Learning Outcomes are aligned with the School of Health Professions outcomes and include outcomes related to major competency areas for health professions educators.

Teaching and Learning

Students will be able to: 

• assess one’s teaching style based on the results of one or more available teaching assessment tools such as the TPI (Teacher Perspective Index);
• write a personal teaching philosophy that includes teaching beliefs and specific teaching strategies that facilitate teaching/learning based on the philosophy;
• apply major learning theories to instructional design and lesson planning;
• select and apply appropriate teaching strategies and unit content according to the goals of instruction and identified learner characteristics;
• and design and implement multiple student-centered learning activities based upon differences in learning styles.

Assessing Learning
Students will be able to: 

• differentiate between the concepts of assessment, evaluation, testing, and grading;
• relate the concepts of true score theory, reliability, and validity as applied to the development of standardized tests and measures
• apply the basic principles of constructing good, written test questions to assess cognitive performance
• and assess the quality and utility of published evidence based upon their assessment and evaluation strategies.

Clinical and Community Based Education

Students will be able to:

1. observe and critique preceptor assessment of students in simulated clinical settings
2. evaluate a community education program
3. design and modify a clinical rotation
4. and analyze various methods to teach clinical education.

Curriculum Development

Students will be able to design a model curriculum to include the following:

• a benchmarking study to include educational and professional standards
• identification of curriculum goals and objectives
• mapping of proposed courses/components to the overall program goals and objectives
• strategies to assess curriculum outcomes
• an evaluation tool to assess curriculum courses
• various educational design methodologies in the development of a model course/curriculum to accommodate highly diverse students in a variety of settings
• identification of legal responsibility and ethical obligations in the design of a course and curriculum and articulate how credentialing and accreditation contribute to the development of health professions curricula<

The United States Bureau of Labor Statistics estimates a need for almost 15 million health professionals by 2025. Extensive education is required to become a health professional, and continuing education is needed to remain current with evolving health-related skills and knowledge.

There is a need to deliver quality education to health care professionals efficiently and effectively. Our program prepares graduates for careers such as university/college faculty, health care institutions staff development officers, and continuing education educators.

Rutgers is accredited by the Middle States Commission on Higher Education (MSCHE), a voluntary, nongovernmental, peer-based membership association dedicated to promoting standards of excellence and improvement in higher education.

The online Graduate Program in Health Professions Education (HPE) is specifically designed to prepare health professionals for careers as faculty in health professions education programs.

Applicants must have earned at least a bachelor’s degree, generally with an overall GPA of 3.0 or higher, and be a health professional with current licensure/registration, if applicable to the field. Applicants do not need to take standardized tests such as the GRE and an interview is not required.

Subject to approval, up to 12 credits may be taken on a non-matriculated basis.  However, non-matriculants must follow the course sequence as delineated in the curriculum sequence. The non-matriculated application can be found  here.

The best source for financial aid information is at the Rutgers Student Financial Aid Office.  They can be contacted 973-972-4376 or by clicking here.

The University is fully accredited by the Middle States Association of Colleges and Schools. There is no professional accreditation for the Graduate Certificate in Clinical Laboratory Science.