Course Directing for the 21st CenturyAACOM Annual Meeting

Mark Andrews Ph.D. LECOM

Marilyn Kimmelman Ed.D. UMDNJ-SOM

Paul M Krueger D.O. UMDNJ-SOM

What do students want in a Course Director?

• Clarity and organization• Caring• Spontaneity• Enthusiasm• Acknowledgement• Involvement• Command of Knowledge• Challenge• Drama• Sincerity• Sense of Humor

The Institute for Teaching in the Active Voice. University of Prince Edward Island, Canada

Feldman KA. 1988. Effective college teaching from the students’ and faculty’s view: Matched or mis-matched priorities? Research in Higher Education 28(4): 291-344.

Mindset of StudentsMindset of Students• US Dept of Education:

– “while students are reportedly taking tougher classes, and receiving better grades, they are apparently learning less than their counterparts of 15 years ago.”

– Grade inflation as well as "course inflation” - offering high-level courses that have "the right names" but a dumbed-down curriculum.

• 2007 National Freshman Attitudes Report : “they do not enjoy

reading and bring less-than-ideal study habits to the classroom.”• According to a comprehensive new psychological study, out of

UCLA, of 16,475 students, using the the Narcissistic Personality Inventory (NPI) between 1982 and 2006, today’s college students are more narcissistic and self-centered than their predecessors.

Courtesy IAMSECourtesy IAMSE

Dean’s (allopathic) Survey:Dean’s (allopathic) Survey:The top three characteristics you want in a course The top three characteristics you want in a course

director.director.

• Communication skills with administrators, faculty, staff and students.

• Knowledge of how the course's objectives fit with the competencies and objectives of the school.

• Knowledge of the objectives/ competencies of the institution / school.

• Knowledge of testing, assessment / evaluation methods.

What Students Expect from Course Directors

• Syllabus for course handed out on the first day of class containing clearly defined expectations for attendance, grading , remediation, scheduling

• Lectures start and end according to published schedule• Students can review grades in timely manner• Exams that are proofread and legible• Confidentiality of grades and performance measures• Professional behavior, according to AOA Code of Ethics, at all times

Nine Key Traits for Teaching and Learning on which Students and Faculty Agree

• Knowledge of the subject/discipline• Course preparation and organization• Clarity and understandability• Enthusiasm for subject/teaching• Sensitivity to and concern for students’ level and learning

progress• Availability and helpfulness• Quality of examinations• Impartiality in evaluation of student work• Overall fairness to students

Bloom's TaxonomyBloom's TaxonomyThree domains of behavior and a hierarchy of levels within:

• Affective (five levels, from low to high):– Receiving, Responding, Valuing, Organizing and Characterizing.

• Psychomotor– Behaviors in this domain describe the ability to physically manipulate a tool or

instrument. Bloom and colleagues never created subcategories for skills in the psychomotor domain, but other educators have created their own psychomotor taxonomies.

• Cognitive (six levels, from low to higher):

– Knowledge

– Comprehension

– Application

– Analysis

– Synthesis

– Evaluation

Bloom’s Taxonomy

The “Secret Formula” of Lecture

9 x 1 = 1

3 x 3 = 3

The Army Formula

• Tell them what you are going to tell them

• Tell them

• Tell them what you told them

The “Secret Formula”

9 x 1 = 1

3 x 3 = 3Last Slide First

Preparation is more Important than Presentation!!!!

• Analyze Your Audience

• Research Your Topic

• Edit – Edit –Edit!!!!!!!!!!!!

Chronic Pelvic PainChronic Pelvic Pain

• Laparoscopy usually normal• Cartesian theory not always effective• IBS most common cause• Painful bladder syndrome identified• These patients are not crazy• Endometriosis an incidental finding• Gatekeeper theory• Not “either or”• Operant conditioning• Cognitive behavioral• These are not gyn patients• Multidisciplinary approach

Chronic Pelvic PainChronic Pelvic Pain

• Most commonly not gynecologic (IBS)

• Pain syndrome

• Multidisciplinary approach needed

Preparation is more Important than Presentation!!!!

• Analyze Your Audience

• Research Your Topic

• Edit – Edit –Edit!!!!!!!!!!!!

• Presentation Skills

Presentation Aids: Key Points

• Design for a purpose or point

• Make them large, clear, uncluttered

• Practice speaking with them

• Know where the on/off switch is

• Help! You may need an assistant

Preparation is more Important than Presentation!!!!

• Analyze Your Audience

• Research Your Topic

• Edit – Edit –Edit!!!!!!!!!!!!

• Presentation Skills

• Presentation Aids

SLIDE TIPS SLIDE TIPS

»TITLE EACH SLIDE

• ORIENT LEFT

• CHOOSE COLORS CAREFULLY

–NEVER HAVE TO APOLOGIZE

• NOT BLOCK LETTERS

• LIMIT BULLETS

Slide TipsSlide Tips

• Title each slide, orient left

• Repeat, don’t go back

• Choose colors carefully

• Never have to apologize

• Not block letters

• Limit Bullets

Preparation is more Important than Presentation!!!!

• Analyze Your Audience

• Research Your Topic

• Edit – Edit –Edit!!!!!!!!!!!!

• Presentation Skills

• Presentation Aids

• Practice

Improving Your Skills as a Lecturer

• 3 x 3 = 3

• Preparation is more critical than presentation

• Edit – Edit – Edit!!!

Mindset of StudentsMindset of Students• US Dept of Education:

– “while students are reportedly taking tougher classes, and receiving better grades, they are apparently learning less than their counterparts of 15 years ago.”

– Grade inflation as well as "course inflation” - offering high-level courses that have "the right names" but a dumbed-down curriculum.

• 2007 National Freshman Attitudes Report : “they do not enjoy reading

and bring less-than-ideal study habits to the classroom.”• According to a comprehensive new psychological study, out of UCLA,

of 16,475 students, using the the Narcissistic Personality Inventory (NPI) between 1982 and 2006, today’s college students are more narcissistic and self-centered than their predecessors.

Courtesy IAMSECourtesy IAMSE

Dean’s (allopathic) Survey:Dean’s (allopathic) Survey:The top three characteristics you want in a course The top three characteristics you want in a course

director.director.

• Communication skills with administrators, faculty, staff and students.

• Knowledge of how the course's objectives fit with the competencies and objectives of the school.

• Knowledge of the objectives/ competencies of the institution / school.

• Knowledge of testing, assessment / evaluation methods.

Managing facultyManaging faculty

• Communication

• Communication

• More communication

Managing facultyManaging faculty

• Communication

• Yearly faculty evaluations

• Clearly defined objectives

• Obey copyright laws

• Relate content to overall course

• Clear course schedule– Reminders

Working with Other AdministratorsWorking with Other Administrators

• Keep your chair and/or educational dean informed

• Communicate with fellow course directors

• Educational deans are responsible to you & the students.

• Adhere to the rules established by your college/university.

• Don’t undermine– School policies

– The chair

– Deans

Portions courtesy IAMSEPortions courtesy IAMSE

Preparing ExaminationsPreparing Examinations

• Examinations items must reflect the learning objectives.

• Start early• Review every examination item• Have faculty submit 20% more examination items

than required, • Referee the exam with the core faculty • Resist the temptation to include too much minutia.

Common Pitfalls of Course DirectorsCommon Pitfalls of Course Directors

• Don’t overload the students

• Avoid boredom and “burn-out”

• Don’t get complacent / “stay fresh”

• Avoid being inflexible

• You are not alone / Seek help

• Concerns about lack of monetary / promotion reward

Portions courtesy IAMSEPortions courtesy IAMSE

Selected References

• Bloom, Benjamin S., (Ed.), Taxonomy of Education Objectives: Handbook I: Cognitive Domain, NY, David McKay Company, Inc. 1956.

• The Institute for Teaching in the Active Voice. University of Prince Edward Island, Canada

• K.A. Feldman, 1988. Effective college teaching from the students’ and faculty’s view: Matched or mis-matched priorities? Research in Higher Education 28(4): 291-344.

• Mager, R.F. 1984. Preparing instructional objectives. 2nd ed. Belmont, CA.

• Southern Illinois University, Edwardsville, 2004. http://www.siue.edu/~deder/assess/cats/teach12.html