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Webinar Archives

Claire Major, PhDEngaging Students in Active Learning: Promises and Pitfalls

Our knowledge of how students learn has grown significantly over the last few decades. In keeping with this trend, the quality and sheer amount of research on instructional strategies has also grown, and active learning has emerged as an instructional method that can improve learning outcomes for all students. In this session, participants will learn about active learning and specific active learning techniques that have been shown to improve student learning in onsite as well as online courses.

Date:September 3, 2021
Presenter:Claire Major, PhD, Professor, University of Alabama
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bagga and pandaRecharging in Real Time

As we strive to take care of our students, our families, our colleagues, our residents, our patients, and others in our communities, how do we make sure we’re also taking care of ourselves? Join Dr. Mukta Panda, Professor of Internal Medicine, and Dr. Bindiya Bagga, Associate Professor of Pediatrics as they provide practical strategies and a structure for us to personalize techniques for our own well-being. Participants will leave the session with an action plan to make sure they are meeting their own individual needs in the context of their own schedules and commitments.

Date: July 9, 2021
Presenter: Mukta Panda, MD and Bindiya Bagga, MD, College of Medicine
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nikki house

Do you feel overwhelmed when navigating among the many digital tools available to enhance your teaching? Health science education is rapidly changing under the influence of external, as well as internal factors including ever evolving health care environments and an abundance of instructional technologies alongside curricular revisions. It can be challenging for the educators of future health professionals to not only navigate changes in the professional landscape, but also to integrate digital tools that will facilitate meaningful learning. In this interactive session, we’ll briefly discuss trends before we dive in and explore a learner-centered approach toward intentionally integrating technology in your courses to achieve learning goals.

 

After participating in this session, you will be able to:

  • Identify an evidence-based framework for selecting appropriate learning technologies.
  • Follow a step-by-step process for integrating technology in your course.
  • Assess the impact of learning technologies on authentic learning.

Date: April 16, 2021
Presenter:
Nicole House, PhD, Educause
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bagga and pandaInstructor Well-Being: Taking Care of Ourselves in Times of High Stress

Finding the right life/work balance is important but difficult, and has become harder over the last year. The additional time we have spent learning new technologies and new ways of teaching, along with extra demands in clinics, classrooms, and other additional responsibilities has meant additional stress and in some cases burnout. This interactive webinar will provide participants information about the causes of stress, how unattended stress leads to burnout, consequences of continued high stress and burnout, and strategies to take care of ourselves, our students, and the people in our lives.

 

 

Date: March 19, 2021
Presenter: Bindiya Bagga, MD, College of Medicine and Mukta Panda, MD, College of Medicine
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kirk hevener

Creating Hotspot questions in Poll Everywhere

Dr. Kirk Hevener, Assistant Professor, College of Pharmacy demonstrates the hot spots feature of Poll Everywhere that allows respondents to select a portion of an image in order to answer a question.

Date: March 5, 2021
Presenter: Kirk Hevener, PhD, College of Pharmacy
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stephanie lancasterCultural Responsiveness & Inclusivity in Healthcare Education

Students in training to become healthcare professionals have a diverse set of learning needs and a range of cultural experiences and identities likely to impact their learning processes and to shape their educational experiences. This session centers on ways that a range of learning strategies can be used by educators to address multiple perspectives, values, entry points, and opportunities for acquiring and demonstrating knowledge, thus adequately supporting learners’ needs and amplifying the benefits of diversity.

After attending this session, participants will be able to:

  • Define the term culturally responsive teaching (CRT).
  • Explain why CRT is an essential part of the education process for future healthcare professionals.
  • Identify an action step to take to improve cultural responsiveness in one’s own teaching.

Date: Friday, February 19, 2021
Presenter: 
Stephanie Lancaster, EdD Assistant Professor, Occupational Therapy, College of Health Professions
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devin scottEffective Lectures and Engaging Presentations

Do you want to ensure that your students and peers engage with your ideas in a meaningful way? In this interactive webinar, we will identify effective practices for lectures, including the concept of the flipped classroom. We will also discuss presentation practices that engage your audience and get your ideas across effectively. You will leave this webinar with a plan for incorporating effective lecture and presentation practices for the situations that matter to you.

Date: Friday, January 15, 2021
Presenter: Devin Scott, Instructional Consultant, TLC
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 connie schroederKolb’s Experiential Learning Cycle

Which active learning strategies work best and how can you ensure that students will be engaged? Engaging students is challenging and isn’t a matter of simply finding the “right” activity or latest strategy. In this session, you will examine how Kolb’s Experiential Learning Cycle provides a template for designing each course session to engage students in being active learners using a wide range of pedagogy and strategies. In short, Kolb's Experiential Learning Cycle is a flexible tool for framing each course session that begins with a provocative, multi-sensory, interactive experience versus abstract content and theory. 

You will learn how to design and facilitate the four phases of Kolb's Learning Cycle to engage your learners in higher level thinking that evokes their curiosity and better prepares them for abstract theory and principles. In this session, you will begin to align a Kolb Cycle Lesson plan with your specific course session or module outcomes. Even a lecture-based course can use Kolb’s Cycle to shift into a "modified lecture" format or a highly interactive experience by tapping students’ curiosity, prior knowledge, and diverse perspectives. Kolb's Cycle can be adapted and applied to any discipline, course format, or class size. Multiple disciplinary examples and templates will be provided.

Date: November 13, 2020
Presenter:  Connie Schroeder, Ph.D., Senior Consultant for Organizational and Instructional Development, University of Wisconsin-Milwaukee
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mukta pandaCultural Sensitivity and Competence in Experiential Learning

As our students leave UTHSC, they find themselves in an increasingly diverse country. In order for them to be successful practitioners, they must not only be aware of the cultures in which they work, but need also to think about how their own backgrounds, experiences, and language affect the people around them. In this webinar. Dr. Mukta Panda, Professor of Internal Medicine and Assistant Dean in the College of Medicine, will discuss how she infuses cultural sensitivity and competence with her students through the use of experiential learning.

Date: Friday, November 6, 2020
Presenters: Mukta Panda, MD, Assistant Dean for Medical Education and Professor, College of Medicine
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office 365Collaboration with Office365

Microsoft Office includes many tools that allows instructors and students to collaborate. This session will demonstrate how to work with each other within Word and PowerPoint, how to share files, and how to use Microsoft Whiteboard to work together in real time.

 

Date: Friday, October 30, 2020
Presenters:Tonya Brown, IT Analyst, Information Technology Services
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cantrell-ryan

Team Based Learning in the Virtual Environment

Using active learning strategies to engage students has become even more important as our courses have moved online. Team-Based Learning (TBL) is one form of active learning that has been successful at UTHSC. However, there have been challenges with moving TBL into an online setting. Join Drs. Angela Cantrell and Pat Ryan from the College of Medicine, as they discuss the benefits of TBL and how they moved it online, review the challenges and successes, and provide practical strategies for engaging students in the virtual world.

Date: Friday, October 16, 2020
Presenters: Angela Cantrell, PhD, Associate Professor, College of Medicine and Pat Ryan, PhD, Senior Assistant Dean, College of Medicine
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dr. jaime sabel

Effective Feedback and Evaluation: Best Practices for Improvement

Providing meaningful feedback to learners is essential for performance improvement. Feedback culture also plays a significant role in learner growth. In this session, we discussed best practices for improving feedback and feedback culture. Participants applied the ask-tell-ask model of feedback to relevant scenarios and shared their assessment and feedback top tips.

Date: Friday, October 2, 2020
Presenters:Amy Hall, EdD and Devin Scott; Instructional Consultants, UTHSC TLC
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dr. jaime sabel

Designing Scaffolds to Support Student Learning

Dr. Jaime Sabel, Assistant Professor in Biological Sciences at the University of Memphis, presents the FRAMER framework she developed for creating tools to support students in their courses. She provides examples in her own work of the types of tools she has created and results of studies to examine their effectiveness. Participants had the opportunity to consider areas in their own classes where students need more support to learn a concept or a task. Dr. Sabel provides guidance on how to identify areas that may need support and then how to develop the tools to address the issue.

Date: Friday, September 18, 2020
Presenter: Jaime Sabel, PhD, Assistant Professor in Biological Sciences at the University of Memphis
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Best Practices for Designing Effective Online Coursesdr. lynn russell

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 experience, 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
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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
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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
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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; Instructional Consultants, UTHSC TLC
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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, Instructional Consultant, UTHSC TLC
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Last Published: Oct 1, 2021