Office of Continuing Education 

 

501 South Preston Street, Suite 239
Louisville, KY 40202-1701
Telephone: (502) 852-5077
Fax: (502) 852-3994
Email: ULSDCE@louisville.edu 


Faculty Development: Taking a Learner-Centered Approach to Teaching in the Health Sciences

Open to University of Louisville HSC Faculty Only
Co-sponsored by the HSC DELPHI Center Faculty Development

For ULSD Faculty and Postdoctoral Students Only

Guest Speaker: Dr. Terry Doyle


Event Date: Thursday, February 07, 2013
 

LOCATION: U of L Health Sciences Campus - Ambulatory Care Building - Auditorium
Louisville, KY 40202


 


 

COURSE DESCRIPTION:
Current research on how the human brain learns strongly suggests that traditional teaching approaches which remain popular in health science programs across the country may not provide students with optimum opportunities for learning success. As the volume of science information continues to grow at extraordinary rates, new ways of providing instruction that optimize student learning and maximize the effectiveness of faculty's instruction time need to be implemented. A learner-centered approach - in which instructors require students to take a more active role in their own learning and which assists students in increasing their own effectiveness as learners - can be effective. This session will explore the research on human learning and offer specific suggestions for how to give students greater responsibility for their own learning and will cover how faculty can reduce their role as lecturers and increase their role as facilitators of learning.


COURSE OBJECTIVES:

At the conclusion of this presentation, faculty will:

1. Have specific ideas about how to teach for long term learning.
2. Be better able to help their students understand how the human brain learns and recalls information and skills.
3. Have specific teaching strategies for managing the heavy content load of the Health Sciences.
4. Be better equipped to use the patterns inherent in the Health Science textbooks and content to improve students’ understanding of the health science information.


COURSE OUTLINE:

1. What we do we mean when we say someone has learned something new?

  • Neuroscience findings on learning.
  • Bjork’s definition of learning
  • What would make us happy that our students still knew a year later?
  • The one who does the work does the learning

2. What does the human brain need to learn at its optimal level?

  • Oxygen
  • Hydration
  • Sleep
  • Food( glucose)
  • Exercise

3. Cognitive Load and Learning

  • How much is too much information?
  • What happens to an overloaded brain?
  • Strategies for teaching in the Health Sciences
  • What is the best use of a teacher’s time
  • Flipped classroom
  • Online practice quizzing
  • What do students need to know and what can they look up when needed
  • Definition of lecture

4. Making Memories

  • Distributed practice
  • Elaboration
  • Multisensory learning
  • Stress and its impact on memory
  • What interferes with memory

5. Patterns and Learning

  • Our own words—recoding
  • Patterns in Health Science textbooks
  • Patterns in Health Science courses
  • Common learning patterns


About Dr. Terry Doyle:

Dr. Terry Doyle is an author, educational consultant, and professor of reading at Ferris State University, where he has worked for the past 34 years. From 1998 to 2009, he served as the senior instructor for faculty development and coordinator of the new to Ferris Faculty Transition Program in the Faculty Center for Teaching and Learning at Ferris State. Terry has presented over 60 workshops on teaching and learning topics at national and international conferences since 2000. During the past five years he has worked with faculty in Taiwan, South Korea, and on 50 different colleges and universities across the United States sharing methods for developing a learner-centered teaching practice. His newest book, Learner-Centered Teaching: Putting the Research on Learning Into Practice, was released in October 2011. He is also the author of the book Helping Students Learn in a Learner-Centered Environment: A Guide to Teaching in Higher Education, published in 2008, and co-author of the book New Faculty Transition: An Ideal Program, published in 2004.



About the HSC-Delphi Faculty Development Partnership:

Established in June 2011, the HSC-Delphi Faculty Development Partnership seeks to:
Enhance teaching and learning on UofL's Health Sciences Campus by providing meaningful and relevant professional development opportunityes for faculty;
• Share unit resources to promote campus-wide conversations about best practices in teaching and learning in the health sciences; and
• Address accreditation calls for continuous quality improvement to the curriculum by offering participants concrete teaching strategies and 'take-aways' for immediate implementation and relevant resources to foster further exploration and learning.

The partnership steering committee is comprised of unit representatives from Medicine, Nursing, Dentistry, the School of Public Health and Information Sciences and the Delphi Center for Teaching and Learning. With support from the deans of each school, the steering committee works together to deliver two significant professional development programs for HSC faculty annually.


On-Site Sign-In: 11:30 AM. - 12:00 PM

Course:
12:00 PM - 1:00 PM

 

FEES: Pre-Registration2/22/2013 11:59 PM (ET) On-Site Registration
ULSD Faculty and Staff: No Charge No Charge



Lecture: CEU(s) - 1

Education Method: Live Interactive Format

Register On-Line:  


 

 

 

 


 

 










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