Curriculum for Educators

    The Use of Simulation in Health Sciences Education
    Instructor: team (see below)
    Date: 10/21/2010
    Time: 4:00pm – 5:30pm
    Location: 408 Hamilton
    (Register for this session | Register to watch the LIVE broadcast session)

      Instructors: Katherine Worzala (JMC), Dale Berg (JMC), Kathy Shaffer (JSN), John Duffy (JSN), Audrey Zapletal (JSHP), Adel Herge (JSHP)

      The use of simulation to teach and assess clinical skills is an essential part of health sciences education in the 21st century. Participants will 1) review the concepts involved in the use of simulation in health sciences education; 2) review the resources available at TJU for simulation such as standardized patients, low and high fidelity simulators, including the NOELLE- an OB/Gyn simulator, Harvey- a cardiac examination simulator, invasive procedure task trainers, SimBaby and SimMan; 3) Understand and appreciate the benefits that this teaching strategy has for the education of health care providers, the measurement of clinical skills outcomes and the increased inter-professional collaboration in health care education; and 4) discuss the development and use of simulation hybrids in skills education.

    Classroom Instruction (Part 1): Basic Concepts
    Instructors: Richard Schmidt (JMC/JCGS); Cindy Sanoski (JSP)
    Date: 11/16/2010
    Time: 12:00pm – 1:00pm
    Location: 208/209 Hamilton
    (Register for this session)

      Participants will review strategies for developing effective techniques for classroom instruction including the importance of developing specific, measurable, learning objectives for the classroom and using these objectives as the roadmap for planning the content and structure of the lecture. Participants will also review the do’s and don’ts of using PowerPoint as an audiovisual aid to lecturing.

    Classroom Instruction (Part 2): Interactive Techniques
    Instructors: Bruce Fenderson, PhD; Elena Umland, PharmD
    Date: 12/7/2010
    Time: 12:00pm – 1:00pm
    Location: 208/209 Hamilton
    (Register for this session)

      Participants will learn to use the audience response system, case-based teaching and other interactive modalities for engaging large group audiences in the learning process.

    Preparation of Instructional Materials and Aids
    Instructors: Peter Ronner, PhD, JMC, Biochemistry; Caroline Golab, PhD
    Date: 2/9/2011
    Time: 12:00pm – 1:30pm
    Location: 210/211 Hamilton
    (Register for this session)

      Tips for constructing a syllabus that is valued by learners as an effective teaching aid will be presented. Syllabi that are considered examples of best practice will be disseminated.

    Providing Effective Feedback
    Instructor: Karen Novielli (JMC)
    Date: 2/16/2011
    Time: 12:00pm – 1:30pm
    Location: 210/211 Hamilton
    (Register for this session)

      Participants will discuss the characteristics of effective feedback and will apply these concepts using role-play scenarios of common teacher/learner interactions in a health sciences education setting.

    Classroom, Online and Blended Strategies for Teaching in the Health Professions
    Instructors: John C. Lewis, EdD, JSHP, Professional & Continuing Studies; Caroline Golab, PhD
    Date: 4/7/2011
    Time: 4:00pm – 6:00pm
    Location: 208/209 Hamilton
    (Register for this session)

      This workshop will present the 18 Instructor Competencies as identified by the Association for Educational Communications and Technologies (AECT) and the International Board of Standards for Training, Performance, and Instruction (IBSTPI). These competencies are standards for face-to-face as well as online and blended instruction. As educational technologies evolve instructors need to keep abreast of not only the changes in hardware but the changes in how that hardware affects learners. New and updated educational technologies available at Jefferson will be presented along with how to get more information on using them successfully in your course.

      Objectives
      • Identify 18 instructor competencies
      • Describe examples for each competency
      • Describe examples of active/engaged learning activities
      • Identify new instructional technology resources available at Jefferson

    Faculty Fundamentals: Basic Skills for Teaching in the Health Professions A.M. Session
    Instructor: team (see below)
    Date: 9/16/2011
    Time: 8:00am – 12:30pm
    Location: 200B Scott
    (Register for this session)

      Breakfast, Welcome and Introduction 8:00 a.m. – 8:30 a.m.

      More Effective Teaching through Knowing Your Learner

      Instructors: Elena Umland, Pharm.D., Peter Ronner, Ph.D., Peter Gallagher, J.D. and John Lewis, Ed.D.

      Date: Friday, September 16, 2011
      Time: 8:30 a.m. - 9:30 a.m.
      Maximum
      Enrollment: 50

      This 50-minute session will provide an overview of today’s learner. It will explore the prevalent learning styles and discuss the consequences of mismatching these learning styles with teaching styles. The workshop will explain why the optimal teaching style is one that finds balance between the different dimensions of the various learning styles. The workshop will provide the foundation to assist the attendees in considering different approaches to instruction and assessment. At the end of the session, participants will:
      1. Compare and contrast the different types of learners
      2. Be able to describe today’s learner
      3. Be able to identify approaches to teaching that best match today’s primary learning styles


      Developing Great Courses and Lectures: It All Starts with the Objectives!

      Instructors: Caroline Golab, Ph.D.

      Date: Friday, September 16, 2011
      Time: 9:30 a.m. - 11:00 a.m.
      Maximum
      Enrollment: 50

      Good course/lecture design and successful student learning outcomes begin with the creation of sound learning objectives. This session will explore the relationship between learning objectives and learning outcomes. In so doing, it will walk participants through important elements of the design process -- selection of instructional techniques and methodologies, the crafting of assignments, the choice of appropriate forms of assessment – all of which are determined by the nature of the initial objectives. At the end of this session, participants will
      1. Identify and formulate effective objectives for courses and lectures, including their scaffolding in terms of Bloom’s Taxonomy
      2. Articulate the importance of objectives for successful student learning, including their relationship to overall course/lecture design, instructional methodologies, assignments, and assessment
      3. Use proper objectives as the key to sound syllabus construction and lecture outlines


      Teaching Strategies: from the Bedside to the Desktop

      Instructors: John C. Lewis, Ed.D.

      Date: Friday, September 16, 2011
      Time: 11:00 a.m. - 12:30 p.m.
      Maximum
      Enrollment: 50

      Fundamental to all types of teaching is the instructional strategy. That is, the methods employed to help learners move across a pathway from not knowing to subject or skill mastery. This session will examine ways to help faculty employ the best strategies for the teaching and learning environment. At the end of the session, participants will:
      1. Define the concept of “strategy” as applied to instructional techniques
      2. Identify key points in strategy development
      3. Recognize a model of strategy choice based upon both learning objectives and teaching settings
      4. Identify significant differences among clinical, in-class, blended and online learning experiences

    Faculty Fundamentals: Basic Skills for Teaching in the Health Professions P.M. Session
    Instructor: team (see below)
    Date: 9/16/2011
    Time: 12:30pm – 5:00pm
    Location: 200B Scott
    (Register for this session)

      Lunch 12:30 p.m. - 1:30 p.m.

      Examination Construction and Item Writing

      Instructors: Julia Ward, Ph.D., R.N.

      Date: Friday, September 16, 2011
      Time: 1:30 p.m. to 2:30 p.m.
      Maximum
      Enrollment: 50

      This session will provide attendees with a basic understanding of item writing for teacher-made examinations. General principles related to item writing will be discussed, including content validity, use of effective distractors, structure and types of items. At the end of the session, participants will
      1. Develop a basic understanding of test construction item writing
      2. Critique test items relative to program content
      3. Incorporate general principles of item writing in constructing examinations for their respective student groups


      Fundamentals of Effective Feedback and Remediation

      Instructors: Karen Novielli, M.D., Karen Glaser, Ph.D. and Joseph Majdan, M.D., M.D., Christine Jerpbak, M.D. and Mary Muhlenhaupt, OTD, OTR/L, FAOTA

      Date: Friday, September 16, 2011
      Time: 2:30 p.m. - 4:00 p.m.
      Maximum
      Enrollment: 50

      This session will describe the principles of providing effective feedback to health professions students and will review the effective practices for the remediation of the health professions student. At the end of the session, participants will
      1. Understand the difference between feedback and evaluation
      2. Describe the principles of effective feedback
      3. Learn to identify the factors in performance that describe the deficient health professions student
      4. Learn about remediation plans that have been shown to be effectives
      5. Understand the local processes for referral, intervention and remediation of the poorly performing student
      6. Identify appropriate and specific language for documentation of performance concerns and remediation plans


      Wine and Cheese Reception for Attendees 4:00 p.m. to 5:00 p.m.

    Effective Course Management Using Blackboard Seminar
    Instructor: Kathleen Day, MS
    Date: 9/20/2011
    Time: 9:00am – 4:00pm
    Location: 306 Scott
    (Register for this session)

      This full-day seminar is designed for course directors and for teachers responsible for all aspects of a course. The morning session concentrates on the basic features of Blackboard including Wikis, Blogs, assessment, and the Grade Center. The afternoon session will focus on distance learning tools--discover the benefits of using these tools in your face-to-face courses. Participants completing the day's session will receive a certificate of attendance.

      Participants completing the day's session will receive a certificate of attendance. Lunch will be provided.

    Making Your Next Teaching Presentation Go Better Than Your Last
    Instructor: Scott Litin, MD
    Date: 2/1/2012
    Time: 2:00pm – 3:00pm
    Location: 105/107 BLSB
    (Register for this session)

      The goals of this presentation will be to convince physicians that they need effective presentation skills, teach them some effective public speaking skills, and motivate them to work on these skills. Dr. Litin will review tips and model behaviors that will enable the participant to make their next presentation go better than their last. Upon completion of this session, participants should be able to:
      1) Organize a teaching presentation with special emphasis on an effective opening and strong closing
      2) Demonstrate helpful skills of presentation techniques
      3) Create and deliver their next presentation more effectively than they have in the past
      4) Constructively criticize the future presentations of others when they listen to them

    R.I.M.E.: A Tool for Providing Feedback and Evaluating Medical Students and
    Instructors: Gretchen Diemer, MD; Jessica Salt, MD; Kathryn Trayes, MD; Abigail Wolf, MD
    Date: 2/1/2012
    Time: 3:00pm – 4:30pm
    Location: 105/107 BLSB
    (Register for this session)

      At the end of the session, participants will:

      1. Understand the role of evaluations in the residency application process
      2. Be familiar with R.I.M.E. as a tool that can be used to evaluate students and residents in both the medical and surgical settings
      3. Demonstrate how R.I.M.E. can be used as a tool to provide effective feedback to students and residents
      4. Understand how the R.I.M.E. tool can be applied to the evaluation of medical students using the Jefferson medical student evaluation system

      Wine and Cheese Reception for Attendees 3:30pm to 4:30pm

    Promoting Professional Accountability
    Instructor: Gerald Hickson, MD
    Date: 2/1/2012
    Time: 9:30am – 12:30pm
    Location: 105/107 BLSB
    (Register for this session)

      Objectives:
      • Describe and discuss the relationships between unprofessional behavior and suboptimal outcomes;
      • Identify a range of unprofessional behaviors and describe a “disruptive behavior pyramid”;
      • Articulate the essential elements of an organizational infrastructure for addressing unprofessional behavior;
      • Describe the essential elements of graduated levels of interventions for addressing unprofessional behavior;

    Current Topics in Faculty Development: Plagiarism and Cultural Competence
    Instructor: team (see below)
    Date: 4/11/2012
    Time: 5:00pm – 8:00pm
    Location: BLSB 105
    (Register for this session)

      Promoting Academic Integrity in the Health Professions

      Instructor: Don McCabe, Ph.D.*

      Date: Wednesday, April 11, 2012
      Time: 5 p.m. – 6 p.m.
      Location: 105 BLSB
      Maximum
      Enrollment: 50

      This session will provide an overview of academic integrity issues concerning today's students, based on 20 years of survey work. At the end of the session, participant will:
      1. Gain an understanding about why students cheat.
      2. Be able to discuss different approaches to encouraging student integrity and identify those most useful at Jefferson.

      6:00pm to 6:30pm Wine and Cheese Reception for Attendees

      Plagiarism: Managing Today's Academic Challenge

      Instructors: Juan Leon, Ph.D., School of Population Health, John C. Lewis, Ed.D., School of Health Professions, Kellie Smith, R.N., M.S.N., School of Nursing, Shelly Wallock, Dr.P.H., OTR/L School of Health Professions and John Spandorfer, M.D.,Jefferson Medical College

      Date: Wednesday, April 11, 2012
      Time: 6:30 p.m. - 8:00 p.m.
      Location: 107 BLSB
      Maximum
      Enrollment: 50

      At the end of the session, participants will:

      1) review the TJU policies that relate to
      plagiarism
      2) be able to define plagiarism in its many forms
      3) be familiar with the tools that can be used
      to prevent and identify plagiarism

    Effective Assessment of Learning Outcomes and Institutional Effectiveness: Purposes, Pathways and Pitfalls
    Instructors: Raelynn Cooter, Ph.D.; David Jack, PhD; Elena Umland, PharmD; Jon Veloski
    Date: 11/15/2012
    Time: 12:00pm – 1:30pm
    Location: Room 105 BLSB
    (Register for this session)

      Assessment--of both student learning outcomes and institutional effectiveness--has become a core component of the accreditation standards of national, regional, and specialized professional agencies. Equally important, regular, ongoing assessment assists institutions in evaluating their effectiveness in achieving institutional mission and goals as well as how determining well they are meeting the needs of their students, faculty and community.
      While effective use of assessment contributes to institutional improvement, and educational institutions must demonstrate its use to be in compliance with accreditation standards, there is no common methodology for how that is best accomplished. This session will focus on different types and purposes of assessment; explore ways to interpret assessment results appropriately and evaluate outcomes; examine strategies for reporting results and using them for improvement and planning; as well as review infrastructure needs that will continue to support excellent performance. Lastly, the session will point out roadblocks and pitfalls on the road to establishing an effective campus-wide culture of assessment.

      At the end of this session participants will:

      •Understand accrediting body expectations related to assessment
      •Recognize how assessment is essential to fulfilling the University’s educational and research missions
      •Identify other benefits—personal, professional, and institutional—of ongoing assessment
      •Become familiar with the array of assessment resources available at Jefferson

    Active Learning: Building Your Toolkit
    Instructors: Bruce Fenderson, PhD; John C. Lewis, EdD, JSHP, Professional & Continuing Studies; Elena Umland, PharmD; Guiyun Zhang, MD, PhD
    Date: 3/8/2013
    Time: 9:30am – 12:00pm
    Location: 210/211 Hamilton
    (Register for this session)

      Active learning has been identified as a method of learning whereby student retention of material is much greater in comparison to the traditional lecture format. This session will introduce the faculty member to the definition of active learning, the benefits of active learning and examples of active learning with attention given to the utilization of technology in its facilitation. Attendees will be encouraged to share their experiences (both positive and challenges) related to active learning.

      At the end of this session, participants will:

      • Define active learning and explain its significance to meaningful learning
      • Compare and contrast the various forms of active learning
      • Identify one form of active learning that they can incorporate into their current teaching

    Feedback and Remediation: A Case-Based Approach
    Instructor: team (see below)
    Date: 3/14/2013
    Time: 3:30pm – 5:00pm
    Location: 101 BLSB
    (Register for this session)

      Instructors: Katherine Berg, MD (JMC), Frances Gilman, DHSc,RT(R)(CT)(MR)(CV), (JSHP), Karen Glaser, PhD (JMC), Ronald Hall, MD (JMC), Mary Hanson-Zalot, MSN, RN (JSN), John Lewis, EdD (JSHP) and Karen Novielli, MD (JMC)

      This workshop will employ a case-based approach to illustrate the principles of providing feedback and developing a remediation plan for the health professions student in the clinical and academic settings. The workshop will consist of two cases which mirror the types of difficulties typically encountered by students during their academic experience at Jefferson. Participants will be divided into groups which will include an experienced faculty member as group facilitator. Facilitators will assist participants to diagnose apparent causes for suboptimal performance and to recommend methods to assist the student in accomplishing intended goals where possible. At the close of the session, participants will:

      1.Recognize “trouble signals” that identify a potential problem or series of problems that contribute to student academic difficulty
      2.Identify ways in which these difficulties may be remediated or, in some cases, referred to both internal and external sources to assist the student in accomplishing educational goals
      3.Have shared techniques that have been effective in promoting success
      4.Apply the principles of providing effective feedback to simulated cases involving health professions students in the clinical setting
      5.Develop a remedial plan for the health professions student where deficits in professional behavior and communication have been demonstrated
      6.Develop a remedial plan for the health professions student where deficits in clinical skills have been demonstrated

    More Effective Teaching through Knowing your Learner
    Instructors: Elena Umland, PharmD; Peter Ronner, PhD, JMC, Biochemistry; John C. Lewis, EdD, JSHP, Professional & Continuing Studies
    Date: 10/4/2013
    Time: 8:30am – 9:30am
    Location: 101 BLSB
    (Register for this session)

      This 50 minute session will provide an overview of today's learner. It will explore the prevalent learning styles and discuss the consequences of mismatching these learning styles with teaching styles. The workshop will explain why the optimal teaching style is one that finds balance between the different dimensions of the various learning styles. The workshop will provide the foundation to assist the attendees in considering different approaches to instruction and assessment. At the end of the session, participants will:
      1) Compare and contrast the different type of learners
      2) Be able to describe today's learner
      3) Be able to identify approaches to teaching that best match today's primary learning styles

    Developing Great Courses and Lectures: It All Starts with the Objectives!
    Instructor: Juan Leon, PhD
    Date: 10/4/2013
    Time: 9:30am – 11:00am
    Location: 101 BLSB
    (Register for this session)

      Good course/lecture design and successful student learning outcomes begin with the creation of sound learning objectives. This session will explore the relationship between learning objectives and learning outcomes. In so doing, it will walk participants through important elements of the design process— selection of instructional techniques and methodologies, the crafting of assignments, the choice of appropriate forms of assessment—all of which are determined by the nature of the initial objectives. At the end of this session, participants will:
      1) Identify and formulate effective objectives for courses and lectures, including their scaffolding in terms of Bloom's Taxonomy
      2) Articulate the importance of objectives for successful student learning, including their relationship to overall course/lecture design, instructional methodologies, assignments, and assessment
      3) Use proper objectives as the key to sound syllabus construction

    Teaching Strategies: From the Bedside to the Desktop
    Instructors: John C. Lewis, EdD, JSHP, Professional & Continuing Studies; Gregary Marhefka, MD
    Date: 10/4/2013
    Time: 11:00am – 12:30pm
    Location: 101 BLSB
    (Register for this session)

      Fundamental to all types of teaching is the instructional strategy. That is, the methods employed to help learners move across a pathway from not knowing to subject or skill mastery. This session will examine ways to help faculty employ the best strategies for the teaching and learning environment. At the end of the session, participants will:
      1) Define the concept of "strategy" as applied to instructional techniques
      2) Identify key points in strategy development
      3) Recognize a model of strategy choice based upon both learning objectives and teaching settings
      4) Identify significant differences among clinical, in-class, blended and online learning objectives

    Examination Construction and Item Writing
    Instructor: Steven Herrine, MD
    Date: 10/4/2013
    Time: 1:30pm – 2:30pm
    Location: 101 BLSB
    (Register for this session)

      This session will provide attendees with a basic understanding of item writing for teacher-made examinations. General principles related to item writing will be discussed, including content validity, use of effective distractors, structure and types of items. At the end of the session, participants will:
      1) Develop a basic understanding of test construction item writing
      2) Critique test items relative to program content
      3) Incorporate general principles of item writing in constructing examinations for their
      respective student groups

    Fundamentals of Effective Feedback and Remediation
    Instructors: Karen Glaser (JMC); Katherine Berg, MD; Karen Novielli, MD; Ronald Hall, MD
    Date: 10/4/2013
    Time: 2:30pm – 4:00pm
    Location: 101 BLSB
    (Register for this session)

      This session will use a case based approach to describe the principles of providing effective feedback to health professions students and will review effective practices for the remediation of the health professions student. At the end of the session, participants will:
      1) Compare the differences between feedback and evaluation
      2) Describe the principles of effective feedback
      3) Identify the factors in performance that describe the deficient health professions student 4) Discuss effective remediation plans
      5) Explain the local processes for referral, intervention and remediation of the poorly performing student
      6) Identify appropriate and specific language for documentation of performance concerns and remediation plans

    Less is More: Teaching Students and Residents to Practice High Value Care
    Instructor: team (see below)
    Date: 2/5/2014
    Time: 9:00am – 12:00pm
    Location: 101 BLSB
    (Register for this session)

      Instructors: Cynthia D. Smith, MD*, Lawrence Ward, MD, Gretchen Diemer, MD, Christine Laine, MD and William Surkis, MD

      This session will introduce participants to the concepts of high value care as they relate to medical education. A keynote address will be followed by a hands-on workshop where participants will apply concepts to cases in medical education. Specifically, at the end of the session participants will:

      1) Define health care value as the process of balancing clinical benefit with harms and costs
      2) Incorporate the FREE high value care curriculum into student/resident education
      3) Role model the practice of high value care
      4) Assess student and resident competency in high value care

    iPads, iBooks, Apps! What's all the iFuss about?
    Instructor: team (see below)
    Date: 2/5/2014
    Time: 1:00pm – 2:30pm
    Location: 101 BLSB
    (Register for this session)

      Instructors: Janice P. Burke, OTR/L, PhD, FAOTA, Christine Arenson, MD, Elizabeth Speakman, EdD, RN, CDE, ANEF, Lauren Collins, MD, Ashlie L Burkart, MD, CM, Kathryn Shaffer, RN, MSN, Susan Flannery Wainwright, PT, PhD, Sokha Koeuth, MA, Anthony Frisby, PhD, Martha Langley Ankeny, MEd, Luis Matthews

      We are awash in a wave of "i's". It's iThis and iThat every which way you turn. Is this just another iFad, or is it truly revolutionizing education? iPads, iBooks, and Apps for Medical Education are on the crest of the wave, and Jefferson is at the forefront in developing iPad-centric learning materials.

      Three programs that are benefiting from these technology enhancements are first year Physical Therapy DPT students, the Health Mentors Program (HMP) which is part of the Jefferson Center for Interprofessional Education (JCIPE), and the Liver Pathology course for undergraduate medical students as well as Pathology Residents and GI/Liver fellows in the Hospital.


      Through didactic and hands-on learning activities and discussion, participants in this session will:
      1. Identify benefits of integrating iPads into health education.
      2. Experience a sample Interprofessional Team scenario using the Health Mentors Module 3 iBook.
      3. Know the resources available to assist faculty in integrating iPads into their courses.
      4. Describe various methods of evaluating the effectiveness of iPads in their curriculums.
      5. Identify opportunities to integrate iPads into their courses.

    Faculty Fundamentals: Basic Skills for Teaching in the Health Professions: The Scoop on Active Learning
    Instructors: Elena Umland, PharmD; Adam Persky, PhD; Dimitrios Papanagnou, MD, MPH
    Date: 9/5/2014
    Time: 8:00am – 12:00pm
    Location: 101 BLSB
    (Register for this session)

      Active learning has received considerable attention over the past several years. It is defined as any instructional method that engages learners in the learning process, requiring learners to partake in meaningful learning activities and think about what they are doing. Active learning has the potential to promote analysis, synthesis, and evaluation of course content. Typical strategies that have promoted active learning include cooperative learning, problem-based learning, and the use of case- and simulation-based instructional methodologies.

      This session will challenge some commonly held assumptions about learning, and discuss some of the research in the area of cognitive psychology, education, and physiology that hold direct implications for teaching. In addition, a number of easily adaptable classroom activities will be used during the session. The session will be divided into three parts: 1) An Introduction to Active Learning; 2) Strategies to Bring Active Learning into Coursework; and 3) Strategies to Bring Active Learning into the Clinical Setting.

      The workshop will demonstrate and explain how make classroom learning more meaningful.
      Attendees will gain a better understanding of how students learn, how to facilitate higher-order learning, and how to help students study effectively to achieve these goals.

      At the end of the session, participants will:

      1) Discuss at least three “lessons learned” (key concepts) that can inform their teaching practice.
      2) Identify at least three specific teaching strategies, techniques, or tools that they can adopt and apply to classroom instruction
      3) Identify at least two useful resources and references for follow-up
      4) Discuss potential barriers and solutions to incorporating active learning to improve student learning

    Improving Teaching with Peer-to-Peer Assessment
    Instructors: John M Spandorfer, Dr., MD; David Abraham, MD
    Date: 9/5/2014
    Time: 1:00pm – 2:00pm
    Location: 101 BLSB
    (Register for this session)

      It has been recognized that engaging learners (i.e., students and/or faculty) in peer assessment can deepen the learner’s understanding of his/her own learning and empower the learner to become more actively engaged and self-directed in the learning process. While peer assessment can assist in providing formative or summative feedback to learners, it has the potential to encourage reflection; develop judgment skills; guide feedback; and promote ownership of the learning process. Given that there is no set paradigm on how to integrate peer-to-peer assessments in healthcare education, however, its incorporation into the curricula of nursing, medicine, and allied health professions educational programs has been limited.

      This workshop will showcase the work of two faculty members at SKMC who have successfully incorporated innovative peer-to-peer assessment strategies for both medical students and medical school faculty.

      At the end of this session, participants will be able to:

      1) Define and describe peer assessment, specifically as it pertains to learners in the healthcare profession
      2) Predict and discuss the challenges of integrating peer assessment strategies for both faculty- and student-learners
      3) Relate peer assessment strategies that have been successful in the Thomas Jefferson University community

    Beyond Multiple Choice Exams: Identifying Optimal Assessment Strategies
    Instructors: Dimitrios Papanagnou, MD, MPH; Peter Scoles, MD
    Date: 9/5/2014
    Time: 2:00pm – 3:30pm
    Location: 101 BLSB
    (Register for this session)

      The debate on optimal assessment strategies is not a new one. For decades in healthcare, student learning has been typically based on multiple-choice exam testing; but now that we have entered a new age of learning and a new type of learner, educators are pushed to explore alternative approaches to assessing students’ content mastery and skills.

      In the session, we will discuss the importance of linking assessment with learning objectives and learning outcomes; the need to make teaching learner-centric; and introduce approaches to “real-time” assessments.

      At the end of the session, participants will be able to:

      1) Recognize the role of learning objectives in deciding what knowledge and skills to assess
      2) Discuss the cognitive, affective, and psychomotor considerations of assessment
      3) Explore a range of assessment methods for skills assessment
      4) Apply low- and high-fidelity simulation modalities for skills assessment

    Apps Smackdown
    Instructors: Martha Ankeny, M.Ed; Brian Cuzzolina
    Date: 11/5/2014
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      There is an App for just about everything! As of June 2014, there were 1,200,000 Apps in the iTunes App Store. Surprisingly, educational Apps are the second-most popular category of downloads.

      In this session, we will walk through how to find, review, download, and organize Apps. We’ll also talk about how to get help using specific Apps. Time will also be spend on Apps popular to the Jefferson community, including Browzine, iAnnotate, Inkling, Kno, and iMedicalApps.

      So bring your iPAD, along with your Apple ID and password, and we will download some Apps. Or, if you’re feeling adventurous, go ahead and download something before you arrive.

      At the end of this session, participants will be able to:

      1) Search, find, and evaluate Apps
      2) Download and organize Apps on an iPAD or Tablet device
      3) Find help using Apps

    From Rough Draft to Publication: A Workshop on Developing your Educational Projects for Publication onto MedEdPORTAL
    Instructor: Nethra Ankam, MD
    Date: 11/14/2014
    Time: 12:00pm – 1:00pm
    Location: 311 JAH Computer Lab
    (Register for this session)

      This workshop will introduce strategies to help faculty develop their current educational activities, ideas, and programs into scholarly projects for potential publication onto the AAMC’s MedEdPORTAL. Participants will be asked to bring their rough drafts (the educational content they would like to see to publication) to the workshop, where they will apply the processes for successful development into scholarly work. Participants will work through real-life examples that will facilitate understanding the processes of clearing a publication from a copyright standpoint, as well as creating an instructor’s guide. Registration will be limited to only 10 participants.

      At the end of this session, participants should be able to:

      1) Identify MedEDPortal and distinguish its role in creating an open exchange of health education teaching and assessment resources
      2) Describe the MedEdPORTAL’s rigorous peer-review processes for successful publication
      3) Develop a plan for turning current educational content into educational scholarship
      4) Apply processes and strategies for publication to their own work

    Design for Engaged Learning
    Instructor: Ellen Goldman, EdD
    Date: 11/19/2014
    Time: 9:00am – 10:45am
    Location: 628 Hamilton
    (Register for this session)

      This workshop will help participants assimilate principles of adult learning and effective instructional design techniques as they integrate active learning into their courses. Participants will be provided with frameworks and resources to guide them through the design process, including a step-by-step class design framework, descriptions of 22 active learning techniques, and a reference list.
      The materials presented and used can be applied to any course and used with any audience, so the applicability of this session extends to all areas of the health sciences.
      At the conclusion of this session, participants will be able to:
      1) Identify the major components of effective learner-centered instructional design
      2) Recognize the power of active engagement of students in the learning process
      3) Reformulate a traditional teaching session with strategies for active engagement

    Designing and Implementing Effective Learning Communities
    Instructors: Ellen Goldman, EdD; Dimitrios Papanagnou, MD, MPH
    Date: 11/19/2014
    Time: 11:00am – 12:30pm
    Location: 628 Hamilton
    (Register for this session)

      Whether you provide healthcare in the clinic, the emergency department, or the ICU; whether you eat lunch in the cafeteria or in the office; whether you belong to a journal club or a book club; or whether you subscribe to a discussion board or a newsgroup – chances are that you already belong to a community of practice. It's even likely that you belong to multiple communities of practice.
      The concept of a community of practice (CoP) is not a new phenomenon – this type of learning practice existed for as long as individuals have been learning and sharing their experiences through storytelling. Individuals that comprises a CoP can evolve and learn naturally because of a common interest in a particular domain (i.e., a profession), or the group can be created specifically with the goal of gaining knowledge related to a field.

      Consider your professional medical society membership; that qualifies as a community of practice. Consider your professional memberships on-campus at Thomas Jefferson University (i.e., committees, councils, etc.); those, too, count as communities of practice. And within each community, there is learning that takes place.

      So why do we subscribe ourselves to these communities? Why are communities of practice so vital to our pedagogy? And is there a way we can leverage communities of practice to foster learning in our students and trainees?

      At the conclusion of this session, participants will be able to:
      1) Define and describe a community of practice
      2) Discuss the role of communities of practice in medical educational curricula
      3) Relate and critique an example of the application of a CoP learning model in a medical school curriculum
      Explore potential applications for communities of practice in healthcare education

      * Dr. Ellen Goldman is an Associate Professor of Human and Organizational Learning and Director of the Master Teacher Leadership Development Program, a partnership with the GW School of Medicine and Health Sciences. Her scholarship and practice focus on learning and leadership to enhance individual and organizational performance. Dr. Goldman has studied the development of strategic thinking ability and its application to management development and changing organizational culture. Her research identifying work experiences that contribute to the development of expertise in strategic thinking won the Richard A. Swanson Research Excellence Award. Dr. Goldman has also published on learning in medical training and professional development programs. Her current research interests include educational and organizational practices that develop leadership abilities and higher level thinking skills.

      Dr. Goldman has over 30 years experience as a healthcare executive and consultant. She has worked with over 300 hospitals and healthcare systems to craft corporate, business and programmatic strategy; assess and implement mergers; identify acquisitions and other growth initiatives, and develop board and managerial leadership. Dr. Goldman holds an MBA from the University of Pittsburgh and an EdD from The George Washington University. She consults and teaches nationally with health care systems on strategic thinking and leadership development.

    Meet ICE: Jefferson's Interactive Curricula Experience Software
    Instructor: Martha Ankeny, M.Ed
    Date: 2/4/2015
    Time: 3:00pm – 4:30pm
    Location: Scott 200A
    (Register for this session)

      While clinical practice continues to evolve, pedagogy has not reflected a parallel transformation. Today’s students are comfortable with technology and are expected to use technology in practice. The Interactive Curricular Experience (ICE) is a content management system that facilitates the organization and delivery of Jefferson-developed content for faculty across programs and schools. ICE provides a mechanism to create new learning objects and course content that can be accessed, duplicated or modified by numerous instructors for use in different courses. The courseware is published and then made available to students via iPad, laptop, and desktop computers. Interprofessional faculty teams are creating shared content in several areas, including cultural competence, health literacy, and research.

      ICE will be used to create a TJU Faculty Development-specific module allowing participants to download the free Jefferson App from iTunes onto their iPad prior to the session, and use the module as a learning tool in preparation for the session.

      This technology will enhance learning by increasing experiential learning, enabling interprofessional collaboration, promoting efficiencies across programs leading to reduced redundancy, cost, and resource utilization. ICE will create a learning environment that sparks students' curiosity and encourages exploration and discovery.

      At the end of the session, participants will be able to:

      1) Identify ICE as TJU’s system for facilitating faculty-developed, Jefferson-specific content for iPads
      2) Engage faculty in a modified “flipped classroom” approach to pedagogy using ICE
      3) Originate content for a course and upload it to ICE

    TeamSTEPPS: What's All the Buzz About?
    Instructors: Rachel Sorokin, MD; Elizabeth Speakman, EdD, RN, ANEF, FNAP; Alan Forstater, MD; Dimitrios Papanagnou, MD, MPH
    Date: 2/4/2015
    Time: 9:00am – 12:00pm
    Location: 505 Hamilton Building, 4th floor
    (Register for this session)

      Based on twenty years of research and development, the Department of Defense, in collaboration with the Agency for healthcare Research and Quality (AHRQ), created TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety). TeamSTEPPS is an evidence-based training curriculum designed to improve communication and teamwork skills among healthcare professionals.

      Learners participating in this session will:

      1) Describe what TeamSTEPPS is and how it can be used as an actionable improvement strategy for learners’ respective department and/or unit
      2) Define effective leadership and communication skills, situation monitoring, and mutual support
      3) Identify barriers to teamwork, strategies to overcome teamwork barriers, and potential successful outcomes
      4) Apply TeamSTEPPS concepts to in-class role plays and simulation exercises

    Understanding How Personality Affects Teaching Styles
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 2/4/2015
    Time: 1:00pm – 3:00pm
    Location: 105/107 BLSB
    (Register for this session)

      The literature is replete with studies that explain how our students learn. Personality and self-identified learning preferences impact the affective, cognitive, and psychomotor domains of our students’ learning. But do the methods of our instruction, too, play a role in their learning?

      Whether you’re an introvert or an extrovert, or whether you value the ‘big picture’ or pay attention to the details, chances are that your personality influences your pedagogical philosophy and your instructional methodologies. So if we are to be effective with teaching students with a wide range of learning styles, it is essential that we have an awareness of our intrinsic preferences for instruction, and have the comfort to adopt teaching styles that can expand our instructional repertoire.

      Through didactic and hands-on learning activities and discussion, participants in this session will be able to:

      1) Identify and describe their Myers-Briggs Personality Type Indicator (MBTI)
      2) Discover how one’s MBTI might influence his/her teaching and instructional selections
      3) Explain how a student’s MBTI influences learning outcomes and satisfaction in the classroom
      4) Apply novel instructional strategies in their respective teaching environments that can cater to the learning preferences of a diverse audience

    Blackboard Learn: Essentials
    Instructor: Edward Everett
    Date: 8/27/2015
    Time: 10:00am – 11:30am
    Location: Scott Room 307
    (Register for this session)

      Blackboard Learn is the course management system of the entire Jefferson campus. Essentials focuses on the basic features of Blackboard giving faculty the tools to build a course in Blackboard Learn. This session is recommended for all faculty and organizational leaders new to Blackboard.
      After completing the session, participants will be able to:

      1) Describe the function, purpose and access rights to the Content Collection (file management system)
      2) Identify steps to create and deploy Exams & Surveys in Blackboard
      3) Create and maintain a record of assessments in Grade Center
      4) Use Blackboard’s Communication Tools

    Nearpod Audience Response System
    Instructor: Edward Everett
    Date: 9/1/2015
    Time: 10:00am – 11:00am
    Location: Scott Room 306
    (Register for this session)

      Nearpod is the CTL’s new audience response system that allows instructors to share content and assessments in real time with students using their personal and mobile devices. Push quizzes, polls, videos, web links, slide shows, and homework to your students easily in a manner and appealing multi-media platform that keeps students engaged and active.
      Participants will learn how to:

      1) Create a Nearpod slideshow
      2) Add activity slides such as Quizzes/Polls
      3) Collect and analyze Nearpod data
      4) Deploy a Nearpod for synchronous (live) or asynchronous (homework) sessions

    Peer and Self-Assessments
    Instructor: Ivy Tan, MS
    Date: 9/10/2015
    Time: 1:00pm – 2:00pm
    Location: Jefferson Alumni Hall Room M-13A
    (Register for this session)

      Peer assessment is a powerful way to engage students in the assessment process. It encourages students to learn from one another. It is particularly useful in small groups as it encourages students to think about their contribution to the group and gain deeper understanding of assessment criteria and learning outcomes. Students become better team players.

      Workshop participants will be encouraged to share experiences, opinions and ideas about peer evaluation. This workshop is suitable for instructors who are new to peer assessment as well as those who are experienced with this form of assessment.

      Topics will include:

      1) Different ways to conduct self and peer assessment
      2) Assessing self and peer assessment
      3) Why and when to conduct self and peer assessment
      4) Self and peer assessment in small group settings
      5) Rubrics (assessment criteria) for self and peer evaluation
      6) LMS Software that supports self and peer assessment

    ExamSoft Basics
    Instructor: Kathleen Day, MS
    Date: 9/15/2015
    Time: 9:00am – 10:30am
    Location: Scott Room 307
    (Register for this session)

      ExamSoft is a web-based solution that supports the entire testing process including exam creation, administration, secure delivery, scoring, and analysis. This workshop focuses on the mechanics of creating and posting exams. It is essential for anyone using the product including Administrative Assistants, Faculty and Course Coordinators.

      Topics will include:

      1) Navigating the interface
      2) Adding/Importing questions
      3) Creating and posting exams

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 9/16/2015
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Technological Enhancements in the Learning Environment
    Instructor: Anthony J Frisby, PhD
    Date: 9/18/2015
    Time: 1:00pm – 2:30pm
    Location: Room 407, Jefferson Alumni Hall
    (Register for this session)

      Students coming to Jefferson have grown up during a period of incredible advances in information technologies. For them, there has always been an Internet, MP3 digital music, and streaming media. Most will have attended colleges where educational technologies provided a blended approach to learning–that is, where at least part of the classroom experience was replaced with online components. Jefferson’s educational programs are also undergoing a significant change in the way they provide instruction as we move to a blended approach and flip what is considered homework and content delivery. This session will present several new educational technologies available at Jefferson to help you organize and deliver your instructional content and to engage our students in meaningful learning exercises in the classroom.

      At the end of this session, participants will be able to:

      1) Describe how the learning environment is changing to a student-focused experience and what implications this has for the way they teach
      2) Identify several different educational technologies available to them for use in the classroom and online
      3) Name educational technologies and the support structure at Jefferson (i.e., Where to go? Who to contact for help?)
      4) Refer students to the educational technologies support structure at Jefferson

    Design Thinking 101
    Instructors: Julie Guinn, MDes; Bon Ku, MD, MPP; Dimitrios Papanagnou, MD, MPH
    Date: 9/18/2015
    Time: 9:00am – 12:00pm
    Location: Room 505, Hamilton Building
    (Register for this session)

      Students entering Jefferson today come from more diverse backgrounds and are more developed in their interests and experiences than ever before. As members of the Millennial generation, they bring with them a distinct perspective and value system. When they graduate, they can expect to enter a health care system that will have dramatically evolved even from the time they began their training.
      These large-scale demographic and industry shifts pose new challenges for medical education. At the same time, they create opportunities for innovation--from curriculum, to space, to educational processes and systems.
      As an educator and practitioner, you are uniquely positioned to observe and understand the changing needs and context of your students. Design thinking is a flexible approach that can help you generate creative solutions to the challenges you and your students face and to rapidly test and refine your ideas. This workshop will lead you through the design thinking process, introduce basic tools and methods, and give you an opportunity to apply them to a real-world scenario.

      At the end of the session, participants will be able to:

      1) Describe design thinking and its key principles
      2) Define the stages of the design thinking process
      3) Identify tools and methods appropriate for each stage
      4) Develop a design thinking approach to solve challenges in their work

      * Julie Guinn is an innovation manager at the Penn Medicine Center for Health Care Innovation. She brings over 13 years of experience applying design thinking methods to solve complex organizational and systems challenges. Her collaborative, human-centered approach to innovation is founded on a passion for understanding human behavior and a deep belief in the transformative power of design.

      Prior to joining the Center, Julie led user experience design and research programs at software and technology companies including Microsoft and Intel. Her project work has spanned consumer, enterprise and public sectors. Most recently, she was a principal researcher at Intuit. She established the design research practice in their personal finance division and led early-stage envisioning projects in their Design Innovation Group. Through Intuit’s pioneering Innovation Catalyst program, she also coached and mentored internal and external groups in design thinking, rapid experimentation and human-centered innovation methods.

      Julie holds a master’s degree in human-centered design from the Institute of Design at the Illinois Institute of Technology and a bachelor’s degree in human factors engineering from Tufts University.

    You Decide: What are the Best Methods to Engage Large Groups of Learners
    Instructor: team (see below)
    Date: 9/18/2015
    Time: 2:30pm – 4:00pm
    Location: Room 407, Jefferson Alumni Hall
    (Register for this session)

      Instructors: Kathryn Shaffer, RN, EdD; Dimitrios Papanagnou, MD, MPH; Susan Wainwright, PT, PhD; Susan Egger, PhD, MSN, RN; Dorothea Frederick, RN, MSN, CNOR; Amy Szajna, PhD, MSN, RN

      Are you great at facilitating small groups of learners; but at a loss when you’re responsible for teaching the masses? Do you get on a podium to start lecturing? Is it even possible to flip the classroom? What are your options?

      Lectures work well for some faculty facilitators; but others want a broader toolkit that will prepare them for the different scenarios they may encounter when dealing with large groups of learners. In this session, learn from fellow Jefferson faculty members, who will share their tricks of the trade in engaging large groups of learners.

      We will explore the standard lecture; discuss some of the available technologies (i.e., Nearpod, Quizlet, Active Note Taker); and creatively brainstorm best practices for effective instructional methodologies to engage your group of 100 learners or more! And then, we will open the floor to a debate: which is the best strategy?

      You decide!

      At the end of the session, participants will be able to:

      1) Identify challenges that faculty members will encounter when teaching large groups of learners
      2) Critique various formats of instruction (i.e., lectures, flipped classrooms) when facilitating large groups of learners
      3) Identify and discuss various technologies and instructional tools that may help faculty members engage large groups of learners

    Rubrics: Improve Your Grading Efficiency & Reliability
    Instructor: Kathleen Day, MS
    Date: 9/24/2015
    Time: 1:00pm – 2:30pm
    Location: Scott Room 200A
    (Register for this session)

      For years, faculty have used rubrics to grade their written assignments. Now, Blackboard allows you to associate scoring rubrics for both your assignments and discussion boards. If you’re not convinced of the value of rubrics, come to this workshop to see how scoring rubrics can improve your grading efficiency and reliability.

      Topics will include:
      • What is a scoring rubric and why should I use one?
      • How to create, copy and edit a rubric?
      • How to associate a rubric with assignments and discussions?
      • How to import and export rubrics?
      • How to grade with rubrics?

    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 9/28/2015
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      Active teaching is an umbrella term used to identify a variety of teaching strategies. It includes most anything that students do in a classroom other than passively listening to an instructor’s lecture. Research demonstrates active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Active learning, however, presents challenges and requires re-thinking the classroom space and traditional roles.

      This interactive workshop will:
      • Summarize the impact of active teaching on student learning
      • Demonstrate a handful of active teaching strategies
      • Discuss some challenges to adopting active teaching techniques


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Promoting Interprofessional Collaboration for Students in the Clinical Setting: Part I – Theories and Frameworks
    Instructors: Kathryn Shaffer, EdD, RN, CNE; Dimitrios Papanagnou, MD, MPH
    Date: 10/6/2015
    Time: 1:00pm – 2:00pm
    Location: College Room 205
    (Register for this session)

      Modeling interprofessional collaboration is an essential skill for all clinical faculty members. Modeling is easy; but getting the team together is often challenging secondary to schedules and logistics. This 90-minute workshop will provide the learner with the theories and framework to help foster interprofessional collaboration in the clinical learning environment and facilitate modeling.

      At the end of the session, participants will be able to:

      1) Identify the principles of interprofessional education (IPE) and competencies
      2) Define the educational theory of TPACK (Technological, Pedagogical, Content, and Knowledge)
      3) Apply the principles of interprofessional socialization theory for healthcare students in a clinical setting

    The Active Learning Lecture
    Instructor: Julie Phillips, PhD
    Date: 10/20/2015
    Time: 12:00pm – 1:30pm
    Location: Scott 200A Classroom
    (Register for this session)

      The large lecture presents a number of challenges to experienced and novice instructors alike. This workshop explores some of the challenges (and assumptions we make about what can or cannot happen in a large lecture) and describes a number of techniques to assist faculty transition from the “sage on the stage” to a “guide on the side.”

      This interactive workshop will:
      • describe benefits and challenges associated with a traditional lecture model
      • explore instructor and student assumptions about large enrollment courses
      • identify potential engaged learning activities for the large lecture courses
      • demonstrate a handful of techniques to enhance large lecture courses

    The Learning Teacher--Reading Group
    Date: 10/21/2015
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Blackboard Learn: Grade Center
    Instructor: Kathleen Day, MS
    Date: 11/5/2015
    Time: 1:00pm – 2:00pm
    Location: Jefferson Alumni Hall Room M-13A
    (Register for this session)

      Do you write exactly 50 test questions so they can each be worth 2 points? Does the Blackboard Grade Center make you uncomfortable? Attend this workshop to improve your comfort level and learn a few new features that have the potential to save you lots of time.

      Topics will include:

      1) Overview of the Grade Center
      2) Create calculated/weighted columns
      3) How to exempt grades
      4) How to automatically re-grade an exam
      5) How to use Grade Schema to report letter grades

    From Rough Draft to Publication: A Workshop on Developing your Educational Projects for Publication onto MedEdPORTAL
    Instructor: Nethra Ankam, MD
    Date: 11/12/2015
    Time: 1:00pm – 2:00pm
    Location: Hamilton Room 216
    (Register for this session)

      This workshop will introduce strategies to help faculty develop their current educational activities, ideas, and programs into scholarly projects for potential publication onto the AAMC’s MedEdPORTAL. Participants will be asked to bring their rough drafts (the educational content they would like to see to publication) to the workshop, where they will apply the processes for successful development into scholarly work. Participants will work through real-life examples that will facilitate understanding the processes of clearing a publication from a copyright standpoint, as well as creating an instructor’s guide. Registration will be limited to only 10 participants.

      At the end of this session, participants should be able to:

      1) Identify MedEDPortal and distinguish its role in creating an open exchange of health education teaching and assessment resources
      2) Describe the MedEdPORTAL’s rigorous peer-review processes for successful publication
      3) Develop a plan for turning current educational content into educational scholarship
      4) Apply processes and strategies for publication to their own work

    Faculty Learning Community on Quality and Patient Safety
    Instructor:  
    Date: 11/13/2015
    Time: 8:00am – 10:00am
    Location: 105 BLSB
    (Register for this session)

      This workshop will be a faculty-development-sponsored learning community that will bring together faculty across all Colleges and will spark a longitudinal conversation on patient safety that will tie-in scholarship opportunities; continuing education; journal clubs; degree/certificate options; professional development; and interprofessional collaboration.

    Electronic Portfolios for Academic Programs and Career Success
    Instructor: Juan Leon, PhD
    Date: 11/16/2015
    Time: 1:00pm – 2:00pm
    Location: Scott Room 307
    (Register for this session)

      The fields of art, architecture and engineering have long used portfolio’s as a way for both students – and professionals – to show case their work. Not unexpectedly, these physical portfolios have found their way onto the digital world and are often called e-portfolios. Whether physical or electronic this tool for show casing a person’s skills and experience is valuable. Both to the learner as evidence of their accomplishments and as a tool to help them stand out as a better candidate in the hiring process. Portfolios can also play an important role in the professional development of a student. Specific course projects that meet academic objectives can be reflected on, solidifying the students understanding of concepts and the skills they’ve mastered.

      Upon completion of this workshop, participants will be able to:
      • Identify how portfolios can be used in the academic program to track student progress and mastery of skills
      • Observe a demonstration of sample portfolios in Jefferson’s portfolio product, Portfolium
      • Identify which assignments in your course would be appropriate for showcasing student achievement in a portfolio

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 11/18/2015
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Collaborative Learning (or How to Survive the Small Group Assignment)
    Instructor: Julie Phillips, PhD
    Date: 11/30/2015
    Time: 9:00am – 10:00am
    Location: Scott 200A Classroom
    (Register for this session)

      Teamwork and collaboration are essential to professional survival in the 21st century but how often do we help learners develop these competencies? Unfortunately, small group projects and learning invoke anxiety in faculty and students alike. This workshop examines the professional and intellectual rewards of a well-designed collaborative learning experiment and provides some guidelines for successful implementation of small group assignments.

      The workshop will:
      • explore the benefits of collaborative learning
      • identify barriers to adopting group learning assignments
      • describe best practices for implementing small group learning assignments

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: Julie Phillips, PhD
    Date: 12/1/2015
    Time: 9:00am – 10:30am
    Location: Scott Room 307
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    Evidence-Based Teaching in Higher Education: Strategies to Improve Student Learning
    Instructors: Julie Phillips, PhD;   ONLINE SEMINAR
    Date: 12/1/2015
    Time: 2:00pm – 3:00pm
    Location: Scott 200A Classroom
    (Registration for this session is full. You may sign up for the Waiting List in case a spot opens up.)

      As a teacher or other educator, you want to use instructional methods that are more likely to help students learn better and retain information longer—and that are also validated by research. There has been a lot of research done lately about teaching methods, and the results have given us a better understanding of which policies and practices have been proven to enhance student learning.

      You could spend hours going through the research to find out more about those approaches and decide which ones make sense for your students. Or you could register to attend a very special seminar from Magna Online Seminars that, in 40 minutes, will provide results from some of the research on student learning that can help you identify the teaching strategies that work.

      In an interview with Maryellen Weimer, editor of The Teaching Professor, Victor Benassi, a professor of psychology at the University of New Hampshire, will explore what the “science of learning” has established about the way students learn and provide recommendations for applying the resulting principles to teaching in colleges and universities.

      So what exactly is the science of learning? What has it taught us about how students learn? And how can you use this information to make your own curriculum more evidence-based? Get answers to these questions and more in this seminar. Listen as our speakers explore the results of research on teaching and learning and introduce you to a range of practical strategies that can make your own teaching more evidence-based and, as a result, improve your students’ ability to learn when they study.

      Whether you’re faculty or a faculty developer, lecturer, department chair, teaching center staff, or graduate teaching assistant—anyone who wants to better understand how evidence-based teaching can improve student learning and retention—this is one seminar you won’t want to miss.

      Here is just some of what you’ll learn during this informative 40-minute seminar:
      • The learning needs of today’s college students—and the strategies to address them
      • Approaches you can use to help your students get the most out of studying
      • Practical strategies for evidence-based teaching
      • Various teaching practices and learning strategies that promote a deeper understanding of the information provided
      • What “desirable difficulties” are, and why they’re so important in the teaching environment
      • How to use desirable difficulties when you teach
      • Techniques that help students learn more when they read
      • Why multitasking doesn’t work—and how to explain that to your students
      • How to help students create ideal study conditions for improved learning

    Promoting Interprofessional Collaboration for Students in the Clinical Setting: Part II – Technology and and Application
    Instructors: Kathryn Shaffer, EdD, RN, CNE; Dimitrios Papanagnou, MD, MPH
    Date: 12/8/2015
    Time: 1:00pm – 2:30pm
    Location: 100 College, Rodgers Conference Room, 1025 Walnut Street
    (Register for this session)

      This workshop will build on theories and principles of interprofessional education (IPE) discussed in Part 1 of this series. But don’t worry if you didn't attend the session in October – because there will be a recap! Modeling interprofessional collaboration is an essential skill for all clinical faculty members. Modeling is easy; but getting the team together is often challenging secondary to schedules and logistics. This 90-minute workshop will provide the learner with the tools and technology needed to help foster interprofessional collaboration in the clinical learning environment and facilitate modeling.

      At the end of the session, participants will be able to:

      1) Define IPE and cite resources for faculty members
      2) Apply principles of IPE to develop interprofessional opportunities in clinical settings for healthcare students
      3) Apply technology in the clinical setting to promote collaboration among students

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: Julie Phillips, PhD
    Date: 12/14/2015
    Time: 1:00pm – 2:30pm
    Location: Scott Room 307
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 12/16/2015
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Free Open Access Medical Education (FOAMed) and the Future of Medical Education
    Instructor: Nikita Joshi, MD
    Date: 12/18/2015
    Time: 7:30am – 8:30am
    Location: 105 BLSB
    (Register for this session)

      Social media is not just about celebrity gossip. The wide array of technologies that fall under the vast umbrella of social media including Twitter, Blogging, and Google Hangout have been seized upon by the medical community all around the world and across multiple specialties, with Emergency Medicine and Critical Care leading the way. This has lead to an impressive amount of medical education content available, online for anyone to access. This movement has been coined by Australian doctors as FOAM (Free Open Access Medical Education). The increased reliance by medical learners upon the internet to supplement, and in some place as the only source of educational content serves to underscore the importance of understanding FOAMed. We will discuss the history of this movement, the players involved, future growth, and how to get involved.

      Following this session, participants will be able to:

      1) Understand what is FOAMed and the role it is playing in medical education
      2) Develop an understanding of how social media technologies are used to create medical education content
      3) Identify the steps to developing an academic career based upon social media and FOAMed

      * Nikita Joshi is currently Clinical Instructor at Stanford University in the Department of Emergency Medicine. She completed her Emergency Medicine residency at Kings County / SUNY Downstate in Brooklyn, NY. She came to Stanford originally after residency and completed a fellowship in Medical Education. Her interests in medical education include medical simulation and social media. She is very active in social media as Associate Editor for Academic Life in Emergency Medicine, one of the top utilized blogs in Emergency Medicine education in the world. She can be reached on twitter through @njoshi8.

    The Active Learning Lecture
    Instructor: Julie Phillips, PhD
    Date: 2/2/2016
    Time: 2:30pm – 4:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The large lecture presents a number of challenges to experienced and novice instructors alike. This workshop explores some of the challenges (and assumptions we make about what can or cannot happen in a large lecture) and describes a number of techniques to assist faculty transition from the “sage on the stage” to a “guide on the side.”

      This interactive workshop will:
      • describe benefits and challenges associated with a traditional lecture model
      • explore instructor and student assumptions about large enrollment courses
      • identify potential engaged learning activities for the large lecture courses
      • demonstrate a handful of techniques to enhance large lecture courses

    Leveraging Diversity to Create Learner-Centered Experiences
    Instructor: Margot Savoy, MD, MPH,
    Date: 2/3/2016
    Time: 9:00am – 12:00pm
    Location: 208/209 Hamilton
    (Register for this session)

      Diversity within today’s healthcare educational system extends beyond our traditional understanding of national origin, primary language, religion, social status, and age to include areas like learning and communication styles and disciplines. This interactive workshop combines didactic, small group and individual exercises to review common areas of diversity among learners, discuss ways to use those diverse strengths to enhance learning experiences, and will even challenge the participant to apply the knowledge ‘in real time’ to enhance a sample teaching exercise.
      During the workshop, diversity will be defined, and the case for diversity in healthcare education will be made. There will be a discussion on integrating diversity in the learning experiences in healthcare education. Participants will also be able to conceptualize how diversity could be applied into their respective learning contexts.

      Learners participating in this session will:

      1) Identify common types of diversity seen among our learners including generational differences, social status and communication styles
      2) Name 3 methods for integrating diversity deliberately in learning experiences (lectures, workshops)
      3) Apply at least 1 method of diversity integration to enhance a sample teaching exercise

      * Margot Savoy, M.D., MPH, FAAFP, graduated from the University of Maryland, College Park, with a Bachelor of Science in neurobiology and physiology before obtaining her medical degree at the University of Maryland, Baltimore. She completed her residency at the Crozer-Keystone Family Medicine Residency Program. After residency she completed a primary care faculty development fellowship at Michigan State University and earned a master's degree in public health from the University of North Carolina at Chapel Hill.
      Her role as medical director of the family medicine centers at Christiana Care allows her to combine her interests in quality improvement, patient-centered care, evidence-based medicine and leadership development. In addition to seeing patients at the Foulk Road office, Dr. Savoy sees patients at the Wilmington Job Corps Center, Juvenile Detention Centers and school-based health centers, and she rounds on inpatients at Wilmington Hospital. She also enjoys teaching and developing new curricula for the residents and medical students.
      In her free time, Dr. Savoy spends her time playing with her dog Kayla, photographing her travels and rooting for the Maryland Terrapins.

    Listening Style as a Vehicle to Develop Empathy and Social Intelligence in Health Providers
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 2/3/2016
    Time: 1:00pm – 3:00pm
    Location: 505 Hamilton
    (Register for this session)

      Social intelligence (SQ) is of utmost importance in healthcare settings. Whether it’s interacting with patients and their families, or working with interprofessional, multidisciplinary teams, SQ is essential for successful outcomes. SQ ties into empathy; and healthcare professionals are expected to be display an empathic bedside manner. Unfortunately, formalized, robust training programs in SQ do not exist in the context of healthcare education.
      This workshop will help faculty members in their instruction of social intelligence in their learners; and will focus on their learners’ development into empathic clinicians via a novel vehicle: listening style. The workshop will use the Personal Listening Profile (PLP) as a vehicle for reflection on clinical practice. Specifically, the workshop will use faculty members’ PLP profile as a way to critically reflect on their social intelligence as they work on understanding and developing empathy.
      Time will be spent on: a) defining empathic accuracy and attunement; b) correlating these SQ competencies with listening approaches and listening styles; and c) applying concepts to bedside clinical skills (namely, the medical interview with the patient). While the workshop is focused on the faculty member as the learner, it will have the potential to ultimately impact students, residents, and health trainees across the Thomas Jefferson University.
      Learners participating in this session will:
      1) Define social intelligence and identify key SQ concepts (with a particular emphasis on attunement and empathic accuracy)
      2) Relate how social intelligence is tied to bedside manner, empathy, and the ACGME core competencies for medical education
      3) Apply personal listening approaches (and the PLP assessment) to explore empathy-building during the patient interview and patient encounter
      4) Formulate a plan for developing one’s empathic listening skills (part of one’s bedside manner) through the ORID framework

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 2/17/2016
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Fair Use is Trending: What Does it Mean for Higher Education
    Instructor: Julie Phillips, PhD
    Date: 2/24/2016
    Time: 12:00pm – 1:00pm
    Location: Eakins Lounge, First Floor JAH (west end)
    (Registration for this session is full. You may sign up for the Waiting List in case a spot opens up.)

      This session will examine recent court decisions around copyright and fair use. It will provide some basic information about how copyright functions, why fair use is so important in the U.S., and what recent developments mean for scholarship and education.

      The presenter is Kevin Smith, J.D., Duke University’s Director of Copyright and Scholarly Communication.
      Mr. Smith writes for the Scholarly Communications @ Duke blog, teaches at the University and has two courses available via Coursera.

      The presentation will be remotely delivered via Adobe Connect.

      Lunch will be provided.

    Collaborative Learning (or How to Survive the Small Group Assignment)
    Instructor: Julie Phillips, PhD
    Date: 2/25/2016
    Time: 12:00pm – 1:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      Teamwork and collaboration are essential to professional survival in the 21st century but how often do we help learners develop these competencies? Unfortunately, small group projects and learning invoke anxiety in faculty and students alike. This workshop examines the professional and intellectual rewards of a well-designed collaborative learning experiment and provides some guidelines for successful implementation of small group assignments.

      The workshop will:
      • explore the benefits of collaborative learning
      • identify barriers to adopting group learning assignments
      • describe best practices for implementing small group learning assignments

    From Rough Draft to Publication: A Workshop on Developing your Educational Projects for Publication onto MedEdPORTAL
    Instructor: Nethra Ankam, MD
    Date: 3/9/2016
    Time: 8:00am – 9:00am
    Location: TBD
    (Register for this session)

      This workshop will introduce strategies to help faculty develop their current educational activities, ideas, and programs into scholarly projects for potential publication onto the AAMC’s MedEdPORTAL. Participants will be asked to bring their rough drafts (the educational content they would like to see to publication) to the workshop, where they will apply the processes for successful development into scholarly work. Participants will work through real-life examples that will facilitate understanding the processes of clearing a publication from a copyright standpoint, as well as creating an instructor’s guide. Registration will be limited to only 10 participants.

      At the end of this session, participants should be able to:

      1) Identify MedEDPortal and distinguish its role in creating an open exchange of health education teaching and assessment resources
      2) Describe the MedEdPORTAL’s rigorous peer-review processes for successful publication
      3) Develop a plan for turning current educational content into educational scholarship
      4) Apply processes and strategies for publication to their own work

    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 3/15/2016
    Time: 9:00am – 10:00am
    Location: Scott 200A Classroom
    (Register for this session)

      Active teaching is an umbrella term used to identify a variety of teaching strategies. It includes most anything that students do in a classroom other than passively listening to an instructor’s lecture. Research demonstrates active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Active learning, however, presents challenges and requires re-thinking the classroom space and traditional roles.

      This interactive workshop will:
      • Summarize the impact of active teaching on student learning
      • Demonstrate a handful of active teaching strategies
      • Discuss some challenges to adopting active teaching techniques


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 3/16/2016
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Nearpod Audience Response System
    Instructor: Brittany Clark, MS
    Date: 4/14/2016
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Nearpod is the CTL’s new audience response system that allows instructors to share content and assessments in real time with students using their personal and mobile devices. Push quizzes, polls, videos, web links, slide shows, and homework to your students easily in a manner and appealing multi-media platform that keeps students engaged and active.
      Participants will learn how to:

      1) Create a Nearpod slideshow
      2) Add activity slides such as Quizzes/Polls
      3) Collect and analyze Nearpod data
      4) Deploy a Nearpod for synchronous (live) or asynchronous (homework) sessions

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 4/18/2016
    Time: 9:00am – 10:30am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 4/20/2016
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    The Learning Teacher--Reading Group
    Instructor: Julie Phillips, PhD
    Date: 5/18/2016
    Time: 4:00pm – 5:00pm
    Location: Scott 200A Classroom
    (Register for this session)

      The CTL Reading Club is an opportunity to discuss the trends and research related to the practice of teaching and learning with like-minded peers from the Jefferson community. The goal is to promote professional development, discussion, and reflection while forming a network of like-minded peers.

      By focusing on articles, chapters, and excerpts from publications rather than an entire text, participants may attend sessions that pique interest or curiosity or all. The reading group will meet on the third Wednesday of the month beginning in September through May.

      Interested parties should contact Dr. Julie Phillips for the reading list for the first four sessions.

    Blackboard Learn: Essentials
    Instructor: Edward Everett
    Date: 8/16/2016
    Time: 8:30am – 10:00am
    Location: Jefferson Alumni Hall, M-13
    (Register for this session)

      Blackboard Learn is the course management system of the entire Jefferson campus. Essentials focuses on the basic features of Blackboard giving faculty the tools to build a course in Blackboard Learn. This session is recommended for all faculty and organizational leaders new to Blackboard.
      After completing the session, participants will be able to:

      1) Describe the function, purpose and access rights to the Content Collection (file management system)
      2) Identify steps to create and deploy Exams & Surveys in Blackboard
      3) Create and maintain a record of assessments in Grade Center
      4) Use Blackboard’s Communication Tools

    Not All Courses are Created Equal: Developing and Maintaining a Sense of Community in Fully Online Learning Environments
    Instructor: Mary Gozza-Cohen, PhD
    Date: 8/19/2016
    Time: 10:00am – 11:00am
    Location: Scott 200A
    (Register for this session)

      One of the most prominent fears for faculty and students alike when teaching or taking a fully online course is the perceived lack of social presence in the absence of in-person interactions. Fully online courses that are designed with community-building tasks and activities have resulted in greater student and Facilitator satisfaction and perceived learning (eg., Garrison, Anderson & Archer, 2000; Richardson & Swan, 2003; Rovai, 2002; Rovai, Ponton & Baker, 2008). This workshop will include discussions and evidence-based materials that will help you think about online teaching and learning with a new lens.

      At the end of this session, participants will be able to:
      • Describe the perceived challenges of online courses and personal interactions
      • Describe methods for developing and fostering a sense of community and connection in a fully online course
      • Name some readily available tools for facilitating student-student and student-instructor interactions

    Collaborate—Blackboard’s Virtual Classroom
    Instructors: Edward Everett; Mary Gozza-Cohen, PhD
    Date: 8/29/2016
    Time: 9:30am – 11:00am
    Location: Scott 306
    (Register for this session)

      Collaborate is Blackboard’s virtual learning environment for courses, office hours, or conference calls. With a variety of audio and video communication tools, faculty and learners easily can join a session from almost any device with a wireless connection. Faculty may even use Collaborate to host a guest speaker and other invitees without Jefferson credentials. The browser-based tool fully integrates with Blackboard and enables faculty and learners to share content, demo an application or collaborate in real-time. Faculty can also establish virtual breakout rooms for learners to engage in small groups.

      At the end of this session, participants should be able to:

      1) Schedule and launch a Collaborate session
      2) Use audio and video-conference tools to communicate in real time with learners
      3) Use the Collaborate tools to create an interactive classroom experience for distance and hybrid courses

    Universal Design (UD) and Universal Design for Learning (UDL): What Are They and How Do They Impact My Students?
    Instructor: Mary Gozza-Cohen, PhD
    Date: 8/31/2016
    Time: 12:00pm – 1:30pm
    Location: Scott 200A
    (Register for this session)

      UDL and UD are terms that are often used interchangeably but they are different in several ways. Universal Design for Learning is “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (Rose & Meyer, 1984). Universal Design refers to what we must do by law to ensure physical access to buildings and spaces for individuals with disabilities. This session will include discussions and information on UDL and UD and specific methods for implementing the principles of UDL in our teaching.

      At the end of this session, participants will be able to:
      • Differentiate between the terms Universal Design for Learning and Universal Design
      • Describe ways in which UD may be applicable in their classrooms, buildings or community
      • Describe several ways in which the principles of UDL may be applied in one or more of their courses

    ExamSoft Basics
    Instructor: Kathleen Day, MS
    Date: 9/8/2016
    Time: 12:00pm – 1:30pm
    Location: Jefferson Alumni Hall, M-13A
    (Register for this session)

      ExamSoft is a web-based solution that supports the entire testing process including exam creation, administration, secure delivery, scoring, and analysis. This workshop focuses on the mechanics of creating and posting exams. It is essential for anyone using the product including Administrative Assistants, Faculty and Course Coordinators.

      Topics will include:

      1) Navigating the interface
      2) Adding/Importing questions
      3) Creating and posting exams

    Assessment Essentials 101
    Instructor: Kathleen Day, MS
    Date: 9/13/2016
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      As health care professionals, each of us embraces the concept of assessment, so much so that Physical Assessment is often given its own course in a curriculum. This one-hour workshop may serve as a primer and/or a refresher on the most basic concepts in educational assessment.

      Topics include:
      • Formative vs. Summative Assessment
      • Bloom’s Taxonomy and performance domains
      • Reliability, Validity and Assessment Statistics
      • Policies and a Systematic Approach

    The New Science of Learning: How to Learn in Harmony with Your Brain
    Instructors: Anthony J Frisby, PhD; Julie Phillips, PhD
    Date: 9/13/2016
    Time: 11:00am – 12:00pm
    Location: Scott 308
    (Registration for this session is full. You may sign up for the Waiting List in case a spot opens up.)

      Committing to every Tuesday this fall, a group of faculty and staff congregate over free lunch to discuss Doyle and Zakrajsek's The New Science of Learning: How to Learn in Harmony with Your Brain. Participants implement teaching and learning strategies in their current courses and report back to the group regarding observations and outcomes.

      This group will meet every Tuesday, starting September 13, 2016 and ending November 15, 2016. Lunch is included.

    Building a Better Lecture
    Instructor: Julie Phillips, PhD
    Date: 9/14/2016
    Time: 9:00am – 10:00am
    Location: Scott 200A
    (Register for this session)

      According to classroom observations and self-report data, instructors rely heavily on lecture as an instructional method despite research documenting the limited effectiveness of lectures as a teaching strategy. Lectures can be integral to the learning experience with an understanding of the factors contributing to its effectiveness as an instructional tool. This workshop will focus on identifying key uses of lecture and three simple strategies for building more effective learning experiences for students. Participants are asked to identify and bring a lecture they have previously developed for use during the experiential workshop.

      Upon completion of the workshop, participants will be to:
      • Identify best uses of lecture
      • Define one organizing technique for lectures
      • Incorporate signposts into a planned lecture experience
      • Apply best practices to a planned lecture experience


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Curriculum 101: Lesson 1 – Preparing for a New Curriculum
    Instructor:  
    Date: 9/16/2016
    Time: 9:00am – 11:00am
    Location: Jefferson Alumni Hall, Eakins Lounge
    (Register for this session)

      Lesson 1 will be all about preparing students and faculty for a new curriculum, and helping involved stakeholders understand the rational for change. Students will need to be prepared on the expectations for their performance and how their learning will be linked to the workforce. Similarly, curriculum designers will need to anticipate faculty resistance throughout the change process.
      The session will create a dialogue on how curriculum designers can equip themselves with the tools to better prepare students and faculty, as well as themselves for the challenges that may lie ahead. The importance of defining and effectively conveying the rationale for curricular change will be discussed. Time will also be spent on options for effective faculty development.
      At the end of the session, participants should be able to:

      1) Discuss the importance of planning a curriculum
      2) Identify methods to engage faculty in the planning stages and anticipate resistance to change
      3) Determine how to effectively prepare students for a curriculum they may never have previously experienced
      4) Relate the importance of curricular change to meet the needs of a changing learner and a changing workplace

    Curriculum 101: Lesson 2 – Curricular Frameworks
    Instructor:  
    Date: 9/16/2016
    Time: 11:00am – 1:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge
    (Register for this session)

      The focus of Lesson 2 will be on better developing curricula that will offer the opportunities to collaborate across Colleges, as well as identify common learning themes across Colleges. Participants will have the opportunity to learn about the different curricular models to choose from (i.e., competency-based, problem-based, concept-based models). An additional goal of the session will be on how to better assist faculty in adapting to a new curriculum by equipping them to teach in a variety of formats.

      The Jefferson College of Nursing (CON) will be used a case study. The CON recently completed its curriculum revision. The new curriculum is built on four themes (i.e., interprofessional collaboration, practice excellence, population, and innovation), and included twenty-five concepts across these themes. Faculty leaders in the CON have developed a compendium of lessons learned during the school’s curriculum revision process; this will be shared and discussed with learners participating in the session.

      At the end of the session, participants should be able to:

      1) Discuss the importance of effectively organizing content for inclusion in a curriculum
      2) Introduce various curricular models that faculty leaders and curriculum designers can choose from
      3) Define conceptual learning and identify the steps needed to develop a conceptual outline
      4) Determine which concepts are essential for inclusion in a new curriculum
      5) Apply lessons learned from the CON to future curriculum design

    Curriculum 101: Lesson 3 – Strategy, Outcomes, and Alignment
    Instructor:  
    Date: 9/16/2016
    Time: 1:00pm – 3:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge
    (Register for this session)

      The focus of Lesson 3 will be on developing an outcomes-oriented curriculum that matches the mission of the school and the intention of the program. The overarching goal of aligning the new curriculum with the core values of the institutions will be highlighted. Time will be spent on discerning what should be the learners’ outcomes throughout the curriculum design process.

      At the end of the session, participants should be able to:

      1) Identify the mission and core values of a school and/or program early in the curriculum design process
      2) Determine what should be the learners’ outcomes of a new curriculum
      3) Summarize the role of learning outcomes and curriculum maps when designing a new curriculum
      4) Relate the importance of learners’ milestones and competencies
      5) Develop strategies to assist faculty members with recognizing outcomes in learners

    Curriculum 101: Lesson 4 – Assessment in a New Curriculum
    Instructor:  
    Date: 9/16/2016
    Time: 3:00pm – 5:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge
    (Register for this session)

      Do the assessments match what is being taught? What are the performance benchmarks for students? Was instruction successful? What does success even look like?

      Assessments should reveal how well learners have learned what was intended for them to learn. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they continuously reinforce one another. During Lesson 4, the final installation of the workshop, the focus will be placed on understanding the importance of linking assessments with learning objectives and learning outcomes. Participants will even have a chance to explore creative approaches to assessment methodologies.

      At the end of the session, participants should be able to:

      1) Recognize the role of learning objectives in deciding what knowledge and skills to assess
      2) Discuss the cognitive, affective, and psychomotor considerations of assessment
      3) Explore a range of assessment methods for skills assessment
      4) Choose appropriate performance benchmarks for learners

      * Dr. Teresa Chan is an emergency physician, base hospital physician, and clinician educator in Hamilton, ON. Since 2014, she has also been the Continuing Professional Development Director for the Division of Emergency Medicine at McMaster University. With regards to residency education, she is the McMaster Royal College Residency Program's Director of Assessment, working to create a competency-based, medical education, workplace-based assessment program (McMAP). Nationally, she has held positions with the Canadian Journal of Emergency Medicine as the Journal’s inaugural Social Media Editor. She is also a well-published researcher and innovator, working with numerous online groups (e.g.www.aliem.com, www.canadiem.org) to advance medical education in new and exciting ways.

      Dr. Chan completed her undergraduate work at the University of Toronto, and subsequently received her medical degree from the University of Western Ontario. Most recently, she completed a Masters of Health Professions in Education at the University of Illinois at Chicago. Dr. Chan has given numerous national speaking engagements on medical education, simulation, social media in teaching and learning, and academic productivity in academia.

    Teaching and Supporting International Students and Other ESL Learners
    Instructor: James Dyksen, MSEd-TESOL
    Date: 9/20/2016
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      International students and other students for whom English is a second language face a unique set of challenges and issues as they adjust to study in the degree programs at Jefferson, and, in many cases, to living in the US for the first time. This workshop will elicit faculty experiences teaching and working with ESL learners, including both concerns and effective strategies. The workshop is designed to develop awareness of the needs of international students and other ESL learners in Jefferson programs and classes, to discuss teaching, curriculum design and communication strategies that may help such students, and to identify resources across campus that may aid International and ESL learners with coursework and / or other areas of need.

      At the end of this session, participants will be able to:
      • Describe the unique needs of international students and other ESL learners
      • Develop strategies for addressing the needs or concerns of international students and other ESL learners
      • Apply these alternative strategies to the learning environment
      • Identify available campus resources to support international students and other ESL learners

    Improving Assessment with ExamSoft
    Instructor: Kathleen Day, MS
    Date: 9/22/2016
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      ExamSoft is not just a secure delivery solution – it has the potential to improve teaching and learning exponentially! This workshop, which focuses on the feedback and analysis features of ExamSoft, is essential for item writers, course faculty, and administration.

      Topics will include:

      1) Student Feedback reports
      2) Self-directed learning
      3) Early advising/remediation
      4) Item analysis
      5) Curricular goals and objectives

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 9/26/2016
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    Rubrics: Improve Your Grading Efficiency & Reliability
    Instructor: Kathleen Day, MS
    Date: 9/28/2016
    Time: 12:00pm – 1:00pm
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      For years, faculty have used rubrics to grade their written assignments. Now, Blackboard allows you to associate scoring rubrics for both your assignments and discussion boards. If you’re not convinced of the value of rubrics, come to this workshop to see how scoring rubrics can improve your grading efficiency and reliability.

      Topics will include:
      • What is a scoring rubric and why should I use one?
      • How to create, copy and edit a rubric?
      • How to associate a rubric with assignments and discussions?
      • How to import and export rubrics?
      • How to grade with rubrics?

    Mobile Presenting Tips & Tricks
    Instructors: Kathleen Day, MS; Sean Dyer
    Date: 10/6/2016
    Time: 11:00am – 12:00pm
    Location: Scott Memorial Library, Room 306
    (Register for this session)

      Sharing images, video and other content on the fly is becoming easier and easier to do with consumer tools, and select campus classrooms have been equipped with AppleTV to help this real-time sharing. This workshop will demonstrate various tools and techniques for sharing with a mobile or personal device in real time and introduce participants to more advanced tools that can be used for sharing screen recordings.

      Topics will include:

      • AirDisplay
      • AirPlay (for projection)
      • Reflector (for Screen Recording)
      • QuickTime (for Screen Recording)

      Please note: most of these tools are Apple OS based and may not be available on the Windows platform.

    Nearpod Audience Response System
    Instructor: Edward Everett
    Date: 10/25/2016
    Time: 9:00am – 10:30am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Nearpod is the CTL’s new audience response system that allows instructors to share content and assessments in real time with students using their personal and mobile devices. Push quizzes, polls, videos, web links, slide shows, and homework to your students easily in a manner and appealing multi-media platform that keeps students engaged and active.
      Participants will learn how to:

      1) Create a Nearpod slideshow
      2) Add activity slides such as Quizzes/Polls
      3) Collect and analyze Nearpod data
      4) Deploy a Nearpod for synchronous (live) or asynchronous (homework) sessions

    Introduction to a Novel Method for Educational Scholarship Dissemination: MedEDPortal
    Instructor: Nethra Ankam, MD
    Date: 10/27/2016
    Time: 8:00am – 9:00am
    Location: Hamilton Building, Room 208/209
    (Register for this session)

      MedEdPORTAL Publications is a free publication service provided by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association. MedEDPORTAL Publications maintains a rigorous peer review process based on standards used in the scholarly publishing community. MedEdPORTAL offers educators tutorials, virtual patients, simulation cases, lab guides, video podcasts, assessment tools, and other resources to

      At the end of this session, participants should be able to:

      1) Identify MedEdPORTAL’s suite of services (Publications, iCollaborative, CE Directory)
      2) Describe submission standards and posting processes for MedEdPORTAL
      3) Review and discuss educational tools pertaining to MedEdPORTAL submissions
      4) Demonstrate navigating MedEdPORTAL’s live site

    Just In Time Low-Stakes Formative Assessments: Tips and Strategies to Inform Instruction
    Instructor: Mary Gozza-Cohen, PhD
    Date: 11/1/2016
    Time: 1:00pm – 2:30pm
    Location: Scott 200A
    (Register for this session)

      In this workshop, we will discuss and practice using evidence-based strategies for assessing student understanding of the content throughout the semester. This ‘just in time’ data provides ongoing feedback used by instructors to adjust their teaching to improve student outcomes. Formative assessments are also designed to help students identify their strengths and areas in need of more targeted work prior to taking high-stakes exams and other assessments. Formative assessments need not be time consuming to create or to deliver and analyze.

      At the end of this session, participants will be able to:
      • Understand the purposes of and differences between formative and summative assessments
      • Describe multiple formative assessment options for use in their courses
      • Create at least one formative assessment for immediate use in one or more courses

    Blackboard Learn: Grade Center
    Instructor: Kathleen Day, MS
    Date: 11/3/2016
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Do you write exactly 50 test questions so they can each be worth 2 points? Does the Blackboard Grade Center make you uncomfortable? Attend this workshop to improve your comfort level and learn a few new features that have the potential to save you lots of time.

      Topics will include:

      1) Overview of the Grade Center
      2) Create calculated/weighted columns
      3) How to exempt grades
      4) How to automatically re-grade an exam
      5) How to use Grade Schema to report letter grades

    From Rough Draft to Publication: A Workshop on Developing your Educational Projects for Publication onto MedEdPORTAL
    Instructor: Nethra Ankam, MD
    Date: 11/10/2016
    Time: 8:00am – 9:00am
    Location: Hamilton Building, Room 201
    (Register for this session)

      This workshop will introduce strategies to help faculty develop their current educational activities, ideas, and programs into scholarly projects for potential publication onto the AAMC’s MedEdPORTAL. Participants will be asked to bring their rough drafts (the educational content they would like to see to publication) to the workshop, where they will apply the processes for successful development into scholarly work. Participants will work through real-life examples that will facilitate understanding the processes of clearing a publication from a copyright standpoint, as well as creating an instructor’s guide. Registration will be limited to only 10 participants.

      At the end of this session, participants should be able to:

      1) Identify MedEDPortal and distinguish its role in creating an open exchange of health education teaching and assessment resources
      2) Describe the MedEdPORTAL’s rigorous peer-review processes for successful publication
      3) Develop a plan for turning current educational content into educational scholarship
      4) Apply processes and strategies for publication to their own work

    Building Interactives in iCE: Advanced iCE Skills Workshop
    Instructor: (TBD) CTL Staff
    Date: 11/14/2016
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Registration is limited to participants who have previously contributed learning modules the content management system.

      This is an advanced technological workshop on building interactive learning objects in iCE (Interactive Curricula Experience).

      Course developers can create two different types of interactive features in iCE: Hotspots and Timelines. Hotspots allow learners to interact with a learning object and receive feedback in real time--think identifying anomalies on an ECG or identifying key structures in a brain scan. Timelines typically present information in a linear fashion such as the stages of fetal development or key moments in the development of occupational therapy as a profession. Timelines may also be used to describe a process such as the key steps in developing a public health message or pre-surgery routines. This workshop instructs learners on key questions and considerations to jumpstart interactive development for the iCE platform. Participants will be guided through the process for building Hotspots and Timelines in this experiential workshop.

      At the end of this session, participants should be able to:

      1) Identify a potential Hotspot in the learner’s discipline
      2) Identify a potential Timeline in the learner’s discipline
      3) Describe two key differences between interactives and learning objects in iCE
      4) Create an interactive for the iCE platform

    History of Nursing from a Public Health Perspective
    Instructor: Patricia Wynne, MSLIS, BSN, RN
    Date: 11/16/2016
    Time: 3:00pm – 5:00pm
    Location: JAH 207
    (Register for this session)

      Talk and reception to celebrate the NLM exhibit - Pictures of Nursing: The Zwerdling Postcard Collection.

      Speaker: Elissa Della Monica, RN, MSN, NE-BC, Vice President Post Acute and Case Management Services (Abington)

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 12/6/2016
    Time: 9:00am – 10:30am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    Introduction to Adult Learning and its Application to the Health Professions
    Instructors: Dimitrios Papanagnou, MD, MPH; Kathryn Shaffer, EdD, RN, CNE
    Date: 12/14/2016
    Time: 12:00pm – 1:00pm
    Location: 207 Jefferson Alumni Hall
    (Register for this session)

      Active learning has received considerable attention over the past several years. It is defined as any instructional method that engages learners in the learning process, requiring learners to partake in meaningful learning activities and think about what they are doing. Active learning has the potential to promote analysis, synthesis, and evaluation of course content.

      This session will challenge some commonly held assumptions about learning, and discuss some of the research in the area of cognitive psychology, education, and physiology that hold direct implications for teaching in the health professions. In addition, a number of easily adaptable classroom activities will be used during the session.

      At the end of the session, participants should be able to:

      1) Describe theoretical principles to teaching students in the health professions
      2) Define adult learning; active learning; and passive learning
      3) Identify various instructional styles to achieve effective learning outcomes for learners in the health professions

    Teaching with iCE: Too Cool for School
    Instructor: Julie Phillips, PhD
    Date: 12/16/2016
    Time: 9:00am – 10:00am
    Location: Scott 200A
    (Register for this session)

      The iCE (Interactive Curricula Experience) Platform & App, a locally-developed content management system, literally places the learning experience at the student’s fingertips. The platform encourages course developers to re-think the organization and presentation of learning materials based on how they wish the learner to engage with the course content. During the session, a sample module with related topics will be deconstructed for participants. Content developers will describe the organization of at least one topic from two perspectives—the pedagogical and the visual. Templates used to create individual topics will be shared with participants to make the design process transparent. The facilitator will describe best practices in course design and development throughout the workshop, including the importance of a consistency in creating and delivering content, the benefits of multiple kinds of learning objects, and the ability for learners to interact with course materials.

      Upon completion of this workshop, participants will be able to:
      • Describe three course design principles
      • Identify key characteristics of the iCE platform
      • Apply the iCE template to a topic

    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 2/3/2017
    Time: 10:00am – 11:30am
    Location: Scott 200A
    (Register for this session)

      Active teaching is an umbrella term used to identify a variety of teaching strategies. It includes most anything that students do in a classroom other than passively listening to an instructor’s lecture. Research demonstrates active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Active learning, however, presents challenges and requires re-thinking the classroom space and traditional roles.

      This interactive workshop will:
      • Summarize the impact of active teaching on student learning
      • Demonstrate a handful of active teaching strategies
      • Discuss some challenges to adopting active teaching techniques


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Assessment Essentials 101
    Instructor: Kathleen Day, MS
    Date: 2/7/2017
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      As health care professionals, each of us embraces the concept of assessment, so much so that Physical Assessment is often given its own course in a curriculum. This one-hour workshop may serve as a primer and/or a refresher on the most basic concepts in educational assessment.

      Topics include:
      • Formative vs. Summative Assessment
      • Bloom’s Taxonomy and performance domains
      • Reliability, Validity and Assessment Statistics
      • Policies and a Systematic Approach

    Embracing Glossophobia: Learning to Communicate with Confidence
    Instructor: Julie Phillips, PhD
    Date: 2/10/2017
    Time: 3:00pm – 4:30pm
    Location: Scott 200A
    (Register for this session)

      Perhaps no tool in the professional toolbox has been as feared as public speaking. However, professional advancement is often tied to one’s ability to successfully present information at a meeting, a professional conference or even within the classroom.
      To excel in a professional context, you must be able to communicate in a number of different contexts and with a wide number of audiences. This interactive session provides a framework for re-thinking personal communication habits and techniques to assist you with your next communication interaction.

      Upon completion of this workshop, participants will be able to:
      • Define communication apprehension
      • Describe the four common contexts for communication
      • Recognize potential triggers for communication anxiety
      • Identify at least one stress reduction technique for communication interactions

    Mobile Presenting Tips & Tricks
    Instructors: Kathleen Day, MS; Sean Dyer
    Date: 2/15/2017
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 306
    (Register for this session)

      Sharing images, video and other content on the fly is becoming easier and easier to do with consumer tools, and select campus classrooms have been equipped with AppleTV to help this real-time sharing. This workshop will demonstrate various tools and techniques for sharing with a mobile or personal device in real time and introduce participants to more advanced tools that can be used for sharing screen recordings.

      Topics will include:

      • AirDisplay
      • AirPlay (for projection)
      • Reflector (for Screen Recording)
      • QuickTime (for Screen Recording)

      Please note: most of these tools are Apple OS based and may not be available on the Windows platform.

    Rubrics: Improve Your Grading Efficiency & Reliability
    Instructor: Kathleen Day, MS
    Date: 2/21/2017
    Time: 12:00pm – 1:00pm
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      For years, faculty have used rubrics to grade their written assignments. Now, Blackboard allows you to associate scoring rubrics for both your assignments and discussion boards. If you’re not convinced of the value of rubrics, come to this workshop to see how scoring rubrics can improve your grading efficiency and reliability.

      Topics will include:
      • What is a scoring rubric and why should I use one?
      • How to create, copy and edit a rubric?
      • How to associate a rubric with assignments and discussions?
      • How to import and export rubrics?
      • How to grade with rubrics?

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 2/23/2017
    Time: 9:00am – 10:30am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    Building Interactives in iCE: Advanced iCE Skills Workshop
    Instructor: (TBD) CTL Staff
    Date: 3/3/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Registration is limited to participants who have previously contributed learning modules the content management system.

      This is an advanced technological workshop on building interactive learning objects in iCE (Interactive Curricula Experience).

      Course developers can create two different types of interactive features in iCE: Hotspots and Timelines. Hotspots allow learners to interact with a learning object and receive feedback in real time--think identifying anomalies on an ECG or identifying key structures in a brain scan. Timelines typically present information in a linear fashion such as the stages of fetal development or key moments in the development of occupational therapy as a profession. Timelines may also be used to describe a process such as the key steps in developing a public health message or pre-surgery routines. This workshop instructs learners on key questions and considerations to jumpstart interactive development for the iCE platform. Participants will be guided through the process for building Hotspots and Timelines in this experiential workshop.

      At the end of this session, participants should be able to:

      1) Identify a potential Hotspot in the learner’s discipline
      2) Identify a potential Timeline in the learner’s discipline
      3) Describe two key differences between interactives and learning objects in iCE
      4) Create an interactive for the iCE platform

    To Record or Not to Record: A Session on When, Why and How to Integrate Video Content
    Instructor: Mary Gozza-Cohen, PhD
    Date: 3/15/2017
    Time: 10:00am – 11:30am
    Location: Scott 307
    (Register for this session)

      Understanding the student benefits of instructor-recorded video content will be discussed. Equally as important is the understanding of when to do so – just because we can, doesn’t mean we should. During this session, we will also explore tools that are user-friendly and freely available for use in our courses.

      At the end of this session, participants will be able to:
      • Describe the benefits of instructor-recorded video content
      • Describe ways in which video content may be effectively integrated into their course
      • Identify several user-friendly and freely available video tools
      • Develop a plan for at least one instructor-recorded video for the current or future semester

    The Active Learning Lecture
    Instructor: Julie Phillips, PhD
    Date: 3/20/2017
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      The large lecture presents a number of challenges to experienced and novice instructors alike. This workshop explores some of the challenges (and assumptions we make about what can or cannot happen in a large lecture) and describes a number of techniques to assist faculty transition from the “sage on the stage” to a “guide on the side.”

      This interactive workshop will:
      • describe benefits and challenges associated with a traditional lecture model
      • explore instructor and student assumptions about large enrollment courses
      • identify potential engaged learning activities for the large lecture courses
      • demonstrate a handful of techniques to enhance large lecture courses

    Just In Time Low-Stakes Formative Assessments: Tips and Strategies to Inform Instruction
    Instructor: Mary Gozza-Cohen, PhD
    Date: 3/28/2017
    Time: 1:00pm – 2:30pm
    Location: Scott 200A
    (Register for this session)

      In this workshop, we will discuss and practice using evidence-based strategies for assessing student understanding of the content throughout the semester. This ‘just in time’ data provides ongoing feedback used by instructors to adjust their teaching to improve student outcomes. Formative assessments are also designed to help students identify their strengths and areas in need of more targeted work prior to taking high-stakes exams and other assessments. Formative assessments need not be time consuming to create or to deliver and analyze.

      At the end of this session, participants will be able to:
      • Understand the purposes of and differences between formative and summative assessments
      • Describe multiple formative assessment options for use in their courses
      • Create at least one formative assessment for immediate use in one or more courses

    Blackboard Learn: Grade Center
    Date: 3/31/2017
    Time: 11:00am – 12:00pm
    Location: Scott Memorial Library, Room 307
    (Register for this session)

      Do you write exactly 50 test questions so they can each be worth 2 points? Does the Blackboard Grade Center make you uncomfortable? Attend this workshop to improve your comfort level and learn a few new features that have the potential to save you lots of time.

      Topics will include:

      1) Overview of the Grade Center
      2) Create calculated/weighted columns
      3) How to exempt grades
      4) How to automatically re-grade an exam
      5) How to use Grade Schema to report letter grades

    Clinical Behavior: Evaluating a Student’s Professionalism
    Instructors: Andrea Joseph, MS, RPh; Kathleen Day, MS
    Date: 4/5/2017
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      Many health care accreditation organizations require that programs not only foster professionalism, but also demonstrate that graduates possess these qualities. The evaluation of values, affect and communication skill is significantly more difficult than the evaluation of cognition or psychomotor skill. If evaluating professionalism troubles you, this one-hour workshop should being to ease your discomfort.

      Topics include:
      • Validity of Measurement in the Affective Domain
      • Strategies to Improve Reliability of Affective Domain Assessment Instruments
      • Formative and Summative Evaluations of Professionalism

    Electronic Portfolios for Academic Programs and Career Success
    Instructor: Julie Phillips, PhD
    Date: 4/28/2017
    Time: 9:00am – 10:00am
    Location: Scott 200A
    (Register for this session)

      The fields of art, architecture and engineering have long used portfolio’s as a way for both students – and professionals – to show case their work. Not unexpectedly, these physical portfolios have found their way onto the digital world and are often called e-portfolios. Whether physical or electronic this tool for show casing a person’s skills and experience is valuable. Both to the learner as evidence of their accomplishments and as a tool to help them stand out as a better candidate in the hiring process. Portfolios can also play an important role in the professional development of a student. Specific course projects that meet academic objectives can be reflected on, solidifying the students understanding of concepts and the skills they’ve mastered.

      Upon completion of this workshop, participants will be able to:
      • Identify how portfolios can be used in the academic program to track student progress and mastery of skills
      • Observe a demonstration of sample portfolios in Jefferson’s portfolio product, Portfolium
      • Identify which assignments in your course would be appropriate for showcasing student achievement in a portfolio

    Essentials of Mentorship
    Instructor: Anthony Donato, MD
    Date: 4/28/2017
    Time: 9:00am – 11:00am
    Location: 101 BLSB
    (Register for this session)

      As academic medicine struggles to adopt outcomes-based medical education paradigms while battling productivity pressures and record levels of physician burnout, the relationships between faculty members and their trainees are more important than ever. This perfect storm, however, threatens the key ingredient that was the backbone of residency training from its outset – the apprenticeship model, in which mentors guided the younger generation through their important career, as well as home and life decisions.
      This workshop will review qualities of effective mentors, as well as review the best of innovations published in the GME literature that promote and invigorate mentor-mentee relationships. Participants will review the emerging literature on professional identity formation, and will exchange ideas to invigorate their department’s mentoring programs.

      At the end of this session, participants should be able to:

      1) Identify characteristics of effective mentors
      2) Define the concept of professional identify formation, and apply it to their own experience as a physician
      3) List two feasible and sustainable programmatic interventions to improve their own mentoring programs

      * Dr. Donato completed his undergraduate work at Georgetown University and Medical School at the University of Pittsburgh School of Medicine on a scholarship program with the United States Air Force. Following completion of an Air Force Internal Medicine residency and teaching military residents and students as a Clerkship Director for Uniformed Services University, he joined the Reading Hospital Internal Medicine Faculty in 2001. He continued his pursuit of improving his teaching skills with his completion of a General Internal Medicine Fellowship at the University of North Carolina at Chapel Hill in 2005, and completed a Masters of Health Professions Education program through the University of Illinois at Chicago in 2012. His professional interests involve direct observation techniques and deepening apprenticeship models of resident development through innovative educational techniques. He currently serves as Associate Program Director of Internal Medicine, teaches residents on the inpatient wards, and is a Professor of Medicine at the Sidney Kimmel Medical College at Thomas Jefferson University.

    Teaching in an Age of Medical Uncertainty
    Instructor: Gretchen Diemer, MD
    Date: 4/28/2017
    Time: 11:00am – 12:00pm
    Location: 101 BLSB
    (Register for this session)

      With an increasing focus on High Value Care in medical education, this seminar exposes how coping with uncertainty is critical to faculty and learners at all levels of education. Recognizing uncertainty in ourselves and understanding how testing or treatments are likely to help address uncertainty and explicitly discussing this with our learners is the best way to combat a hidden curriculum that is very intolerant of uncertainty. We will review the concept of uncertainty and discuss ways to personally cope with uncertainty and how to teach our learners to cope with it.
      At the end of this session, participants should be able to:

      1) Recognize how uncertainty is ubiquitous in the practice of medicine
      2) Practice techniques to deal with their own uncertainty for their learners via role modeling exercises
      3) Discuss how the search for certainty may impact the value of care delivered to patients

    Teaching your Residents to Teach: An Immersive Workshop
    Instructors: Gretchen Diemer, MD; Dimitrios Papanagnou, MD, MPH; Abigail Wolf, MD
    Date: 4/28/2017
    Time: 1:00pm – 3:30pm
    Location: 101 BLSB
    (Register for this session)

      Regardless of discipline or specialty training, a significant portion of residents’ responsibilities involves teaching and evaluating medical students and interns. Few of them, if any, however, have had formalized training in educational theory. In the face of Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME) requirements, graduate medical education programs must be able to deliver instructional programs to their housestaff on effective teaching principles.
      This interactive workshop will provide an overview of the core educational skills residents will need to succeed as teachers of both medical students and interns. These will include principles of adult learning theory; effective feedback skills; appropriate coaching methods during procedural instruction; evaluation tools; and modeling tips for clinical decision-making. Workshop instructors will review these skills, and will facilitate a forum where participants will share and collaboratively design methods and curricular elements to develop instructional sessions for their residents at their respective institutions.
      At the end of this session, participants should be able to:

      1) Review essential components of a curriculum that will prepare residents to be effective teachers of interns and students (i.e., learning styles and preferences, adult learning theory, procedural learning, feedback and evaluation, clinical decision-making).
      2) Apply pedagogical principles to design an instructional session for their own residents at their respective programs and departments (i.e., one-hour, three-hour, or half-day formats).
      3) Develop a [specialty-neutral] instructional curriculum for residents that directly links to ACGME milestones (i.e., PC, SBP, ICS) Milestones

    Assessing the Skillful (or not-so Skillful) Practitioner
    Instructors: Katherine Berg, MD; Kathleen Day, MS
    Date: 5/2/2017
    Time: 12:00pm – 1:00pm
    Location: Scott 200A
    (Register for this session)

      The psychomotor domain is by far the most resource intensive of the three (cognitive, affective, psychomotor) domains to measure. This one-hour workshop will explore the difficulties associated with evaluating skill performance and strategies to overcome these obstacles.

      Topics include:
      • Validity of Measurement in the Psychomotor Domain
      • Skill Acquisition, Scaffolding and the Assessment Cycle
      • Strategies to Reliably Recognize the Skillful Practitioner

    Improve Your Bedside Teaching: Tips to Facilitate the Instruction of Different Learners in the Clinical Learning Environment
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 5/4/2017
    Time: 12:00pm – 1:30pm
    Location: 202 Hamilton, 1001 Locust Street
    (Register for this session)

      We have all experienced the challenges of teaching in the clinical learning environment (CLE). Whether dealing with time constraints, patient satisfaction scores, clinical efficiency, or precepting learners at varied levels of training, being an effective bedside teacher is not an easy feat. This workshop will facilitate a discussion on which practices will assist us in providing the highest quality patient care in the midst of teaching learners in the CLE.

      At the end of the session, participants should be able to:

      1) Define the benefits of effective bedside teaching
      2) Identify challenges to teaching at the bedside
      3) Describe various modalities to teach learners at different stages of training at the bedside
      4) Utilize the experience of the patient and family during the teaching session

    Creating and Managing Activities in Blackboard
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 8/2/2017
    Time: 12:00pm – 12:30pm
    Location: Online Course - https://philau.zoom.us/j/455563877
    (Register for this session)

      Interested in keeping student work all in one place? Blackboard helps you collect assignments and create opportunities for student-student interaction.

      At the end of this session, participants should be able to:

      1) Build an Assignment so students can upload files for your review
      2) Create a Discussion forum to keep classroom conversations going
      3) Develop a short quiz to help students assess their own learning

    Using Multiple Methods for Teaching and Engaging & Assessing Students
    Instructors: Mary Gozza-Cohen, PhD; Jennifer Fogerty, MSEd
    Date: 8/15/2017
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      This session consists of an overview of evidence-based practices for presenting content, engaging students with the content and assessing student learning using a variety of methods and materials (with and without technology). Most of these practices can be utilized in any learning environment, but we will first consider the goals and objectives for the course or task when determining the ‘best fit’. Participants will be asked to bring a copy of a current syllabus for use in the session discussions and for conceptualizing changes in their course.

      At the end of the session, participants should be able to:
      • Describe the rationale for using multiple methods of presentation, engagement and assessment in their teaching
      • Describe at least one learning goal for their course
      • Identify one alternate presentation, engagement activity and assessment method to meet the learning goal

    Assessment Essentials 101
    Instructor: Kathleen Day, MS
    Date: 8/17/2017
    Time: 12:00pm – 1:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      As health care professionals, each of us embraces the concept of assessment, so much so that Physical Assessment is often given its own course in a curriculum. This one-hour workshop may serve as a primer and/or a refresher on the most basic concepts in educational assessment.

      Topics include:
      • Formative vs. Summative Assessment
      • Bloom’s Taxonomy and performance domains
      • Reliability, Validity and Assessment Statistics
      • Policies and a Systematic Approach

    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 8/23/2017
    Time: 5:30pm – 7:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Active teaching is an umbrella term used to identify a variety of teaching strategies. It includes most anything that students do in a classroom other than passively listening to an instructor’s lecture. Research demonstrates active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Active learning, however, presents challenges and requires re-thinking the classroom space and traditional roles.

      This interactive workshop will:
      • Summarize the impact of active teaching on student learning
      • Demonstrate a handful of active teaching strategies
      • Discuss some challenges to adopting active teaching techniques


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 8/25/2017
    Time: 9:00am – 10:30am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      The Center for Teaching & Learning presents iCE: interactive Curricula Experience Platform & App. A web-based platform and iPad app, iCE delivers faculty-generated content directly to students’ iPads, laptops or desktops for a connected learning experience.

      Making use of shared resources, the iCE Builder allows faculty to package multiple learning Objects for direct distribution to students' devices. The iCE App's display helps students and faculty connect learning Objects to topics and Topics to Modules. These course building blocks (Objects, Topics and Modules), and the iCE search engine, also assist learners to make connections.

      This new learning initiative makes collaboration and active learning much more accessible to the Jefferson community and may help inspire different approaches to teaching and learning across the university. Faculty wishing to learn more or to adopt this interactive technology for storing, sharing and organizing instructional content must attend one of the iCE workshops.The workshop introduces the iCE Builder interface and student app, so faculty may begin building a course in iCE.
      In this workshop, participants will:

      1) Develop content beginning with Objects (images, video, and other course artifacts)
      2) Organize Objects into Topics
      3) Create Modules for courses using both self-developed content and shared content
      4) Learn the steps to incorporate iCE into your course

    Collaborate—Blackboard’s Virtual Classroom
    Instructor: Mary Gozza-Cohen, PhD
    Date: 8/29/2017
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Collaborate is Blackboard’s virtual learning environment for courses, office hours, or conference calls. With a variety of audio and video communication tools, faculty and learners easily can join a session from almost any device with a wireless connection. Faculty may even use Collaborate to host a guest speaker and other invitees without Jefferson credentials. The browser-based tool fully integrates with Blackboard and enables faculty and learners to share content, demo an application or collaborate in real-time. Faculty can also establish virtual breakout rooms for learners to engage in small groups.

      At the end of this session, participants should be able to:

      1) Schedule and launch a Collaborate session
      2) Use audio and video-conference tools to communicate in real time with learners
      3) Use the Collaborate tools to create an interactive classroom experience for distance and hybrid courses

    Creating a Learner-Centered Environment
    Instructor: Julie Phillips, PhD
    Date: 8/30/2017
    Time: 5:30pm – 6:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      The educator’s role is undergoing a change in the 21st century. This transformation is, due in part to the information explosion, educational technologies, calls for accountability and demonstrations of student learning, and a growing body of evidence-based practices that document effective pedagogy. As a result, the instructional paradigm is giving way to the leaner-centered paradigm.

      Workshop participants will explore the paradigm shift and how the different approaches impact the way we approach the classroom in several key dimensions. Using short vignettes to illustrate the different dimensions, participants will be asked to imagine how adoption of a learner-centered dimension changes their approach to the classroom.

      At the end of the session, participants should be able to:
      • Summarize developments that allowed for growth of learner-centered paradigm
      • Identify key differences between the instructional and the learner-centered paradigms
      • Classify course practices and policies as more/less student-centered.

    Utilizing Academic Support at TJU
    Instructors: Jennifer Fogerty, MSEd; James Dyksen, MSEd-TESOL
    Date: 9/5/2017
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Description: Participants will get an overview of the Student Writing Center and Academic Support services currently available to TJU students, including the website, individual appointments, workshops, and department collaborations. We will provide a summary of the recently developed study cycle curriculum that informs our work with students and give an outline of a typical appointment in the Student Writing Center. Participants will learn more about the specialized services we offer to various departments to determine if a partnership with Academic Support Services will help their students.

      At the end of this session, participants will be able to:

      · Understand the services available to TJU students
      · Explore collaborations for specialized services
      · Gain knowledge of the study cycle curriculum
      · Be aware of the process used within writing consultations

    Managing Blackboard’s Grade Center
    Instructors: Sherri Place, MS; May Truong-Merritt, MS
    Date: 9/6/2017
    Time: 12:00pm – 12:30pm
    Location: Online Course - https://philau.zoom.us/j/842755774
    (Register for this session)

      Overwhelmed by all of the options in the Grade Center? In this workshop, we’ll explore some of the essentials to make grading easier and more efficient.

      At the end of this session, participants should be able to:

      1) Create and edit columns
      2) Manage columns

    Creating Effective Learning Experiences
    Instructor: Julie Phillips, PhD
    Date: 9/7/2017
    Time: 12:00pm – 1:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      "The intentional, systematic planning and sequencing behind effective assignments often goes unnoticed by learners. This workshop demystifies the assignment design process by deconstructing an activity within the context of a learning experience.

      Participants will explore the importance of aligning learning activities with learning goals and explore key characteristics in developing learning activities, the importance of scaffolding the assignment to enhance student success and the importance of feedback.

      At the end of the session, participants should be able to:
      • Describe the importance of aligning course activities with learning goals
      • Identify key characteristics of effective learning assignment or experience
      • Discuss the role of scaffolding in designing a learning experience


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Rubrics: Improve Your Grading Efficiency & Reliability
    Instructor: Kathleen Day, MS
    Date: 9/8/2017
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      For years, faculty have used rubrics to grade their written assignments. Now, Blackboard allows you to associate scoring rubrics for both your assignments and discussion boards. If you’re not convinced of the value of rubrics, come to this workshop to see how scoring rubrics can improve your grading efficiency and reliability.

      Topics will include:
      • What is a scoring rubric and why should I use one?
      • How to create, copy and edit a rubric?
      • How to associate a rubric with assignments and discussions?
      • How to import and export rubrics?
      • How to grade with rubrics?

    Writing Better Test Questions
    Instructor: Kathleen Day, MS
    Date: 9/11/2017
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 306, Center City Campus
    (Register for this session)

      Everyone stresses over exams. Learners experience anxiety around test performance, and faculty stress over writing exams. This workshop provides a foundation for thinking about exams as a tool in the instructional arsenal that provides critical feedback to both learners and faculty about students’ understanding of course material.

      The workshop will explore the importance of creating an exam blueprint—for content and complexity, question types, potential question sources, and some basic tips and strategies related to the mechanics of testing. Workshop participants will actively create, discuss and revise questions.

      At the end of the session, participants should be able to:
      • Describe the importance of an exam blueprint
      • Identify three potential sources of exam questions and strengths and weaknesses associated with each
      • Develop two different question types to assess student comprehension of course material

    Teaching for Different Environments
    Instructor: Mary Gozza-Cohen, PhD
    Date: 9/12/2017
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 306, Center City Campus
    (Register for this session)

      This session consists of an overview of the differences in teaching and learning across the three learning environments – Traditional/Face-to-Face, Blended/Hybrid and Fully Online. Knowledge is power – join us in exploring the unique differences between learning environments that include teaching and student learning challenges and evidence-based effective practices.

      At the end of the session, participants should be able to:
      • Describe the differences in teaching challenges between the three different learning environments
      • Describe the differences in the student learning experience challenges between the three different learning environments
      • Provide examples of evidence-based strategies for effective teaching in each of the learning environments
      • Explain how the strategies discussed during the session can improve the student learning experience

    Weekly Fall Semester Reading and Implementation Group: Developing Learner-Centered Teaching
    Instructor: Anne Bower, PhD
    Date: 9/12/2017
    Time: 11:00am – 12:00pm
    Location: Kanbar Campus Center, Room 302, East Falls Campus
    (Register for this session)

      Tuesdays (beginning September 12; ending November 14, 2017)

      Committing to every Tuesday in the Fall 2017 semester, a group of faculty and staff congregate over free lunch to discuss and implement strategies from Phyllis Blumberg’s "Developing Learner-Centered Teaching: A Practical Guide for Faculty". Participants implement teaching and learning strategies in their current courses and report back to the group regarding observations and outcomes.

    Communicate Like a Pro--Think Like a Journalist: Simplify Your Message
    Instructor: Julie Phillips, PhD
    Date: 9/14/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro--Think Like a Journalist: Simplify Your Message

      The “nut graf” rules in journalism. Referring to the phrase “in a nutshell,” the nut graf is a stylistic convention in journalistic writing. Journalists often provide the who, what, when, where, why and how in a few simple lines. The skill of writing clearly and concisely applies to public speaking. In order to be effective, the speaker must have a defined message for her/his audience. This workshop focuses on defining the central message and provides three practice strategies for clarifying and simplifying the message.

      Upon completion of this workshop, participants should be able to:
      • Describe three elements of a well-defined message
      • Apply one of several strategies to generate a clear and concise message


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Fantastic Resources and Where to Find Them!
    Instructor: East Falls East Falls Campus Librarians
    Date: 9/14/2017
    Time: 12:30pm – 1:45pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Join your campus librarians as we journey across the campus disciplines highlighting the top resources available for your research and courses. This overview will cover the newly launched library webpage, and newly launched features. It will be followed by a question and answer period with a light reception. New and returning faculty are invited to bring their curiosity and leave with answers to what resources best suit the needs of your courses this semester and in the future.

      At the end of this session, participants should be able to:

      1) Identify the librarian for your subject area
      2) Adapt instruction to the new library page structure
      3) Examine resources for future implementation

    Arts Integrated Curriculum Design: An Introduction
    Instructor: Heather vonOesen Dean
    Date: 9/15/2017
    Time: 9:00am – 12:00pm
    Location: Bluemle Life Sciences Building, Room 101 - Center City Campus
    (Register for this session)

      This workshop was created to assist faculty in the health sciences to start thinking about optimizing conditions for learning by implementing a rigorous arts-integrated creative curriculum into their work. Faculty will leave equipped with strategies and processes to think systematically about their instruction and how they can improve it with the arts.

      At the end of this session, participants should be able to:

      Use the creative curriculum design process to analyze the quality of the curriculum
      Apply the creative curriculum design process to increase creativity, rigor, and meaning into their medical curriculum
      Practice reflective strategies while participating in a creative curriculum arts integrated unit

      * Heather vonOesen Dean grew up and attended public school in Virginia. She earnerd a BA in Studio Art and Art History from Denison University and a Master’s Degree in Education from DePaul University. In 2005 she earned [and currently holds] a National Board Professional Teaching Certificate for Middle Childhood Generalists. She has taught in Chicago, IL and Tampa, FL, and operates Creative Across the Curriculum, LLC out of Madison, Wisconsin.

      Over the past twenty years, she has successfully taught elementary through college-level courses in both public and private schools using rigorous arts-integrated curricula. She currently mentors educators on how to design a creative curriculum that enhances the quality and the depth of students’ thinking. Her clients include professionals across the educational spectrum, from preschool teachers to medical faculty, and parents to community members.

    Weekly Fall Semester Reading and Implementation Group: Diversity, Inclusivity and Social Justice in the Classroom and on Campus
    Instructor: Susan Frosten, MArch
    Date: 9/18/2017
    Time: 1:00pm – 2:00pm
    Location: Kanbar Campus Center, Room 106, East Falls Campus
    (Register for this session)

      Mondays (beginning September 18, ending December 4, 2017)

      This reading and implementation group will read a book centric to diversity, social justice, and inclusivity issues in the classroom and on campus. Additional selected readings and viewings, and weekly discussions will allow participants to reflect, learn, and implement strategies to enhance a safe and respectful learning environment while fostering honest and mindful discussion between your students and you.

    The Academic Brain on Stress: Frontal Lobe Fatigue, Procrastination, and Burnout
    Instructor: Janet Zadina, PhD
    Date: 9/18/2017
    Time: 9:00am – 10:00am
    Location: Jefferson Alumni Hall, Brent Auditorium, Center City Campus
    (Register for this session)

      Are you less productive than you could be? Is your work making you exhausted instead of energized? Do you have trouble making yourself tackle projects? Is procrastination an issue? Are you feeling burned out, even though you love what you do? And how do you even know if you’re burning out in the first place, and what can you do about it?
      Discover 3 brain processes affecting academics and how to manage them for increased motivation and productivity.
      At the end of this session, participants should be able to:
      1) Recognize burnout in academics
      2) Identify methods to increase academic productivity
      3) Apply effective strategies to counter burnout and increase burnout

    Raising Achievement by Reducing Stress and Increasing Happiness in Students and Faculty: Science and Strategies
    Instructor: Janet Zadina, PhD
    Date: 9/18/2017
    Time: 10:30am – 12:30pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      At least 30% of students suffer from impaired learning secondary to stress and anxiety. In a recent study, nearly half of university graduate students experienced symptoms of depression. Faculty, alike, experience similar symptoms. For both students and faculty, high levels of stress impair thinking and learning, and can negatively impact academic performance. This session will focus on methods that can mitigate stress in the academic arena and boost happiness and success.
      At the end of this session, participants should be able to:
      1) Cite the statistics on burnout in academics
      2) Review how anxiety, stress, and trauma negatively affect academic performance in multiple ways
      3) Discuss what not to do – typical classroom practices that can aggravate anxiety and/or stress

    Creativity and the Brain: Science and Strategies
    Instructor: Janet Zadina, PhD
    Date: 9/18/2017
    Time: 4:00pm – 5:00pm
    Location: Connelly Auditorium, Hamilton Building, Center City Campus
    (Register for this session)

      Is creativity really a right-brained activity? Do some people have it and others do not? Is it related to IQ? What is the relationship between academic achievement, innovation and creativity?
      At the end of this session, participants should be able to:

      1) Identify the difference between critical thinking and creative thinking
      a) Different brain processes
      b) Different brain regions more active
      c) Different strategies
      2) Characteristics of creative thinkers and how to develop those
      3) Strategies for becoming more creative
      4) Classroom strategies to enhance creativity

      A small reception will follow this workshop.

    Executive Function-- What Do Air Traffic Controllers, Conductors and Executives have in common?
    Instructor: Kristin Swoszowski-Tran, PhD
    Date: 9/19/2017
    Time: 3:30pm – 4:30pm
    Location: Paul Gutman Library, East Falls Campus
    (Register for this session)

      Why do some college students struggle with prioritizing, time management, organization, and sustaining effort or attention? These struggles could be the result of Executive Function (EF) challenges. EF refers to brain-based abilities that allow us to manage our energy, thoughts, planning skills, and helps us to focus on our goals, which in turn, enables us to get things done. This workshop will provide a an overview of executive function and explore how college educators can use an inquiry-based approach to support students in learning to successfully manage the EF challenges present in their classrooms.

      At the end of this session, participants should be able to:
      1) Understand EF constructs
      2) Build a common vocabulary about key concepts
      3) Understand basic brain biology pertaining to EF
      4) Implement specific techniques to support working memory, time management, self-regulation, task initiation and completion, and organization

    Building a Better Lecture
    Instructor: Julie Phillips, PhD
    Date: 9/20/2017
    Time: 5:30pm – 6:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      According to classroom observations and self-report data, instructors rely heavily on lecture as an instructional method despite research documenting the limited effectiveness of lectures as a teaching strategy. Lectures can be integral to the learning experience with an understanding of the factors contributing to its effectiveness as an instructional tool. This workshop will focus on identifying key uses of lecture and three simple strategies for building more effective learning experiences for students. Participants are asked to identify and bring a lecture they have previously developed for use during the experiential workshop.

      Upon completion of the workshop, participants will be to:
      • Identify best uses of lecture
      • Define one organizing technique for lectures
      • Incorporate signposts into a planned lecture experience
      • Apply best practices to a planned lecture experience


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Communicate Like a Pro--Think Like a Contractor:Build a Solid Framework
    Instructor: Julie Phillips, PhD
    Date: 9/21/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro--Think Like a Contractor: Build a Solid Framework

      Contractors value a solid foundation and a building’s bone. Think about the importance of a load-bearing wall and the care with which it is treated it renovation projects.

      Similarly, presentations must have a foundation upon which to build and a discernible structural pattern that supports the author’s position. This workshop focuses on common organizational patterns and the importance of making that pattern discernible for audiences. Participants will be asked to identify commonly used organizational methods and practice using internal previews and reviews as well as signposts in speeches.

      Upon completion of this workshop, participants should be able to:
      • Describe at least two methods of structuring a presentation or message
      • Identify a the importance of signposts
      • Create a message with a discernible organizational pattern


    Educational Theory Made Practical
    Instructor: Teresa Chan
    Date: 9/22/2017
    Time: 1:00pm – 4:00pm
    Location: Eakins Lounge, Jefferson Alumni Hall
    (Register for this session)

      The Office for Faculty Development is proud to welcome Dr. Teresa Chan back to Jefferson. During this 3-hour session, she will lead a workshop that will help educators at Jefferson better acquaint themselves with several high-impact educational theories to maximize the learning outcomes of their courses and classes for their students. During the workshop, participants will have the opportunity to develop structured longitudinal projects anchored in specific educational theories, and gain a better understanding of learning theory networks.

      At the end of this session, participants should be able to:

      1. Identify specific educational theories

      2. Network with colleagues and educators
      3. Apply learning theory networks to your work as an educator
      4. Design a longitudinal project that is anchored in specific educational theories

    Facilitating Discussions 101
    Instructor: Julie Phillips, PhD
    Date: 9/25/2017
    Time: 5:30pm – 6:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Teaching through discussion rather than lecture presents unique set of opportunities and challenges for instructors. This workshop explores the power of discussion as a teaching tool and offers advice on strategies for incorporating discussion into in small, medium or large course environments.

      This experiential workshop will assist instructors in setting expectations for student preparation and involvement, developing a strategy for initiating conversations, and skills for sustaining and advancing a discussion. Participants will practice developing questions that launch productive discussions, effectives responses for probing responses and a sampling of discussion techniques for small or large groups.

      At the end of the session, participants should be able to:
      • Identify two ways to initiative a discussion in class
      • Describe key characteristics of good discussion questions
      • Explain two techniques for engaging learners in discussion

    Not Another Test! Beyond High Stakes Testing
    Date: 9/26/2017
    Time: 12:00pm – 1:30pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This session will demonstrate how no-stakes assessment used in class or as a low-stakes assignment can facilitate student self-regulation, retention of information and inform your instruction in real time. Many of us wonder just how much our students know or have retained from our lectures or the assigned work that is often necessary to understand the new information you are about to teach. We will explore some simple evidence-based teaching and student engagement strategies that will help you understand what you need to do differently in an upcoming class session and right on the spot as you are teaching. This can be particularly helpful in large classes but is also a valuable technique in any learning environment. A sampling of technologies will be discussed for this purpose including Nearpod, VoiceThread and Collaborate Ultra.

      At the end of the session, participants should be able to:
      • Understand the purposes of and differences between formative and summative assessments
      • Describe multiple formative assessment options for use in their courses
      • Create at least one formative assessment for immediate use in one or more courses

    The Active Learning Lecture
    Instructor: Julie Phillips, PhD
    Date: 9/28/2017
    Time: 11:00am – 12:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      The large lecture presents a number of challenges to experienced and novice instructors alike. This workshop explores some of the challenges (and assumptions we make about what can or cannot happen in a large lecture) and describes a number of techniques to assist faculty transition from the “sage on the stage” to a “guide on the side.”

      This interactive workshop will:
      • describe benefits and challenges associated with a traditional lecture model
      • explore instructor and student assumptions about large enrollment courses
      • identify potential engaged learning activities for the large lecture courses
      • demonstrate a handful of techniques to enhance large lecture courses

    Communicate Like a Pro---Think Like a Radio Host: Find Your Voice
    Instructor: Julie Phillips, PhD
    Date: 10/5/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro: Think Like a Radio Host: Find Your Voice

      Fans of WKRP in Cincinnati and News Radio probably had a favorite personality from the fictionalized radio stations. For me, it was Les Nesman (“Oh, the humanity.”) and Bill McNeal (played by Phil Hartmann). Each of the radio hosts capitalized on their voice to delivery news, information and “gripping” music (a la Dr. Jonny Fever) to the listeners. As presenters, we must cultivate a signature style that addresses the speaker’s authenticity and vocal capabilities. This workshop encourages participants to reflect on the signature’s authentic speaking style they would like to cultivate experiment with simple techniques to add more energy, variety and interest to their voice.

      Upon completion of this workshop, participants should be able to:
      • Describe the concepts of a “signature” style
      • Identify the importance of vocal variety in communication settings
      • Apply at last two techniques to improve vocal variety


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    The New Science of Learning: Strategies and Applications Designed to Facilitate Student Learning
    Instructor: Todd Zakrajsek, PhD
    Date: 10/6/2017
    Time: 9:00am – 10:00am
    Location: Kanbar Performance Space, Kanbar Campus Center, East Falls Campus
    (Register for this session)

      This session focuses on the major points of the book "New Science of Learning" (co-authored with Terry Doyle) with attendees working through some ways to apply these concepts in just about any class.

      At the end of this session, participants should be able to:

      1) Explain how at least three physiological mechanisms impact learning
      2) Include information about growth mindedness into any classroom
      3) Encourage students to develop a better understanding of their own learning

      Todd Zakrajsek is an Associate Professor in the Department of Family Medicine and Associate Director of the Faculty Development Fellowship at the University of North Carolina School of Medicine. Dr. Zakrajsek is also an Adjunct Associate Professor of Faculty Development in the College of Veterinary Medicine at North Carolina State University. His current academic work and publications pertain to faculty development, effective instructional strategies, and student learning.

    Motivating and Engaging Students in the Classroom: Advancing the Understanding and Applications of How Students Learn
    Instructor: Todd Zakrajsek, PhD
    Date: 10/6/2017
    Time: 10:30am – 12:00pm
    Location: Kanbar Performance Space, Kanbar Campus Center - East Falls Campus
    (Register for this session)


      This session will demonstrate common aspects of all learning, and how to use those concepts to motivate and engage students as they acquire new skills and knowledge. Included will be rethinking some current educational trends with an emphasis on what aspects of these trends will likely hold up, and which trends are likely to falter. The emphasis will be on applications that can be quickly put to use.

      At the end of this session, participants should be able to:

      1) Describe the current understanding of the effectiveness of lectures relative to active learning
      2) Explain the critical aspects of a Flipped Classroom approach
      3) Apply at least one new teaching strategy to better engage students in the classroom

      Todd Zakrajsek is an Associate Professor in the Department of Family Medicine and Associate Director of the Faculty Development Fellowship at the University of North Carolina School of Medicine. Dr. Zakrajsek is also an Adjunct Associate Professor of Faculty Development in the College of Veterinary Medicine at North Carolina State University. His current academic work and publications pertain to faculty development, effective instructional strategies, and student learning.

    OrciD, Scopus, and Google Scholar, Oh My! – As You Walk the Road of Research, These Can Help Track Your Journey
    Instructor: Daniel Verbit, MS
    Date: 10/23/2017
    Time: 12:00pm – 1:00pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      There are a variety of identifiers that are out there, some that you create for yourself and others that companies create for you. This workshop will go over the basics and help you set up accounts and link your IDs to your published research. For best results please bring your laptop and digital CV.

      At the end of this session, participants should be able to:

      1) Understand the value of claiming and knowing your unique identifiers
      2) Locate various online unique identifiers
      3) Compile a digital account of existing scholarship
      4) Develop a plan for future updates

    A Look at Online and Hybrid/Blended Course (Re-)Design and the Student Experience
    Instructor: Mary Gozza-Cohen, PhD
    Date: 10/24/2017
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Not all courses are created equal. This session will focus on course design in online and blended/hybrid courses and the impact it has on the student experience. Evidence-based practices will be shared with participants and examples of different, yet effective, course designs. The presentation will showcase at least one before and after example of a course re-design that will be shared by the presenter and a course instructor.

      At the end of the session, participants should be able to:
      • Explain how course design can negatively and positively impact the student experience in online and hybrid/blended courses
      • Identify two – three features of various course designs presented that they would consider incorporating in a current or future online or hybrid/blended course

    Communicate Like a Pro--Think Like an Advertiser: Grab and Keep Attention & Close the Deal
    Instructor: Julie Phillips, PhD
    Date: 11/2/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this eight part series focuses improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking though the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro--Think Think an Advertiser: Grab and Keep Attention & Close the Deal

      Some estimates suggest that we are exposed to thousands of advertisements in a day. In order to compete, an advertisement must grab the viewer’s attention and convince people to act in some way. Similarly, speakers must capture and maintain the audience’s attention and more importantly move people to action, even if the action is to seek additional information or to inspire behavioral change. This workshop focuses on the importance of keeping and maintaining and audience’s attention, specifically as it applies to introductory and concluding remarks. Participants will explore several techniques to grab the audience’s attention, create relevancy, and issue the call to action.

      Upon completion of this workshop, participants should be able to:
      • Articulate the importance of introductory remarks in a communicative exchange
      • Articulate the importance of concluding remarks in a communicative exchange
      • Apply at last two techniques to grab and maintain the audience’s attention

    Electronic Portfolios for Academic Programs and Career Success
    Instructor: Julie Phillips, PhD
    Date: 11/7/2017
    Time: 5:30pm – 6:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      The fields of art, architecture and engineering have long used portfolio’s as a way for both students – and professionals – to show case their work. Not unexpectedly, these physical portfolios have found their way onto the digital world and are often called e-portfolios. Whether physical or electronic this tool for show casing a person’s skills and experience is valuable. Both to the learner as evidence of their accomplishments and as a tool to help them stand out as a better candidate in the hiring process. Portfolios can also play an important role in the professional development of a student. Specific course projects that meet academic objectives can be reflected on, solidifying the students understanding of concepts and the skills they’ve mastered.

      Upon completion of this workshop, participants will be able to:
      • Identify how portfolios can be used in the academic program to track student progress and mastery of skills
      • Observe a demonstration of sample portfolios in Jefferson’s portfolio product, Portfolium
      • Identify which assignments in your course would be appropriate for showcasing student achievement in a portfolio

    Teaching and Learning Online: A Dive into the Unknown
    Instructor: Mary Gozza-Cohen, PhD
    Date: 11/7/2017
    Time: 1:00pm – 2:30pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This session will take a dive into the uniqueness of the fully online learning environment and what that means for instructors and students. Current research, evidence-based practices and tips and tricks will be shared with participants. In this session we will review, in part, the role of online course structure, communication and engagement in student satisfaction and success. Please join us if you are thinking about moving a course online at some point, are currently teaching online or simply want to learn more about online teaching and learning.

      At the end of the session, participants should be able to:
      • Describe the current evidence-based research on online teaching and student satisfaction
      • Describe and conceptualize one or more strategies in their current or future online teaching practices

    Experimenting Team-Building Strategies in an Innovative Nexus Learning Capstone Course
    Instructor: Gulbin Ozcan-Deniz
    Date: 11/7/2017
    Time: 11:00am – 12:00pm
    Location: Gutman Library, East Falls Campus
    (Register for this session)


      This proposal aims to analyze team-building and collaborative working problems by re-designing the Construction Capstone Course at Philadelphia University. Currently, the course does not support teamwork and fulfill what students expect from a capstone course, which should be a culminating learning experience. Capstone is re-designed as an active and collaborative course with team-building activities around a real construction project. The presentation will include the re-design steps, the details of the course delivery methods, and student assessment results. The results include the background, characteristics, and dynamics that contribute to team-working as well as the success of team-based and peer learning strategies.

      At the end of this session, participants should be able to:

      1) Understand the processes and dynamics that contribute to team working and team success
      2) Learn how to implement teamwork as an effective teaching tool
      3) Determine digital tools for collaboration

    Experimenting Team-Building Strategies in an Innovative Nexus Learning Capstone Course
    Instructor: Gulbin Ozcan-Deniz
    Date: 11/7/2017
    Time: 11:00am – 12:00pm
    Location: Paul Gutman Library, Instruction Space
    (Register for this session)

      This proposal aims to analyze team-building and collaborative working problems by re-designing the Construction Capstone Course at Philadelphia University. Currently, the course does not support teamwork and fulfill what students expect from a capstone course, which should be a culminating learning experience. Capstone is re-designed as an active and collaborative course with team-building activities around a real construction project. The presentation will include the re-design steps, the details of the course delivery methods, and student assessment results. The results include the background, characteristics, and dynamics that contribute to team-working as well as the success of team-based and peer learning strategies.

      At the end of this session, participants should be able to:
      1) Understand the processes and dynamics that contribute to team working and team success
      2) Learn how to implement team work as an effective teaching tool
      3) Determine digital tools for collaboration

    Engaging Students and Facilitating Interaction Using VoiceThread
    Instructor: Mary Gozza-Cohen, PhD
    Date: 11/14/2017
    Time: 10:00am – 11:00pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      VoiceThread is a multimedia tool for learner engagement and interaction across learning environments. The technology makes it easy to record and annotate slides, encourage asynchronous discussion and track student participation. Join us in this session to learn more and hear about faculty experiences with VT in across learning environments.

      At the end of this session, participants should be able to:
      • Understand the use of VT as one of many active learning strategies
      • Describe possibilities for incorporating VT to increase student engagement and interaction, present content and assess students
      • Plan one or more VT activities for use in a course.

    Introduction to High-Functioning Autism Spectrum Disorder in College Students
    Instructor: Kristin Swoszowski-Tran, PhD
    Date: 11/14/2017
    Time: 3:30pm – 4:30pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      This workshop will provide an overview of high-functioning autism spectrum disorder (ASD) and discuss the challenges that students with high-functioning ASD face on a daily basis on college campuses. Participants will be exposed to materials aimed to help them better understand how people with ASD process emotions, sensory input, stress, and academic environments. Workshop participants will learn more about ASD in both women and men. By the end of the workshop, participants will develop knowledge to prepare them to better recognize, teach, and empathize with students with ASD in their classrooms.

      At the end of this session, participants should be able to:
      1) Identify the 3 areas of impairment associated with high-functioning autism spectrum disorders (ASD)
      2) Identify the learning characteristics of college students with high-functioning ASD
      3) Use the information about learning characteristics to inform how their classrooms and interactions with students with ASD could become more supportive
      4) Identify myths associated with ASD and respond to those myths with facts they have learned in the presentation

    Communicate Like a Pro--Think Like an Athlete: Harness the Power of Practice
    Instructor: Julie Phillips, PhD
    Date: 11/16/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this eight part series focuses improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking though the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.
      Communicate Like a Pro--Think Like an Athlete: Harness the Power of Practice

      Serious runners (not just professionals) incorporate a number of strategies to achieve their personal bests, including short runs, long runs, internal training, strength conditioning and nutrition. Practice for public presentations should adopt a similar strategy and the workshops included in this series offer drills to improve specific aspects of one’s communication skills. This workshop focuses on putting the pieces together and offers a perspective on practice that highlights the importance of speaking aids, “chunking” and ‘distributed practice.”

      Upon completion of this workshop, participants should be able to:
      • Describe the importance of practice in creating effective presentations
      • Define different methods of preparation
      • Apply at last two techniques to facilitate effective practice for a public presentation

    Creating & Maintaining a Sense of Community in Fully Online Learning Environments
    Instructor: Mary Gozza-Cohen, PhD
    Date: 11/28/2017
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      This session will focus on communication and community building in fully online learning environments. The perceived lack of student-student and student-instructor interactions remains a fear for instructors and students new to online teaching and learning. In this session, participants will learn some tips and tricks for creating and maintaining communication and building a sense of community in their courses. The Community of Inquiry (CoI) Framework will be discussed as one method for understanding the value of Social Presence in this learning environment. Additionally, participants will hear from an instructor who made modifications to a course that proved beneficial for all.

      At the end of the session, participants should be able to:
      • Describe the perceived challenges of online courses and personal interactions
      • Describe methods for developing and fostering a sense of community and connection in a fully online course
      • Identify some readily available tools and strategies for facilitating student-student and student-instructor interactions in their current courses

    Communicate Like a Pro--Think Like a Designer: Create an Impact with Visuals
    Instructor: Julie Phillips, PhD
    Date: 11/30/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro--Think Like a Designer: Create an Impact with Visuals

      Visuals matter. Designers understand the importance of aesthetics and how to use visual elements to set a tone or elicit a response. Communicators could benefit from borrowing a few design principles to improve the now ubiquitous PowerPoint (PPT) presentation, This workshop focuses on a handful of design principles that will elevate the look and feel of PPT presentations to make the message pop. Participants will apply the highlighted design principles to a selection of PPT slides to evaluate the good, bad, ugly and possible fixes.

      Upon completion of this workshop, participants should be able to:
      • Discuss the importance of visually appealing materials that complement a presentation
      • Identify key design considerations in preparing visual materials
      • Identify common errors in PPT design



      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Communicate Like a Pro--Think Like a Race Car Driver: Respond on the Fly (to Q& A)
    Instructor: Julie Phillips, PhD
    Date: 12/7/2017
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this eight part series focuses improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking though the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.


      Communicate Like a Pro--Think Like a Race Car Driver: Respond on the Fly (to Q& A)

      A casual observer of a FormulaOne or NASCAR event has witnessed decision-making that takes place in milliseconds and can change the outcome of the race. Professional drivers must plan for and be prepared to act in the face of the “unknown” as it unfolds. Similarly, good communicators plan and prepare for the “unknown” of a Q&A session. Speakers can anticipate and prepare for likely questions in advance by carefully analyzing points of disagreement or contention or through consideration of the audience and its key concerns. This workshop focuses on the dreaded Q&A session and provides tips and techniques for successfully navigating the final minutes of a communication experience.

      Upon completion of this workshop, participants should be able to:
      1. Discuss the role and function of a Q&A session in professional settings
      2. Develop a plan for facilitating an effective Q&A session
      3. Apply at least two techniques for responding to the Q&A session

    Reflection as a Tool for Teaching and Learning
    Instructor: Mary Gozza-Cohen, PhD
    Date: 12/12/2017
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 200A, Cemter City Campus
    (Register for this session)

      This session will focus on the use of student reflection as one method for deepening their understanding of course content (Mezirow, 1997). "Critical reflection is the means by which we work through beliefs and assumptions, assessing their validity in the light of new experiences or knowledge, considering their sources, and examining underlying premises" (Cranton, 2002, p. 65). Strategies for reflective practice will be discussed and will include the use of a private journal (communication between instructor and student only), Wiki, reflective written assignments and other related activities. Join the discussion and learn how to incorporative this valuable evidence-based practice in one or more of your courses to benefit your students and gain a better understanding of their thought processes.

      At the end of the session, participants should be able to:
      • Discuss the value of student reflection as a potential strategy for facilitating deeper learning
      • Develop a tentative plan for incorporating reflective activities for one or more courses
      • Select one tool for consideration for one or more reflective assignments


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Introduction to Adult Learning and its Application to the Health Professions
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 12/15/2017
    Time: 12:00pm – 1:00pm
    Location: Bluemle Life Sciences Building, Room 101-Center City Campus
    (Register for this session)

      Active learning has received considerable attention over the past several years. It is defined as any instructional method that engages learners in the learning process, requiring learners to partake in meaningful learning activities and think about what they are doing. Active learning has the potential to promote analysis, synthesis, and evaluation of course content.

      This session will challenge some commonly held assumptions about learning, and discuss some of the research in the area of cognitive psychology, education, and physiology that hold direct implications for teaching in the health professions. In addition, a number of easily adaptable classroom activities will be used during the session.

      At the end of the session, participants should be able to:

      1) Describe theoretical principles to teaching students in the health professions
      2) Define adult learning; active learning; and passive learning
      3) Identify various instructional styles to achieve effective learning outcomes for learners in the health professions

    Creating & Maintaining a Sense of Community in Fully Online Learning Environments
    Instructor: Mary Gozza-Cohen, PhD
    Date: 2/6/2018
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      This session will focus on communication and community building in fully online learning environments. The perceived lack of student-student and student-instructor interactions remains a fear for instructors and students new to online teaching and learning. In this session, participants will learn some tips and tricks for creating and maintaining communication and building a sense of community in their courses. The Community of Inquiry (CoI) Framework will be discussed as one method for understanding the value of Social Presence in this learning environment. Additionally, participants will hear from an instructor who made modifications to a course that proved beneficial for all.

      At the end of the session, participants should be able to:
      • Describe the perceived challenges of online courses and personal interactions
      • Describe methods for developing and fostering a sense of community and connection in a fully online course
      • Identify some readily available tools and strategies for facilitating student-student and student-instructor interactions in their current courses

    Game-Based Learning – Getting Started
    Instructors: Chris Pastore, PhD; Jack Suss, PhD
    Date: 2/6/2018
    Time: 2:30pm – 3:30pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Game-based learning, or gamification of the classroom is gaining attention. The underlying principle is that if students are engaged in winning the game, they will put more active learning to play and, the literature suggest, increase retention. But what is gamification? Are there good games and bad games to deploy in the classroom? In this workshop, we will experience a few simple games and discuss the advantages and disadvantages of them as educational tools.

      At the end of this session, participants should be able to:
      1) Understand the components of good games
      2) Apply components of gaming to begin to design a pedagogical game
      3) Design assessment tools to gauge success of your game

    Creating and Preparing Charts for Publication
    Instructor: Kathleen Day, MS
    Date: 2/13/2018
    Time: 10:00am – 11:00am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Creating charts for publication is a snap with Microsoft Excel. The graphing and formatting of Excel make it a quick and easy solution for many types of data display. We’ll look at optimizing your format in Excel for easy placement into PowerPoint, Adobe Illustrator or Photoshop. Participants should already possess the skills to work with data in Excel.

      During this workshop we will:
      • Create various types of graphs including: bar charts, x-y plots, scatter plots
      • Manipulate formatting to gain adequate resolution
      • Add a chart to MS PowerPoint for automatic updating
      • Copy and manipulate a chart in Photoshop that satisfies publishers’ requirements

    Facilitating and Debriefing Interprofessional Programs
    Instructors: Shoshana Sicks, EdD; Elena Umland, PharmD
    Date: 2/20/2018
    Time: 12:00pm – 1:00pm
    Location: Room 201 College, Center City Campus
    (Register for this session)

      Interprofessional education (IPE) and collaborative practice (CP) are now broadly viewed as imperatives for meeting the Quadruple Aim of healthcare, with IPE playing an integral part of health professions accreditation requirements. This session will focus on developing the skills necessary for practitioners and faculty to facilitate and debrief interprofessional activities to prepare a collaborative practice-ready workforce and meet the demands of accreditors. Session topics will include review of the roles, responsibilities and expertise for health professions students trained at Jefferson, theories underpinning interprofessional facilitation, methods for successfully facilitating and debriefing interprofessional learners, and the role of the facilitator in JCIPE’s IPE and CP initiatives.
      Learning objectives
      a. Identify the roles, responsibilities and programs of study for health professions students at Jefferson.
      b. Discuss the theories underlying facilitation and debriefing of interprofessional learners.
      c. Describe methods for facilitating interprofessional learners during activities with interprofessional learning objectives.
      d. Compare and contrast interprofessional and uni-professional facilitation and debriefing.

      Background:
      In an effort to raise awareness to the interprofessional education (IPE) and collaborative practice (CP) activities planned and delivered at Jefferson as well as to poise faculty to create additional innovative IPE/CP programming that includes assessment, JCIPE will sponsor and deliver a series of IPE Faculty Development Sessions. JCIPE plans to offer these introductory sessions annually and to include future sessions that will build upon these introductory offerings.

    Getting Started with Flipped Learning
    Instructor: May Truong-Merritt, MS
    Date: 2/21/2018
    Time: 12:00pm – 1:00pm
    Location: Online Course - https://philau.zoom.us/j/346196414
    (Register for this session)

      Looking for ways to make the most of your face-to-face class time? Consider incorporating flipped learning! In this workshop, we’ll explore the Four Pillars of F-L-I-P that support active, engaged learning.

      At the end of this session, participants should be able to:
      1) Identify the four pillars of F-L-I-P
      2) Describe one strategy for incorporating at least one pillar
      3) Design an action plan for flipping one class meeting within a course

    Fostering Engaged Student Learning Using Team-Based Learning
    Instructor: Jeff Ashley, PhD
    Date: 2/23/2018
    Time: 11:30am – 1:00pm
    Location: Paul Gutman Library, Instruction Space
    (Register for this session)

      Team-Based Learning (TBL) is an evidence-based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. This workshop puts you in the seat of a student to appreciate the process and effectiveness of TBL.

      At the end of this session, participants should be able to:

      1) Understand the three modules of the team based learning process
      2) Apply team based learning strategies in their courses to optimize student preparation and incorporate higher order thinking skills

    Getting the Most from Course Templates with Blackboard Learn’
    Instructors: Juan Leon, PhD; Kathleen Day, MS; Mary Gozza-Cohen, PhD
    Date: 2/27/2018
    Time: 12:00pm – 1:00am
    Location: SML 200A
    (Register for this session)

      The use of design patterns or ‘templates’ for course development promotes adoption of good instructional practices while contributing to administrative efficiency at both the course and program level. As implemented by Blackboard Learn, course design templates provide course authors with a range of effective course structures upon which to build, and templates frequently offer a variety of ‘prefabricated’ course components to which course content is easily added.

      In this session experienced designers and users of Blackboard templates from across the University will share examples of how templates are currently being applied to accomplish a range of purposes. Together with these examples, instructors will reflect on the qualities of effective templates and their uses for online, hybrid, and classroom based courses. The special value of templates for supporting targeted initiatives, such as faculty support and development or the presentation of high-priority resources to students, will also be discussed.

      An important outcome of these presentations will be to highlight the pedagogical and policy implications inherent in the adoption and design of templates. A second major goal of the session is to paint a realistic picture of how templates are adopted, designed, and implemented. The adoption process may involve multiple stakeholders (faculty, students, administrators, support staff), and template design work should proceed methodically.
      Instructors will explain how ‘the cake gets baked’ in programs that have adopted template use, and will list key points to consider when adopting template-based course design.

      At the end of this session, participants should be able to:

      • Weigh the benefits and challenges of adopting template-based course design with Blackboard Learn
      • Explain quality criteria for course design templates and list the “must have” items for templates of various kinds
      • Develop an action plan for template development that supports student learning, faculty buy-in, and long-term administrative efficiencies.

    Photoshop Basics for Teaching and Publication
    Instructor: Kathleen Day, MS
    Date: 3/6/2018
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This workshop will focus on the steps involved with manipulating digital images for teaching and publishing. Participants will be shown each step of the process—from digitizing images to managing files for all possible output types. Due to the limited number of site licenses for this program, participants will do hands-on work in small groups.

      At the end of this session, participants should be able to:

      1) Identify the differences in image requirement for print and display
      2) Use the settings for adjusting image resolution
      3) Learn to crop and resize images
      4) Manipulate color including modes and saturation
      5) Apply labels to images
      6) Save images in different file formats

    Tools for Collaborative Creation
    Instructor: May Truong-Merritt, MS
    Date: 3/7/2018
    Time: 12:00pm – 1:00pm
    Location: Online Course - https://philau.zoom.us/j/855816121
    (Register for this session)

      Looking for technology tools that allow students to co-create and provide feedback or comments? In this short session, we’ll go beyond Blackboard’s group tools to explore tools that support student (and faculty!) collaboration.

      At the end of this session, participants should be able to:

      1) Define your specific collaboration requirements
      2) Identify tools that support your learning goals
      3) Develop a plan for implementing a collaboration tool for at least one assignment in your course

    Facilitating Discussions 101
    Instructor: Julie Phillips, PhD
    Date: 3/8/2018
    Time: 3:00pm – 4:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Teaching through discussion rather than lecture presents unique set of opportunities and challenges for instructors. This workshop explores the power of discussion as a teaching tool and offers advice on strategies for incorporating discussion into in small, medium or large course environments.

      This experiential workshop will assist instructors in setting expectations for student preparation and involvement, developing a strategy for initiating conversations, and skills for sustaining and advancing a discussion. Participants will practice developing questions that launch productive discussions, effectives responses for probing responses and a sampling of discussion techniques for small or large groups.

      At the end of the session, participants should be able to:
      • Identify two ways to initiative a discussion in class
      • Describe key characteristics of good discussion questions
      • Explain two techniques for engaging learners in discussion

    “Building the Ramp”: Strategies to Facilitate Learning for All Students
    Instructors: Marie-Christine Potvin, PhD; Monique Chabot, PhD; Zoe  Gingold
    Date: 3/9/2018
    Time: 11:30am – 1:00pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      “I can’t keep up with taking notes in class”, “I don’t know what homework is due this week”, “I’m confused by my assignment expectations”, “I don’t know what’s going on with my group projects” – These are some of the challenges that students with disabilities in the GOALS2 Program have identified. Come explore simple strategies you can use in your classroom to facilitate students’ learning. Research tells us that when we employ teaching strategies that facilitate learning for students with disabilities, all students benefits. It’s like building a ramp that everyone can use.
      At the end of this session, participants should be able to:

      1) Understand challenges of students’ with disabilities that can affect their participation in the classroom
      2) Identify areas within their courses where accessible learning strategies could be used to enhance student outcomes
      3) Identify effective teaching strategies that can facilitate learning for all students
      4) Develop a plan for implementing these teaching strategies into one course

    Intermediate Photoshop
    Date: 3/13/2018
    Time: 10:00am – 11:30am
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This workshop is a continuation of Photoshop Basics offering a more in-depth exploration of this application’s functions. Topics will include: Automate functions, History Palette, Layers, layout and preparing images for use in MS Office applications. Due to the limited number of site licenses for this program, participants will do hands-on work in small groups. It is highly advised that Participants have an understanding of Photoshop or have attended the Photoshop Basics workshop to attend this workshop.

      At the end of this session, participants should be able to:

      1) Use Automate functions to:
      a) Batch rename image files
      b) Create contact sheets
      c) Record and use Actions for repetitive tasks
      2) Use the History palette to undo selective changes
      3) Inserting guides and grids for layout
      4) Utilize layers

    Vernal Equinox Update on Scholarly Resources
    Instructor: East Falls East Falls Campus Librarians
    Date: 3/22/2018
    Time: 2:00pm – 3:15pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Spring is a great time to think about future course planning and summer research goals. The librarians of Gutman Library will be hosting a round robin discussion of various new library resources and changes to services in the new enterprise. Question of all types are welcome as we sojourn across the nexus learning possibilities using library resources. After a group question and answer period, light refreshments will be served allowing one-on-one time with your friendly librarians to plan future collaborations.

      At the end of this session, participants should be able to:

      1) Understand new database interfaces
      2) Identify changes to available resources
      3) Liaise with librarians for scheduling for the fall semester

    Fostering Wellness in Faculty and Learners
    Instructor: Stuart Slavin, MD, MEd
    Date: 3/23/2018
    Time: 9:00am – 1:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Stuart Slavin is known for recognizing and combatting high depression rates of medical students. With a focus on faculty, this session will explore cognitive behavioral techniques and the learning environment. Find out how maladaptive perfectionism and toxic work environments can affect our students and our ability to teach effectively. In small groups, strategize to foster resilience and coping skills. End the session by participating in a personal wellness activity.

      At the end of the session, participants should be able to:

      1) Understand the six components of the work environment
      2) Discuss the role of cognitive behavior techniques regarding an individual's interaction with the learning environment
      3) Strategize how to reduce stressors and change toxic environments
      4) Develop a toolbox for fostering resilience and coping skills in faculty and learners

    Teaching with Technology: How to decide What Works for You and Your Students?
    Instructor: David Kratzer, MArch
    Date: 3/29/2018
    Time: 11:30am – 1:00pm
    Location: Paul Gutman Library, Instruction Space, East Falls Campus
    (Register for this session)

      Adopting a new technology can be time-consuming, risky, and may not align with your student learning goals. This workshop explores the myriad of tech-assisted teaching and learning methods that can be used to more fully engage students in applied and meaningful interactions with course content and skill development.

      At the end of this session, participants should be able to:
      1) Identify areas within their courses where technology could be used to enhance student learning outcomes
      2) Create a tech-assisted teaching strategy that can be implemented in an existing or future course
      3) Identify assessment tools that can be used to measure the effectiveness of implemented tech-assisted teaching and learning strategies

    Teaching for Different Environments
    Instructor: Mary Gozza-Cohen, PhD
    Date: 4/3/2018
    Time: 11:00am – 12:00pm
    Location: Scott Memorial Library, Room 306, Center City Campus
    (Register for this session)

      This session consists of an overview of the differences in teaching and learning across the three learning environments – Traditional/Face-to-Face, Blended/Hybrid and Fully Online. Knowledge is power – join us in exploring the unique differences between learning environments that include teaching and student learning challenges and evidence-based effective practices.

      At the end of the session, participants should be able to:
      • Describe the differences in teaching challenges between the three different learning environments
      • Describe the differences in the student learning experience challenges between the three different learning environments
      • Provide examples of evidence-based strategies for effective teaching in each of the learning environments
      • Explain how the strategies discussed during the session can improve the student learning experience

    Teaching and Learning Online: A Dive into the Unknown
    Instructor: Mary Gozza-Cohen, PhD
    Date: 4/11/2018
    Time: 1:00pm – 2:30pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      This session will take a dive into the uniqueness of the fully online learning environment and what that means for instructors and students. Current research, evidence-based practices and tips and tricks will be shared with participants. In this session we will review, in part, the role of online course structure, communication and engagement in student satisfaction and success. Please join us if you are thinking about moving a course online at some point, are currently teaching online or simply want to learn more about online teaching and learning.

      At the end of the session, participants should be able to:
      • Describe the current evidence-based research on online teaching and student satisfaction
      • Describe and conceptualize one or more strategies in their current or future online teaching practices

    A Look at Online and Hybrid/Blended Course (Re-)Design and the Student Experience
    Instructor: Mary Gozza-Cohen, PhD
    Date: 5/1/2018
    Time: 1:00pm – 2:00pm
    Location: Scott Memorial Library, Room 307, Center City Campus
    (Register for this session)

      Not all courses are created equal. This session will focus on course design in online and blended/hybrid courses and the impact it has on the student experience. Evidence-based practices will be shared with participants and examples of different, yet effective, course designs. The presentation will showcase at least one before and after example of a course re-design that will be shared by the presenter and a course instructor.

      At the end of the session, participants should be able to:
      • Explain how course design can negatively and positively impact the student experience in online and hybrid/blended courses
      • Identify two – three features of various course designs presented that they would consider incorporating in a current or future online or hybrid/blended course

    Communicate Like a Pro--Think Like a Journalist: Simplify Your Message
    Instructor: Julie Phillips, PhD
    Date: 8/23/2018
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro--Think Like a Journalist: Simplify Your Message

      The “nut graf” rules in journalism. Referring to the phrase “in a nutshell,” the nut graf is a stylistic convention in journalistic writing. Journalists often provide the who, what, when, where, why and how in a few simple lines. The skill of writing clearly and concisely applies to public speaking. In order to be effective, the speaker must have a defined message for her/his audience. This workshop focuses on defining the central message and provides three practice strategies for clarifying and simplifying the message.

      Upon completion of this workshop, participants should be able to:
      • Describe three elements of a well-defined message
      • Apply one of several strategies to generate a clear and concise message


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Weekly Fall Semester Reading and Implementation Group: Sandra McGuire's "Teach Students How to Learn"
    Instructor: Anne Bower, PhD
    Date: 9/11/2018
    Time: 11:00am – 12:00pm
    Location: Kanbar Campus Center, Room 106 , East Falls Campus
    (Register for this session)

      Tuesdays: September 11, 2018 - November 27, 2018

      Committing to every Tuesday in the spring semester, a group of faculty and staff congregate over free lunch to discuss and implement strategies from Sandra McGuire's "Teach Students How to Learn - Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation". Participants implement teaching and learning strategies in their current courses and report back to the group regarding observations and outcomes.

    Weekly Fall Semester Reading and Implementation Group: How Learning Works
    Instructor: David Kratzer, MArch
    Date: 9/12/2018
    Time: 11:00am – 12:00pm
    Location: Kanbar Campus Center, Room 106 , East Falls Campus
    (Register for this session)

      Wednesdays: September 12, 2018 - November 28, 2018

      Committing to every Wednesday in the fall semester, a group of faculty and staff congregate over free lunch to discuss and implement strategies from Abrose et al "How Learning Works". Participants implement teaching and learning strategies in their current courses and report back to the group regarding observations and outcomes.

    Talking Teaching: Agenda Wednesdays
    Instructor: Chris Pastore, PhD
    Date: 9/12/2018
    Time: 12:00pm – 1:00pm
    Location: Kanbar Campus Center, Room 106, East Falls Campus
    (Register for this session)

      Wednesdays: September 12, 2018 - November 28, 2018

      This weekly informal gathering of faculty and staff to discuss aspects of teaching and learning. Discussions are seeded by short articles or videos dealing with any academic (pedagogical, professional, technological) issue. Come join our group in the Common Thread Fishbowl (Private Dining Lounge), bring your lunch, and chat about issues centric to teaching and learning. NO RSVPs NEEDED - Just drop-in!

    Weekly Fall Semester Reading and Implementation Group: Diversity, Inclusivity and Social Justice in the Classroom and on Campus 2018
    Instructor: Susan Frosten, MArch
    Date: 9/14/2018
    Time: 12:00pm – 1:00pm
    Location: Kanbar Campus Center, Room 106, East Falls Campus
    (Register for this session)

      Fridays: September 10, 2018 - November 30, 2018

      Using the community of practice and implementation model, this group will meet weekly to discuss a book centric to diversity, social justice, and inclusivity issues in the classroom and on campus. Additional selected readings and viewings, and weekly discussions will allow participants to reflect, learn, and implement strategies to enhance a safe and respectful learning environment while fostering honest and mindful discussion between your students and you.

    Communicate Like a Pro--Think Like a Mime: Use Nonverbal Communication
    Instructor: Julie Phillips, PhD
    Date: 9/18/2018
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this eight part series focuses improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking though the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro: Think Like a Mime: Use Nonverbal Communication

      Mimes tell stories without making a sound. Mimes know how to use their bodies and their facial expressions to convey emotion and advance a story. Effective public speakers do not need the skill or expertise of a mime to harness their bodies potential for communicating ideas. Speakers simply need to be aware of nonverbal communication, its potential to impact the audience perception and practice at using the body to convey a message. This workshop focuses on key elements of nonverbal communication, such as eye contact, stance, hand gestures and facial expression to deliver more effective messages with more. Participants should prepare for an introductory round of charades!

      Upon completion of this workshop, participants should be able to:
      • Discuss the importance of nonverbal communication
      • Describe two primary components of nonverbal communication
      • Apply at last two techniques to improve nonverbal communication


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Serious Fun: Play and Learning
    Instructor: Chris Pastore, PhD
    Date: 9/20/2018
    Time: 10:00am – 11:00am
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      In the pursuit of ever increasing student engagement with course content, gamification has been identified as a powerful tool. The challenge is that there is a great deal of development time and effort associated with creating an appropriate game for a given subject. With less development time, elements of play can be introduced into the classroom with the same goal of increased engagement.

      In this workshop we will explore elements of play and identify things that work and don’t work. Examples of actual successes and failures will be shared.

      At the end of this session, participants should be able to:
      1) Identify goals of play
      2) Differentiate between effective and ineffective play elements
      3) Take away examples of successes and failures

    Cut from Whole Cloth; Introducing Textile Hive's Global Trove
    Instructors: Sarah Slate; Andrea Aranow; Caleb Sayan; Damien McCaffery
    Date: 9/27/2018
    Time: 12:30pm – 1:30pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      Global in scope, Textile Hive helps designers, educators, and students contextualize the history, techniques, and exquisite textiles found in the Andrea Aranow Textile Design Collection. Aranow, a renowned fashion designer and textile scholar, will discuss her experience building and managing her collection of over 40,000 textiles -- patterns, prints, weaves, needlework, lace, knits, and dying methods. Caleb Sayan, co-founder of Textile Hive and the son of Andrea Aranow, will discuss his experience conceiving, assembling, and leading the team responsible for the Visual Hive software platform.

      At the end of this session, participants should be able to:

      1) Gain familiarity with the material available at Textile Hive and how to search it
      2) Recognize the value of the collection, and the context in which it was created
      3) Utilize their own account for the platform
      4) Manipulate their own subcollection

    Reflection as a Tool for Teaching and Learning
    Instructor: Anthony J Frisby, PhD
    Date: 10/9/2018
    Time: 2:00pm – 3:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      This session will focus on the use of student reflection as one method for deepening their understanding of course content (Mezirow, 1997). "Critical reflection is the means by which we work through beliefs and assumptions, assessing their validity in the light of new experiences or knowledge, considering their sources, and examining underlying premises" (Cranton, 2002, p. 65). Strategies for reflective practice will be discussed and will include the use of a private journal (communication between instructor and student only), Wiki, reflective written assignments and other related activities. Join the discussion and learn how to incorporative this valuable evidence-based practice in one or more of your courses to benefit your students and gain a better understanding of their thought processes.

      At the end of the session, participants should be able to:
      • Discuss the value of student reflection as a potential strategy for facilitating deeper learning
      • Develop a tentative plan for incorporating reflective activities for one or more courses
      • Select one tool for consideration for one or more reflective assignments


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    OrciD and Pivot, As You Walk the Road of Research, These Can Help Fund and Track Your Journey
    Instructor: Daniel Verbit, MS
    Date: 10/24/2018
    Time: 12:00pm – 1:00pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      Are you looking for funding for a project, and it asks for OrcID, and you're not sure what that is? OrcID is a unique worldwide identifier for you and your research. Are you trying to find collaborators for a project? This workshop will go over the basics and help you set up accounts and link your IDs to your published research. We will then explain how to set alerts for future funding. For best results, please bring your laptop and digital C.V.

      At the end of this session, participants should be able to:

      1) Understand the value of claiming and knowing your unique identifiers
      2) Know and and be able to use their OrcID
      3)Compile a digital account of existing scholarship
      4) Develop a plan for future updates

    Activities to Engage Students in Reflecting on the Process of Learning
    Instructor: Anne Bower, PhD
    Date: 10/25/2018
    Time: 12:30pm – 1:30pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      Educational research has shown that students who reflect upon how they learn and are actively engaged in multiple ways to apply, analyze, evaluate, and create retain and can use information more effectively. Exam wrappers, memory builders, and strategy plans are activities that encourage students to reflect upon how they learn to build effective study skills. In this workshop, we will explore several activities that you could introduce in class to increase self-directed learning.

      At the end of this session, participants should be able to:

      1) Understand elements of developing self-directed learning
      2) Compare and contrast learning strategy activities
      3) Select strategies to apply in your course

    Fall Program in Pedagogy: Getting to Know the Master Adaptive Learner
    Instructors: Maria Mylopoulos, PhD; Niki Woods, PhD
    Date: 10/30/2018
    Time: 9:00am – 12:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Experts in any profession must rapidly access and interpret continuously evolving information, and understand how the use of new data supports their performance in their respective domain and industry. One of the aims of effective instruction is assisting students to become master adaptive learners - expert, self-directed, self-regulated, and lifelong workplace learners.

      In this two-part series, Drs. Maria Mylopoulos and Niki Woods will discuss how faculty can help their students develop skills in adaptive learning. The session will begin with a keynote presentation on preparing learners to be the experts our respective professions need. Their talk will focus on the imperative for adaptive expertise in healthcare and non-healthcare contexts. Participants will better appreciate adaptive expertise as the goal of educational curricula, and will be able to describe ways their curricula can better support the development of adaptive expertise.

      The session will transition into a workshop that will allow participants to work together to design ‘productive’ learning experiences for their students that will support the development of adaptive expertise. During the workshop, Drs. Mylopoulos and Woods will assist faculty members in being able to foster adaptive expertise, and will provide participants with teaching strategies for cognitive integration, productive struggle, and meaningful variation.

      At the end of the session, participants should be able to:

      1) Define educational approaches that support the integration of basic and clinical
      sciences
      2) Consider what forms of knowledge constitute basic science and discuss practical
      approaches for teachers to support cognitive integration
      3) Define educational opportunities for supportive adaptive productive struggle
      4) Identify practical educational opportunities for supporting meaningful variation in
      learners

      Maria Mylopoulos, PhD is Associate Professor in the Department of Pediatrics at the University of Toronto and Associate Director of Training Programs at the University of Toronto’s Wilson Centre. Dr. Mylopoulos’ research program explores the development and maintenance of expertise, with a particular focus on how health professionals deal with uncertainty, novelty, and complexity in their daily clinical problem solving. The aim of her research is to evolve understanding of the knowledge and capabilities that underpin this facet of expertise as it occurs in real-world contexts using theoretical frameworks of clinical reasoning and adaptive expertise. The ultimate goal of her research is to translate this understanding to educational design that promotes the development of exceptional clinicians who are able to handle the complexities and challenges of the healthcare workplace.

      Niki Wood, PhD is Associate Professor in the Department of Family and Community Medicine at the University of Toronto and Associate Director of Operations at the University of Toronto’s Wilson Centre. Dr. Wood’s work examines the role biomedical knowledge in clinical reasoning and value of basic science training play in the development of medical expertise. Applying principles of memory and learning to medical education, she has begun to look beyond the problem-solving aspect of diagnosis to the cognitive resources that support clinical reasoning. Her research program at the Wilson Center focuses on: 1) the design of instructional methods that integrate clinical knowledge and conceptual models of disease; 2) the evaluation of basic science knowledge; and 3) understanding the changing role of biomedical knowledge throughout undergraduate, postgraduate, and continuing education.

    Giving Effective Feedback
    Instructor: Robin Naples, MD
    Date: 12/14/2018
    Time: 12:00pm – 1:00pm
    Location: Jefferson Alumni Hall, Room 307, Center City Campus
    (Register for this session)

      Feedback is an essential component of the educational experience and growth of learners. Delivering feedback that is effective, both for the struggling learner as well as for the exceptional one, can be very challenging. When you add on the fact that setting and delivery of the feedback can be as important as the content itself, it seems an act of futility to attempt to give feedback in our hectic clinical environment. In this session, I will be discussing the feedback continuum and provide useful tips to giving effective feedback to your learners based on best practices found in both the medical and business fields.

      At the end of the session, participants should be able to:
      1) Differentiate between coaching, formative feedback and summative feedback.
      2) Understand when each is best used.
      3) Recognize the barriers to giving effective feedback.
      4) Employ best practice techniques to deliver effective feedback.

    Active Teaching, Engaging Minds
    Instructor: Jessica Diebold, MEd
    Date: 2/1/2019
    Time: 12:00pm – 1:30pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Active teaching is an umbrella term used to identify a variety of teaching strategies. It includes most anything that students do in a classroom other than passively listening to an instructor’s lecture. Research demonstrates active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Active learning, however, presents challenges and requires re-thinking the classroom space and traditional roles.

      This interactive workshop will:
      • Summarize the impact of active teaching on student learning
      • Demonstrate a handful of active teaching strategies
      • Discuss some challenges to adopting active teaching techniques


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Get Smart(er): Gutman’s Best and Brightest Databases (Mod attire optional)
    Instructor: East Falls East Falls Campus Librarians
    Date: 2/1/2019
    Time: 11:00am – 12:00pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      Don’t let K.A.O.S. ruin your chances for a great journal article. Your special agents of the Gutman Library invite you into our cone of silence to learn about top secret resources available only via your campus badge. Armed with this new knowledge, they will assist your Nexus learning fight against fake news, and students with poor citations. Meet the agent supporting your major and plan for the fall. Pick up your shoe phone (or mouse) and register today!

      At the end of this session, participants should be able to:

      1) Learn a new resource outside of their research area
      2) Identify articles without frustration
      3) Assess resources to use for future assignments

    Communicate Like a Pro--Think Like a Designer: Create an Impact with Visuals
    Instructor: Julie Phillips, PhD
    Date: 2/4/2019
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro--Think Like a Designer: Create an Impact with Visuals

      Visuals matter. Designers understand the importance of aesthetics and how to use visual elements to set a tone or elicit a response. Communicators could benefit from borrowing a few design principles to improve the now ubiquitous PowerPoint (PPT) presentation, This workshop focuses on a handful of design principles that will elevate the look and feel of PPT presentations to make the message pop. Participants will apply the highlighted design principles to a selection of PPT slides to evaluate the good, bad, ugly and possible fixes.

      Upon completion of this workshop, participants should be able to:
      • Discuss the importance of visually appealing materials that complement a presentation
      • Identify key design considerations in preparing visual materials
      • Identify common errors in PPT design



      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Communicate Like a Pro---Think Like a Radio Host: Find Your Voice
    Instructor: Julie Phillips, PhD
    Date: 2/11/2019
    Time: 9:00am – 10:00am
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      Created as a series, but designed as discrete workshops, this series focuses on improving communication and presentation skills. Each workshop will focus on a finite skill required for effective communication. Each workshop begins with a mini-lecture on a specific communication or public speaking skill and then guides participants through a series of activities designed to highlight the skill while also providing strategies for later use.

      These sessions are interactive and experiential. The only way to confront the fear of public speaking or to improve communication skills is to practice. These workshops provide opportunities for practice and attempt to alleviate anxiety around public speaking through the process of desensitization and laughter.

      Participants are invited to attend all of the sessions or select the workshop(s) of most interest in need.

      Communicate Like a Pro: Think Like a Radio Host: Find Your Voice

      Fans of WKRP in Cincinnati and News Radio probably had a favorite personality from the fictionalized radio stations. For me, it was Les Nesman (“Oh, the humanity.”) and Bill McNeal (played by Phil Hartmann). Each of the radio hosts capitalized on their voice to delivery news, information and “gripping” music (a la Dr. Jonny Fever) to the listeners. As presenters, we must cultivate a signature style that addresses the speaker’s authenticity and vocal capabilities. This workshop encourages participants to reflect on the signature’s authentic speaking style they would like to cultivate experiment with simple techniques to add more energy, variety and interest to their voice.

      Upon completion of this workshop, participants should be able to:
      • Describe the concepts of a “signature” style
      • Identify the importance of vocal variety in communication settings
      • Apply at last two techniques to improve vocal variety


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Classroom Apps and Programs that can be used to Engage Students?
    Instructor: David Kratzer, MArch
    Date: 3/6/2019
    Time: 1:00pm – 2:00pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      PowerPoint has become the default means to organize and present information in the classroom. Research has shown, though, that it is one of the weaker tools for learning especially relative to student understanding, retention and application of knowledge. Considering that student attention spans in standard lectures can be ten minutes or less, it is important that faculty and students employ differing forms of information apps and programs into their classrooms. This session presents a series of quick workshops on apps and programs including presentations (PowerPoint, Presi, ScreenCast); student presentation methods (Pecha Kucha, Video); gaming, quizzes & surveys (Socrative.com, KaHoot, Survey Monkey); & on-line interaction & communication (Padlet, FlipGrid, Zoom).

      At the end of this session, participants should be able to:

      1) Understand the value of incorporating differing apps and programs into their
      classrooms
      2) Understand the range of programs available to assist in student learning and
      engagement
      3) Develop an introductory working understanding of some of the basic programs

    Does technology-aided note taking enhance information retention across disciplines?
    Instructors: Monique Chabot, PhD; Marie-Christine Potvin, PhD
    Date: 3/8/2019
    Time: 11:30am – 12:30pm
    Location: Gutman Library Instructional Space, East Falls Campus
    (Register for this session)

      Have you noticed that some students struggle with taking quality notes in class? Do you use PowerPoint slides in your courses? Notetaking is a highly complex task that requires the integration of understanding of content, rapid identification of key points, attention, and handwriting or typing. Students who type often take notes verbatim and are challenged with capturing graphics and mathematical formulas. Student who handwrite may not may be to keep pace with the class. Software assisted notetaking may be beneficial to some students to increasing the quality of their notes and help their long-term information retention. This workshop will discuss barriers to quality notetaking and strategies faculty can use to ease the demands of notetaking on their students. The workshop will also introduce a notetaking software that interfaces with
      PowerPoint slides that some faculty and students on campus have trialed this past academic year. Success and challenges identified through this trial will be shared with the audience.

      At the end of this session, participants should be able to:

      1) Identify barriers to effective notetaking by students
      2) Identify strategies that faculty can employ in lectures to support students’ abilities to
      take quality notes
      3) Explore Sonocent, a notetaking software trial this academic year

    Building a Better Lecture
    Instructor: Julie Phillips, PhD
    Date: 3/14/2019
    Time: 12:00pm – 1:00pm
    Location: Scott Memorial Library, Room 200A, Center City Campus
    (Register for this session)

      According to classroom observations and self-report data, instructors rely heavily on lecture as an instructional method despite research documenting the limited effectiveness of lectures as a teaching strategy. Lectures can be integral to the learning experience with an understanding of the factors contributing to its effectiveness as an instructional tool. This workshop will focus on identifying key uses of lecture and three simple strategies for building more effective learning experiences for students. Participants are asked to identify and bring a lecture they have previously developed for use during the experiential workshop.

      Upon completion of the workshop, participants will be to:
      • Identify best uses of lecture
      • Define one organizing technique for lectures
      • Incorporate signposts into a planned lecture experience
      • Apply best practices to a planned lecture experience


      This workshop is also available online on the date of the session--click here to enter the virtual classroom.

    Spring Program in Pedagogy: Master Adaptive Learning Revisited: Focus on the Teacher
    Instructors: Maria Mylopoulos, PhD; Niki Woods, PhD
    Date: 4/30/2019
    Time: 9:00am – 12:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Experts in any profession must rapidly access and interpret continuously evolving information, and understand how the use of new data supports their performance in their respective domain and industry. One of the aims of effective instruction is assisting students to become master adaptive learners - expert, self-directed, self-regulated, and lifelong workplace learners.

      In their second workshop at Jefferson, Drs. Maria Mylopoulos and Niki Woods will build on the principles discussed during their Fall 2018 workshop, and will focus the conversation on how the principles of master adaptive learning affect teachers, faculty, and instructors. Participants will better understand the considerations they will need to account for if they want to better support master adaptive learning in their respective practice - whether it’s in the classroom or the clinical environment.

      The session will transition into a workshop that will serve as a design space for participants to generate ideas and identify teacher-centered enablers and barriers that underpin the success of developing and supporting expertise in learners.

      At the end of this session, participants should be able to:

      1) Define master adaptive learning
      2) Cite successful examples for the developing expertise in learners
      3) Identify enablers and barriers in supporting master adaptive learning
      4) Generate concrete ideas participants can take with the to apply with their own students

      *Maria Mylopoulos, PhD is Associate Professor in the Department of Pediatrics at the University of Toronto and Associate Director of Training Programs at the University of Toronto’s Wilson Centre. Dr. Mylopoulos’ research program explores the development and maintenance of expertise, with a particular focus on how health professionals deal with uncertainty, novelty, and complexity in their daily clinical problem solving. The aim of her research is to evolve understanding of the knowledge and capabilities that underpin this facet of expertise as it occurs in real-world contexts using theoretical frameworks of clinical reasoning and adaptive expertise. The ultimate goal of her research is to translate this understanding to educational design that promotes the development of exceptional clinicians who are able to handle the complexities and challenges of the healthcare workplace.

      *Niki Wood, PhD is Associate Professor in the Department of Family and Community Medicine at the University of Toronto and Associate Director of Operations at the University of Toronto’s Wilson Centre. Dr. Wood’s work examines the role biomedical knowledge in clinical reasoning and value of basic science training play in the development of medical expertise. Applying principles of memory and learning to medical education, she has begun to look beyond the problem-solving aspect of diagnosis to the cognitive resources that support clinical reasoning. Her research program at the Wilson Center focuses on: 1) the design of instructional methods that integrate clinical knowledge and conceptual models of disease; 2) the evaluation of basic science knowledge; and 3) understanding the changing role of biomedical knowledge throughout undergraduate, postgraduate, and continuing education.

    Camp EdVenture
    Instructor: TJU Staff
    Date: 8/2/2019
    Time: 9:00am – 3:00pm
    Location: Tuttleman Center Room 209, East Falls Campus
    (Registration for this session is full. You may sign up for the Waiting List in case a spot opens up.)

      Thomas Jefferson invite you to attend Camp EdVenture.

      Camp EdVenture is an interactive day of exploring course design, active learning and assessment ideas to bring back to your classroom. This will be a place to stretch your imagination, consider new and engaging techniques, and learn more about the power of technologies that supports the learner experience.


      Camp EdVenture       consists of:
      • Three 45-Minute Morning Sessions
      • Lunch + "Implementables"
      • Afternoon Technology Sessions to Support Learning


      Throughout the course of the day, participants will:
      • apply backward design to construct or revise courses
      • embed assessment tools to quantify students' learning outcomes
      • use a variety of pedagogical tools for engaging students in active, collaborative, authentic learning
      • employ technology tools, including Blackboard, that support the above strategies and tools

    Team-Up! Team-Based Learning in Medical Education
    Instructor: Megan Osborn
    Date: 9/18/2019
    Time: 8:00am – 10:00am
    Location: Jefferson Alumni Hall, Eakins Lounge, Center City Campus
    (Register for this session)

      Team-based learning (TBL) is an ideal instructional strategy for medical education because it promotes active learning, collaboration, and knowledge application. During this session, participants will have the chance to explore methods to best implement TBL into their educational programs.

      At the end of this session, participants should be able to:

      1. List the necessary elements for conducting a classic TBL didactic session.
      2. Discuss the advantages and limitations of TBL in graduate medical education.
      3. Adjust the elements of classic TBL to meet the needs of resident learners (i.e., modified TBL).

      *Megan Boysen Osborn is an Associate Professor of Clinical Emergency Medicine at the University of California, Irvine. After residency, she completed a medical education fellowship at Stanford University and a Master’s in Health Professions Education at the University of Illinois, Chicago. Dr. Osborn serves as the Vice Chair for Education in the Department of Emergency Medicine and is the Associate Dean for Students in the School of Medicine at the UC Irvine.

    Mastery Learning: Approach, Evidence, and Challenges
    Instructor: David Salzman
    Date: 10/25/2019
    Time: 9:00am – 12:00pm
    Location: Jefferson Alumni Hall, Room 207, Center City Campus
    (Register for this session)

      The traditional model of educating healthcare providers involves experiential and exposure-based education. Assessments are frequently based on subjective evaluations from mentors, or more infrequently, passing is determined by comparative standards using bell-shaped curves as an example. Using these models, learners in healthcare may advance despite below average performance.

      The development of a curriculum grounded in mastery learning ensures that all healthcare providers can deliver quality patient care. During this session, we will discuss the components of mastery learning and the evidence to support its implementation in health professions education. During the workshop component, participants will have an opportunity to apply concepts of mastery learning through an interactive activity.

      At the end of this session, participants should be able to:

      1. Define the seven essential elements of the mastery learning bundle.
      2. Describe why the mastery learning approach is better than traditional clinical education.
      3. Apply concepts of mastery learning in an interactive activity.
      *Dr. David Salzman a graduate of Northwestern University Medical School and completed his emergency medicine residency training at Northwestern, as well. Following residency, he completed a medical education and simulation fellowship at Northwestern while concurrently obtaining a Master’s degree of Education from University of Cincinnati. He is currently the Assistant Residency Director for the Emergency Medicine Residency, the Emergency Medicine Education Fellowship Director and the Director of Simulation for Undergraduate Medical Education at Northwestern University Feinberg School of Medicine. He has developed and implemented a simulation-based curriculum for the Emergency Medicine residency as well as the medical student program. His research focuses on the use of simulation-based mastery learning, entrustable professional activities for medical students, as well as several of the more difficult to assess competencies, including communication skills. He has an additional interest in active learning and faculty development.

    Can’t Get Your Medical Education Published? Consider MedEdPORTAL!
    Instructor: Nethra Ankam, MD
    Date: 11/12/2019
    Time: 12:00pm – 1:00pm
    Location: Rodgers Conference Room, 100 College, Center City Campus
    (Register for this session)

      MedEdPORTAL Publications is a free publication service provided by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association. MedEDPORTAL Publications maintains a rigorous peer review process based on standards used in the scholarly publishing community. MedEdPORTAL offers educators tutorials, virtual patients, simulation cases, lab guides, video podcasts, assessment tools, and other resources.

      At the end of this session, participants should be able to:

      1) Identify MedEdPORTAL’s suite of services
      2) Describe submission standards and posting processes for MedEdPORTAL
      3) Review and discuss educational tools pertaining to MedEdPORTAL submissions
      4) Demonstrate navigating MedEdPORTAL’s live site

    A Yelper’s Guide to Writing 5-Star Narrative Feedback for Learners
    Instructor: Tony Zhang
    Date: 12/13/2019
    Time: 8:00am – 9:00am
    Location: Jefferson Alumni Hall, Room 207, Center City Campus
    (Register for this session)

      Timely feedback is critical in promoting learner self-reflection. When provided effectively, feedback can assist learners with the acquisition of new skills and knowledge in the ever-changing and complex landscape of healthcare. While the literature is replete on methods to provide feedback, faculty and supervisors receive little, if any, training on writing constructive feedback, in narrative format, as a means of formative assessment. As an avid food enthusiast and restaurant reviewer, I, too, am met with the challenge of writing a meaningful, constructive review (or evaluation) of a dining experience. While the stakeholders may differ, both narratives share a common literary syntax to accurately and succinctly convey aspects of the ‘observed encounter.’ To better assist clinical preceptors and supervisors with writing formative, constructive student evaluations, we have aggregated, reviewed, and adapted five lessons from writing food and restaurant reviews.

      By the end of this session, participants should be able to:

      1) Adapt lessons from food reviews to medical evaluations
      2) Break down the critical components for writing a high-quality student ‘review’
      3) Identify the extrinsic and intrinsic motivation of students
      4) Outline a systematic approach in writing a constructive student evaluation

    Faculty Development In Action: Sexual and Gender Minority Training, Mentoring, and Education for Health Profession Faculty
    Instructors: Karla Bell; Audrey Zapletal; Tracey Earland, PhD, OTR/L; Susan Toth-Cohen, PhD, OTR/L
    Date: 3/9/2020
    Time: 9:00am – 11:00am
    Location: Bluemle Life Sciences Bulding, 105/107, Center City Campus
    (Register for this session)

      This workshop will be a mini compendium of the formal faculty development research program, covering the basics of sexual and gender minority communities and health disparities, implicit bias, cultural humility, and inclusive practices in teaching and advising.
      Cultural competency/humility education is the avenue through which health profession students and practitioners gain empathy, sensitivity, awareness, knowledge, and skills in working with different cultures than their own. The literature is rich in the aspect of cultural competency over the past 20 years; however, the inclusion of sexual and gender minority content has been extremely minimal – and all but absent in most health professions curricula. Population health and health disparity literature reveals stark disparities in sexual and gender minority populations compared to their heterosexual and cisgendered counterparts. These disparities include increased rates of suicide/suicide ideation, substance use, depression, smoking, obesity, physical disability, mortality with breast cancer, homelessness to name a few. Faculty teaching in the health professions also require development around knowledge in these areas to deliver the content in an effective and accurate way respective to patient care and to supporting students in these communities.
      At the end of this workshop, participants should be able to:
      1) Have an enhanced faculty’s comfortability, knowledge in the area of cultural competence/humility inclusive of sexual and gender minority communities and health
      2) Create curricula integration of content that relies on faculty knowledge and expertise in the content area.
      3) Integrate sexual and gender minority content in professional education and faculty development is a tool that could directly impact inclusion and integration.

    Center for Faculty Development and Nexus Learning COVID-19 Online Teaching Resources
    Instructors: Juan Leon, PhD; Dimitrios Papanagnou, MD, MPH; Chris Pastore, PhD; Julie Phillips, PhD
    Date: 5/12/2020
    Time: 2:00pm – 3:00pm
    Location: Virtual
    (Register for this session)

      Link

      https://us.bbcollab.com/guest/c21211e07b194a9e8f98d321d54ada5b

      Both sessions will provide a roadmap of resources that are available to faculty in the face of a continued need to teach online and virtually while modeling best practices. Specifically, the session will:

      1. Introduce tools to facilitate social presence and
      community building.
      2. Introduce tools for presenting content
      3. Introduce tools to facilitate assessment and grading
      4. Discuss faculty concerns about teaching online

    Center for Faculty Development and Nexus Learning COVID-19 Online Teaching Resources
    Instructors: Juan Leon, PhD; Dimitrios Papanagnou, MD, MPH; Chris Pastore, PhD; Julie Phillips, PhD
    Date: 5/15/2020
    Time: 10:00am – 11:00am
    Location: Virtual - See below for link to the Session
    (Register for this session)

      Link

      https://us.bbcollab.com/guest/c21211e07b194a9e8f98d321d54ada5b

      Both sessions will provide a roadmap of resources that are available to faculty in the face of a continued need to teach online and virtually while modeling best practices. Specifically, the session will:

      1. Introduce tools to facilitate social presence and
      community building.
      2. Introduce tools for presenting content
      3. Introduce tools to facilitate assessment and grading
      4. Discuss faculty concerns about teaching online

    Demystifying Online Teaching and Learning
    Date: 6/3/2020
    Time: 9:00am – 12:00pm
    Location: Virtual
    (Register for this session)

      https://Jefferson.zoom.us/meeting/register/tJMofuqtqjMsE9KPVxF-tJtuY6Xn8Akgcxt3


      While Faculty Days 2020 is being rescheduled to August, we are keeping Wednesday, June 3, 2020 on the calendar!

      Jefferson’s Institutional Faculty Development Team is hosting an informal, live, virtual session from 9:00 AM to 12:00 PM for faculty to virtually 'get together.' The discussion will focus on sharing experiences with teaching and learning, transitioning to online instruction, and maintaining wellness and sanity amidst the pandemic.

      The session will showcase presentations by Jefferson faculty members who have had significant success with transitioning to online instruction. There will also be breakout sessions to facilitate smaller, focused conversations surrounding faculty experiences during the pandemic.

      We look forward to seeing you there!

    Unlocking the Secrets of Canvas
    Instructor: Robert Fleming
    Date: 7/24/2020
    Time: 12:00pm – 1:00pm
    Location: Virtual
    (Register for this session)

    Building Your Community, Building Your Tribe
    Instructor: Robert Fleming
    Date: 7/27/2020
    Time: 7:00pm – 8:00pm
    Location: Virtual
    (Register for this session)

    Beyond Grading: Did My Students Learn Anything?
    Instructor: Robert Fleming
    Date: 8/5/2020
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

    RIME Framework for Narrative Feedback
    Instructors: Jenna Fredette, MD; Lynn Byars, MD
    Date: 10/23/2020
    Time: 12:00pm – 1:00pm
    Location: Virtual
    (Register for this session)

      Narrative comments are a critical component of learner evaluations yet they are underutilized because of uncertainty of what constitutes an appropriate narrative comment. The RIME framework is a developmental structure that aids faculty in writing narrative comments based on direct observation. It expertly simplifies the complex clinical teaching environment and allows educators to easily convert bedside observations into effective narrative remarks.

      At the end of this session, participants should be able to:
      1) understand of the role of narrative comments in overall student assessment.
      2) understand that direct observation is a crucial component of the narrative process.
      3) have an overall understanding of the RIME framework.
      4) appreciate how a shared mental model and common language around learner expectations allows for more robust and accurate learner assessments.

      Dr. Jenna Fredette earned a bachelor’s degree in Chemical Engineering from Villanova University in 2002. She completed her medical school education at SUNY Buffalo and did her Emergency Medicine Residency at the University of Pennsylvania where she was a chief resident. She is currently the EM Program Director and Medical Education Fellowship Director at Christiana Care Health System in Newark, DE. Through her work in medical education she has developed a strong competency-based residency curriculum that has its foundations in individual assessment and a culture of coaching. She is interested in the creation of functional and effective feedback systems, novel curricular development particularly around the hidden curriculum in EM, furthering competency based medical education, and faculty development.

      Dr. Lynn Byars earned a Bachelor of Fine Arts in Photography from Savannah College of Art and Design in 1995 and worked as a photographer for 5 years before pursuing a career in medicine. She graduated from the Uniformed Services University in 2005 and completed an Internal Medicine internship at National Naval Medical Center. After a 2-year GMO tour she returned to Internal Medicine, completing residency in 2010 and General Internal Medicine fellowship in 2012. She spent 13 years on active duty as a physician in the US Navy and continues to serve in the Navy Reserves. Lynn’s clinical practice has included both hospital and clinic-based work, but medical education is her passion. As an educator, she has worked in UME, GME and faculty development over the course of her career. Dr. Byars academic and research interests are centered around professionalism, leadership, and the formation of a professional identity.

    Using Nearpod to Promote Engagement in your Online Courses
    Instructor: John Milligan, PhD
    Date: 11/5/2020
    Time: 8:00am – 9:00am
    Location: Virtual
    (Register for this session)

      Nearpod is an online student engagement platform that is primarily designed for promoting student engagement in the K-12 setting. However, the features of the platform lend themselves to promoting engagement in courses at the colligate level. This workshop will discuss the Nearpod platform and its unique attributes that enable active learning in almost any course.

      At the end of this session, participants should be able to:
      1) Discuss the basics of Nearpod, how to access it, and it's advantages for promoting classroom engagement.
      2) Demonstrate Nearpod Technology with a brief "mock lesson.”
      3) Identify ideas that can be incorporated into a Nearpod lesson.

    Scholarship in Health Professions Education
    Instructor: team (see below)
    Date: 11/13/2020
    Time: 8:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Instructors:

      Teresa Chan, MD
      Dimitri Papanagnou, MD, MPH
      Juan Leon, PhD
      Julie Phillips, PhD
      Christopher Pastore, PhD


      In this two-hour workshop, faculty will learn more about the scholarship of teaching and learning (SOTL). Specifically, they will discuss how they can package their educational work into formal scholarship and leverage it for appointment and promotion. Facilitators will define and review the different types of scholarship, and will reference Boyer’s and Glassick’s models - both of which are used as benchmarks for promotion at Jefferson. Participants will have the opportunity to link these benchmarks to their work.

      Participants will have the opportunity to review examples of published SOTL and will be introduced to potential venues to disseminate their scholarship, including newer, non-traditional outlets, such as open access journals, blogs, and podcasts. Frameworks to guide SOTL will be shared and critical considerations will be discussed (e.g., should institutional review board approval be obtained?). On-campus initiatives and resources to support faculty with their SOTL will also be reviewed.

      At the end of the session, participants should be able to:
      1) Define different types of scholarship in the health professions
      2) Cite various examples for the scholarship of teaching and learning (SOTL)
      3) Identify campus initiatives and resources that can support faculty with the SOTL

    Integration of Implicit Bias Training in Health Professions Education: Lessons Learned from Graduate Nursing Education
    Instructor: Shawana Moore
    Date: 11/17/2020
    Time: 12:00pm – 1:00pm
    Location: Virtual
    (Register for this session)

      Implicit bias contributes to the health disparities experienced by diverse populations of people. Therefore, it is essential to provide implicit bias training to students who will provide care to diverse communities of people. The Kirwan Institute for the Study of Race and Ethnicity at The Ohio State University, Implicit Bias Module Series was integrated into a nurse practitioner program before the start of clinical rotation. Four modules were completed (Understanding Implicit Bias, Real-World Implications, Understanding your Own Biases, and Mitigating Unwanted Bias) by nurse practitioner students. This workshop will review the student feedback associated with these modules. The students also gave recommendations for future training areas related to implicit bias.

      At the end of this session, participants should be able to:

      1) Describe how implicit bias contributes to health disparities in diverse populations.
      2) Identify how to equip students to better recognize and mitigate unwanted bias.
      3) Discuss implicit bias and it will lead to better care and health outcomes for diverse populations.

    The Science of Learning Effectively: A Focus on Wellness
    Instructors: Dimitrios Papanagnou, MD, MPH; Kathryn Shaffer, EdD, RN, CNE
    Date: 11/20/2020
    Time: 8:00am – 9:00am
    Location: Virtual
    (Register for this session)

      This is not your typical wellness talk . . .

      During this session, participants will dive into the science and evidence of how to maximize their learning and better understand the permissive factors that are needed to reinforce connections in the brain.

      When should you study? What are the effects of exercise on the brain? Is sleep really that important? What can be done to improve memory? All of your questions will be answered.

      Participants will also be introduced to healthier habits that can support better learning - for themselves and their students. The speaker will highlight best practices to support physical and mental health, and connections will be made on how this can be applied in practice.

      At the end of the session, participants should be able to:
      1) Identify the impact physical wellness has on learning and memory.
      2) Discuss simple strategies that can prepare you for improved learning and recall.
      3) Reflect on your physical wellness and what you can do to improve it.

    Can’t Get Your Medical Education Published? Consider MedEdPORTAL!
    Instructor: Nethra Ankam, MD
    Date: 12/8/2020
    Time: 8:00am – 9:00am
    Location: Virtual
    (Register for this session)

      MedEdPORTAL Publications is a free publication service provided by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association. MedEDPORTAL Publications maintains a rigorous peer review process based on standards used in the scholarly publishing community. MedEdPORTAL offers educators tutorials, virtual patients, simulation cases, lab guides, video podcasts, assessment tools, and other resources.

      At the end of this session, participants should be able to:

      1) Identify MedEdPORTAL’s suite of services
      2) Describe submission standards and posting processes for MedEdPORTAL
      3) Review and discuss educational tools pertaining to MedEdPORTAL submissions
      4) Demonstrate navigating MedEdPORTAL’s live site

    Brown Bag Q&A - Student Mental Health and Pandemic Stress
    Instructor: Deanna Nobleza, MD
    Date: 12/17/2020
    Time: 12:00pm – 1:00pm
    Location: Virtual - Link will be sent 3 days before the session
    (Register for this session)

      In this brown bag Q&A session, Deanna Nobleza, MD, Director of the Student Counseling Center (Center City) will facilitate a dialogue on student mental health and pandemic stress. Faculty will have an opportunity to share innovative ideas on how they have promoted wellness in the learning environment. Participants will be informed of the counseling and well-being resources available to students, faculty, and staff.

    Teaching Primer for Clinicians
    Instructor: Nina Mingioni, MD
    Date: 12/18/2020
    Time: 12:00pm – 1:00pm
    Location: Virtual
    (Register for this session)

      This session focuses on practical applications of the adult learning theory, providing specific suggestions for effective clinical education. Benefits of and tips for providing specific, actional feedback are discussed. Attendees will identify new easy-to-implement strategies they can add to their educator toolkit and encourage learner growth.

      At the end of this session, participants should be able to:
      1) Describe characteristics of adult learning process.
      2) Consider principles of adult learning in clinical education.
      3)Recognize the importance of actionable feedback in learner growth.
      4)Identify new strategies for effective clinical education.

    Resistance vs. Resilience: A Culinary Experience
    Instructor: Lina Byrne-Dugan
    Date: 2/25/2021
    Time: 6:00pm – 7:00pm
    Location: Virtual
    (Registration for this session is full. You may sign up for the Waiting List in case a spot opens up.)

      Welcome to the next installation of the Resistance vs. Resilience series. Previous discussions focused on the framework of resilience, and this session puts it into action. The practice of resilience is cyclic, and you can jump in at any point. During this session, you will have the opportunity to make a curry dish and a rice dish with the virtual community as we highlight the importance of growth mindset. This website has been created to prepare you for the session.

      From ancient places of India to modern kitchens, hand-blended masalas remain a treasured element of the finest cooking. We have curated a recipe crafted by master chef Ranjan Dey. Join us for a cooking event culled from the royal Indian menus dating back 300 to 400 years.
      https://curryonevent.wixsite.com/faculty

      By the end of this session, participants should be able to:

      1) Growth Mindset through Cooking - To define growth mindset through a culinary experience.
      2) Growth Mindset through Community - To discuss the importance of community in helping foster growth mindset

    Lies, damned lies, and surveys: Designing better surveys for education and research
    Instructor: Anthony R Artino, PhD
    Date: 3/25/2021
    Time: 4:00pm – 5:00pm
    Location: Virtual
    (Register for this session)

      Educator Domains: Outcomes Assessment

      Mark Twain famously expressed his disdain for statistics when he said, “There are three kinds of
      lies: lies, damned lies, and statistics.” Beyond referencing his own difficulties with math, Twain
      was making the point that statistics can have persuasive power, even when used inappropriately.
      In short, statistics often are used to bolster weak arguments.

      The same can be said of surveys—results from a poorly designed and/or poorly executed survey
      can have considerable persuasive power. Flawed survey results can send educators off searching
      for fixes to non-existent problems, negatively influence policy decisions, and fill the scientific
      literature with unsubstantiated knowledge claims that take years to correct, if they are ever
      corrected.

      This presentation discusses the challenge of designing and implementing high-quality, selfadministered surveys. Using empirical data and a series of examples from health care, education, and politics, the presenter will describe how survey results can be used to shape science and policy, often inappropriately. In addition, the presenter will provide insight into the cognitive processes that guide how respondents make sense of survey questions, and demonstrate what happens when these cognitive processes are ignored by educators and researchers. Finally, the presenter will propose several design principles meant to improve surveys and introduce a seven-step process that front loads the survey-design process by focusing heavily on item development and pretesting. Taken together,
      the goal of this talk is to demonstrate that Mark Twain’s lament, when applied to surveys, is
      often correct—but it certainly doesn’t have to be.


      Anthony R. Artino, Jr. is a tenured professor and Interim Associate Dean for Evaluation and Educational Research at the George Washington University School of Medicine and Health Sciences (SMHS). He received his PhD in educational psychology from the University of Connecticut and served 23 years in the U.S. Navy, retiring as Captain in 2020. In his current role, he leads evaluation and educational research efforts for SMHS, teaches graduate courses, and mentors students and junior faculty. As a researcher, he has been the principal or associate investigator on two dozen funded research projects totaling more than $32 million. Dr. Artino is a deputy editor for the Journal of Graduate Medical Education, an assistant editor for Academic Medicine, and an associate editor for Perspectives on Medical Education. He is also a Fellow of the Association for Medical Education in Europe. Dr. Artino has published 200 scientific articles and book chapters and has conducted 150 invited talks, research presentations, and conference workshops on learning and assessment for international audiences around the globe.

    Behind the scenes: Your paper, from submission to publication
    Instructor: Anthony R Artino, PhD
    Date: 4/22/2021
    Time: 4:00pm – 5:00pm
    Location: Virtual
    (Register for this session)

      Medical educators invest significant time and effort into developing and writing educational
      innovations and research manuscripts. For many, the interval between hitting “submit” and
      receiving a decision letter can be an anxiety-provoking and uncertain time. This session provides a behind-the-scenes look at what happens to manuscripts at each stage of the review and
      decision process. Participants will follow the journey of a manuscript through the editorial
      screening process, reviewer and editor selection, review processing and grading, and decision
      formulations. The presenter will also discuss the main reasons manuscripts get rejected and will detail threeprinciples for navigating the peer-review process, including how to effectively respond to reviewer comments. Participants will have an opportunity to analyze challenging reviewer critiques and will discuss, in small groups, several strategies for responding to reviewers.

      Learning Objectives:

      By the end of this session, participants should be able to…
      1) Describe the manuscript review process for a typical medical education journal;
      2) Recognize the screening process and how reviewers are selected and “graded”;
      3) State several reasons why medical education manuscripts get rejected;
      4) Describe three principles for navigating the peer-review process; and
      5) Analyze and respond to challenging reviewer critiques.


      Anthony R. Artino, Jr. is a tenured professor and Interim Associate Dean for Evaluation and Educational Research at the George Washington University School of Medicine and Health Sciences (SMHS). He received his PhD in educational psychology from the University of Connecticut and served 23 years in the U.S. Navy, retiring as Captain in 2020. In his current role, he leads evaluation and educational research efforts for SMHS, teaches graduate courses, and mentors students and junior faculty. As a researcher, he has been the principal or associate investigator on two dozen funded research projects totaling more than $32 million. Dr. Artino is a deputy editor for the Journal of Graduate Medical Education, an assistant editor for Academic Medicine, and an associate editor for Perspectives on Medical Education. He is also a Fellow of the Association for Medical Education in Europe. Dr. Artino has published 200 scientific articles and book chapters and has conducted 150 invited talks, research presentations, and conference workshops on learning and assessment for international audiences around the globe.

    From Good to Great: Fostering your Interprofessional Facilitation Skills
    Instructor: Team JCIPE
    Date: 7/13/2021
    Time: 9:00am – 11:00am
    Location: VIRTUAL - Register to receive link
    (Registration for this session is full. You may sign up for the Waiting List in case a spot opens up.)

      Many times, health professionals and other faculty and staff learn to teach and facilitate “on the fly” without any formal training. During this 2-hour faculty development workshop, participants will have the opportunity to examine and enhance their interprofessional facilitation skills. After reviewing theories of facilitation and interprofessional education, we will assess our own implicit biases and discuss methods for overcoming them. We will practice facilitation skills to teach learners of diverse disciplines and education levels in multiple settings (classroom, simulation, clinical). Finally, we will give and receive feedback on facilitation skills during debriefings of the role plays. Please join us and engage in activities to take your IPE facilitation knowledge and skills to the next level.

      Objectives:
      • Discuss theoretical underpinnings of facilitation in interprofessional education and collaborative practice.
      • Examine how your biases influence your interprofessional facilitation skills.
      • Practice facilitation skills for application in a variety of settings, including didactic and simulation.
      • Develop methods for providing feedback to peers relative to interprofessional facilitation skills.

    Action Learning: A Tale of Two Colleges
    Instructors: Mary Hanson-Zalot, EdD, RN, AOCN, CNE; Dimitrios Papanagnou, MD, MPH
    Date: 9/13/2021
    Time: 12:00pm – 1:00pm
    Location: Virtual
    (Register for this session)

      Educator Domains: Learning Design, Evidence-Based Teaching

      Action learning should not be confused with active learning. Action learning is a popular strategy for leadership development that builds learning directly into work—as part of the way that individuals get and use new ideas, solve problems, and meet difficult challenges. Individuals learn as they work together in small groups to ask questions about their challenges, try out new solutions, and rethink results in light of the data they collect. Action learning can also serve as a powerful pedagogical approach for students to problem solve by reframing a given educational problem, reflecting on possible solutions, conducting fieldwork with peers, and proposing actions to address a problem.

      In this session, facilitators will share their experiences where action learning was applied into educational programs within the Jefferson College of Nursing and the Sidney Kimmel Medical College. Case studies of action learning will be described, and the implications of action learning will be shared. Facilitators will also highlight how action learning aligns with principles of action learning, and how it can be leveraged to support active learning, learning amidst uncertainty, and promoting learner-centered teaching.

      At the end of this session, participants should be able to:

      1. Describe what action learning is and is not.
      2. Cite case studies where action learning was applied to solve problems within two of Jefferson’s colleges.
      3. Explain how action learning can foster learning amidst uncertainty, student engagement, learner-centered instruction, and best practices to support adult learning.

    All Women are Bilingual: Sociolinguistics and its Impact of Female Learner Evaluations
    Instructor: Robin Naples, MD
    Date: 10/27/2021
    Time: 4:00pm – 5:00pm
    Location: Virtual
    (Register for this session)

      Educator Domains: Critical Self-Reflection

      During this session, the audience will learn about implicit bias, specifically as it pertains to gender and our perception of women in the workplace. The speaker will review literature as it pertains to gender bias in academic evaluations along with the social framework by which women use language differently and how this plays into bias.

      At the end of this session, participants should be able to:
      1. Define and recognize implicit bias and its impact on women in health professions education.
      2. Review known literature on bias in resident evaluations.
      3. Introduce the concept of women’s speak and its impact on perception.

    Evidence-Informed Teaching and Learning Principles: Applying Theory and Research to Educational Practice
    Instructor: Anthony R Artino, PhD
    Date: 11/1/2021
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Evidence-Based Teaching, Learning Design

      As educators, we carefully construct our instructional strategies around our goals for student learning and our understanding of “what works” from a teaching and learning perspective. Unfortunately, this understanding often arises mostly from the ways in which we were taught. Although this approach may be successful, its effectiveness is based more on luck than evidence. In contrast, instruction that is grounded in theory and research can be systematically tested, and incrementally improved, thereby allowing us to refine both our understanding of how people think and learn and our execution of specific teaching strategies. Evidence-informed education is based on the underlying mechanisms of human cognition, motivation, and emotion; these principles provide insights into why and under what circumstances certain teaching and learning strategies work, while others do not. In this presentation, I will discuss several key principles from the education and psychology literature—principles that are informed by both theory and research. This session is not about how to teach, per se, because all teaching is context-bound, and our range of contexts is wide. Instead, I will discuss a set of generalizable teaching and learning principles that can be adapted and adjusted by the inventive teacher to fit a variety of medical education contexts.

      By the end of the session, participants should be able to:
      1. Discuss several cognitive psychology principles that can positively influence learning;
      2. Identify individual differences, beyond cognition and “learning styles,” that strongly influence learning and performance;
      3. Discuss self-conscious emotions and their powerful effects on learning and performance in clinical settings; and
      4. Describe the limitations of student evaluations of teaching.

    Lies, damned lies, and surveys: Designing better surveys for education and research
    Instructor: Anthony R Artino, PhD
    Date: 11/1/2021
    Time: 10:00am – 11:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Outcomes Assessment

      Mark Twain famously expressed his disdain for statistics when he said, “There are three kinds of
      lies: lies, damned lies, and statistics.” Beyond referencing his own difficulties with math, Twain
      was making the point that statistics can have persuasive power, even when used inappropriately.
      In short, statistics often are used to bolster weak arguments.

      The same can be said of surveys—results from a poorly designed and/or poorly executed survey
      can have considerable persuasive power. Flawed survey results can send educators off searching
      for fixes to non-existent problems, negatively influence policy decisions, and fill the scientific
      literature with unsubstantiated knowledge claims that take years to correct, if they are ever
      corrected.

      This presentation discusses the challenge of designing and implementing high-quality, selfadministered surveys. Using empirical data and a series of examples from health care, education, and politics, the presenter will describe how survey results can be used to shape science and policy, often inappropriately. In addition, the presenter will provide insight into the cognitive processes that guide how respondents make sense of survey questions, and demonstrate what happens when these cognitive processes are ignored by educators and researchers. Finally, the presenter will propose several design principles meant to improve surveys and introduce a seven-step process that front loads the survey-design process by focusing heavily on item development and pretesting. Taken together,
      the goal of this talk is to demonstrate that Mark Twain’s lament, when applied to surveys, is
      often correct—but it certainly doesn’t have to be.


      Anthony R. Artino, Jr. is a tenured professor and Interim Associate Dean for Evaluation and Educational Research at the George Washington University School of Medicine and Health Sciences (SMHS). He received his PhD in educational psychology from the University of Connecticut and served 23 years in the U.S. Navy, retiring as Captain in 2020. In his current role, he leads evaluation and educational research efforts for SMHS, teaches graduate courses, and mentors students and junior faculty. As a researcher, he has been the principal or associate investigator on two dozen funded research projects totaling more than $32 million. Dr. Artino is a deputy editor for the Journal of Graduate Medical Education, an assistant editor for Academic Medicine, and an associate editor for Perspectives on Medical Education. He is also a Fellow of the Association for Medical Education in Europe. Dr. Artino has published 200 scientific articles and book chapters and has conducted 150 invited talks, research presentations, and conference workshops on learning and assessment for international audiences around the globe.

    From Good to Great: Fostering your Interprofessional Facilitation Skills
    Instructors: Alan Forstater, MD; E. Adel Herge, OTD, OTR/L, FAOTA; Amber King, PharmD, BCPS, CGP, JSP, Pharmacy Practice; Shoshana Sicks, EdD
    Date: 11/10/2021
    Time: 10:00am – 12:00pm
    Location: Virtual
    (Register for this session)

      Many times, health professionals and other faculty and staff learn to teach and facilitate “on the fly” without any formal training. During this 2-hour faculty development workshop, participants will have the opportunity to examine and enhance their interprofessional facilitation skills. After reviewing theories of facilitation and interprofessional education, we will assess our own implicit biases and discuss methods for overcoming them. We will practice facilitation skills to teach learners of diverse disciplines and education levels in multiple settings (classroom, simulation, clinical). Finally, we will give and receive feedback on facilitation skills during debriefings of the role plays. Please join us and engage in activities to take your IPE facilitation knowledge and skills to the next level.

      Objectives:
      • Discuss theoretical underpinnings of facilitation in interprofessional education and collaborative practice.
      • Examine how your biases influence your interprofessional facilitation skills.
      • Practice facilitation skills for application in a variety of settings, including didactic and simulation.
      • Develop methods for providing feedback to peers relative to interprofessional facilitation skills.

    Growth Mindset for Educators: Unlocking Achievement in your Learners and Yourselves
    Instructor: Gregory Jaffe, MD, MSEd
    Date: 11/12/2021
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Critical Self-Reflection, Learner-Centeredness

      Have you noticed that some learners tend to respond differently to setbacks? How learners approach failure –as well as how they view ability, intelligence and skill — is referred to as mindset. Some learners with a “fixed mindset” view setbacks or negative feedback as personal failures, while other learners with a “growth mindset” may view setbacks as opportunities for reflection and a change of approach. Those who adopt a growth mindset have been shown to be higher achievers, enjoy more success and happier overall.

      The research on mindset shows that mindset itself is not a fixed trait - it can be taught, cultivated and shaped in our learners. This talk will seek to outline basic methods for promoting growth mindset in our learners as educators.

      At the end of this session, participants should be able to:
      1. Define the terms growth mindset and fixed mindset
      2. Describe the ways in which a growth mindset can affect achievement

    Creating a More Inclusive Learning Environment
    Instructors: AnaMaria Lopez, MD; Nethra Ankam, MD; Karla Bell; Marie-Christine Potvin, PhD
    Date: 11/16/2021
    Time: 9:00am – 11:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Learner-Centeredness, Critical Self-Reflection

      This past year has brought forward the importance of diversity, equity, and inclusion in all aspects of life including academia. This experiential workshop will challenge participants with reflection, dialogue, and sharing of best practices.

      A learning environment that engages the learner must reflect the learner, must be one in which the learner feels that s/he-they belong. Learners who feel supported, who feel that they belong, are more likely to feel positively about themselves and about their academic experience. They are more likely to succeed. They are more likely to thrive. We assert that inclusion leads to wellness and wellness improves performance.

      We have all participated in JEDI (Justice, Equity, Diversity, and Inclusion) training, and as educators we're in tune to the difficulties of bringing this into the classroom. This workshop is not meant to be a discussion on equity; rather, it is meant to be a conversation about how your content is supporting inclusion or not. Is your classroom supporting inclusion? From these experiences, we would like to share our evolution of thinking and share thoughts on how to create an inclusive learning environment and what that might look like.
      In this interactive workshop, we recognize that there is not a single path to inclusion.

      At the end of this session, participants should be able to:

      1. Discuss approaches to create a more inclusive learning environment.
      2. Identify opportunities for self-inquiry with potential questions to enhance inclusion and limit bias.
      3. Review approaches that exemplify inclusion, which will include approaches for gender diversity and individuals living with disabilities.
      4. Use case histories, dialogue, and invitation for ongoing experiential sharing regarding what we develop to contribute to a more inclusive Jefferson.

    A Teaching Primer for Clinicians
    Instructor: Nina Mingioni, MD
    Date: 12/7/2021
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Evidence-Based Teaching, Learning Design

      This session focuses on practical applications of the adult learning theory, providing specific suggestions for effective clinical education. Benefits of and tips for providing specific, actional feedback are discussed. Attendees will identify new easy-to-implement strategies they can add to their educator toolkit and encourage learner growth.

      At the end of the session, participants should be able to:
      1. Describe characteristics of adult learning process
      2. Consider principles of adult learning in clinical education
      3. Recognize the importance of actionable feedback in learner growth
      4. Identify new strategies for effective clinical education

    Just in Time for the Holidays: Gamification on a Budget
    Instructors: Maria Stanczak, MRad; Colleen Dempsey, MS, RT(R)
    Date: 12/15/2021
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Innovation, Evidence-Based Teaching

      Gaming, performed as a review course, is a way to apply the 5E Model of Learning in which students engage, explore, explain, elaborate, and evaluate. Through gaming, learners are tasked with modifying their existing information and applying that knowledge in a new manner. Thus, marrying past and present learning experiences. In addition to assessing their own progress, learners are also given the opportunity to collaborate and communicate their ideas with others.

      The literature suggests that gaming in healthcare education is an effective way to improving knowledge, skills, and satisfaction. The session was inspired by a Jefferson Talking Teaching Discussion, where a Jefferson faculty member described her experiences with creating an in-person escape room. After listening to how time consuming and costly the activity was to develop, the presenters were determined to find a virtual and cost-effective method of creating a similar engaging experience.

      At the end of the session, participants should be able to:
      1. List the 5 Es educators should apply when designing learning experiences.
      2. Describe methods and examples faculty can use to create virtual gaming experiences to support learning.
      3. Share low-cost resources that faculty can immediately use to implement gaming in their coursework.

    Free Writing: Last 5-Minutes or After-Class Activity for Deeper Learning
    Instructors: Alok Bhushan, PhD; Kati Fosselius, MS
    Date: 2/9/2022
    Time: 12:00pm – 1:00pm
    Location: Virtual
    (Register for this session)

      Educator Domains: Learning Environment Management, Evidence-Based Teaching

      With growing reliance in many disciplines on multiple-choice questions for course and board certification examinations, writing on assessments is increasingly uncommon. This discourages students from writing, leaving them unprepared for the future, particularly for positions as academicians, which require scholarly writing. At the end of class, students’ attention typically turns towards their next commitment. Requiring end-of-class writing can have considerable effect on retention and deep understanding of the subject; relying on strategies of elaboration, generation, and reflection benefits students’ metacognition and motivation.
      We have been using this technique in the class for decades, inspired by pedagogy-focused trainings. Awareness of the writing activity improves students’ attention during class. Five minutes before the end of class, students are asked to write freely about their perceptions by relating the subject matter to their experiences. Sharing students’ writing anonymously with the class at the next course meeting helps in development of academic community. The students feel an individual and personal connection with the instructor, even in a large class- size environment. This exercise helps students put their innovative thoughts on paper and trains them to attain a deeper understanding of the subject matter and also gain confidence in their writing.
      At the end of this session, participants should be able to:
      1. Explain the benefits of writing for 5 minutes before ending class.
      2. Create at least two writing prompts that could be used in their courses.
      3. Develop a strategy for using in-class writing as a way to foster a social connection within the class.

    Social Media as a Pedagogical Tool: Course Design, Social Justice, and Public Life
    Instructors: Marilisa Navarro, PhD; Ahmad Qais Munhazim, PhD
    Date: 2/11/2022
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Innovation, Learning Design

      This workshop will aid Jefferson faculty in developing a course assignment that incorporates social media as a pedagogical tool. The presenters will share copies of assignments they have implemented in their courses and will highlight how social media can be useful for critical analysis and application of theoretical concepts. Social media house endless case studies that can enhance student learning and connection to the world around them, when given specific instruction and feedback. Incorporating innovative and relevant assignments engages student interest, deepens their understanding, builds on prior knowledge, and recognizes course design as an important component of pedagogical development. This workshop will encourage collaboration among faculty, across disciplines and will encourage faculty to consider how learning happens through non-traditional projects that incorporate an object that is fundamental to college-age students.
      At the end of this session, participants should be able to:
      1. Determine a course where faculty can assign a social media project.
      2. Consider how social media can enhance the specific learning goals of a unit or program.
      3. Construct an assignment (description, goals & skills for students) using social media.

    Scaffolding Learning through Asking Better Questions
    Instructors: Dimitrios Papanagnou, MD, MPH; Rebecca Jaffe, MD; Robin Naples, MD; Schruti Chandra, MD
    Date: 3/4/2022
    Time: 12:00pm – 1:30pm
    Location: Virtual
    (Register for this session)

      Educator Domains: Learning Environment Management, Learning Design

      Incidental learning, both inside the classroom and in the workplace, is typically fostered through preceptor-generated questions. Questions should be thoughtful, well-designed, and spark inquiry in learners. Higher-order, divergent questions have been shown to better support self-directed learning and adaptive expertise in learners. Unfortunately, however, questions commonly generated are lower-order: they do not support inquiry, nor do they allow for synthesis/evaluation of new knowledge. During this session, participants will have a chance to delve into the nuts and bolts of effective question generation.

      At the end of this session, participants should be able to:

      1) Explain how effective questions are linked to fostering self-directed learning and adaptive expertise.
      2) Define the parameters that underpin commonly asked clinical questions, including higher- and lower-order questions, as well as divergent and convergent questions.
      3) Prepare teachers in the clinical environment (i.e., faculty, senior residents) to ask questions that support inquiry and self-directed learning.
      4) Practice formulating effective questions with a practical Question Taxonomy tool.

    Incorporating the “KISS” (Keep It Simple Synchronously) Strategy when Transitioning to Remote Learning and Back to the Classroom Again
    Instructor: Anita Fennessey, DNP, MSN
    Date: 3/11/2022
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Educator Domains: Innovation, Learning Environment Management

      Utilizing the concept of “KISS” Keep it Simple Synchronously while utilizing Nearpod, an interactive methodology was used to help improve teaching and learning when transitioning from the in-person to the virtual environment. This teaching strategy utilized the principles of Gardner's Multiple Intelligence Theory to help students positively engage in an undergraduate health promotions nursing course. This methodology helped to maintain student engagement while decreasing the anxiety of learning in the virtual environment. However, this interactive format can also help with transitioning back to the traditional classroom environment.

      At the end of this session, participants should be able to:
      1. Identify barriers to teaching and strategies that actively engage students in the remote learning environment.
      2. Describe how incorporating theory with intentional teaching methodologies can improve student learning and engagement.
      3. Identify an innovative teaching methodology faculty can use to improve students’ interaction and engagement while assessing their own learning.
      4. Explain how this methodology can be used in both the virtual and in-person learning environments.

    From Good to Great: Developing and Debriefing Your Interprofessional Debriefing Skills
    Date: 7/11/2022
    Time: 10:00am – 12:00pm
    Location: Hamilton 210/211
    (Register for this session)

      Experiential learning requires reflection and intentional discussion in the form of facilitated debriefing in order to promote learning outcomes and enhance team-based performance. Indeed, debriefing is widely considered in extant literature to be the key element to process and synthesize experiential learning, making skill acquisition and practice critical for facilitators. Yet, formal training and opportunities to apply, practice, and assess debriefing skills can be rare. This workshop will focus on defining and developing the skills necessary for practitioners and faculty to debrief both educational and clinical activities to achieve interprofessional learning and clinical objectives. Session topics will include models and phases of the debriefing process, the role of the facilitator in debriefing, and evidence-based methods for effectively debriefing interprofessional learners. Participants will have the opportunity to enact and then debrief their own debriefings and to give and receive feedback to enrich collective learning.

      Learning Objectives:
      • Explain the importance of debriefing relative to interprofessional learning and care
      • Identify three processes of debriefing across different debriefing models
      • Examine how your biases influence your interprofessional debriefing skills
      • Employ two debriefing techniques during a simulated debriefing

    Meeting Students Where They Are with Empathy and Reflective Coaching
    Instructor: Sean Forster, MSN, DNP
    Date: 9/23/2022
    Time: 10:00am – 11:00am
    Location: Virtual
    (Register for this session)

      Students entering the undergraduate nursing program at Jefferson College of Nursing come from different educational backgrounds that require instructors to "meet them where they are" intellectually. This presentation will focus on the joy of finding an opportunity to help students grow emotionally and intellectually with the instructor coming from a place of understanding that students need to develop a foundation of learning. As faculty, we are considered experts in the field of nursing, while students have not been exposed to this information yet. Understanding this principle allows faculty to have empathy for the growing pains that a student will go through during their progression through the program. Meeting them where they are intellectually allows students and faculty to establish a baseline of the student's knowledge. Over the span of the BSN program the student and faculty member can observe tangible educational growth during that time. Providing empathy in the classroom for students allows them to feel heard and understood. Demonstrating this skill is a "lead by example" technique that will hopefully be passed on by students to their peers, friends, family, and most importantly their future patients. Reflective coaching is a technique that allows students to understand why they think the way they think. This style of coaching requires the students to reflect on their past educational experiences as well as their own life experiences. Including their life experiences, traumas, stress, and overall wellness is a holistic approach to understanding why their nervous system operates the way it does.


      By the end of this session, participants should be able to:


      1) Define empathy and understand how to utilize this as an educational tool to benefit students.

      2) Develop an understanding of the term, "meet them where they are" and understand how to utilize this as an educational tool to benefit students.

      3) Develop an understanding of the educational value of reflection-based coaching techniques and how this will benefit students.

    Re-Designing the Box: A Self-Study Tool to Enhance Diversity, Equity, and Inclusion in Higher Education
    Instructors: Shoshana Sicks, EdD; Brooke Salzman, MD; Amber King, PharmD, BCPS, CGP, JSP, Pharmacy Practice; Aniekan Ukanna
    Date: 10/6/2022
    Time: 9:00am – 10:00am
    Location: Virtual
    (Register for this session)

      Over the last two years, members of Jefferson Center for Interprofessional Practice and Education’s (JCIPE) Racial and Social Justice Task Force (RSJT) have extended our systems thinking relative to interprofessional collaboration and our understanding of effective teamwork to examine and dismantle systemic injustice in our individual and team practices. To aid in this work, the team created a self-study tool, intended to guide thinking and facilitate idea generation around issues of racial and social justice within and across JCIPE’s student programs. Its use is meant to enable creation of an action plan to ensure that JCIPE staff and faculty are explicitly aware of and working toward racial and social justice in all of our endeavors. The tool encourages users to reflect on the opportunities and strengths of each program and enact corresponding changes. This process includes feedback and input from the full RSJT and then the entire JCIPE faculty and staff team. After introducing participants to the RSJT, its work and the self-study tool, workshop presenters will provide an example of the application of the tool using one of JCIPE’s programs.

      Attendees will then have the opportunity to use the tool to examine and reflect on a lecture, course or curriculum in which they are engaged. Ultimately, we hope the tool will help raise users’ confidence, infuse new meaning and spark joy in teaching, as well as foster more inclusive learning environments and build stronger, more trusting teams.

      By the end of this session, participants should be able to:


      1) Describe the intersection of interprofessional and anti-racist education.

      2) Discuss the rationale for incorporating and examining issues of racial and social justice within lectures, courses, programs and curricula.

      3) Apply a self-study tool to enhance existing lectures, courses, and curricula within one’s own teaching portfolio.

    Experiential Learning and Preferred Learning Styles: Connecting Theory to Practice
    Instructor: Anthony Sielicki, MD
    Date: 10/21/2022
    Time: 10:00am – 11:00am
    Location: Virtual (Zoom)
    (Register for this session)

      Adults have a predilection towards learning from experience, both from their own past encounters and from the experiences of their peers. During this session, we will discuss the Theory of Experiential Learning and its applications in adult learning. This theory was also used to derive preferred learning styles, and participants will have the opportunity to discover and discuss their own results from the Kolb Learning Styles Inventory.

      By the end of this session, participants should be able to:

      1) Discuss the theory of experiential learning.
      2) Describe the four preferred learning styles.
      3) Identify your own preferred learning style.
      4) Demonstrate how preferred learning styles may be used to help adult learners learn better.

    The Lion in the Path: Acting as a Metaphor for Teaching
    Instructor: Ronald Kander, PhD
    Date: 10/24/2022
    Time: 9:00am – 10:00am
    Location: Virtual (Zoom)
    (Register for this session)

      In this session, I will explore the idea of “acting” as a metaphor for “teaching”. The three dimensions of the metaphor that I would like to explore with the audience are: 1) the “teacher” as the “actor”, 2) the “lesson plan” as the “script”, and 3) the “classroom” as the “theater”. (Note that one could argue that, in the context of active learning, the “students” are the “actors” and the “teacher” is the “director”.) In considering the teacher (or the student) as the actor, we will explore theatrical concepts such as “costume”, “voice” and “movement”. In considering the lesson plan as the script, we will explore theatrical concepts such as “plot”, “characters” and “timing”. Finally, in considering the classroom as the theater, we will explore theatrical concepts such as “stage”, “set” and “props”. With the help of the audience, we will consider extensions and expansions of this metaphor and how they might help inform us about our teaching/learning processes.

      By the end of this session, participants should be able to:

      1) Explain how acting can be used as a metaphor for teaching.
      2) Describe how this metaphor can improve your teaching/learning experience.
      3) Describe ways this metaphor breaks down in real-world teaching environments.

    Using a Trauma-Informed Lens to Create Safe Classrooms for Students
    Instructors: Kathryn Shaffer, EdD, RN, CNE; Stephen DiDonato, MS, LPC; Angelle Richardson, PhD
    Date: 10/31/2022
    Time: 9:00am – 10:00am
    Location: Virtual (Zoom)
    (Register for this session)

      We know that the majority of people are exposed to at least one potentially traumatic event. This includes our students. Unfortunately, their wellbeing and psychological safety in higher education has not been prioritized. How students process trauma varies greatly. Re-traumatization in the classroom can happen without a faculty’s knowledge, but teaching from a trauma-informed lens can minimize re-traumatization. Nursing education places emphasis on patient care, recognizing change in conditions, and boards will be using the clinical judgment measurement module to determine the safe practices of nurses, but there is a lack of education supporting students to recognize changing conditions in themselves, place emphasis on self-care, and use their own clinical judgment module to build resiliency.

      The College of Nursing and Community and Trauma Counseling program have implemented trauma and resiliency curricula within their respective programs. Concepts build over curricula to teach student about trauma informed care, social context of trauma, neurobiology of trauma, concepts related to professional resiliency (including compassion satisfaction, compassion fatigue, burnout education, peer support, and self-care practices). Early prioritization within each program has been placed on developing activities and a culture of creating safe spaces in the classroom.

      This session will discuss techniques to create safe spaces for students, such as soft landings, emotional debriefings, and the use of the College’s service dog to create safe spaces for students to flourish and thrive.

      By the end of this session, participants should be able to:

      1) Explain the foundation of teaching through a trauma-informed lens.
      2) Describe ways to create safe classrooms for students with lived experiences.
      3) Apply one intervention and/or practice to create a safe classroom for students.

    Rediscovering Joy of Global Learning for Challenging Times
    Instructor: Madeleine Wilcox, PhD
    Date: 11/17/2022
    Time: 12:00pm – 1:00pm
    Location: Virtual (Zoom)
    (Register for this session)

      The past few years have made us keenly aware of our global interconnectedness and the challenges and benefits it brings. As we restart global travel, it can be easy to be overwhelmed by the "what ifs", "whys", and "why nots" and lose our way. This interactive session by the Study Away Office at East Falls will help faculty to map out inspiring but doable global experience that can be developed for their students: semester, short course, non-credit, or virtual or in-class opportunities.

      In this session we will introduce faculty to an array of inspiring pathways for global learning, experiences, and programs; provide a space for participants to reflect on what global learning means for their courses and disciplines; and then workshop how different frameworks would meet your course and discipline's learning outcomes. By the end of the session participants will be able to leave with a toolkit and timeline for scalable global activities and programs that can occur in the classroom, online, or across the globe.

      The session is most recommended for instructors and program directors working with undergraduate programs and program directors.

      By the end of this session, participants should be able to:

      1) Defining global learning for your courses and discipline.
      2) Cite types of global programs (e.g., semester, short course, non-credit).
      3) Discover connections between your experience and your discipline's focus to global opportunities and experiences for your students.
      4)Brainstorm places, spaces, experiences and networks you can leverage.
      5)Outline areas for growth in global learning in your program development.
      6)Build a toolkit and timeline for exploring or developing global experiences.

    All Women are Bilingual: Sociolinguistics and its Impact of Female Learner Evaluations
    Instructor: Robin Naples, MD
    Date: 12/2/2022
    Time: 9:00am – 10:00am
    Location: Virtual (Zoom)
    (Register for this session)

      Educator Domains: Critical Self-Reflection

      During this session, the audience will learn about implicit bias, specifically as it pertains to gender and our perception of women in the workplace. The speaker will review literature as it pertains to gender bias in academic evaluations along with the social framework by which women use language differently and how this plays into bias.

      At the end of this session, participants should be able to:
      1. Define and recognize implicit bias and its impact on women in health professions education.
      2. Review known literature on bias in resident evaluations.
      3. Introduce the concept of women’s speak and its impact on perception.

    Scaffolding Learning through Asking Better Questions
    Instructors: Kestrel Reopelle, MD; Frances Rusnack
    Date: 12/9/2022
    Time: 9:00am – 10:00am
    Location: virtual (Zoom)
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      Educator Domains: Learning Environment Management, Learning Design

      Incidental learning, both inside the classroom and in the workplace, is typically fostered through preceptor-generated questions. Questions should be thoughtful, well-designed, and spark inquiry in learners. Higher-order, divergent questions have been shown to better support self-directed learning and adaptive expertise in learners. Unfortunately, however, questions commonly generated are lower-order: they do not support inquiry, nor do they allow for synthesis/evaluation of new knowledge. During this session, participants will have a chance to delve into the nuts and bolts of effective question generation.

      At the end of this session, participants should be able to:

      1) Explain how effective questions are linked to fostering self-directed learning and adaptive expertise.
      2) Define the parameters that underpin commonly asked clinical questions, including higher- and lower-order questions, as well as divergent and convergent questions.
      3) Prepare teachers in the clinical environment (i.e., faculty, senior residents) to ask questions that support inquiry and self-directed learning.
      4) Practice formulating effective questions with a practical Question Taxonomy tool.

    A Teaching Primer for Clinicians
    Instructor: Nina Mingioni, MD
    Date: 12/16/2022
    Time: 9:00am – 10:00am
    Location: Virtual (Zoom)
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      Educator Domains: Evidence-Based Teaching, Learning Design

      This session focuses on practical applications of the adult learning theory, providing specific suggestions for effective clinical education. Benefits of and tips for providing specific, actional feedback are discussed. Attendees will identify new easy-to-implement strategies they can add to their educator toolkit and encourage learner growth.

      At the end of the session, participants should be able to:
      1. Describe characteristics of adult learning process
      2. Consider principles of adult learning in clinical education
      3. Recognize the importance of actionable feedback in learner growth
      4. Identify new strategies for effective clinical education

    I Finally Flipped! How I Learned to Stop Worrying and Love the Flip
    Instructor: Traci B. Fox, MS, RDMS, RVT, RT(R), JSHP, Radiologic Sciences
    Date: 3/3/2023
    Time: 9:00am – 10:00am
    Location: Virtual (Zoom)
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      Flipping the classroom has been demonstrated in multiple studies to improve outcomes and long-term learning, but it can be challenging for educators not sure where to start. The flipped class provides active learning throughout the classroom period, exciting the educator and student alike. The class is "flipped" when the passive part of learning takes place outside of class and the in-class time is used for active learning and reinforcement. The focus becomes the learning, and not the teaching. The students are energized and the classroom is typically loud, unlike the passive quietness of a traditionally delivered class. Students learn by engaging in the creation of "fortune-teller" study guides, Pictionary, Playdoh, and creating their own quizzes and crossword puzzles – just to name a few activities.

      This session will inspire educators who are afraid of fully flipping a classroom by reviewing techniques and templates of a [hopefully] successful flipped classroom. This interactive talk is for faculty not sure of where to begin or what activities to use in the flipped classroom. Topics include the Immediate Feedback & Assessment Technique (IFAT), gamification, and formative & summative evaluation. The key points and difficulties of flipping a class will also be discussed.

      At the end of this session, participants should be able to:

      1) Discuss the methodology and benefits of transitioning to a flipped classroom format.
      2) Describe formative and summative evaluation in the setting of a flipped classroom.
      3) Execute their own plan for flipping a classroom, acknowledging the key points and difficulties.

    From Good to Great: Fostering your Interprofessional Facilitation Skills
    Instructor: Shoshana Sicks, EdD
    Date: 5/15/2023
    Time: 10:00am – 12:00pm
    Location: VIRTUAL - Register to receive link
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      Many times, health professionals and other faculty and staff learn to teach and facilitate “on the fly” without any formal training. During this 2-hour faculty development workshop, participants will have the opportunity to examine and enhance their interprofessional facilitation skills. After reviewing theories of facilitation and interprofessional education, we will assess our own implicit biases and discuss methods for overcoming them. We will practice facilitation skills to teach learners of diverse disciplines and education levels in multiple settings (classroom, simulation, clinical). Finally, we will give and receive feedback on facilitation skills during debriefings of the role plays. Please join us and engage in activities to take your IPE facilitation knowledge and skills to the next level.

      Objectives:
      • Discuss theoretical underpinnings of facilitation in interprofessional education and collaborative practice.
      • Examine how your biases influence your interprofessional facilitation skills.
      • Practice facilitation skills for application in a variety of settings, including didactic and simulation.
      • Develop methods for providing feedback to peers relative to interprofessional facilitation skills.