1. Interactive Syllabus Learning Outcomes Learning Portfolio Syllabus Project Textbooks TeachingWIKI Faculty Active Learning Policies Syllabus

2. COURSE DESCRIPTION Building on a basic understanding of clinical instruction, this course focuses on the role of the faculty member in facilitation of learning in the traditional and virtual classroom. Non-traditional, innovative teaching strategies and evidenced- based practice in nursing education will be explored. COURSE NUMBER: 29NURS834 CREDIT HOURS: 3 Graduate Credits DIDACTIC HOURS: 30 contact hours per quarter

3. LEARNING OUTCOMES Upon completion of this course, the student will be able to: 1.Select appropriate non-traditional and innovative teaching/learning strategies based upon a theoretical foundation and evidence-based practices. 2. Demonstrate the appropriate use of information technologies. 3. Explore individual learning styles and unique learning needs of a diverse student body. 4. Identify strategies for advising and counseling students regarding special learning needs.

4. FACULTY Nikole Hicks, MSN, RNC, CNE Office: Procter 248 Office Phone: 513-558-5316 E-mail: Nikole.Hicks@uc.edu Office Hours: I am available for virtual office hours by appointment.

5. REQUIRED TEXTBOOKS Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. ISBN: 978-0-470-45796-2 Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3nd ed.). St. Louis, MO: Saunders. ISBN: 978- 1-4160-4085-2 Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CAN: Jossey-Bass. ISBN: 978-0-470-40104-0

6. TEACHING TEACHING STRATEGIES: Presentations, discussion, readings, written assignments EVALUATION METHODS: Papers and projects GRADING: Grades will be based upon participation, quality of assignments and papers, and evaluation of projects/presentations. The grade in this course will be calculated as follows: – Learning Portfolio Blog 20% – Syllabus Project 10% – Power Point Wiki 10% – Presentation 10% – Discussion Board Participation 50% Grading Scale: – 90 – 100 A – 80-89.9 B – 70-79.9 C

7. POWERPOINT WIKI This assignment provides an opportunity for students to collaborate through a wiki tool to develop a list of Power Point best practices. Students will then use these best practices to improve a Power Point presentation. 1. Select a Power Point presentation you have developed previously and post 10-20 slides in your individual wiki (detailed instructions will be posted in Bb). Do not worry about the quality of the presentation – just post something you have already developed and include some information for your peers about the context (the audience and purpose for the presentation). We will all benefit from our mistakes, so do not try to spiff up your presentation before you post it! 2. Use the comments area within each wiki to post critiques, observations, and feedback for presentations from at least three other students. Comments should be related to the use of Power Point as a tool, rather than the content of the slides. 3. As you identify common themes, successful or problematic strategies, etc., post them as best practices in the Presentation Best Practices wiki. Remember wiki protocol when completing this aspect of the assignment: If you see something wrong - fix it. If you see something that needs to be improved, improve it. Use the comment box to justify changes, the class should come to a consensus on final PowerPoint best practices. Keep in mind that you will not be altering each other’s Power Points – rather, you will be contributing to the Best Practices wiki by editing, amending, and adding to the ideas of your peers. 4. Finally, use the Presentation Best Practices to improve your own presentation. Post the revised presentation slides in your Portfolio Blog. Include a list of revisions you made to improve the presentation.

8. LEARNING PORTFOLIO Each student will complete a collection of documents and files to be considered a learning portfolio. To create your blog, go to the Student Tools tab and click Blogs – then click Create Blog. Use your name as the title of the blog and make it available to all students. When you want to make an entry, just click on your blog and then click Create Blog Entry. You will be able to post comments and link to documents and media files. Your blog portfolio must include: 1. A personal introduction (video, narrated ppt, word document, pictures, etc.) – tell us who you are, your involvement in teaching/learning, your experience in on-line education, your expectations for this course (week 1). 2. Your learning style inventory – (week 4). 3. An innovative syllabus you have designed (week 7). 4. A Power Point presentation you have revised (week 8). 5. A presentation of a learning-focused teaching strategy or learning environment (week 9). 6. Anything else that you believe would provide evidence of your learning in this course (e.g. reflections on readings you found particularly useful or thought provoking). This section is really up to you (week 10).

9. SYLLABUS PROJECT Each student will rewrite the syllabus for this course, for a course that you teach, or a course you would like to create, focusing on the creation of an “active learning” experience. This syllabus was developed using a traditional framework. Be creative, but be sure to cover all of the essential material (those major categories bolded on the first two pages of this document). Grading: All required content included 3 points Creativity 2 points Plan for active learning 5 points

10. ACTIVE LEARNING PRESENTATION Each student will develop a presentation according to one of the options below. Your presentation may be presented in any format of your choosing (video, narrated Power Point, scholarly paper, pod-cast, learning module, etc.). Option 1: Investigate a learning-focused teaching strategy or active learning method not covered in the class. Develop a presentation that addresses: Description and Purpose (2 points) (Also include group size, time on task, duration of groups) Preparation (1 point) Procedure (1 point) Online Implementation Potential (1 point) Possible Variations (if available) (1 point) Scientific Evidence/ Theory of learning supporting the method (3 points) References (1 point) Option 2: Describe a classroom setting with which you are familiar (it can be your own if you like, but you don’t have to tell anyone). Is this classroom learning-focused? Why or why not? What modifications can be made to improve this environment for learning? Develop a presentation that addresses: Description (2 points) Analysis (2 points) Possible Modifications (2 points) Scientific Evidence/Theory of learning supporting the analysis (3 points) References (1 point) Option 3: Create your own assignment. Email me with your ideas.

11. POLICIES TEACHING STRATEGIES: Presentations, discussion, readings, written assignments EVALUATION METHODS: Papers and projects GRADING: Grades will be based upon participation, quality of assignments and papers, and evaluation of projects/presentations. The grade in this course will be calculated as follows: Learning Portfolio Blog 20% Syllabus Project 10% Power Point Wiki 10% Presentation 10% Discussion Board Participation 50% Grading Scale: 90 – 100 A 80-89.9 B 70-79.9 C PARTICIPATION & ATTENDANCE POLICIES Active participation in online discussions and activities is a vital component of this course. Plan to spend a minimum of 3 hours per week engaging in asynchronous class activities, as you would spend in a face-to-face classroom. The reading for this course is fairly heavy, so make time for reading and thoughtful reflection. In addition, and you will need to spend some time investigating outside resources that you find interesting and applicable to the course topics and share these resources with your peers. Plan to spend a minimum of 6-8 hours per week preparing for class activities and completing assignments. Assignments are due by midnight on the date indicated in the course calendar. If you anticipate a conflict with any of the due dates, please contact me by email to negotiate any changes. Assignments submitted late without prior written approval will be penalized 50% per day that they are late. Grammar, spelling, and formatting are critical components of scholarly written communication and all professional communication. I expect that you will devote attention to these details and utilize APA (6th ed.) guidelines when completing assignments and in all communications within this course. Please include references when referring to the work of others. Participation will be evaluated by self-assessment according to the Participation Rubric at midterm and end-of-course. If you have concerns about the quality of your work at any time during the quarter, please contact me, and I will be happy to provide you with feedback and suggestions for improvement if needed.