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Course Syllabus Fall 2015

COURSE NUMBER: Nursing 521

COURSE TITLE: Teaching, Learning, and Evaluation in Nursing

CREDIT HOURS: 3 semester hours

CREDIT RATIO (number of required practicum hours for each credit, if applicable):

n/a

COURSE FACULTY: Phyllis Eide, PhD, RN Dr. Dawn Doutrich Associate Professor Associate Professor

Email: eide@wsu.edu

Office Location: College of Nursing, Room 449; Vancouver 210W

Office Hours: By appointment Office Phone: 509-324-7246 Doutrich: 6-9464

PREREQUISITES: Basic computer skills, library database and internet search skills, acceptance into the Masters of Nursing or PhD in Nursing programs, or by permission of the course instructor.

COREQUISITES: n/a MEETING TIME: 5:10 pm – 8:00 pm on AMS days; online weekly learning

activities conducted through BLACKBOARD

MEETING LOCATIONS: “In-person” classes on 8/27, 9/17, 10/22, 11/19, and 12/10 are at the following locations:

• Spokane - SNRS 201• all other locations “TBD”

CATALOG DESCRIPTION

Exploration of concepts related to teaching-learning, assessment of diverse learning needs, instructional strategies and design, evaluation of performance outcomes.

033 Revised - Rec'd 9/30/2015

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COURSE DESCRIPTION Application of theories related to the teaching-learning process, assessment of diverse student learning needs, technology use, instructional strategies and design, learning objectives, evaluation of student learning and performance, and test and measurement techniques. STUDENT LEARNING OUTCOMES (based on the NLN Core Competencies of Nurse Educators©): 1. Students will be able to design a course and environment that facilitates learning of their students and the achievement of desired outcomes using educational theories and evidences. 2. Students will recognize their responsibility for helping their learners and be able to identify strategies and resources to deliver effective learning experiences to their students with diverse learning needs. 3. Students will be able to use a variety of strategies to effectively assess and evaluate their students’ learning.

INSTRUCTIONAL STRATEGIES This is a hybrid course that includes synchronous classroom and asynchronous online activities. We will use the BLACKBOARD course management system, email, online group discussion, and WSU’s Academic Media System (AMS) videoconferencing system for class interactions and communication. Activities include readings, literature search, web assignments, lecture, classroom and online discussions, and preparation of course syllabus, lesson plans, and development of assessment/evaluation plans. Discussions, whether in classroom or online, are expected to reflect informed and collegial interaction among graduate students and the instructor indicative of scholarly work. You will design and demonstrate educational materials. As is the norm in graduate and doctoral education, learning is highly dependent on your contributions and thoughtful critique

COURSE POLICIES 1. This is a 3-semester credit, partially asynchronous graduate course. As a “hybrid”

course, it joins five class sessions with online assignments, discussion and learning on the other weeks of the semester. You are expected to engage in course related activities based upon the WSU 3:1 ratio. That is, for each credit hour of a course, 3 hours of class work is expected, including class sessions and readings/assignments. Therefore, course commitment can be expected to average about 9 hours/week. Obviously, some weeks will require less time and others more.

2. Attendance is required at the five classes presented over AMS. The class dates are August 27, September 17, October 22, November 19, and December 10 from 5:10-8:00PM. Videostreaming is only permitted for those students living more than

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50 miles from a campus. In addition, weekly participation in the BLACKBOARD discussion boards is expected.

3. This class is based on active learning concepts, therefore you: • Must be present, both on the web in discussions and the five “in-person”

sessions. • If an emergency forces absence of in-person class meetings, please contact the

Dr. Eide at your earliest convenience, make arrangements to view the video recording, and negotiate make up.

• Participation in web discussions should be substantive. You are expected to contribute to the web discussion in a substantive way at least once out of seven days each week. Substantive means postings that demonstrate thought and an attempt to discuss your scholarly work related to this course learning activities. Use web discussion as a forum where you can explore and exchange ideas with other colleague educators in this course to improve your pedagogical skills. You are responsible to learn from each other using this forum. Dr. Eide will monitor the discussion and may participate as a colleague, but will not respond to all postings. A guideline called “The Critical Friend” is posted on BLACKBOARD as a suggested approach to discussion board posting.

• Learning is an active process of inquiry – a search for information and understanding. In this course, we are all colleagues striving for excellence in teaching. We all must be open to new ideas and the experiences of others, and to be willing to share our knowledge and insights.

4. All assignments are expected to be submitted by specific due dates. However, the instructor is aware of the challenges of being an adult learner with full various responsibilities. Due dates can be negotiated if the instructor is notified at least 48 hours in advance of the due date. If you are unable to submit an assignment on the due date, e-mail the instructor and negotiate a new date. Late assignments may results in point reductions.

Course Changes: Changes will not be made in the objectives of the course; however Dr. Eide reserves the right to make some modifications of the weekly assignments that vary from the syllabus as necessary and to introduce extra credit options/learning experiences that emerge in the course of the semester. When changes are made it is to enhance your learning and respond to the needs of the class as the term progresses. Announcements of any changes will be made both in class and on BLACKBOARD in the announcement box. .

Academic Integrity Policy Academic integrity is the cornerstone of the university. You assume full responsibility for the content and integrity of the academic work you submit. You may collaborate with classmates on assignments, with the instructor's permission. However the guiding principle of academic integrity shall be that your submitted work, examinations, reports, and projects must be your own work. Any student who violates the University's standard

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of conduct relating to academic integrity will be referred to the Office of Student Conduct and may fail the assignment or the course. You can learn more about Academic Integrity on your campus using the URL listed in the Academic Regulations section or to http://conduct.wsu.edu/academic-integrity-policies-and-resources. Please use these resources to ensure that you don’t inadvertently violate WSU's standard of conduct. Sanctions for academic integrity violations may include receiving a failing grade for the assignment or examination, and may also include receiving a failing grade for the course. In some cases, the violation also may lead to the student’s dismissal from the WSU College of Nursing.

WSU’s Campus Safety Statement Washington State University is committed to enhancing the safety of the students, faculty, staff, and visitors to the Pullman campus. As part of this commitment, the university has prepared a Campus Safety Plan for each campus. These plans include a listing of university policies, procedures, statistics and information relating to campus safety, emergency management and the health and welfare of the campus community. All students should go to the zzusis portal at http://zzusis.wsu.edu and register their emergency contact information for the Crisis Communication System (CCS). Enter your network ID and password and you will be taken to the zzusis portal page. Providing multiple contact methods will help ensure you receive notifications in a timely manner, and your information will NOT be used for any other purpose.

WSU-Pullman Campus Safety Plan http://safetyplan.wsu.edu WSU-Vancouver Campus Safety Plan http://www.vancouver.wsu.edu/safety-plan WSU-Tri-Cities Campus Safety Plan http://www.tricity.wsu.edu/safetyplan/ WSU-Spokane Campus Safety Plan http://spokane.safetyplan.wsu.edu/

The University emergency management web site at http://oem.wsu.edu/emergencies. Information about emergencies can be found on the WSU ALERT site – http://alert.wsu.edu. Alert notices can also be found on each campus Alert Site.

Spokane: http://spokane.wsu.edu/services/Facilities/Safety_Security/ The WSU Spokane Campus Safety Plan contains a comprehensive listing of university policies, procedures, statistics, and information relating to campus safety, emergency management, and the health and welfare of the campus community. The Campus Safety Plan can be found at: http://spokane.wsu.edu/services/Facilities/campus-safety-plan/. Please visit this site to become familiar with the campus safety and emergency

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information provided. A link to the WSU Pullman Safety Plan is also available on this web site. Look for the “Spokane Emergency Information” box on the left side of the page and click the update link to be taken to the registration page where you can enter your cell, landline, and email contact information as well as arrange for emergency text messages to be sent to your cell phone.

Tri-Cities: Messages regarding campus emergencies will also be distributed through local media. Please also review the Campus Safety Plan, which contains a listing of emergency contacts, and university policies, procedures, statistics, and information relating to campus safety and the health and welfare of the campus community. The Campus Safety Plan can be found at http://www.tricity.wsu.edu/safetyplan/.” Vancouver: In the event of a building evacuation, a map at each classroom entrance shows the evacuation point for each building. Please refer to it. Finally, in case of class cancellation campus-wide, please check local media, the WSU Vancouver web page and/or http://www.flashalert.net/. Individual class cancellations may be made at the discretion of the instructor. Each individual is expected to make the best decision for their personal circumstances, taking safety into account. Safety plan website.” Graduate-level courses: Faculty may also use the statement available on the GSC website: http://gradschool.wsu.edu/FacultyStaff/Committee/

WSU Disability Statement Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in this class, you must first visit the Access Center on your campus, since all accommodations MUST be approved through the appropriate Access Center. Please stop by or call 509-335-3417 to make an appointment with an Access Advisor. For more information contact a Disability Specialist on your home campus:

WSU-Pullman Access Center Washington Building, Room 217 509-335-3417 WSU-TriCities Disability Services http://www.tricity.wsu.edu/disability/ Student Services Department, West Bldg, Room 262 509-372-7352. WSU-Spokane Disability Services http://spokane.wsu.edu/students/current/StudentAffairs/disability/disabilitystatement.html Academic Center, Room 130

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509-358-7534 WSU-Vancouver Disability Services http://studentaffairs.vancouver.wsu.edu/student-resource-center/disability-

services VMMC, Lower Level 360-546-9138 Distance students may contact their ‘home’ campus office or may wish to access information at this website: http://drc.wsu.edu/default.asp?PageID=1799

LEARNING MANAGEMENT SYSTEM Blackboard is the learning management system used by Washington State University to teach online portions of courses. To use the Blackboard course management system, you must first enroll in Blackboard. To enroll, you will need the user name and password assigned for use with MyWSU. To access Blackboard, go to: https://learn.wsu.edu/. You will find the course syllabus in the section, “Syllabus.” The course readings are available on electronic reserves via the library and can be accessed in the section, “Lessons.” See http://ams.wsu.edu/Index.aspx for Academic Media Services to access videostreamed classes and other information related to classroom use and videoconferencing. To access videostream sessions you will need the user name and password assigned for use with MyWSU; and instructor permission unless previously approved due to living more than 50 miles away from a campus. Live Chat during Live Videostreaming. Although “live chat” is available during live videostream class session, because of its unstable nature, the instructor of N521 choses to use “Discussion Board (DB)” in BLACKBOARD instead of live chatroom. Live videostreamers need to open “Discussion Board” of the appropriate week, and post your questions and comments there during the AMS class. The instructor will work to monitor and include inputs from videostreamers in the classroom conversation as much as possible. However, the instructor’s availability to monitor discussion board while she is conducting classroom teaching is limited. If you chose to participate in the course via DB chatroom you need to be aware of this limitation.

TEXTBOOKS AND LEARNING MATERIALS

Required DeYoung, S. (2015). Teaching strategies for nurse educators. (3nd Ed.). Upper Saddle River,

NJ: Pearson Prentice Hall Health. ISBN: ISBN-10: 0133565238 ISBN-13: 9780133565232

Svinicki, M. & McKeachie, W. (2011). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. (13th ed). United States: Wadsworth CENGAGE Learning. ISBN-13: 978-0-495-80929-6; ISBN-10: 0-495-80929-2

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Recommended

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Stanford, CA: Jossey-Bass. ISBN: 978-0-470-45796-2

“Tomorrow’s Professor” websites: Listserv: http://web.stanford.edu/dept/CTL/Tomprof/index.shtml Topical list: http://cgi.stanford.edu/~dept-ctl/tomprof/postings.php Selected Additional Readings:

Other readings and resources such as journal articles and internet sites will be utilized throughout the term. Some readings and resources are listed in weekly learning activities in BLACKBOARD/Lesson, and more will be introduced as you and your classmates find and add resources throughout the term. In general, such readings will be posted in a “Readings” file in the weekly lesson folder.

Workload Statement It is WSU policy that for every hour of in-class instruction, or equivalent online instruction, that students should expect at least 2 hours of outside class course preparation in the form of reading, course assignments and review of previous lectures.

EVALUATION

Assessment of learning and the evaluation producing a grade in this course is based on the quality of completed assignments and participation. Each component is weighted as a percentage of the overall 100 percent of the course. All grades for individual assignments are given in whole numbers. Assessment/evaluation rubrics are provided for each element. Assignment submission dates and times are embedded in the course calendar that follows. A brief identification of each assessed component and allocated percentages is shown below:

Assignments

• Due dates for all assignments are described in “Learning Activities” for the appropriate week; guidelines are posted as one of the “Lessons”.

• The goal is to return assignments to you within 1 week of the due date. Generally, the instructor prefers getting and returning assignments via e-mail, rather than Drop Box.

• Use APA 6th format when cite any references in assignments. To avoid plagiarism, ensure all credits are given for other’s work

Product: Points: Overall Syllabus 20 Lesson Plans

a. Online class using Tegrity and powerpoint, use of discussion board to assess learning

15

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b. In class lecture (option: demonstrate/return demonstrate), with 20 point quiz at the end

15

c. Online with small group assignment with rubric for evaluation 15 d. Online learning activity with short essay paper for evaluation;

requires rubric 15

Final presentation of syllabus development 10 Student participation: in class, online (discussion boards) – per rubric 10 Total Points: 100

Grading Criteria (see rubrics for each assignment on BLACKBOARD). All grades for individual assignments are given in whole numbers. WSU GRADUATE SCHOOL GRADING FORMULA: Final percentages for the course will be rounded up or down to a whole percentage point. Assignment and final grades are posted in Blackboard. From WSU Graduate School Policies: “No graded courses of “B-“ or below may be dropped from a program of study for an advanced degree nor can a course be repeated for a higher grade if the final grade is “C” or higher. Any course listed on the program of study for which a grade of C(-) or below is earned must be repeated for a letter grade, not on a Pass/Fail basis.”

Grading

A 4.0 95-100 C+ 2.3 76-79 A– 3.7 90-94 C 2.0 73-75 B+ 3.3 86-89 C– 1.7 70-72

B 3.0 83-85 D+ 1.3 66-69 B– 2.7 80-82 D 1.0 60-65

F – Points 59 or below – NO POINTS; NO COURSE CREDIT

Class Participation/Online Discussions Substantive participation has two graded components (1) completion of theory thought questions each week and (2) active participation beyond the theory thoughts questions. Both aspects of in-class participation will be evaluated using the Class Participation Rubric, below.

Class Participation Rubric Exemplary

Very good Passing Needs

Improvement 20 points 15 points 10 points 5 points Frequency of Contributions Note: Quality

Presents ideas and analysis succinctly

Presents ideas and analysis succinctly

Posted at least one

Fails to post. Late in posting so there is no

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Class Participation Rubric Exemplary

Very good Passing Needs

Improvement is important. Content and depth of analysis make a posting substantive-- not length.

within a reasonable number of postings. Posted more than three substantive postings (within discussion period).

within a reasonable number of postings. Posted a minimum of two substantive postings.

substantive posting relevant to discussion.

opportunity for others to benefit from their contribution or to respond.

Preparation and Engagement in Dialogue

Postings are crafted after acquiring information and considering alternatives; demonstrates preparation. Logged on to Blackboard 3x per week.

Informed speaker who has reviewed current literature before posting Postings reflect preparation. Logged on to Blackboard 2x per week.

Does not add to the discussion. Postings are limited to one’s work setting or individual perspective and not about a broader perspective. Logged on to Blackboard 1 x time per week.

Non-substantive postings (such as “I agree” or anecdotes)

In Person AMS class attendance

Attended all 5 AMS sessions

Attended 4 of the in class sessions

Attended 3 of the AMS sessions

Attended only 2 of the AMS sessions

COURSE MAP

Program Outcome Student Learning Outcome Demonstration of Student Learning

(Assignments, presentations, etc.)

• Analyze selected teaching/learning

Students will be able to design a course and environment that

Creation of a syllabus with 4-5 class sessions.

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theories for application in academic or nursing service settings.

• Apply theoretical constructs of teaching/learning and evaluation to classroom settings.

facilitates learning of their students and the achievement of desired outcomes using educational theories and evidences

Completion of assignment to develop and submit detailed lesson plan for one of the class sessions, per guidance provided by instructor. PowerPoint presentation of detailed lesson plan to peers.

• Develop skill in selection, use, and evaluation of a variety of instructional tools, including computer-based applications.

• Apply instructional design principles to development of teaching materials.

• Implement principles of multicultural education in teaching student populations

Students will recognize their responsibility for helping their learners and be able to identify strategies and resources to deliver effective learning experiences to their students with diverse learning needs

Development of at least 2 learning activities that relate to identified course topic. Articulate discussion and application to learning activities related to principles of multicultural education.

• Discriminate among types of evaluation techniques relevant to different learning outcomes

Students will be able to use a variety of strategies to effectively assess and evaluate their students’ learning

Construct at least 2 learning assessments related to identified course topic

Table showing connection between NLN competencies, program outcomes, student learning outcomes and assignments

NLN Core Competencies for Nursing Educators

College of Nursing Graduate Program Outcomes

N521 Student Learning Outcomes

N521 Assignments

Competency 1 – Facilitate learning Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the

#1 Integrate scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement and organizational sciences for the continual improvement of

Students will be able to design a course and environment that facilitates learning of their students and the achievement of desired outcomes using educational theories and evidences.

Final syllabus (20 pts) Lesson Plans (4 @ 15 points each) Final presentation to peers

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achievement of desired cognitive, affective, and psychomotor outcomes. The nurse educator: -Grounds teaching strategies in educational theory and evidence-based teaching practices

nursing care across diverse settings.

Competency 1 – Facilitate learning The nurse educator: -Implements a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content, and context -Recognizes multicultural, gender, and experiential influences on teaching and Learning

#8 Apply and integrate broad organizational, client-centered culturally appropriate concepts when planning, delivering, managing and evaluating evidence clinical prevention and population care, including services to individuals, families and aggregates/identified populations.

Students will recognize their responsibility for helping their learners and be able to identify strategies and resources to deliver effective learning experiences to their students with diverse learning needs.

Final Syllabus Lesson Plans (4) Discussion Board Postings Final presentation to peers

NLN Core Competencies for Nursing Educators

College of Nursing Graduate Program Outcomes

N521 Student Learning Outcomes

N521 Assignments

Competency 3 – Use Assessment and Evaluation Strategies Nurse educators use a variety of strategies to assess and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning. The nurse educator: - Uses extant

#3 Articulate multiple elements of quality, including methods, tools, performance measures and quality standards, and apply these within an organization

Students will be able to use a variety of strategies to effectively assess and evaluate their students’ learning.

Final Syllabus Lesson Plans(4) Final presentation to peers

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literature to develop evidence-based assessment and evaluation practices - Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains - Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals http://www.nln.org/docs/default-source/default-document-library/core-competencies-of-nurse-educators-with-task-statements.pdf?sfvrsn=0

WEEKLY SCHEDULE

Date Mode # Session Content Assignments & Readings (for ‘week of’)

08/27/15 Faculty directed activities (3 hours)

“In-Person”

AMS

1 • Introductions • Course review/

N521 syllabus • Philosophy of

teaching discussion

Week 1 Learning Activity (8/24-8/28). READ: Prior to class, review syllabus and read the 6 posted articles (BLACKBOARD, Week 1), including documents on teaching philosophy, College of Nursing and WSU strategic plans and CON mission/vision/values; come prepared to discuss in class.

09/3/15 Faculty directed activities (3 hours) Asynchronous

Online

2 • Context of strategic plans: CON and WSU

• Learning theories

• Introduction to Understanding by Design

Week 2 Learning Activities ( 8/31–9/4) READ: Content in Week 2 folders: Strategic Plans (College of Nursing, and WSU overall), Understanding by Design, Learning Theories, and Course Construction. Read Chapters 2 and 4 (textbook, DeYoung). Critical thinking WSU site: https://elearning.wsu.edu/best_practices/critical_thinking.aspx ACTIVITY: Complete FERPA online

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training: https://www.ronet.wsu.edu/Main/Apps/FERPATest.asp; - DUE: Submit via email a copy of your certificate of completion to instructor by 9/10/15, midnight DUE: Finalize Course/Syllabus Topic due 9/10; midnight. Instructions: In a concise 2-3 paragraph email to instructor, provide overview of course topic and content areas, audience (undergraduate or graduate; type of program), and mode of delivery (traditional classroom, online, hybrid, etc.) RESPOND TO: questions posed by instructor on discussion board; peer to peer interaction encouraged. Also, use discussion board to seek input from peers on proposed course topic.

09/10/15 Faculty directed activities (3 hours) Asynchronous

Online 3 • Competencies • Student

Learning Outcomes

• Syllabus templates

• Group based work

• Rubrics

Week 3 Learning Activities (9/7 – 9/11) READ: Articles and content found in the “Competency based nursing education”, “Rubrics”, and “Student Learning Outcomes” folders; McKeachie, Chapter 14 “Active Learning: Group Based Education” Review the content of the “Resources for Course Development” folder, Chapter 1 (DeYoung) – “Good Teaching”. Review College of Nursing syllabus templates (found under “Syllabus Templates” in the left hand column of our BlackBoard site) and select appropriate level for your course. RESPOND TO with a post: 50 Ted Talks Every Educator Should Check Out – watch at least two talks (altogether totaling 30-45 minutes minimum) and post a synopsis (with at least 3-5 key elements that best captures what you have taken away from each talk) – link posted in Week 3’s folder POST: your initial thoughts about your course: where it fits in the program

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and curriculum (i.e. undergraduate, graduate, what subject matter, such as OB, community health, Peds, Med/Surg, etc.), and how it will be delivered (in person, hybrid, totally online, etc.)

09/17/15

Faculty directed activities (3 hours)

“In-Person”

AMS

4 Guests: TBA • Using UbD as a

guide to develop your course – Stage 1 - Desired Results

• Creating and using Power Point Slides

• Clinical Teaching

Week 4 Learning Activities (9/14-9/18) READ: content in these Week 4 folders: Understanding by Design, Creating Effective Powerpoints, and Learning Motivation; Textbook Chapter 11/clinical teaching. Come prepared to discuss on 9/17/15, time permitting if we have a guest speaker. DUE: Lesson Plan #1: Completed worksheet and evaluation rubric, by 5 pm, Sunday 9/20/15

09/24/15

Faculty directed activities (3 hours) Asynchronous

Online

5 • Using UbD as a guide to develop your course – Stage 2 - solidify your desired Student Learning Outcomes

Week 5 Learning Activities (9/21-9/25) NOTE: Cleveland Visiting Scholar presenting this date (9/24/15) – you are encouraged to attend. Two different talks during the day: 9:30 – 11:00 am – CON classrooms 5 and 105; also, 2-3 pm (grad students and faculty) in #201. AMS connections should be announced in advance. There is also an evening event – see more details here: http://nursing.wsu.edu/Announcements/Cleveland-Visiting-Scholar.html READ: Understanding by Design, chapter 2, “UBD in a Nutshell”/Stage 2. POST: as a follow up to last week’s discussion and work on powerpoints, post your initial work on the Powerpoint presentation you are developing for Lesson Plan #2 (due 10/11/15). RESPOND TO: at least 3 colleagues’ posting re: powerpoint design with constructive critique and suggestions. Use of the “Critical Friend” feedback form is encouraged for all discussion board posts (you’ll find it under

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“Resources for N521”). 10/1/15 Faculty directed activities (3 hours) Asynchronous

Online

6 • Using UbD as a guide to develop your course – Stage 3 – Learning Plan

• Critical thinking – how will that be reflected in your course

• Concept mapping • Introduction to

Bloom’s Taxonomy and learning domains Types of learning:

• Cognitive domain of learning

Week 6 Learning Activities (9/28-10/2) READ: DeYoung, Chapter 10: “Promoting and Assessing Critical Thinking”; McKeachie: Chapter 21 “Teaching Thinking”; other articles found in Readings file on critical thinking, learning domains and concept mapping in nursing education. Read document posted at “Learning Domains of Bloom’s Taxonomy (link in this week’s folder). Read about concept mapping in curriculum/course design here: http://www.utc.edu/walker-center-teaching-learning/teaching-resources/cm-cd.php#steps For those who might want to look further into this: https://ltlatnd.wordpress.com/2011/05/10/best-tools-and-practices-for-concept-mapping/ ACTIVITY/POST: create a concept map that represents an either moderately complex concept you will be addressing in your class, or an overall representation of how you envision the course content to unfold throughout your course; post as an attachment to this week’s discussion board. Here’s a link to some concept mapping freeware resources: http://ltlatnd.wordpress.com/2011/05/11/ten-popular-concept-mapping-tools/

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10/08/15 Faculty directed activities (3 hours) Asynchronous

Online

7 Types of learning: • Affective Domain

of learning

Week 7 Learning Activities (10/5-10/9) READ: Articles in Readings folder POST: See discussion forum folder for guidance RESPOND TO: At least 3 classmates’ posts, by 10/12/15. DUE: Lesson Plan #2: Worksheet and other required elements, by 5 pm, Sunday 10/11/15

10/15/15 Faculty directed activities (3 hours) Asynchronous

Online 8 Types of learning: • Psychomotor

Domain of learning

Learning Activities/Active learning strategies

Week 8 Learning Activities (10/12-10/16) READ: DeYoung, Chapter 9 – “Teaching Psychomotor Skills”; other articles in folder. Textbook: Chapter 6 – Activity Based Teaching Strategies

10/22/15 Faculty directed activities (3 hours)

“In-Person”

AMS

9 Guests: Ms. Kevin Stevens on simulation in nursing education

Week 9 Learning Activities (10/19-10/23) READ: articles in this week’s readings file Review: Standards of Best Practice: Simulation http://www.inacsl.org/i4a/pages/index.cfm?pageid=3407 A vision for teaching with Simulation: http://www.nln.org/docs/default-source/about/nln-vision-series-(position-statements)/vision-statement-a-vision-for-teaching-with-simulation.pdf?sfvrsn=2 Textbook, Chapter 6 – section on simulation, pp. 100-111

10/29/15 Faculty directed activities (3 hours) Asynchronous

Online 10 Writing Papers Case Studies

Week 10 Learning Activities (10/26-10/30) READ: McKeachie, Chapter 16 “Using High-Stakes and Low-Stakes writing to enhance learning”; articles in Readings file

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11/5/15 Faculty directed activities (3 hours) Asynchronous

Online 11 Under development

Week 11 Learning Activities (11/2-11/6)

11/12/15 Faculty directed activities (3 hours) Asynchronous

Online 12

Under development

Week 12 Learning Activities (11/9-11/13)

11/19/15 Faculty directed activities (3 hours)

“In-Person”

AMS

13 Guests: Dr. Barbara Richardson on Interprofessional Education Dr. Lida Dekker on multicultural aspects of teaching

Week 13 Learning Activities (11/16-11/20) READ: McKeachie, Chapter 12 – “Teaching Culturally Diverse Students”; other articles in Dr. Dekker’s folder -Review Interprofessional Core Competencies (In Dr. Richardson’s folder) DUE: Lesson Plan #4: Worksheet and other required elements, by 5 pm, Sunday, 11/22/15.

11/26/15

14 Thanksgiving Break Week 14 (11/23-11/27) ASSIGNMENT: Enjoy fall break week/Thanksgiving!

12/3/15 Faculty directed activities (3 hours) Asynchronous

Online 15 Under development

Week 15 Learning Activities (11/30-12/4)

12/10/15 Faculty directed activities (3 hours)

“In-Person”

AMS

16 Course Evaluation - Sharing successes

Week 16 (12/7-12/11) Presentation of PPT: during class, 12/10/15** Due: Final Syllabus, Friday, 12/11/15, 5 pm.

This course syllabus and aspects of the content have been revised numerous times by past and present faculty who have taught the course. Appreciation and acknowledgment is therefore extended to them: R. Emerson, C. Van Son, D. Doutrich, C. Ludwig, B. Evans, K. Crowe, J. Thiele and S. Izumi. Revised 8/24/14 pje, 9/30/15 dd, mh