A.T. Still University’s (ATSU) Teaching & Learning Center (TLC) is an innovative center and University-wide resource that promotes teaching excellence, development opportunities, and activities across all University programs.
The TLC is aligned to support our faculty by way of four core offerings: services, programs, research, and resources.
We are here to help!
Purpose statement
The TLC provides faculty with quality resources, programs, and activities to promote innovative teaching- and learning-centered practices to positively affect student learning outcomes.
Vision
The Teaching & Learning Center will become the principal resource in the search for and dissemination of best educational practices for ATSU faculty in their quest to positively impact student learning.
Who we are
Quincy Conley, PhD, director of ATSU’s TLC, brings over 19 years of experience in instructional design and learning science to help solve the pressing issues instructors encounter. He combines theory, instructional design techniques, and technology to create comprehensive and versatile solutions. Dr. Conley is also a premier educational researcher. His research uses biometric scans to determine the efficacy of online and in-person learning experiences. His research interests also include augmented reality and intelligent tutoring systems.
Dr. Conley earned his PhD in educational technology from Arizona State University, and both his MA in instructional design & technology and BA in aerospace science from the University of North Dakota. In his spare time, he is an avid swimmer, and a nascent gourmet.
Areas of expertise: artificial intelligence, course design
Brittany Williams, MS, assistant director of the TLC, is a dynamic instructional designer specializing in faculty development. She is passionate about designing and facilitating interactive workshops and seminars to train faculty on innovative teaching practices. Currently, she is relentlessly focused on sharing evidence-based strategies for face-to-face, virtual, and hybrid teaching practices across A.T. Still University’s campuses. She is known for her high-energy, thought-provoking (or highly collaborative) superpowers to create a culture of teaching & learning excellence.
Born and raised in the Valley of the Sun, Williams is one of the few who can call themselves a true native of Arizona. She received her bachelor’s degree in health and physical education, and her master’s degree in organizational learning & leadership in higher education from Barry University in Miami, Florida. When Williams is not leading faculty development workshops, she enjoys yoga and spending time with her husband, Ken, and her two children, Charlotte and Savannah. They love to travel, try new foods, and stay active.
Areas of expertise: team-based learning, backwards design
Julie Speer, PhD, instructional designer, brings diverse experience and energy to the TLC. Her background in research, teaching, and mentorship gives her a unique vantage point to help learners at all levels.
Dr. Speer is enthusiastic about interdisciplinary dialogue and supporting instructors as they implement innovative and inclusive modalities into their instruction. She is passionate about conducting educational research, as well as developing equitable and engaging learning environments.
Dr. Speer earned her PhD in biomedical engineering from Washington University in St. Louis where she also received an MS in biomedical engineering and a teaching citation. She received a BS in biomedical engineering and a certificate in medical humanities from Drexel University. In her free time, she loves to run, read, cook and bake. She also enjoys listening to podcasts and learning to knit.
Areas of expertise: mentorship, inclusive pedagogy
Christine Stein, PhD, instructional designer, has over 15 years of teaching in higher education. She has a background in educational research, assessment, and faculty development. She is passionate about student engagement, inclusive teaching practices, and culturally relevant assessment.
Christine holds a Bachelors in Fine Arts in Theatre Education from the University of North Carolina Greensboro, Masters in Fine Arts in Dramaturgy from Stony Brook University, Masters in Education in Child Family Studies from the University of North Carolina Charlotte, and a PhD in Educational Leadership from the University of Nevada Las Vegas (UNLV). Go Rebels!
She lives in Charlotte, North Carolina with her husband Chris, two young children: Ashley and Jonathan, and her mischievous cat, Tony. She enjoys practicing hot yoga, hosting dinner parties, cooking international cuisine, moderating a monthly book club, being a Girl Scout troop leader, volunteering with Walking with Moms in Need, and attending live theatre.
Areas of expertise: Advanced Assessment Methodology, Rubric Design, Active Learning Techniques, Mixed Methods Research
Brenda Jackson is the senior administrative assistant of Academic Affairs. She coordinates logistics for TLC programming, assists faculty in connecting with TLC staff, as well as providing support for assessment & accreditation, interprofessional education and continuing education.
Jackson obtained her bachelor’s in business administration from Mars Hill College. In her spare time, she loves to study Arizona history, write historical fiction, develop skills in charcoal and other drawing media, and learn as much as possible about fitness and promoting lifelong mobility.
Faculty Advisory Committee: A panel of dean-appointed faculty charged with representing the voice of the faculty to the TLC.
The Faculty Advisory Committee (FAC) is a panel of dean-appointed members charged with representing the voice of the faculty when it comes to developing solutions for University-wide teaching and learning challenges. Per the charter, the FAC serves as a source of faculty-driven direction for the TLC. Faculty members are appointed by the dean of each college to serve on this committee and to shape the vision and goals of the center. Members appointed may be full-time or part-time didactic or clinical ATSU faculty who have demonstrated recognizable interest in or who are actively engaged in innovative teaching practices or approaches to support and deepen student learning. The committee meets quarterly to discuss the upcoming programming plans and to develop larger objectives.
Hanann Tomeh, DDS
ATSU - Arizona School of Dentistry & Oral Health
Cailee Welch Bacon, PhD, ATC
ATSU - Arizona School of Health Sciences
Zarin Mehta, PhD
ATSU - Arizona School of Health Sciences
Lynda Konecny, DHEd, DHSc, MCHES
ATSU - College of Graduate Health Studies
Shanu Markand, PhD
ATSU - Kirksville College of Osteopathic Medicine
Hanan Omar, BDS, MSc, PhD
ATSU - Missouri School of Dentistry & Oral Health
Mark Coty, PhD
ATSU - School of Osteopathic Medicine Arizona
The TLC offers events throughout the year that bring together the ATSU community to discuss diverse topics pertaining to teaching and learning.
Learn more about our current seminar series below and catch up on these and previous TLC events on the TLC Learning Channel.
2022-2023 Academic Year
In this 3-part series, we will explore reflective teaching practices to drive intentional, innovative, and student-centered learning outcomes. Each 60-minute session is open to all ATSU employees. If enrolled in the Level-Up program, you will earn 1 credit per session towards the Reflection Level (Level 4) by participating in the live Zoom or watching the TLC Learning Channel recordings.
Exploring the Intersection: Articulating the How and Why of Your Teaching Wednesday, February 1st at 11 AM (CA) / 12 PM (AZ) / 1 PM (MO)
Following the Signs and Signals: Seeking Out and Processing Feedback in Your Everyday Teaching Wednesday, February 8th at 11 AM (CA) / 12 PM (AZ) / 1 PM (MO)
Checking Your Route: A Process to Reinforce Your Teaching Action Plan Wednesday, March 1st at 11 AM (CA) / 12 PM (AZ) / 1 PM (MO)
Mark your calendar today and stay tuned for Google Calendar invitations to these events.
A key question asked of the TLC is ‘how can I connect with my students and inspire their learning?’ A proven practice for health science educators is incorporating educational technology in meaningful ways to increase student engagement. Student engagement “refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education” (Education Reform, 2016).
During the 2022 TLC Fall Seminar Series, we explore proven practices to increase student engagement by leveraging popular educational technologies. Additionally, we will examine the supporting learning science.
Click here to watch the technology demonstrations and to listen to the accompanying TLC podcast episodes which break down the what, why, and how, behind the technology.
2021-2022 Academic Year
Join us this Spring as we discuss ways in which all educators can engage in scholarly teaching and educational research activities.
On January 12th, 2022 (11am CA, 12 pm AZ, 1pm MO) the TLC will host a panel discussion, “Demystifying the TLC Educational Research Course” in which previous participants in the course will share their experiences, reflect on their research plans, and discuss tips for those interested in beginning their educational research journeys.
Then, throughout the Spring, we invite you to tune in to a mini-series from the brand new Talk, Listen, Collaborate (TLC) Podcast. Each episode highlighting “A Day in the Life of an ATSU Researcher” will accompany this Spring’s programming.
Finally, on April 13th at 12 PM (CA/AZ)/2 PM (MO) we will gather remotely to celebrate educational research at ATSU, network, and get to know one another. Stay tuned for more details about this event, “Getting Together in Gather Town to Grow Our Educational Research Community”.
2020-2021 Academic Year
Innovation in health science education is the pursuit of new instructional techniques that will reach the students in more effective and exciting ways. This may include creating and applying new processes, educational technology, and instructional strategies. Through the TLC 2021 Fall Seminar Series, you will learn more about ways you can innovate your educational approaches to enhance your students’ learning experience.
In Part I, “What does it mean to be innovative?,” Dr. Conley kicked off a fascinating conversation about what it means to be an innovative educator using examples of innovation in and around education. Watch the recording of this seminar here to learn more.
In Part II, “Elevate the teaching and learning experience with technology,” Ms. Williams described creative opportunities to innovate the educational experience at any part in the teaching process. Watch the recording to learn about ways you can make approachable changes that will elevate your teaching and learning experiences by technology as a tool rather than a solution.
In Part III, “Educational technology to promote equity and inclusion,” Dr. Speer discussed ways to innovate the learning environment using educational technologies intentionally to promote equity and inclusion. Watch the recording and begin to reflect on your current instructional practices and opportunities to set all learners up for success.
This handbook was created to accompany the seminar series and provide space for reflection, development of a personalized action plan and to provide links to additional resources. Feel free to make a copy of the handbook for yourself or your team as you innovate in health science education.
There is evidence that when students feel cared about, they are more likely to achieve in the classroom. Helping students feel cared about starts with creating a community in your classes. In the spirit of Building Community in Your Classes, the TLC 2021 Spring Seminar Series offered a series of presentations related to how you can help students feel connected in your classes.
In Part I, “Culture… it’s not just about skin color,” Dr. Patricia Sexton, MS, DHEd, FNAOME discussed the breadth of culture and the role of self-awareness in the journey toward understanding others. Learn more about understanding those different from ourselves and making a difference in preparing our students by watching the recording of this session.
In Part II, “Difference, disability, and access within ATSU learning communities,” Jennifer McNeely and Marty Allison from ATSU Learning & Disability Resources presented scenarios of students who could be in your classroom and discussed resources available to them. Watch this video to learn more about student differences, welcoming those differences, providing resources for equal access, and building community in the classroom.
In Part III, “Inclusive Teaching: Strategies to facilitate diverse perspectives and build an inclusive class community,” Dr. Barbara Maxwell, PT, PhD, DPT, MSc, Cert THE described how inclusive teaching is an approach to ensuring all students can fully participate in the learning process, regardless of background, belief, or learning preference. Learn more here.
Can’t find what you are looking for? Request a consultation today.
The TLC works with individual ATSU educators and departments to provide consultations and teaching observations, support faculty learning communities, and create custom solutions for faculty needs.
Consultations: If you seek assistance related to best practices in teaching techniques, educational technology, or educational research, the TLC is here to help.
Come work with our experts one-on-one or as a teaching team or department to explore evidence-based teaching and learning practices. We welcome the opportunity to consult with educators, deans, department chairs, center directors, curriculum committees, course heads, and any others playing a role in the design, implementation, assessment, and evaluation of clinical, laboratory, or didactic teaching and learning (in-person, online, or hybrid) at ATSU.
Examples of previous consultation topics include: student engagement, formative and summative assessments, increasing equity and inclusion in the classroom, content development and organization, and the selection of educational technologies.
Ready to get started? Follow these easy steps:
Custom Events, Workshops, or Trainings: We welcome invitations to collaborate on events with teams and departments across campus.
In line with our goal of supporting faculty and promoting innovative teaching- and learning-centered practices, we welcome invitations to collaborate on events with teams and departments across campus.
Examples of past events have included:
To begin the process of requesting an event collaboration with the TLC, please fill out the Event Request Form. It should take approximately 15 minutes to complete and provides an opportunity for you to share details regarding your event and the goals of the session. Once your form has been submitted, it will be reviewed and a member of the TLC will contact you regarding next steps within 5 business days.
If you have questions about a potential collaboration or about the event request process, please contact the TLC (tlc@atsu.edu).
Teaching Observations: The opportunity to partake in a teaching observation can benefit educators at all experience levels and can help to promote intentional, reflective instruction.
At the TLC, we believe that the opportunity to partake in a teaching observation can benefit educators at all experience levels and can help to promote intentional, reflective instruction.
A teaching observation takes place in two parts. First, a TLC expert will observe your teaching and learning practices from within the instructional environment (clinical, laboratory, or didactic). This allows the observer to see the class “in action” and to give feedback on student engagement, instructional strategies, and content delivery. Next, you will meet one-on-one with the TLC expert to discuss what was observed and develop strategies for further experimentation, refinement, and reflection in an effort to continuously improve learning outcomes. Please note that this process is intended to support faculty development through private dialogues between the educators and TLC experts and is not part of departmental promotion and tenure evaluations.
Interested in scheduling a teaching observation? Please email the TLC (tlc@atsu.edu) with your request and include the following information: a brief description of your course including whether it occurs within a laboratory, clinical, or didactic/classroom setting, the teaching format (in-person, online, or hybrid), several potential dates/times for the observation, and (if applicable) the names of co-teachers or facilitators.
Faculty Learning Communities: A faculty learning community (FLC) is a peer-led group of faculty members who engage in an active, collaborative, program, structured to provide encouragement, support, and accountability.
A faculty learning community (FLC) is a peer-led group of faculty members who engage in an active, collaborative, year-long program, structured to provide encouragement, support, and accountability.
Currently, there are several active FLCs around campus who gather to discuss evidence-based pedagogical practices and learn from one another.
One such group is the educational research journal club. This FLC seeks to support members of ATSU’s research community who want to deepen their understanding of current trends and topics in educational research by reading and discussing articles with colleagues across the University. To learn more about this group or to join in an upcoming discussion, contact the TLC (tlc@atsu.edu).
Are you interested in starting up a FLC for your group or topic of interest? The TLC can help bring together groups of faculty to share ideas and strategies, determine solutions, and build innovations around a common concern or interest related to teaching & learning excellence. Contact the TLC (tlc@atsu.edu) to learn more.
Can’t find what you are looking for? Request a consultation today.
The TLC offerings are available to any members of the ATSU community interested in developing their teaching practices.
ATSU Innovation in Teaching for Learning Award: An annual award to honor teaching innovations developed by staff and faculty.
The A.T. Still University (ATSU) Innovation in Teaching for Learning Award honors specific teaching innovations applied by ATSU educators in any educational setting. Innovations may be a teaching strategy used in a course, class meeting, assignment, clinical training, or another learning activity. The intent of the award is to recognize educators annually who are developing and implementing innovative and/or creative teaching strategies to positively impact the teaching or learning experience.
The benefits of this program are threefold: 1) this program provides faculty recognition for their innovative work, 2) this is also a great way to get feedback and share ideas with ATSU educators at large who might be looking for new approaches in their own teaching, and 3) this award program also elevates the reputation of the university as a hub for teaching and learning innovation in healthcare education.
Examples of innovation may include but are not limited to:
Examples of previous innovations can be found here.
The Senior Vice President of Academic Affairs is the financial sponsor of the Innovation in Teaching for Learning award and the award will be presented in the Fall with the announcement publicized across the University. The winner will receive an engraved plaque and a $2,000 professional development stipend from the Office of Academic Affairs.
All educators who teach at ATSU in any setting may be eligible for the award. Teaching and learning innovations from all disciplines and teaching contexts are welcomed. Teams and/or individuals are encouraged to apply for this award.
Please note:
If you have questions about your eligibility, please reach out to the TLC at tlc@atsu.edu.
To nominate yourself or a colleague for the award, please complete the electronic form which will be sent out via email in late Spring or early Summer. The nomination consists of simple demographic questions and asks for a 250-word explanation of why the teaching innovation is worthy of award recognition.
Nominations will be accepted from June 15th to July 31st.
The selection committee will identify up to 10 nominees to be considered as award finalists. Finalists will be notified in August. Finalists will have the opportunity to record a 5-minute presentation discussing their innovations. These recordings (due in September) will be part of the evaluation and dissemination process and will be open to both the public and members of the Evaluation Committee.
The selection committee will identify up to 10 nominees to be considered as award finalists. The videos produced by the finalists will be evaluated by the Evaluation Committee using a rubric developed by the Faculty Advisory Committee (FAC) and vetted by the Senior Vice President for Academic Affairs. Additionally, members of the public will have the opportunity to cast their vote for the winner of this award.
The evaluation committee consists of:
The ATSU Teaching & Learning Center (TLC) provides administrative oversight of the application and selection process including the call for proposals and the convening of the awards selection committee. Questions regarding the ATSU Innovation in Teaching for Learning Award should be directed to tlc@atsu.edu.
2021
Award Winner: Dr. Pamela Kays, Pre-Lab Preparation Activities Using Qualtrics
Runners-Up: Dr. Kelsey Picha, When Life Gives You Lemons, Make Lemonade: Taking Team-Based Learning Online
Ms. Annette Bettridge, Strategies to destigmatize mental health and address the opioid epidemic
Dr. Katherine Jones, Difficulties in Health Education: Experience with Children Amidst a Pandemic
Finalists:
Dr. Peter Kondrashov, Dr. Ammar Musawi, Dr. Hanan Omar, Dr. Jae Park, Dr. Kelsey Picha, Dr. Barton Anderson, Dr. Shipra Bansal, Dr. Matthew Greaves, Dr. Breanne Jaqua
The 2021 Finalists’ presentations are available here.
2020
Award Winner: Dr. Cailee Welch Bacon, Personalized Learning Pathways
Runners-Up: Dr. Christina Cuka, Poll Everywhere Formative Assessment Dr. David Shoup, Integrated Curriculum for Osteopathic Medicine
Level Up! Teaching Certificate: A certificate program to develop a learner-centered, evidence-based, and reflective approach to teaching.
The purpose of the TLC’s Level Up! certificate program is to meet current faculty’s needs by providing training in current and emerging evidence-based teaching methods to increase student learning and achievement outcomes and promote reflective teaching practices. As a result of completing this certificate program, participants will develop processes for designing learning experiences, incorporating appropriate technologies, and evaluating evidence-based teaching and learning practices and will create such academic artifacts as course design blueprints, technology plans, and research proposals.
All A.T. Still University educators, faculty or staff, full-time or part-time, may pursue the TLC Level Up! certificate, regardless of discipline or location.
The certificate program is for current and aspiring educators looking to enhance their teaching expertise and advance their careers as higher education teachers. Specifically, the certificate program helps ATSU educators with how to:
The TLC Level Up! certificate program consists of 4 levels each with their own educational focus; credits towards levels can be completed in any order, though the culminating activities for the fourth serves as an opportunity to synthesize, implement, and reflect on the learning from the previous levels. Each level consists of opportunities for participants to establish a theoretical framework, deepen their learning, and practice applying the concepts to their own teaching contexts. A level is achieved through: attendance and participation in 5 1-hour seminars/workshops (1 credit per presentation, 5 credits total), completion of the 7-10 week course or activity for the respective level (5 credits), and submission and approval of the level’s deliverable. After accomplishing each level, participants will receive a signed certificate of completion from the V.P.s of Academic Affairs for inclusion in their annual review file. After completing all four levels, participants will earn the distinguished designation as an ATSU Certified Health Sciences Educator.
Because each educator’s teaching and learning contexts and goals are unique, the Level Up! program is designed to offer customization and participants can earn credit towards levels at their own pace.
Level 1: Pedagogy During this level, participants learn about various evidence-based instructional approaches and techniques designed for implementing high-impact, engaging, and intuitive learning environments. Participants apply instructional strategies using a “backward” course design process to plan a new course or redesign an existing one for the deliverable.
Level 2: Technology This level focuses on growing educator’s “digital fluency” in a way that empowers them to effectively use current and emerging technologies to enhance their teaching practices (e.g., maximizing the use of Canvas, the use of mobile learning strategies, and other tools). For the deliverable, participants will develop or revise an instructional program focused on integrating technology that fits their teaching and learning needs.
Level 3: Research This level aims to empower participant’s abilities to apply and generate knowledge on educational topics as a practical way to inform their instruction based on evidence. Participants will practice reviewing educational literature and craft an educational research proposal specific to their area of interest and expertise for the deliverable.
Level 4: Reflection During this level, participants will engage in practices aimed at promoting reflective teaching and will have opportunities to synthesize what was learned in the previous levels by developing a teaching philosophy statement and receiving feedback through a teaching observation.
Participants can earn credit toward levels by attending qualifying presentations hosted by the TLC and/or other groups across campus and by successfully completing TLC courses. An example plan of study is shown below.
Level | Educational Focus | Workshops/Presentations | Course | Level Deliverable |
1 | Pedagogy | (1 Credit) Converting “Collaboration” from a Buzzword into Actual Practice (1 Credit) The Hy-Flex Classroom Model (1 Credit) ATSU Core Professional Attributes: Closing the Loop, OAA Seminar (1 Credit) Online Clinical Assessment (1 Credit) Professional Education in an Online Environment: Opportunities, Pitfalls, and Assessment | (5 Credits) Course Design Institute (CDI) | Course Design Blueprint |
2 | Technology | (1 Credit) Google Slides for Instructors (1 Credit) Google Drive for Instructors (1 Credit) Mobile Technology in Context: Faculty Panel (1 Credit) Elevate the Teaching and Learning Experience With Technology (1 Credit) Educational Technology to Promote Equity and Inclusion | (5 Credits) Introduction to Educational Technology for Educators (IET) | Digital Portfolio |
3 | Research | (1 Credit) Conducting a Literature Review (1 Credit) Quantitative Research Methods: Experimental and Non-Experimental Research (1 Credit) Effect Size Statistics (1 Credit) Introduction to Qualitative Research (1 Credit) Effects of Online Hands-Only CPR Education on Skills Confidence and Willingness in Hispanic/Latino Communities, CGHS Research Seminar | (5 Credits) Introduction to Educational Research | Educational Research Proposal |
4 | Reflection | (1 Credit) Getting Started on Your Teaching Philosophy Statement (1 Credit) Research Agenda Statements (1 Credit) Making Course Evaluations Valuable (1 Credit) Level Up! Reflection (1 Credit) Telling Your Story With Your Curriculum Vitae | (5 Credit) Teaching Observation | Teaching Philosophy Statement |
To enroll in the program, complete the Level Up! enrollment form. Enrollment in the program allows the TLC to provide participants with ongoing support as they progress through the program. ATSU educators may enroll at any time and complete each level at their own pace.
After being enrolled, we will track participants’ progress through the levels and individuals will be notified when they complete each level. Questions about progress through the Level Up! Program can be directed to the TLC at tlc@atsu.edu.
Course Design Institute (CDI): An annual opportunity to learn about course design and apply these methods to (re)developing new or existing courses
The CDI is a 7-week course offered during the summer months (June-July) and is specifically designed for participants with little to no experience designing courses. During the CDI participants will engage in:
Throughout the course participants will meet virtually for 1.5 hours per week and outside of class times, participants should anticipate completing 4-6 hours of independent instructional activities per week. Course materials and activities will be accessed via Canvas and virtual sessions will be held on Zoom.
Any ATSU faculty or staff interested in designing or revising an ATSU class may apply to participate in the CDI. This course is most effective for participants who have a clear idea of their course’s learners, context, and goals, however, participants may apply if they are conceptualizing new courses as well.
Participants need not have any experience designing courses, however they should be familiar with basic computer skills including (at a minimum) experience logging into a website and interacting with web pages.
Additionally, in order to be able to participate fully, participants should have access to a computer or tablet with a webcam and a microphone as well as consistent access to the internet.
With support from experts, participants will have structured time to focus on enhancing the teaching and learning experience of a new or existing course. Participants will also benefit from collegial conversations and brainstorming with others from across the University system. Colleagues are welcome to participate together in order to collaborate during the institute; however, each person must submit a separate application.
Upon completion* participants will earn an official endorsement of being TLC Course Design certified and will also earn 5-Credits and complete the deliverable for Level 1 of the Level Up! certificate program.
*Course completion requirements: attendance at at least 80% of scheduled class meetings, submission and instructor approval of a completed Course Design Blueprint, and at least a 70% average on all class assignments.
Applications for the CDI can be completed online. The link to apply will be opened in early May. If you have questions about the course or the application process, please contact the TLC at tlc@atsu.edu.
Introduction to Educational Technology for Educators (IET): An annual opportunity to learn foundational digital literacy skills to enhance efficiency and instructional content using technology.
The IET is a 6-week course and is specifically designed for participants with little to no experience or confidence with digital tools and technology. During the IET, participants will have the opportunity to gain hands-on experience with the following technology at the beginner level:
Participants will work towards the creation of a digital portfolio within Canvas that may be used as a personalized Canvas template following the class. This culminating project is completed with the use of skillbuilding, chunked activities, that demonstrate the skills acquired over the span of the course.
This course meets virtually using Zoom for 1.5 hours per week (Thursdays, at 12-1:30 PM (AZ, CA) / 2-3:30 PM (MO), participants should anticipate completing 1-3 hours of independent activities associated with the course each week. Course materials and activities will be accessed via Canvas and all voluntary office hours will be conducted via Zoom.
All ATSU faculty or staff may apply to participate in this course. This course is most effective for those in a teaching role or for those who contribute to the creation or maintenance of instructional materials. Participants need not have any prior technology experiences.
Course Requirements
To participate in this course, participants must have access to a computer, along with the following:
The accompanying course page in the Canvas learning management system (LMS) will provide access to the instructional content you will need to be successful in this course, all in one place.
*Loaner laptops may be available free of charge through the ATSU Service Desk.
With support from experts, participants will have structured time and activities to focus on implementing basic digital technology to enhance instructional activities and content. Participants will also benefit from collegial conversations and brainstorming with faculty colleagues. Participants are encouraged to work together and collaborate during the course; however, each person must submit a separate application.
Upon completion* participants will earn an official endorsement that they have the appropriate digital skills to achieve their goals for using technology to create and deliver instructional content. Successful graduates will earn 5-Credits and complete the deliverable for Level 2 of the Level Up! certificate program.
*Course completion requirements: attendance at least 80% (5/6 class sessions must be attended) of scheduled class meetings, submission and instructor approval of a completed digital portfolio, and at least a 70% average final grade in the course.
Applications for the IET can only be completed online. Apply by clicking this link. Applications will be accepted starting February 20th and close March 17th at 11:59p (AZ Time). Applicants will be accepted on a rolling basis. After the close of the application window, all applicants will be notified if they have been accepted before or by March 20th.
If you have questions about the course or the application process, please contact the TLC at tlc@atsu.edu.
Introduction to Educational Research Course: An annual initiative for those interested in an introduction to educational research methods and developing their own educational research agenda.
The educational research course is a 10-week class offered in early spring (February-May) and is specifically designed to provide participants with an introduction to the procedures commonly used in educational research including:
By the end of the class, participants will be better able to discuss and critically evaluate educational research publications, and be better prepared to plan and carry out their own educational research, or to contribute as part of a research team.
Throughout the course participants will meet virtually for 1.5 hours per week and outside of class times, participants should anticipate completing 4-6 hours of independent instructional activities per week. Course materials and activities will be accessed via Canvas and virtual sessions will be held on Zoom.
In addition to working with the course instructors, participants will have the opportunity to engage with research mentors from across the university including: Dr. Curt Bay, Dr. Ann Spolarich, Dr. Alison Snyder Valier, Dr. Kellie Bliven, Dr. Joan Davis, Dr. Kathleen Mathieson, Dr. Lucy Tran, and Dr. Deborah Clay.
Any ATSU faculty or staff interested in educational research may apply to participate in this course. This course is most effective for participants who have an idea(s) of a challenge or problem in the teaching or learning process or an interest in a particular aspect of education, however, participants do not need to enter the class with an idea.
Participants need not have any prior research experiences, however they should be familiar with basic computer skills including (at a minimum) experience logging into a website and interacting with web pages.
Additionally, in order to be able to participate fully, participants should have access to a computer or tablet with a webcam and a microphone as well as consistent access to the internet.
With support from experts and mentors, participants will have structured time to focus on learning the fundamentals of educational research and develop a plan for an educational research study. Participants will also benefit from collegial conversations and brainstorming with others from across the University system. Colleagues are welcome to participate together in order to collaborate during the course; however, each person must submit a separate application.
Upon completion* participants will earn an official endorsement of being TLC Educational Research certified and will also earn 5-Credits and complete the deliverable for Level 3 of the Level Up! certificate program.
*Course completion requirements: attendance at at least 80% of scheduled class meetings, submission and instructor approval of a 5-page research plan, and at least a 70% average on all class assignments.
Applications for the Introduction to Educational Research Course can be completed online. The link to apply will be opened in early winter. If you have questions about the course or the application process, please contact the TLC at tlc@atsu.edu.
TLC-CGHS Advanced Standing: Earn credits towards CGHS programs by participating in TLC courses.
The TLC and CGHS have made a reciprocity agreement that allows those who complete designated TLC training programs to be eligible to receive credit towards CGHS approved programs as shown below. This agreement is a tuition cost-saving for those interested in additional training. Contingent on acceptance into one of the CGHS programs, ATSU employees who wish to take advantage of the TLC-CGHS advanced standing agreement should apply by sending a request to cghsonlineadmissions@atsu.edu.
TLC Course | CGHS Course | CGHS Program |
Course Design Institute | Instructional Design and Program Planning | Certificate, MEd, or EdD |
Introduction to Educational Research | Introduction to Educational Research | MEd |
SparkTank: A program to celebrate collaborations between students, faculty, and staff driving innovation in teaching and learning.
SparkTank is a creative teaching and learning grant challenge for ATSU students, faculty, and staff to spark and support the development of innovative project ideas.
Watch clips from the Kirksville SparkTank here!
Can’t find what you are looking for? Request a consultation today.
From active learning to educational technology, we have you covered! The Teaching & Learning Center is dedicated to bringing you resources of evidence-based best practices, educational research literature, and practices.
We have curated (and are continually updating) an archive of links to articles, recordings, and other learning resources about specific teaching and learning topics such as:
Active Learning is any approach to instruction in which all students are asked to engage in the learning process. Click here to view resources related to active learning strategies and practical tips for how to make your educational settings more active, engaging and meaningful.
Student assessment is a critical part of the teaching and learning process. Here you can find information on formative and summative assessment techniques, evidence-based practices, as well as resources related to feedback.
Course design is a cyclical process for which several models exist. Here we provide resources on educational principles to guide your course design process as well as tools for developing courses, syllabi, and learning contracts.
One of the Core Professional Attributes outlined by the University to ensure our graduates are highly competent professionals is Critical Thinking. These resources can help in establishing patterns of evidence-based decision making, critical appraisal, and evaluation and reflection within the educational setting.
The TLC is invested in improving the professional lives of our faculty in and out of the classroom. We have curated videos, podcasts, and journals/blogs here which provide in-depth information for educators on the continual pursuit of knowledge, evidence-based practices, and scholarship.
Online teaching isn’t just for instructors who teach asynchronously! Effectively delivering content online is important for all learning models. Click here for resources specific to the challenges and opportunities offered by online content delivery systems and online classroom management.
Looking to improve your teaching or target specific student needs? These resources provide strategies that can work in our specific course or clinical settings.
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The TLC is committed to educational research. We not only seek to disseminate best practices based on evidence-based research, but we also support the scholarly endeavors of our faculty.
In addition to the Educational Research Course, we offer several other research-focused opportunities.
Educational Research Journal Club: Monthly discussions of emerging literature.
The TLC educational research journal club supports members of ATSU’s research community who want to deepen their understanding of current trends and topics in educational research by reading and discussing articles with colleagues across the University.
Contact the TLC to sign up to join us for this monthly meeting.
Educational Research Writing Circle: A year-round weekly writing accountability group.
The TLC research writing circle supports faculty in the writing and drafting stages of their educational research year-round. This informal group provides focus time to work on research projects and helps to create structure during the writing process.
Contact the TLC to learn more or to join.
ATSU Grant Writing Circle: Dedicated space to prepare grant applications for internal funding opportunities.
ATSU Internal Grants offers a number of competitive awards to promote engagement in research activities. Many of these funding mechanisms have a submission deadline of April 1st, 2023.
To support individuals who are preparing to submit grant proposals for these awards, the TLC is partnering with the Interdisciplinary Research Committee (IRC) to organize grant-focused writing circles. The goal of these writing circles is to provide space, time, and accountability for individuals to work on their grant submissions in the weeks leading up to the April 1st deadline.
To learn more or to see time slots and sign up to participate, click here.
Can’t find what you are looking for? Request a consultation today.