M.S. in Health Professions Education HP1

Program Options/Extensions:
In addition to taking the core program outlined below, students may want to consider supplementing their program to achieve other goals and pursue additional certification. Each option enhancement has specific prerequisites and/or course requirements in addition to the requirements for the HP1 base program.

Additional Options & Certifications

Optional Advanced Certificate in Program Evaluation [EV1] (12 Additional Credits)

Advanced Certificate in Online Teaching [OT1] (15 Additional Credits)

Primary program course requirements

The primary program includes a total of 30 credits.

Entry Level Courses

Up to 10 credits in graduate-level coursework in education or related fields may be transferred in prior to matriculating into the Master’s degree program if approved by the faculty advisor. These transfer credits can fulfill an elective requirement or be a direct substitution of a required course. Required courses that are part of accreditation assessments cannot be substituted.

Masters' Core
ED406 Master's Research Methods|Introduces research methods and research design in education, emphasizing both qualitative and quantitative research design and analytic thinking. Prepares students to be literate consumers of education and counseling research using multiple methodologies.

Choose a diversity course:
EDE437 Diversity and Equity in Health Professions Education |Explores complexities of diversity and inclusion and its transformational influence on higher education and the health professions education. Addresses issues of diversity and inclusion and how this affects the medical education pipeline. Examines medical institutions and workplaces as structures that maintain class, gender, and racial differences, and explores issues of power. Through self-reflection and the use of theories, students stretch their thinking beyond the scope of their own experiences and assumptions, and are encouraged to question, listen and think deeply as they connect their learning to theory. Exposes students to the important role that cultural competency can play in the effectiveness of healthcare services, and familiarizes them with how cultural factors influence the healthcare delivery system. Aims to increase awareness of the diversity and equity issues and challenges and help students provide better services as healthcare professionals serving diverse populations.
ED437 Diversity and Equity in Higher Education|Examines the educational history of non-dominant populations. Critical race theory will be used to explore the institution of higher education. While race and gender are broad topics, these issues will be complicated with those of class, disability, power, and our role in the power structure. Critical multiculturalism provides the basis for transformation in higher education.
EDE436 Diversity and Equity in Education|Explores global contexts of education to understand the production of social inequalities based on varied identity markers (e.g., race/ethnicity, class, gender, sexual orientation, ability status, and language). Foundational questions include: What do diversity and equity mean in various global P-20 educational contexts? How do histories and politics of schooling, as well as institutional structures impact those definitions? What sources of oppression and marginalization exist in these various educational contexts?

Specialization Courses
EDU580 Foundations of Health Professions Education|A foundational study of the historical, scientific, social, and political roots of health professions education, educational theory, and the continuum of this education. Provides the contextual framework for education in the health professions and emphasizes the historical and sociological theory of the evolution of this education. Critically examines the roles and responsibilities in the assessment and certification of graduates, as well as discusses the framework for accreditation and licensing of health care professionals. Current program assessment methods and tools are reviewed, as well as ethics and responsibilities of education leaders in different roles.
EDU497 Teaching and Learning in Higher Education and Health Care Settings|A study of theory-based effective teaching, learning, and assessment practices for use in higher education and health care settings. Stresses teaching, learning, and assessment practices that facilitate meaningful learning. Designed to meet the diverse needs and interests of a broad range of graduate students, teachers, and working professionals interested or currently working in higher education and health care settings.
EDU581 Clinical Teaching in Health Care Professions Education: Teaching and Instructional Methods|Presents traditional and innovative methods used in clinical teaching to enhance student and practitioner knowledge, skills, and attitudes, and critically examines the theories behind different teaching methodologies. Discusses current and potential future uses of technology in active learning strategies in the clinical environment. Also explores ethical and patient safety issues. (NOTE: this class is also part of the School of Nursing's MNE [Master's in Nursing Education] programs, but it is then a 4-credit hour class because it includes an additional nursing student teaching practicum.)

Electives

At least 15 additional credits of graduate coursework to be selected, with the approval of an advisor, from among the many options listed in Note 3; independent study credits are an option (for a maximum of 6 credits); approved course work transferred in as electives (for a maximum of 10 credits) are also an option.

Notes:

1. It is desirable, but not required, to take the three specialization courses - , and - in the same year, so as to benefit from participating in a cohort experience.

2. Independent Studies should not exceed a total of 6 credits

3. The following courses have already been approved as eligible electives (although other courses could be considered with the approval of your advisor):

Teaching, Learning & Instructional Design
: Designing Online Courses (fully online)
: Designing & Evaluating Professional Development
: Communication & Counseling Skills
: Motivation in Education and Human Development (fully online)

Diversity:
NSG329: Culture, Health & Diversity
: Policy & Practice in Developmental Differences
: LGBTQ Issues in Education & Human Development

Leadership & Innovation
: Leadership & Management in Higher Education
: Entrepreneurial Skills for Educators (fully online)
NLX463: Driving Change in Complex Organizations
: Leading Change in Education
: Applied Leadership
: Organizational Theory
: Decision making for Educational Leaders I

Higher Education:
: How Universities Work
: History of Higher Education (fully online)
: Assessment, Accreditation & Accountability in Higher Education
: Governance, Policy & Administration of Higher Education
: Contemporary Issues in Higher Education
: Technology and Higher Education (fully online)

Evaluation/ Research methods:
: Practical Knowledge and Skills for Research in Health and Education
: Program Evaluation
: Survey Design (1 credit) (face-to-face or online)
: Interview and Focus Group Techniques (1)
: Using Quantitative Research Software (SPSS) (1) (face-to-face or online)

Writing:
: Master’s Academic Writing (2 credits) (fully online)
: Professional Writing & Communication
: Grant Writing and Other Funding Strategies for Educators
NGS301: Writing with Confidence, Clarity & Style

4. Students interested in teaching in nursing schools are recommended to take the following courses among their electives:
NUR 419 Advanced Pharmacology
NUR 407 Advanced Physiology & Pathophysiology

5. By choosing electives appropriately, students can reduce the number of additional credits required to complete an optional Advanced Certificate as an enhancement to this degree. If interested, be sure to discuss options with your advisor early in your program. Please note that Practicum experiences are not considered coursework by New York State, and therefore cannot be substituted for an elective but rather will need to be taken above and beyond the 30 credits of coursework required for this program.

6. Students interested in also pursuing one or more Advanced Certificates -- see Optional Enhancements section -- can reduce the number of additional credits needed to meet these programs' requirements by choosing electives appropriately. Please note, though, that EDF courses cannot count towards the minimum of 30 credits of coursework required by this program, and more generally, any additional Advanced Certificate awarded is required to have a minimum of 3 credits of unique coursework or internships (that is, credits that have not also been used towards another degree or certificate). Be sure to discuss options with your advisor early in your program.

Other Requirements:

In addition to the coursework indicated above, in order to graduate and to receive the certification(s)/licensure (if any) you are seeking this program has additional requirements. Please note that in some cases, while our program will provide you with all the academic experiences required for the certification you seek, there may be some additional requirements that you will have to complete independently and outside of our program in order to be granted that certification/licensure (ex: completing a certain number of years of mentored experiences or completing exams).

Required for Program Completion

B.A. or B.S. Degree
Master's Portfolio