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dr. lynn russellBest Practices for Designing Effective Online Courses

Quality Matters (QM) is a system of rubrics and standards designed to help instructors incorporate best practices into their online courses. Dr. Lynn Russll, Chair and Associate Professor in the College of Dentistry is a reviewer for QM and has also used the rubrics for her own online course. In this webinar, Tom Laughner, Director of the Teaching and Learning Center, will interview Dr. Russell as she discusses the characteristics of an effective and engaging online experieince, both with her own course as well as others that she has reviewed.

Date: Friday, May 29, 2020
Presenter: Lynn Russell, EdDChair and Associate Professor in the College of Dentistry
Watch the recording here.

 


jim snyderAn Overview of Quality Matters, a Rubric for Developing Effective Online Courses

As we think about how to move our courses online, we can make use of rubrics and standards that can guide us on effective practices for teaching and engaging our students. UTHSC subscribes to Quality Matters, a national organization that works with faculty to incorporate best practices into their online courses.

Dr. Jim Snyder, Director of Community Engagement and Marketing with Quality Matters introduces us to a set of rubrics and standards. The standards are used as a framework to design, revise and improve blended and online courses. He discusses how they work, how they benefit instructors, and how they can help learners succeed.

Date: Friday, May 15, 2020
Presenter: James Snyder, PhD; Director of Community Engagement and Marketing, Quality Matters
Watch the recording here.


janeane andersonPractical Strategies for Creating an Inclusive Learning Environment

Diversity comes in many forms: race/ethnicity, gender expression, age, socioeconomic status, disability (physical, emotional, learning), first-generation student, and many more. As our student body becomes more diverse, creating a welcoming, inclusive learning environment becomes increasingly important to student success and overall wellness. Tom Laughner interviews Dr. Janeane Anderson, assistant professor in the College of Nursing, about her research, teaching experiences, and insights into effective strategies and practical steps for creating an inclusive learning environment for students.

Date: Friday, April 24, 2020
Presenter: Dr. Janeane Anderson, PhD, MPH; Assistant Professor, UTHSC College of Nursing
Watch the recording here.


amy hall and devin scottActive Learning Strategies in Remote and Face-to-Face Courses

Active learning strategies in clinical and didactic settings will be discussed. Participants learn case based and didactic active learning techniques that can be used in remote or face-to-face courses. Additionally, participants discuss the benefits of active learning and develop a plan to implement active learning in their courses.

Date: Friday, April 17, 2020
Presenters: Amy Hall, EdD and Devin Scott, MA; Instructional Consultants, UTHSC TLC
Watch the recording here. 

 

References
  • Ali, M., Han, S.C., Bilal, H.S.M., Lee, S., Kang, M.J.Y., Kang, B.H., Razzaq, M.A., & Amin, M.B. (2018). iCBLS: An interactive case-based learning system for medical education. International Journal of Medical Informatics, 109, 55-69.
  • Deslauriers, L., McCarty, L.S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116:39, 19251-19257.
  • Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2004). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111:23, pp. 8410-8415
  • Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1). doi:10.1186/s12909-018-1144-z
  • Hurtubise, L., Hall, E., Sheridan, L., Han, H. (2015). The flipped classroom in medical education: engaging students to build competency. Journal of Medical Education and Curricular Development, 2. doi:10.4137/jmecd.s23895
  • McLean, S.F. (2016). Case-based learning and its application in medical and health-care fields:  A review of worldwide literature.  Journal of Medical Education Curricular Development, 3, 39-49.
  • Neher, J. et al. (1992). A five-step microskills model of clinical teaching. JABFP. 5:4, 419-424.
  • Wolpaw, T., Wolpaw, D., & Papp, K. (2003). SNAPPS: A learner-centered model for outpatient education. Academic Medicine, 78:9, 893-898.

 devin scottInterpreting Student Ratings of Instruction (Student Course Evaluations)

This workshop discusses best practices for interpreting student ratings of instruction (SRI). Guided by the latest research on student ratings of instruction, participants contemplate the role of SRI among other indicators of teaching effectiveness. Following that, participants apply the Filter-Interpret-Plan model to sample SRI and will develop a plan to leverage their own SRI to improve their teaching.

Date: Thursday, January 23, 2020
Presenter: Devin Scott, MA; Instructional Consultant, UTHSC TLC
Watch the recording here.

Last Published: Jul 2, 2020