Browsing by Subject "Higher Education and Teaching"
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Item Case-Based & Collaborative Learning(2011-04-25) Huang, KunCase-based & collaborative learning are effective strategies to promote students’ higher order thinking. This workshop discusses basic principles behind these instructional strategies and presents research-based best practice guidelines.Item Course Design and Redesign(2010-11-08) Huang, Kun; Savi, ChristineThis is the PowerPoint used in a workshop offered by the Center for Learning & Development at the UNT Health Science Center. The workshop provides the insights into the design of course syllabus, learning activities, and assessment measures that cultivate students’ higher order thinking.Item Engaging Learners in Small and Large Classes(2010-01-01) Huang, Kun; Collins, VanneiseThis is the PowerPoint presentation of a workshop offered by the Center for Learning & Development at UNT Health Science Center. The workshop discusses a variety of instructional strategies aimed at engaging learners in active learning and higher order thinking.Item Facilitating Higher Order Thinking (HOT) in Classroom and Clinical Settings(2010-09-29) Molavrh, Cassandra; Collins, VanneiseThis presentation targets how educational researcher Benjamin Bloom theorized student learning into different levels, compares lower and higher levels of thinking, and discusses the implications for teaching higher order thinking in classroom and clinical settings.Item First Step in Course Planning: Writing Effective Learning Objectives(2012-01-01) Huang, KunA well-planned course begins with effective learning objectives that are well aligned with learning activities and assessments. This workshop targets writing learning objectives for medical and health science education. It provides a big picture of the role of learning objectives in a course, as well as the techniques in writing effective, measurable objectives. Example objectives are presented, and the ways to improve them are discussed.Item Incorporating “Online” Components in Your Face-to-Face Teaching(2011-04-25) Huang, KunWith the adoption of Learning Management Systems, there is an increasing interest in teaching courses using a blended or online format. This workshop highlights how to incorporate the “online” components in a course while still maintaining the quality of teaching and learning. An implementation guide is also provided.Item Integrating Public Health and Informatics into Undergraduate Medical Education: Utilization of an Innovative Bioterrorism Awareness Training Module(2003-08-01) Lippolis, L. CharoletteLippolis, L. Charolette, Integrating Public Health and Informatics into Undergraduate Medical Education: Utilization of an Innovative Bioterrorism Awareness Training Module. Master of Public Health (Dual-Degree, DO/MPH), August 2003, 19 pp., 5 tables, references, 15 titles. On October 4, 2001, the first case of inhalation anthrax in U.S. history due to an intentional human act was diagnosed; convincing even the most skeptical American that bioterrorism is a real and present threat in this country. Despite its emergence as an important medical and public health issue, a serious deficit in bioterrorism preparedness training has been recognized throughout the medical community, particularly in undergraduate medical education. In the face of the established need for bioterrorism awareness training, an overriding issue facing medical educators is how to incorporate more information into already over-packed curricula. The sheer volume of medical knowledge is becoming too vast to be taught by “traditional methods”. Integration of multiple subject areas, using a variety of presentation formats, is the key to providing medical students with the breadth and depth of skills and knowledge necessary to become competent physicians in the 21st century. This paper describes a unique adaptable, bioterrorism awareness training module designed for preclinical medical students that is inexpensive and will easily integrate into a wide variety of existing curricula. This course serves not only to educate students about bioterrorism and weapons of mass destruction, but in addition will increase their understanding of the Public Health system and disease reporting requirements, while providing experience in utilizing on-line resources for knowledge acquisition. The format for this course is based upon educational data derived from two different bioterrorism preparedness training modules presented to the first year osteopathic medical students in the academic years 2001-02 and 2002-03.Item Managing Classroom Incivilities(2011-04-25) Huang, Kun; Collins, VanneiseThis workshop discusses characteristics of adult learners and suggests practical guidelines to help manage your classroom. Topics such as dealing with difficult students, creating positive class climate, and promoting student motivation are discussed.Item Rubrics: Using Performance Criteria to Evaluate Student Learning(2011-05-23) Savi, ChristineThis PowerPoint introduces rubrics as a tool to assess student learning.Item Teaching Psychomotor Skills(2013-07-02) Collins, Vanneise; Huang, KunThis PowerPoint surveys major theories about psychomotor learning, discusses best practices in teaching psychomotor skills, and provides examples and references regarding psychomotor skills teaching in several medical schools.Item UNTHSC Higher Order Thinking (HOT) Overview - Presentation(2011-02-10) Savi, ChristineThis presentation provides an overview of how higher order thinking is being integrated into the UNTHSC curriculum through its QEP.Item Using Online Discussions to Enhance Students’ Higher Order Thinking(2011-04-25) Huang, KunThis workshop is designed for those who are ready to go beyond the basics of Blackboard to explore more pedagogical use of Blackboard. Available features and best practice guidelines are discussed in this workshop.Item Using PowerPoint to Enhance Teaching(2011-05-25) Huang, KunThis is the PowerPoint presentation of a workshop offered by the Center for Learning & Development at the UNT Health Science Center. The workshop draws on cognitive and instructional theories to provide you with strategies and techniques for designing and delivering PowerPoint presentations in a way that facilitates student learning and encourages active participation.