PREPARATION FOR FUTURE LEARNING:

Teacher education programs are tasked with a myriad of responsibilities to help improve the quality of future teachers. Despite the constraints of using non-licensed teachers in a public classroom setting in order for the pre-service teacher to gain experience, a Teaching Assistant (TA) program has been implemented in a university setting and thus removing the logistical obstacles pre-service teachers face. Using a preparation for future learning model, pre-service teachers enrolled in a human learning and development course engaged in activities that ranged from mentoring students, developing grading rubrics, and grading student assignments. Triangulation of qualitative data showcases the importance of assessment (i.e., feedback) and the pre-service teacher's identity as emergent themes. Discussion of possible design iterations to the TA program and its potential impact are discussed.

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Preparation for future learning: a missing competency in health professions education?

Medical Education ◽

10.1111/medu.12893 ◽

2015 ◽

Vol 50 (1) ◽

pp. 115-123 ◽

Cited By ~ 40

Author(s):

Maria Mylopoulos ◽

Ryan Brydges ◽

Nicole N Woods ◽

Julian Manzone ◽

Daniel L Schwartz

Keyword(s):

Health Professions ◽

Health Professions Education ◽

Preparation For Future Learning ◽

Future Learning

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Development of concept-based physiology lessons for biomedical engineering undergraduate students

AJP Advances in Physiology Education ◽

10.1152/advan.00038.2012 ◽

2013 ◽

Vol 37 (2) ◽

pp. 176-183 ◽

Cited By ~ 1

Author(s):

Regina K. Nelson ◽

Naomi C. Chesler ◽

Kevin T. Strang

Keyword(s):

Undergraduate Students ◽

Biomedical Engineering ◽

Engineering Students ◽

Organ System ◽

Instructional Model ◽

Engineering Curriculum ◽

Engineering Knowledge ◽

Undergraduate Engineering ◽

Preparation For Future Learning ◽

Future Learning

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

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