Mission

To educate, empower and embolden diverse healthcare professionals who advance the health of people, families, communities and nations.

Vision

By living Chamberlain Care^®, we graduate extraordinary healthcare professionals who transform the health of people worldwide.

Purpose

To create an academic culture in which colleagues and students thrive and that cultivates extraordinary graduates.

The Chamberlain Care^® Philosophy of Higher Education

Chamberlain’s philosophy of higher education is grounded in the belief that taking extraordinary care of students leads to better student outcomes and experiences and ultimately to extraordinary care of patients, families and communities. In 2010, this philosophy was translated into a model called Chamberlain Care^® that has since evolved into an integrated, holistic educational model that incorporates the following core ideals:

• Care for self. We must first take care of ourselves so that we have the capacity to take care of others and do our best work each day.
• Care for colleagues. Demonstrating care and support of colleagues creates a workplace environment of respect, collaboration, collegiality, creativity, productivity, community and teamwork.
• Care for students. Chamberlain Care^® reflects our fundamental belief in the University’s responsibility and ability to achieve superior student outcomes for a diverse population of students. Care for students is operationalized through initiatives that lead to teaching excellence, extraordinary care and strong support for each student’s learning experience, motivating actions instead of demotivating actions and encouragement instead of discouragement in the face of challenges.

Chamberlain Care^® was launched as a major cultural transformation initiative that focused all college operations, resources and institutional assessment on creating a culture of care and achieving superior student outcomes. Chamberlain Care^® has become the lens through which all University operations, processes, practices, behaviors and interactions are viewed and assessed. The cultivation of the culture through attention to these ideals and holding ourselves accountable for the execution of care practices is how Chamberlain prepares generations of extraordinary healthcare professionals who will transform healthcare worldwide.

Following the mission of Chamberlain University to educate, empower and embolden diverse healthcare professionals prepared to advance the health of people, families, communities and nations, we strive to prepare graduates to serve the needs of diverse communities including underserved populations.

Learning is designed to provide diverse students with the best academic experience and support services to become extraordinary healthcare professionals. This is done through application of the three aims embedded in our mission:

• To educate. A culture of care creates an academic environment in which students thrive by being appreciated for their wholeness and individuality and supported to discover and unlock their potential.
• To empower. Teaching is an enterprise of engagement and collaboration between students and faculty that fosters accountability and self-determination in a professional healthcare practice.
• To embolden. The learning environment is intentionally designed to promote and instill confidence in one’s professional identity as a healthcare professional.

Chamberlain Care^® creates the framework for educating, empowering and emboldening students in the following ways:

• Curricula include concepts and competencies for development of care practices including teaching self-care practices to individuals and communities. Self-care is taught as a professional imperative for developing the capacity to care for others. Likewise, colleague care is emphasized as a way of promoting working environments of respect, collaboration, collegiality and teamwork.
• Pedagogical approaches focus on:
  • Engaging through fostering self-direction, reflection and deep learning
  • Individualizing learning aligning with strengths, diversity and desires of the learner
  • Developing clinical or praxis judgment through innovative experiential learning
  • Leveraging academic technologies that facilitate progressive and efficient attainment of learning outcomes
• Faculty are supported in developing, sustaining and enhancing these pedagogical competencies through a program of master instruction preparation, assessment and certification
• Clinical practicum, clerkship and/or fieldwork education is designed using a holistic experiential learning model that recognizes and fosters each student’s professional potential
• Campus and online leaders promote educational environments that exemplify and cultivate a culture of care that maximizes the use of self-care, colleague care and student care
• A student success program is provided to all students through a community of faculty and staff coaches that personalize support