Future of Nursing: Teaching Change, Changing Teaching from UCSF

ChangeTeach­ing Change, Chang­ing Teach­ing from the Uni­ver­sity of Cal­i­for­nia, San Fran­cisco describes the chang­ing teach­ing and learn­ing envi­ron­ment includ­ing the “flipped class­room” and fac­ulty being facil­i­ta­tors or a ‘guide on the side” rather than a “sage on the stage”.  The oppor­tu­ni­ties and chal­lenges of new tech­nolo­gies are reviewed.

Student groups/teams and peer evaluation

teamThe fol­low­ing infor­ma­tion is from Karen Freisem of the Uni­ver­sity of Wash­ing­ton, Cen­ter for Teach­ing and Learning.

CRLT Occa­sional Paper, “Stu­dent Teams in the Engi­neer­ing Class­room and Beyond: Set­ting Up Stu­dents for Suc­cess” (attached)
– Oak­ley et al, “Turn­ing Stu­dent Groups into Effec­tive Teams” (attached)
– South­ern Cross Uni­ver­sity, “Team­work Guide” and (for stu­dents) “Work­ing in Teams and Groups”  (both attached)
– Fac­ulty Focus, “Defin­ing and Pro­mot­ing Team­work in the Class­room” — http://www.facultyfocus.com/articles/teaching-professor-blog/defining-and-promoting-teamwork-in-the-classroom/
– Uni­ver­sity of Mel­bourne, “Guide­lines for Effec­tive Group Projects at the Uni­ver­sity of Mel­bourne” (attached)

 Peer eval­u­a­tion — tools
a) iPeer (devel­oped at UBC) — http://ctl.ok.ubc.ca/elearning/toolkit/ipeer.html
Also: http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_iPeer_Evaluations_(How_to)
YouTube video: http://www.youtube.com/watch?v=krnwH5ajnJk
b) CATME (Com­pre­hen­sive Assess­ment for Team-Member Effec­tive­ness), devel­oped in Engi­neer­ing at Pur­due:https://engineering.purdue.edu/CATME  (info also at Penn State: http://sites.psu.edu/schreyer/assessing-teamwork/catme/)
c) SPARK (Self & Peer Assess­ment Resource Kit), devel­oped in Aus­tralia: http://spark.uts.edu.au/
d) TEAMMATES, devel­oped at the National Uni­ver­sity of Sin­ga­pore: http://teammatesv4.appspot.com/

Peer eval­u­a­tion — arti­cles
a) Self and peer assess­ment — Does it make a dif­fer­ence to stu­dent group work? Elliott, N. ; Hig­gins, A. Nurse Edu­ca­tion in Prac­tice, Jan­u­ary 2005, Vol.5(1), pp.40–48
b) Inno­v­a­tive group-facilitated peer and edu­ca­tor assess­ment of nurs­ing stu­dents’ group pre­sen­ta­tions. Hunt, J.A. ; Hutch­ings, M. Health Sci­ence Jour­nal, 2014, Vol.8(1), pp.22–31
c) Tessier, J. T. (2012). Effect of Peer Eval­u­a­tion For­mat on Stu­dent Engage­ment in a Group Project. The Jour­nal of Effec­tive Teach­ing, 12(2), 15–22.

Peer Review

peer reviewThe fol­low­ing infor­ma­tion is from Karen Freisem of the Uni­ver­sity of Wash­ing­ton, Cen­ter for Teach­ing and Learn­ing.
a)  UW
– “Peer Reviews”  (for fac­ulty) from the Poli Sci/JSIS/LSJ Writ­ing Cen­ter – http://depts.washington.edu/pswrite/peerrev.html
– “Par­tic­i­pat­ing in Peer Review” (for stu­dents) Psy­chol­ogy –http://web.psych.washington.edu/writingcenter/writingguides/pdf/peerrev.pdf
b)  Resources else­where
– Wash­ing­ton Uni­ver­sity in St. Louis:  http://teachingcenter.wustl.edu/node/425
– Col­orado State Uni­ver­sity:  http://writing.colostate.edu/guides/teaching/peer/index.cfm?teaching_guides_active=classes
– Uni­ver­sity of Hawaii at Manoa:  http://manoa.hawaii.edu/mwp/faculty/teaching-tips/syllabus-design/writing-activities/peer-review
– UW-Madision: http://writing.wisc.edu/wac/node/78
– Sci­ence Edu­ca­tion Resource Cen­ter (SERC): http://serc.carleton.edu/introgeo/peerreview/index.html
c)  Peer review in Can­vas
UW Eng­lish Com­puter Inte­grated Classes — http://depts.washington.edu/engl/cic/fgonline/peer_review.php
— “Can­vas 101: Sub­mit­ting Peer Reviews” (for stu­dents) — https://canvas.uw.edu/courses/875034/pages/submit-peer-reviews?module_item_id=5050906
— Can­vas Instruc­tor Guide on Assign­ments has a few Help pages on peer review — http://guides.instructure.com/m/4152/c/23831
CTL and UW-IT facil­i­tated a work­shop on Peer Review in Win­ter 2014.  You can link to the Tegrity record­ing of the ses­sion at:http: //www.washington.edu/teaching/tech-workshops/.

Free online classroom tools from Harvard

opensourceThe Berk­man Cen­ter for Inter­net & Soci­ety at Har­vard Uni­ver­sity offers free online tools for higher edu­ca­tion. This includes the Live Ques­tion Tool for inter­ac­tions dur­ing large lec­tures, which is described by UF Cen­ter for Instruc­tional Tech­nol­ogy & Train­ing and EDUCAUSE.

Two Short Videos Highlight Tech Services, Workshops for UW Students

UW stu­dents can learn about tech­nol­ogy ser­vices and work­shops avail­able via short cap­tioned videos pro­duced by UW-IT Learn­ing Tech­nolo­gies. Check out the tour of tech­nol­ogy service​s for UW stu­dents and the one-minute tech­nol­ogy work­shops overview on the new UW-IT YouTube chan­nel.

Redesign a course: how is it done?

redesignWould you like to learn from oth­ers’ expe­ri­ence in redesign­ing a course? See the list of archived webi­nars from the National Cen­ter for Aca­d­e­mic Transformation.

Benefits of Peer Learning

Two arti­cles below dis­cuss the ben­e­fits of peer learn­ing and you may find them helpful.

1. Prov­ing the ben­e­fits of Peer Instruction


2. Why Peer Dis­cus­sion Improves Stu­dent Per­for­mance on In-Class Con­cept Questions


Active Learning Strategies

Here are some resources on active learn­ing strate­gies that can be used in classes.

1. Active Learn­ing for the Large Class http://www.itap.purdue.edu/learning/cdm/supporting/Active%20Learning%20in%20the%20Large%20Class.pdf

2. Inter­ac­tive Course Design




3. Free­man S , Eddy SL, McDo­nough M, et al. Active learn­ing increases stu­dent per­for­mance in sci­ence, engi­neer­ing, and math­e­mat­ics. PNAS. 2014; pub­lished ahead of print May 12, 2014, doi:10.1073/pnas.1319030111. http://www.pnas.org/content/early/2014/05/08/1319030111.abstract. Accessed May 20, 2014.

The authors report on their meta-analysis of 225 stud­ies of under­grad­u­ate sci­ence, tech­nol­ogy, engi­neer­ing and math­e­mat­ics courses in which active learn­ing approaches were com­pared to tra­di­tional lec­tures. Scores on exams and fail­ure rates of the stu­dents were com­pared. The authors report, “…aver­age exam­i­na­tion scored improved by about 6% in active learn­ing sec­tions, and ….stu­dents in classes with tra­di­tional lec­tur­ing were 1.5 times more likely to fail than stu­dent in classes with active learn­ing” (page 1 or 6).

For com­ments from authors who pro­mote the value of tra­di­tional lec­ture, see also A Boost for Active Learn­ing.

Photo is licensed in the Cre­ative Commons.

Student Centered Learning

Here are some jour­nal arti­cles on stu­dent cen­tered learn­ing that may be help­ful to you.






Active Learning Strategies in the Classroom

1. Active Learn­ing Strate­gies in Face-to-Face CoursesPreview the documentView in a new window, pages 3 and 4 (retrieved from http://www.theideacenter.org/sites/default/files/paperidea_53.pdf (Links to an exter­nal site.)).

2. Active Learn­ing Strate­giesPreview the documentView in a new window, slides 22 to 37 (retrieved from  http://www.ineedce.com/userfiles/4/pdf/CEStrategiesPpt.pdf (Links to an exter­nal site.)).

3. Active Learn­ing Hand­bookPreview the documentView in a new window, pages 16 to 32 (retrieved from http://www.cgs.pitt.edu/sites/default/files/Doc6-GetStarted_ActiveLearningHandbook.pdf (Links to an exter­nal site.)).

4. Using Active Learn­ing Instruc­tional Strate­gies Preview the documentView in a new windowto Cre­ate Excite­ment and Enhance Learn­ingPreview the documentView in a new window, pages 14 to 16 (retrieved from http://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf (Links to an exter­nal site.)).

5. Class­room Activ­i­ties for Active Learn­ingPreview the documentView in a new window (retrieved from http://cfe.unc.edu/pdfs/FYC2.pdf (Links to an exter­nal site.)).