assessment findings Action plan to address findings In DH 265 Law and Ethics, the students express their Require students to report on their creative ideas through a variety of forms. Throughout the thinking process when solving real-world course, most of their work was done on Laulima in the problems. Consult the CASLO creativity online class discussions. During the course there were Rubric as a guide in designing an assignment 20 topics for online classroom discussion. The total that requires students to demonstrate creative number of posts between all students and the instructor thinking components. were 396. Implemented use of reflection questions, allows the student to describe the thinking Their ideas for class discussions were mainly textbook process in various scenarios of clinical scenarios, however the most student engagement practice. In addition, using a rubric for occurred during one online Laulima discussion that evaluating ethical dilemmas, allows students involved them reporting on a situation that they to develop a sense of the right standards of encountered during clinic where they were forced to care in regards to ethical practice. It may make a decision between conflicting actions. They simplify discussions of findings with were also asked to determine which core values and colleagues. ethical principles were involved in the situation. Increase perceptions about the course, the Students were having difficulty with engagement in course material, and the instructor by the textbook scenarios covered in the course material increasing instructor immediacy in the during the online portion of the hybrid online and classroom. This will be accomplished by, course. The students did the minimal amount varying the delivery of information using of responses to each other with very similar responses multimedia sources, providing regular timely and they did not have much more to add to the feedback, engaging students in creating textbook discussions once the first few students posted learning experiences, and using exit tickets their responses. such as observations and class discussion evaluations. Practice desired skills. Over time students obtain the Display and model Creative thinking for strategies/foundation to continue Creative thinking students. Walk them through the thought skills when they start their careers. process involved in solving a problem. Instead of telling a student what to do, model Creative thinking in action. Program improvement Part IV. Resource Implications List of top three resource requests (IV):
assessment findings Action plan to address findings In DH 265 Law and Ethics, the students express their ideas through a variety of forms. Throughout the course, most of their work was done on Laulima in the online class discussions. During the course there were 20 topics for online classroom discussion. The total number of posts between all students and the instructor were 396. Their ideas for class discussions were mainly textbook scenarios, however the most student engagement occurred during one online Laulima discussion that involved them reporting on a situation that they encountered during clinic where they were forced to make a decision between conflicting actions. They were also asked to determine which core values and ethical principles were involved in the situation. Students were having difficulty with engagement in the textbook scenarios covered in the course material during the online portion of the hybrid online and course. The students did the minimal amount of responses to each other with very similar responses and they did not have much more to add to the textbook discussions once the first few students posted their responses. Require students to report on their creative thinking process when solving real-world problems. Consult the CASLO creativity Rubric as a guide in designing an assignment that requires students to demonstrate creative thinking components. Implemented use of reflection questions, allows the student to describe the thinking process in various scenarios of clinical practice. In addition, using a rubric for evaluating ethical dilemmas, allows students to develop a sense of the right standards of care in regards to ethical practice. It may simplify discussions of findings with colleagues. Increase perceptions about the course, the course material, and the instructor by increasing instructor immediacy in the classroom. This will be accomplished by, varying the delivery of information using multimedia sources, providing regular timely feedback, engaging students in creating learning experiences, and using exit tickets such as observations and class discussion evaluations. Practice desired skills. Over time students obtain the strategies/foundation to continue Creative thinking skills when they start their careers. Display and model Creative thinking for students. Walk them through the thought process involved in solving a problem. Instead of telling a student what to do, model Creative thinking in action. Program improvement Part IV. Resource Implications List of top three resource requests (IV):
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