![Faculty Impact
“Really, I think the course was helpful for me to
think outside the box. Identify other areas that I
hadn't really explored [sic]. It really opened up a
lot more ideas as to how we can teach. How we
can identify where we need to focus more
attention [sic].”](https://image.slidesharecdn.com/foodforthought-120629153536-phpapp02/85/Web-based-Training-Modules-12-320.jpg)
Web-based Training Modules
- 1. FOOD For Thought: Fast Online OnDemand Development Roberta Ambrosino, EdD
- 2. Contrasting Other FacDev Activities Workshops Podcasts Consults Online Independent Recorded Reading Lectures
- 4. Student Surveys Strongly Strongly The Instructor: Disagree Agree N/A Disagree Agree 1. Informed students of the specific goal(s) or objective(s) for each lesson. e.g. By the end of this lesson, you should know or 1 2 3 4 0 be able to do the following. 2. Reviewed information that was taught in a previous instruction(s) that helped me understand the new information 1 2 3 4 0 or perform the new task. 3. Provided relevant practice-specific feedback about the practice 1 2 3 4 0 problems to help me understand the correct answer. 4. Began the lesson with an interesting or exciting fact, 1 2 3 4 0 demonstration, or question related to the lesson topic. 5. Informed students of the specific goal(s) or objective(s) for each lesson. e.g. By the end of this lesson, you should know or 1 2 3 4 0 be able to do the following… Reiser, R. and Dick, W. (1996). Instructional Planning: A Guide for Teachers (2nd Ed.), Allyn and Bacon, Boston.
- 5. Reflection
- 7. Workshops UT Health Science Center at San Antonio Teaching Excellence Course (UTEC)
- 8. Consults Debriefing Interview Checklist Reserve a one-hour studio recording session for self-reflection. Your promptness is appreciated. Reflection is a monologue describing teaching and learning environment as captured in the video, self-evaluation of strengths/areas for improvement, experimental techniques and results, faculty participant’s perception of students’ motivation and learning. Schedule a follow-up class to video and survey (before Dec. 3 & 4, 2008). Date: _______________________________Time:_________________________ Location: ____________________________ No. of students: _______________ Provide faculty participant with a copy of the student survey questions and results. Review student survey results with faculty participant. Identify at least one teaching improvement skill that will be the focus of the follow-up class video. Refer to student survey items. Provide faculty participant with a copy of the video recording of her/his first class lecture. If time permits, review specific portions of CD and point out strengths/areas for improvement .
- 9. Kirkpatrick’s 4 Levels of Evaluation Impact Performance Learning Reaction Kirkpatrick, D. L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.
- 10. Performance 1) inform students of objectives 2) help students recall prerequisite knowledge 3) present information and examples 4) provide practice and feedback 5) summarize the lesson
- 11. Student Impact • “She is very enthusiastic while teaching and makes content interesting while applying to real-life scenarios & practice.” • “I enjoy that she always uses real life examples to explain the content instead of leaving it to our imaginations.” • “Detail, examples are rich and diversified. Feedbacks are instant.”
- 12. Faculty Impact “Really, I think the course was helpful for me to think outside the box. Identify other areas that I hadn't really explored [sic]. It really opened up a lot more ideas as to how we can teach. How we can identify where we need to focus more attention [sic].”
- 13. Study Outcome
- 14. Online • Elixr. Merlot.org • http://elixr.merlot.org/case- stories/developing-instructional- expertise/faculty-development- activities2/the-impact-of-faculty- development-activities
Editor's Notes
- #6: Transcript:Jennifer Peel: In the next case, the instructor learned from the feedback that the students desired a clear link between the new material and the relevance to their own practice.Neela Patel: From my feedback that I got in the first class the participants wanted me to discuss more cases that were relevant to them. So in the second class, that's what I did. Out of personal experience and the patients that I saw and the patients that I thought that the students saw in the Geri Clinics is what I described. And I thought that the students liked that really well because they were involved in the discussion when I used that.
- #7: Transcript:Barbara King: The strengths and areas for improvement that were identified by the students after the first video taping that I needed to clearly identify the objectives and the summary of the topic.Jennifer Peel: Here’s an Emergency Medical Services instructor who learned to introduce the topic to the class by clearly stating the objectives in the beginning of class. This technique is proven to foster student engagement and aids in the retention of new material.Steve Mormino: Today we want to address, we're going to go through the rapid triage assessment as opposed to our general slow assessment to reinforce that. I know you've been exposed to this before, but as a medic it's a little bit harder for you to just stay with the triage system because you want to treat so much. So we want to reinforce because you will probably lead during these MassCals.
- #10: Reaction – how the learners react to the learning activityLearning – the extent to which the learners gain knowledge and skillsPerformance – capability to perform the learned skills or transfer learning to the workplaceImpact – includes such results as efficiency, quality, and retention.
- #14: Transcript:Peel: The ten case stories illustrate how instructors reacted to student feedback and made changes to their teaching strategies with the help of faculty development activities. Areas for improvement included informing students of objectives, presenting information and examples, providing practice, and summarizing the lesson. Post-intervention reflections indicate increased instructor awareness and confidence.It is clear that these ten instructors benefitted from the combination of classroom observation, student feedback, personal consultation, and faculty development activities.
- #15: Visit Elixr.Merlot.org and explore the dozens of stories there. Use the stories in your next faculty development effort.