- Rotation Faculty
Machelle Davison, Ed.D.
Director, Office of Educational Development (OED)
Adjunct Assistant Professor
Room 120, available by appointment
- Required Class Meetings
Times: 9:00 a.m. - 4:00 p.m., Monday-Friday
- Required Texts
McKeachie, W. J. (2005). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th edition. Boston, MA: Houghton-Mifflin Co. ISBN: 0-618-51556-9; Paperback, 416 pgs. $41.56.
- Course Website
- Rotation Description
The rotation will develop the educational skills and abilities of students who will be entering residencies where they could potentially be required to teach and develop educational material for patients, other residents, or other students. Students will be introduced to educational methodologies such as writing objectives, planning a lecture or presentation, and evaluation/assessment techniques. Rotation components will consist of: didactic lectures about topics related to the educational environment, small group sessions regarding teaching scenarios and reflection on videotape scenarios, direct observations of different teaching techniques, and coordination and development of a scholarly project related to education with a clinical advisor. The bulk of the course will be spent working with a clinical advisor on an individualized scholarly project to enrich or improve a real educational outcome.
- Required Readings
In addition to assigned readings from the McKeachie book, students will also be asked to read selected articles/chapters from published literature (see bibliography). Pre-assignments and homework will supplement didactic content. Students are responsible for all material—written and verbal—given as part of this class. Students are responsible for all assigned readings and reference material, whether discussed in class or not (including any written or verbal updates, all lecture material, case studies, and information provided). All reading assignments are for the date listed, not the following class period. Complete course content will be self-evident to those students who attend class, actively participate in class discussion, read assigned materials, and employ active study methods outside of class.
- Why This Rotation is Important
It is important to explore methods of instruction and educational strategies and technologies to be better prepared for providing instruction and educational materials to other students, staff, or patients. It gives rotation students an advantage when applying for residencies, especially since many faculty are not formally trained in instructional methodology.
- Rotation Goals
- Understand the importance of educational methods in the health profession.
- Demonstrate effectiveness in the areas of instructional planning, design, delivery, assessment, evaluation and continuous quality improvement using varied educational methods and in varied instructional environments.
- Explore methods for pursuing the scholarship of education in a clinical setting.
- Rotation Objectives
Upon completion of this rotation, the student will be able to:
- University Teaching
- List characteristics of effective teachers and education.
- Construct a teaching philosophy and teaching portfolio to document changes in skills and thinking related to teaching
- Critique examples of handouts as learning supplements.
- Plan an educational presentation considering the following elements: student personality, communication, leadership and learning styles; levels of learning; and presentation mapping.
- Evaluate the impact of student motivation and behavior management styles on learning outcomes.
- Compare traditional lecture strategies to active learning strategies such as team-based learning.
- Synthesize content to create and deliver effective and educational presentations.
- Generate effective objectives and test questions that are aligned and measure learning outcomes.
- Design alternative assessment strategies to capture/measure educational outcomes.
- Modify instructional strategies for the laboratory, clinical/experiential and distance education settings.
- Contrast methods of assessing instructional effectiveness using student, peer, educational specialist, and self assessments.
- Educational Research
- Explain the importance of scientifically investigating educational endeavors and effectiveness.
- Sketch a poster presentation including all required components.
- Discuss the difference between a poster presentation and oral research presentation.
- Conduct a research presentation.
- Methods of Instruction
Class meetings will consist of a variety of teaching methods. Some classes will be ½ lecture and ½ discussion, some will consist of in-class assignments, activities, and some will consist of student presentations. Students will also complete out of class assignments that will be discussed in class including: 9 graded assignments (6 assignments, 3 revisions), 2 presentations, and 1 teaching portfolio consisting of a compilation of completed work through-out the rotation.
If you have a disability that you suspect may require individual accommodation, please contact the instructor immediately.
- Rotation Outline
- Educational Methods
- Teaching Effectiveness
- Characteristics of effective teachers
- Seven Principles of Effective Education
- Teaching philosophies
- Teaching portfolios
- Understanding Learners
- Understanding your students
- Levels of learning
- Developing Educational Content
- Developing goals and objectives/outcomes
- Creating video clips or segments
- Presentation Skills/Presentation mapping: Planning presentation notes and organization of content
- Instructional Strategies (lecturing, PBL, TBL, case discussions, group activities)
- Assessment and Evaluation of Learning Outcomes
- Evaluation Methods (formative vs. summative; objective vs. subjective; rubrics)
- Writing test questions
- Aligning objectives and assessment
- Special Teaching Circumstances
- Laboratory instruction
- Clinical/experiential teaching
- Distance education-two way video and online
- Assessment of Instructional Effectiveness
- Student feedback (course evaluations, minute papers)
- Peer feedback
- Educational specialist and other feedback
- Educational Research
- Research Infused into Didactic Instruction
- Scholarship of teaching
- Poster presentation
- Research presentation
- Grading (Points Needed)
A satisfactory or pass score is required in all areas of the rotation (lecture, project, and clinical) to receive an overall passing or satisfactory grade for the month.
Points Needed Lecture
Points Needed Project
Satisfactory - Pass
Unsatisfactory - Fail
- Course Requirement Description
- Written Assignments
Each student will complete 6 written assignments (and 3 revisions of designated assignments). Assignments will be evaluated for clarity, appropriateness, and thoroughness.
- Oral Presentations
Each student will develop and deliver 2 oral presentations (one fun lecture that is 10 minutes in length and one final presentation that is 30 minutes in length). Students will use PowerPoint slides to augment their presentation. Assignments will be evaluated for clarity, appropriateness, and thoroughness. Feedback will be provided in writing and verbally from the instructor and from peers in the class.
- Teaching Portfolio
Each student will submit a teaching portfolio at the end of the month that documents his/her efforts during the month. The portfolio will contain the following sections (provided in handout): teaching philosophy, presentation examples (including original, revision, and final copies of - handouts, slides, objectives, assessment questions, and alternative assessment strategies assignment and revisions), feedback (peer and faculty), and reflections (beginning and end of month).
- Class Attendance and Participation
Students are expected to attend all regularly scheduled classes and remain in class once instruction has started. Students are expected to complete assignments on time, maintain proper decorum during class, and contribute consistently and positively to class discussions. Failure to demonstrate these profession-related skills may compromise a student's course grade.
- Evaluation of Student Performance/Course Grading
This course is offered for S/U credit. A course grade of “Satisfactory” will be awarded if all course assignments have received a grade of “satisfactory”, if attendance has been regular, if class participation has been satisfactory, and if a grade of satisfactory has been received in both course areas (lecture and project).
Students are responsible for all course content and are responsible for completing all assignments on time. Failure to submit assignments on time will result in an assignment grade of “unsatisfactory”.
- Course Expectations
- Late or Missed Assignments
Assignments must be handed in on time. Grades on assignments that are turned in late will be lowered by one half of a grade for the first day it is late and zero points will be given if turned in more than a day late. For example, your first assignment is due on day 2. If you do not turn it in until Day 3, your grade will be lowered to 5 points (assuming you would have gotten full points for the assignment). If more than 1 day has elapsed from the original due date, i.e., Day 4 you get zero points for the assignment.
- What to Do in Case of Illness (especially on assigned presentation days)
An unexcused absence will result in zero points for the assigned lecture presentations in class activities/assignments for that day and may result in the receipt of an unsatisfactory grade for the course. An excused absence for the lecture portion of the rotation can only be granted by the rotation coordinator, Machelle Davison. If you are too ill to come to class, you must contact Machelle Davison PRIOR to that class. If you are hospitalized or require emergency treatment, you may have a family member or a significant other contact Machelle Davison. Contacting a secretary is insufficient. You must obtain direct permission from the rotation coordinator to be absent from a required lecture presentation or day. If permission is given to a student to miss a presentation or activity, a make-up activity may be administered at the discretion of Machelle Davison.
- Student Professionalism
Students in this course are expected to exhibit professionalism, which includes the following:
- Reliability and dependability in attending, preparing for and participating in course activities
- Communicate respectfully, articulately, and confidently in course activities
- Engagement in active learning
- Putting your peer’s needs above your own in the active learning environment
- Accepting and applying constructive feedback about your performance in the course
- Behaving in an ethical manner with regard to academic conduct (see “Academic Integrity” section of the syllabus below)
- Demonstrating a desire to exceed expectations (i.e., minimal standards and requirements for tasks, assignments and responsibilities)
(Adapted from Hammer, DP, Berger, BA, Beardsley, RS, Easton, MR. Excellence series papers: Students professionalism. American Association of Colleges of Pharmacy, 2003).
- Academic Integrity
- Students are expected to work independently on individual (versus group) assignments and papers. The use of plagiarism (occurs when another person’s work is used or copied without proper acknowledgement) is also dishonest and a violation of academic integrity.
- The University policies regarding violations of academic integrity will be strictly enforced. Please consult the University regulations and policies for further discussion of violations to academic integrity and the penalties that may incur.