Johns Hopkins UniversityMaster of Education in the Health Professions

MEHPEvidence-Based Teaching

ED 880.629.9BSpring 2012

Instructors: Linda Adamson, Ed.D., Assistant Professor, School of EducationAdamson@jhu.edu

Anne Belcher, PhD, RN, AOCN ANEF, FAAN, Associate Professor, School of Nursing abelche2@jhu.edu 

Credit Hours: 3

Class Schedule: Hybrid/Blended, Tuesdays, 5:30-8:30 PM in the Simulation Center, JHOC

Online Sessions: February 14, March 6, April 10

Course Description:

This course prepares participants for leadership in education through translation of the best available evidence and application of research into educational practice. Learners will develop the skills and knowledge needed to review and synthesize the strength of evidence available and to recommend educational practice changes if indicated.

School of Education Conceptual Framework: http://education.jhu.edu/bin/d/c/conceptualframeworkFULL.jpg

Missionhttp://education.jhu.edu/catalog/introduction/mission.html

Graduates of Johns Hopkins Master of Education in the Health Professions program are expected to be data-based decision makers who integrate applied technology and use systematic reflection to teach diverse learners using evidence-based practices and adult learning theory. Evidence-Based Teaching will require learners to analyze an aspect of their current teaching to strategically plan content-rich instruction for all learners in their classrooms or other teaching settings with the goal of achieving higher quality results. In addition, learners will be required to systematically reflect on how classroom instructional strategies and assessment decisions promote their own learners’ achievement of desired instructional goals and objectives.

Course Learning Outcomes:

At the completion of the course, the learners will be able to:

1. Interweave reflection, planning, instruction and assessment to facilitate learning, based on knowing their learners

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2. Use evidence of learning to identify the need for change in instructional practice 3. Inform themselves from the current professional knowledge base, including research and experts’

recommended best practices, to build their own knowledge base4. Select or design changes in current instructional practice, based on professional knowledge, that

are likely to improve learning5. Monitor learner progress formatively in order to make appropriate adjustments6. Analyze results of the implemented change in instructional practice, in order to draw justifiable

conclusions with a view to appropriate next steps to continue improving teaching and learning

Required TextThere is no text required for this course. The course faculty will provide readings appropriate to different class topics.

Timely, High Quality Work

All assignments are to be completed by the assigned deadlines. All homework assignments are expected to be virtually free of errors in writing mechanics, grammar, usage, and overall quality of workmanship. Multiple errors will result in the instructor returning the assignment for correction & resubmission, after which the assignment will be counted as late work and graded accordingly.

Grading Scale A = 93-100% A- = 90-92% B+ = 87-89% B = 83-86% B- = 80-82% C+ = 77-79% C = 73-76% C- = 70-72% F = 69% and below The grades of D+, D, and D- are not awarded at the graduate level.

Incomplete Policy

If, due to specific and approved circumstances, a student should need an extension for the completion of work in this course, the notation of "Incomplete" (I) will be given on the grade report. Incomplete grades must be made up within 30 calendar days following the conclusion of the course. After 30 days, the Incomplete will convert to a grade of F. It is the responsibility of the student to keep track of their progress in making up Incomplete grades

Religious Observance Accommodation Policy

Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible

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in order to be excused from class and to make arrangements to make up any work that is missed. Students who expect to miss several classes because of religious holidays are encouraged to meet with their academic advisers to consider alternative courses.

Attendance

Participation in lectures, discussions, and other activities is an essential part of the instructional process. Students are expected to attend class regularly; those who are compelled to miss class meetings should inform their instructors of the reasons for absences. Faculty often include classroom participation and attendance in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who expect to miss several class sessions for personal, professional, religious, or other reasons are encouraged to meet with their academic advisers to consider alternative courses.

Classroom Accommodations for Students with Disabilities

Students with a documented disability who require an academic adjustment, auxiliary aid or other similar accommodations should contact the Disability Services Office at 410‐516‐9734 or via email at soedisabilityservices@jhu.edu as soon as possible, preferably four weeks prior to the beginning of the first class.

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, the School of Education purposefully supports the University’s goal of diversity, and, in particular, works towards an ultimate outcome of best serving the needs of all students in K‐12 schools and the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.

Academic Integrity

“Violations of academic integrity include, but are not limited to, cheating, plagiarism, unapproved multiple submissions, knowingly furnishing false or incomplete information to any agent of the university for inclusion in academic records, and falsification, forgery, alteration, destruction, or misuse of official university documents or seal.” See http://onestop.jhu.edu/education/academic-support/printable-catalog/ for the full School of Education catalog.

Statement of Academic Continuity

Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other extraordinary circumstances, the School of Education may change the normal academic schedule

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Emergency Weather Contact Information

In the event of inclement weather, contact 410-516-7781 or http://webapps.jhu.edu/emergency/notices to find out if class has been cancelled

IDEA Course Evaluation

Please remember to complete the IDEA course evaluation for this course. These evaluations are an important tool in the School of Education’s ongoing efforts to improve instructional quality and strengthen its programs. The results of the IDEA course evaluations are kept anonymous—your instructor will only receive aggregated data and comments for the entire class. Typically, an email with a link to the online course evaluation form will be sent to your JHU email address approximately 85% of the way through the course. Thereafter, you will be sent periodic email reminders until you complete the evaluation. The deadline for completing the evaluation is normally one week after the last meeting of class. Please remember to activate your JHU email account and to check it regularly. (Please note that it is the School of Education’s policy to send all faculty, staff, and student email communications to a JHU email address, rather than to personal or alternative work email addresses.) If you are unsure how to activate your JHU email account, if you’re having difficulty accessing the course evaluations or you haven’t received an email reminder by the day of the last class, or if you have any questions in general about the IDEA course evaluation process, please contact Rhodri Evans (410-516-0741; idea@jhu.edu).

For ALL assignments, the following levels of quality apply:Highly Proficient (top 90% of possible points) work is thoroughly professional, addressing all aspects of the assignment to a sufficient level of detail to demonstrate the learner’s complete attainment of the goals of the assignment as well as to make a substantive contribution to the learning of the class as a whole.

Proficient (75 – 89% of possible points) work is professional, addressing all aspects of the assignment to demonstrate the learner’s general attainment of the goals of the assignment as well as to make some contribution to the learning of the class as a whole.

No work is expected to fail to meet at least “Proficient” standards.

EVALUATION AND GRADING: The course grade will be computed as follows:

Evidence-Based Teaching Project (including all components, submitted sequentially, as well as final project report and presentation) 75%

Class Participation (including contributions to the learning of the class as a whole,in both face-to-face classes and on-line class sessions) 25%

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ASSIGNMENT DESCRIPTIONS

Evidence-Based Teaching Project Overview: The Evidence-Based Teaching (EBT) Project represents the specific application of course content

to the practices of the learners; therefore, it is expected that learners’ projects will represent a departure from key aspects of their current teaching practice, to achieve the goal of improving their effectiveness as evidence-based teachers in the health professions.

This project is subdivided into components (see below) which learners submit in sequence in order to facilitate timely feedback from the course faculty. This will help ensure the maximum effectiveness of each learner; therefore, timely submission is expected of all learners.

Each learner will select a topic and learners for classroom, seminar, clinical or faculty/staff development instruction (as appropriate to his/her own current teaching in the health professions). He or she will use the Evidence-Based Teaching (EBT) Project Plan to develop the change to his/her current teaching practices; the course faculty will review and provide feedback on the plan prior to implementation.  The EBT Project Plan will include topic (the overall focus of the teaching), learner needs assessment (what each participant’s own learners already know related to this topic), learning objectives (what the participants’ learners will know/be able to do as a result of the teaching), content outline (what will actually happen in the teaching over what period of time), instructional strategies/media (evidence-based ways to enhance the learning), plans for evaluation of learning (levels of mastery of participants’ learners) and plans for learners’ evaluation of the teaching. Based on course faculty’s feedback on the EBT Project Plan, learners will refine and more fully develop each separate component of the overall project. (See description, weight and due date of each component below.)

The course faculty will, whenever possible, observe and provide feedback on the actual delivery of the EBT Project. If the project implementation is observed by a colleague or preceptor, that person will be asked to complete the Feedback form.

The learners will complete the EBT Project Final Report and Presentation using course rubrics. The final report will include a substantive self-evaluation by each learner of his/her own learning and development as an evidence-based teacher in the health professions over this semester.

The course faculty will use the EBT Project Evaluation rubric to evaluate the written report and PowerPoint (or other presentation tool) used for in-class presentation.

The learners in the course will use the course peer review rubric for providing feedback to classmates on their EBT Projects and will each respond to feedback received.

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Evidence-Based Teaching Project Components:Evidence-Based Teaching Project Plan and Objectives (10% of course grade – DUE Feb. 14)

The teaching project plan should be clearly stated and should include the following: project topic/title with brief rationale learner objectives brief content outline and duration description of learners and number anticipated setting and length of presentation(s) [when known, include the date, time and location of

the presentation(s) so that faculty can plan to attend the class] planned teaching strategies/media plans for evaluation of learning plan for learners’ evaluation of teaching

NOTE that specific tools for needs assessment, final evaluation or learners’ feedback are not needed at this time. A general description of each is sufficient.

Learner Needs Assessment (5 % of course grade – DUE Feb. 28)The learner needs assessment is designed and implemented in order to determine your learners’ current knowledge/skill level and the gap between that current level and the anticipated outcome(s) of the EBT Project. Describe the strategy you will use for documenting your learners’ background in the topic of your project; include the tool you have created/are using (with source, if not original) and how results will be scored/evaluated.

Literature Review (15% of course grade – DUE Mar. 13)The literature review may focus on (a) the content to be presented and/or (b) teaching strategies/media to be used. Create abstracts for at least three evidence-based articles using APA format. Each abstract should be approximately 150-250 words. The literature review will include a rating of the quality of evidence provided by each source (tool provided). You will upload your completed literature review to the course website for all to access, after responding to course faculty feedback as appropriate.

Instructional Strategies/Media (5% of course grade – Mar. 20)Describe the instructional strategies/media to be used in the EBT Project and relate each of them to the learner objectives. Specify how these strategies/tools are an evidence-based departure from your customary teaching practices, and predict what different results you hope to see demonstrated by your learners.

Evaluation Items and Rubric/Scoring Tool (10% of course grade – Mar. 27)Create an evaluation tool and design a rubric/scoring tool that can be used to measure your learners’ attainment of the objectives. In addition, create a tool for your learners to provide specific feedback on your teaching and the quality of their learning experience.

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EBT Project Final Report (20% of course grade – DUE Apr. 17; Presentation DUE Apr. 24 (Group A) or May 1 (Group B); Self-Evaluation DUE May 1)

Overall: Shows evidence of having applied course faculty feedback regarding previously submitted project components to enhance quality of the EBT Project

Topic stated, with rationale for its importance; objectives clearlystated and measureable 10%

Content outline logical and consistent with objectives; timing clear 20% Teaching strategy(ies)/media correctly used and appropriate for

learners, content and objectives; rationale clearly stated, with citations from literature review as appropriate 10%

Test questions/evaluation method appropriate for learners,content and objectives; scores received by the learners, reported asgroup data 10%

Appropriate evaluation tool developed for learner feedback; summary of feedback to the teacher 10%

Presentation of EBT Project to class 20% Self-evaluation of learning throughout this project, including goals

for continued professional growth as an evidence-based teacher 20%Total (20% of overall course grade): 100%

Peer Review (5 % of course grade – DUE Apr. 24)Use assigned tool to evaluate the EBT Project of an assigned classmates.

Response to feedback from Peer Review (5% of course grade – DUE May 1)Respond to the peer review provided by the assigned classmates.

Assignment Summary Schedule (ALL assignments are to be submitted electronically):

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COURSE ASSIGNMENT DUE DATES % of Grade Due

Evidence-Based Teaching Project Plan and Objectives 10% Feb. 14Learner Needs Assessment 5% Feb. 28Literature Review 15% Mar. 13Instructional Strategies/Media 5% Mar. 20Evaluation Items and Rubric/Scoring Tool 10% Mar. 27Evidence-Based Teaching Project Final Report (uploaded) 20% Apr. 17Peer Reviews; EBT Project Presentations (Group A) 5% Apr. 24Response to Feedback from Peer Reviews; Self-Evaluation (culminating component of EBT Project Final Report); EBT Project Presentations (Group B)

5% May 1

TOTAL proportion of final course grade for Evidence-Based Teaching Project (including all components): 75%

TOTAL proportion of final course grade for Class Participation, both face-to-face and on-line: 25%

Course Outline:

Historical roots, purposes and techniques of action research and reflective, evidence-based practice in health professions schools in the US and internationally

Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learning

Alignment of contextual priorities for improving teaching and learning with specific needs of a group of learners

Development of instructional objectives to facilitate evaluating levels of mastery Professional reflection and self-analysis supporting improved learning Ethical considerations and constraints Basic quantitative and qualitative research methodologies as they apply to action research in a

teaching context Working theories of causation and their relationship to hypothesis testing and to appropriate evidence

of impact/identification of valid, reliable evidence of learning, misconceptions and gaps Evaluation of teaching and learning resources for credibility, recency, and contextual appropriateness Design and recording of pre-intervention, formative and post-intervention data Aggregation and disaggregation of data Analysis of data including identifying patterns and drawing conclusions Communication of results to varied stakeholders Neuro education research Evidence-based practice model ; evidence-based teaching model

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COURSE SCHEDULE

Session, Date

Session Topics, Objective(s) Addressed Readings, Focus Assignment DUE

Session 1

January 24

Introduction toEvidence-Based Teaching ELC updates Historical roots, purposes and

techniques of action research Evidence-based practice in

health professions in the US with a focus on the Chickering & Gamson publication

Objectives addressed: All (overview) #1: Interweave reflection,

planning, instruction and assessment to facilitate learning, based on knowing the learners.

#3: Inform self from the current professional knowledge base… to build own knowledge base.

Read to make specific connections between the seven principles and your own experience as both learner and teacher:

Chickering & Gamson, 1991

Session 2

January 31

The Importance of Context for Evidence-Based Teaching and for Learning Comparison of Evidence-

Based Practice in medicine, nursing, and public health contexts

Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learning

Alignment of contextual priorities for improving teaching and learning with specific needs of a group of learners, i.e., students, faculty/staff

Planning for diverse learners in specific contexts: Universal Design for Learning

Objectives addressed: #2: Use evidence of

learning to identify need for change in instructional

Scan to make specific connections between the descriptions/recommendations presented and current practice in your own health professions. Pay special attention to material that is most closely aligned with your own setting but also review that of the other health professions:Felver, et al., 2010, 6-16.

Montori & Guyatt, 2008, 1814-1816.

Newhouse, Dearholt, Poe, Pugh, & White, 2007, 3-13.

Victora, Habicht, & Bryce, 2004, 400-405.

In class:Examine the websites listed below (Resources) and explore one or more websites specific to your specialty.

Resourceshttp://prcstl.wustl.edu/EBPH/Pages/EBPHCourse.aspx

www.cast.org/udl

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practice #3: Inform self from the

current professional knowledge base… to build own knowledge base.

Session 3

February 7

Development of Instructional Objectives Examination of formats of

appropriate instructional objectives in the cognitive, affective and psychomotor domains

Alignment of objectives in the different domains with specific learning goals

Alignment of instructional objectives with evidence of accomplishment

Objectives addressed: #3: Inform self from the

current professional knowledge base… to build own knowledge base.

#4: Select/design changes in current practice, based on professional knowledge, that are likely to improve learning

Read to prepare specific questions regarding development of instructional objectives relevant to your own EBT Project:Bastable & Doody, 2011, 377-404

Complete and bring to class: Teaching Goals Inventory (TGI) in Angelo & Cross, 1993, 13-23.Teaching Goals Inventory (TGI):http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data

Session 4

February 14

ONLINE

Identifying Learner Characteristics and Needs Identification of learner needs Multiple assessment

tools/learning styles inventories

Theory of multiple intelligences

Articulating Theories of Causation Working theories of causation

and their relationship to hypothesis testing and to appropriate evidence of impact/identification of valid, reliable evidence of learning, misconceptions and gaps

Objectives addressed: #1: Interweave reflection,

planning, instruction and

Complete and be prepared to discuss results ofVARK Learning Styles Inventory (www.VARK-learn.com/documents/The%VARK%20 Questions

Read in order to be able to identify ways the authors’ perspectives are/are not aligned with your own experiences both as a learner and as a teacher in the health professions:Re Multiple Intelligence Theory:www.howardgardner.com/FAQ/faq.htmGardner, 1999, 79-92.

Re Learning Styles:http://www.npr.org/blogs/

Evidence-Based Teaching (EBT) Project Plan and Objectives

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assessment to facilitate learning, based on knowing the learners.

#2: Use evidence of learning to identify need for change in instructional practice

health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely

http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

Session 5

February 21

Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching Compare the approaches to

evidence-based teaching in the different health professions

Identify ways to collect evidence of the effectiveness of teaching

Understand how to evaluate evidence to literature review

Objectives addressed: #2: Use evidence of

learning to identify need for change in instructional practice.

#5: Monitor learner progress formatively in order to make appropriate adjustments.

Read in order to be able to compare strategies used by medicine, nursing and public health to evaluate evidence:

Felver, et al., 6-15

Montori & Guyatt, 2008, 1814-1816

Guyatt, Rennie, Meade, & Cook, 2008. Preface retrieved from http://jamaevidence.com/resource/preface/520.

Victora, Habicht, & Bryce, 2004, 400-405

Wise, 1981, 5-9

In-class resource: Nilson, 2010, 315-328.

Session 6

February 28

Instructional Strategies and Tools: Making the Learning Real to the Learners Identify commonly used and

recommended components of case-based learning

Identify key features of a concept/mind map

Organize key features of discussion & questioning, effective lectures, and collaborative/cooperative learning groups to be able to critique for appropriateness in addressing learners’ characteristics and needs

Share plans for identifying appropriate evidence for instructional strategies in EBT Project

Read assigned chapter to identify key features for discussion in class:

In Nilson, 2010: Large-group didactic

learning: Making the Lecture a Learning Experience, 113-125.

Discussion and questioning: Questioning Techniques for Discussion and Assessment, 137-144

Collaborative learning: Learning in Groups, 155-165

Yoder-Wise, & Kowalski, date

Learner Needs Assessment

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Objectives addressed: #2: Use evidence of

learning to identify need for change in instructional practice.

#4: Select or design changes in current instructional practice, based on professional knowledge, that are likely to improve learning

unknown, handout

Session 7

March 6ONLINE

Instructional Strategies and Tools

Analyze principles which guide the teacher in the laboratory and clinical settings

Evaluate the components of laboratory and clinical teaching related to the selection of context-appropriate instructional strategies and tools

Compare formative and summative evaluation in the clinical setting, including the tools available for conducting both types of evaluation

Objectives addressed: #2: Use evidence of

learning to identify need for change in instructional practice.

#4: Select or design changes in current instructional practice, based on professional knowledge, that are likely to improve learning

Listen to/view the lecture and determine the extent to which you now can meet the objectives for the session.

View the videos and respond to the discussion question for each.

Read the Taylor & Littleton-Kearney article (2011, 84-88) with a focus on concept mapping as a teaching strategy

Think about your experience to date with simulation and other ways in which you can use it in your teaching role.

Session 8

March 13

Evaluative Strategies: Evaluating the Learners’ Levels of Mastery … … …

Read to identify and be able to critique characteristics of effective evaluative strategies and their alignment with specific learning contexts:

Apperson, Laws & Scepansky,

Literature Review

In-class Resources:

Angelo & Cross, 1998, 88

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Objectives addressed: #5: Monitor learner

progress formatively in order to make appropriate adjustments.

#6: Analyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learning.

2006, 148-153

Berk, 2002, 155-181

Nilson, 2010, 273-294

Taylor & Littleton-Kearney, 2011, 84-88

Perrin & Reuter, retrieved from http://edtech.clas.pdx.edu/presentations/frr98/affective_assess_table.html

Session 9

March 20

Evaluative Strategies: Evaluating the Quality of Teaching Develop ability to make

appropriate judgments about strategies for evaluation of teaching: Formative evaluation Course evaluation Peer review

Objectives addressed: #5: Monitor learner

progress formatively in order to make appropriate adjustments.

#6: Analyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learning.

Read to relate recommended practices to own teaching experience in order to approve experiences of learners:

Berk, Naumann, & Appling, 2004, Article 10

Brownson, Fielding & Maylahn, 2009, 175-201

Elzubeir & Rizk, 2002, 313-319

Hatzipanagos & Lygo-Baker, 2006, 97-105

Instructional Strategies/Media

In-class resources:Arreola, 2006, 65-70,125-138

Felder & Brent, 2004, 200-202

Kirschling, et al., 1995, 401-410

Nilson, 2010, 315-328

Session 10

March 27

Evaluating the Learning:

Analyze the applicability of Dale’s Cone of Experience to their teaching project and to their teaching in general.

Critique different media/ technology tools to support effective learning in different contexts across the health professions

Share with their classmates

Read to identify connections between these authors’ recommendations and own uses of technology/varied media in the context of = teaching:

Zwirn & Muehlenkord, 2009, 335-350

Evaluation Items and Rubric/ Scoring Tool

In-class Resources:http://www.etsu.edu/uged/etsu1000/documents/Dales_Cone_of_Experience.pdf

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useful/evidence-based findings from their review of the literature with regard to instructional strategies/media

Objectives addressed: #5: Monitor learner

progress formatively in order to make appropriate adjustments.

#6: Analyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learning.

Session 11

April 3

The Scholarship of Teaching: Characteristics of Scholars

of Teaching Tomorrow’s Professors

Objectives addressed: #5: Monitor learner

progress formatively in order to make appropriate adjustments.

#6: Analyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learning.

Read to identify connections to own EBT Project and to own career as an evidence-based teacher in the health professions:

Jenkins, 201

Paul & Elder, 2007

In-class resource:Critical Thinking Grid retrieved fromwww.criticalthinking.org/files/Critical%20Thinking%20Grid.doc

Session 12

April 10ONLINE

Review of Final Expectations

Course faculty provide a detailed review of specific expectations for:

(a) Final EBT Project (formal paper);

(b) EBT overview presentation (PPt, etc.);

(c) Peer Feedback assignment; and

(d) Self-Evaluation and Response to Feedback

Proposed EBT Research Questions/Studies (Discussion on course site)

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assignments.Objectives addressed:

#2: Use evidence of learning to identify need for change in instructional practice.

#6: Analyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learning.

Session 13

April 17

INDIVIDUAL WORK DAY

Participants finish work on their Evidence-Based Teaching Projects: a formal paper + a brief PowerPoint (etc.) presentation for the class.

EBT Project Final Report: upload to course site

Session 14

April 24

Project Presentations(Group A)

One-half of class participants present their Evidence-Based Teaching Projects

Class discussion on connections among projects

Peer Review to assigned colleagues’ EBT Projects;EBT Project Presentations (Group A)

Session 15

May 1

Project Presentations (Group B)

Second half of class participants present their Evidence-Based Teaching Projects

Class discussion on connections among projects

Post-Assessment: learners self-evaluate, reflect collectively on their growth as evidence-based teachers

Response to Feedback from Peer Reviews andSelf-Evaluation (culminating component of EBT Project Final Report); EBT Project Presentations (Group B)

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Classroom Participation Rubric

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Bibliography

Anderson, H. M. (date unknown). Dale’s cone of experience. Retrieved on January 23, 2012 from http://www.etsu.edu/uged/etsu1000/documents/Dales_Cone_of_Experience.pdf

Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques. A handbook for college teachers. San Francisco: Jossey-Bass.

Apperson, J.M., Laws, E.L., & Scepansky, J.A. (2008). An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Computers & Education, 50,148-153.

Arreola, R. A. (2006). Developing a comprehensive faculty evaluation system: A guide to designing, building, and operating large-scale faculty evaluation systems. Bolton, MA: Anker Publishing, 65-70,125-138.

Bastable, S. B., Gramet, P., Jacobs, K. & Sopczyk, D.L. (2011). Health professional as educator. Principles of teaching and learning.  Sudbury, MA: Jones & Bartlett Learning.

Benner, PA, Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco: Jossey-Bass.

Berk, R. A. (2002). Humor as an instructional defibrillator: Evidence-based techniques in teaching and assessment. Sterling, VA: Stylus Publishing, 155-181.

Berk, R.A., Naumann, P.L., & Appling, S.E. (2004). Beyond student ratings: Peer observation of classroom and clinical teaching. International Journal of Nursing Education Scholarship, 1(1), Article 10.

Brownson, R. C., Fielding, J. E., & Maylahn, C. M. (2009, January). Evidence-based public health? A fundamental concept for public health practice. Annual Review of Public Health 2009(30), 175-201.

Cannon, S. & Boswell, C. (2012). Evidence-based teaching in nursing. Sudbury, MA: Jones & Bartlett Learning.

Chickering, A.W. & Gamson, Z. F. (1987, March). Seven principles of good practice in undergraduate education. American Association of Higher Education Bulletin. Retrieved from http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/7princip.htm

Chickering, A.W. & Gamson, Z.F. (1991). Applying the seven principles of good practice in undergraduate education. (New Directions for Teaching and Learning, no. 47). San Francisco: Jossey-Bass. Retrieved from http://www.msu.edu/user/coddejos/seven.htm

Elzubeir, M. & Rizk, D. (2002). Evaluating the quality of teaching in medical education: Are we using the evidence for both formative and summative purposes? Medical Teacher, 24(3), 313-319.

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Felder, R. M. & Brent, R. (2004). How to evaluate teaching. Chemical Engineering Education, 38(3), 200-202.

Felver, L., Gaines, B., Heims, M., Lasater, K., Laustsen, G., Lynch, M., Mathews, L. R., Messecar, D., Noone, J., Scharf, M. R., & Tanner, C. (2010). Best practices in teaching and learning in nursing education. NY: National League for Nursing

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. NY: Basic Books, p. 79-92.

Guyatt, G., Rennie, D., Meade, M. O., & Cook, D. J. (2008). Users' guides to the medical literature: A manual for evidence-based clinical practice (2nd Ed.). NY: McGraw-Hill.

Hatzipanagos, S. & Lygo-Baker, S. (2006). Teaching observations: A meeting of minds? International Journal of Teaching and Learning, 17(2), 97-105.

Jenkins, R. (2011, September). A philosophy of teaching. The Chronicle of Higher Education. Retrieved on January 23 from http://chronicle.com/article/A-Philosophy-of-Teaching/129060/

Kirschling, J. M., Fields, J., Imle, M., Mowery, M., Tanner, C. A., Perrin, N., & Stewart, B. J. (1995, December). Evaluating teaching effectiveness. Journal of Nursing Education, 34(9), 401-410.

Montori, V.M. & Guyatt, G.H. (2008). Progress in evidence-based medicine. Journal of the American Medical Association, 300(15), 1814-1816.

Newhouse, R.P., Dearholt, S.L., Poe, S.S., Pugh, L.C., & White, K.M. (2007). Johns Hopkins Nursing evidence-based practice: Model and guidelines. Indianapolis, IN: Sigma Theta Tau International, 3-13.

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