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Course Directing for the 21 st Century AACOM Annual Meeting Mark Andrews Ph.D. LECOM Marilyn Kimmelman Ed.D.UMDNJ-SOM Paul M Krueger D.O.UMDNJ-SOM.

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Presentation on theme: "Course Directing for the 21 st Century AACOM Annual Meeting Mark Andrews Ph.D. LECOM Marilyn Kimmelman Ed.D.UMDNJ-SOM Paul M Krueger D.O.UMDNJ-SOM."— Presentation transcript:

1 Course Directing for the 21 st Century AACOM Annual Meeting Mark Andrews Ph.D. LECOM Marilyn Kimmelman Ed.D.UMDNJ-SOM Paul M Krueger D.O.UMDNJ-SOM

2 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 Effective college teaching from the students and facultys view: Matched or mis- matched priorities? Research in Higher Education 28(4):

3 Mindset 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 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, todays college students are more narcissistic and self-centered than their predecessors.

4 Courtesy IAMSE Deans (allopathic) Survey: The top three characteristics you want in a course 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.

5 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

6 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

7 Bloom's Taxonomy Three 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

8 Blooms Taxonomy

9 The Secret Formula of Lecture 9 x 1 = 1 3 x 3 = 3

10 The Army Formula Tell them what you are going to tell them Tell them Tell them what you told them

11 The Secret Formula 9 x 1 = 1 3 x 3 = 3 Last Slide First

12 Preparation is more Important than Presentation!!!! Analyze Your Audience Research Your Topic Edit – Edit –Edit!!!!!!!!!!!!

13 Chronic 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

14 Chronic Pelvic Pain Most commonly not gynecologic (IBS) Pain syndrome Multidisciplinary approach needed

15 Preparation is more Important than Presentation!!!! Analyze Your Audience Research Your Topic Edit – Edit –Edit!!!!!!!!!!!! Presentation Skills

16 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

17 Preparation is more Important than Presentation!!!! Analyze Your Audience Research Your Topic Edit – Edit –Edit!!!!!!!!!!!! Presentation Skills Presentation Aids

18 SLIDE TIPS »TITLE EACH SLIDE ORIENT LEFT CHOOSE COLORS CAREFULLY –NEVER HAVE TO APOLOGIZE NOT BLOCK LETTERS LIMIT BULLETS

19 Slide Tips Title each slide, orient left Repeat, dont go back Choose colors carefully Never have to apologize Not block letters Limit Bullets

20 Preparation is more Important than Presentation!!!! Analyze Your Audience Research Your Topic Edit – Edit –Edit!!!!!!!!!!!! Presentation Skills Presentation Aids Practice

21 Improving Your Skills as a Lecturer 3 x 3 = 3 Preparation is more critical than presentation Edit – Edit – Edit!!!

22 Mindset 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 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, todays college students are more narcissistic and self-centered than their predecessors.

23 Courtesy IAMSE Deans (allopathic) Survey: The top three characteristics you want in a course 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.

24 Managing faculty Communication More communication

25 Managing faculty Communication Yearly faculty evaluations Clearly defined objectives Obey copyright laws Relate content to overall course Clear course schedule –Reminders

26 Working 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. Dont undermine –School policies –The chair –Deans Portions courtesy IAMSE

27 Preparing 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.

28 Common Pitfalls of Course Directors Dont overload the students Avoid boredom and burn-out Dont get complacent / stay fresh Avoid being inflexible You are not alone / Seek help Concerns about lack of monetary / promotion reward Portions courtesy IAMSE

29 Selected References Bloom, Benjamin S., (Ed.), Taxonomy of Education Objectives: Handbook I: Cognitive Domain, NY, David McKay Company, Inc The Institute for Teaching in the Active Voice. University of Prince Edward Island, Canada K.A. Feldman, Effective college teaching from the students and facultys view: Matched or mis-matched priorities? Research in Higher Education 28(4): Mager, R.F Preparing instructional objectives. 2 nd ed. Belmont, CA. Southern Illinois University, Edwardsville,


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