The expectations of a Master Level Instructor at Chamberlain College of Nursing include:
- 1. Creates a natural critical learning environment (Facilitation; Active Learning)
- Assigns challenging tasks that help students to rethink their assumptions, develop authentic ideas, and examine their mental models of reality.
- Works collaboratively with faculty and peers to provide opportunities to try, fail, and receive feedback in advance of and separate from any summative judgment of their effort.
- 2. Gets students’ attention and keeps it (Active Learning; Content Management)
- Incorporates active learning strategies that are responsive to students’ needs and learning style.
- Provides relevant content for students through application to real life concepts.
- 3. Starts with the student rather than the discipline (Facilitation)
- Challenges faulty learning models and creates new ones that are effective within a collaborative environment.
- 4. Gets commitment from students (Content Management)
- Ensures equal commitment of both faculty and students to class, coursework, and learning. Explains how each specific rule, regulation, or assignment is supported by the learning objectives of the course.
- 5. Helps students learn outside of class (Integration)
- Develops course activities that promote learning outside of class.
- b. Promotes curiosity to expand application of learning.
- 6. Engages students in disciplinary thinking (Relevance)
- Guides students to professional education with journals and texts from the profession.
- 7. Creates diverse learning experiences (Relevance)
- Integrates instructional strategies that promote lifelong learning.
- Uses evaluation methods that support strategic learning rather than promoting deep learning.
In order to evaluate this program student satisfaction scores we reviewed before and after standard lecture method and again before and after Master Instructor sessions where the same concepts were taught.
In addition, student test grades for the course were compared between the standard lecture instruction and the Master Instructor instruction. Finally faculty satisfaction scores were evaluated comparing standard lecture instruction and Master Instruction modes of teaching.
Initially students were somewhat resistant to the active class participation that was required of them in the Master Instruction approach. By the end of the course session student evaluation scores were positive. Scores on course exams were higher in the Master Instructor sessions compared to the standard lecture instruction sections.
A detailed analysis will be provided in the presentation.
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters