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Course Syllabus and Instructional Agenda
Adrienne Smith, Mitra Jahangeri, Samantha Ronsick, and Ty Blake-Holden
AET/520
February 21, 2015
Philomena McPhee
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Course Syllabus and Instructional Agenda
When working with adult learners, it is essential for instructors and trainers to clearly
identify the learning objectives and goals for instruction so that learners understand what is
expected of them in a course. According to Wlodkowski & Ginsberg (2010), “creating a clear,
inviting, and inclusive course syllabus is critical to the initial motivation of adult learners”. For
the purposes of this paper, Learning Team A will review the important elements and provide
examples of an effective course syllabus and instructional agenda in alignment with team
members’ instructional plans.
Important Elements of an Effective Course Syllabus
An effective course syllabus helps to establish direction, expectations, and boundaries for
adult learners, both conveying the tone for a course and delivering necessary information to
students on essentials for the course (Wlodkowski & Ginsberg, 2010). The course syllabus is
essentially a contract between the student and the instructor for the course. A course syllabus will
list the instructor’s contact information, including phone number and email address, and office
hours as applicable. It will also provide course expectations, requirements, ground rules,
readings, assignments, and final exams and projects associated with the course.
The course syllabus also provides insight to the instructor’s expectations for the course,
which in turn is critical to learners’ success in the class. The syllabus will list important course
policies, including information on late assignments and class absences. Once a student has
reviewed the syllabus, if he or she has any questions, it is imperative the student contact the
instructor for clarification to ensure success and proper understanding of the expectations. The
following example of a course syllabus illustrates the important components of an effective
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course syllabus, using elements of learning team members’ Instructional Plan outlines from
Appendices A and B.
Example Course Syllabus
Course Syllabus
Northwest Community College (NCC)
HCA 101- Introduction to Health Care Administration
Facilitator Information
Facilitator: Samantha Ronsick
NCC Administrative Building 2, Office #24
Office Hours: Monday, Wednesday, Friday: 3:00 p.m. – 6:00 p.m.
Tuesday, Thursday: 8:00 a.m. – 6:00 p.m.
Should you need to contact me outside of regularly
Emergency Contact: scheduled office hours, please call or send a message to
my phone number(s) or email address listed below.
Phone:
Office: (602) 557-6102; Personal: (602) 321-9711
Email: samantha.ronsick@phoenix.edu
Personal Information
Hello and welcome to HCA 101! My name is Samantha Ronsick. I currently live in Olathe,
KS, a suburb of Kansas City. I am married and have a two year old daughter. I have a
bachelor's degree in communications from University of Phoenix, and I am currently
pursuing a graduate degree in Adult Education and Training. I am currently employed at
University of Phoenix as a trainer, editor, and communications manager. In my spare time, I
enjoy cooking, reading, gardening, and distance running. Please feel free to reach me at my
contact information above if you have any questions regarding the syllabus, course
requirements, etc. I look forward to getting to know all of you over the course of this class!
Course Title and Description
HCA 101 – Introduction to Health Care Administration (3 credit hours): Introductorylevel course providing students with foundational knowledge of the health care industry and
a comprehensive overview of the health care system in the United States. Students will be
able to describe basic health care terminology, management concepts, communication skills
for health care professionals, and analyze workforce opportunities within the health care
industry. HCA 101 is a prerequisite to entering the NCC Associate of Arts in Health Care
Administration degree program.
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Course Information
Prerequisites:
As an introductory-level course, a high school
diploma/GED are required for entry into the program.
Course Offering: 6-week course, traditional instructor-led with lab
Course Delivery Dates:
March 30, 2015 – May 10, 2015 (course weeks begin on
Monday and end on Sunday)
Local Classroom Sessions: Monday, Wednesday, Friday: 10:00 a.m. – 11:00 a.m.
Lab Sessions: Monday, Friday: 12:30 p.m. – 2:30 p.m.
Course Objectives
Upon completion of HCA 101, students will have an introductory-level understanding of the
following:
•
•
•
•
•
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Foundational knowledge of the health care industry within the U.S.
Health care terminology
Health care management concepts
Communication skills for health care professionals
Workforce opportunities within the health care industry
Duties of health care professionals within the hospital setting
Course Requirements and Materials
The instructional setting for HCA 101 will be 70% classroom-based (taught by facilitator)
and 30% lab-based out of the Patton-Fuller Community Hospital. Enrollment is limited to 15
students per class.
Lab instruction includes hands-on application through class demonstrations and clinical
observations. Students will be paired with nurses, medical secretaries, and other hospital staff
through a mentorship program, so that they can gain clinical knowledge from experienced
professionals.
The following instructional textbook is required for students to purchase:
Mitchell, D., & Haroun, L. (2012). Introduction to health care (3rd ed.). Clifton Park, NY:
Delmar Cengage Learning. ISBN-13: 978-1435487536
Other supporting materials and references which will be provided by the instructor (handouts,
readings, etc.) include the following:
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DeLaet, R. (2011). Introduction to health care & careers. Philadelphia, PA: Lippincott
Williams & Wilkins.
Healey, B., & Evans, T. (2015). Introduction to health care services: Foundations and
challenges. Hoboken, NJ: John Wiley & Sons, Inc.
Teaching Philosophy
As an instructor at Northwest Community College, my goal is to share new knowledge and
understanding of course content and inspire student learning. As a former health care
industry professional, I seek to balance course content with real world knowledge to
promote authentic learning, critical thinking, and discovery among my HCA 101 students. I
believe that all students have the ability to learn, and focus my teaching on active learning
and assessment methods to assist students in both mastering new knowledge and concepts as
well as demonstrating newly acquired skillsets. Students are at the center of my lesson
planning process, and I strive to create an atmosphere that encourages participation and
involvement by all students.
I believe in a flexible manner of instruction and am responsive to the needs of my individual
classes. I respect the individual learning styles and diversity of each learner and utilize a
variety of instructional strategies to increase student learning and promote an inclusive
environment for all students. In addition to standard lecture, my classes will include the
following:
 Group Discussions
 Use of Technology
 Active Learning
 Problem Solving
 Collaborative Learning
 Individual Assignments
 Field Study/Observation
 Presentations/Demonstrations
Due to the nature of this course, 70% of the class is catered to classroom-based instruction,
and 30% is reserved for observation and field study, in which you will have opportunities to
learn from industry professionals through shadowing and observation to master an entry-level
understanding of the health care industry. It is my hope that this experience will be a satisfying
and enlightening opportunity for you to embark on your journey to pursuing a career in the
health care industry.
Guidelines for Academic Honesty
Academic integrity is vital to ethical and moral behavior. As stated in the Northwest
Community College handbook, "The integrity of academic program is exhibited and upheld
in the actions of campus community members in daily decisions and work produced." In
line with the NCC Academic honesty policy, this classroom has a zero tolerance for
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academic dishonesty. Dishonest behavior is exhibited when individuals take credit for work
and ideas that are not their own. Plagiarism can be malicious or unintentional through poor
paraphrasing or citations but all counts are considered violations and all counts will be
reported to the dean of academic affairs. Intentional or not, plagiarism is a serious offense
and will result in a failing grade on the assignment and depending on the severity can result
in permanent expulsion from the classroom and the College. Please contact me if you are
unsure about what is considered plagiarism.
Statement of Inclusive Learning Environment
Northwest Community College is dedicated to the support and advancement of healthy and
productive learning environments free of prejudicial practices or restrictive learning
environments. Every student has the right to fully access and participate in all aspects of the
learning environment free of hindrances and harassment.
Beyond the legal requirement NCC is committed to a fully inclusive experience for all
students, regardless of personal abilities or accommodation needs. All materials referenced
and used in the class are available in Large type, audio dictation, and visual captioning. All
accommodation requests can be directed to the class facilitator, department office, academic
counselor, or Disability Services Office.
Disability Services:
Room: Number
Counselor: Name
Email: Address
Telephone: Number
NCC seeks to provide appropriate accommodations to all qualified students with either
temporary health issues or a permanent disability. Eligibility is determined on a case-by-case
basis by the Disability Services Office upon verification of the disability from a diagnosing
professional and submission of an official request for accommodations requested by the
student. Regardless of documentation, all reasonable accommodations will be implemented
to the best of the professor and college's ability. Each student’s personal needs will always be
handled confidentially and on an individual bases.
Attendance/Participation Policy
Students are expected to attend classes regularly. Participation in the classroom environment
is a critical cornerstone for the educational philosophy of the institution. Participation in
group discussion and projects is expected for successful completion of the course. Students
are required to attend at least 80% of classroom sessions. Students who are unable to
maintain the minimum attendance requirement will be ineligible to take the final exam and
receive a passing grade.
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Students may have two full days of absence credit waived before deductions effect the final
grade (late arrivals to class count as a half day absence toward this credit). After two
absences, the final grade will be downgraded 1 point for each absence thereafter.
In the event students are unable to attend a class or have to leave early in a class or lab
section, they may electronically submit any work due that day to receive full credit as long
as the submission is before the end of class the day it is due. Hard copies of course
electronic submissions can be submitted to the instructor on the next scheduled class date.
Grading
A letter grade will be assigned at the conclusion of the course. The total points possible in
the course will be 1000 and the grading scale will be as follows:





‘A’ letter grade will be earned for student scores between 900 -1000 points
‘B’ letter grade will be earned for student scores between 800 -899 points
‘C’ letter grade will be earned for student scores between 700 -799 points
o Note: Below 700 points will not be considered a passing score for this course
‘D’ letter grade will be earned for student scores between 600 -699 points
‘F’ letter grade will be earned for student scores below 600
Syllabus (General Overview)
Exams/
quizzes
Dates
Class Activities
Week 1
Foundational
knowledge of the
health care industry
within the U.S
Week 2
Health care
terminology
Quiz 1 Title
(50 points)
Week 3
Health care
management
concepts
Mid-Term
(200 points)
Week 4
Communication
skills for health care
professionals
Week 5
Workforce
opportunities within
the health care
industry
Quiz 2 Title
(50 points)
Projects
Laboratory
Experiments
Lab Time
Experiment 1
(200/3) points
Chapter
presentation project
(25 points)
Sign up for class
facilitator /
Individual
Textbook
Presentation
(100 points)
Health Care Best
Practices Visual
Project
(75 points)
Lab Time
Experiment 2
(200/3) points
Lab Time
Experiment 3
(200/3) points
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Week 6
Duties of health care
industry
professionals
Final Exam
(200 points)
Lab Summative
Presentation /
lessons learned and
best practices
exhibited at the
hospital
(Lab placement)
(100 points)
Assignment Descriptions, Due Dates & Point Breakdown
(*Please find a detailed Project Explanation and Grade Guidelines in Appendix C)
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


500 points will be derived from tests
o Midterm and Final Exam are each worth 200 points
o Two quizzes at 50 points each
100 points possible for the group projects
o The Chapter presentation project (25 Points)
 Each group will teach a chapter of the book and be responsible for
creating the lesson plan, audio visuals, and handouts for class
dissemination.
o Health Care Best Practices Visual Project (75 Points)
 As part of the course review, groups will create a visual
communication that discusses industry best practices for a material
covered in lecture/lab. Example visuals might include an educational
poster, handbook, closed circuit commercial, etc.
100 points possible for the Individual Textbook Presentation
o Each student will prepare a 10 - 15 minute learning activity in which they
will act as the classroom facilitator. Students will sign up for time slots to
teach during Week #4.
200 points will be based of progress reports from Lab Supervisors
o Lab supervisors will submit weekly status reports on student involvement
100 Points will be possible for the Lab summative presentation
o Each student will present in a 5-8 minute presentation on lessons learned and
o Best practices exhibited at the hospital lab placement.
Important Elements of an Effective Instructional Agenda
Just as a clearly-defined syllabus can aid students in establishing direction, expectations,
and other course requirements, an effective instructional agenda can assist instructors in planning
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a lesson and timeline to meet the student learning objectives and set clear expectations for
student learning outcomes. Beginning with the end in mind, instructors can cater their lesson
plans and agenda by using a diverse set of instructional methods to meet the needs of different
student learning styles that are aligned with the course and performance objectives that students
must achieve. The following example illustrates the important components of an effective
instructional agenda including a breakdown of the timeline for the first lesson and class meeting,
in alignment with the example course syllabus.
Example Instructional Agenda
Instructional Agenda
HCA 101- Introduction to Health Care Administration
Week 1, Day 1
Icebreaker: Activity and group discussion focused on the
10:00 a.m. – 10:30 a.m. reasons students decided to enroll in HCA 101 in alignment
with professional/personal goals.
Review Chapters 1-3 of instructional textbook “Introduction
to Health Care” (Mitchell & Haroun, 2012). Discuss learner
10:30 a.m. – 11:00 a.m.
introductory knowledge of the status of the health care
industry within the United States.
Conclusion
There are many important elements for instructors to consider when creating a course
syllabus and instructional agenda: tools used by instructors and students to serve as contracts for
learning and course expectations. In order to effectively meet the needs of adult learners, course
syllabi and instructional agendas must be clear, descriptive, and provide enough information to
establish direction, tone, expectations, and requirements for learners. These elements help to
provide the structure students seek in order to meet required learning outcomes. The syllabus and
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instructional agenda help create a safe learning environment for students, while setting students
up for success.
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References
Breheny, J. C. (2015). Chapter 9 Section 2 presentation. Retrieved from
https://www.youtube.com/watch?v=GB6A3acfbLo
MarketLab, Inc. (2015). Unique & hard to find products. Retrieved from
http://www.marketlab.com/blood-collection-sites-poster/p/bloodcollectionsitesposter/
Sawyer, W. (2015). Henry the hand. Retrieved from http://www.henrythehand.com/productspage/repoposters/
Wlodkowski, R., & Ginsberg, M. (2010). Teaching intensive and accelerated courses:
Instruction that motivates learning. San Francisco, CA: John Wiley & Sons Inc.
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Appendix A: Samantha Ronsick AET/515 Instructional Plan Outline
I.
Needs Assessment
a. What is the learning problem or opportunity?
i. Due to the recent expansion of the local Patton-Fuller Community Hospital,
there is an educational opportunity in the Kelsey community in the area of
nursing and health care administration.
b. What is currently available?
i. Northwest Community College currently offers associate’s degree
programs in the areas of arts, sciences, applied science, and general studies.
They also offer six certificate programs in the areas of administration of
justice, beginning management, computer programming, justice studies,
management, and web design.
c. What should be available?
i. Northwest Community College could benefit greatly by offering nursing
and health care courses to attract potential students seeking employment at
the hospital.
d. Explain the gap analysis between what is available and what should be available.
i. Northwest Community College does not currently offer any programs or
courses in the field of nursing or health care administration. Due to the
growth of the Patton-Fuller Community Hospital in the Kelsey community,
there is currently a demand to hire more educated employees to work at the
hospital. Therefore, there is an opportunity for Northwest Community
College to offer a program or courses in the field of health care
administration.
e. What is your recommended solution for filling the gap?
i. My recommended solution is for Northwest Community College to develop
a cooperative education partnership with Patton-Fuller Community
Hospital to develop and implement an Associate of Arts in Health Care
Administration degree program, with individual courses covering general
education requirements as well as core courses used as an introduction to
the health care industry. However, before spending the time and resources
to offer this program, I recommend that the college pilot an introductory
course (HCA 101-Introduction to Health Care Administration) to determine
student interest and make adjustments to course curriculum as needed
before investing in an entire program roll-out.
II.
Instructional Goal
a. HCA 101 – Introduction to Health Care Administration
i. This course provides students with foundational knowledge of the health
care industry and a comprehensive overview of the health care system in
the United States. Students will be able to describe basic health care
terminology, management concepts, and communication skills for health
care professionals, and analyze workforce opportunities within the health
care industry.
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III.
Performance-Based Objectives
a. Students will be able to describe basic health care terminology through
comprehensive discussions and activities. Students will complete a series of three
class presentations identifying medical language associated with the different body
systems used in a medical context.
b. Students will be able to analyze workforce opportunities within the health care
industry by completing two 1,000-word essays describing 1) a leading health care
and service provider, and 2) an in-demand career specialty within the health care
profession.
IV.
Summative Assessment and Learning Outcomes
a. In order to evaluate learning outcomes for HCA 101, a summative assessment in
the form of an identical multiple-choice test will be given to students both at the
beginning of the course and at the completion of the course to determine their
achievement of educational objectives.
b. As this is an introductory course, it is often difficult to measure the knowledge and
prior experience of incoming students. Results will be analyzed by comparing the
number of correct answers from the end-of-course test with the beginning-of-course
test. Any areas of concern or trends that are identified through lack of improvement
from the beginning to the end of the course will mandate course revisions and future
improvements.
V.
Learner Characteristics
a. The common characteristics of students attending the HCA 101: Introduction to
Health Care Administration include the following:
i. In an average class size of 10 students, there would be 7 women and 3 men
(National Center for Education Statistics, 2014). Based on this
demographic, the instructional plan will include a focus on in-demand
workforce opportunities for women in the health care industry.
ii. Prerequisite skills include those learned from the completion of a high
school diploma or GED. The average student aptitude may vary for this
course based on work experiences or knowledge gained after high school.
As such, the instructional content for this course will be catered to an entrylevel student to cover a basic understanding of the course topics to provide
a foundation for future learning.
iii. A majority of students pursuing nursing and health care programs prefer
visual or kinesthetic learning styles (Frankel, 2009). As such, the emphasis
for instructional content will be more focused on work-based learning rather
than classroom-based teaching methods to give students a more hands-on
experience to a career in the health care industry. Instruction will also be
catered to student learning styles through a cooperative work experience
with class demonstrations and observations held at the Patton-Fuller
Community Hospital.
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VI.
Learning Context
a. Instructional Setting
i. The instructional setting for HCA 101 will be 70% classroom-based and
30% within a workplace setting, based out of the Patton-Fuller Community
Hospital. In-classroom instruction will include instructor-led lectures,
classroom discussions and activities, and student presentations. The average
classroom size accommodates up to 15 students and classroom space is
equipped with electrical outlets to accommodate laptops. Computers and
projectors are also available within the classroom setting for instructor and
student presentations. Instruction that is based out of the hospital will be
more focused on hands-on application through class demonstrations and
clinical observations. Students will also be paired with nurses, medical
secretaries, and other hospital staff through a mentorship program, so that
they can gain clinical knowledge from experienced professionals.
b. Application Setting
i. The intended application setting for students who complete this course (and
ultimately the Associate of Arts in Health Care Administration degree
program) is to help meet the demand for educated and skilled professionals
at Patton-Fuller Community Hospital. The collaborative partnership
between the college and hospital allows students to have hands-on clinical
experience and develop relationships with hospital staff. In return, as part
of the college’s educational partnership with the hospital, students have an
advantage to be hired by the hospital for positions such as nursing assistants,
medical secretaries, and medical administrative assistants. Other
application opportunities for students could be working in a healthcare
facility or private medical practice as a customer service representative,
receptionist, medical transcriptionist, or medical records technician, among
others (Top Colleges Online, 2014).
c. Learning Context
i. The learning context for HCA 101 will help to guide the development of
the instructional plan. The emphasis of instructional content will be focused
on work-based learning techniques, as students in this course will utilize
two instructional settings (classroom and hospital). The instructional plan
will complement the instructional setting, with 70% of instruction catered
to the classroom setting and 30% of instruction catered to hands-on
application in the hospital setting. The intended application setting also has
a direct impact on the instructional plan, as 30% of instruction will take
place within the Patton-Fuller Community Hospital. The instructional plan
will include learning activities for students to apply what they have learned
in the classroom directly into the workplace environment, such as clinical
shadowing and observation, mentor-mentee relationships, and hands-on
demonstrations.
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VII.
Delivery Modality
a. Instructor-Led
i. The most used method of delivery for HCA 101, given the learning context
and instructional setting, will be as an instructor-led course. Given the
complexity of the information shared within the classroom and the hospital
setting, instructor-led delivery will be able to incorporate a combination of
lecture, demonstrations, practice, and interactivity to promote student
learning.
b. Asynchronous Learning
i. To enhance the work-based learning component and encourage
communication between students and their instructors and hospital mentors,
this course will also incorporate asynchronous learning facilitated through
the college’s website. Upon login, students will have access to an e-mail
account, with contact information for their instructor, hospital mentors, and
classmates. This will help to encourage students to ask questions and
present any problems or concerns to their instructor that they would prefer
not to ask during class. It will also serve as a way for students to
communicate with one another and work on team activities within a
controlled environment outside of class.
VIII.
Instructional Strategies
a. The instructional strategy for HCA 101 will complement the instructional setting,
with 70% of instruction catered to the classroom setting and 30% of instruction
catered to the hospital setting.
b. Within the classroom setting (70%)
i. 50% will be lecture-based instruction following the Introduction to the
Health Care Industry textbook.
ii. 10% will be based on classroom discussions and learning activities
concerning topics within the textbook and other student learning goals
iii. 10% will be student presentations, for small teams of students to present
orally on what they have learned
c. Within the hospital setting (30%)
i. 20% will be reserved for observation and field study, in which students will
go to Patton-Fuller Community Hospital and shadow nurses, medical
assistants, and other hospital staff in real life situations.
ii. 10% will be reserved for student demonstrations on entry-level tasks
observed by their mentors
d. Upon completion, students will have a basic understanding of the following:
i. Foundational knowledge of the health care industry within the U.S.
ii. Health care terminology
iii. Health care management concepts
iv. Communication skills for health care professionals
v. Workforce opportunities within the health care industry
vi. Duties of health care professionals within the hospital setting
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IX.
Plan for Implementation
a. HCA 101 will be a prerequisite course to entering the Associate of Arts in Health
Care Administration degree program. This course will be offered starting in the fall
semester 2014, with classes taking place three days per week.
b. Timeline of Events
i. Instructional Plan: 3/10/14 – 6/1/14
ii. Course delivery dates: 8/25/14 – 12/19/14 (No classes will be held on
observed University holidays)
iii. Local classroom sessions: Mondays, Wednesdays, and Fridays, 10:00 a.m.
– 11:00 a.m.
iv. Hospital visit sessions: Mondays and Fridays, 12:30 – 2:30
c. Individuals Involved
i. Facilitators
ii. Hospital Mentors & Clinical Staff
iii. End Users: Students
d. Preparation of Classroom Resources & Materials
i. Classroom facility including computers and projectors for instructor-led
lectures and classroom presentations
ii. Meeting room in the hospital to use for classroom demonstrations and
discussions following clinical observations
iii. Introduction to the Healthcare Industry textbook
iv. Student handouts to accompany instructor-led lectures for student notetaking
v. Student learning activity instructions and assignment hand-outs
e. All facilitators will receive materials to use for instruction including the following:
i. Electronic version of the course syllabus
ii. Copies of instructional goal and performance-based objectives
iii. Electronic version of all required learning activities and lecture hand-outs
iv. Instructor version of the Textbook, including sample tests
v. PowerPoint templates to use for classroom lectures and activities
f. All students will be prepared to begin this course by the following:
i. Orientation and enrollment deadline for all students is August 21, 2014
ii. Student registration will take place from August 21-25, 2014, at which time
students will be required to purchase the Introduction to the Healthcare
Industry textbook
iii. Students will receive a copy of the syllabus on the first day of class, and an
electronic version will be available on their student website.
iv. Students will be assigned to their hospital mentor within the first week of
class and receive copies of all contact information on their student website.
g. Communication Strategy
i. The instructional plan for HCA 101 will be communicated to instructors
and hospital mentors through a course introductory training workshop.
Regular updates on the implementation and progress of the course will also
be delivered to Northwest Community College leadership to garner their
continued support.
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h. Marketing
i. The course description for this class will be listed on the Northwest
Community College website. Interest and commitment for this new course
will be generated through marketing strategies including posting flyers and
e-mail announcements to staff at Patton-Fuller Community Hospital, local
radio advertisements, and advertisements in the local community
newspaper.
i. Participant Selection
i. Targeted student participants include voluntary individuals who have
completed pre-requisite enrollment requirements (high school diploma or
GED) who are interested in pursuing a career in health care administration.
Class enrollment will be limited to 15 students per class.
ii. Facilitators will be chosen based on having met University teaching
qualifications and completing course introductory training successfully.
iii. Hospital Mentors will be chosen from a list of volunteers who currently
work in nursing, medical assistant, or other service positions at the hospital
who have completed course introductory training successfully.
X.
Instructional Resources
a. Materials and Resources Needed in the Classroom Include:
i. Internet access for student laptops
ii. Computers (Microsoft PowerPoint software and internet access for lectures
and presentations)
iii. Projectors and projector screens for classroom presentations and lectures
iv. Whiteboard, markers, and erasers for lecture notes and instructions
v. Introduction to the Healthcare Industry textbook (instructor and student
copies)
vi. Student handouts to accompany instructor-led PowerPoint lectures for
student note-taking
vii. Printed copies of course syllabus and all learning activity instructions and
assignment handouts
b. Materials and Resources Needed at Patton-Fuller Community Hospital Include:
i. Hospital meeting room for classroom demonstrations following clinical
observations
ii. Student handouts to accompany clinical observations and demonstrations
iii. Printed charts of student schedules and meeting times with their respective
mentors
XI.
Formative Assessment
a. Some of the formative assessment strategies that may be incorporated during the
implementation of HCA 101 include the following:
i. Student Summaries: Written student responses to questions posed at the end
of class discussion, learning activity, or assignment to summarize their
learning experience.
ii. Quizzes: Multiple choice or short-answer quizzes to assess student learning
on presented information, concepts, and skills demonstrated.
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iii. 3-2-1 Exit Slip: Written student responses at the end of class on 3 things
learned, 2 things they found interesting, and 1 question.
iv. Learning Groups: Assign small groups of students to work together on a
learning activity or presentation, supervise their discussion, assess their
group presentation, and provide feedback
v. Self-Assessment: Upon completion of a small group presentation or
individual assignment, task students will evaluating their performance using
the same grading rubric as the instructor; discuss their self-evaluation.
XII.
Evaluation Strategies
a. As the HCA 101 course is implemented, the following evaluation strategies will be
used to measure student learning and student satisfaction to inform strengths and
areas for quality improvements:
i. Pre-test: At the beginning of the course, the current knowledge of students
on the course content will be evaluated through a multiple choice exam.
ii. Observation: During the course, the instructor will track student learning by
observing how students participate in class activities and demonstrations.
Observation will also be used to track the change in student attitudes to
evaluate the effectiveness of course implementation.
iii. Post-test: At the end of the course, the change in student understanding of
course objectives and knowledge gained will be evaluated through the
completion of the same multiple choice exam that was presented at the
beginning of the course.
iv. Exit Survey: All students will receive a survey at the end of the course to
rate their satisfaction with the course, the instructor, and what they learned.
A similar exit survey will be given to faculty to rate the effectiveness of the
course in meeting student learning objectives, in addition to a request for
comments to collect feedback on recommended course improvements.
XIII.
Outcome Review
a. The achievement of design goals, performance-based objectives, and student
learning outcomes will be assessed using a common rubric scoring tool. Each row
of the rubric will display the required criteria and a ranges of competency by
column, in addition to a comment section for instructor feedback. In this way,
instructors will be able to use the rubric for grading student performance and for
course assessment.
b. Some of the examples for how the scoring rubrics may be used include the
following:
i. Grading rubrics for assignments will be given to students in advance to help
with their understanding of expectations and what they will be graded on.
ii. Grading rubrics will be used by instructors for student essays, exams, and
group presentations and returned to students with their comments and
feedback.
iii. Rubrics will be used to assess student learning outcomes. Instructors will
gather all graded rubrics and record the component scores to measure the
total number of students scoring below an acceptable level on each
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component. This will help instructors to identify areas of concern or
concepts that need more instructional time for student understanding.
XIV.
Recommendations
a. In order to assess the successful integration of HCA 101, Northwest Community
College will need to review the outcome review and results from the following
evaluation strategies from the first implementation of this course:
i. Comparison of student pre-tests and post-tests
ii. Student and faculty survey responses
iii. Faculty analysis of grading rubrics and achievement of learning goals,
performance-based objectives, and student learning outcomes
b. As this course is in its infancy stage, we recommend continuous quality review for
future course implementations to identify areas of improvement to best meet the
needs of students. The instructional design team will work with a group of faculty
subject matter experts (SMEs) to determine the validity of student and faculty
responses to surveys and implement course revisions and improvements based on
data and observations.
c. If the results of the course implementation are favorable and in alignment will
fulfilling the college’s educational goals and mission statement, it is our
recommendation that Northwest Community College continue to use this
instructional design plan for future iterations of this course. Continued success and
student demand will determine the need for the development and implementation
of an Associate of Arts in Health Care Administration full degree program roll-out.
d. Through successful evaluation and a commitment to continuous quality
improvement, we predict that HCA 101 will be a valuable addition to the list of
course offerings at Northwest Community College.
Appendix B: Adrienne Smith AET/515 Instructional Plan Outline
I.
Needs Assessment
a. In today’s highly technologically-advanced society, employees are expected to
effectively use software computer programs and continuously produce great
products. People are able to take classes and have trainings to successfully complete
both of these expectations. Companies also want employees who are able to
positively interact with each other and in some cases upper management. The
educational institutions and some companies do offer communication classes.
However; there are a limited amount of classes that teach the non-spoken rules of
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communication and the silent guidelines that every business adheres to. These unspoken rules of conduct are known as business acumen.
b. Today’s younger generation are being taught how to use computers and various
computer programs both at home and in their elementary and secondary
institutions. Unfortunately, in this endeavor to acclimate people to computers, the
skills of interacting face to face are being lost to the etiquette skills of the on-line
interactions. Creating a business acumen class to teach people the unspoken rules
of business will better prepare students to
c. The ability for a person to be successful in today’s competing higher education
setting depends on acquiring the skills to communicate effectively in the classroom.
One way to be successful is to utilize a software program such as Microsoft
PowerPoint. The program itself is relatively easy to learn. By providing the adult
learner with just a few basic skills, the adult learner can immediately apply those
skills to their classes and be self-confident and successful students.
II.
Instructional Goal
a. The learners should know how to successfully use proper non-verbal
communication in the workplace with 90% accuracy.
III. Performance-Based Objectives
a. At the end of this Business Acumen course students will be able to construct the
appropriate attire for a business function.
b. At the end of this Business Acumen course students will be able to demonstrate
proper body language when entering business meetings and events.
c. At the end of this Business Acumen course students will be able to produce an
appropriate handshake.
IV. Summative Assessment and Learning Outcomes
a. To assess the learning outcomes of the student, the student will be asked to
construct the appropriate attire for a business function, demonstrate proper body
language when entering business meetings and produce an appropriate handshake
all completed in the form of a skit. The college students will also be expected to
score 90% or higher on a written final exam given at the end of the semester.
V. Learner Characteristics
a. A college communications class of college students & working adults. Students
have to have a goal & a desire to want to transition into a different position in their
career. Majority of students will learn through audible and tactile learning.
b. By the end of the semester the students should have clear understanding of how to
stand out from the crowd and how to create a positive perception through their
actions.
VI. Learning Context
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a. This lesson is intended to last for one semester. The students will remain in a
classroom setting starting with a lecture from the teacher. Then a group discussion
will be lead by the teacher. The classes will then divide into small groups and
complete the discussion. Hand-outs and the internet will be resources students can
use.
b. The information learned will be able to be applied in the students' current and/or
future workplace. Handouts will be given as a reminder of what is learned in the
class.
c. Group discussions will be used to share information.
d. The college students will be expected to do a skit showing what to wear to a
business function, how to enter a room full of colleagues and upper management,
& how to land a successful handshake during the fifth week of class. The student
will have to successfully complete all three tasks along with a written final exam to
pass class.
VII. Delivery Modality
a. Blended learning environment
b. Instructor-led course & Web-based tutorial
c. The most effective method of delivery for this course will be a blend between an
instructor-led course and a web-based tutorial including e-learnings. 70% of the
time the students will participate in a synchronous learning environment led by the
instructor and 30% of the time learning through a web-based tutorial.
VIII. Instructional Strategies
a. The learner will be engaged from the onset by asking them - “How many of you
wish you could tell yourself the do’s and don’ts of the things you have learned
throughout the years?”
b. The overall goal of the training will be for students to successfully use proper nonverbal communication in the workplace.
c. The overall objectives will be to learn how to construct the appropriate attire for a
business function, demonstrate proper body language when entering business
meetings and be able to produce an appropriate handshake.
d. The class will use a blend between an instructor-led course and a web-based
tutorial.
e. The college students will be expected to do a skit showing what to wear to a
business function, how to enter a room full of colleagues and upper management,
& how to land a successful handshake during the last week of class.
f. The student will have to successfully complete a written final to pass class.
IX. Plan for Implementation
a. Week 1
i. Students will be e-mailed this outline in their school account
ii. First class this timeline will be given to students
iii. First class will be an introduction and discussion regarding what & why do
people need Business Acumen
iv. Class will take place once a week for one hour.
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b.
c.
d.
e.
f.
v. Class will be required to have read required resources assigned and be ready
to discuss following resource during first class: Blaszcyck, C. (2012, March
16). Why Business Acumen Counts for Every Employee | Monster.com.
Retrieved from http://hiring.monster.com/hr/hr-best-practices/workforcemanagement/employee-performance-management/business-acumen.aspx
Week 2
i. All required readings will be discussed in class and be prepared to
demonstrate
ii. Class will be required to read about appropriate attire for a business function
from following resource: Business Etiquette Training and Seminars from
Emily Post. (n.d.). Retrieved from http://www.emilypost.com/businessetiquette
iii. Discuss in class
Week 3
i. All required readings will be discussed in class and be prepared to
demonstrate
ii. Class will be required to read about proper body language when entering
business meetings and events from following resource: Charan, R. (2006,
February 28). Sharpening Your Business Acumen. Retrieved from
http://www.strategy-business.com/article/06106?pg=all
iii. Hickey, R. (2008). Honor & respect: The official guide to names, titles, and
forms of address.
Week 4
i. All required readings will be discussed in class and be prepared to
demonstrate
ii. Class will be required to read about how to produce an appropriate
handshake from following resource: Morrison, T., & Conaway, W. A.
(2006). Kiss, bow, or shake hands: The bestselling guide to doing business
in more than 60 countries. Avon, Mass: Adams Business
iii. Why New Hires Need Business Etiquette – and How They Can Get It |
Corporate Class Inc [Web log post]. (n.d.). Retrieved from
http://www.corporateclassinc.com/blog/2013/05/06/why-new-hires-needbusiness-etiquette-and-how-they-can-get-it/#
Week 5
i. Class will be required to put on a skit
ii. The college students will be expected to do a skit showing what to wear to
a business function, how to enter a room full of colleagues and upper
management, & how to land a successful handshake during the fifth week
of class
iii. Each skit must be 10-15 minutes long
Week 6
i. Class will be required to complete a written exam and pass with a 90%
accuracy
X. Instructional Resources
a. Classroom
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b.
c.
d.
e.
Computer
Corporate Etiquette Articles & Books
Whiteboard
Microsoft Office-One Note
XI. Formative Assessment
a. Create a sense of ownership amongst the students- they are ultimately responsible
for how much they learn by asking questions
b. Creating effective classroom discussions that revolve around real world.
c. Failing forward by having students role play inside the classroom.
d. Create a pilot group with students from different backgrounds to determine if any
revisions are.
e. Use peer review to help determine student performance.
XII. Evaluation Strategies
a. I would collect data regarding the best way to teach this course by researching
previous ways the topic has been taught and evaluate their results.
b. I would also need to collect how much information has changed since the last time
the course was taught, to see if I needed to update any information by reading
business acumen literature and speaking with subject experts.
c. I would involve current and future students, trainers, and a subject expert through
face to face and anonymous surveys.
d. From my research and survey results I would update the course with any necessary
improvements.
e. This research and feedback would continuously occur through each semester to
ensure the course is up to date as well as after each semester to get a proper
evaluation of the course.
XIII. Outcome Review
a. To assess the learning outcomes of the student, the student must successfully
complete all three of the following: construct the appropriate attire for a business
function, demonstrate proper body language when entering business meetings and
produce an appropriate handshake in the form of a skit.
b. The college students will also be expected to score 90% or higher on a written final
exam given at the end of the semester.
XIV. Recommendations
a. The class may need to be adjusted depending on the audience of the class and when
new business acumen customs or traditions enter into the workplace.
b. Additional information and added goals may need to be included in future classes.
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Appendix C. Project Explanation and Grade Guidelines
Chapter Presentation
During the first week of school students will be placed in learning teams of up to three students to
collaboratively work on the group presentations. The first group project will be the Group Chapter
Presentation. Groups will be asked to review a chapter from the text and create a lesson plan to
teach the class that chapter. Groups will be expected to function as resident experts on the chapter
and should present audio and visual presentations the review the salient points covered in the
chapter.
 Example: https://www.youtube.com/watch?v=GB6A3acfbLo
 Grading:
o 10 points will be from the quality of the audio visual materials presented
o 5 points for the handout materials created (assessing the level of depth represented
and the clarity of the materials).
o 5 points will be based on the presenting group’s ability to answer the questions
from the class.
o 5 Points will be based on the group’s ability to function as the chapter experts.
Health Care Best Practices Visual Project
Groups will be asked to create a visual communication that explains and demonstrates a set of
industry standards and ‘best practices’ from one of the topics covered in the course in lecture or in
lab.
 Possible Presentation formats (not limited to these formats)
o Hospital break-room Poster
o Closed-circuit commercial for medical offices and school display
o Best-practices Pamphlet
o Handbook
o Info-graphic diagram
o Some examples can be seen at the following links
 http://www.henrythehand.com/products-page/repoposters/
 http://www.marketlab.com/blood-collection-sitesposter/p/bloodcollectionsitesposter/
 Grading
o 5 points will be based on grammatical and spelling accuracy
o 25 points will be based on the creative aspect of the visual communication and
represent the level of ingenuity the product displays
o 25 points will be based on the depth of the topic/practice covered
o 20 points will be based on the successful inclusion of graphics to communicate
the message
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Individual Textbook Presentation
Students will pick a textbook topic by the end of week 2 and sign up for a timeslot during week 4.
The presentation is more than a PowerPoint it should be an interactive lesson plan. The lesson will
have the student function as the facilitator in lieu of the role of presenter. The total lesson length
should be between 10 – 15 minutes.

Grading
o 40 points based on the successful engagement of students
o 30 points based on the survey results from peer students
o 20 points for time management of the lesson plan
o 10 points based on the peer rubric you develop for participants to fill-out
Individual Lab Summative Presentation
Students create a 5-7 slide PowerPoint presentation that reviews the experiences and lessons
gained in the lab placement over the six week period. The presentation will be digitally submitted
to the instructor in the sixth week. The presentation should run from 5- 8 minutes in length and
incorporate narrations and visual supports.