The information obtained in this study provides valuable material to be used in developing an action plan for improvements related to the most recent curriculum changes as well as for forthcoming changes. Involvement of stakeholders throughout this study and the use of the utilization-focused evaluation methodology enables the study findings to be used for improvement of the HIM program.
As recommended by Patton, the stakeholders were included in the data analysis and were aware of the perceptions of the students, graduates, and employers as well as the program metrics.
Those participating in this study raised issues regarding the information technology IT components of the new curriculum. Their concerns and comments provide room for improvement in this area.
Even before this study, improvements were made in this area. The tutoring was held in the HIM lab to make the students feel more comfortable in their environment and to help them become familiar with the HIM program and facilities. In addition, in late , two recommended courses were added to the HIM curriculum. These courses, an early programming course and college algebra, were added as recommendations for students to complete before the first programming course because they would help prepare students for the rigor of that course.
In addition to commenting on the changes made before this study, respondents provided many valuable recommendations that could be implemented. Some of the most commonly cited concerns regarding the IT sequence revolved around the prerequisite IT programming courses. Questions were raised regarding the value of these courses in future IT courses and in the HIM field. In addition, students and graduates bemoaned the rigor of these courses and noted the concern that these courses took time away from other HIM major courses.
When asked how these programming courses can benefit the students and why they are required for other IT courses that do not require programming, the IT faculty noted that these courses help students develop critical thinking, logic, and problem-solving skills. This information can be provided to reassure students that while these courses are difficult and time consuming, they are valuable to their future both in IT classes and in the HIM field.
Another area of concern among students was that IT faculty seem to be unaccepting of HIM students in their classes or assume that HIM students have had the same background and experiences as the IT major students. Students and graduates also raised concerns regarding the integration of IT and HIM classes and course content. HIM faculty and IT faculty will need to collaborate in this area to ensure that all faculty are aware of material covered in all courses and to enable crossover and content connections.
As the curriculum change is recent and the last mixed-curriculum cohort students are currently seniors, this is an important need for the — school year. These collaborative efforts should also result in a stronger healthcare IT focus within the major as well as additional HIM faculty support of students in relation to healthcare IT jobs and opportunities. Many students highly recommended that students be advised to take IT programming courses early in their college career, before starting their HIM major courses in the junior year.
This four-year degree plan is not possible for transfer students. All four students in the cohort had to attend an extra summer or semester to complete their degree requirements. While these students also completed minors in IT during that time, extra semester attendance is problematic for some students and is a negative metric for the program.
If possible, students will be encouraged to take IT classes at community colleges that they can transfer in for the first two IT courses. Continuing to develop close ties with the IT department and working with IT faculty to ensure HIM student success in their courses are essential for the new curriculum.
As the faculty and staff improve these issues, students will experience fewer problems and frustrations with the new curriculum. While many expressed concerns about loss of some of the old curriculum content, much of this content has been incorporated into the new curriculum through integration into other courses.
However, some areas have not been incorporated. Digital Bookplates Exhibit. Skip to search Skip to main content. Reporting from:. Report wrong cover image. Your name. Your email. Send Cancel. Toggle navigation Menu. Help Need help? Chat with us limited to Stanford community Email a reference question Find a subject specialist Using SearchWorks Connection Connect to e-resources Report a connection problem If we don't have it Interlibrary borrowing Suggest a purchase limited to Stanford community System status Access Advanced search Course reserves Selections 0 Clear all lists.
Name of resource. Problem URL. Describe the connection issue. Toggle navigation Back to results. Handbook on measurement, assessment, and evaluation in higher education. Responsibility edited by Charles Secolsky and D. Brian Denison. Edition Second edition. Available online.
Full view. H36 Unknown. Include Synonyms Include Dead terms. Direct link. Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The "Handbook on Measurement, Assessment, and Evaluation in Higher Education" provides higher education administrators, student affairs personnel, institutional researchers who generate and analyze data, and faculty with an integrated handbook of theory, method, and application.
This valuable resource brings together applied terminology, analytical perspectives, and methodological advances from the fields of measurement, assessment, and evaluation to facilitate informed decision-making in higher education.
Imprint New York : Routledge, Physical description xxii, p. Available online. Full view. H36 Unknown. More options. Find it at other libraries via WorldCat Limited preview. Contributor Secolsky, Charles. Denison, D. Bibliography Includes bibliographical references and index. Brian Denison 1. Stake, Gloria Contreras, and Isabel Arbesu 2. Doolittle 3.
Banta and Gary R. Pike 5. Palmer 6. Brian Denison 9. Webb, Richard Shavelson, and Jeffrey Steedle Osterlind and Ze Wang
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