Educator's Toolbox
Curriculum for Educators

    Camp EdVenture
    Date: 8/4/2017
    Time: 8:30am – 3:15pm
    Location: Philadelphia University
    (Register early to reserve your spot. Registration is FREE and includes all sessions, light breakfast, lunch, and afternoon snacks and beverages.)

      The Center for Teaching Innovation & Nexus Learning (CTINL) at Philadelphia University and the Center for Teaching & Learning (CTL) and 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.

      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

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


      INDIVIDUAL SESSION DESCRIPTIONS
      Rethinking Course Design to Foster Increased Engagement and Deeper Learning
      Sherri Place, Director of Instructional Design and Academic Technology, Philadelphia University
      Mary Gozza-Cohen, Curriculum and Instruction Specialist, Center for Teaching and Learning, Thomas Jefferson University


      Rethinking how you approach course design helps create courses that stick with students long after the course ends. By identifying what it is we really want students to be able to know, do, or value, we can build instructional experiences that not only sustain active, engaged learning but also allow students opportunities to connect course concepts with their personal and professional lives.

      By the end of this workshop, you will be able to:
      • Identify situational factors that affect course design
      • Identify where programmatic and course objectives intersect with your instructional goals
      • Develop next steps in rethinking your course design

      To get the most out of this workshop, please bring the syllabus of a course you’d like to rethink. You may also wish to bring a laptop or other device.

      Assessment: Not Just Another "A" Word
      Julie Philips, Assistant Director of the Center for Teaching and Learning, Thomas Jefferson University

      Assessment is essential to teaching and learning for learners and faculty alike. Assessment documents learners’ mastery of course material and competencies and also provides insight into one’s teaching practice. This session provides an introduction to the assessment process as it is grounded in the classroom. The session focuses on developing a shared vocabulary of assessment and three essential elements (timeliness, frequency, and tone). The workshop addresses the three elements as they apply to both formative and summative assessment. In this session, participants will apply the presented material to a specific course goal or objective, brainstorm potential formative and summative opportunities for learners and consider ways to integrate learning technologies such as rubrics, low-stakes Blackboard testing or surveys to facilitate learning.

      Upon completion of this session, participants will be able to:
      • Describe the differences between formative and summative assessment
      • Explain three essential elements of any student learning assessment
      • Identify an assessment strategy for a learning activity

      Implementing Active Learning
      Jeffrey Ashley, Director of the Center for Teaching Innovation and Nexus Learning, Philadelphia University
      Anne Bower, Nexus Advocate for the College of Science, Health and the Liberal Arts, Philadelphia University


      Active learning is about getting students to engage in doing and having them actively think about what they are doing. A variety of strategies may be employed to get students to engage with content and skill development while instilling the habits of self-reflection regarding the learning process. In this session, participants will identify a portion of their course to ‘activate’ using active learning strategies, design a lesson plan that mindfully incorporates active learning, and evaluate some of the challenges that may occur with an eye to developing solutions for ensuring student learning outcomes are attained.

      Upon completion of this sessions, participants will:
      • Understand what active learning encompasses and identify active learning strategies
      • Develop a plan for incorporating an appropriate and doable active learning strategy within one of your courses to enhance a learning experience for your students
      • Identify potential risks (and benefits) within that plan and formulate potential solutions (a ‘back pocket’ readiness plan)

      Tech Tools 1 and 2
      May Truong-Merritt, Instructional Designer, Philadelphia University
      Kathleen Day, Instructional Technologist and Designer, Thomas Jefferson University


      Tech Tools - Fostering Learner Interactions
      In the earlier sessions attendees discovered active learning strategies and gathered various approaches to encourage engaged learning in the classroom. In this tech session, we will introduce Blackboard student engagement tools such as Discussion Boards & Groups. This session will provide attendees with the opportunity to easily facilitate and implement engaging student-to-student interactions and group collaboration within their courses.

      By the end of this session, you will be able to:
      • Identify the differences between discussion board, forum, thread and post
      • Prepare and post to a discussion as a student and as an instructor
      • Develop groups through manual, self or random enrollment
      • Identify the various tools available within the Groups function

      Tech Tools - Assessments & Feedback
      In this morning’s Backwards Design & Assessment sessions, participants identified types of feedback that align with their student learning goals and objectives. In this tech session, we will present built-in Blackboard assessment and feedback features such as Assignments, Grade Center, Inline Grading and the Rubrics tool. Attendees will have a hands-on opportunity to create an assignment and an associated rubric as well as utilize the integrated grading features to provide students with timely and necessary feedback.

      By the end of this session, you will be able to:
      • Create and modify a Blackboard assignment
      • Develop a rubric and associate rubric with course content
      • Apply grading and related feedback for student work within Grade Center
      • Implement in-line grading feature to provide annotated feedback on assignment submissions


    ExamSoft Basics
    Instructor: Kathleen Day, MS
    Date: 8/9/2017
    Time: 10:00am – 11:30am
    Location: SML 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


    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: SML 200A
    (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: SML 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


    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 8/23/2017
    Time: 5:30pm – 7:00pm
    Location: SML 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


    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 8/25/2017
    Time: 9:00am – 10:30pm
    Location: SML 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


    Collaborate—Blackboard’s Virtual Classroom
    Instructor: Mary Gozza-Cohen, PhD
    Date: 8/29/2017
    Time: 10:00am – 11:30am
    Location: SML 307
    (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: SML 200A
    (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: SML 200A
    (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


    Creating an Effective Learning Assignment or Experience
    Instructor: Julie Phillips, PhD
    Date: 9/7/2017
    Time: 12:00pm – 1:00pm
    Location: SML 200A
    (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


    Rubrics: Improve Your Grading Efficiency & Reliability
    Instructor: Kathleen Day, MS
    Date: 9/8/2017
    Time: 10:00am – 11:00am
    Location: SML 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?


    Writing Better Test Questions
    Instructor: Kathleen Day, MS
    Date: 9/11/2017
    Time: 10:00am – 11:00am
    Location: SML
    (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: SML 306
    (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 Supporting International Students and Other ESL Learners
    Instructor: James Dyksen, MSEd-TESOL
    Date: 9/13/2017
    Time: 11:00am – 12:30pm
    Location: SML 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


    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: SML 200A
    (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 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 on of several strategies generate clear and concise message


    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.


    Building a Better Lecture
    Instructor: Julie Phillips, PhD
    Date: 9/20/2017
    Time: 5:30pm – 6:30pm
    Location: SML 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


    Communicate Like a Pro--Think Like a Contractor:Build a Solid Framework
    Instructor: Julie Phillips, PhD
    Date: 9/21/2017
    Time: 9:00am – 9:00am
    Location: SML 200A
    (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 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



    Facilitating Discussions 101
    Instructor: Julie Phillips, PhD
    Date: 9/25/2017
    Time: 5:30pm – 6:30pm
    Location: SML 200A
    (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
    Instructor:  
    Date: 9/26/2017
    Time: 12:00pm – 1:30pm
    Location: SML 307
    (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: SML 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


    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: SML 200A
    (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 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


    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.


    Feedback for Improved Learning & Performance
    Instructor: Julie Phillips, PhD
    Date: 10/10/2017
    Time: 12:00pm – 1:00pm
    Location: SML 307
    (Register for this session)

      Feedback is an invaluable tool for learners to improve their skills and abilities. This workshop explores the importance of both formal and informal feedback in the learning environment. Participants will explore different means for sharing feedback with learners, key characteristics of effective feedback. Through a series of hands-on exercises and case vignettes, attendees will apply the characteristics of effective feedback to a variety of scenarios, including student written work, class discussions and poor exam performance.

      At the end of the session, participants should be able to:
      • Articulate the role of feedback to improve learning and performance
      • Describe the difference between informal and formal feedback
      • Apply principles of effective feedback


    A Novel Method to Publish Your Educational Scholarship and Work: MedEDPortal!
    Instructor: Nethra Ankam, MD
    Date: 10/17/2017
    Time: 8:00am – 9:00am
    Location: Bluemle Life Sciences Building, Room 107 - 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 to

      At the end of the 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


    Improving Assessment with ExamSoft
    Instructor: Kathleen Day, MS
    Date: 10/18/2017
    Time: 10:00am – 11:00am
    Location: SML 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


    Communicate Like a Pro--Think Like a Mime: Use Nonerbal Communication
    Instructor: Julie Phillips, PhD
    Date: 10/19/2017
    Time: 9:00am – 10:00am
    Location: SML 200A
    (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


    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: SML 307
    (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: SML 200A
    (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: SML 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


    Teaching and Learning Online: A Dive into the Unknown
    Instructor: Mary Gozza-Cohen, PhD
    Date: 11/7/2017
    Time: 1:00pm – 2:30pm
    Location: SML 307
    (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


    Engaging Students and Facilitating Interaction Using VoiceThread
    Instructor: Mary Gozza-Cohen, PhD
    Date: 11/14/2017
    Time: 10:00am – 11:00pm
    Location: SML307
    (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.


    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: SML200A
    (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: SML 200A
    (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: SML 200A
    (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 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


    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: SML 200A
    (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: SML 200A
    (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


    Introducing iCE (Interactive Curricula Experience) to Your Course
    Instructor: (TBD) CTL Staff
    Date: 12/14/2017
    Time: 10:00am – 11:30am
    Location: SML 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
    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


    Using Multiple Methods for Teaching and Engaging & Assessing Students
    Instructors: Mary Gozza-Cohen, PhD; Jennifer Fogerty, MSEd
    Date: 1/10/2018
    Time: 1:00pm – 2:00pm
    Location: SML 200A
    (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


    Improve Your Bedside Teaching: Facilitating Education in the Clinical Learning Environment
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 1/12/2018
    Time: 12:00pm – 1:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge
    (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) Relate various modalities to teach learners at different stages of training at the bedside
      4) Consider the experience of the patient and family during the teaching session


    Active Teaching, Engaging Minds
    Instructor: Julie Phillips, PhD
    Date: 1/17/2018
    Time: 9:00am – 10:30pm
    Location: SML 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


    Giving Effective Feedback
    Instructor: Robin Naples, MD
    Date: 1/19/2018
    Time: 12:00pm – 1:00pm
    Location: Bluemle Life Sciences Building, Room 101
    (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


    Teaching and Supporting International Students and Other ESL Learners
    Instructor: James Dyksen, MSEd-TESOL
    Date: 1/25/2018
    Time: 11:00am – 12:30pm
    Location: SML 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


    Creating a Learner-Centered Environment
    Instructor: Julie Phillips, PhD
    Date: 1/29/2018
    Time: 10:00am – 11:00am
    Location: SML 200A
    (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.


    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: SML 200A
    (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


    Listening Style as a Vehicle to Develop Empathy and Social Intelligence
    Instructor: Dimitrios Papanagnou, MD, MPH
    Date: 2/9/2018
    Time: 12:00pm – 2:00pm
    Location: Bluemle Life Sciences Building, Room 101
    (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 both students, residents, and health trainees across the Thomas Jefferson University.

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

      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


    A Novel Method to Publish Your Educational Scholarship and Work: MedEDPortal!
    Instructor: Nethra Ankam, MD
    Date: 3/6/2018
    Time: 8:00am – 9:00am
    Location: Bluemle Life Sciences Building, Room 101 - 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 to

      At the end of the 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


    Facilitating Discussions 101
    Instructor: Julie Phillips, PhD
    Date: 3/8/2018
    Time: 3:00pm – 4:00pm
    Location: SML 200A
    (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


    Fostering Wellness in Faculty and Learners in Health Professions
    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 for Different Environments
    Instructor:  
    Date: 4/3/2018
    Time: 11:00am – 12:00pm
    Location: SML 306
    (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: 4/18/2018
    Time: 1:00pm – 2:30pm
    Location: SML 307
    (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


    Basic and Advanced Concepts in Facilitation
    Instructors: Dimitrios Papanagnou, MD, MPH; Julie Phillips, PhD; Peter Scoles, MD; Susan Truong, MD
    Date: 4/20/2018
    Time: 9:00am – 10:30am
    Location: Jefferson Alumni Hall, Eakins Lounge - Center City Campus
    (Register for this session)

      Facilitation in health professions education is essential. Effective facilitation skills enable educators to take charge of the learning environment to guide learning in multiple settings, including the classroom and/or lecture hall; the simulation laboratory; and even the bedside. When executed successfully, a facilitator encourages learners to think productively; articulate ideas; ask important questions; make connections; find solutions; and identify next steps to take action for their learning.

      This workshop will allow participants to explore what it means to be a facilitator and to recognize when the time calls for a shift towards facilitated learning. Time will be spent on developing and practicing facilitation techniques. Through small group exercise, participants will also gain the experiential knowledge that will help them develop these skills.

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

      1) Differentiate between facilitation and standard teaching
      2) Identify opportunities for facilitating learning in the classroom, at the simulation center, during case-based learning (CBL) sessions, and at the bedside.
      3) Discuss and practice facilitations strategies faculty can use to engage their learners


    An Introduction to Interprofessional Education (IPE) and Collaborative Practice (CP)
    Instructor: (TBD) CTL Staff
    Date: 4/20/2018
    Time: 10:30am – 12:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge - 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 workshop will focus on developing the knowledge, skills and attitudes (KSA) necessary to prepare a collaborative practice-ready workforce and meet the demands of accreditors. Following a brief presentation regarding the history and rationale relative to IPE and CP, participants will use selected case studies from Jefferson’s Center for Interprofessional Education (JCIPE) to see firsthand how such initiatives can be effectively designed, implemented and assessed. They will have an opportunity to apply the Jefferson Teamwork Observation Guide (JTOG), a validated, mobile application assessment tool allowing for 360-degree observations of teamwork behaviors.

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

      1) Define interprofessional education (IPE) and collaborative practice (CP)
      2) List three interprofessional learning objectives for an IPE or CP program
      3) Apply the Jefferson Teamwork Observation Guide (JTOG) to assess teamwork and CP behaviors
      4) Conduct a SWOT analysis for implementation and assessment of an innovative IPE or CP program at their home institution


    Teaching Highly Kinesthetic and Visual-Spatial Skills
    Instructor: team (see below)
    Date: 4/20/2018
    Time: 1:00pm – 4:00pm
    Location: Jefferson Alumni Hall, Eakins Lounge - Center City Campus
    (Register for this session)

      Instructors: Dimitrios Papanagnou, MD, MPH, EdD(c); Kathy Shaffer, RN, EdD; Ronald Hall, MD; Gretchen Diemer, MD; Abigail Wolf, MD

      Whether it's how to deliver a baby, how to place an IV, or using an ultrasound to visualize a patient’s anatomy, educators are challenged with finding best practices to instruct kinesthetic skills. They require a toolkit to help their learners achieve procedural competency. In this workshop, frameworks for kinesthetic and visual-spatial skills will be introduced, and case studies will be used to reinforce concepts. The workshop will also allow for the deliberate practice of effective teaching skills during these circumstances.

      The proposed workshop will incorporate various strategies to help the simulation educator with the instruction of procedural skills. Procedural exemplars from several specialties across varied professions will be used. The overarching goal is to have these skills readily transferrable to other concepts that may be exclusively kinesthetic and/or visual-spatial in nature.

      Strategies discussed will include, but not be limited to: heuristic models and frameworks that will help educators prepare for and optimize learning strategies for their audiences; coaching techniques; everyday games (i.e., LEGOs, Play Dough) that will be used as educational adjuncts for procedural instruction will be discussed; and hands-on practice with low- and high-fidelity simulation task trainers.

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

      1) Discuss heuristic models for procedural instruction, and apply strategies to help struggling learners when acquiring procedural skills training during simulation-based educational programming.
      2) Practice coaching methods to help trainees effectively manipulate equipment when operating on task trainers.
      3) Apply educational adjuncts to better assist trainees in conceptualizing three-dimensional anatomy.


    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: SML 307
    (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