3.6.2

The institution structures its graduate curricula (1) to include knowledge of the literature of the discipline and (2) to ensure ongoing student engagement in research and/or appropriate professional practice and training experiences. (Graduate curriculum)

Compliance Judgment

X In compliance Partially compliant Non-compliant

Narrative

The curriculum of the graduate degree programs at Francis Marion University affords independent learning requirements that foster the ability of graduates to function as professionals with an advanced understanding of their chosen fields or profession. These requirements might include independent study, individualized and/or group research projects, clinical research, internships, and/or clinical rotations. Curricula are structured to allow for flexibility, providing online and hybrid options, yet necessitate that essential requirements be sustained such as the requisite that students acquire knowledge of the literature of the discipline and engage in research and/or appropriate professional practice and training experience. Evidence that this standard has been met will be provided through listing of program requirements and overall descriptions of programs’ inclusion of appropriate literature with ongoing research and/or appropriate professional practice and training experience. Additional documentation and supporting evidence will be found in course syllabi and descriptions of courses within programs.

School of Business

The Francis Marion University School of Business offers the Master of Business Administration degree. Students in the program may choose one of two options: the traditional general program of study for the MBA or a Concentration in Healthcare Executive Management (MBA-HEM). The primary objective of the program is to “prepare students for careers in business, nonprofit, and government institutions” [1] and to provide continuing educational opportunities for those persons already so employed in the Pee Dee region of South Carolina. Francis Marion’s School of Business MBA program is nationally accredited by the Association to Advance Collegiate Schools of Business (AACSB), which further proves that the program is taught by faculty committed to excellence in teaching and research. Furthermore, the School of Business holds Association to Advance Collegiate Schools of Business international accreditation, which less than 5% of the over 13,000 schools of business in the world hold [2].

Knowledge of the Literature of the Discipline

Graduate business courses include knowledge of the literature of the discipline through the use of assigned readings from some of the most popular and current texts in the field. This is evidenced by Dr. Fred David, Professor of Management and author of the #1 selling Strategic Management textbook which he uses in his Master of Business Administration 745 course (Strategic Planning) [3]. Furthermore, course syllabi are structured such that they are mindful of the goals of the Francis Marion MBA Program that state that MBA graduates:

will demonstrate knowledge of the core concepts in business and the application of these concepts for executive decision making.
will demonstrate skills in identifying, analyzing and solving of executive issues.
will demonstrate the ability to effectively communicate to appropriate audiences.
will demonstrate innovation in the application of the executive decision making process.
will demonstrate awareness of ethical issues and incorporate ethical perspectives within executive managerial decision making.
will demonstrate comprehension of global influence upon executive managerial business decisions.

In a course such as Master of Business Administration 700 (Accounting Analysis) the students are exposed to the literature of the discipline through assigned readings that cover such issues as mentioned in the above goals. [4]

Engagement in Research or Professional Practices and Training Experiences

To ensure ongoing student engagement in research and/or appropriate professional practice and training experiences, Francis Marion’s graduate business courses emphasize research and participatory learning experiences. Research papers, case studies, oral presentations, and situational analyses routinely account for a significant portion of final course grades.

These pedagogical initiatives were developed by the faculty over time and can be seen in the 2013 MBA Director’s Report to the Dean of the School of Business that stipulated that “Faculty are requested to include the application of real-world projects/cases/assignments in the classes and to request creative solutions. The faculty is encouraged to modify the curriculum to encourage more creativity assignments” [5]. For example in Master of Business Administration 740 (Applied Corporate Finance) the students examine corporate financial theory and then apply that in “competitive team projects” [6] that deal with policies and problems in working capital, capital budgeting, operating and financial leverage, investment in assets, obtaining funds from capital markets, and analyzing the cost of capital and international finance. Students in the course develop an in-depth financial analysis for a business or nonprofit organization, and then are required to present and defend their cases before an audience that includes at least one executive from the same entity. In Master of Business Administration 730 (Leadership and Management) the “emphasis is on application of ideas through case studies, research papers, and in-class exercises” [7]. Professor H. Setzler’s recent Master of Business Administration 730 syllabus details such real-world assignments such as case presentations and rebuttals, etc. [8].

This type of hands-on, case study method of instruction is used in most of the MBA program’s course offerings including the capstone course Master of Business Administration 745 (Strategic Planning), where students through case analysis apply the concepts learned in accounting, economics, marketing, finance, management and statistics.

School of Education

The Francis Marion University School of Education offers the Master of Education degree (MEd) with majors in Learning Disabilities and Instructional Accommodation, as well as a Master of Arts in Teaching (MAT) (for those without certification) with a major in Learning Disabilities.

Knowledge of the Literature of the Discipline

Instruction in these degree programs focuses heavily on “the acquisition of knowledge, professional skills, and professional dispositions” [9] with a common goal being to prepare the professional educator in the Pee Dee region and beyond. The recently developed School of Education Conceptual Framework by the Francis Marion School of Education prepares competent and caring teachers who in their study as evidenced in education course syllabi attain knowledge of the literature of the discipline and engage in professional practice and training experiences. See specific examples in education course syllabi. [10]

Francis Marion University’s School of Education Conceptual Framework [11]

Competent teachers possess:
1. Knowledge of content in their area of teaching
2. Professional knowledge and skills including:
  1. The ability to plan instruction
  2. The ability to apply skills and knowledge in a clinical setting
  3. The ability to cause learning in P -12 students
  4. The ability to assess learning and learners
  5. The ability to work with children of poverty
  6. The ability to use technology.
Caring teachers:
1. Exhibit professional attributes
2. Respect the Learning Process in demonstrating instructional/assessment flexibility, the ability to accommodate to individual differences, and reflect the belief that all students can learn regardless of their backgrounds.
3. Uphold Ethical and Professional Standards
4. Show respect for families, cultures and communities and demonstrate a sense of fairness and respect to all participants within each group.
5. Show respect for colleagues, P -12 students, faculty and staff.

These overarching guiding principles are evident in all School of Education faculty pedagogy and course syllabi. Even in a wholly online course offering such as Education 611 (Solving Instructional Problems Using Technology) students are expected to uphold the ideals of the School of Education Conceptual Framework, while completing seven projects and compiling a technology portfolio as seen under the section “Surveys, Introduction, Blogs, Projects, and Portfolio” [12]. Projects in other courses, both required and elective, also underscore the program’s emphasis on research, innovation, and the application of key concepts in professional settings.

Graduate education courses include knowledge of the literature of the discipline through the use of assigned readings on initiatives such as “project-based learning” and recently published works on strategies used in teaching children of poverty. The literature of the discipline is routinely discussed and analyzed, as in Education 769 (Case Study, Small-Group, and Action Research in Special Education) where assignments have the students “critically evaluating the contributions and limitations of published research” [13] in the field. Moreover, in Education 648 (Educational Research) the course description states “skills in understanding and critically analyzing professional educational research will be emphasized” [14]. A recent offering of Education 648 stresses that by having the students “review, interpret, and critique research studies” and prepare literature reviews from the most current works in the discipline [15].

Engagement in Research or Professional Practices and Training Experiences

Our graduate students in Education collaborate and work with Francis Marion’s two education-based Centers of Excellence: The Center of Excellence to Prepare Teachers of Children of Poverty and The Center of Excellence for College and Career Readiness. As noted in Francis Marion’s Accountability Report 2015-2016, through real-world, hands on experiences such as The Center of Excellence to Prepare Teachers of Children of Poverty’s annual conference with over 500 teachers in attendance as well as the Center of Excellence for College and Career Readiness’ annual ‘Activate Academy’ with rising ninth-graders from Florence area Schools [16], our students are engaged in the literature, pedagogical development, and implementation of new initiatives in the field of Education. From learning the skills and knowledge through assigned readings in the discipline literature and in class lecture, our Education graduate students embark on the application of those skills in real-world and classroom settings through their practicums and other advanced classes such as Education 794 (Capstone I: Identification and Analysis of Research Topic), Education 795 (Capstone II: Completion and Presentation of Research Topic), and Education 796 (Capstone) , the capstone courses whereby the students complete and present original research to his/her colleagues and members of the Education faculty which “demonstrates the culmination of the acquired knowledge in the program” [17, 18].

Indeed, as the graduate programs in Francis Marion’s School of Education seek to prepare the professional educator many courses contain hands-on exercises and/or appropriate professional practice and training experiences. One such example appears in Education 764 (Practicum: Methods for Teaching Students with Learning Disabilities): “This course provides practical experience with application of age-appropriate teaching methods and strategies for students with learning disabilities. In collaboration with a cooperating teacher, participants will have opportunities to demonstrate proficiency in modifying activities, materials, and assessments to support the learning and independence of students with learning disabilities. Participants will also plan the incorporation of technological supports to enhance students’ achievement and complete classroom tasks” [19].

Finally, standardized exams, certifications, employer surveys, and alumni surveys indicate that our MEd and MAT graduates have been pleased with the research skills and competencies they acquired and with the quality of graduate instruction in the School of Education. Data from our Graduate Students’ Performance on Licensure Exams supports these claims. CAEP Standard 4.3, which is the Satisfaction of Employers of our Completers’ Level of satisfaction among employers regarding the extent to which our completers display knowledge in their area of teaching support these claims and CAEP Standard 4.4, which is the Satisfaction of our Completers’ (Graduates’) Level of satisfaction among our completers regarding the extent to which they felt prepared to show this knowledge in their area of teaching [20].

Psychology Graduate Programs

Within the Francis Marion University College of Liberal Arts, the Francis Marion University Department of Psychology offers the Master of Science in Applied Psychology (MSAP) degree. The department also offers a Specialist in School Psychology (SSP) degree [21].

Knowledge of the Literature of the Discipline

As stated in the Catalog 2016-2017, “Graduates of the MSAP and SSP programs will develop the knowledge and skills necessary to work as professionals in clinical, school, health, and other community settings as scientist practitioners” [22]. The Master of School Psychology program adheres to the standards of training of the Council of Applied Master’s Programs in Psychology (CAMPP) and is accredited by the Masters in Psychology Accreditation Council (MPAC). The combined MSAP and Specialist in School Psychology is approved as a specialist-level training program by the National Association of School Psychologists (NASP) and is recognized by the National Council for Accreditation of Teacher Education (NCATE). Students in the Master of Science in Applied Psychology and School Psychology programs bring scholarship and reflection to their work as well as an understanding of diversity in clientele, methodology, and application.

During their course of study, these students are exposed, as evident in syllabi and course requirements, to the literature of the discipline as well as an active knowledge and engagement in the field through clinical rotations, in-class placements, research, and practicums. Specific to learning about the literature of the field, students in an abnormal psychology class as stated in its syllabus, review published contemporary diagnostic practices, and work to “understand contemporary research about the etiology and treatment of mental disorders” [23]. Furthermore, in Psychology 759 (School-Wide Prevention, Intervention, and Crisis Programs), a stated course objective is to “Critically evaluate the evidence of intervention effectiveness presented in journal articles.” A syllabus for the courses includes a five-page bibliography of required articles for the students to examine and reflect upon [24].

Expectations regarding mastery of the subject matter, applied research, clinical experiences, and standards of professionalism are clearly articulated in the Master of Science in Applied Psychology (MSAP) degree program’s student handbook [25] and the Specialist in School Psychology (SS.) degree program’s student handbook [26]. As evidenced by the syllabi, graduate psychology courses include knowledge of the literature of the discipline through the use of assigned readings on the latest, best-practices and innovations in the discipline. Faculty routinely update their syllabi to reflect new methodologies and practices in the field. One such example is the Psychology 759 (School-Wide Prevention, Intervention, and Crisis Programs) course where the syllabus states, among the course objectives, the following: “Present and evaluate the current evidence regarding incidence and prevalence of a health, mental health, or behavior problem chosen by the student” and “Critically evaluate the evidence of intervention effectiveness presented in journal articles” [27]. In another class, Psychology 749 which is taken concurrently with PSY 600D the Psychological Consultation Practicum class, there the students get the didactic training in the literature of the field whereby they undertake according to the syllabus a “functional analysis of behavior and development of evidence-based intervention plans” [28] that have been produced by leading scholars in the discipline. Thus, our graduate psychology students get the in-class, didactic literature and lecture-based knowledge before they go out and apply that in their clinical practicum classes.

Engagement in Research or Professional Practices and Training Experiences

To ensure ongoing student engagement in research and/or appropriate professional practice and training experiences, Francis Marion’s graduate psychology courses emphasize research and participatory learning experiences. In a February 2017 report issued by the National Association of School Psychologists (NASP) our Psychology Specialist program received CAEP/NCATE Recognition and approval. That report stated that our program had “an integrated, sequential program of study and supervised field experiences” which, in summary, offers the following:

A.3—Summary of Strengths: The program has a comprehensive Assessment system including a well‐organized course-embedded grading system, thorough analyses of assessments, a solid research program that requires at least an on campus research day presentation. Overall, this is a very strong program” [29-scroll down to p. 2].

Graduate students actively participate in research activities under the supervision of psychology faculty members. They may serve as an assistant in a professor’s research lab, or they might conduct their own independent research project as part of a paid experience. Faculty members routinely secure funding from grants, professional development funds, or the University’s Quality Enhancement Plan funding for experiential learning. Sometimes those funds include pay for student work. Most often, students participate in extracurricular research for no pay. These students choose to conduct research to accrue experience for making application to graduate school or to gain more extensive knowledge about the research process under the close mentorship of a faculty member. These various research options are stated on the department’s website [30]. Indeed, Psychology 799 (Internship: School Psychology) requires students while working in the school setting to compile a semester-long portfolio that demonstrates competency in various areas which include the following: Autism, Developmental Delay, Emotional Disability, Intellectual Disability, Other Health Impairment, and Specific Learning Disability through documented, clinical hours in all of those competencies [31].

School of Health Sciences

Of all of the programs offering graduate course of study here at Francis Marion University those offered by our new School of Health Sciences are the most recently developed. These include three in Nursing: a Master’s of Science in Nursing (MSN); a Master’s of Science in Family Nurse Practitioner (MSN/FNP); and a Master’s of Science in Nursing/Nurse Educator Track (MSN/NE). The School of Health Sciences’ newest graduate program, as of Fall 2016, is the Physician Assistant Program which offers the Master of Science in Physician Assistant Studies (MSPAS).

Knowledge of the Literature of the Discipline

As with all the other graduate programs, in the School of Health Sciences there is a didactic component to the education, whereby the students in nursing and physician studies receive an intense education on the subject and discipline through reading and analysis of discipline-specific literature and in-class lecture and discussion sessions. In graduate courses such as Advanced Practice Registered Nurse 501 (Advanced Practice Role: Theory and Knowledge Development) the students become familiar with the scholarly literature in the discipline while they “examine advanced practice nursing concepts, theoretical underpinnings, and current professional issues” [32]. A recent course syllabus for Advanced Practice Registered Nurse 501 states as one of the course objectives to “Appraise current interdisciplinary evidence to identify gaps in nursing practice knowledge and formulate research questions based on the tenets of evidence-based practice.” In doing this, the students are exposed to the literature of the discipline though their examination of journals, texts, articles, and other professional literature [33].

An example from our Physician Assistant Program where the students are exposed to the discipline-specific literature is the course Physician Assistant 511, (Role of the Physician Assistant and Introduction to the PA) where the most recent texts on clinical practice and procedures employed by physician assistants are examined in great detail as the course seeks according to its objectives and competencies to develop “practice-based learning” through which the students “engage in critical analysis of their own practice experience, medical literature, and other information resources for the purpose of self-improvement.” Furthermore, the course asks students to “Locate, appraise, and integrate evidence from scientific studies…Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness” [34]. Thereby the students become intimately knowledgeable of literature in the discipline.

Expectations regarding mastery of the subject matter, applied research, clinical experiences, and standards of professionalism are clearly articulated in the Francis Marion University School of Health Sciences Masters of Science in Nursing Graduate Learner Handbook 2016-2017 [35] and the Physician Assistant Program Student Handbook [36].

As evidenced by syllabi, Francis Marion graduate courses in the health sciences include knowledge of the literature of the discipline through the use of assigned readings on the latest best-practices and innovations in the discipline. Our faculty routinely update their syllabi to reflect new methodologies and practices in the field. One such example may be found in Advanced Practiced Registered Nurse 701 (Primary Care of Adults) course where students “Appraise current interdisciplinary evidence to identify gaps in nursing knowledge and formulate research questions based on the tenets of evidence-based practice.” Subsequently, students undergo “Problem-Based Learning (PBL) Modules” whereby they work with the discipline’s current literature/texts and reference “the most current evidence-based guidelines” from major organizations (i.e. American College of Cardiology, Infectious Disease Society of American, American Congress of Obstetricians and Gynecologists, American Diabetes Association, etc.) for the most up to date information [37].

In another course, Advanced Practice Registered Nurse 605 (Curriculum Development and Program Evaluation), students study curriculum development in nursing programs, and in the course description, it notes that “the content includes integration of current clinical standards from the Institute of Medicine, Quality and Safety in Nursing Education, and the Joint Commission” [38]. Thus students in that course become familiar with the standards and current best practices found in the writings of the discipline.

An additional graduate course focused on current literature in the discipline is Advanced Practice Registered Nurse 503 (Advanced Research and Evidenced-based Practice). The syllabus states, under the section “Grading Rubrics: Appraising a Research Article,”: “No articles older than five years may be appraised and if you choose the article you must send a copy of the article to me for approval” [39]. Thus students have a greater understanding of some of the most current and up-to-date journals and articles in the discipline.

Engagement in Research or Professional Practices and Training Experiences

Through in-class lectures, seminar-style discussion, and reviewing some of the most current literature in the discipline, our health science graduate students get the didactic knowledge necessary before they embark on clinical rotations and other practicum classes. To ensure ongoing student engagement in research and/or appropriate professional practice and training experiences, Francis Marion’s graduate health science courses emphasize research and participatory learning experiences. In the MSN/Family Nurse Practitioner track we require students to enter information into a “Typhon” electronic medical record showing demographics, race, age, ICD-10 codes, and CPT codes for appropriate billing and coding. The entry is done in a “SOAP” format showing subjective, objective, assessment, and plan for each patient. This provides a real-world, hands on experience for our students. A similar requirement is held for our Physician Assistant Program students. The students use “Up-to-date” to show current evidence of antibiotic usage with patients and use “JNC 8” cardiology guidelines for treatment of patients with hypertension and coronary artery disease.

Our students undergo practical, clinical experiences in all of their practicum classes. In the nurse educator practicum Advanced Practice Registered Nurse 709 (Clinical Practicum), students are tasked with “developing a clinical/learning session with a qualified preceptor” [40] and then implement that session in a real world setting. In Advanced Practice Registered Nurse 713 (Executive Practicum), students “work individually with a preceptor and faculty advisor and develop their own leadership plan that can be completed and presented” [41] at an off-campus, practical site, which, in most cases, is a hospital setting.

Besides the many practicum courses in our graduate nursing programs, our students in the Physician Assistant Program, once through their didactic training, undergo a series of clinical rotations or clerkships that cover all major areas in medicine/treatment. One sample syllabus from Physician Assistant 711 (Obstetrics and Gynecology Clerkship) notes that in their 135 clinical hour rotation, students will be exposed “to a variety of women’s health patient encounters in either an inpatient or outpatient setting. Women will be assessed, diagnosed, treated, and evaluated across the lifespan for acute, chronic, emergent, and preventative conditions.” This “Obstetric experience will include labor and delivery plus routine prenatal and postpartum care under the supervision of experienced OB/GYN preceptors” [42].

3.6.2 Graduate Curriculum

3.6.2

Compliance Judgment

Narrative

School of Business

Knowledge of the Literature of the Discipline

Engagement in Research or Professional Practices and Training Experiences

School of Education

Knowledge of the Literature of the Discipline

Engagement in Research or Professional Practices and Training Experiences

Psychology Graduate Programs

Knowledge of the Literature of the Discipline

Engagement in Research or Professional Practices and Training Experiences

School of Health Sciences

Knowledge of the Literature of the Discipline

Engagement in Research or Professional Practices and Training Experiences

Documentation

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