Bridging workforce needs within academic structures is a challenge for many institutions. Having a common language for communicating learning, and identifying what skills students are developing and what outcomes they are achieving through curricular and co-curricular experiences is a key component for lifelong learning and return on investment. Learn from the authors of a newly published Grand Challenges in Assessment AALHE Intersections journal article entitled “Empowering Metacognitive Learning in a Competency-Based Curriculum in Health Professions Through Comprehensive Learner Record.”
Join us to discuss challenges, opportunities, and processes for leading your curriculum revision to link relevant skills to programs and better articulate feedback to students to empower their reflective practice, preparation, growth, and success, aligned to career enablement, and lifelong learning. Moderated by Dr. Christopher Davis, VP of Academic Services and Quality at the University of Maryland Global Campus, who is leading a campus-wide initiative guiding curriculum mapping to skills, engage with the authors as they take a deep dive into metacognitive learning in the health professions, high-impact practices, and what they are calling ePortfolio 2.0, or CLR, which serves as a catalyst for student autonomy into their learning choices to better prepare them for their future career as more reflective, confident practitioners.
1) Determine essential team members and pilot programs that can lead this initiative of curriculum redesign aligned to skills
2) Design a process that aligns with your institutional culture to create or revise curricula to provide opportunities for feedback on skills to enhance metacognitive learning
3) Discuss best practices and lessons learned with authors who are leading initiatives that enable metacognitive learning through the development of CLR