Teaching

Classroom Teaching

CPD 3460 CARDIOVASCULAR AND PULMONARY DIAGNOSTIC APPLICATIONS I –  This course facilitates active learning to promote understanding of pathophysiology, diagnosis, and treatment of common cardiovascular, pulmonary and other diseases from the perspective of allied health professionals.  This course also supports the development of critical thinking and teamwork skills.

In this course, I incorporated ideas from Designing Online Learning Environments and Designing Problem Based Learning Environments to translate an extremely labor intensive PBL course facilitated by 9 instructors into a hybrid course facilitated by 2 instructors. The transition engages the students with each other and the course content through the use of guided wikis and promotes analysis of ill-structured problems through a systematic questioning approach. The design changes allowed the creation of a completely online section, opening this course to distance students for the first time.  I have continued to develop this course with learning supports to improve the students’ information literacy based on information I encountered in the Usability of Information, Culture and Information and Human Information Behavior courses. Implemented changes include a tutorial on Zotero, a citation engine, developmental activities on information search, and reflection activities on the accuracy and reliability of accessed resources. These small changes have improved students’ ability to perform library research and to develop personal search strategies.

CLINICAL EDUCATION SEQUENCE  Clinical Education is comprised of a sequence of five courses that provide the student with the opportunity to practice the skills and theory taught in the classroom, and to develop workplace skills necessary for professional practice.

In developing the educational experiences that comprise this clinical education program, I relied heavily on the information I gained in the Development and Assessment of Vocational and Technical Curriculum course. I developed activities that build on one another to foster the development of complex skills and routinely modify the curriculum to meet workforce needs. I have enhanced professionalism through the development of reflection exercises to promote metacognition similar to those I encountered in the Designing Computer Support for Collaborative Learning (CSCL) course. I have also implemented a professional conference assignment similar to one that I encountered in my readings for Designing Online Learning Environments. I used information from my Needs Assessment project to improve technologist mentoring in the clinical sites.

RS 3120 FUNDAMENTALS OF RADIOGRAPHY – This course is designed to help orient students to the radiology department and their role as a radiologic technologist. The course focuses on the ethics, basic patient care procedures, medico-legal considerations and radiation protection practices from the perspective of radiologic technology professionals.

In Fundamentals of Radiography, I have developed a “flipped classroom” approach by placing the direct instruction materials online and using classroom time to focus on the development of the associated psychomotor skills. Using ideas from CSCL, I have created skills videos to demonstrate the activities that the students will engage in in the classroom. To reinforce information that they are responsible for mastering outside of the classroom, I have developed summary activities similar to those I encountered in Designing Direct Instruction and utilize online quizzes to provide early feedback to students regarding their level of mastery.

RS 3160 RADIOLOGIC PHYSICS – This course is designed to convey knowledge of radiologic physics and provide a base knowledge from which students can learn to make informed decisions regarding technical factors, safety issues and diagnostic image quality. It also serves to further prepare radiography students for the certification examination by the ARRT.

In Radiologic Physics, I have been quite adventurous, incorporating some of the more dramatic instructional strategies learned in my coursework. I have implemented concept mapping, as I learned in Designing Online Instruction, to emphasize the connections between the major concepts addressed in the course.  Big idea summarization, as I learned in Designing Direct Instruction, has proven helpful to reinforcing the important concepts, while metacognitive reflection, as I learned in CSCL, has proven helpful in the development of self-directed study skills. I used the course projects in Task Analysis to review the topics covered in this course and used the results to approach the coursework more systematically.

RS 3170 IMAGING MODALITIES – This course is designed to provide students with a detailed understanding of radiographic and fluoroscopic equipment not covered in Radiographic Physics, and provide an opportunity to explore other imaging modalities, particularly focusing on aspects of the modality that reinforce understanding of radiographic principles.

I have relied heavily on the ideas I mastered in  Designing Direct Instruction and Technological and Industrial Educational Methods in the development of my Imaging Modalities instruction. I have incorporated activities designed to get the learner’s attention and encourage interest in the subject,  have developed activities designed to provide opportunities for informal feedback, and stress the importance of relating new information to what is already known. The course objectives, learning activities and assessments were developed by focusing on the desired outcomes and national standards.

CPD 4985 HEALTHCARE ORGANIZATION AND LEADERSHIP – Capstone and Writing Intensive course for degree completion students in radiography, respiratory care and other health professions. Students explore leadership principles as they relate to the student’s focus area, combining previous expertise in the field with an interdisciplinary perspective  of leadership within the healthcare community.

This wholly online course, which has been praised by “Quality Matters” reviewers,  was developed using a wide range of skills learned in my coursework. The focus of the course was determined through a task analysis of the knowledge and skills necessary in healthcare supervisory positions. The activities were developed based on principles learned in Designing Direct Instruction and were formatted for online delivery as I learned in Designing Online Learning Environments.  The Usability of Information course informed my organization of the course menus. The writing projects are completed asynchronously but  collaboratively, with extensive peer review and feedback on the reviews as well as the writing.

Other Teaching

  • MU South Africa Program – (2011, July).  I traveled to South Africa and spent 2 weeks assisting Health Professions and Occupational Therapy faculty members in the development of online learning and evaluation activities.
  • Wikis and Blogs – Tools for Deeper Thought. (2011, May.).  Presented with Clyde Bentley at the MU Celebration of Teaching, Columbia, MO.
  • Encouraging Critical Thinking and Problem Solving Through Writing. (2011, Mar.).  Presented at the CWP’s Brown Bag Series, Columbia, MO: Campus Writing Program, University of Missouri.
  • Design of Problem-Based Learning for Face-to-Face, Blended and Distance Learning Settings. (2011, Mar.).  With Henry, H. & Iyer, M., I presented at the Missouri University of Science and Technology – Teaching and Learning with Technology Conference 2011, Rolla, MO.
  • Using Windows Movie Maker to enhance student learning. (2010, Jan.).  Presented at the SHP Faculty Development Workshop, Columbia, MO.
  • Using wikis to promote student collaboration. (2010, Jan.).  Presented at the SHP Faculty Development Workshop, Columbia, MO.
  • Developed a website for sharing teaching tips and challenges for SHP faculty members, 2009.
  • Computer Mediated WI. (2008, Nov.).  Presented at the CWP’s Brown Bag Series, Columbia, MO: Campus Writing Program, University of Missouri.
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