Using Technology to Automate Syllabus Construction for Programmatic, Curricular, Faculty and Experiential Assessment Activities
International Journal of Educational Management
Wu, M., Brill, D.A., Shirodkar, M.P., Tan, J., Poptani, M., Wang, Y. and Haworth, I.S.
AARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.
Innovation Using a Web-Based Syllabus Platform for Advanced Pharmacy Practice Experiences (APPEs)
American Association of Colleges of Pharmacy Newsletter Vol. 7(2): pp. 13-14
Wang, Y., Shirodkar, M., Wu, M., Haworth, I.
This article describes the use of AARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) for advanced pharmacy practice experiences (APPEs).
Assessment of the Impact of Co-Curricular Activities on Achievement of Doctor of Pharmacy Program Outcomes
Currents in Pharmacy Teaching & Learning
Matthews, M.E., Avoundjian, A., Ameripour, D., Fakolade, W., Wu, M., Haworth, I.S.
Co-curricular activities are recognized as an increasingly important aspect of pharmacy education. The purpose of this study was to assess student perceived progress in achieving program outcomes through voluntary co-curricular activities compared with learning of the same outcomes through mandatory curricular activities.
Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
Mirzaian, E., White, S.J., Karim, M., Franson, K.L., Wu, M., Wang, Y.
This article describes the perceived confidence of students to start their advanced pharmacy practice experiences (APPEs) and compared this to curricular changes, employment obligations, and the impact of COVID-19 on the delivery of their pre-APPE and APPE curriculum.