Faculty Development Opportunities lead by Faculty Associates

Faculty Development Opportunities lead by Faculty Associates

Supporting Excellence in Learning and Innovative Pedagogy

Learning rarely occurs in isolation; therefore, you are invited to join with your colleagues (and students) in one or more Formative Learning Communities.  The relationship between education and formation is rooted in our Jesuit pedagogical paradigm.  Ignatian Pedagogical Paradigm consists of: Context, Experience, Reflection, Action, and Evaluation.  Originally expressed by St. Ignatius of Loyola, Peter Felten and colleagues have recently applied "formative development of the whole person" to education outside the traditional Jesuit context, in their book, Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education.  What they have discovered is a long-held truth: all education is formation. In essence, the Center works to empower educators as agents of transformative learning.

Programs are facilitated by Faculty Associates, who develop and deliver university-wide programming each academic year for Creighton University faculty and staff.  The faculty associates become part of the Creighton community of faculty scholars and staff interested in building and engaging a culture of assessment and learner-centered teaching.  New associates will be supported in their role and programming efforts.  Learn more about the faculty associate program and program history. | View Teaching and Learning Connections Newsletter.
| For a list of publications that feature scholarly discussion of the art and practice of teaching view the Scholarship of Teaching and Learning (SoTL) Journals.

For inquiries about faculty development programming, contact Angie Lampe, Faculty Fellow, Teaching and Learning Center at 402.280.5557.

Fall 2018 Faculty Development Program Details.  Register.

Complying with Copyright Requirements in a University Context
Facilitator(s):      Judith Bergjord, Health Sciences Library; Debra Sturges, MLIS, Reinert-Alumni & Health Sciences Library; Craig Dallon, JD, School of Law
(Wednesday, Sept. 5; 11:30-1; Skutt SC 105) 

Do you use your own DVDs for your course? Do you use photos downloaded from Google Images in your BlueLine course? Do you make your own PDFs of chapters from a book you don?t require students to buy? Are you possibly breaking copyright law? This presentation will introduce the attendees with the basic rationale and requirements of copyright law. It will discuss the doctrine of fair use and how to do a fair use analysis. Finally, it will provide specific guidance on how to properly use copyrighted materials in University courses and presentations.

Creating a Syllabus 101

Facilitator: Brenda Coppard, Ph.D., OTR/L, FAOTA

(Tuesday, Sept. 11; 11:30-1; Skutt SC 105)

This session will offer best practices in creating a syllabus.  The session will address the University Syllabus Policy, conceptual models to guide syllabus creation and best practices for syllabi review.

Objectives:

    • Describe the University?s Syllabi Policy.
    • Generate ideas on how to utilize a conceptual model to design the syllabus.
    • Envision how best practices of syllabi review are related to teaching effectiveness evidence, assessment efforts and curricular revision.

 Faculty Partners: Making Progress in Institutional Diversity and Inclusion
Facilitator:  Christopher M. Whitt, Ph.D., Vice Provost for Institutional Diversity and Inclusion
(Wednesday, Sept. 19; 11:30-1; Skutt SC 105).

Faculty colleagues are vital to the success of any efforts undertaken by the university as it seeks to foster progress and success in institutional diversity and inclusion. The curriculum and the work done by faculty colleagues for our students are the heart of the university. This session will include discussions on how individual faculty members, committees, and academic departments can work collaboratively with one another and with the Office of Institutional Diversity and Inclusion to advance goals which will strengthen the university by opening opportunities and removing a wide variety of barriers. There will be discussions of issues pertaining to curriculum development, classroom management, advising, community outreach, along with recruitment and retention.

Teaching, Learning, and Assessment of Clinical Reasoning:  A Multidisciplinary View

Facilitator: Gail M. Jensen, Ph.D., PT,  Dean Graduate School and College of Professional Studies, Vice Provost for Learning and Assessment
(Wednesday, Oct. 3; 11:30-1; Skutt SC 104)

Every health professional engages in clinical reasoning as it is seen as essential to clinical practice.  Yet defining, teaching, studying, and assessing clinical reasoning remains challenging.  Is clinical reasoning the same as critical thinking or not?  Is clinical reasoning essential to organizing and developing clinical knowledge?  If so, how do we teach clinical reasoning in the classroom or can we?  When it comes to clinical reasoning, do values matter?  There are several theories that apply to this complex phenomenon of clinical reasoning.  Are they really helpful?

If you have been challenged with questions like this, then this session is for you.  Our multidisciplinary panel will take a deeper dive here into these questions providing insight from disciplinary lens on how we can continue to learn more about the teaching, learning and assessment of clinical reasoning:

Panelists:

  • Anne Ozar, Ph.D., Associate Professor, Department of Philosophy, College of Arts and Sciences
  • Thomas Svolos, MD, Professor of Psychiatry and Associate Dean, School of Medicine 
  • Lisa Black, PT, DPT, Associate Professor and Director of Residency and Clinical Education, School of Pharmacy and Health Professions
  • Kelly Dineen, RN, JD, Ph.D., Assistant Professor, Law School
  • Lee Budesheim, Ph.D.,  Associate Professor, Department of Psychological Sciences, College of Arts and Sciences

Curriculum Creativity: Small Changes, Big Results (Book Club)

(Limited space:  10 people ? on campus; Three-part program)
(Tuesdays, Oct. 9, Oct. 23, and Nov. 9; 9:00-10:00 a.m.; RAL-L33 Teaching and Learning Center Training Room)

The book club is focus on the book, Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang.  Participants will receive a copy of the book.    

 Part 1: Knowledge
Facilitator: Michelle Messer OTD, OTR/L, School of Pharmacy and Health Professions

In this first session, the participants will discuss ways to make easy-to-implement modifications to course content delivery to increase student engagement and knowledge retention. This initial session will provide participants with ideas that are evidence based, don?t require significant prep time, and don?t carry a significant grading burden.

Part 2: Understanding
Facilitator:  Amanda Guidero, Ph.D., Graduate School

The second session focuses on strategies and tools that can be used to create an environment in which students can connect with the material, encourage students to engage in active development of their intellectual skills, and to master cognitive skills through self-engagement.

Part 3: Inspiration
Facilitator:  Kathy Gonzales, Ph.D., Graduate School

In the final session in this series, we will explore creative ways to generate and maintain momentum in the classroom after students have been initially engaged. You will leave with a host of vibrant, new ideas and a greater sense of confidence in your ability to keep the students, and yourself, motivated on the path of growth and development.