综合学习经验的论文要求:在线公共卫生硕士课程的毕业时间与学生满意度

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Juan S. Leon, Laura M. Gaydos, Neha Kamat, Nastassia Donoho, Justin C. Shepherd, Rimma Rubin, M. Alperin
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引用次数: 0

摘要

埃默里大学的在线行政公共卫生硕士(EMPH)课程提供三个专业,在2015年之前,所有综合学习经验(ILE)都需要论文。2015年,项目根据各专业预期职业成果调整ILE要求:应用流行病学(流行病学:研究论文);应用公共卫生信息学(信息学:以项目为重点的顶点课程,而不是论文);预防科学(预防:选择研究或以项目为重点的论文或以项目为重点的顶点课程)。我们的目标是描述ILE要求的专业课程变化,旨在缩短毕业时间。我们比较了2015年课程变化之前(2012-2014)和之后(2015 - 2017)的三个队列年,使用了毕业时间(339名学生)和学生对论文体验的自我报告满意度(152名学生)的注册数据。与2012-2015年相比,2015-2017年信息学和预防专业的学生按时毕业的比例明显增加(34%-35%)。信息学与预防学专业学生毕业论文满意度在各队列间无显著差异,流行病学专业学生毕业论文满意度下降。在2015年之前,论文满意度的主要影响因素是缺乏项目论文支持。2015年之后,这个诋毁主题不再被提及,取而代之的是一个激励主题,即持续的论文支持。2015年之后,主要的负面主题是时间管理困难。2012-2015年的激励主题包括论文委员会的支持和学生在论文学习过程中的自我实现。所描述的课程策略可以为其他对ILE有论文要求的在线和住宿项目提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Thesis Requirement of the Integrated Learning Experience: Time-to-Graduation and Student Satisfaction in an Online Master of Public Health Program
The online Executive MPH (EMPH) Program at Emory University offers three majors, and prior to 2015, all integrated learning experiences (ILE) required theses. In 2015, the Program adjusted the ILE requirement based on each major’s intended career outcomes: Applied Epidemiology (Epidemiology: research thesis); Applied Public Health Informatics (Informatics: program-focused capstone courses instead of thesis); Prevention Science (Prevention: choice of research or program-focused thesis or program-focused capstone courses). Our goal was to describe major-specific curricular changes of the ILE requirement aimed to reduce time-to-graduation. We compared three cohort years before (2012–2014) and after (2015–2017) the 2015 curricular change using registrar data of time-to-graduation (339 students) and students’ self-reported satisfaction with their thesis experience (152 students). Informatics and Prevention majors had significantly more students (34%–35%) graduate on time in the 2015–2017, compared to the 2012–2015, cohorts. There was no significant difference by cohorts in perceived student thesis satisfaction in Informatics and Prevention majors and a decrease in satisfaction in Epidemiology majors. Before 2015, the main theme reported as a detractor to thesis satisfaction was lack of Program thesis support. After 2015, this detractor theme was not mentioned and instead a motivator theme was continuous thesis support. After 2015, the main detractor theme was difficulty with time management. Consistent motivator themes across 2012–2015 included thesis committee support and students’ self-fulfillment due to their thesis learning experience. The curricular strategies described can inform other online and residential programs that have a thesis requirement for the ILE.
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来源期刊
CiteScore
3.10
自引率
33.30%
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0
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