Curriculum for Educators

    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.

    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

    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.

    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?

    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

    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

    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

    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.

    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)

    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.

    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.

    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
    (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.