Syllabus
TeachingExcellenceAcademicSkills (TExAS)
Spring 2017
Course Director:
William Hendricson, M.A., M.S.
Assistant Dean for Education and Faculty Development
Director, Teaching Honors Program (THP) and Academic Career Fellowship Program
UTHSCSA School of Dentistry
(210) 567-0436 Office: 3.289R
Course Instructors:
- Dr.John Rugh; UTHSCSA School of Dentistry
- Dr. John Littlefield; UTHSCSA School of Dentistry
- Dr. Catherine Ortega; UTHSCSA School of Health Professions
Course Coordinator:
Danette Besancon
Department of Comprehensive Dentistry; Room3.612U
TExAS is sponsored by the Faculty Development Program of the UTHSCSA School of Dentistry, which is funded by a professional development grant from the U.S. Public Health Service – Health and Human Services Administration; Grant 1 D86HP24480-01-00. Drs. Jeff Hicks and Norma Partida (Department of Comprehensive Dentistry) are the PIs of the Faculty Development Grant.
Approximate Contact Activity Hours (February1 – April 19)
Based on past TExAS courses, your approximate contact time will be 45 hours over 12 weeks.
Activity / Total12seminars / 24
Readings before classes / 4
Philosophy of Education (POE) Essay / 4
Preparation of microteaching (2 lectures) / 10
Self-assessment of teaching / 2
Syllabus critique exercise / 1
Total 45
Course Overview:
Teaching Excellence and Academic Skills (TExAS) is designed for faculty members, post-doctoral fellows, students and residents who desire to acquire knowledge about learning processes, and develop educational planning, teaching and assessment skills to enhance their “teaching toolkit.” TExAS participants practice key skills needed for success in health professions education, working individually and in teams to accomplish the course objectives.
Major intended Learning Objectives (MILOs):
At the end of TExAS, you will be able to:
- identify traits of effective classroom teaching critique a lecture based on these traits
- experience and assess alternative learning methods including Team-Based Learning (TBL), Case-Reinforced learning (CRL) and Problem-Based Learning (PBL)
- critique a multiple choice exam to identify construction errors
- design a rubric to assess students’ clinical or laboratory performance
- provide coaching and feedback for students in clinical teaching simulations
- analyze why students struggle and identify assistance strategies
- write a “POE” to describeyour Philosophy Of Education
- plan and present a 15 minute “knowledge enhancement” lecture and receive peer feedback
- plan and present a 15 minute “advocacy / motivational” lecture and receive peer feedback
- describe unique characteristics and expectations of today’s “millennial” learner
- identify desired elements of a course syllabus & critique a syllabus based on these elements
Certification of Completion of TExAS
This is an elective, professional enhancement course. There is no written exam. TExAS completion is determined by:
- Attend at least10 of the 12 seminars in the course – faculty
- Attend at least8 of the 12 seminars – students & residents
- Complete two 15 minute presentations (microteaching 1 and 2)
- Submit a 3 X 3 self-assessment for eachpresentation
- Submit a POE Essay
Dental students who complete TExAS receive course credit (SELC 8530) anda TExAS Certificate
Faculty who complete TExAS receive the TExAS Certificate and can receive a letter of commendation upon request
Residents who complete TExAS receive a TExAS Certificate, can receive a letter of commendation upon request, and can receive course credit through INTD 6070 if you register for the course (may have tuition implications).
Reading Assignments and Other Out-of-Class Activities
TExASseminarsare supplemented by readings, worksheets and self-assessment inventories. These materials may be distributed during class or may be sent to participants by email attachment either before or after class. PowerPoint presentations used during the TExASseminars will be sent to the participants before or after the class based on the objectives of each class.
Philosophy of Education (POE) Essay
TExAS participants will review various philosophies of education (handout provided) and then write a POE essay based on guidelines presented in TExAS to communicate your personal beliefs about teaching, learning and assessment.
Professionalism
Participants’ professionalism is expected during TExAS. Key aspects of professionalism for TExAS include diligence in attending seminars, prompt arrival before the start of each class, remaining until the end of the class unless there are conflicts with other courses, active participation in simulations, discussions and other class activities, teamwork with classmates, and timely completion of assignments. TExAS focuses on effective teaching, and thus, openness to feedback about teaching and respectful discussion of teaching philosophy among classmates is expected.
Communication with Course Director
My office is 3.289R in the School of Dentistry. If you wish to schedule an appointment, please contact me by email at . I am eager to meet individually with TExAS participants during or after the course to discuss teaching and learning issues or careers in teaching.My office phone is (210) 567-0436.
Participants’ Evaluation of the Course
The TExAS course evaluation survey will be sent to you online at the conclusion of the course. Your prompt and candid feedback about the course is appreciated and will be valuable in designing the course for other groups in the future.
Spring 2017 TExAS Schedule
Room: TBA Wednesdays: 7:00 – 8:40 am
Date / Topic / Activities / InstructorFeb 1 / Teaching in Classrooms
- Participant teams critique a lecture and report findings
- What makes an effective lecture?
- Types and purposes of lectures
- Directions for Microteachings (15 minute lecture presentations)
Assistant Dean, Education and Faculty Development
UTHSCSA School of Dentistry
Feb 8 / Team-Based Learning
- Principles and format of team-based learning (TBL)
- Participants experience team-based learning and discuss
Director, Evidence-Based Practice
Program; School of Dentistry
Feb 15 / Understanding Students and Teachers in 2017
- What do students and teachers in 2017 expect from each other?
- Influence of personality on teaching and learning
- What do I value as a teacher? Directions for POE assignment
UTHSCSA School of Dentistry
Feb 22 / Assessing Students’ Comprehension with Written Tests
- Types and uses of written assessments
Comprehensive Dentistry
UTHSCSA Dental School
March 1 / Microteaching # 1 (Knowledge Enhancement Presentation)
- Participants present a 15 minute lecture and receive feedback
- Participants review videotape of lecture & submit self-analysis
March 8 / Alternatives to “Death by PowerPoint”
- Participants experience active learning methods for classrooms
- Case-enhanced and problem-based learning
UTHSCSA School of Dentistry
March 15 / Stressed, Anxious, Sick, Tired or Slackers? How & When Should We Help Students?
- Causes of student struggles in professional education
- Cases: What’s happening & how can we help these students?
Chair, Physical Therapy
School of Health Professions
Mar 22 / Spring Break Week for School of Dentistry – No TExAS Class
March 29 / Teaching in the Clinic
- Best practices for spontaneous teaching in a patient care setting
- Providing constructive feedback; feedback simulations
- Difficult conversation simulations
UTHSCSA School of Dentistry
April 5 / Microteaching # 2 (Advocacy / Motivational Presentation)
- Participants present a 15 minute lecture and receive feedback
- Participants review videotape of lecture & submit self-analysis
April 12 / Assessing Students’ Performance in Clinics
- Competency-based education – what is it & how does it work?
- Best practices for assessing clinical performance
- Constructing instruments to assess performance
UTHSCSA School of Dentistry
April 19 / Putting It All Together - Planning Courses
- Writing clear learning objectives
- Participants write objectives for different types of learning
- Developing the course syllabus – do’s and don’ts
- Syllabus critique
UTHSCSA School of Dentistry
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