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Teaching and Learning Academy

Welcome

The Teaching and Learning Academy includes high quality, innovative programs that are designed in collaboration with the HPD Center for Teaching and Learning. The Academy is committed to teaching excellence in all programs in the college.

Goal

The Teaching and Learning Academy develops a tradition of teaching distinction that is grounded in sound pedagogical and andragogical principles supported by ongoing courses, seminars, online resources, and workshops. The effective scholarship of teaching and learning is one of the highest goals within the college.

Objectives 

  1. Support faculty to effectively integrate adult learning theories and learning activities that align with course objectives and promote student engagement in didactic and clinical settings.
  2. Support faculty to gain competency with blended learning instructional, technological, and assessment strategies.
  3. Support faculty to successfully transition traditionally formatted courses into student-centered blended learning environments that promote academic excellence.

The Academy includes three courses:

  • The Art and Science of Teaching and Learning
  • Blended Learning Institute
  • Integrating Interprofessional Collaboration in your Course

Apply Here

Contact Information

Robert McCalla, MSL

Professional Development Manager
Dr. Pallavi Patel College of Health Care Sciences
Email: rmccalla@nova.edu
Phone: 954-262-1378

The Dr. Pallavi Patel College of Health Care Sciences Teaching and Learning Academy offers The Art and Science of Teaching and Learning Course. It is a program of four modules over 10 weeks that are taught in an online format. The culmination of the course involves participants presenting their work before instructors and audience of their peers. The following is a general outline of the Art and Science of Teaching and Learning Course Modules.

Objectives

  • Compare and contrast the conceptualization of learning through a variety of learning theories.

  • Identify the role of the student and instructor in various learning theories.

  • Incorporate appropriate learning domains and taxonomies of learning into curricular design, instructional methods, and strategies.

  • Incorporate a variety of teaching and learning styles that are aligned with course objectives.

  • Recognize the impact of timing, location, level of questioning, and type of feedback on student learning.

  • Evaluate student learning using appropriate assessment methods that are aligned with instructional methodologies.

  • Design, implement, and evaluate grading scales to be used for various assessment methods.

  • Assess learning outcomes, curriculum, and/or assessment practices using a variety of sources (ie. self-reflection, student feedback, peer evaluation).

  • Compare and contrast instructional delivery methods, approaches and settings, assessment skills, and the effective use of technology in the classroom.

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The Blended Learning Transformation Institute provides a structured opportunity for faculty to acquire the skills to transform a course from a traditional to a blended learning format under the direction of seasoned blended learning instructors. The course is delivered in a format that allows participants to become immersed in a blended learning classroom. Upon completion of the course, participants will have created a blended learning course re-design plan for a course, including learning and teaching strategies and student assessment that align with course objectives.

Objectives

  • Apply the Community of Inquiry (CoI) framework to the design of a blended course.
  • Incorporate blended learning best practices into the design of a blended course, including:
    • Blending online and F2F experiences for one integrated course
    • Restructuring class time into OL and F2F without overloading the course
    • Designing learning experiences based on learning objectives
    • Creating social, teaching, and cognitive presence in the blended course
  • Select and design appropriate interactive tools for the blended course, including games, cases, videos, discussions, and lectures.
  • Select and implement appropriate student assessments that align with learning objectives.

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Organizations have recognized interprofessional education (IPE) and collaborative practice (IPC) as critical for improved health outcomes and patient safety. This course will include four didactic modules and introduce participants to the fundamentals of IPE, including the history and definition of IPE/IPP, IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3, Designing and IPE activity, and patient and family-centered care. Members of the PCHCS IPE faculty will moderate the course. Participants will have the opportunity to interact and develop an interprofessional education activity for their respective programs.

COURSE OBJECTIVES:

Module 1: “Foundations in IPE” 

  • Define interprofessional education (IPE) and interprofessional collaboration in the context of the IPEC Core Competencies. 
  • Discuss the evidence regarding the benefits of interprofessional collaborative practice, including the impact.
  • Describe key elements of effective interprofessional team-based care.

Module 2 “Advancing Collaborative Healthcare” 

  • Discuss IPEC Version 3 Core Competencies of Roles and Responsibilities, Communication, Teams and Teamwork, Values, and Ethics as they relate to developing an IPE activity. 
  • Describe Accreditation Standards related to Interprofessional Education for your program.
Module 3: “Building an Engaging Interprofessional Activity”
  • Analyze the components of Activity Design to prepare an IPE activity.
  • Discuss relevant factors integral to logistics that need to be considered to implement an IPE activity.
  • Evaluate and select an appropriate evaluation tool to assess the outcome of an IPE activity.

Module 4: “Patient and Family-Centered Care”

  • Describe and interpret the historical, political, and social context and growth of the PFCC model in the education and medical arena and its influence on health professional practice.
  • Differentiate best practice PFCC service delivery and how to incorporate the concepts within an IPE curriculum.

Apply Here

Contact Information

Robert McCalla, MSL

Professional Development Manager
Dr. Pallavi Patel College of Health Care Sciences
Email: rmccalla@nova.edu
Phone: 954-262-1378

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