Teaching & Learning Center

Undoubtedly, you’ve heard the hype around ChatGPT, the artificial intelligence (AI) system that has the ability to answer almost every question and can even compose content. To be informed about this latest educational technology innovation, including the impacts on teaching, learning, and health science, listen to the informative 3-episode TLC Podcast series. In this series, we will discuss what ChatGPT is, its current and potential applications, and how to manage the use of this tool in your educational setting:

Episode 1: ChatGPT: A Starter Guide

Episode 2: From Theory to Practice: How Can ChatGPT be Used in Education?

Episode 3: ChatGPT: To Adopt or To Not Adopt?

Episodes will be released monthly (April, May, and June) and will be available for on-demand listening via the TLC Learning Channel. Episodes will be eligible for credit towards the Technology Level (Level 2) of the Level Up! Certificate Program.

Do you have a question about ChatGPT and its use in education? Submit your questions here for us to address on the podcast. We’ll try to answer as many as we can!

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. Recordings of the sessions can be found here.

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.

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”.

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.

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:

1. Schedule an appointment: Use this TLC Calendly link to access the consultation calendar and select the appointment slot of your choice.
2. Submit a request: Next, complete the short survey (takes approximately 5 minutes) providing details about your inquiry.
3. Receive calendar invite: You will receive a calendar invitation reserving the time for the consultation appointment. If there are documents or materials that would be helpful for the TLC to review before your appointment, please be sure to send those to the TLC via email.
4. Meet with the TLC: A TLC expert will meet with you to explore your consultation request.
5. Follow up: Following your session, should you need additional assistance, you can use this TLC Calendly Consultation Request Process again to schedule your next appointment.

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:

• Workshops or trainings on teaching techniques, educational technologies, and research of teaching and learning
• Presentations at department meetings to support faculty development
• Participation in departmental seminar series on topics including assessment and distance learning

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).

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 fill out this brief form and a member of the TLC will be in touch with you soon.

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.

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:

• Creation of a new instructional strategy for the purpose of improving teaching and learning
• Adoption of an existing instructional strategy in a new way that is not commonly used in a particular field or program
• Usage of technologies that enhance the learning experience
• Formation of unique collaborations with educators from different ATSU programs, schools, or colleges that lead to new approaches to teaching and learning
• Development of a new process or policy that leads to positive learning outcomes for a specific group of students, an entire class, department, or school

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:

• Prior winners can not win in back-to-back years, but may be eligible to apply again after a year has passed.
• Teams must appoint one person as the lead representing the team. This representative will be responsible for the disbursement of the award incentives at their own discretion.

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.

The selection committee will identify up to 10 nominees to be considered as award finalists. Finalists will have the opportunity to record a 5-minute presentation discussing their innovations. These videos will be scored 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 ATSU community will have the opportunity to cast their vote for the winner of this award.

The evaluation committee consists of:

• Associate Vice President for Academic Affairs
• Vice President of Research and Sponsored Programs
• Dean or associate dean representative from each college or school
• Previous year’s recipients of the Teaching Innovation for Learning Award

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.

2022

Award Winner: Dr. Brian Degenhardt, System Providing Objective Feedback for Calibration of Palpation Skills

Runners-Up:

Dr. David Doubblestein, Mobile-Office Hours

Dr. Carrie Robinson, Progressive Clinical Cases Based on Student Decisions

Finalists:

Dr. Scott Howell, Dr. Shanu Markand, Ms. Stephanie McGrew, Dr. Romana Muller, Dr. Christina Weaver, Dr. Cailee Welch Bacon, and Dr. Rebecca Wolf.

The 2022 Finalists’ presentations are available here. 

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

The TLC Level Up! Certificate Program is a free professional development opportunity, open to all ATSU staff and faculty members, that is designed to help you expand and reflect upon your teaching practices, collaborate with colleagues, and engage in a practice of continuous learning.

Additional benefits of this certificate program include, but are not limited to, helping you:

 
• Develop high-quality teaching materials
 
• Improve students’ learning outcomes
 
• Integrate evidence-based teaching practices
 
• Network with other like-minded educators and mentors
 
• Strengthen your curriculum vitae through a focused certification process
 
• Earn credits towards approved CGHS programs (e.g. Certificates, MEd, and EdD)
 

The TLC Level Up! Program is informed by evidence-based models which support successful, impactful, and engaged educators. The first foundational model is the framework known as TPACK (short for technology, pedagogy, and content knowledge; Koehler, Mishra, & Cain 2013). The TPACK model highlights how effective instruction integrates technology, evidence-based teaching, and high levels of content knowledge, and that all three are necessary for promoting student learning outcomes. The second model is that of reflective teaching (Larrivee 2000), which serves to empower educators to be active participants in processes of perpetual growth. Reflection helps educators take informed actions to improve their instructional beliefs and practices.

Therefore, each level of the Level Up! Program corresponds with four areas: pedagogy, technology, research, and reflection. In each level, you will have opportunities to learn new skills, explore examples or case studies, and practice applying these concepts to your own discipline(s) and teaching context.

We believe that this work is valuable and is worthy of recognition. So as you complete elements of the program, you will receive certificates of completion. These can be used for inclusion in your annual review file. You can also share your Level Up! progress in the ATSU performance review form for your professional development plans. After completing all four levels, you will earn the status of being a “ATSU Certified Health Sciences Educator.”

Furthermore, we understand that you are busy. So this program is designed with flexibility in mind. You can work towards most of the program requirements in any order and many components can be completed on your own schedule. You can also learn more below about test-out options for the program.

Questions about the Level Up! program can be directed to the TLC at tlc@atsu.edu.

If you are a current or aspiring educator looking to enhance your teaching expertise and advance your career in higher education, this program is for you. 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.

To begin the program, please complete the Level Up! enrollment form. After being enrolled, you can track your progress through the program using the TLC Canvas dashboard.

The TLC Level Up! Certificate Program consists of 4 levels each with their own educational focus - pedagogy, technology, research, and reflection. Each level is achieved by completing:

 
• 5 credits (1 credit is approximately 1 hour of content) of approved live or asynchronous learning opportunities (e.g., podcasts, seminars, readings, or LinkedIn Learning). Expand the next section entitled “Descriptions of eligible activities and courses” below, or click this link, for a detailed list of activities approved for each level.
 
• The course or culminating activity for the respective level and its final deliverable. (We now provide an option for individuals who are prepared to test-out of one or multiple course requirement(s). Expand the Course test-out option section below to learn more.)
 

You may complete requirements towards levels in any order and may work on multiple levels simultaneously. Please note, however, that the culminating activity and deliverable for the Reflection level (Level 4) serves as an opportunity to synthesize learning from the previous stages of the program and therefore should be completed last.

The table below summarizes the requirements to complete each level.

Activities

To offer flexibility, credits can be earned via synchronous or asynchronous activities and are available through a variety of formats including audiovisual presentations, readings, and podcasts. You can earn credits through either of the two options below, or by mixing and matching:

1. Attending eligible presentations including the TLC Seminar Sessions and CGHS research seminars (synchronous, virtual) on Zoom. Dates of upcoming TLC sessions will be announced via the TLC newsletters and will be posted on the TLC website. If you attend qualifying presentations on Zoom, your attendance will be recorded for you automatically, and no further action is required.

2. Engaging with content listed below at your own pace. If you engage with these activities, you must record your participation with the activity using this form.

Courses/Culminating Activities

TLC courses are currently offered using virtual, synchronous formats. Read more below about the courses that correspond to each level. The teaching observations (culminating activity for the Reflection level (Level 4) can be conducted through a variety of formats depending on your teaching context.

Pedagogy

Asynchronous Activities:

 
• Seminars or Recorded TLC Sessions and Podcasts (0.5-1 credit; 8+ available, YouTube Videos)
 
• Learning How to Increase Learner Engagement (1 credit; Linkedin Learning)
 
• Components of Effective Learning (1 credit, LinkedIn Learning)
 
• Miseducation of Larry P (1 credit, Podcast)
 
• Human Learning: How We Learn, Why It Matters (1 credit, YouTube video)
 
• Chapter 1 in “Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching” (1 credit, Reading)
 
• Chapter 1 in “Make It Stick: The Science of Successful Learning” (1 credit, Reading)
 

Course:

In the 7-week Course Design Institute (CDI), you will apply evidence-based instructional strategies using a “backward” course design process to design a new course or redesign an existing one for the deliverable (the Course Design Blueprint).

Technology

Asynchronous Activities:

 
• Seminars or Recorded TLC Sessions and Podcasts (0.5-1 credit; 10+ available, YouTube Videos)
 
• Foundations of Accessible Elearning (1 credit, LinkedIn Learning)
 
• On the Horizon of EdTech Trends (1 credit, YouTube Video)
 
• Innovation and Continuous Technological Development with Don Passey (0.5 credit; Podcast)
 
• Chapters 9-11 in “The Health Professions Educator: A Practical Guide for New and Established Faculty” (1 credit, Reading)
 
• Chapters 1-3 in, “Teaching with Technologies in Nursing and the Health Professions: Strategies for Engagement, Quality, and Safety” (1 credit, Reading)
 
• Chapter 5 in, “Centering Human Connections in the Education of Health Professionals” (0.5 credit, Reading)
 

Course:

The 6-week Introduction to Educational Technology for Educators (IET) will provide an overview of foundational educational technologies that will help you effectively and efficiently collaborate with others and support engaging learning experiences for your students. Then, you will have an opportunity to develop a digital portfolio within Canvas that is focused on highlighting the technological skills learned throughout the course.

Research

Asynchronous Activities:

 
• Seminars or Recorded TLC Sessions and Podcasts (0.5-1 credit; 6+ available, YouTube Videos)
 
• Crafting Questions to Make Better Decisions (0.5 credit, LinkedIn Learning)
 
• Dr. Ben Hatton on Creativity and Research (0.5 credit, Podcast)
 
• EDTalks: KaYing Yang “Who Are We Talking About? The Importance of Disaggregating Data” (0.5 credit, YouTube Video)
 
• Prioritizing Equity in Data and Research (1 credit, YouTube Video)
 
• Chapter 1 in “Introduction to Educational Research: A Critical Thinking Approach” (1 credit, Reading)
 
• Introduction (pages 8-17) in “Approaching the Scholarship of Teaching and Learning) (0.5 credit, Reading)
 
• Chapter 1 in “Doing Educational Research: A Guide to First-Time Researchers” (0.5 credit, Reading)
 
• Chapter 13 in “Educational Research and Practice” (0.5 credit, Reading)
 

Course:

In the 8-week Introduction to Educational Research Course, you will also practice reviewing educational literature and craft a 5-page educational research proposal specific to your area of interest and expertise for the course deliverable (Educational Research Proposal).

Reflection

Asynchronous Activities:

 
• Seminars or Recorded TLC Sessions and Podcasts (0.5-1 credit; 3+ available, YouTube Videos)
 
• Mirror, Mirror: Criticality, Personal Narrative, And Reflective Teaching (1 credit, Reading)
 
• Assessing Our Impact on Students’ Learning: Becoming a Critically Reflective Teacher (1 credit, Reading)
 
• Change Management Foundations (1 credit, LinkedIn Learning)
 
• How to Write a Teaching Philosophy Statement (1 credit, YouTube Video)
 
• Reflective Teaching and Educational Purposes of Higher Education (1 credit, YouTube Video)
 
• Chapter 1 in “The Steady Discipline of Instructional Improvement in Teaching Better: Igniting and Sustaining Instructional Improvement” (0.5 credit, Reading)
 
• Chapter 1 in “Smarter Faster Better” (1 credit, Reading)
 

Course:

While there is no formal course for the Reflection level, the Teaching Observation and Teaching Philosophy Statement are the culminating activity and final deliverable that should be completed after all other requirements have been met. A coordinated observation of your teaching and learning practices will be completed by a TLC expert from within the instructional environment (clinical, laboratory, or didactic). A scheduled feedback session will be offered following the educational session to discuss the observation. The teaching philosophy statement is a self-reflective 1-2 page document which describes and explains your core beliefs and values regarding teaching and learning. This document contains concrete examples of how your teaching philosophy translates into your educational setting.

You may have previously completed training in these topic areas or have experience that has prepared you with the knowledge and skills to complete a given deliverable without taking the associated course. As such, we now offer additional flexibility by providing a “test-out” option. Please contact us at tlc@atsu.edu if you are interested in discussing this option further.

The CDI is a 7-week course offered during the summer months (July-September) and is designed to be inclusive for participants with little to no experience designing courses. During the CDI, participants will engage in:

 
• Evidence-based practice of course design that includes the consideration of contemporary teaching approaches for online, hybrid, and in-person modalities
 
• Enhancing a new or existing course with measurable learning outcomes, and active learning techniques and assessment
 
• Developing skills to create a well-designed and instructionally sound course
 
• Substantially completing work towards a new or revised course design
 

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.

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:

 
• PowerPoint, basic digital Search Engines
 
• Google Docs, Google Slides, Google Calendar, and Google Drive
 
• Zoom, Screencast-o-matic, and Echo360
 
• Poll Everywhere, Canvas Learning Management System
 

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:

 
• ATSU login (ATSU username and access to the ATSU portal)
 
• Consistent internet connectivity (WiFi)
 
• Google Chrome or Mozilla Firefox browser preferred
 
• PowerPoint (available for free through ATSU) *The 2016 version will be used to show screenshots, etc.
 
• Webcam (most laptops have this embedded) and headphones
 

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.

The educational research course is a class specifically designed to provide participants with an introduction to the procedures commonly used in educational research including:

 
• Overview of the Research Process
 
• Formation of Research Questions
 
• Basics of Conducting Literature Reviews
 
• Types of Research Methods
 
• Data Collection Procedures
 
• Common Data Analysis Techniques
 
• Identifying Funding Sources
 
• Research Ethics
 

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.

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. 

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!

Both of these terms address the science and the art of teaching by exploring the methods educators use and the interactions between instructors and their students.  Click here to learn more.

There are many theories and models that explore how humans learn. These inform how we design instruction, assessments, and the classroom environment. To learn more about them, click here.

The TLC Teaching Model boils down hundreds of years of scientific knowledge about the key factors for effective instruction. Click here to learn more.

Learning goals describe what an instructor, program, or institution aims to do; whereas, a learning objective describes in observable and measurable terms what a student is able to do as a result of completing a learning experience (e.g., course, project, or unit). To learn more about how to write effective goals and objectives and the importance of them, click here.

Assessments are tools used to check our students’ understanding or progress towards objectives, goals, or standards. Click here to learn more about formative and summative assessments.

The sequence in which we present course content can be as important as the material itself. Learn more about this topic here.

Instructional feedback is an essential component of the teaching process and can exist in several forms including student to instructor, instructor to student, and student to student. Learn more about ways to provide and solicit feedback in the teaching and learning process here.

Instructional strategies are the overarching approaches we employ in our teaching. Here you will find more information and examples of how instructional strategies can help you in designing and facilitating your courses.

An interactive lecture is an approach that includes breaks for activities, questions, and reflection. Learn more about this strategy here.

Traditionally, students attend lectures and then practice applying principles from class on their own as they work through problems or homework. In a flipped classroom, this concept is reversed. Click here to learn more about flipped classrooms.

Case-Based Learning (or CBL for short) is an instructional strategy that leverages realistic scenarios or cases to scaffold the learning experience. Learn more about CBL here.

Not to be confused with Problem-Based Learning (PBL), Project-Based Learning (PjBL) is an inquiry-based approach that allows students to explore a topic deeply as they work towards completing a project or designing a product. Learn more here.

Team-based Learning (TBL) is a very structured approach where students work independently and in groups to check their understanding and apply their learning to examples. Learn more about TBL here.

In Problem-Based Learning (PBL), educators assume the role of facilitator, as their students tackle challenging, authentic, problems. Click here to PBL.

This approach leverages low- or high-fidelity simulations to help students practice hands-on skills or engage in real-life scenarios. Learn more here.

Active learning techniques are “brains-on” activities designed to engage students as active participants in their own learning process. Learn about different active learning strategies here.

Evaluations that are equitable and realistic can help our students transfer their knowledge to real-life situations. Learn more about these concepts here.

Rubrics are a means of communicating your expectations to your learners and can also help to promote consistent and fair grading practices. Learn more here.

Whether you teach completely remotely or you are interested in building in some asynchronous components into your face-to-face or hybrid class, these resources can help you get started or give you some new ideas.

Inclusive classrooms are learning environments where all individuals (both students and educators) are valued, supported, and welcome to show up as their true and authentic selves. Learn more here.

Equity in teaching centers the idea of providing all students with access to the resources they need to support them in achieving their goals. Click here to learn more about this topic.

As educators, it’s important for us to consider our position in the classroom, the identities we and our students hold, and how we can create equitable and inclusive learning environments. Learn more here.

Reflective teaching is a process that starts with considering what teaching practices you use and why, collecting data to assess how the teaching practices are working, and then planning what might come next. Learn more about this tool for continuously improving your instructional skills here.

Scholarly Teaching describes an approach that intentionally leverages evidence and research on teaching and learning, learning theories, and reflection. Click here to learn more.

You may already be a member of several professional organizations in your discipline. Here you can learn about professional organizations that center around education and teaching and learning.

You already engage in continuing education, here are some ideas of how to build in professional development related to your teaching practices.

Learning management systems (LMSs), including Canvas, offer a means to organize the materials and present them to students in a way that is approachable and user-friendly. Beyond just tracking grades, LMSs also allow educators to track enrollment and engagement while protecting student data. Click here to learn more about learning management systems.

Whether you are recording a short demonstration for your students to watch before class or recording a brainstorming meeting so you can review it later - you have a lot of tools at your disposal. Click here for more information about recording tools and tips.

Classroom polls are an interactive technique you can use in your teaching to “take the temperature of the room”, check student’s understanding, or solicit feedback. Similarly, polls offer a great way to increase engagement in class and can serve as a tool for your students to reflect and get feedback on their own understanding. Learn more about polling options here.

Zoom is a software that supports virtual meetings, conference calls, webinars, and classrooms. Users can record sessions, send chats, open polls, share screens, create whiteboards, and make breakout rooms. Click here for more information on how to get the most out of Zoom.

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.

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 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.