Devorah OverbayEDFL 634

Disposition Curriculum Online

Introduction to the issue

“Teachers, guides, and practice teach us to be better dancers because they help us listen more carefully and follow the music we hear more confidently”Benner (2008)

Standards•C

ommon Core Standards •“Independence”•“Appreciate nuances”•“Value evidence”•“Appreciate differences”

•American Academy of Colleges of Nursing Standards•Knowledge, Skills, and Disposition

Plan/Expected Outcomes: •t

he participant will be able to

•Develop a working definition of disposition.

• Recognize the importance of teaching disposition even

in online classroom.

• Acquire new tools that support the mentoring of adult

students in online formats that mirror successes in

mentoring in traditional classrooms.

• Create a personal plan to incorporate tools into

his/her own online classroom within his/her own

curriculum to foster particular disposition in his/her

own students.

Curriculum:

•D

efine disposition: article review 1 page paper

•R

eview Core Standards for developing attitudes: Core Standards review 1

page paper

•D

iscuss the importance of mentoring online;

• email responses, opening the virtual classroom, laying ground rule for respect of each

other, at least one objective related to attitudes with a corresponding assignment

•O

nline forum activity

Framework/Adult Learning Elements: 

Examples

•B

ook review on spirituality in a particular profession

•E

thical case discussion

•S

ynchronous chat involving a philosophy of teaching and

learning

Personal Application

•W

orkshop: Teaching to Care Online

•O

bjective:

• the participant will identify ways in his/her own online curriculum

to purposefully foster caring disposition in students

•A

ctivity: Ethical dilemmas in an online forum

References•A

stin, A. W. (1999). "Student involvement: A developmental theory for higher education." Journal of College Student Development 40(5).

•Barton, A. J., G. Armstrong, et al. (2009). "A national Delphi to determine developmental progression of quality and safety competencies in nursing education." Nursing Outlook 57(6): 313-322.

•Benner, P., M. Sutphen, et al. (2008). "Formation and Everyday Ethical Comportment." American Journal Critical Care 2008 17: 473-476.

•Benner, P. (2000). "The roles of embodiment, emotion and lifeworld for rationality and agency in nursing practice." Nursing Philosophy 1(1): 5-19.

•Hays, S. M. (2010). Best practices in the integration of faith and learning for adult and online learners. C. T. Fleming and C. B. Tweedell. [Marion, IN], Cccu Center for Research in Adult Learning; Indiana Wesleyan University.

•Leners, D. W., C. Roehrs, et al. (2006). "Tracking the development of professional values in undergraduate nursing students." Journal of Nursing Education 45(12): 504-511.

•Migliazzo, A. (2002). Teaching as an Act of Faith. Fordham University Press, New York.

•National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts. National Governors Association Center for Best Practices, Washington D.C.