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Full-Text Articles in Education

Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies Jan 2024

Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies

Journal of Occupational Therapy Education

Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of …

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A Model For Interprofessional Education Between Occupational Therapy And Accounting Students: A Mixed-Methods Study, Angela Lampe, Brenda Coppard, Alison Maloy, Yongyue Qi Jan 2024

A Model For Interprofessional Education Between Occupational Therapy And Accounting Students: A Mixed-Methods Study, Angela Lampe, Brenda Coppard, Alison Maloy, Yongyue Qi

Journal of Occupational Therapy Education

This interprofessional education (IPE) project was designed to prepare students to work and lead in an increasingly complex healthcare environment. The purpose of this project is to describe and measure accounting and occupational therapy students’ perception and value of participating in an IPE learning activity and how the activity enriched the learning environment and identified gaps of knowledge to improve teaching. A mixed methods pre- post-survey design was used to collect quantitative data from a modified version of the Interprofessional Socialization and Valuing Scale (ISVS-9a) from 115 occupational therapy and 21 accounting students. Qualitative data was collected from a post-survey …

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Building Bridges: A Mentor Education Program For Occupational Therapy Practitioners, Sara J. Stephenson, Cynthia Ivy, Montana Vonier, Danielle Sweets Jan 2024

Building Bridges: A Mentor Education Program For Occupational Therapy Practitioners, Sara J. Stephenson, Cynthia Ivy, Montana Vonier, Danielle Sweets

Journal of Occupational Therapy Education

Mentoring in occupational therapy is a crucial role that many practitioners undertake and there is a paucity of mentor education specific to occupational therapists. Authors present an innovative approach to mentor education through a novel three-part online mentor training series. Developed by faculty teaching at Northern Arizona University’s (NAU) entry level Occupational Therapy Doctorate (OTD) program, the series incorporated adult learning theory and the stages of mentoring through the lens of occupational therapy. The training series received positive feedback from participants, who found it straightforward, relevant, and applicable to their work settings. Literature emphasizes the increasing demand for quality mentors …

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The Use Of Virtual Reality For Student Training On Bias And Microaggressions, Razan Hamed, Elizabeth Gdanski, Jooeun Kim, Julianne Le, Amy Lopez, Azmina Panjwani, Allyson Tong, Gloriana Wilson Jan 2024

The Use Of Virtual Reality For Student Training On Bias And Microaggressions, Razan Hamed, Elizabeth Gdanski, Jooeun Kim, Julianne Le, Amy Lopez, Azmina Panjwani, Allyson Tong, Gloriana Wilson

Journal of Occupational Therapy Education

Virtual reality (VR) is an immersive innovative technology that can be used with occupational therapy students for bias training in preparation for fieldwork and clinical practice. The purpose of this study was to explore the use of VR as a complementary educational tool in bias and microaggressions (MA) training for entry-level occupational therapy students. We conducted a secondary analysis of data collected in an 8-week course on diversity, equity, inclusion, and professional skills with a total of 48 first-year entry-level occupational therapy students. We used eight simulated VR cases for all students. Data was collected using a mixed-method survey to …

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Learning Outcomes Of Hybrid In-Person And At-Home Orthosis Fabrication Instruction For Occupational Therapy Students, Evelyn Lee, Amanda Leung, Sylvia Langlois, Susan Hannah Jan 2024

Learning Outcomes Of Hybrid In-Person And At-Home Orthosis Fabrication Instruction For Occupational Therapy Students, Evelyn Lee, Amanda Leung, Sylvia Langlois, Susan Hannah

Journal of Occupational Therapy Education

Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and …

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Mentored Practice In Aota Fellowship Programs: An Exploratory Phenomenological Study, Jennifer L. Bergstrom Jan 2024

Mentored Practice In Aota Fellowship Programs: An Exploratory Phenomenological Study, Jennifer L. Bergstrom

Journal of Occupational Therapy Education

American Occupational Therapy Association fellowship programs are an emerging post-professional educational opportunity aimed at developing practitioners in specialized areas of occupational therapy practice. Mentored practice is a critical and substantial component of fellowship programs; however, the experiences of mentors and fellows have not been well described in the literature. The purpose of this study was to describe the mentored practice experience from the perspectives of the fellow and mentor. This study sought to understand the perceived influence mentored practice may have on the advancement of skills and knowledge in specialty practice areas of occupational therapy. A qualitative exploratory phenomenological design …

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Enhancing Simulation Fidelity In Occupational Therapy Education: Considerations For Standardized Patient Training And Implementation, John V. Rider, Linda Frasier, Jessica Parkin Jan 2024

Enhancing Simulation Fidelity In Occupational Therapy Education: Considerations For Standardized Patient Training And Implementation, John V. Rider, Linda Frasier, Jessica Parkin

Journal of Occupational Therapy Education

The use of high-fidelity simulation and standardized patients (SPs) in occupational therapy (OT) education is expanding. However, the implementation of simulation varies across programs, leading to inconsistent outcomes and research limitations. Furthermore, details on SP use and training are lacking in OT literature. This article aims to provide OT educators with considerations for improving simulation fidelity by effectively using highly trained SPs. For example, recruiting SPs from diverse backgrounds is necessary to improve sociological fidelity, and proper training of SPs is required to ensure psychological fidelity. This article also emphasizes the need for standardized training for SPs and recommends following …

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Advancing Entry-Level Otd Students From Novice To Competent With Foundational Skills Using Cognitive Apprenticeship Constructs, Anna B. Galloway, Truly M. Hardemon Jan 2024

Advancing Entry-Level Otd Students From Novice To Competent With Foundational Skills Using Cognitive Apprenticeship Constructs, Anna B. Galloway, Truly M. Hardemon

Journal of Occupational Therapy Education

This manuscript describes how one entry-level occupational therapy doctoral (OTD) program used an innovative approach to scaffolding assignments through a cognitive apprenticeship (CA) framework. Cognitive apprenticeship strategies include learning in the context or culture of the profession. This is achieved through observation, coaching, engagement, and discovery of strategies by the instructor. This framework was implemented to facilitate the learning of occupational, activity, and task (OAT) analyses through a four-week module within a first-semester foundations course. Cognitive apprenticeship constructs were used as instructional teaching strategies including active learning, group facilitated assignments, hands on observation, and immediate feedback and modeling of professional …

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Comparison Of Annual Performance Report Results Of Central Appalachian Upward Bound Programs During 2017-2022 Grant Cycle, Zachary Hudson Hess Dec 2023

Comparison Of Annual Performance Report Results Of Central Appalachian Upward Bound Programs During 2017-2022 Grant Cycle, Zachary Hudson Hess

Online Theses and Dissertations

Participation in higher education affords low-income students with a pathway out of poverty. The federally funded Upward Bound program aims to improve the college-going rate of low-income and first-generation students. Relevant studies have demonstrated the effectiveness of the program. There is a gap in the research regarding whether some types or properties of certain Upward Bound programs are more effective in meeting programmatic objectives than others. The purpose of this study was to compare the effectiveness of the different summer program models utilized by Upward Bound programs. The data for this quantitative study was the Annual Performance Report results of …

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Social Media Use In Disaster Management: Perceptions Of Emergency Management Directors At Kentucky Institutions Of Higher Education, Ahmed Mohammed Alshaharani Dec 2023

Social Media Use In Disaster Management: Perceptions Of Emergency Management Directors At Kentucky Institutions Of Higher Education, Ahmed Mohammed Alshaharani

Online Theses and Dissertations

Since time immemorial, disasters have been part and parcel of the human experience; hence the ever-present need for disaster management. These disasters can take place everywhere and at any time, including institutions of higher education. The use of social media platforms as a tool for disaster management has gained traction in recent years due to its growing use across the world. The purpose of this study is to analyze the use of social media in disaster management specifically with respect to the perceptions on the existence of fake news and spam among directors in higher education Emergency Response/Emergency Management in …

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Perceptions Of Play-Based Curricula As An Effective Model Of Instruction For Children With Special Needs, Angela Bernice Cooper Dec 2023

Perceptions Of Play-Based Curricula As An Effective Model Of Instruction For Children With Special Needs, Angela Bernice Cooper

Online Theses and Dissertations

This is a study of teachers’ perceptions of the use of play-based curricula as an effective model of instruction for children with special needs. Participants surveyed were representative of preschool teachers in rural southeastern Kentucky. The study employed qualitative methods. Semi structured interviews were used to collect data from the participants to elicit rich responses based on real-life experiences using play-based curricula. No earlier studies had been conducted on this topic, and the research base was limited. Research participants consisted of thirteen preschool teachers from both public preschool and licensed childcare programs. The findings indicated that most teachers interviewed agreed …

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Experiential Education In Advocacy For Occupational Therapy Students: Didactic Approaches And Learning Outcomes, Aaron Bonsall, Rebecca L. Wolf, Abe Saffer Jan 2023

Experiential Education In Advocacy For Occupational Therapy Students: Didactic Approaches And Learning Outcomes, Aaron Bonsall, Rebecca L. Wolf, Abe Saffer

Journal of Occupational Therapy Education

Advocacy is a foundational value in occupational therapy, but uniformity in teaching and learning advocacy is lacking. This paper proposes and reports on the implementation of an advocacy course based on experiential education. The objective of the study was to evaluate student learning after an advocacy course with an experiential education component using an open-ended survey design. Participants were occupational therapy doctoral students, and the setting was a course taught in a health sciences university. Students voluntarily completed a four-item anonymous survey after participating in an experiential advocacy course. Written responses were coded into themes using an inductive approach. The …

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A Return To Humanity In Teaching, Stephanie Foote Jan 2023

A Return To Humanity In Teaching, Stephanie Foote

Pedagogicon Conference Proceedings

In The Courage to Teach, Parker Palmer (1998) writes, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). As Palmer (1998) suggests, teaching and identity are interwoven, making teaching an act of vulnerability. Despite this, we often create our courses in ways that protect us, and ultimately, create distance from the students we teach. This piece explores ways to return to the humanity in teaching by understanding ourselves and our students and using these collective understandings to create inclusive and responsive learning environments, regardless of course modality.

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Building Relationship-Rich Opportunities Online, Shirley P. O'Brien, Kelli Spayd Jan 2023

Building Relationship-Rich Opportunities Online, Shirley P. O'Brien, Kelli Spayd

Pedagogicon Conference Proceedings

Mentoring is an important process in building rich relationships in learning. The use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students is described. Data collected reinforces learner-centered professional value in the promotion of student engagement.

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The Importance Of Relationships In Service-Learning Projects: A Case Study From Eastern Kentucky University, Tara Pulaski, Josiah Coleman, William Mccann, Erin Presley Jan 2023

The Importance Of Relationships In Service-Learning Projects: A Case Study From Eastern Kentucky University, Tara Pulaski, Josiah Coleman, William Mccann, Erin Presley

Pedagogicon Conference Proceedings

A graduate course at Eastern Kentucky University included a significant Service-Learning project that evaluated and made recommendations about the University’s Writing Intensive program in collaboration with University administrators. The project’s goals included making sure that students have quality writing courses, that faculty are supported in teaching Writing Intensive courses, and that students develop the writing skills necessary to be successful in their professional lives. Additionally, the goals of Service-Learning center both on learning outcomes and community engagement, making it an effective method for cultivating this collaboration.

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Humanizing Learning: Concepts And Strategies To Design And Implement Now, Melony Shemberger Jan 2023

Humanizing Learning: Concepts And Strategies To Design And Implement Now, Melony Shemberger

Pedagogicon Conference Proceedings

Humanizing teaching supports the affective and cognitive dimensions of learning. The concept often is used in online education, but it is necessary for any modality to build a learning environment that is relationship-rich. This article discusses the principles and elements of humanized learning, helpful theoretical frameworks, and strategies that can be implemented and practiced in any instructional setting.

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When Love Hurts: Confronting William Styron’S Racial Misery In College Composition Classrooms, Natasha D. Moore Jan 2023

When Love Hurts: Confronting William Styron’S Racial Misery In College Composition Classrooms, Natasha D. Moore

Pedagogicon Conference Proceedings

Acknowledging and attending to how professors feel about their students is an often ignored but fundamental component in creating relationship-rich pedagogy. This paper references William Styron’s “This Quiet Dust” to facilitate a transparent discussion about how we truly feel about Black Language, its role and use in the academy, and how these feelings ultimately shape how our Black students experience our encounters with them.

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Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses, Jessica Mattox, Cyndy Lopez Guerrero Jan 2023

Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses, Jessica Mattox, Cyndy Lopez Guerrero

Pedagogicon Conference Proceedings

Our goal is to use feedback to increase student understanding of audience and purpose in collaborative writing projects. One-on-one feedback is difficult to accomplish in classes with large caps and multiple process-based writing assignments per semester. Providing detailed feedback is time-consuming, so writing instructors often resort to generic comments or even quantitative rubrics. We implement multimodal feedback strategies that foster meaningful connections in the classroom. In these proceedings we have integrated a multimodal feedback plan into two of our assignment sequences: 1.) an Instruction Set, Usability Test, and Results Memo, and 2.) The Freshmen “Theory of Writing” research paper process.

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Applying Universal Design For Learning (Udl) Principles For Building Intentional Student-Faculty Relationships In An Online Graduate Program, Robert Legary Jr. Jan 2023

Applying Universal Design For Learning (Udl) Principles For Building Intentional Student-Faculty Relationships In An Online Graduate Program, Robert Legary Jr.

Pedagogicon Conference Proceedings

Student engagement in learning and relationship building among faculty and students can be challenging in an online learning environment. Relatedness and positive engagement with other students and faculty foster positive learning outcomes. The intentional application of the Universal Design for Learning (UDL) engagement guidelines and checkpoints (CAST, 2018) with Chickering and Gamson’s (1999) Seven Principles for Good Practice accommodates learner variability and promotes relationship-building experiences. In an online M.Ed. program, key elements and strategies of the UDL engagement guidelines and the Seven Principles are integrated in curriculum, teaching methods, and learning activities. Implications for practice related to the application of …

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Guide To Relationship-Rich Education In Teaching & Learning: Introduction To The 2022 Pedagogicon Proceedings, Russell Carpenter, Kevin Dvorak Jan 2023

Guide To Relationship-Rich Education In Teaching & Learning: Introduction To The 2022 Pedagogicon Proceedings, Russell Carpenter, Kevin Dvorak

Pedagogicon Conference Proceedings

The Guide to Relationship-Rich Education is a compilation of teaching strategies that promote relationship-rich education strategies (Felten & Lambert, 2020) across higher education contexts. In this guide, teacher-scholars present relationship-rich strategies and corresponding analyses across teaching and learning environments.

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Ungrading General Education: Preliminary Results From A Pilot Study, Stacey J. Korson, Eric B. Meiners, Matthew Howell, Alison Buck, Kaitlynn Moody, Matthew P. Winslow, Travis L. Martin, Anne Fleischer Jan 2023

Ungrading General Education: Preliminary Results From A Pilot Study, Stacey J. Korson, Eric B. Meiners, Matthew Howell, Alison Buck, Kaitlynn Moody, Matthew P. Winslow, Travis L. Martin, Anne Fleischer

Pedagogicon Conference Proceedings

A group of faculty members representing more than 20 courses listed in the Eastern Kentucky University General Education curriculum participated in a pilot program to test and measure the effectiveness of “ungraded” pedagogy. “Ungrading,” as defined by the group, can be any conscious effort to move student emphasis away from grades and onto learning. Given this definition, ungrading took many forms in the pilot: gradeless classrooms, grading contracts, and greater choice of assignments by students, to name a few. At the end of the semester, quantitative and qualitative data was gathered from student course evaluations; DFW and retention rates were …

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Fiction, Literature, And Visual Art As Case Studies In Introductory Courses, Kelly Grenier Jan 2023

Fiction, Literature, And Visual Art As Case Studies In Introductory Courses, Kelly Grenier

Pedagogicon Conference Proceedings

This paper explores the usage of art in the college classroom to teach political theories and concepts. Rethinking how instructors can teach introductory political science courses to students socialized in a contentious political culture, this paper argues that art-based assignments in lieu of traditional case studies are well-suited to this challenge. Offering examples from an introductory political science course, this paper demonstrates the approach in action and offers suggestions to apply this approach in other disciplines and institutional settings.

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In-Class Laptop Use For Student Learning: A Pilot Study, Jiyeon Park, Abigail Aulbach Jan 2023

In-Class Laptop Use For Student Learning: A Pilot Study, Jiyeon Park, Abigail Aulbach

Pedagogicon Conference Proceedings

While laptops are considered an effective and critical learning tool, the effects of in-class laptop use on student learning remain controversial. Although many recent studies have found that in-class laptop use may produce negative effects in higher education, college students increasingly utilize their laptops in classrooms. To effectively integrate laptop use into lessons, we examined the effects of behavior strategies concerning in-class laptop use by undergraduate students. Throughout the course of a semester, participants were provided visual prompts, including "Red", “Yellow,” and "Green" codes, in accordance with class activities. The students’ attitudes and perspectives regarding the strategy were surveyed and …

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Transforming Education: Using The Connectedness Cycle As A Framework For Instruction, Kimberly Vigil Jan 2023

Transforming Education: Using The Connectedness Cycle As A Framework For Instruction, Kimberly Vigil

Pedagogicon Conference Proceedings

The connectedness cycle is an emerging framework for practice that advances the understanding and implementation of relationship-rich educational practices. These relationship-rich educational practices allow for more meaningful student engagement, and they serve to enhance academic outcomes. When embodied and implemented by faculty, the connectedness cycle has the ability to transform education.

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Building Faculty Relationships To Enrich The Educator And The Educated, Katie Twist, April Hatcher Jan 2023

Building Faculty Relationships To Enrich The Educator And The Educated, Katie Twist, April Hatcher

Pedagogicon Conference Proceedings

At the University of Kentucky College of Medicine, we implemented a longitudinal faculty development program for interested educators to practice applying foundational teaching concepts and to provide space to discuss sensitive and challenging teaching experiences. The program was created to help develop and maintain a community of medical educators and assist with their teaching portfolio for promotion. Here we describe the thematic organization of the faculty development program organized into pre-work, in-session, and post-work components.

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Relationship-Rich Pedagogy: Cultivating Positive Classroom Experiences For Undergraduate And Graduate Students, Casey E. Humphrey, José Juan Gómez-Becerra, Susan Skees Hermes, Gaby Bedetti, Russell Carpenter Jan 2023

Relationship-Rich Pedagogy: Cultivating Positive Classroom Experiences For Undergraduate And Graduate Students, Casey E. Humphrey, José Juan Gómez-Becerra, Susan Skees Hermes, Gaby Bedetti, Russell Carpenter

Pedagogicon Conference Proceedings

Felten and Lambert’s (2020) relational pedagogy encourages faculty to create educational experiences that ensure every student experiences a genuine welcome and deep care; is inspired to learn; encounters a web of significant relationships; and explores questions of meaning and purpose. These principles promote student success at both the undergraduate and graduate levels. This essay will provide methods to incorporate Felten and Lambert’s relationship-rich strategies into courses ranging from general education to the graduate level.

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Training University Tutors To Work With Bilingual Students, Sara Incera, Haleigh Hamilton, Angie J. Marroquin, Socorro Zaragoza, Trenia Napier, Lara Kristin Vance, Ashley Matthews Sweat, Judith L. Jenkins Jan 2023

Training University Tutors To Work With Bilingual Students, Sara Incera, Haleigh Hamilton, Angie J. Marroquin, Socorro Zaragoza, Trenia Napier, Lara Kristin Vance, Ashley Matthews Sweat, Judith L. Jenkins

Pedagogicon Conference Proceedings

The purpose of this project was to train university tutors to improve their support of bilingual students (ESL/ELL students). We developed an evidence-based training session that emphasizes university connectedness and cultural inclusion. This one-hour training included background information, tutoring tips, and time for discussion. The majority of tutors (44 out of 47) reported learning something helpful they could use when tutoring. While this intervention was specifically designed to target bilingual students, most evidence-based tips discussed here are applicable to all students. It is crucial to provide tutors with the skills and resources necessary to better connect with their students.

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Using Interteaching In A Fully Asynchronous Online Honors Seminar Course, Steffen Wilson, Steven Shisley Dr. Jan 2023

Using Interteaching In A Fully Asynchronous Online Honors Seminar Course, Steffen Wilson, Steven Shisley Dr.

Pedagogicon Conference Proceedings

This paper describes the modification of the Interteaching approach to simulate a seminar course in the asynchronous online course format. Each unit began with students answering a set of questions about a reading. Next, students had an interteaching discussion by reading and provided a brief comment on their classmate’s answers to each question. After this discussion, students completed a record sheet summarizing their reaction to the discussion and providing the course instructor with any remaining questions about the article content. Each unit ended with the course instructor providing students with a recorded wrap up video that discussed their unanswered questions …

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Does Your Student Know? Being Intentional With Quality In Designing Online Instruction, Melony Shemberger Jan 2023

Does Your Student Know? Being Intentional With Quality In Designing Online Instruction, Melony Shemberger

Pedagogicon Conference Proceedings

This article guides instructors to incorporate intentionality as a communication construct when designing a learning experience, especially online. Intentionality is communication planned around a learning goal by the instructor through cognitive decisions. Based on the research, the author shares the details of a faculty development course she created.

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A Student-Faculty Partnership In Redesigning Renewable Assignments, Cindy Hayden, Haley Rickard, Amanda S. Hansford, Tyler Bush Jan 2023

A Student-Faculty Partnership In Redesigning Renewable Assignments, Cindy Hayden, Haley Rickard, Amanda S. Hansford, Tyler Bush

Pedagogicon Conference Proceedings

This article explores the experiences of OTD students and one faculty who redesigned assignments as a method for students to co-create their own learning. Twenty-two students completed five newly designed renewable assignments in a clinical orthopedic course. Students then provided feedback individually and as a group at midterm and the end of the semester on the assignments including templates, grading rubrics, and assignment instructions. Redesigning course assignments can take more time before and during the semester. The gain is more student involvement and effective engagement with the course materials in the teaching-learning process.

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