University Learning Outcomes
MUIH’s eleven University Learning Outcomes (ULO) articulate the common characteristics and essential learning outcomes that underlie all MUIH programs. These outcomes identify and define elements that all students will know and be able to demonstrate by the end of their program. They lay the framework for the curriculum, how students will demonstrate their learning, and how learning will be assessed. They also connect the curriculum to the skills and attributes sought by employers after students’ graduation.
Healing Presence is one of the MUIH’s University Learning Outcomes. It is a hallmark of an MUIH education and an essential element of life at MUIH. Healing Presence is a constellation of personal qualities, relational skills, and professional behaviors that can have a transformational influence on individuals, groups, and communities. Healing Presence is an antecedent to optimal health and healthcare interventions; it transcends technical skill and supports the innate wholeness of individuals and their capacity to heal themselves. The qualities, skills, and behaviors that make up Healing Presence can be intentionally cultivated through specific practices. Healing presence is composed of the personal qualities of compassion, mindfulness, empathy, humility, and curiosity; the relational skills of listening deeply, practicing nonjudgement, offering support, and communicating effectively; and the professional behaviors of respecting others, acting ethically, collaboration, and demonstrating cultural competence. It can be cultivated through the practices of self-awareness, self-regulation, and selfcare. It manifests with individuals, groups, and communities in the form of safety, trust, empowerment, unconditional acceptance, increased self-efficacy, and increased resilience.
Practical Experience Models
Students in all programs and delivery formats engage in practical experiential learning activities. Students apply the concepts and theories they learn in class to hone their knowledge and skills through experiential activities in a wide range of health care and related settings. Research has shown that active learning strategies lead to deeper knowledge, longer lasting retention of learning, and strong critical thinking and problem-solving abilities, all of which are critical to success in professional practice and the workplace after graduation. Experiential learning occurs in many different forms, depending on the program and course delivery format including: professional and clinical placements on and off-campus in health and wellness, conventional medical, community, and business settings; clinical practice treating patients on and off campus; mock clinical, coaching, and consultation sessions; internships, practicum, and service projects; personal application of integrative and transformative practices; cultivation gardens and other botanical settings; laboratory and dispensary settings; herbal medicine making; and on-campus and online cooking labs and coaching labs.
On-campus courses are those in which all faculty-mediated instruction occurs in face-to-face class meetings on campus or in other face-to-face settings off-campus. Some on-campus courses are technology enhanced, in which students complete a variety of course activities, assignments, and assessments online.
Online courses are those in which all faculty-mediated instruction and all course activities, assignments, and assessments occurs online. In most cases interaction between faculty and students occurs asynchronously, but in some cases synchronous (in real-time) interaction online on a particular day and at a particular time is required.
Hybrid courses are those in which some face-to-face instructional time is replaced with online instruction. In these courses, some faculty-mediated instruction occurs face-to-face on-campus or in other face-to-face settings off-campus, and some occurs online. As a result, hybrid courses meet face-to-face less frequently or for shorter periods of time than equivalent on-campus courses. Students in hybrid courses also complete a variety of course activities, assignments, and assessments online. In most cases online instruction and engagement between faculty and students occurs asynchronously, but in some cases synchronous (in real-time) interaction online at a particular day and time is required.
On-campus programs are those in which the primary and overriding mode of faculty-mediated instruction and faculty-student engagement occurs face-to-face on-campus. On-campus courses are the sole or primary means of faculty-mediated instruction. Some on-campus programs may include a relatively small number of required or optional hybrid or online courses.
Online programs are those in which the sole mode of faculty-mediated instruction and faculty-student engagement occurs online. Online courses are the sole means of faculty-mediated instruction.
Hybrid programs are those in which faculty-mediated instruction and faculty-student engagement occurs both face-to-face and online. Hybrid programs, as compared to on-campus programs, are not designed for the primary and overriding mode of faculty-mediated instruction and faculty-student engagement to occur face-to-face on-campus. Instruction in hybrid programs occurs variously through a mix of on-campus, online, and/or hybrid courses. Hybrid programs are defined as those designed by the University to be completed as such; students who enroll in hybrid programs are encouraged to consider the travel time and costs associated with the on-campus components of their program. Hybrid programs vary in their structure, based on the type of instruction appropriate for each academic discipline.