Teaching & Learning Center

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.

Keep an eye on the TLC Newsletters and your Google Calendar for more information.

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 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.

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.

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:

• 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.

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 purpose of the TLC’s Level Up! certficate 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:

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

The TLC Level Up! certificate program consists of 4 levels each with their own educational focus; 3 levels can be completed in any order, and 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 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.

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.

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:

 
• 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 7-week course offered during the fall months (Sept-Nov) 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:

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

Participants 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 in-person for 1.5 hours per week (Thursdays 12-1:30 AZ), 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.

For the Fall 2022 cohort, faculty or staff who can attend weekly classes on the Mesa Campus may apply to participate in this course. This course is most effective for those in a teaching role or 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 laptop 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 installed
 
• MS Office (2016 version preferred, available for free through ATSU)
 
• 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 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 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 August 15th and close September 14th at 11:59p (AZ Time). After the close of the application window, all applicants will be notified if they have been accepted by September 21st.

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 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:

 
• 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!

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.

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. This informal group provides time to write, offers peer feedback, and helps to create structure during the writing process.

Contact the TLC to learn more or to join.