2001-2003 Academic Catalog
2003-2005 Academic Catalog
Healthcare Certificate and Associate Degree Programs Overview
Believing that specialized professional education partnered with the liberal arts promotes and reinforces our institutional values, the associate degree programs pursue three central educational outcomes for its students: professional preparedness -- readiness for entry-level positions or specialized roles; academic preparedness -- intellectual and technological capability for educational advancement and lifelong learning; community and societal awareness -- social understanding that encourages involvement, service and leadership.
The curriculum in the associate degree programs and healthcare certificate programs includes course work in the liberal arts and sciences program, the professional education programs and practical experiences such as laboratory work, clinical assignments, fieldwork and internships. Student services support the curricular effort.
While the liberal arts and sciences and professional education programs have discrete educational objectives, through them the College also addresses some common educational goals:
Courses in liberal arts and sciences help students explore important elements that are central to the human experience. Art, literature, psychology, religion, natural science and social science have become vehicles that humans use to understand themselves and their world. When students take courses in these disciplines, they further identify their personal struggles and accomplishments as related to other individuals and the broader human condition. An enriched perspective prepares students to relate to and work with people who exhibit diverse responses to common problems or illness.
- to promote a holistic world view and a focus on the "whole person" in all one's interactions.
- to promote an appreciation for cultural diversity.
- to examine the place of work within a broad view of one's career.
- to examine and appreciate the spiritual dimension of one's human reality.
- to promote an expectation that one must become a lifelong learner.
- to promote the development of ethical responsibility and leadership in the family, workplace and broader community.
Courses in professional education programs provide students with the specific knowledge, skills and attitudes necessary to function competently in their fields. The curriculum is presented using a developmental and cumulative framework. That is, in the beginning of the student's learning experience, emphasis is placed upon laying the foundation that will constitute the base for the student's professional education and work orientation. It is here that fundamental concepts and skills are learned. As these concepts and skills are mastered, theory, ideas and activities of the particular field are introduced. By the end of the course of studies in the professional program, students:
are equipped with skills necessary to function capably in their chosen fields;
The laboratory provides students with safe and controlled learning experiences in which professional skills are developed and clinical problems are simulated. These exercises are carefully planned and sequenced so students can master necessary psychomotor skills, apply theoretical principles and integrate skills and principles into appropriate clinical judgments and actions. As an integral part of developing competence, students are involved in real-life situations in a variety of ways, including clinical laboratory settings, internships and fieldwork assignments. Here both faculty and clinical staff provide expert instruction and supervision as the students continue to practice and learn. By the end of all these practical experiences, students:
- possess a foundation of theoretical knowledge upon which to base their practice and are free from the need for constant supervision;
- know when to function independently and when to seek direction;
- have the necessary knowledge and interpersonal skills to function as effective and responsible members of a team; and
- understand the need for study in rapidly changing occupational areas after completing their programs.
have developed increased understanding and skill in problem solving resulting from the exercise of critical, independent judgment in real-life situations;
In keeping with the founding purpose of the Minneapolis campus, the student body includes a number of students who are working to overcome such barriers to higher education as economic disadvantage; a physical, perceptual or other form of disability or deficits of educational background. The Minneapolis campus community benefits from the experience of the range of human diversity among our students and gains an appreciation for those who have a variety of abilities and backgrounds.
- have integrated previous learning through practice; and
- have gained new knowledge, which is introduced in the laboratory setting.
This page was created on 06/03/2005 and last updated on 06/03/2005.
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