implementing suggestions.

The instructor modeled ethical, moral, and legal behavior.

The instructor modeled cultural competence to influence others.

The instructor was actively engaged in the overall practicum experience.

The instructor exhibited critical thinking and evidence-‐based decision making as an administrator.

The instructor demonstrated self-‐reflection and self-‐evaluation skills to improve teaching effectiveness.

The instructor conformed to and met the learning objectives of the Learning Contract.

Please provide an overall assessment of this intern, describing strengths, and student’s fulfillment of responsibilities and learning goals (from the Learning Contract) Please describe the areas of greatest competence and growth.

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What further training would be beneficial? Return to: Please complete and e-‐mail a copy to the student and e-‐mail another copy to: Ann O'Kelley Wetmore, RDH, MSDH Eastern Washington University [email protected]

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APPENDIX D TEACHER/COURSE EVALUATION

TEACHER/COURSE EVALUATION INSTRUCTOR: COURSE: YEAR: Student evaluations are an important part of the assessment of teaching effectiveness. Please respond as honestly and candidly as possible. Disregard questions that do not seem to be applicable. Your written responses are especially valuable to the instructor in evaluating her teaching methods. The completed forms will not be available to the instructor until after class grades are awarded. Thank you for your cooperation! General Evaluation

Excellent Very good Good Fair Poor Not Applicable

The overall quality of this course was: The instructor's effectiveness in teaching the subject matter was:

Information about the course

Excellent Very good Good Fair Poor Not Applicable

The extent to which course objectives were clear was: Relevance of assignments to course content was: Relevance of material presented in class to course goal(s) was:

Appropriateness of workload to course goal(s) was: Relevance of exams to course goal(s) was: Fairness of course grading procedures was: The extent to which course responsibilities of students were clarified was:

Helpfulness of assigned text/readings to achieving course goal(s) was:

Information about the Instruction Excellent Very good Good Fair Poor Not Applicable

The extent to which course organization helped learning was:

The helpfulness of explanations by the instructor, if/when needed, was:

Instructor's use of examples, if/when appropriate, was:

Instructor's use of class time to help students learn the subject matter was:

Instructor's enthusiasm for subject of course was: Instructor's helpfulness in resolving student's questions was:

The extent to which the instructor was prepared for class was:

Opportunity to ask questions was: Opportunity for students to make comments and express opinions was:

Availability of extra help, if/when needed, was:

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1. What aspects of the teaching or content of this course do you feel were especially good?

2. What changes could be made to improve the teaching or the content of this course? Please feel free to provide any additional comments that will help the instructor in her endeavors to become a effective educator/facilitator.

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APPENDIX E HOST DIRECTOR EVALUATION OF PRACTICUM EXPERIENCE Host Director Evaluation of Practicum Experience

MSDH Student Name: Date:

Host Site: Director Name:

Criteria To a great extent

To a good extent

Somewhat Not at all

Not applicable

Student met my expectations for this experience.

The proposed practicum projects were completed adequately.

Student demonstrated the knowledge and skills necessary for the practicum.

Communication was adequate to ensure a productive experience.

I developed a professional working relationship with the student.

The student maintained a professional demeanor in at the practicum site.

The student took responsibility for his/her own learning.

Host program practicum goals were accomplished.

The mentoring relationship worked well. The student contributed to the site’s accomplishments.

The student was proficient in both written and verbal presentations and or communications.

The student made progress in learning how to organize, coordinate, and advance various components of the work.

The student engaged in positive interactions with others working at the site.

I would be willing to work with other practicum students in the future. Yes No (circle one) Please describe new skills the student acquired or unanticipated contributions the student made to the organization during the practicum experience. Please describe any areas where the student needed improvement. If possible, please include concrete suggestions for changes that could have been made in these areas.

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Please describe the student’s professional promise in terms of leadership, performance in a workplace setting, and ability to make an impact in the profession of dental hygiene. Please describe any problems that occurred during the practicum experience of that the EWU Practicum Course Director and or Dental Hygiene Program Chair needs to be aware and how the problem was addressed. Please feel free to provide any additional comments: Return to: Please complete and e-‐mail a copy to the student and e-‐mail another copy to: Ann O'Kelley Wetmore, RDH, MSDH Eastern Washington University [email protected]

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APPENDIX F PROGRAM DEVELOPMENT PRACTICUM EVALUATION

Program Development Practicum Evaluation MSDH Student Name: Date: Host Site: Evaluator:

Criteria Exemplary Competent Emerging The presenter provided evidence of advanced preparation and planning for program implementation.

Program objectives were appropriate to audience and developed in all domains of learning.

Program components were reviewed by mentee and adjustments made accordingly.

The program was designed using evidence-‐based theory.

The presenter modeled reflective and critical thinking through effective program design and ongoing revisions.

The presenter utilized formative evaluations to improve presentation practices and improve participant learning.

The presenter used evidence-‐based teaching methods to address all learning styles and knowledge levels of the participants.

The presenter used a variety of evidence-‐based learning resources and materials to deliver program content.

The presenter delivered content in a logical and organized manner.

The presenter developed evidence-‐based evaluation tools to evaluate the program.

The presenter used the appropriate technology to appeal to today's learners.

The presenter was professional in appearance and manner at all times.

The presenter used appropriate clarity in speech and volume of voice.

The presenter utilized effective written, oral, and electronic communication.

The presenter was comfortable and knowledgeable in answering learner questions.

The presenter maintained eye contact with learners.

The presenter demonstrated an overall enthusiasm for the subject.

The presenter demonstrated continuous

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Please provide an overall assessment of this intern, describing strengths, and student’s fulfillment of responsibilities and learning goals (from the Learning Contract) Please describe the areas of greatest competence and growth. What further educational experiences would be beneficial? Return to: Please complete and e-‐mail a copy to the student and e-‐mail another copy to: Ann O'Kelley Wetmore, RDH, MSDH Eastern Washington University [email protected]

improvement in knowledge in order to instruct learners. The presenter demonstrated the ability to work independently.

The presenter was reliable and dependable. The presenter was receptive to mentor feedback and profited from critique by implementing suggestions.

The presenter modeled ethical, moral, and legal behavior.

The presenter modeled cultural competence to influence others.

The presenter was actively engaged in the overall practicum experience.

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