Each semester, we select two faculty who are doing exemplary things with technology in their courses, and they explain and demonstrate those uses to faculty from all the KUMC schools. Our Exemplary Courses program is based on similar work by Faseyitan, Libii, & Hirschbuhl (1996), which showed that faculty showcases of technology use improved computer self-efficacy by providing verbal persuasion and vicarious experiences. Additionally, these presentations connect faculty from different schools and departments (communication networks) and help diffuse local innovations in one program to other KUMC programs (Rogers, 1995).
Faseyitan, S., Libii, J. N., & Hirschbuhl, J. (1996). An inservice model for enhancing faculty computer self-efficacy. British Journal of Educational Technology, 27(3), 214-226.
Rogers, E. M. (1995). Diffusion of Innovations. New York: Free Press.
Norb Belz (SHP-HIM), Won Choi (SoM-MPH), David Martin (SoN), Rose O’Dell (SHP-HIM) - Coursesite Standards
Several programs are standardizing their Blackboard coursesites with consistent design, format, organization, and content. In this Exemplar Courses session, we’ll learn from three programs that are developing more consistency among their coursesites. Come learn the why, what, and how of their work, as well as outcomes, challenges, and future plans. View the recorded video of this presentation.
Michael Parmely (SoM) - Training the Next Generation of Health Science Educators (MICR 805)
A new graduate course in the Department of Microbiology provides an introduction to becoming an effective and professional teacher in a higher education setting. This course was recently expanded to include review of primary literature, and a workshop version is being developed for basic science faculty and postdoctoral fellows. View the recorded video of this presentation.
Wendy Hildenbrand (OT), Dory Sabata (OT), and Dave Antonacci (TLT) - 3D Printing in Occupational Therapy Education
One of the expectations for Occupational Therapy Education accreditation is that students are prepared to "fabricate" assistive technology. To help meet this expectation, Dory and Wendy invited Dave Antonacci from TLT to demonstrate 3D printing to their students in OCTH 422: Analysis and Adaptation and OCTH 755: Issues and Trends. Increasingly 3D printing has applications for splinting, adaptive devices, and medical technologies. Additionally, 3D printing raises questions regarding pragmatic use, safety, and ethical issues for discussion with students. This introduction may suggest some possibilities for adding 3D printing to your program as well. View the recorded video of this presentation.
Jill Hamilton-Reeves (SHP-DN) – Students Disseminating Knowledge Gained to a Diverse and Interested Readership via Wikipedia
Jill Hamilton-Reeves, faculty in the SHP - KU Department of Dietetics and Nutrition, collaborated with Sonny Painter (SHP-TLT) to progress students beyond the basic scientific presentation. Students took the information learned in a gap analysis assignment earlier in the semester and were asked to disseminate the knowledge gained to a diverse and interested readership via Wikipedia. Sonny Painter helped design the rubric and provided valuable resources to help design the best way to assess the students’ work. If you'd like to promote your students’ telling the world about what they’ve learned to help society, you'll get several guidelines of how to implement Wikipedia in order to portray student work to a non-scientific audience.
LaVerne Manos (SoN) and Christina Magnifico (SoM) – Google Glass and In Situ Simulation
LaVerne, Christina, and the HRSA Interprofessional Collaborative Acute Care Practice ICAP-Peds Project Team are using Google Glass technology. We are using the audio/video recording functionality of Google Glass for clinical and student teams to review and enhance communication skills. Our grant team is also exploring in situ simulation (simulation utilized during the workday in the workplace) interactions recorded from the eyes of a patient by utilizing the video functionality of Google Glass with Standardized Patients playing the role of a grandparent while participating in a scenario with caregivers while wearing the glass. Utilizing the glass with a standardized patient during in situ simulation gives a new perspective from the “patients” viewpoint. The recordings are then reviewed for debriefing of teams on how they performed during in situ simulations with a focus on structured standardized communication.
Sharon Kumm (SoN) - Using Blackboard Evaluation Tools (Analytics)
Sharon uses Blackboard evaluation tools (e.g., Course Reports and Retention Center) to (1) identify students who are "at risk", (2) monitor student performance throughout the course, and (3) measure if outcomes are met. Learn how you can use these tools.
Martha Baird (SoN) - Standardized Patient Interviewing
Martha was interested in conducting Standardized Patient Interviews in her Advanced Psychiatric Assessment course. The standardized patient activity involves each student completing a psychiatric evaluation of a person taught to enact a patient role. For students who live near the School of Nursing, the in-person interview took place in the Neis Lab. Distant students conducted their interviews using Adobe Connect. Come learn about the benefits and challenges of replicating the assignment for distance students.
Chito Belchez, Jessica Gay, and Dave Martin (SoN) - SCALE-UP Classrooms
In Fall 2011, the Undergraduate Nursing Program implemented an extensive curriculum revision. That revision incorporated reorganization of content, focus on conceptual teaching, team based learning, and enhanced utilization of technology. During the second year of this implementation process, it became apparent that we lacked adequate structural support for this type of teaching/learning to be optimized. In recognition and support for this change, two learning spaces (4024 and B018 Nursing) have been redesigned to allow small group work in a classroom with 100+ students.
In this Exemplar Courses session, we'll learn from three Nursing instructors who teach in this new way in these new spaces. Come learn about how they promote student engagement and interaction. What worked and what didn't? What challenges did they encounter and their solutions? How did students react? How did the physical classroom affect their instructional methods and effectiveness? And much much more!
Jim Fishback and Bob Klein (SoM) - Peer-Teaching Histopathlogy Labs
Histopathology labs in the medical school are piloting a peer-teaching model where students in each room (21 students) are divided into 3 teams. In each lab session, one group constructs a team atlas and teaches the remaining students until all groups have had the opportunity to teach. The lab instructors evaluate the groups' effort at the end of each lab session and assign points, based on the quality of the learning experience and enduring materials (histopathology atlas). View the recorded video of this presentation.
John Neuberger (PRVM) - iClickers
John has been exploring iClickers in his PRVM 830 course on Environmental Health. He uses iClickers at the beginning of class to assess student preparation and prerequisite knowledge, and he uses iClickers during class for formative assessment. Additionally, he has integrated iClickers into field trips, guest lectures, and flipped-class case studies, as well as with peer instruction. If you're thinking about adding clickers to your classes, you'll get plenty of ideas from John's work. View the recorded video of this presentation.
Becky Nicholson and Lauren Foster (SHP-OT) - Improving Online Student Presentations with Pecha Kucha
Becky and Lauren, faculty in the OT ED Department, have used Abode Connect and the Pecha Kucha presentation format (20 slides, 20 seconds each slide) to improve the quality and focus of their student presentations online. Come learn about Pecha Kucha and conducting online student presentations. View the recorded video of this presentation.
Kathy Fletcher and Lorraine Buchanan (SoN) - Adobe Connect
This semester, in NURG 338, Kathy and Lorraine used Abode Connect Chat pods for in-class group case studies, with a class of almost 100 students! Come learn how they did it and how it worked.
Kendra Gagnon and Carla Sabus (SHP-PT) - Facebook Groups
Kendra and Carla use Facebook Groups for asynchronous online discussion, real-time group chat, and assignments in both face-to-face and online courses. Their work may suggest some possibilities for adding social media to your courses as well.
Sandra Bergquist-Beringer (SoN) - Quality Matters
NRSG 812: Advanced Pathophysiology was the subject of a course makeover this semester to align with Quality Matters Essential Standards and improve the visual appeal of an online course. Come see how the course is structured, what it looks like, and hear about efforts to vary learning activities in a heavily content driven course.
Kendra Gagnon (PT) - Social Media
This semester, Kendra used Twitter and wikis to facilitate class discussion and collaboration. Come learn how you may use these technologies to engage students and promote professional use of social media in and out of the classroom.
Norbert Belz (SAH-HIM and OT) - Camtasia Relay
In the Health Information Management (HIM) Department, faculty members are faced with the challenges of having classroom and online students in the same course. Norbert utilizes Camtasia Relay in creative ways to allow for the coordination of his HIM courses as well as a graduate Occupational Therapy course.
Michael Parmely, Thomas Yankee, and Jim Fishback (SOM-CORE 810: Inflammation and Immunity) - Teaching Critical Thinking
In this 4-week module, formal lectures were replaced by a novel approach to teaching critical thinking skills in the context of clinical case discussions in a large group format.
Edna Hamera (SoN) - Elluminate Two-way Video
This semester, in NRSG 844 - Psychiatric Assessment for Advanced Nursing Practice, Edna offered her students the option of coming to campus for their standardized patient interviews or using the two-way video capabilities of Elluminate for their standardized patient interviews. Come learn how she did it and how it worked.
Carla Sabus (SAH-PT) and Dory Sabata (SAH-OT) - Second Life
In several courses, Carla and Dory help their students conduct Home Assessments using a virtual house in Second Life. This unique use of virtual world technology may suggest some possibilities for using Second Life in your courses as well.
Winnie Dunn (SAH-OT) - ANGEL/Elluminate Bridge
In OTD 865: Occupation Based Practice, Winnie held 5 live sessions during the semester; 8 students were live in the room and 7 students were live from their computers in other locations. They used Eluminate to link everyone together. Winnie discussed how this process worked and reflected on their experience together.
Mary Meyer and Sharon Kumm (SON) - iPod Touch
Mary and Sharon spoke about their use of the iPod Touch in the undergraduate nursing program including: Class use, Clinical use, and Teaching videos.
Lisa Mische Lawson and Allison Kabel (SAH-OT) - Raptivity Interactivity
As part of an Extreme Course Makeover, Lisa and Allison added Raptivity interactivities to improve student learning and motivation in their OCTH 725: The Research Process course. Come see how they used this new technology.
Edna Hamera (SON) - Elluminate
Edna will share her experiences using our Elluminate webconferencing system in her NRSG 848: Psychiatric Mental Health Nursing II Practicum for bi-weekly student applied demonstrations.
Kathy Fletcher and Dave Martin - Clickers in Nursing Courses
Kathy and Dave will share their experiences implementing and teaching with audience response systems (clickers) in Nursing undergraduate courses.
Joseph Fontes, Robert Klein, and Jim Fishback - CORE 800: Foundations of Medicine
In this 8-week module, our School of Medicine coordinates teaching by 75 instructors and delivers content to 180+ students, as well as includes a variety of learning activities (Histopath Labs, Problem-Based Learning Activities, Standardized Patients, Small Groups, and Formative Exams). Come see how they do it.
Yvonne Searls - PTRS 817: Ethics in Health Care
Although this course uses a variety of information sources, including voice narrated PowerPoints, the instructor also wants this information to impact students' clinical practice, so she includes assignments and discussions requiring application, analysis, reflection, and problem solving in clinical settings.
Juliana Brixey - NRSG 858/IDSP 965: Health Data Theory and Practice
These instructors use Second Life to provide an authentic student experience for designing and developing a database for our virtual Jayhawk Community Living Center.
Rachel Barkley - DN 841: Public Health Nutrition
In addition to being a well-designed course following many best practices in online education, this course places both Dietetic Interns and Masters Students in the same course, incorporates a unique format for small group discussions, and includes a noteworthy cultural encounter assignment involving the KUMC International Students Conversation Partners program.
Ginger Breedlove and Diane Ebbert - Student Engagement
These two instructors share their experiences leading online courses with very high levels of student engagement. Both discuss how their courses support active involvement and dialogue, as well as facilitation strategies they have honed over time.
Patricia Kludig - PTRS 858: Evidence-Based Rehabilitation of Patients Post-CVA
This course includes Elluminate webconferencing for both faculty and student presentations. It also makes extensive use of online library resources, so we embedded one of our librarians in the course to assist students.
Juliana Brixey - NRSG 858: Health Data Theory and Practice
Learn how this team of four faculty uses Angel to support their individual styles of teaching as well as the subject matter and learning needs of the students. Among the unique elements in this course are Quia activities, an interactive database, practical application of EndNote, authentic assessments, and "mid-flight adjustments" based on weekly feedback from learners.
Irina Smirnova - PTRS 712: Pathophysiology and the PT Diagnosis
This course was recently migrated from the Virtual Classroom to ANGEL partially because of the Physical Therapy portfolio initiative, and this was the first time Irina taught online using ANGEL. She also makes use of case studies, group work, student presentations, group grading processes, and advanced grade book features.
Ginger Breedlove and Judy Wika - Midwifery Program
Ginger and Judy have incorporated a longitudinal case study across several courses and have students follow a patient through pregnancy and delivery. This unique instructional technique offers many advantages as well as some challenges.
Mike Grasso - Health Policy and Management
Mike was an early adopter of our Elluminate webconferencing system and has used it in his many of his courses. Through his experiences, he has developed a variety effective techniques and practices.
Ginger Breedlove - NRSG 835/NURS 410: Primary Women's Health Care Across the Lifespan
Though an experienced classroom instructor, Ginger was a first-time online instructor for this course. With that perspective, she has much advice to offer faculty considering online teaching.
David Martin - NURS 455: Legal/Ethical Foundation for Professional Nursing Practice
Dave organizes this course into case scenarios to provide a concrete context for understanding abstract ideas. In his course, students follow their nurse heroine from Discovering an Accident Victim and Good Samaritan laws through the drama that leads her to seek licensure in another state.
Marcie Swift - PTRS 845: Muscoskeletal Physical Therapy II
As a first-time online instructor, Marcie can speak to the concerns of faculty considering online teaching. As an experienced online student, she brings a unique perspective of what works and why.