Clinical Educator Track Resident Programs

2020 ◽  
pp. 327-344
Author(s):  
Michael W. Stumpf ◽  
Sonya D. Hayes
Keyword(s):  
Curriculum Design ◽  
Effective Teachers ◽  
Teaching And Learning ◽  
Design Research ◽  
Primary Teachers ◽  
The United States ◽  
Promising Practices ◽  
Review Of The Literature ◽  
Clinical Educator ◽  
To Receive

Medical residents have a growing responsibility to educate their fellow residents and serve as the primary teachers for medical students; however, many residents have reported lacking the skills needed to be effective teachers. Clinical educator tracks (CET) were designed to provide a more intense and diverse opportunity for residents to receive training in areas of learning theory, teaching, evaluation and assessment, curriculum design, research, and leadership. This chapter highlights promising practices in established CET programs in the United States and spotlights one CET program in Louisiana as an example. Based on a review of the literature, CET programs have the following promising practices in common: a commitment to teaching and learning, continuous improvement through program design and evaluation, and a focus on leadership and mentoring. The authors elaborate on the CET program at LSU Health Center and discuss future trends in CET programming.

The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism through the Arts

2010 ◽  
Vol 112 (9) ◽  
pp. 2295-2319 ◽  
Author(s):  
Lee Anne Bell ◽  
Rosemarie A. Roberts
Keyword(s):  
Staff Development ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Critical Examination ◽  
Post Secondary ◽  
The Arts ◽  
Project Model ◽  
Action Networks

Background/Context Research in Europe and the United States shows that racial position shapes and gives voice to the stories people tell about race and racism, and filters how such stories are perceived and understood by listeners. Although not uniformly the case, people from the majority White racial group tend to emphasize forward progress and the declining significance of race. Minoritized people of color more often note the enduring impact of racism as a barrier to racial progress. Purpose This article describes the evolution of a theoretical model for teaching critically about racism and racial stories utilizing the arts. We reflect on the collaborative theory-building process used to develop the model, our use of the arts to create spaces of teaching and learning where racial stories can be unsettled and reexamined, and the potential of this model to guide educational projects in which participants construct alternative stories geared toward social justice. Research Design This is an analytic essay that describes the development of a theoretical construct. Conclusions/Recommendations We discuss plans for future research on the relevance of the model for teachers, teacher staff development, and curriculum design in secondary and post-secondary classrooms and in community-based dialogues and collaborative action networks.

Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities

2020 ◽  
pp. 221-242
Author(s):  
Veronica Ng
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Design Research ◽  
Graduate Attributes ◽  
University Curriculum ◽  
Whole Person ◽  
Global Movement ◽  
Innovative Curriculum

Aligned to the national and global movement towards the definition, design, and mapping of graduate capabilities of university curriculum, universities are assigned the colossal task to incorporate these capabilities through curriculum design, delivery, and assessment. Using curriculum design research as the methodology of study, this chapter presents the framework and principles for the development of an innovative curriculum in architecture to enhance specific graduate attributes. It describes the constraints of time as well as competency in curriculum design to make critical evaluations of mappings, integration, and progression throughout the different year-level of the programme and within each module. While fueled with challenges, it suggests the propensity for enhancement of a curriculum that engages with the whole-person development as well as opportunities for teaching and learning innovations.

scholarly journals Implementing Promising Practices To Prepare Quality Teacher Educators

2012 ◽  
Vol 9 (3) ◽  
pp. 179
Author(s):  
Ruben Gentry
Keyword(s):  
Effective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Pay ◽  
Promising Practices ◽  
Major Focus ◽  
The Difference ◽  
The Government ◽  
Individual Effort

The United States does more than just talk; it invests a lot of money in public education. While students are the major focus of concern, teachers are a mainstay in the enterprise. In 2002, the U.S. invested $192 billion in teacher pay and benefits. More than 50% of all dollars allocated by the government for education is paid in salaries for teachers, yet there is little research to guide decisions as whom to hire, retain, and promote (Rice, 2003). However, the general consensus is that under good teachers, students get a good education, and under poor teachers, students get a poor education. The difference between the two makes a world of difference. The U. S. cannot afford to trust its most valuable asset students - to the tutelage of poor teachers. Doing so would be to run the risk of needlessly suffering from medical conditions, financial woes, and a quality of life not befitting a highly advanced nation. This manuscript provides a functional framework for the student and faculty, a review of related literature, and a detailed description of an individual effort at implementing promising practices to prepare quality teacher educators. The expectation is that information and preliminary findings that are provided will, in some way, further thinking and effort at producing effective teachers to staff our schools.

scholarly journals Video Considerations for the World Language edTPA

2018 ◽  
pp. 7682-7691
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized and there is a new, nationally-reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in World Language Education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the Integrated Performance Assessment as a means to improve novice teacher performance on this high-stakes assessment.

scholarly journals Video Considerations for the World Language edTPA

2019 ◽  
pp. 948-959
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized, and there is a new, nationally reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in world language education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the integrated performance assessment as a means to improve novice teacher performance on this high-stakes assessment.

scholarly journals International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies

10.28945/4254 ◽  
2019 ◽  
Vol 14 ◽  
pp. 325-350
Author(s):  
Petros G Malakyan
Keyword(s):  
Doctoral Students ◽  
Curriculum Design ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Doctoral Programs ◽  
The United States ◽  
Original Research ◽  
Learning Approaches ◽  
Leadership Studies ◽  
Motivation For Learning

Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.

scholarly journals Talking the language to death

2017 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Diane Johnson ◽  
Keao NeSmith
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The United States ◽  
Language Teachers ◽  
Target Language ◽  
Language Death ◽  
Hawaiian Language ◽  
Hawaiian Kingdom ◽  
Cultural Dominance

In the late 19th century, when the United States began its illegal occupation of the Hawaiian Kingdom, the teaching of languages was dominated by an approach— grammar translation—that has been associated with élitism and cultural dominance. Since then, there have been major developments in language teaching. Among these has been the development of “communicative language teaching” (CLT), an approach intended to encourage learners to use the target language for genuine communication in culturally appropriate contexts. However, analysis of a sample of Hawaiian language lessons taught in the second decade of the 20th century revealed little evidence of any of these. Instead, an approach reminiscent of aspects of grammar translation was very much in evidence, with teacher talk, often in English, occupying over half of the lesson in each case, and with considerable evidence of confusion, frustration and minimal participation on the part of many of the students. What this suggests is the need for a comprehensive review of all those factors that have an impact on the teaching and learning of Hawaiian, including, in particular, curriculum design and teacher ISSN 1837-0144 © International Journal of Critical Indigenous Studies 2 training. It is no longer possible to accept that while language teachers talk, often in the language/s of colonisers, language death continues to stalk those indigenous languages that have so far failed to succumb.

Introduction

2020 ◽  
pp. 1-7
Author(s):  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
United States ◽  
Teaching And Learning ◽  
College Teaching ◽  
The United States ◽  
Review Of The Literature ◽  
Student Demographics ◽  
Current State ◽  
Significant Research ◽  
Current Student

This introductory chapter takes a look at the current state of college teaching in the United States. It first embarks on a review of the literature dedicated to exploring the serious challenges faced by higher education in the United States. From there, the chapter links scholarship to teaching and discusses further significant research about teaching practices that can lead to deeper and more enduring student learning. Next, the chapter addresses the current student demographics in colleges and universities today, tackling challenges related to a growing diversity of students on campus. Finally, the chapter describes the workshops, research, and advocacy which has shaped the ideas formed in this book. It briefly explores the extent of teaching recommendations and reflections on the art and science of teaching and learning.

Towards an interdisciplinary knowledge exchange model

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Santiago DE FRANCISCO ◽  
Diego MAZO
Keyword(s):  
Design Research ◽  
Knowledge Exchange ◽  
Academic Research ◽  
Innovation Process ◽  
The United States ◽  
Design Environment ◽  
Interdisciplinary Knowledge ◽  
One Year ◽  
The University ◽  
Common Situation

Universities and corporates, in Europe and the United States, have come to a win-win relationship to accomplish goals that serve research and industry. However, this is not a common situation in Latin America. Knowledge exchange and the co-creation of new projects by applying academic research to solve company problems does not happen naturally.To bridge this gap, the Design School of Universidad de los Andes, together with Avianca, are exploring new formats to understand the knowledge transfer impact in an open innovation network aiming to create fluid channels between different stakeholders. The primary goal was to help Avianca to strengthen their innovation department by apply design methodologies. First, allowing design students to proposed novel solutions for the traveller experience. Then, engaging Avianca employees to learn the design process. These explorations gave the opportunity to the university to apply design research and academic findings in a professional and commercial environment.After one year of collaboration and ten prototypes tested at the airport, we can say that Avianca’s innovation mindset has evolved by implementing a user-centric perspective in the customer experience touch points, building prototypes and quickly iterate. Furthermore, this partnership helped Avianca’s employees to experience a design environment in which they were actively interacting in the innovation process.

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