2014 HLC Assurance Report
Criterion Three: Teaching and Learning:
Quality, Resources, and Support
December 11, 2014
Palmer College of Chiropractic - Assurance Argument - 12/11/2014
3.A - Core Component 3.A
The institution’s degree programs are appropriate to higher education.
1. Courses and programs are current and require levels of performance by students appropriate to
the degree or certificate awarded.
2. The institution articulates and differentiates learning goals for undergraduate, graduate, postbaccalaureate, post-graduate, and certificate programs.
3. The institution’s program quality and learning goals are consistent across all modes of delivery
and all locations (on the main campus, at additional locations, by distance delivery, as dual
credit, through contractual or consortial arrangements, or any other modality).
Argument
Sub-Component 3.A.1: Courses and programs are current and require levels of performance by
students appropriate to the degree or certificate awarded.
All degree programs are current and meet academic requirements appropriate to the degree.
Doctor of Chiropractic Program
The Doctor of Chiropractic program (DCP) is a first professional degree program accredited through
the Council on Chiropractic Education (CCE), the professional accrediting agency for all DCPs in the
U.S. The CCE minimally requires the equivalent of 4,200 instructional hours, which ensures that the
program is commensurate with doctoral level professional training in a health science discipline.
Currently, there are 4,725 instructional hours at the Davenport Campus, 4,422 at the Florida Campus,
and 4,587 at the West Campus, which assures students are able to meet the higher minimum
instructional hour requirements for state licensure. The DCP curriculum includes extensive
coursework in the basic sciences, clinical sciences, chiropractic technique, chiropractic philosophy,
and business management, and a clinical capstone experience involving patient care.
Students entering the Doctor of Chiropractic program have completed at least 90 undergraduate
semester hours with a GPA of 3.0/4.0 scale. Twenty-four of these hours are obtained from science
credits in life and physical sciences with associated labs. The remaining hours reflect a well-rounded
general education. Students may be admitted with less than the prescribed requirements on a case-bycase basis, based on academic performance. Such students are provided academic support services
upon matriculation and tracked each term for academic performance. No student may be admitted
with less than a 2.75 GPA for the 90 hours.
Course and program performance expectations are stated in the College Academic Policies and
included in the Student Handbook. These include earning at least a 2.0/4.0 scale in each course to
demonstrate competency of the course material. In addition, students are expected to demonstrate
satisfactory academic progress as defined by the Academic Standing Policies.
Master of Science in Clinical Research
The two-year, 36-credit hour Master of Science in Clinical Research program integrates chiropractic
principles and practice with conventional patient-oriented research training in a chiropractic research
environment. The MS was designed in response to the demand for well-qualified clinical researchers
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in industry and academia. The broad-based curriculum covers the principles of epidemiology,
biostatistics, patient-oriented research, health services/outcomes research, applied quantitative
analysis, professional development seminars for clinical researchers, and student-designed clinical
research projects.
Because the degree is focused on patient-oriented research, all applicants must possess a bachelor's
degree from an accredited institution of higher education and a graduate degree in a scientific or
healthcare-related field with a minimum GPA of 3.0/4.0 scale.
Satisfactory academic progress follows the guidelines presented in the College Academic Policies and
included in the Graduate Studies section of the Student Handbook. In addition, students’ advisors
evaluate overall academic progress toward the degree and make recommendations to the Graduate
Program Oversight Committee when circumstances impact progress.
Bachelor of Science Completion Degree in General Science
Palmer College offers a Bachelor of Science Completion degree in General Science to those students
who qualify and apply. The BS degree requires that students complete a minimum of 90 credit hours
leading toward a bachelor’s degree outside of the Doctor of Chiropractic program (DCP). The
remaining 30 hours are achieved through dual credit earned in the first year of the DCP. Students
must earn a minimum of 30 undergraduate credits prior to applying for enrollment into the BS
completion degree program. All credits must be completed at an institution accredited by an agency
recognized by the U.S. Department of Education.
Undergraduate courses are offered on the Davenport campus to meet credit requirements for the
bachelor’s degree. This degree is conferred simultaneously with, but independently from, the doctoral
degree in chiropractic. The bachelor’s degree can be awarded concurrently with the DC degree or up
to one year prior to or after completion of the program. The minimum program requirements are 120
total credit hours:
30 credit hours are achieved through dual credit earned in the first year of the DCP;
30 credit hours must be 300/400 (junior/senior) level courses; and
60 credit hours maximum may be 100/200 (freshman/sophomore) level courses.
Other program information:
No grade below a 2.00/ 4.00 scale will be accepted toward the BS degree.
Up to 15 credit hours may be granted from course work in vocational/technical programs
(transferable as freshman/sophomore level courses).
Up to 20 credit hours of CLEP (College Level Examination Program) may be granted
(transferable as freshman/sophomore level courses).
The minimum distribution requirements of subjects by credit hours are as follows:
Natural and Physical Sciences: 24 credit hours (includes biology, chemistry, physics,
mathematics, geology, astronomy and nutrition);
Humanities: 6-9 credit hours (includes literature, history, philosophy, art, theater, music,
religion and physical education);
Social and Behavioral Sciences: 9-12 credit hours (includes psychology, sociology, political
science, business, economics, geography, anthropology and computer science); and
Communication and Languages: 9-12 credit hours (includes classical languages, foreign
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languages, English, communication and speech communication).
Undergraduate courses which do not fall into the categories listed above are classified at the discretion
of the Undergraduate Program Oversight Committee.
Undergraduate courses at the junior/senior level are offered on the Davenport, Iowa campus on the
same trimester system as the Doctor of Chiropractic courses. These courses are taught by Palmer
faculty and staff, and are structured to complement the Doctor of Chiropractic class schedule.
Registration for bachelor’s degree courses is held during the same time as registration for Doctor of
Chiropractic courses. Undergraduate students comprise less than 2% of the total students enrolled at
the College.
Palmer College participates in numerous 3+1 Articulation Agreements that allow a student to receive
a bachelor’s degree from his/her undergraduate institution after completing the first year of the DCP.
Associate of Applied Science in Chiropractic Technology
The Associate of Applied Science in Chiropractic Technology (AAS) degree qualifies graduates to
assist chiropractors in clinical practice. Offering practical application in all areas of a chiropractic
clinic, the program is a 16-month, 68 credit hour training experience that includes rotations through
the front offices of the Palmer clinics and a 120-hour field externship. These experiences prepare
students to assist chiropractors with patient examination, diagnostic imaging, physical therapeutic
applications, and a full range of office procedures and billing.
No college credit is required for acceptance into the AAS degree program. Admission is based on
GED scores or high school grades with a GPA of at least 2.0/4.0 scale. Additionally, applicants must
have earned at least one year at the high school level of English Composition, Math, and General
Science with a grade of 2.0/4.0 or higher. Review of any college transcripts may identify transfer
credit and/or test-out opportunities, as well as any admission requirements not met at the high school
level.
Students enrolled in the AAS program are held to standards of performance as outlined in the
Academic Policies.
Palmer College has processes in place to assure that courses in all programs undergo review and
revision to remain current with the College Mission.
Curricula Oversight
The College Provost, who is the chief academic officer, is responsible for administrative oversight of
all academic programs of the College. The academic deans on each campus are responsible for
managing the programs on their respective campuses, the clinic deans for managing clinical learning
and patient care. Coordination within and between the campuses is facilitated by two committees:
1. Campus Curriculum Management Committees (CMC). Each campus has a CMC, chaired by
the campus academic dean or designee, and has broad membership including faculty, students,
staff, and administration. A template for proposing curricular changes has been designed to
assure inputs including the rationale for the requested change, data supporting the change,
proposed changes to student learning outcomes, a plan for assessment, and a revised syllabus if
the change requested impacts individual courses.
2. College Academic Oversight Committee (CAOC). The CAOC is a management group chaired
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by the VCA that commissions, approves, coordinates and communicates new programs and
academic changes, including curricula and policy, across the three campuses. Members of the
CAOC include all academic and clinic deans, senior directors reporting to Academic Affairs,
and directors of several academic support departments.
Curricular Change Process
Student learning data which demonstrates levels of effectiveness and informs curriculum changes are
regularly reviewed by deans, directors, department chairs, and program oversight committees
(Graduate and Undergraduate Councils). See Sub-Component 4.B.3.
For each degree program, proposals for curricular change may be recommended by individuals or
groups of faculty members, students, and/or administrators. When program or student learning data
suggest revisions are necessary to course delivery, content, credit or contact hours, a proposal is
brought to the campus CMC by the appropriate department chair, director, or dean.
The DCP changes that extend across more than one academic department are the responsibility of the
appropriate campus academic dean. The campus academic deans coordinate program level changes
with the CAOC; the College Provost has authority over all program changes.
Sub-Component 3.A.2: The institution articulates and differentiates learning goals for undergraduate,
graduate, post-baccalaureate, post-graduate, and certificate programs.
Palmer College has established goals for student learning specific to each of its degree
programs.
Doctor of Chiropractic Program
The Palmer Chiropractic Abilities are a set of program learning goals that identify the attributes of a
graduate of the D.C. program and serve to focus the learning and the educational program outcomes.
Competency statements define the learning objectives (cognitive, affective, and/or psychomotor) used
to assess the abilities of students. In addition, the Council on Chiropractic Education (CCE) adopted
new CCE Clinical Meta-Competencies in its 2012 Standards for chiropractic programs that closely
align with the Palmer Chiropractic Abilities.
Master of Science in Clinical Research
The goal of the MS degree program is to prepare doctors of chiropractic to pursue careers as clinical
scientists, chiropractic academicians, and contributors to the clinical research workforce. The learning
goals include developing an understanding of and a capacity for scholarship, independent judgment,
academic rigor, and intellectual honesty.
Bachelor of Science Completion in General Science
For those students needing additional upper level undergraduate coursework who are pursuing a BS
completion degree in conjunction with the DC degree, Palmer Undergraduate Studies offers a
curriculum of 300-level courses focused on professional practice issues. The BS completion in
General Science requires a graduate to demonstrate knowledge of advanced life sciences related to
human anatomy and physiology, effective communication skills, critical thinking, and small business
management.
Associate of Applied Science in Chiropractic Technology
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The goal of the AAS degree program is to provide students with the knowledge and skills necessary
to assist chiropractors in clinical practice. The learning goals include areas of clinical competency,
business and communication, and critical thinking and professional growth.
Sub-Component 3.A.3: The institution’s program quality and learning goals are consistent across all
modes of delivery and all locations (on the main campus, at additional locations, by distance delivery,
as dual credit, through contractual or consortial arrangements, or any other modality).
While curricular design and calendars are unique to each campus, consistency of learning is
assured by (1) employing the Palmer Chiropractic Abilities and CCE Meta-Competencies as the
overarching program learning goals for the DCPs on all campuses, (2) using common program
assessments to measure student learning and progress, (3) utilizing a common curriculum
framework, (4) and developing programs through oversight of the CAOC.
Learning Goals: The Doctor of Chiropractic degree is the only academic program offered at all
campuses. The Palmer Chiropractic Abilities and the CCE Clinical Meta-Competencies for
chiropractic programs remain the common learning goals for the DCPs on all campuses. They focus
the chiropractic curriculum on the knowledge and skills required for successful completion of the
program in preparing graduates for licensure and clinical practice.
Assessment: Learning outcomes are measured through various means, including success rates on
National Board of Chiropractic Examiners’ external licensing exams (Parts I-IV), a robust Clinical
Assessment Plan with annual reports, feedback from the Council on Chiropractic Education through
biennial Program Characteristics Reports (PCR) and reaffirmation of the chiropractic program through
CCE accreditation. Common rubrics, tools, and activities are used at the program level when possible
to measure student learning and competency. Annual assessment reports are compiled to compare and
analyze performance outcomes at the campus level and measure program success. These reports are
reviewed by the deans, department chairs, and directors to inform curriculum development decisions.
Comparing cross-campus data provides opportunities to adopt the more successful curricular
strategies across the system. An in-depth review of program measures, assessments and reports is
undertaken in Criterion 4.B.
Curricular Framework and Delivery: The first year of each DCP curriculum is heavily weighted
toward life sciences coursework (anatomy, physiology, pathology). The second year adds the
knowledge and skills of the clinical sciences (diagnosis, radiology, technique). Years three and four
are devoted to clinical education, clinical skills development, and business management. Students
experience clinical capstone training during the last year of instruction. The campuses utilize on-site
and off-site patient clinics as well as community outreach clinics as training and evaluation venues for
student performance.
Delivery is largely traditional classroom-based instruction with accompanying hands-on labs. The
College has recently begun transitioning several end-of-program courses in business and practice
management and evidence-informed patient care topics at the Florida campus to an online delivery
mode of instruction. The effectiveness of this delivery method will be monitored based on student
performance, satisfaction, and perceptions of learning. With the recent purchase of a College-wide
learning management system (Desire2Learn), new delivery methods will be developed to provide
students with opportunities to meet curricular requirements through some blended, asynchronous
learning experiences.
Coordination: For consistency of education and alignment of DCPs across campuses, program
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planning and development is centralized on the Davenport Campus through the College Academic
Oversight Committee.
The Master’s, Bachelor’s completion, and Applied Associate’s degree programs all utilize traditional
classroom-based instruction with some labs.
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3.B - Core Component 3.B
The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application,
and integration of broad learning and skills are integral to its educational programs.
1. The general education program is appropriate to the mission, educational offerings, and degree
levels of the institution.
2. The institution articulates the purposes, content, and intended learning outcomes of its
undergraduate general education requirements. The program of general education is grounded
in a philosophy or framework developed by the institution or adopted from an established
framework. It imparts broad knowledge and intellectual concepts to students and develops skills
and attitudes that the institution believes every college-educated person should possess.
3. Every degree program offered by the institution engages students in collecting, analyzing, and
communicating information; in mastering modes of inquiry or creative work; and in developing
skills adaptable to changing environments.
4. The education offered by the institution recognizes the human and cultural diversity of the
world in which students live and work.
5. The faculty and students contribute to scholarship, creative work, and the discovery of
knowledge to the extent appropriate to their programs and the institution’s mission.
Argument
Sub-Components 3.B.1 and 3.B.2 will be presented together.
Sub-Component 3.B.1: The general education program is appropriate to the mission, educational
offerings, and degree levels of the institution.
Sub-Component 3.B.2: The institution articulates the purposes, content, and intended learning
outcomes of its undergraduate general education requirements. The program of general education is
grounded in a philosophy or framework developed by the institution or adopted from an established
framework. It imparts broad knowledge and intellectual concepts to students and develops skills and
attitudes that the institution believes every college-educated person should possess.
As a single-purpose, professional degree program, Palmer College of Chiropractic does not
offer a general education program.
Sub-Component 3.B.3: Every degree program offered by the institution engages students in
collecting, analyzing, and communicating information; in mastering modes of inquiry or creative
work; and in developing skills adaptable to changing environments.
Palmer College prepares students with the critical thinking and life-long learning skills
necessary to succeed in the chiropractic profession.
Students in the DCP are trained in subjects essential to successful delivery of primary healthcare.
These include preparations in critical thinking, communication skills, history-taking, patient
examination and management, differential diagnosis, chiropractic technique, and evidence-based
clinical practice. Supported by strong basic science and clinical knowledge, students use informationgathering skills to obtain clinically relevant information in assessing, diagnosing and treating patient
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health concerns. These skills are developed through pre-clinical curricula and campus-based clinical
internships, clinical precept training, community outreach clinics, and clinic abroad experiences.
The students in the research Master’s program engage in design, implementation, analysis, and
communication (through publication and presentation) of clinical research projects. Many have
actively participated in federally-funded clinical trials. Fellows are guided through a process of
research proposal development, implementation, and analysis of individual research projects during
their practicum projects.
Students in the AAS program apply their knowledge and skills in field externships to gather patient
information, X-ray patients, administer rehabilitative procedures and code and bill for services
provided by the doctor(s) they support.
Sub-Component 3.B.4: The education offered by the institution recognizes the human and cultural
diversity of the world in which students live and work.
Palmer College demonstrates its commitment to preparing its students to live and work in
global and diverse communities by providing explicit education and training opportunities to
develop a wider breadth of knowledge in social contexts.
Most students will ultimately serve as healthcare providers in some capacity. Examples of diversity
education run throughout each curriculum and include identifying population and gender-specific
aspects of disease, interacting based on cultural norms and expectations, communicating verbally and
non-verbally considering patient values, and marketing to diverse populations.
A diverse patient base exposes students to a variety of clinical cases. Community Outreach Clinics
draw from underserved populations; the Clinic Abroad program exposes students to indigenous
populations lacking access to healthcare; and the DoD/VA sites reflect the full spectrum of conditions
for which veterans and active military and their families seek care.
Palmer also supports numerous local multicultural organizations and events that assist students with
building cultural connectedness evidenced in Sub-Component 1.C.2.
Sub-Component 3.B.5: The faculty and students contribute to scholarship, creative work, and the
discovery of knowledge to the extent appropriate to their programs and the institution’s mission.
Palmer faculty, staff, and students actively participate in scholarship, creativity, and the
discovery of knowledge through evidence-based consumerism, original research, publications
and presentations.
Faculty and Staff Scholarly Productivity
One of the College’s five Strategic Directions is Advancing Knowledge through Research – Improve
Human Health by Advancing Knowledge. The Palmer Center for Chiropractic Research is a division
of dedicated, full-time research scientists. Most original basic science and clinical research is
conducted by the faculty assigned to the Research Center. A commitment of funds and leadership is
available to this relatively narrow team of recruited scientists who have the majority of their time
protected from teaching duties.
For non-research faculty and staff, the College offers incentive-based monetary awards tied to peerreviewed, published scholarship. Increasing levels of scholarship are also required for promotion as
faculty progress through the ranks. For probationary faculty members who have not yet achieved
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continuous employment status under bargaining agreements or the Florida Faculty Handbook,
scholarship is a requirement for retention beyond a “tenure-type” period of three years. The foci of
most publications and presentations of non-research faculty and staff are the scholarship of teaching
and learning, clinical case studies, and social science research, which are often conducted
collaboratively. Most recently (2014), the Chancellor announced the Bechtel Publication Bonus for
staff scholarship, funded privately through a Bechtel Trust donation – $30K/year for 10years. The
program is managed by the Center for Teaching and Learning.
Palmer’s faculty supports the chiropractic profession by sharing innovative teaching strategies and
clinical research through workshops and paper and poster presentations at the annual Association of
Chiropractic Colleges-Research Agenda Conference (ACC-RAC). Palmer faculty comprised 30% of
all ACC-RAC presentations in 2013 and 2014. Annual faculty publication productivity is monitored
through the Academic Affairs Scorecard and reported in the Academic Affairs Annual Report to the
Board of Trustees and College community.
Student Scholarly Productivity
Doctor of Chiropractic students complete courses in information literacy and evidence-based practice
to increase their knowledge and skills in searching the literature and critically evaluating clinically
relevant research information. An extra-curricular Research Honors program offers students an
opportunity to experience research first-hand and enhance their educational experience by designing
and completing a faculty-mentored research project. Since 2009, 11 students have participated in the
Research Honors program with eight receiving the Research Honors designation at graduation. These
projects have resulted in two peer-reviewed publications.
Palmer students in the Master of Clinical Research graduate program are actively engaged in research
and scholarly writing activities. Students collaborate with faculty mentors to develop and implement
practicum projects. Master’s students have been first authors on 16 citable presentations and 18
publications in peer-reviewed journals and co-authors on five research articles since 2004.
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3.C - Core Component 3.C
The institution has the faculty and staff needed for effective, high-quality programs and student
services.
1. The institution has sufficient numbers and continuity of faculty members to carry out both the
classroom and the non-classroom roles of faculty, including oversight of the curriculum and
expectations for student performance; establishment of academic credentials for instructional
staff; involvement in assessment of student learning.
2. All instructors are appropriately qualified, including those in dual credit, contractual, and
consortial programs.
3. Instructors are evaluated regularly in accordance with established institutional policies and
procedures.
4. The institution has processes and resources for assuring that instructors are current in their
disciplines and adept in their teaching roles; it supports their professional development.
5. Instructors are accessible for student inquiry.
6. Staff members providing student support services, such as tutoring, financial aid advising,
academic advising, and co-curricular activities, are appropriately qualified, trained, and
supported in their professional development.
Argument
Sub-Component 3.C.1: The institution has sufficient numbers and continuity of faculty members to
carry out both the classroom and the non-classroom roles of faculty, including oversight of the
curriculum and expectations for student performance; establishment of academic credentials for
instructional staff; involvement in assessment of student learning.
Palmer has a sufficient number of appropriately credentialed faculty to provide effective, highquality programs.
Palmer College employs the necessary number of full-time (FT) and part-time (PT) faculty to teach
the academic programs, to manage patient care activities, and to support student success in meeting its
mission. The parameters of academic credentials, faculty workload (teaching, scholarship, service)
and the role of faculty in assessment of learning are defined within the Davenport Campus and West
Campus collective bargaining agreements, in the Florida Campus Faculty Handbooks, and in
accordance with the expectations of the CCE. Faculty turnover is generally low on all campuses.
Indicators and means for adjusting the number of FT and PT faculty employed include, but are not
limited to 1) dramatic changes in enrollment; 2) faculty workload limits on number of course credit
hours taught and number of different courses assigned; 3) policies for adding or deleting class
sections; 4) capping the number of students enrolled in a given trimester/quarter, and 5) offering
voluntary early retirement to eligible faculty.
Palmer College has 136 FT and 12 PT faculty members across three campuses dedicated to advancing
the mission of the College. The College Provost monitors FT-to-PT faculty ratios by campus. These
ratios are reported to the CCE in a Program Enrollment and Admissions Report (PEAR). Faculty-toStudent ratios for the DCP are 1:14 at the Davenport Campus, 1:15 at Florida Campus, and 1:13 at the
West Campus.
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Sub-Component 3.C.2: All instructors are appropriately credentialed, including those in dual credit,
contractual, and consortial programs.
Palmer College assures its instructors are appropriately credentialed to meet the requirements
of multiple entities.
The Council on Chiropractic Education (CCE) publishes criteria for faculty qualifications that require
“Faculty members have appropriate credentials, including licensure where required in clinical and
didactic instructional settings, academic expertise, and experience to fulfill their responsibilities as
instructors, mentors, subject matter/content experts, and clinical educators and student intern
supervisors. In addition, they demonstrate currency in their discipline, ongoing development of
expertise and use of resources in teaching theory and instructional methodology, curriculum and
course design and development, and assessment of student academic achievement.”
The campuses’ contractual agreements define minimum qualifications to appointment to the faculty as
such:
1. Classroom Teaching and Clinic Members must hold sufficient academic degrees and licenses
necessary to meet accreditation standards and any requirements imposed by state or federal
regulations. The College will establish minimum qualifications for open positions, such as
teaching experience at a college level and/or advanced training or education, in consideration
of curricular needs. The minimal qualifications established shall not be arbitrary and
capricious. Members must be able to perform the essential functions established for the
positions they hold. The College shall follow applicable law when determining what functions
are essential to the position.
2. Library Members appointed to Library positions must possess a master’s degree or higher in a
subject field closely related to the requirements of the position, from an institution accredited
by a nationally recognized agency or its foreign equivalent, and must be able to perform the
essential functions established for the positions they hold. The College shall follow applicable
law regulations when determining what functions are essential to the position.
The practice of the College is to employ faculty members who hold a graduate degree or first
professional degree in their discipline. Most hold either an academic or clinical doctoral degree; some
also have advanced clinical certifications. Those faculty members that directly supervise patient care
or teach chiropractic technique courses must hold an active license in the jurisdiction in which their
teaching primarily occurs and must maintain necessary provider credentialing. Verification of
licensure is centralized on the Davenport campus, with the Human Resources department reviewing
credentials for all faculty on all campuses annually. Clinic Deans monitor provider credentialing of
clinic faculty annually or as required for re-enrollment.
The Division of Academic Affairs maintains a list of faculty with descriptive data on department
assignment, credentials, full- or part-time status, and academic rank, and publically posts this
information on the College website and in the College Catalog.
Sub-Component 3.C.3: Instructors are evaluated regularly in accordance with established
institutional policies and procedures.
Palmer values the process of regular feedback designed to enhance faculty teaching
effectiveness.
Procedures for evaluating faculty are found in the Davenport Campus and West Campus collective
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bargaining agreements and the Florida Campus Faculty Handbooks. Each agreement describes the job
elements and performance expectations of classroom, clinic, and library faculty. Performance reviews
are intended to determine effectiveness of job performance and provide direction for professional
development.
The evaluation process varies across campuses with regard to frequency and performance data
reviewed. Faculty members are provided relevant student and program data and asked to reflect on its
impact on their primary assignment. These evaluations can include student feedback, peer review
feedback, supervisor observation, faculty self-reflection, probationary status performance review, and
review of course materials. Additional evidence is obtained by monitoring state and federal
compliance databases and peer file review audits for clinical care providers. A comprehensive
summative review occurs on an annual basis at the Florida Campus, at least every other year at the
West Campus, and not less than once every three years at the Davenport Campus. If concerns are
identified for any faculty member, the review becomes annual or more frequent.
When improvement is needed, procedures for developing an Improvement Plan are outlined in the
respective campus governing agreement. A typical plan outlines the expected outcomes and timelines
for improvement and may invoke the services of the Center for Teaching and Learning to provide
resources to help the faculty member improve.
Sub-Component 3.C.4: The institution has processes and resources for assuring that instructors are
current in their disciplines and adept in their teaching roles; it supports their professional
development.
Palmer College values continuous improvement and employs processes and provides resources
for its instructors and clinical mentors to assure they are current and effective in their teaching
roles.
Continuous improvement in instruction requires regular feedback on student performance. Teaching
faculty and clinical mentors receive learning outcomes data as soon as it becomes available.
A repository on the College Portal provides real-time, direct access to assessment reports and
outcomes data. National Board pass rates are received twice per year. The performance data is
analyzed, graphed over time, and communicated to the community in an NBCE Comparison Report.
Each course is evaluated by students every term for effectiveness and the data is provided to the
teaching faculty after each term. Every clinical mentor also receives quantitative and qualitative
mentee feedback after each term. Students are regularly evaluated in an ambulatory clinical setting
through a process called Qualitative Evaluations (QEs). The quantitative and qualitative QE
performance data are provided to the clinical mentors every two weeks on each campus.
The Center for Teaching and Learning (CTL) plays a central role in the shared responsibility for
encouraging and developing the Palmer College faculty. The CTL provides essential instructional
technology support, scholarship and publication mentoring, professional development opportunities,
and support for advanced graduate degrees and professional certifications, thereby strengthening the
College’s academic programs. With the recent purchase of a learning management system
(Desire2Learn), the CTL will hire an instructional designer to assist faculty in developing blended and
online courses using technology to enhance learning.
The CTL also houses a repository of resources on teaching and learning, scholarship, publication and
research, and technology usage to support faculty in their work. Support for teaching includes content,
instructional technology, teaching materials, and physical space. A trained professional editor, who is
also the Senior Director of the CTL, provides assistance to the faculty with their scholarship and
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publication. Faculty research is supported with continual training and assistance in completing
applications to the Palmer Institutional Review Board and help in preparing research proposals. The
Senior Director has a background in grant-funded research as well as publication.
On-site faculty development training and activities are conducted three to four times per year through
faculty in-service programs, which are coordinated by in-service committees located at each campus.
In-service programs cover a gamut of educational training, from technology to active classroom
exercises, ethics and professionalism, as well as focused training on human resource compliance
issues. Specialized clinical training includes areas relevant to patient care such as electronic health
records, federal compliance, and evidence-based clinical practice. Faculty attendance at in-service
sessions is mandatory.
The Faculty Senate recently inaugurated an Academy of Educators among its membership; a growing
group of faculty members collaborate to develop instructional skills and classroom technology
literacy for learning among their peers. Peer collaborations are voluntary, with several probationary
faculty members currently enrolled in the program.
Palmer College – Davenport Campus is one of seven member institutions comprising the Quad City
Professional Development Network (QCPDN). The mission of the QCPDN is to share resources and
create professional development opportunities for faculty and staff beyond what each college is able
to provide on its own – opportunities that meet the common needs of member institutions. The
Network embraces innovation, life-long learning, collaboration and cost effectiveness as guiding
principles. One of the programs offered by the QCPDN is targeted specifically to faculty members at
each institution. The Excellence in College Teaching Certificate Program is designed to help new and
experienced faculty members pursue teaching excellence through a series of courses focused on sound
pedagogy and principles and practices of effective instruction to meet the needs of 21st-century
learners. To date, 44 faculty members have taken at least one course offered by the QCPDN, with
seven completing the full program and earning a certificate. Coursework covers such topics as
Designing Courses for 21st Century Learners, Learner-Centered Teaching Strategies, Student
Assessment, the Scholarship of Teaching, and Classroom Management.
For more than six years, the College has been engaged in an R25 grant-funded program to enhance
the teaching of evidence-based clinical practice (EBCP) methodologies to its faculties across all
campuses. A diffusion of innovation theory combined with a train-the-trainer approach has been used
to advance the initiative. The program was directed at instructors and clinicians, to provide them with
additional knowledge and skills for classroom and clinical settings. In-service sessions, off-campus
workshops held annually at the University of Iowa (UI), a week-long intensive evidence-based
teaching training program at McMaster University, and many additional events and sessions have all
been part of a multi-faceted approach to the training. Since 2008, the College has sent 99 faculty and
administrators to the UI Workshop and 28 faculty members to McMaster University for advanced
EBCP training.
Through the CTL, funding is also provided for faculty development activities and for individual
advanced training (such as master’s and doctoral degrees, or professional certification). On the
Davenport Campus, a Faculty Enrichment Committee processes funding request for development
activities. Requests for support for short-term programs such as attendance at weekend seminars or
attendance at conferences to present scholarship are funded through a Faculty Development
Assistance Grant (FDAG) program. Requests for support for advanced degrees or other programs of
higher education or continued learning are funded through a Faculty Education Assistance Grants
(FEAG) program. On the branch campuses, support requests for faculty development activities are
made directly to the respective Dean of Academic Affairs for final approval.
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Sub-Component 3.C.5: Instructors are accessible for student inquiry.
Palmer College Academic Policies, Collective Bargaining Agreements, and Faculty Handbooks
outline faculty requirements for student availability.
Full-time teaching faculty are required to be present five office hours/week as outlined in their
respective bargaining agreements and the Florida Faculty Handbook. Part-time teaching faculty
members also have office hour requirements commensurate with their assignments. Clinic mentorship
provides more flexible time for clinic faculty to meet with their interns. Palmer e-mail and course
home pages offer direct access for students and faculty to communicate outside of regularly scheduled
office hours. Some faculty members maintain personal websites as another means of providing
contact and content to students. The new learning management system, when fully deployed, is
designed to transform faculty-student access and interactions.
Sub-Component 3.C.6: Staff members providing student support services, such as tutoring, financial
aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained,
and supported in their professional development.
Staff members providing services across the student affairs division are appropriately qualified
and stay current in their fields of expertise.
The College hiring practices assure that new Student Affairs employees are appropriately qualified to
meet the demands of the position. When rehiring for a vacant position, the responsible supervisor
reviews the current job description to verify it is consistent with the needs of the position and
modifies job duties and qualification requirements as necessary. As new positions are created by the
College, the supervisor collaborates with Human Resources to identify minimum educational
qualifications, experience, and training. Higher education and position-specific job search sites and
journals are reviewed to identify and compare current College practices, degree requirements, and
training experience with practices in the field.
Student Affairs staff is required to participate in professional regulatory training depending on their
positions, which includes FERPA, HIPAA, Title IX, Clery Act, Red Flags Rule (Identity Theft
Protection), and Compliance Training for College Communication. In addition, staff members are
encouraged to participate in professional development to maintain and improve professional
competence, to enhance career progression, and to keep abreast of new technology and practices. Staff
members receive additional and ongoing training by attending job-specific seminars and conferences
and by participating in professional organizations, list-serves, and networking events. In addition to
professional development, Palmer may provide educational assistance, including reimbursement for
tuition and books and a flexible schedule or work arrangements to eligible full-time staff for jobrelated educational pursuits.
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3.D - Core Component 3.D
The institution provides support for student learning and effective teaching.
1. The institution provides student support services suited to the needs of its student populations.
2. The institution provides for learning support and preparatory instruction to address the
academic needs of its students. It has a process for directing entering students to courses and
programs for which the students are adequately prepared.
3. The institution provides academic advising suited to its programs and the needs of its students.
4. The institution provides to students and instructors the infrastructure and resources necessary to
support effective teaching and learning (technological infrastructure, scientific laboratories,
libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the
institution’s offerings).
5. The institution provides to students guidance in the effective use of research and information
resources.
Argument
Sub-Component 3.D.1: The institution provides student support services suited to the needs of its
student populations.
Palmer College supports the needs of its students by providing resources and services to help
them succeed.
Palmer provides significant support services tailored to the needs of its students. A Student Academic
Support Center on the Davenport campus, with extension personnel at the branch campuses, offers
academic advising, tutorials, strategies for time management and study skills, and student disability
testing referrals, as well as advising and services for students with disabilities. The Center also offers
community-based connections to mental health and wellness services through a Student Resource and
Assistance Program – a free and confidential community-based counseling service that is available for
Palmer students on all campuses and their immediate families. The program connects students seeking
personal counseling resources for assistance with relationship issues, substance abuse, grief, loss,
depression, anxiety or any other mental health issues to local service providers.
The Office of Student Services provides assistance with student housing, international student
advising, student clubs and organizations, and food services.
The Office of Student Administrative Services (Bursar, Financial Aid, and Registrar) attends to
requests for transcripts, student billing accounts, loan disbursement, student registration, certification
for state licensure, notary services, and financial counseling and assistance.
A Palmer Center for Business Development is dedicated to promoting entrepreneurship and
innovation through educational programs that bridge academic training, clinical skills and business.
The Center’s educational programs are supplemental to what students learn in the core Doctor of
Chiropractic curriculum, and are offered at no charge to current Palmer students and alumni. The
Center incorporates instruction, mentoring, and support from outstanding chiropractors, business
professionals and faculty, as well as from outside professionals with expertise in new business
development.
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The Center also maintains an online virtual career center which includes employment opportunities,
practices and equipment for sale, online library, Optimal Resume (a resume-building system),
Interview Stream (a mock interview program), Locus (a chiropractic demographic system), and the
Palmer Professional Network.
Each campus maintains a College Bookstore that carries required resources for classes and clinic, a
number of recommended resources, and College apparel and other merchandise. Along with brick and
mortar bookstores, the College also offers an online catalog for electronic purchases.
Incoming students are introduced to many of the services listed above through a new student
orientation, which also includes information on campus life, clubs, extracurricular activities, and
relevant College policies and procedures.
Sub-Component 3.D.2: The institution provides for learning support and preparatory instruction to
address the academic needs of its students. It has a process for directing entering students to courses
and programs for which the students are adequately prepared.
Palmer College of Chiropractic values and supports the significance of academic readiness.
Palmer College provides prospective students with the information they need to make informed
decisions. This begins with published admissions requirements and technical standards in the Student
Handbook and on the College website. Upon initial contact with a prospective student, an admissions
representative answers questions related to the College, careers in chiropractic, the
admissions/application process, and life in the local communities. The student is also connected with
an enrollment advisor who provides a cursory review of the student’s transcripts to determine
admission eligibility and advising.
In 2011, the CCE changed its Standards to reflect admission requirements for entering GPA and
coursework that was less prescriptive than previously required for eligibility into a DCP. Palmer’s
admission requirements, described in Sub-Component 3.A.1, were revised in 2012 to mirror the CCE
Standards. In the current Standards, the CCE set broader definitions for science and general education
preparation and raised the GPA from a 2.5 to a 3.0 for eligibility. This gives the colleges more latitude
in determining the applicant qualifications necessary to be successful in the DCP. Also included in the
CCE revisions was an option to accept students under an Alternative Admissions Track Plan (AATP).
This track allows a chiropractic program to admit a student who may not meet its minimum
requirements, but for whom the College believes there is sufficient evidence supporting a decision to
admit into the DCP.
The campus Academic Deans meet together with an Admissions representative weekly to consider
applicants under the AATP criteria and accept applicants or advise them on the additional coursework
that would make them eligible for admission. Under CCE Policy 7, the academic performance of all
students accepted under AATP criteria must be tracked and reported annually to the CCE for quality
assurance purposes through a Program Enrollment and Admissions Report (PEAR). The College has
implemented appropriate support programs and formally recommends them to students experiencing
academic difficulty. All students seeking academic support services are monitored and the services
provided are tracked through Academic Support Services Tracking Spreadsheets on each campus. The
processes for tracking and reporting on AATP students are relatively new and analyses are
preliminary.
While all students must take all courses in the DCP, they are still offered an opportunity to design
their own course of study and adapt their load throughout the program. Because of the difficult nature
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of the basic science coursework, some students maximize educational and personal benefits by
electing to take a lesser load in the first year. For those students who experience academic difficulty,
course loads are automatically reduced. Faculty and Academic Advisors inform students of tutoring
sessions, study skills, stress management, test-taking strategies, and counseling services.
The College’s Handbook for Students and Applicants with Disabilities describes the processes by
which reasonable individual academic adjustments and accommodations are made.
The Palmer Academic Support Services (PASS) program is offered as a supplement to formal course
instruction for students who request additional learning resources. This free tutorial service is
available to all Davenport Campus students. Student tutors provide weekly small and large group
lecture and lab tutorials covering the more difficult subjects. Often they provide focused reviews of
content before examinations. While a PASS program is not formally offered at the West and Florida
campuses, on-site tutorials are available upon request. Students have communicated their appreciation
for PASS Program services in Davenport through utilization and a student satisfaction survey.
Differing levels of remediation during students’ clinical training are triggered by student performance
on a clinical assessment exam, clinical qualitative evaluations, a student global assessment, faculty
referral and/or student self-referral. This process varies across the campuses, but each campus
provides clinical remediation services.
An Early Alert Response System (EARS) is a web-based reporting mechanism launched in early 2009
that provides the College community an avenue to alert key College officials of a wide range of
academic, behavioral, and personal issues that individual students may be experiencing. Through
identifying and appropriately addressing these challenging issues or behaviors early on, preventive
action can be taken before the concerns become a hindrance to the student and/or the Palmer
community. If concerns arise during the clinical training portion of the program, a Clinic Early Alert
Response System (CLEARS) report is filed and addressed by clinic administrators.
Sub-Component 3.D.3: The institution provides academic advising suited to its programs and the
needs of its students.
Palmer College utilizes effective advising processes to assure its students’ needs are met.
Academic counseling is available to assist students in the transition to a professional academic
program. Advisors direct students to available services, provide information on satisfactory academic
progress and the impact of academic policy on course scheduling, and assist with general questions
regarding the academic program.
Because of the prescriptive nature of the program, each cohort of students takes a common set of
courses each term. Those students who remain on track with the curricular schedule complete
registration online. Students who are on an alternate track either due to course failure or personal
choice are assisted by an Academic Advisor in scheduling their remaining course loads. International
students are assigned an advisor upon matriculation into the College and work closely with this
advisor throughout their career at Palmer.
Sub-Component 3.D.4: The institution provides to students and instructors the infrastructure and
resources necessary to support effective teaching and learning (technological infrastructure, scientific
laboratories, libraries, performance spaces, clinical practice sites, museum collections, as
appropriate to the institution’s offerings).
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Palmer College’s teaching and learning facilities, resources, co-curricular support spaces, and
technological infrastructure support a quality educational experience.
Campus Infrastructure Dedicated to Teaching and Learning
Each Campus houses traditional learning facilities, such as classrooms, basic science laboratories,
radiology facilities, patient care clinics and libraries appropriate to student and faculty census. In
addition, the College has committed resources to augment the infrastructure with a Chiropractic
Learning Resource Center and Palmer Center for Business Development on the Davenport Campus, a
Student Center on the Florida Campus and modifications and improvements to the West Campus
facilities. Total space dedicated to instruction by campus is monitored by the College.
Teaching Clinics
Each campus maintains patient care clinics in diverse locations to meet the unique needs of student
education and training and of healthcare in the communities they serve, including students, families,
employees, and the general public. Some clinics are fee-for-service while the community outreach
clinics offer chiropractic care at no or low-cost to economically and socially disadvantaged residents
in the respective communities. Annual Patient Satisfaction Survey data demonstrate the effectiveness
of the services and facilities.
The Davenport Campus Clinic system is composed of seven clinics, two located on campus and five
in the neighboring Quad-Cities area. The 50,000 sq ft Academic Health Center (AHC) and the 2,500
sq ft Moline Clinic are state-of-the-art facilities that serve as the primary locations for outpatient care.
Both facilities include a digital radiology suite, while chiropractic rehabilitative services are offered
exclusively at the AHC and Campus Health Center (CHC) facilities on campus. The CHC primarily
serves the healthcare needs of the students. No or low-cost community outreach clinics are dispersed
throughout the Quad-Cities area.
The West Campus houses an onsite outpatient clinic and operates a network of five no or low-cost
outreach satellite clinics in connection with San Jose community organizations. The West Campus
also maintains a student clinic that serves a dual role as a classroom chiropractic technique lab.
The Florida Campus operates two clinics – one main and one satellite. Both serve the needs of all the
types of patients. The Florida Campus also maintains a network of six no or low-cost outreach
satellite clinics in connection with Daytona Beach area social service agencies.
Libraries
Under new Library Services leadership, the David D. Palmer Health Sciences Library is evolving into
a three-campus networked library system that provides physical and virtual spaces, electronic and
tangible resources and services, and programming that supports the mission and vision of the College.
The Library website was recently redesigned to improve functionality and provide uniform access to
all electronic resources to patrons across the system. Local campus library facilities provide individual
student and group study spaces, technologies and anatomical models for learning, convenient Wi-Fi
Internet access to electronic resources, student computer labs, and print resources.
The networked library system supports student learning with 35,096 books, 32,204 electronic
journals, 10,304 electronic books, 297 bone and anatomical models, 2,508 audiovisual items
(VHS/DVD), 1,238 journal titles, 34 student computers, and 245 online reference resources and
databases. Students access print and electronic materials using the Integrated Library System
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(Symphony), the A to Z e-journals list, and a Link Resolver platform powered by EBSCOhost that
provides access to full-text journal articles. To ensure meeting students’ needs outside the normal
hours of operation (approximately 83 hours/week), the library provides unlimited access to online
databases, online reference tools, electronic books (e-books) and e-journals (A-Z list).
A Special Services Department on the main Davenport Campus preserves and makes accessible a
unique collection of materials detailing the history of the Palmer family, the College, the chiropractic
profession and related healthcare fields. It holds the largest chiropractic collection of books, serials,
manuscripts, posters, photographs, and original works in the world. The Special Services Department
is open to students, faculty, alumni, visiting researchers, and the community. On average, the Special
Services Department provides research assistance to 1,200 patrons, circulates 1,700 items and
receives 600 visitors per year.
Palmer regularly assesses student satisfaction with Library services and resources through a biennial
satisfaction survey. In 2013, the majority of students responding reported visiting the library at least
once per week or more (69.4%). Overall, 77.5% of responding students were satisfied with the Palmer
Libraries.
A facilities plan to renovate and upgrade the Florida Campus Library has been approved by the
Executive Administrative Team of the College for construction in 2015. The plan includes converting
some existing library space to multi-use classroom flex space, a long-needed egress through the
building, an informal learning commons, and a secure area for protected resource and quiet study.
Additional library facilities upgrades at the Davenport and West campuses are in the planning stages.
Chiropractic Learning Resource Center
On the Davenport Campus, a 15,000 sq ft Chiropractic Learning Resource Center (CLRC) resides on
the third floor of the Academic Health Center and provides dedicated space for interns during their
clinical rotations to write reports, train on electronic health records (EHR) software, search the
literature for evidence on patient conditions, and prepare for licensing exams. The facility contains 39
computers with access to various types of software to augment clinical education. The chief
radiologist and radiology residents convene several times per day for radiology readings with interns
in a small amphitheater. The environment transforms into an informal classroom with a free-flowing
exchange of ideas and opportunities for learning. The radiology reading room is wired to receive
digital X-ray images from the branch campuses, allowing remote radiology reviews by the chief
radiologist and radiology residents.
The CLRC also houses a Clinical Assessment Center – six simulated clinic rooms outfitted with clinic
furniture and equipment, cameras, microphones, and 2-way windows – for assessing interns through
Standardized Patient (SP) encounters using an Objective Structured Clinical Examination (OSCE)
format. Student performances are captured through digital video recordings using specialty web-based
software called WebSP. Clinical faculty mentors grade student performances electronically and offer
formative feedback. The classroom faculty has recently begun utilizing the Assessment Center and
software to conduct practical exams and provide students with reviewable feedback. The branch
campuses do not have the Clinical Assessment Center physical resources available to the Davenport
students; however, they conduct clinical OSCEs and assess student performance in real time in actual
clinic rooms. The Florida Campus uses the WebSP software to run their radiology OSCEs. The West
campus recently outfitted a learning lab with 30 new computers and will also use the WebSP software
to manage radiology OSCEs.
Palmer Center for Business Development
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The Palmer Center for Business Development, located on the Davenport Campus, houses a
technology-connected classroom that comfortably seats 30students in which live business modules are
conducted and video recorded. The Center maintains a physical and virtual library and a computer lab.
Library topics range from business concerns such as marketing, finance, and management to
chiropractic-specific interests such as floor plans, getting started in practice, and licensure
requirements. There are books on personal growth and professional development as well. The virtual
programming offered by the Center for Business Development is available to students at all Palmer
campuses.
Florida Campus Student Center
As the Florida Campus grew in enrollment, it became readily apparent that there was a need for a
student center encompassing food services, bookstore, and a multi-purpose auditorium. Planning was
initiated in 2010, groundbreaking occurred in 2011, and the building was dedicated for use at
Homecoming in 2012. The $4 million project was offset by a successful capital campaign with a goal
of $2.5 million. One company, Standard Process, committed $1.5 million and earned the right to have
the building named the Standard Process Student Center. The building and its auditorium
accommodate all school assemblies, graduations, community events, and Homecoming presentations
on campus. The space is also used for combined classes and other functions involving large
gatherings. The Student Center serves as a gathering point and has greatly added to campus life.
West Campus Multipurpose Lab and Facilities Upgrades
A learning and assessment center with 30 new computers was recently (2014) constructed for hybrid
use in student assessment and lab instruction (physiology and radiology), and as a study resource
center. Software for anatomy instruction and a learning version of eConnect, the patient records
software for the clinic’s electronic health records system, were installed to augment student training.
Two large screen monitors were outfitted with Apple-TV for the anatomy labs. Through the use of
iPads, video display of cadaver-lab instruction in an adjacent room has enhanced the delivery of the
first-term anatomy courses. An additional electro-diagnostic unit was also purchased for the
physiology lab.
Over the past 18 months, $1.5 million were invested in facilities improvements, including new carpet
and paint in classrooms and Student Services area; a new HVAC system; roof repairs; renovation of
three restrooms to improve function and aesthetics; remodeling of front entrance and clinic lobby; and
parking lot, sidewalks and ramps for the two main entrances.
Technology Infrastructure
The Information Services (IS) department is centralized at the Davenport Campus with local offices
on each campus to directly serve the needs of the students, staff, faculty, and administration. Fourteen
people are employed full-time across the system to provide technical support and services.
Technology and communications are vital to three geographically separated campuses and widely
varied among the locations. Palmer College offers wireless networks for student use. On the
Davenport Campus, access includes all classrooms, faculty offices, and most common areas. The
Florida and West campuses have wireless networks that provide convenient access anywhere on
campus.
The common services IS provides on all campuses include all college-wide hardware and software
maintenance, phone programming, network communications, maintenance of student e-mail accounts
and copy equipment, grade book support, wireless access, video conferencing, and limited individual
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instruction in the use of technology. A Helpdesk system, accessible from the Palmer portal, allows all
constituents to place requests for services or resource support through a centralized system. On
average, IS has responded to 4000 requests per year since 2009.
Along with the CTL, Information Services helps support classroom technologies and digital
applications that enhance teaching and learning, including digital cameras and projectors, networked
classroom PCs with access to College applications, and the Internet. The Clinic system is supported
by technology troubleshooting and upgrades, including electronic health records, digital radiology,
automated patient scheduling, and student assessment systems.
The Palmer Portal is a web-based system that offers tools to students, faculty, and staff for quick
access to personalized services and information. The Portal allows the College to customize
messaging and information for individual students and groups of students by having immediate access
to personalized information. The student portion of the Palmer Portal grows with the individual
student history from matriculation through graduation, providing a familiar and seamless computer
interface for the entirety of the student’s academic career at Palmer. For faculty members, the Palmer
Portal provides course management functions and gives easy access to class rosters and other student
information, and grade posting. With the recent purchase of a new learning management system, the
College will be transitioning the course management functions of the Portal over to Desire2Learn
(D2L). An integrated team (Academic Affairs, CTL, Student Affairs, Information Services and D2L)
has begun the planning process to implement D2L as the course management and primary learning
management technology solution for the College.
Sub-Component 3.D.5: The institution provides to students guidance in the effective use of research
and information resources.
Palmer students are provided training in the effective use of research and information
resources.
Throughout the curriculum, students are exposed to major chiropractic and health science information
resources and are presented with fundamental research concepts and methods to interpret, consume
and apply research evidence. Evidence-based courses, clinical case studies, patient care scenarios and
patient management plans help students develop the necessary skills of critical thinking, clinical
reasoning, literature search strategies, critical appraisal, application of evidence, and evaluation of
results.
In August of 2012, the National Institutes of Health renewed the R25 grant for four years for
“Expanding Evidence-based Clinical Practice (EBCP) and Research across Palmer College of
Chiropractic.” The second grant awarded was for $876,821. While the first four years of the grant
helped train Davenport faculty in EBCP principles and practices and boost the Doctor of Chiropractic
curriculum, the second four years supports branch campus faculty training and integration of EBCP
principles and practices. Ultimately, this better prepares graduates for practice in a contemporary
healthcare environment. Information about faculty training in EBCP is covered under Sub-Component
3.C.4.
The Research Honors Program provides students in the DCP the opportunity to work with a faculty
mentor and participate in the research process. Research Honors are awarded by the Palmer Research
Council for meritorious research scholarship conducted by students.
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3.E - Core Component 3.E
The institution fulfills the claims it makes for an enriched educational environment.
1. Co-curricular programs are suited to the institution’s mission and contribute to the educational
experience of its students.
2. The institution demonstrates any claims it makes about contributions to its students’ educational
experience by virtue of aspects of its mission, such as research, community engagement, service
learning, religious or spiritual purpose, and economic development.
Argument
Sub-Component 3.E.1: Co-curricular programs are suited to the institution’s mission and contribute
to the educational experience of its students.
The College Mission is supported by the many co-curricular opportunities students experience
for personal and professional growth.
Palmer provides an array of co-curricular learning experiences to augment students’ personal and
professional growth, including student clubs and organization, clinical experiences abroad, various
clinical internships, elective chiropractic technique courses, and other professional development
opportunities through the Palmer Center for Business Development.
Student Clubs and Organizations
A wide variety of student clubs and organizations provides a chiropractic community framework in
which students develop their own special talents and interests while contributing to the educational
and social development of other students. Palmer is committed to supporting the diverse interests of
51 student clubs and organizations on the Davenport campus, 23 on the Florida campus, and 33 on the
West campus. These clubs and organizations cover a wide spectrum of interests, including
chiropractic techniques, academic and professional groups, community needs, service and social
clubs, fraternities and sororities, and sports and recreational clubs.
Co-curricular Educational Experiences
The Clinic Abroad Program (CAP) is a unique experience for chiropractic students. Faculty, field
doctors, and students from all three campuses travel together to various international locations to
provide chiropractic care to impoverished populations that have little to no access to quality
healthcare. For some populations, the only access to chiropractic care is through these Palmer
outreach experiences. The CAP travels to Brazil, Bequia, Honduras, Vietnam, Madagascar, Fiji, India,
and Morocco. Students have opportunities to engage the local culture through provisional clinics,
scheduled activities including group dinners with local contacts, and tours of various sites. Many
students who participate in Clinic Abroad testify that it is a life-changing experience, one that
solidifies their career decision and commitment to become a chiropractor.
Other co-curricular experiential-learning opportunities provide DCP students training in best practices
for patient care while preparing them for contemporary chiropractic practice. Examples include a final
term preceptorship at a licensed chiropractor’s office or at a hospital-based Department of
Defense/Veteran Affairs (DOD/VA) internship. The DOD/VA rotations offer interns the opportunity
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to work with patients who have physical injuries ranging from musculoskeletal conditions to limb
amputations. Since this population has higher incidences of post-traumatic stress disorder, interns also
observe the impact of psychological factors on patient care.
Today’s emphasis on health and wellbeing has increased the amount of fitness awareness and activity
among patients. Many seek care for sports-related injuries. The College’s Sports Outreach
(Davenport) and Sports Council (West and Florida) programs allow interns to work directly with
faculty clinicians who specialize in rehabilitative care for sports-related injuries at communitysponsored events. In Davenport, service-related internships are also available in the rehabilitation and
radiology departments on a limited basis. Interns assist the faculty clinicians in these areas of
specialty training. Clinical chiropractic teaching assistants obtain a higher level of day-to-day office
operations experience at the various College clinic locations.
Students in the clinical research MS degree program have the opportunity to participate in federallyfunded clinical trials and are mentored by Research Faculty in conducting original clinical research.
Students in the chiropractic technologists AAS program complete required field training in a
practicing doctor’s office where they apply and receive feedback on office staff procedures.
Clinic Electives
Palmer College provides an extensive core chiropractic technique curriculum. Beyond the core, many
other popular techniques exist that students may wish to study while in residence. Elective technique
courses vary from campus to campus and are offered as student interests dictate. Students may also
attend scheduled continuing education programs offered on all campuses at a reduced rate.
Center for Business Development
What began as a student-initiated idea to supplement core business education, the Center is dedicated
to advancing chiropractic business skills. Services offered at the Center include software that matches
job seekers with employers based on shared preferences for specific techniques, philosophy and other
interests. Additional services include video resumes, e-portfolios, assistance with resume writing, and
job-interview coaching. Students also may opt for traditional, in-person interviews and participate in a
mentor/mentee arrangement.
Sub-Component 3.E.2: The institution demonstrates any claims it makes about contributions to its
students’ educational experience by virtue of aspects of its mission, such as research, community
engagement, service learning, religious or spiritual purpose, and economic development.
Palmer’s vision to be The Trusted Leader in Chiropractic Education™ demonstrates the
College’s commitment to its mission to promote learning, deliver health care, engage
communities, and advance knowledge through research.
The Trusted Leader – Promote Learning
Evidence-based chiropractic practice provides the basis for life-long learning within the curriculum.
The College further supports life-long learning through continuing education efforts. Palmer offers
high-quality continuing educational programs throughout the United States for its students, alumni,
and field chiropractors. Students attend continuing education offerings at low or no cost.
The Trusted Leader – Deliver Healthcare
Palmer maintains 19 campus and community outreach clinics across the system providing students
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with a variety of learning opportunities to ensure they are knowledgeable, skilled, and prepared to
serve as primary care providers upon graduation. Individual and small group mentoring during
clinical training assures that students receive critical feedback during their formative stages of
learning. Augmenting this structured learning are opportunities to engage in various extra and cocurricular experiences such as Clinic Abroad and preceptorship programs.
The Trusted Leader – Engage Communities
Student engagement with their communities through patient care, community service, and
sponsorships enhances the quality of their learning while meeting local community needs. The Center
for Business Development provides students with avenues for networking with potential employers
and local business professionals, e.g., bankers, attorneys, accounting, and tax experts, in preparation
for diverse practice opportunities.
The Trusted Leader – Advance Knowledge through Research
As the largest, most resourced, and most productive chiropractic research facility in the world, The
Palmer Center for Chiropractic Research actively promotes and engages students, faculty, and staff in
original research through its R25 initiatives and Research Honors programs.
Supportive evidence for the claims Palmer College makes about contributions to its students’
educational experiences by virtue of aspects of its mission are nested throughout this Assurance
Report.
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Palmer College of Chiropractic - Assurance Argument - 12/11/2014
3.S - Criterion 3 - Summary
The institution provides high quality education, wherever and however its offerings are delivered.
Summary
Palmer College of Chiropractic is committed to providing a quality education that prepares its
students to function as primary care physicians and advance the chiropractic profession. Students
receive a well-rounded education that prepares them with critical thinking and life-long learning skills
while exposing them to diverse learning opportunities. The College provides resources, training, and
professional development opportunities to faculty and staff to ensure they are current in their
disciplines or areas of expertise.
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