Teaching, Learning and Scholarship Faculty Development

Active Lectures for Online Teaching (Evidence-Based Teaching)

September 17, 2020

Presenter: Dr. Van Eck

Learn how the five levels of AL, from simple to complex, can be effectively implemented in lecture classes. Explore how these strategies translate to online classes on Zoom through the use of polling, participant icons, breakout rooms, and chat features. Consider how to approach other types of instruction, such as precepting and discussions, in an online environment.

From Lecture to Learning: Personal Experience in Transforming an Online Graduate-Level Pharmacology Course to Active, Cased-Based Learning (Evidence-Based Teaching)

May 7, 2019

Presenter: D. Sieg (PA Studies)

Experience with transforming an online graduate-level basic sciences pharmacology course from a traditional format to a primarily active learning format. The process of developing, implementing, and managing small group activities and case-based learning strategies will be discussed.

Active Learning Applied: Simple Strategies for Complex Content (Evidence-Based Teaching)

Feb. 6, 2018 

Presenters: Dr. Van Eck; Dr. Salentiny; D. Olson (Library Resources)

For many, AL is synonymous with flipping the classroom. While a flipped classroom can be effective, there are dozens of much simpler AL strategies for solving individual teaching problems. In this interactive session we’ll show you techniques that anyone can use without overhauling the entire course. Handout: Active Learning Strategies

Active Learning for Lectures: Choosing the Right Level (Advancing Educational Innovation and Scholarship)

Nov. 2, 2016

Presenter: Dr. Van Eck 

Lectures can not only survive, but thrive, with the addition of Active Learning (AL). Select different AL strategies for different outcomes and learn how the five levels of AL, from simple to complex, can be effectively implemented in lecture classes. Related: ER Corner: What is Active Lecturing?

Put Some Vroom in Your Zoom

April 7, 2020

Presenters: Dr. Van Eck & Dr. Salentiny

This session focuses on the functionality, features, and challenges of using Zoom to effectively teach and meet. Audience Q&A will be prioritized.  

Asynchronous Instructional Methods: When, How, and Why to Use Them (Evidence-Based Teaching)

Nov. 26, 2019

Presenter: Dr. Salentiny

Explore the benefits and challenges to adding asynchronous strategies to your teaching and learning toolkit. Asynchronous methods are not only for online classes: they include all directed learning activities that take place outside of class. Please watch this 5-minute video before the event.

A Threaded Discussion Strategy to Build Student Expertise (Evidence-Based Teaching) 

Aug. 28, 2017 

Presenter: Dr. Van Eck

This session describes an effective threaded discussion strategy appropriate for online or face-to-face courses. This strategy was validated through a discourse analysis of student contributions over a 5-week graduate course. It was found to lead to content and group leadership expertise for all students and illustrates how community is actually a necessary prerequisite for expertise.

Book studies are ongoing throughout the year with a rotating list of titles to help drive effective teaching and innovation in health care education. Studies are led by Dr. Adrienne Salentiny and Dr. Richard Van Eck. Drawing from their combined 40 years’ experience in instructional design, faculty development, teaching, and training, they guide discussions to help translate the book’s insights to practical applications in medical and health care education.

FREE books are available for some studies, but supply is limited. We ask that recipients of the books commit to attending all three meeting times; everyone’s contributions will be valuable to the discussion! If you already own a personal copy of the book and would like to join our discussions, please do! 

Anyone who has read or is reading the current book is welcome to join us. Reach out for meeting times. 

• The Productive Online and Offline Professor (Stachowiak) - Fall 2020 
  Leader: Dr. Salentiny
• Telling Ain't Training (Stolovitch and Keeps) - Spring 2020
  Leader: Dr. Van Eck; Reading Guide
  
  
• Make It Stick: The Science of Successful Learning (Brown, Roediger, & McDaniel) - Fall 2019
  Leader: Dr. Salentiny; Reading Guide

Promoting Competencies in Health Care Education (Evidence-Based Teaching - 2 Sessions) 

Jan. 28, 2020:  Part 1 Recording

Feb. 25, 2020: Part 2 Recording

Presenters: Dr. Van Eck & Dr. Salentiny

How do we go about teaching and promoting “essential” cognitive, emotional, and attitudinal dispositions like professionalism, professional identity, empathy, and resilience? Can we really know whether a student is “professional” based on what she says and does in class? How do new teaching and assessment strategies like gamification and badging relate to these new kinds of learning outcomes?

Worksheet: Build-A-Badge

Diagnose the Diagnosis: Automating the Assessment of Student Diagnostic Reasoning (Guest Speaker)

February 4, 2020

Presenter: Dr. Waechter (Calgary, AB; Teaching Medicine)

First, see Teaching Medicine from the student perspective. Then, using the Teaching Medicine interface, learn how to input your own (or a sample) diagnostic reasoning case for your own curriculum and to collect and analyze the “big data” that results for the use of this tool to assess individual student diagnostic reasoning.

What Can Game-Based Learning Teach Us About Medical Education? (Evidence-Based Teaching) 

Dec. 8, 2018

Presenter: Dr. Van Eck 

We must teach our future physicians to be able to solve a wide range of problems; to see failure as an opportunity and, as a result, become resilient “gritty” practitioners. This talk will argue that videogames and the principles they employ will help us meet these challenges.  

Diagnose the Diagnosis (Guest Speaker)

Nov. 18, 2018

Presenter: Dr. Waechter (Calgary, AB; Teaching Medicine)

Learn about Teaching Medicine, a robust online case-based learning tool that allows us to to analyze the diagnostic decisions made by medical students as they work through a case. 

Competency-Based Assessment: Using Behavioral Observation Forms to Measure the Development of Study Competency Over Time (Evidence-Based Teaching) 

Oct. 2, 2018

Presenter: Dr. Van Eck

This session will provide an overview of the development, piloting, and results of an observational form created for use during the medical curriculum's Patient-Centered Learning (PCL) events to measure the competency-based program goals, including some focused on lifelong self-directed learning skills, professionalism, and personal and professional development. 

Foundational Curriculum Concepts (Evidence-Based Teaching - 2 Sessions)

Choosing the Right Learning Outcomes (Sept. 24, 2019)

Generating Measurable Performance Objectives (Oct. 25, 2019)

Presenter: Dr. Van Eck & Dr. Salentiny

In the first session, you will learn how (and why!) to classify learning outcomes as intellectual skills, cognitive strategies, attitudes, verbal information, and motor skills and how doing so ensures effective learning for your students before you even begin thinking about textbooks or active learning! In the second session, you’ll learn how to avoid the most common and critical errors in curriculum, including double-barreling, hidden objectives, vague objectives that can be interpreted differently, and objectives that can’t be reliably measured. 

Handouts: Gagne Cheat Sheet; Varieties of Learning Table; Build-a-Performance-Objective

Health Care Education's Triple Aim: Outcomes, Objectives, and Assessments (Advancing Educational Innovations & Research: Three Sessions)

First Aim: Outcomes (Dec. 14, 2016)

Second Aim: Generating Objectives (Jan 18, 2016)

Third Aim: Assessment (Feb. 15, 2017) 

Presenter: Dr. Van Eck

In the first session, learn how and why to classify learning outcomes. In the second session, learn how to align those outcomes with measurable objectives. In the third session, tie it all together by learning when and how to use different types of assessments to measure the outcomes specified by your objectives. 

Handouts: Varieties of Learning & Verb Table

Related reading:

• ER Corner: Health Care Education's First Aim
• ER Corner: Health Care Education's Second Aim
• ER Corner: Health Care Education's Third Aim

How Do Different Health Profession Students View Effective Clinical Preceptors? (Educator-Scholar) 

March 4, 2020

Presenter: Dr. Westereng (Sports Medicine) 

In 2019, Dr. Steve Westereng sought to explore these differences as well as to examine commonalities across professions by studying preceptor effectiveness in 6 different professions. Join us as he shares the findings of the commonalities and differences in preceptor effectiveness. His research can assist educational programs utilizing interprofessional education to better understand their students’ perspective of past preceptors and their ideal preceptors.

Evidence-Based Teaching for Good Precepting (Evidence-Based Teaching)

March 6, 2018

Presenter: M. Tsuchiya (Sports Medicine) 

Good precepting is a critical asset to health care education. In many cases, preceptors lack the tools to teach effectively in the clinic or office and may not always recognize the opportunities to apply effective teaching methods “just-in-time.” This session will help preceptors apply evidence-based teaching strategies within the constraints of time and space in clinical settings.

Building the Perfect Poster (Professional Development Resources: 3 Sessions)

References, Graphics, and Copyright for Research Posters (Feb. 19, 2019)

Design Strategies for Effective Research Posters (March 5, 2019)

Production Strategies for Research Posters (April 2, 2019)

Presenters: A. Nickum and D. Olson (Library Resources); Dr. Salentiny and Dr. Van Eck (Education Resources); J. Lee (Information Resources)

This three-part professional development series is designed to cover the process of effective poster development from start to finish. Part 1 covers effective literature review strategies and fair use of images. Part 2 discusses strategies for condensing your research into a concise, powerful, and effective poster. Part 3 explores how to make your poster visually pleasing AND how to avoid technical snafus during layout and printing. 

Handouts: Session 1 - Image Reuse; Session 2 - Poster Grading

Note: Session 2 had technical issues within the first 5 minutes. The slides for Session 2 are provided as a reference.

Educational Scholarship: Interdisciplinary Scholarly Research Options and Methods (Evidence-Based Teaching)

April 3, 2018

Presenters: D. Olson, A. Nickum (Library Resources); Dr. Van Eck

Conducting research with professionals from across multiple disciplines can be as difficult as it is rewarding, especially if a breakdown in communication or technology occurs. This session will present solutions to some of the more frustrating aspects of interdisciplinary research, focusing on methods, tools, workflows, and conceptual frameworks.

Handout: Bibliography

Controlling the Chaos in COVID and Beyond

October 15, 2020

Presenter: Dr. Adrienne Salentiny, Instructional Designer

The recent TLAS faculty development needs assessment survey revealed productivity and organization as universal challenges, and it is easy to see why. Increased demands placed on us by remote access, technology, and demands outside of work such as home schooling and family care have all made it hard to meet our professional responsibilities as educators without sacrificing quality of learning. Remote teaching takes extra time, and hybrid or HyFlex teaching can feel like twice the effort for half the result, but it doesn’t have to be that way. Join Dr. Adrienne Salentiny to learn practical, applied techniques for managing the chaos without sacrificing quality.

Productivity during the pandemic: Strategies for balancing work, teaching, and parenting in the COVID era

May 6, 2020

Presenter: Dr. Salentiny

Through remote work and other restrictions due to COVID-19, our daily lives have completely changed. Teachers have had to quickly re-think their classes. Researchers have had to figure if and how their research projects could continue. Staff have had to completely change their workflows and adapt to the new workflows of their supervisors. As a result, we have LESS of everything (time, resources, access to colleagues and students, mental bandwidth, patience when things don’t work as expected) at the very time that our new normal requires we do MORE to be present and engaged. How are we to find the motivation, time, and efficiencies to help us forge onward without losing our minds in the process?

Presentation Slides

Applying Type-A Tendencies to Teaching: Tips to Coordinate the Chaos and Support Student Success (Evidence-Based Teaching)

Sept. 4, 2018

Presenter: Dr. Salentiny

Where can faculty find the time to deliver rich content, interact, provide feedback, evaluate, and develop meaningful relationships with students? Day-to-day scheduling constraints and responsibilities related to and beyond teaching make it difficult to find dedicated time to engage. Plus, time zones and technology present as additional obstacles to effective and efficient online instruction. Strategies and tools designed to help faculty efficiently manage the evaluation of authentic learning activities, close the feedback loop, and cultivate rewarding instructor-student relationships will be explored in this session.

Due to technical problems, this session was not recorded.

Presentation Slides

The Teaching Academy is being piloted by the Office of Education and Faculty Affairs and the Teaching, Learning, and Scholarship (TLAS) unit in Education Resources.  The 2020-21 cohort consists of 10 faculty with a strong interest in professional development in teaching and education scholarship. In alphabetical order, they are: 

• Kelly Dornbier, instructor, Department of Occupational Therapy (Casper, Wyo.)
• Mohamed Elhamadany, assistant professor, Department of Physical Therapy
• Amanda Haage, assistant professor, Department of Biomedical Sciences
• Nicole Harris, assistant professor and site coordinator, Department of Occupational Therapy (Casper, Wyo.)
• Emily Henneman, assistant professor, Department of Physical Therapy
• Jimmy J. Morin, instructor and assistant athletic trainer, Department of Sports Medicine
• Melanie Nadeau, assistant professor and assistant director, Public Health Program in the Department of Population Health
• Becca Perry, instructor and clinical education coordinator, Medical Laboratory Science program
• Mindy Staveteig, assistant professor and director of clinical education, Department of Physician Assistant Studies
• Makoto Tsuchiya, assistant professor, Department of Sports Medicine

These faculty will participate in a series of professional development offerings and activities over the 2020–2021 academic year.

Teaching Academy: Full Description

Contact Dr. Van Eck or Dr. Salentiny for more information about future teaching academy activities. 

Being a Good Teacher: It's Not as Difficult as We Make It (Educator-Scholar) 

Nov. 5, 2019

Presenter: Dr. Kemp (Pathology) 

Drawing from the books: Make It Stick: The Science of Successful Learning (2014, Brown & McDaniel) and Remediation of the Struggling Medical Learner (2017, Guerrasio), Dr. Kemp will share research-based learning strategies and explain how and why many popular techniques fall short. Using his own experiences as an educator, Dr. Kemp will connect these key ideas to practical techniques that educators can use to facilitate better retention of material by students.

Synthesizing Knowledge Using Concept Maps (Evidence-Based Teaching)

Nov. 6, 2018

Presenter: Dr. Shabb (Biomedical Sciences) 

Concept maps are an effective, visual way of integrating knowledge. We will briefly touch on their theoretical framework and see how they are being used in undergraduate biochemistry instruction at UND. Cmap software will be used.

Handout: Concept Map Grading Rubric

What Does Assessment Look Like in Evidence-Based Teaching? (Evidence-Based Teaching) 

May 1, 2018

Presenters: Dr. Salentiny and Dr. Van Eck 

Learn what the evidence says about selecting the right assessment strategies for your outcomes. From rubrics, to behavioral checklists, to traditional test questions, we'll help you connect your assessment approach to your course objectives and teaching strategies. Handout: Rubric Examples

There were technical difficulties for the first few minutes of this recording. Pair with the slides

Lightning Rounds: Issues Faced in Teaching Practice (Evidence-Based Teaching) 

June 26, 2017 

Presenters: Various 

This meeting has two goals. To 1) share issues and get immediate feedback for solutions/resources from other instructors and 2) generate common ground for future meetings of the group. Individuals will share an issue they struggle with in their teaching practice (no preparation is required to present these issues - simply oral discussion). Others are invited to respond if they also face this issue or share a potential solution or resources for resolution.

Interprofessional Education at SMHS (Guest Speaker)

Feb. 22, 2019

Presenters: Dr. E. Johnson (SMHS); Dr. Hafferty (Mayo Clinic) 

A two-part discussion including a primer provided by Dr. Eric Johnson (UND, Altru Health System) and a seminar by guest speaker Dr. Frederic Hafferty (Mayo Clinic).

Panel Discussion of the ADA and Accommodation in Healthcare Education (Evidence-Based Teaching)

Oct. 9, 2017 

Presenters: Dr. Jedlicka, Dr. Fox, C. Graves (Occupational Therapy);  D. Glennon (Disability Services for Students)

A panel of faculty and student affairs and disability services experts will lead a discussion about the Americans with Disability Act and implications, problems, and solutions to issues that arise in healthcare education, including what is possible and reasonable, who pays, and how to navigate this complex and important necessity in support of learning for all.

Handouts: ADA and Reasonable Accommodations; ADA and Universal Design in Medical Field Teaching and Clinicals;

Worksheet: Reasonable Accommodation Interactive Process